Bringing Peace to the Central City: Forgiveness Education in Milwaukee

Gassin, Elizabeth A.; Enright, Robert; Knutson, Jeanette

doi:10.1207/s15430421tip4404_5

Cited by 23 publications

(14 citation statements)

References 45 publications

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“…Second, given our focus on a community sample, our findings might not generalize to more high‐risk contexts where children experience, and have to forgive, more serious harm (Gassin, Enright, & Knutson, ), or to different cultural or religious groups wherein the normative views of forgiveness attach distinct meanings to important features, such as repentance (McCullough & Worthington, ). In spite of this limitation, our sample is consistent with, and can therefore inform, most previous work on children's forgiveness.…”

Section: Discussionmentioning

confidence: 97%

To err is human: Forgiveness across childhood and adolescence

et al. 2019

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This study examined children's and adolescents' narrative accounts and evaluations of an instance when they forgave a peer and an instance when they did not forgive, as well as their definitions of what it means to forgive. The sample included 100 participants in three age groups (7‐, 11‐, and 16‐year olds). Regardless of age, forgiveness and non‐forgiveness accounts differed in interpersonal features, such as how they responded when hurt and whether the peer apologized. The psychological features of the experiences involving their own thoughts and feelings also distinguished between events that were forgiven and those that were not, but did so for 16‐year olds and, sometimes, for 11‐year olds, but never for 7‐year olds. The distinct ways in which younger and older children narrated their experiences also were reflected in their evolving definitions of what it means to forgive, though children's definitions revealed aspects of their thinking not captured in their narratives. Finally, children at all ages judged forgiving favorably but, with age, their evaluations of not forgiving became less negative. These findings challenge the narrow conceptual and methodological lenses through which forgiveness had been examined, and underscore meaningful age differences in the ways children make sense of and evaluate forgiveness and non‐forgiveness.

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Section: Discussionmentioning

confidence: 97%

To err is human: Forgiveness across childhood and adolescence

et al. 2019

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“…Forgiving another does not equate to weakness, nor does not it preclude reasonable expressions of anger or attempting to redress an injustice (Gassin, Enright, & Knutson, 2005). Nor are we suggesting that all wrongdoings are forgivable.…”

mentioning

confidence: 84%

Forgiving, but not Necessarily Forgetting

Cleary

Horsfall²

2014

Issues in Mental Health Nursing

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“…Gassin, Enright, and Knutson 2005) or in post-conflict contexts such as Northern Ireland (e.g. Holter, Martin, and Enright 2006).…”

Section: Review Of Empirical Literature On Children and Forgivenessmentioning

confidence: 99%

“…This research has been conducted mainly in the areas of development, counselling and social psychology -often in the form of examining the effectiveness of forgiveness interventions in helping children and adolescents to forgive in interpersonal relationships (e.g. Gassin, Enright, and Knutson 2005;Holter et al 2008;Hui and Chau 2009) or in relationships with members of an 'enemy' group in post-conflict societies (e.g. Enright, Knutson, and Holter 2010;Holter, Martin, and Enright 2006).…”

Section: Introductionmentioning

confidence: 99%

Exploring children's perceptions of forgiveness at the interpersonal and political levels: emerging evidence in Cyprus

Zembylas

Michaelidou

2013

Education 3-13

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This article presents a case study of an action research investigation at a GreekCypriot classroom that explores 10-11-year-old children's perceptions of forgiveness at both the interpersonal and the political levels. The study indicates that participant children view forgiveness from a variety of perspectives that do not seem to differ a lot from adults; these perspectives, although not fully mature, reveal the complex elements of offering and asking for forgiveness. The following three perspectives are identified in the findings: children's reasons to ask for forgiveness; children's views on the conditions to offer forgiveness and children's perceptions of forgiveness at the political level. The findings have important implications for designing educational interventions on forgiveness.

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Bringing Peace to the Central City: Forgiveness Education in Milwaukee

Cited by 23 publications

References 45 publications

To err is human: Forgiveness across childhood and adolescence

To err is human: Forgiveness across childhood and adolescence

Forgiving, but not Necessarily Forgetting

Exploring children's perceptions of forgiveness at the interpersonal and political levels: emerging evidence in Cyprus

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