Promoting forgiveness in Greek preadolescents: a universal, school-based group intervention

Vassilopoulos, Stephanos P.; Κουτσουρά, Αλεξάνδρα; Brouzos, Andreas; Tamami, Despoina

doi:10.1080/03069885.2018.1527285

Cited by 8 publications

(16 citation statements)

References 39 publications

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“…Anger scores of experimental group increased at follow up test. In the study of Vassilopoulos et al (2018), at post-test, forgiveness and life satisfaction increased, anger decreased in favor of experimental group. In the study of Freedman (2018), a significant difference in favor of experimental group was found in terms of forgiveness, anxiety, depression and hope; however, there wasn't significant difference between groups in terms of self-esteem.…”

Section: Resultsmentioning

confidence: 85%

“…Program is "Joyful Forgiveness" for 9-11 age children. Vassilopoulos et al (2018) applied a class guidance program. Program includes recognition and expression of emotions, relations among emotions, thoughts and behaviors, value of love, forgiveness, developing an act plan for applying forgiveness.…”

Section: Resultsmentioning

confidence: 99%

“…Taysi ve Vural, 2016), diğer 5'inin ise ergenlere yönelik olarak gerçekleştirildiği (Bkz. Enright, Rhody, Litts ve Klatt, 2014;Freedman, 2018;Park, Enright, Essex, Zahn-Waxler ve Klatt, 2013;Rahman, Iftikhar, Kim, and Enright, 2018;Vassilopoulos, Koutsoura, Brouzos, and Tamami, 2018); araştırma gruplarının yaşlarının 9 -19 arasında değiştiği belirlenmiştir. Araştırma grubunu okul/sınıf temelli belirleyen çalışmalardan 1'inde (Bkz.…”

Section: Araştırma Gruplarıunclassified

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Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

Asici¹

2019

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Pozitif ruh sağlığı anlayışının popülerlik kazanmasıyla birlikte; affetme kavramı, psikoloji ve ruh sağlığı alanında çalışan pek çok araştırmacının dikkatini çekmiş ve affetmeyle ilişkisi olan değişkenleri belirlemek amacıyla gerçekleştirilen çalışmalar oldukça artış göstermiştir. Affetmenin psikolojik sağlığın göstergesi olan değişkenlerle ilişkisinin ortaya konulmasıyla birlikte, bireylerin affetme konusundaki bilgi, beceri ve olumlu tutumlarını arttırmaya yönelik çalışmalar da önem kazanmıştır. Bu araştırmada, affetmeyi temel alan grup müdahalelerinin etkililiğinin sistematik olarak incelenmesi amaçlanmıştır. Bu amaç doğrultusunda; Wiley Online Library, Taylor and Francis, Springer Link, Scopus, Science Direct, Sage Journals, EBSCOhost ve TR Dizin veri tabanlarında, "affetme müdahalesi", "affetme grubu", "affetme terapisi", "affetme eğitimi" ve "affetme programı" terimleri aracılığıyla, 2010-2019 yılları arasında yayımlanan Türkçe ve İngilizce araştırma makaleleri taranmıştır. Yapılan tarama sonucunda ulaşılan 529 makale PRISMA rehberi ve bu araştırma için belirlenen seçim kriterleri doğrultusunda değerlendirilerek, kriterleri karşılayan 6 makale araştırma kapsamına alınmıştır. Seçilen makaleler araştırma grubu, araştırmanın deseni, uygulanan grup müdahalesinin özellikleri, kullanılan ölçme araçları ve müdahalenin etkililiği açısından incelenmiştir. Bulgulara göre, incelenen tüm affetme müdahaleleri katılımcıların affetme konusunda bilgi ve becerilerinin artmasında ve affetmeye ilişkin olumlu bir tutum geliştirmelerinde etkili olmuştur. Ayrıca, seçilen çalışmalarda uygulanan affetme müdahalelerinin öfke, depresyon ve anksiyetenin azalmasına; empati, umut ve yaşam doyumunun da artmasına katkı sağladığı görülmüştür. Özellikle de affetmenin süreç modelini temel alan grup müdahalelerinin olumlu sonuçlar ürettiği belirlenmiştir. Sonuç olarak, çocuk ve ergenlere yönelik olarak gerçekleştirilen affetme müdahalelerinin, affetmeyi arttırdığı ve psikolojik sağlığı olumlu yönde etkilediği söylenebilir. Elde edilen sonuçlar ışığında, önleyici ve müdahale edici psikolojik danışma hizmetlerinin bir bölümü olarak çocuk ve ergenlere yönelik affetme müdahalelerinin okullarda kullanılması önerilmektedir.

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Section: Resultsmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Araştırma Gruplarıunclassified

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Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

Asici¹

2019

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“…Taysi and Vural (2015) hypothesize that the 10-week intervention may have been too brief and classroom teachers, teaching the content for the first time, as factors that may have impacted findings at follow-up. Vassilopoulos et al (2020) evaluated the effectiveness of a facilitator-led, six-session after school forgiveness education intervention with 42 Greek primary school students, aged 10-13 years. Compared to the no-contact control group, participants in the forgiveness education group showed a significant reduction in depression and anger as well as an increase in life satisfaction, understanding of forgiveness, and forgiveness toward offenders.…”

Section: Forgiveness Education Research With Children and Adolescentsmentioning

confidence: 99%

Forgiveness education as a form of peace education with fifth-grade students: A pilot study with implications for educators.

Freedman¹,

Chen²

2023

Peace and Conflict: Journal of Peace Psychology

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A 10-week forgiveness education curriculum based on a developmentally appropriate version of Enright’s process model was taught to two classes of fifth graders (Primary 6, ages 10–11, N = 30) attending a low-income school in a midwestern city in the United States. An exploratory, single-group pretest–posttest design was used to examine changes in forgiveness toward a specific offender, forgiveness knowledge and understanding, and levels of anger. Following the education, the students illustrated statistically significant increased forgiveness toward an offender who had hurt them and knowledge about forgiveness. Statistical significance was not found for changes in anger. Verbal statements from the students also illustrate that forgiveness education increased students’ knowledge about forgiveness and willingness to forgive in situations of hurt and conflict. Responses from students illustrated that they enjoyed the children’s literature in this specific forgiveness education curriculum. Implications for future research and the use of forgiveness education as a form of peace and moral education are discussed.

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“…However, in the last few years this area of investigation has gained more popularity, and several studies have been published on topics including children's group treatment outcomes [15], mindfulness-based interventions [16], the effectiveness of resilience-based interventions [17], and school problem prevention [18]. Evidence on school prevention programmes pertains to children's peer relationships, emotional and behavioural problems [19,20], social anxiety, [21], bullying, victimization [22], delinquency [23], self-esteem, social skills [24], and aggressive behaviour [25]. Specifically, Schechtman and Ifargan [26] suggested that psycho-educational groups are most effective with primary school children, serving as a tool to improve children's awareness of their behaviour, find what triggers their behaviour, and learn how to control it [27].…”

Section: Introductionmentioning

confidence: 99%

Emotional Competence in Primary School Children: Examining the Effect of a Psycho-Educational Group Intervention: A Pilot Prospective Study

Grutta

Epifanio

Piombo

et al. 2022

IJERPH

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Emotional competence (EC) is a key component of children’s psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) completed the Pictures of Facial Affect (POFA), the Drawn Stories Technique, the Classroom Drawing, and the Colored Progressive Matrices. The total sample was randomly divided into an intervention group (N = 116) who took part in psycho-educational activities and a control (no-intervention) group (N = 84). Both groups were tested at baseline, before the intervention started, and at the end of the intervention (4 months from baseline). Results from mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p = 0.01) and an interaction effect between POFA and group (F = 4.82, p = 0.03). No significant main effect was found for classroom drawing over time (F = 0.81, p > 0.05) or for quality of integration and group intervention. These findings support the importance of developing psycho-educational programmes in school for promotion of emotional health for preventing not only the onset of problematic behaviours at school such as bullying but also the development of clinical conditions linked to difficulties in emotional recognition, expression, and regulation such as alexithymia.

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Promoting forgiveness in Greek preadolescents: a universal, school-based group intervention

Cited by 8 publications

References 39 publications

Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

Forgiveness education as a form of peace education with fifth-grade students: A pilot study with implications for educators.

Emotional Competence in Primary School Children: Examining the Effect of a Psycho-Educational Group Intervention: A Pilot Prospective Study

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