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Critiques of positive psychology, as summarized by Van Zyl et al. in J Posit Psychol, 2023, have claimed that positive psychology (1) lacks proper theorizing; (2) over-relies on quantitative designs; (3) is poorly supported empirically with non-replicated studies; (4) lacks novelty and is isolated from mainstream psychology; (5) represents de-contextualized neo-liberal philosophy that causes harm; and (6) is a capitalistic means of furthering individualism, consumerism, and medicalization of positive experiences. Forgiveness studies is taken as a well-established subfield of positive psychology. Considering the critiques individually, I show that the field of forgiveness studies resists many of the critiques of the field of positive psychology as a whole. However, I acknowledge the validity and usefulness of some critiques, concluding that if some aspects of the field resist the critiques, that may imply overgeneralization of the critiques.
Critiques of positive psychology, as summarized by Van Zyl et al. in J Posit Psychol, 2023, have claimed that positive psychology (1) lacks proper theorizing; (2) over-relies on quantitative designs; (3) is poorly supported empirically with non-replicated studies; (4) lacks novelty and is isolated from mainstream psychology; (5) represents de-contextualized neo-liberal philosophy that causes harm; and (6) is a capitalistic means of furthering individualism, consumerism, and medicalization of positive experiences. Forgiveness studies is taken as a well-established subfield of positive psychology. Considering the critiques individually, I show that the field of forgiveness studies resists many of the critiques of the field of positive psychology as a whole. However, I acknowledge the validity and usefulness of some critiques, concluding that if some aspects of the field resist the critiques, that may imply overgeneralization of the critiques.
Purpose The purpose of this article is to elicit understanding of how forgiveness, religion and spirituality, and relationships can better our lives. It draws from the life of Everett L. Worthington, Jr, a positive psychologist and Commonwealth Professor Emeritus at Virginia Commonwealth University. He has published almost 50 books and over 500 scholarly articles or chapters. Design/methodology/approach This is a case study, followed by a ten-question interview. The core methodology is positive autoethnography which is embraced by Worthington to reveal life lessons from things he has done. Findings Worthington reveals a life honoring the interwoven lives of people. He has studied forgiveness intensively and finds it to be an essential way of making our way in the world and in a world community that all too often hosts hurt. Research limitations/implications An extensive literature has developed to understand what forgiveness is, how it comes about naturally and how the REACH Forgiveness method can help people who struggle to forgive themselves or others, and do it more quickly, thoroughly and frequently. Forgiving has psychological, social, spiritual and physical benefits to the forgiver. Practical implications This article is filled with practical information on how to forgive and how to pursue eudaemonia, which Worthington defines as virtue for oneself. Social implications Forgiveness has widespread social implications. Good relationships are those that can help form, maintain, grow and repair when damaged close emotional bonds. Forgiveness helps repair, maintain and grow those bonds. Originality/value Worthington has been instrumental in the establishment and growth of the subfield of forgiveness studies and in the study of humility.
Much attention has been devoted to the effectiveness of forgiveness interventions in children and adolescents featuring two premier programs by Enright and his colleagues. Little attention has been given to psychoeducational forgiveness interventions with emerging adults. This is a narrative review of REACH Forgiveness studies with emerging adults (ages 18–25). The life tasks of emerging adults justify offering psychoeducational interventions to emerging adults. Research studies on REACH Forgiveness (k = 17), non-REACH Forgiveness studies (k = 4), and community campaigns at universities (k = 4) with emerging adults are summarized. Effect sizes per hour (d/h) for REACH Forgiveness studies (k = 13 for psychoeducational groups; k = 4 for self-administered workbooks) are reported. The proto-REACH groups (k = 5) had mean d/h = 0.104; REACH groups (k = 9) had d/h = 0.101; self-administered workbooks (k = 3) had mean d/h = 0.15; non-REACH Forgiveness studies (k = 4) had d/h = 0.09. All studies were from the USA, and most were from universities. However, a recent article reported randomized controlled trials in five non-USA samples of adults (N = 4598). A 3.34-h workbook had d/h = 0.16, suggesting that the workbook might be effective with emerging adults around the world. Finally, three USA Christian universities had public health immersion campaigns to promote forgiveness, and a community psychoeducational campaign in 2878 secular university students in Colombia (of ~9000 total) allowed choices among 16 psychoeducational activities. The number of activities used was proportional to forgiveness experienced. For forgiveness, d = 0.36 plus substantial reductions in depression and anxiety, indicating strong public health potential of forgiveness psychoeducation in emerging adults worldwide.
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