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

ABSTRACT

Forgiveness interventions are a promising approach to conflict resolution, anger-reduction and the enhancement of emotional well-being in adults. The present study examined the effectiveness of a novel six-session, problem-oriented forgiveness group intervention for Greek preadolescents. The sample consisted of 42 primary school students aged 10–13 years, allocated to the experimental (n = 21) or control group (n = 21). The intervention was evaluated using both quantitative and qualitative methods. Results indicated that, compared to the control group, participants in the experimental group showed a significant reduction in feelings of depression and anger as well as an increase in satisfaction with life. In addition, experimental group participants showed a better understanding of forgiveness and developed a more positive attitude towards their offenders. A 12-month follow-up further supported the long-term impact of the forgiveness intervention. Practical implications for the design and implementation of universal forgiveness programmes for older children are discussed.

KEYWORDS:

• Primary school children
• preadolescents
• psychoeducation
• group
• forgiveness
• intervention

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Stephanos P. Vassilopoulos, Ph.D., is an Associate Professor of Counselling in the Department of Primary Education, University of Patras, Greece. He is also director of the Relational Dynamic Laboratory of Education and Counselling.

Alexandra Koutsoura is a PhD candidate at the Department of Primary Education, University of Patras, Greece.

Andreas Brouzos, Ph.D., is a Professor in the Department of Primary Education at the University of Ioannina, Greece. He is also director of the Laboratory for Educational Psychology, Counseling and Research.

Despoina Tamami is a primary school teacher and a former master's student in Counselling, University of Patras, Greece.

Notes

1 For more information regarding the group sessions and the programme materials contact the first author by e-mail at [email protected].