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  1.  87
    Forgiveness: A Developmental View.Robert D. Enright, Elizabeth A. Gassin & Ching-Ru Wu - 1992 - Journal of Moral Education 21 (2):99-114.
    Abstract The concept of interpersonal forgiveness is described first through an examination of ancient writings and contemporary philosophical and psychological discourse. Two psychological models are then described. The first concerns developmental patterns in how people think about forgiving another. The second describes how people may go about forgiving another. Implications for counseling and education are drawn.
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  2.  55
    Forgiveness Education with Parentally Love‐Deprived Late Adolescents.Radhi H. Al-Mabuk, Robert D. Enright & Paul A. Cardis - 1995 - Journal of Moral Education 24 (4):427-444.
    Abstract Two studies with male and female college students (n = 48 in study 1, n = 45 in study 2), who judged themselves to be parentally love?deprived, engaged in a randomised, experimental and control group design focused on forgiving the parent(s). Study 1 was a 4?day workshop centring on a commitment to forgive. Study 2 was a 6?day workshop that included more of the therapeutic regimen from the Enright and the Human Development Study Group (1991) forgiveness model. Study 1 (...)
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  3.  14
    Piloting Forgiveness Education in a Divided Community: Comparing Electronic Pen-Pal and Journaling Activities Across Two Groups of Youth.Robert D. Enright, Margaret Rhody, Breanne Litts & John S. Klatt - 2014 - Journal of Moral Education 43 (1):1-17.
    We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between (...)
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  4.  24
    A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood.Robert D. Enright - 1981 - Journal of Moral Education 11 (1):47-60.
    Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher than (...)
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  5.  10
    An Evaluation of Growth in a University Programme.Robert D. Enright & Darwin D. Hendel - 1979 - Journal of Moral Education 9 (1):50-52.
    Despite the increased number of moral development programmes on the elementary and secondary school level (Blatt and Kohlberg, in press; Cooney, 1977; Turiel, 1966), there have been few investigations of the effectiveness of college programmes in increasing students? level of moral judgment. The present study examined the influences on moral growth of a combined full?time helping and full?time academic experience for a group of college undergraduates. It was expected that the helping experiences would lead to increased moral judgments since similar (...)
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