Perspectives on Forgiveness: Clinical Implications

Social Workers

2.00 - CE credit hours training

$12.00 - Cost of course

This page contains important information about the course, including training details, a comprehensive course description, learning objectives, and source references. We encourage you to review each section to gain a clear understanding of the course content, educational goals, and supporting materials before beginning your training and taking the POST TEST below.

Target audience and instructional level of this course: foundational
There is no known conflict of interest or commercial support related to this CE program.

Perspectives on Forgiveness: Clinical Implications

Course Training

Follow the link below, read the material and then take the 12 question post test

Read the Course Material:
Perspectives on Forgiveness: Clinical Implications

Post Test

12 Questions

1. From "Enright Forgiveness Process Model": In the Enright model, forgiveness is a decision and a process.

a. True b. False

2. From "REACH Method of Forgiveness": Which of the following outcomes has been achieved using Worthington's REACH method of forgiveness?

a. Increased self-worth b. Increased optimism c. Increased concentration d. Improved sleep

3. From "REACH Method of Forgiveness": Worthington's model recommends the use of thought stopping when thoughts of anger or revenge resurface.

a. True b. False

4. From Methods of Forgiveness: ________________________ specify empathy, compassion and a giving a gift to the transgressor whereas ___________________________ do/does not.

a. Enright's approach; Worthington's approach b. Luskin and Worthington's approaches; Enright's approach c. Enright and Worthington's approaches; Luskin's approach d. Luskin's approach; Enright's approach

5. From "Forgiveness and Forgetting - Introduction": The authors report that mental health counselors overwhelmingly support the use of forgiveness interventions.

a. True b. False

6. From "Definitional Issues": Lamb (2002; 2006) raises concerns that, in some contexts, forgiveness may be problematic. What is/are the concern(s) she expresses?

a. Forgiveness may preclude justice. b. With trauma victims forgiveness can perpetuate relations of inequality and not help stop the victimization. c. Asking victims to forgive is presumptuous. d. A and B e. B and C

7. From "Definitional Issues": Writers on forgiveness make it clear that forgiveness does NOT include which of the following?

a. Condoning b. Excusing c. Forgetting d. Justifying e. All of the above

8. From "A Critique of Forgiveness and Forgetting": The authors put forth the proposition that forgetting, as a coping strategy related to forgiveness, should neither be dismissed out of hand, nor should it be universally endorsed by mental health professionals.

a. True b. False

9. From "How Might Forgetting be Beneficial?": The authors propose numerous ways that forgetting might be beneficial, including:

a. forgetting can allow the individual to have a future with the transgressor b. forgetting may facilitate the process of letting go c. forgetting may tamp down amygdalar reactivity and increase pre-frontal cortex activity. d. B and C e. all of the above

10. From "How Might Forgetting be Beneficial?": The authors assert that, in some cases, we just might need to forget first before we can forgive and move on.

a. True b. False

11. From "Clinical Implications": Regarding forgetting, the authors recommend that mental health professionals:

a. advocate forgetting to their clients. b. remain open to the possibility that forgetting may be an adaptive coping strategy. c. develop alternative words and language for the potentially beneficial aspects of forgetting. d. support forgetting when it occurs in the face of traumatic interpersonal experiences.

12. From "Clinical Implications": In the case scenario, Mr. Franklin was distressed when he experienced a reoccurrence of negative feelings toward the transgressor after believing he had forgiven the partner. How did Dr. Robertson approach this development?

a. He defined true forgiveness and pseudo-forgiveness. b. He had the client complete a forgiveness scale and then applied a step by step forgiveness protocol. c. He took a relapse prevention approach with the client. d. He asked his client to describe more fully the meaning and experience of those "negative" feelings.

Course Description

Course Description

This course considers the clinical implications related to perspectives on forgiveness. It is not uncommon for clinicians to see clients affected by interpersonal transgressions. Forgiveness is an approach that some clients will decide to pursue, and it represents a positive psychological response to interpersonal harms that can contribute to numerous positive outcomes. Forgiveness can be defined as the release of resentment or anger. It is vitally important for the mental health of those who have been victimized, as it propels them forward rather than keeping them emotionally engaged in trauma or injustice. This course details three approaches to forgiveness: the Enright forgiveness process Model, the "Reach" method and the 9 steps process. After learning about these approaches, it details the potential clinical implications of a focus on forgiveness, providing valuable insight and advice.

Learning Objectives

identify and compare three approaches to forgiveness.
describe potential clinical implications of a focus on forgiveness.
summarize new ways to think about forgetting and its potential relationship to forgiveness.

Source

Lisa Cosgrove, Ph.D.
Professor of Counseling and School Psychology
University of Massachusetts, Boston
Varda Konstam, Ph.D.
Professor Emerita of Counseling and School Psychology
University of Massachusetts, Boston

Robert Enright, Ph.D.
Professor
University of Wisconsin Department of Educational Psychology

Social Workers