Terry D. Hargrave

Forgiveness: a review of the theoretical and empirical literature

This paper reviews the published literature addressing forgiveness as a therapeutic issue. The review revealed four major themes. These included: diverse attempts in the literature to define forgiveness; the presentation of models of intervention; resistance among theoreticians and therapists to examine forgiveness as a therapeutic construct, and empirical evidence of forgiveness intervention applied to clinical settings. These theoretical and empirical publications are described and critiqued. An evaluation is made as to the current state of the research, and suggestions for future directions.

Families and Forgiveness: A Theoretical and Therapeutic Framework

Although forgiveness is a concept with which families from various cultures have been familiar for ages, there has been little in the way of therapeutic literature that seeks to define and delineate methodology to help families in the process of forgiving. This article examines a theoreticalframework in which therapeutic forgiveness is conceptualized as afour-station process of insight, understanding, giving the opportunity for compensation, and overt forgiving. A definition of forgiveness, theoretical reasoning for forgiveness, and how the framework is applied in family therapy are discussed.

Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying

As counselor educators, we are constantly interviewing middle school counselors to ensure current issues are discussed in our courses. During one such interview, a middle school counselor revealed an alarming conversation she had previously had with a student. The student stated, “I’m really scared about the message I got last night on my computer.” “If it bothers you that much, just don’t log on,” I (interviewed counselor) said. “If I don’t log on, I won’t be able to hang out with my friends,” the girl responded. “Little did I (interviewed counselor) know that this young lady would later attempt suicide due to online bullying.” Few middle school educators have escaped the numerous warnings regarding face-to-face school bullying. While this threat is certainly real, the more common danger inflicted via technology, cyberbullying, is relatively unknown to teachers and parents. Cyberbullying has moved bullying behaviors from the schoolyard to a worldwide audience. This exposure ensures that students receive the greatest humiliation possible both during and after school. Not surprisingly, research indicates that victims (who are often also bullies) suffer from mental health problems and lowered academic achievement (Hall, 2006; Reiff, 2006; Willard, 2007). The purpose of this article is to enlighten teachers, school administrators, and school counselors about this new technological danger, describe warning signs to help recognize both victims and perpetrators, and detail schooland home-based strategies for preventing cyberbullying and healing those affected by the phenomenon.