The Effectiveness of Self-forgiveness Workbook Intervention on Responsibility, and Willingness to Make Reparations among Students

The purpose of this research was to examine the effectiveness of self-forgiveness workbook intervention on responsibility, and willingness to make reparations among students. At the first, using Heartland Forgiveness Scale, from 280 people, a total of 40 people with minimum score, were randomly assigned to the experimental and control groups. The research method was semi-experimental with the experimental and control group. The experimental group received ten 60-minute sessions self-forgiveness training and the control group did not receive any training during this period. Both groups responded to the California responsibility scale and Woodyatt and Wenzel willingness to make reparations scale before and after the intervention. The results showed that there was a significant difference between the experimental and control groups in responsibility and willingness to make reparations. Self-forgiveness workbook intervention was effective in promoting responsibility and willingness to make reparations among students. Also, the result revealed intervention effects was permanent during time (from posttest to follow-up). In general, Self-forgiveness has been able to make changes in individual responsibility by reducing negative emotions and increasing positive emotions, and by increasing the adaptive strategies in students, they tend to improve the willingness to make reparations. The results of this study have the major implications of combined training methods for promoting forgiveness.