Forgiveness and Implicit Theories in Early Adolescents

The aim of my research has been to test implicit theory change as a way to help young adolescents forgive a peer who hurt them deeply. The first of two studies showed that those holding an incremental theory of attribution are more forgiving than those holding an entity view. Overall feelings of vulnerability to future hurt were higher for entity theorists. The second study measured the impact an intervention, designed to change one''s implicit theory from entity toward an incremental view, would have on levels of forgiveness, expectations of future hurt, and levels of anger. Findings showed a significant interaction between the experimental and control groups in favor of the intervention demonstrated by an increase in forgiveness for the experimental group at two different post-tests, and a decrease in the concern for future hurt at the second post test. It is my hope that this line of research will help educators and clinicians to reduce peer rejection and it''s negative outcomes.

Autorentext
Patti Beth During my undergraduate career my focus of study was on clinical and social psychology. My studies and research fostered by the McNair Program resulted in my first publication in Child and Adolescent Social Work Journal. I continued my graduate studies through the Educational Psychology Department at UW-Madison. I am deeply interested and committed to the study of personality development and the associated attributions one makes. These attributions affect our daily lives as well as interactions with our global society. I have been tutored in Human Development under the direction of Robert D. Enright.