Alternative School Student Perceptions about Forgiveness

Autor/inn/en	Edgar-Smith, Susan; Palmer, Ruth Baugher
Titel	Alternative School Student Perceptions about Forgiveness
Quelle	In: Preventing School Failure, 61 (2017) 4, S.259-267 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1272540
Schlagwörter	Nontraditional Education; At Risk Students; Middle School Students; High School Students; Student Attitudes; Mental Health; Well Being; Comprehension; Concept Formation; Adults; Age Differences; Behavior Problems; Conflict Resolution; Aggression; Intervention; Altruism; Delinquency; Questionnaires; Victims; Grade Point Average + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten; Psychohygiene; Well-being; Wellness; Wohlbefinden; Verstehen; Verständnis; Concept learning; Begriffsbildung; Age; Difference; Age difference; Altersunterschied; Conflict solving; Konfliktlösung; Konfliktregelung; Altruistic behavior; Altruismus; Kriminalität; Fragebogen; Victim; Opfer
Abstract	The investigative setting for this study was an alternative educational program that serves at-risk middle and secondary school students. The study evaluated students' conceptual understandings of forgiveness, their exercise of forgiveness in the face of perceived school-related transgressions, as well as the relationship between the two variables and student mental health and well-being. Overall, the students' cognitive grasp of forgiveness was found to be less sophisticated than was demonstrated by a similar sample of adults, indicating that the students, as a group of externalizing youth, struggled to use forgiveness to resolve relational conflicts. Specific factors that may foster forgiveness in habitually aggressive youth are presented along with recommendations for interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01