The Enright Process Model as an Effective Tool for Unforgiveness and Anger Management among College Students in Ghana

Solomon Jil Barimah; Charlotte Omane Kwakye Nuako; Emmanuel  Eshun; Afua Ntoaduro; Frank Lamadoku  Attila; Kingsley  Agyei-Sarpong; Grace  Yeboah

Solomon Jil Barimah Department of Guidance and Counselling University of Cape Coast, Cape Coast, Ghana
Charlotte Omane Kwakye Nuako Department of Forensic Science University of Cape Coast, Cape Coast. Ghana
Emmanuel Eshun Department of Guidance and Counselling University of Cape Coast, Cape Coast, Ghana
Afua Ntoaduro Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana
Frank Lamadoku Attila Department of Guidance and Counselling University of Cape Coast, Cape Coast, Ghana
Kingsley Agyei-Sarpong
Grace Yeboah Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana

Keywords: Anger management, College students, Counselling psychology, Educational policy, Enright Process Model, Forgiveness

Abstract

Uncontrolled anger and lack of forgiveness contribute significantly to conflicts within the school and home environments. This research investigated the potential of the Enright Process Model to promote forgiveness and help in anger management among college students. A quasi-experimental design with both experimental (Enright Process Model) and control groups (no intervention), utilizing pre- and post-test assessments was adopted. The sample comprised level 100 students from two Colleges of Education in Ghana. A total of 26 first-year students (13 from each institution) were assigned to the experimental and control groups, respectively. The instruments included the Enright Forgiveness Inventory and the General Anger Inventory. The ages of the participants were 19- 36 years. Paired sample t-test was used to analyse the data. Findings indicated that the Enright Process Model positively influenced forgiveness levels of participants who received the intervention as they reported higher post-test mean score (M = 295.23, SD = 11.75) compared to their pre-test mean score (M = 158.92, SD = 46.57), [t(12) = -11.51, p<.05]. There was no significant difference in pre-test and post-test anger scores of participants who received the intervention [t(12) = -2.19]. The pre-test and post-test forgiveness scores of participants who did not receive the intervention was not significantly different [t(12) = -1.04]. Similarly, there was no significant difference in the pre-test and post-test anger scores of participants who did not receive the intervention [t (12) = -1.57]. This study demonstrates the effectiveness of the Enright Process Model in fostering forgiveness among college students. It is recommended that school counsellors should integrate this therapy into their practice to promote anger management and facilitate forgiveness.