The effect of Enright Process and REACH forgiveness models on promoting forgiveness among college students in Ashanti, Ghana

Introduction: Forgiveness interventions have gained increasing attention in counselling psychology as effective approaches for addressing interpersonal hurt among students. However, empirical evidence comparing the effectiveness of the Enright Process Model and the REACH Forgiveness Model within the Ghanaian college context remains limited. This study therefore explored the effects of these two models on forgiveness among college education students in the Ashanti Region of Ghana. Methods: The study employed a quasi-experimental pre-test, post-test control group design. The population comprised second-year students from three selected Colleges of Education in the Ashanti Region. A sample of 60 students who met eligibility criteria and reported experiencing interpersonal hurt was selected and randomly assigned into three groups: two experimental groups (Enright Process and REACH models) and one control group, each consisting of 20 participants (10 males and 10 females). Data were collected using the Enright Forgiveness Inventory (EFI) and a semi-structured interview guide. Quantitative data were analyzed using one-way and two-way analysis of covariance (ANCOVA), while qualitative data were analyzed thematically. Results: The findings revealed that both the Enright Process Model and the REACH Forgiveness Model significantly enhanced participants' levels of forgiveness compared to the control group. The ANCOVA results indicated statistically significant differences in post-test forgiveness scores among the groups, with participants in both intervention groups demonstrating notable improvements. Thematic analysis of interview data supported these findings, highlighting increased emotional healing, empathy, and reduced resentment among participants. Discussion: The study demonstrates that both the Enright Process and REACH models are effective interventions for promoting forgiveness among college students experiencing interpersonal hurt. These findings underscore the relevance of structured forgiveness therapies in educational and counselling settings in Ghana. Recommendation: It is recommended that counsellors integrate these models into intervention programs to enhance students' emotional well-being and interpersonal relationships.