Vertybinių orientacijų kaita atleidimo terapijoje

ENAfter the therapy of forgiveness much more students claimed that they entered the University with the intention to learn more (t(98)=l,64, p<0,05); to acquire a Bachelor degree (t(I78)=l,64, p<0,05); because of random causes (t(69)=l,32, p<0,05); because of prestige (t(110)=l,52, p<0,05); to raise their self-esteem (t(58)=l,50, p<0,05) and to fully express themselves as individuals (t(152)=l,58, p<0,05). After practicing this therapy students also better evaluated the statement that they like studies and it is useful and interesting to study at the University. After the therapy of forgiveness more students claimed they would like to continue studies for a Master degree. However, fewer students would like to study in Doctoral programs or specialty courses. The same number of the respondents before and after the therapy of forgiveness would like to work as qualified psychologists or academic tutors. After the therapy more students chose the possibility to forgive (t(132)=l,98, p<0,05) and love as their main life drives. The least important factors remained: good relations with peers (t(161)=l,43, p<0,05) and chief executives (t(191)=l,95, p<0,05) and the possibility to manage others (t(95)=T,66, p<0,05). According to the authors of other similar surveys (V. Aramavičiūtė, 1998; I. Kupčikienė 1997), forgiveness is imposed only for a part of senior schoolchildren. Comparing these surveys we can note that students assess forgiveness better than schoolchildren. The hypothesis, that students consider forgiveness as a more important spiritual value after the therapy of forgiveness, was approved.