The Relational Approach

A child’s early experiences affect every dimension of relationship, learning and health. In The Psych Approach New York Times columnist David Brooks highlights the correlation between adverse child experiences and long term life outcomes. Here’s the thirty thousand foot view: compared to those with no experience of childhood trauma, individuals who had suffered four traumatic childhood experiences were:

  • Seven times more likely to be alcoholics as adults
  • Six times more likely to have had sex before age 15
  • Twice as likely to be diagnosed with cancer
  • Four times as likely to suffer emphysema

“Later research suggested that only 3 percent of students with an ACE score [number of traumatic childhood experiences] of 0 had learning or behavioral problems in school. Among students with an ACE score of 4 or higher, 51 percent had those problems.” In short, your early experiences wire you for life, impacting your relationships, health, and ability to learn and thrive.

David Brooks calls this “The Psych Approach” because it turns attention toward the psychological impacts of “economic, social and family breakdowns.” In terms of treatment, the psych approach is probably a good description. However, with respect to prevention and restoration, The Relational Approach would be a more apt title. To break the patterns of family, social and economic breakdown, we must acknowledge that relationships are paramount – not least the relationship of a child to his or her father.

  • Children in father-absent homes are almost four times more likely to be poor.
  • Infant mortality rates are 1.8 times higher for infants of unmarried mothers than for married mothers.

Brooks concludes his column: “Maybe it’s time for people in all these different fields to get together in a room and make a concerted push against the psychological barriers to success.” It is indeed time for to bring people together to make a push against the relational barriers to human development and flourishing communities.

Improving the Odds for Children by Asking Better Questions

In the introduction to How Children Succeed: Grit, Curiosity and the Hidden Power of Character, Paul Tough frames the problem of improving the lot of poor children:

“We haven’t managed to solve these problems [how early experiences connect to adult outcomes] because we’ve been looking for solutions in the wrong places. If we want to improve the odds for children in general, and for poor children in particular, we need to approach childhood anew, to start over with some fundamental questions about how parents affect their children; how human skills develop; how character is formed.” (xxiv)

The answer those questions is that childhood – and early childhood in particular – is the apprenticeship of being human. Character is formed and skills are developed in the context of relationships – which is why the impact of parents in those early years is so profound.

There is another line of questions that needs to be pushed farther than Paul Tough ventured.

  1. Is it possible that qualities and skills that enable “success” in contemporary society may be acquired, and yet the person be bereft of real virtue?
  2. How can we cultivate in children the kind of virtue that enables them to persevere in pursuit of the good even, and especially, when pursuing the good means losing rather than winning? (Think of Martin Luther King Jr. receiving death threats and persevering until he was assassinated.)

These are the kinds of questions we must ask if we are serious not just about getting kids through high school, but about the pursuit of real virtue and flourishing communities.

“I don’t want you to end up like me.”

Over the next few weeks, I will be blogging through Paul Tough’s book How Children Succeed: Grit, Curiosity and the Hidden Power of Character. It is packed full of insight into the role that families and communities play in forming children, and the role that supporting organizations can play in those families in communities. Paul’s first book, Whatever it Takes: Geoffrey Canada’s Quest to Change Harlem and America sparked my interest in apprenticeship as a compelling metaphor to describe what happens in every family and home during the earliest years of life. How Children Succeed contains many overlapping themes with The Apprenticeship of Being Human, and is worthy reading for anyone who cares about education, inequality and social flourishing.

The Breaking Point

Paul tells the story of Kewauna, who was arrested at age 15 for striking a police officer. Kewauna’s mother sat her daughter down and said to her, “I don’t want you to end up like me.” For Kewauna, that conversation was the beginning of change. It took her mother’s radical honesty about her own history to help her change course. (In one year, her GPA changed from 1.8 to 3.4.)

In the weeks and months to come, I will argue that this kind of honesty is essential to breaking cycles of poverty. Only when parents can honestly say, “I don’t want you to end up like me,” can there be an honest dialogue about responsibility and possibility. Kewauna’s mom was ruthlessly honest and humble. Her courage made possible her daughter’s transformation. That is beautiful, praiseworthy and revolutionary.

What is more valuable than self-control?

Over the past year, I have volunteered to help with the chess club at my daughter’s elementary school. The students participate for an hour in a club that includes direct instruction in rules and strategies of chess, and lots of time to play the game.

One day I played chess with “Andrew,” and was struck by his inability to control himself. He interrupted the coaches, bothered the other students, and didn’t think through his moves carefully. I could only imagine how he behaved in the classroom during the school day.

Is there any skill more valuable for an 8 year old than self-control?

In Paul Tough’s new book How Children Succeed: Grit, Curiosity and the Hidden Power of Character, he argues that character traits and social skills (in which he specifically includes self-control) are more important than cognitive skills for children to thrive.

In chess club, that is certainly true. If you have self-control, you can listen attentively to the rules and strategies. You can wait patiently for an opportunity to put your opponent in checkmate. You can keep your cool even when your opponent has the upper hand in the game. Indeed, you can lose again and again – and learn from it to become a good player in all the senses of that word. It is no overstatement to say that self-control is a pivotal virtue that catalyzes learning, relationships, and human development.

Can you think of a more critical virtue for an eight year old?