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"content": "\u003cp>There's a scene in the movie \u003cem>Mean Girls\u003c/em> where new student Cady Heron gets a lesson from her friend, Janice Ian, about the social hierarchy of the high school cafeteria.\u003c/p>\n\u003cp>\"Where you sit in the cafeteria is crucial,\" Janice says. She then maps out the cliques, including preps, jocks and, of course, the \"plastics.\"\u003c/p>\n\u003cp>The scene is an exaggeration of a common experience: the stress of finding your place in a school cafeteria. But Wisconsin resident Smitha Chintamaneni can't relate.\u003c/p>\n\u003cp>\"I've never had that experience,\" she said. \"I've never been at the cool kids' table or the nerd table. We never had that at my school.\"\u003c/p>\n\u003cp>Chintamaneni is an alum of the \u003ca href=\"https://www.usmk12.org/\">University School of Milwaukee\u003c/a>, a private K-12 school in the suburb of River Hills. One of the most unusual things about the University School is its long-standing tradition of assigned lunch seating.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For new students, the seating rules can be a welcome relief. Sophomore Kylie Burger went to public elementary and middle schools before coming to the University School her freshman year of high school.\u003c/p>\n\u003cp>\"At first I was really hyped,\" said Kylie, 15. \"I moved a lot with middle school, and usually I would sit alone. So I was excited to not sit alone at a table all year.\"\u003c/p>\n\u003cp>The students are randomly assigned to eight-person circular tables, which rotate depending on that day's schedule. Each has a mix of kids from different grades, with one teacher whose job is to get the table talking. Kylie says it doesn't always go as planned.\u003c/p>\n\u003cp>\"Sometimes it gets super awkward at tables,\" she explained. \"Like the conversation goes, 'OK, what did you just come out of?' 'Math.' 'OK.' And that was really kind of where it ends.\"\u003c/p>\n\u003cp>But administrators say a little awkwardness is worth the trouble. Dean of Students Charlie Housiaux says forcing students to get out of their social comfort zones builds relationships that improve the school culture.\u003c/p>\n\u003cp>\"It's a really valuable way for students to get to know each other, for students to meet new friends and keep the community as inclusive as possible,\" Housiaux said.\u003c/p>\n\u003cfigure id=\"attachment_54645\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54645\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/dsc_1790-3bb38f2b81ef2151391b273c29742d3775f04096-e1571898904491.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">High school students at lunch in the University School of Milwaukee's cafeteria. Students are assigned seats, along with staff, to foster a positive school culture. \u003ccite>(Emily Files/WUWM)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>University of Kansas education professor Suzanne Rice \u003ca href=\"https://www.palgrave.com/gp/book/9783319725161\">edited a book\u003c/a> that explores the social dynamics of school lunch. She says the University School's assigned seating strategy is rare — but maybe it shouldn't be.\u003c/p>\n\u003cp>\"A meal is the venue over which adults get to know one another and develop their social skills. But we treat that utterly cavalierly in most schools,\" Rice said. \"I would urge schools to investigate what's going on in your own lunchroom. Think about how you could organize students' lunchroom experience to better reflect the values that you hope your students are acquiring.\"\u003c/p>\n\u003cp>One Wisconsin public school asked those questions a few years ago. Gibraltar Elementary in Fish Creek was having problems with bullying in the cafeteria, according to assistant principal Tim Mulrain. He says a school parent told them about the University School's assigned seating. They \u003ca href=\"https://www.greenbaypressgazette.com/story/news/local/door-co/news/2015/03/14/gibraltar-elementary-implements-new-seating-program/24754371/\">decided to try it\u003c/a>, although Gibraltar did not require teachers to participate. Mulrain says the strategy transformed the lunchroom into a more welcoming and less chaotic space.\u003c/p>\n\u003cp>\"We haven't had any major referrals, any major discipline problems since the inception of the program,\" Mulrain said. \"That was a major change. On top of that, we see students aren't rushing through the lunch line, they're not having anxiety about who they're going to sit with.\"\u003c/p>\n\u003cp>At the University School, Kylie said the assigned seating doesn't fix everything. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For new students, the seating rules can be a welcome relief. Sophomore Kylie Burger went to public elementary and middle schools before coming to the University School her freshman year of high school.\u003c/p>\n\u003cp>\"At first I was really hyped,\" said Kylie, 15. \"I moved a lot with middle school, and usually I would sit alone. So I was excited to not sit alone at a table all year.\"\u003c/p>\n\u003cp>The students are randomly assigned to eight-person circular tables, which rotate depending on that day's schedule. Each has a mix of kids from different grades, with one teacher whose job is to get the table talking. Kylie says it doesn't always go as planned.\u003c/p>\n\u003cp>\"Sometimes it gets super awkward at tables,\" she explained. \"Like the conversation goes, 'OK, what did you just come out of?' 'Math.' 'OK.' And that was really kind of where it ends.\"\u003c/p>\n\u003cp>But administrators say a little awkwardness is worth the trouble. Dean of Students Charlie Housiaux says forcing students to get out of their social comfort zones builds relationships that improve the school culture.\u003c/p>\n\u003cp>\"It's a really valuable way for students to get to know each other, for students to meet new friends and keep the community as inclusive as possible,\" Housiaux said.\u003c/p>\n\u003cfigure id=\"attachment_54645\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54645\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/dsc_1790-3bb38f2b81ef2151391b273c29742d3775f04096-e1571898904491.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">High school students at lunch in the University School of Milwaukee's cafeteria. Students are assigned seats, along with staff, to foster a positive school culture. \u003ccite>(Emily Files/WUWM)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>University of Kansas education professor Suzanne Rice \u003ca href=\"https://www.palgrave.com/gp/book/9783319725161\">edited a book\u003c/a> that explores the social dynamics of school lunch. She says the University School's assigned seating strategy is rare — but maybe it shouldn't be.\u003c/p>\n\u003cp>\"A meal is the venue over which adults get to know one another and develop their social skills. But we treat that utterly cavalierly in most schools,\" Rice said. \"I would urge schools to investigate what's going on in your own lunchroom. Think about how you could organize students' lunchroom experience to better reflect the values that you hope your students are acquiring.\"\u003c/p>\n\u003cp>One Wisconsin public school asked those questions a few years ago. Gibraltar Elementary in Fish Creek was having problems with bullying in the cafeteria, according to assistant principal Tim Mulrain. He says a school parent told them about the University School's assigned seating. They \u003ca href=\"https://www.greenbaypressgazette.com/story/news/local/door-co/news/2015/03/14/gibraltar-elementary-implements-new-seating-program/24754371/\">decided to try it\u003c/a>, although Gibraltar did not require teachers to participate. Mulrain says the strategy transformed the lunchroom into a more welcoming and less chaotic space.\u003c/p>\n\u003cp>\"We haven't had any major referrals, any major discipline problems since the inception of the program,\" Mulrain said. \"That was a major change. On top of that, we see students aren't rushing through the lunch line, they're not having anxiety about who they're going to sit with.\"\u003c/p>\n\u003cp>At the University School, Kylie said the assigned seating doesn't fix everything. Like any high school, there are still cliques.\u003c/p>\n\u003cp>\"The lunch system is more kind of a relief from [the cliques,]\" Burger said. \"It doesn't reduce it in any way, from my experience. But it definitely, like, gives you a break.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Burger said there are times she would rather sit with her friends. But she thinks it's a good thing that at this school, no one sits alone.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 WUWM 89.7 FM - Milwaukee's NPR. To see more, visit \u003ca href=\"https://www.wuwm.com/\">WUWM 89.7 FM - Milwaukee's NPR\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Wisconsin+School+Breaks+Up+Lunchtime+Cliques+With+Assigned+Seating&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Educators refer to teens like Alex as \"twice exceptional.\"\u003c/p>\n\u003cp>\"I have a large degree of skill in almost every subject of learning,\" says Alex, who is 16. \"But I also have autistic spectrum disorder.\"\u003c/p>\n\u003cp>For Alex, this dual identity has meant both opportunity and frustration.\u003c/p>\n\u003cp>He has skipped two grades so far, and began taking college math courses last year, when he was still 15. But when he was younger, Alex's underdeveloped social skills caused him a lot of grief.\u003c/p>\n\u003cp>\"I was constantly getting into fights and normally losing them,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the end of each school year, Alex didn't know what to do. \"I was always that one kid who was unhappy whenever summer vacation came around,\" he says.\u003c/p>\n\u003cp>That changed when Alex's parents learned about the the \u003ca href=\"https://belinblank.education.uiowa.edu/\">Belin-Blank Center\u003c/a> at the University of Iowa's College of Education.\u003c/p>\n\u003cp>Belin-Blank's mission is to identify and nurture young people who excel at math and science and the arts. And they have made a point of reaching out to, and accommodating, twice-exceptional kids.\u003c/p>\n\u003cp>The result, Alex says, are programs – many of which take place over the summer — where he has felt both challenged and comfortable.\u003c/p>\n\u003cp>\"Kids that go to the summer programs here tend to be more interested in sitting down and playing a game of chess or talking about the intricacies of a certain fantasy series,\" he says.\u003c/p>\n\u003cp>The term twice exceptional, or \"2e,\" applies to any student who is gifted and has some form of disability. Many, including the teens in this story, have autism. In order to protect their privacy, we're using only their first names.\u003c/p>\n\u003cp>Clark, who is 13, likes to write stories and computer code when he's not playing Minecraft or Fortnite.\u003c/p>\n\u003cp>But having autism makes talking to people a bit awkward, he says. It also affects how his mind works.\u003c/p>\n\u003cp>\"My thoughts are kind of like a disorganized bookshelf and maybe like books or thoughts that are scattered around the floor,\" he says.\u003c/p>\n\u003cp>But he can focus when he's writing or coding, which is what he did in a Belin-Blank class called robot theater. Clark spent a week writing a play and then programming robots to perform it.\u003c/p>\n\u003cp>\"It was about a young robot who wanted to be a gamer but couldn't because he didn't have any hands,\" Clark says.\u003c/p>\n\u003cp>Autism is just one of the challenges Clark has faced in life. He's also a cancer survivor.\u003c/p>\n\u003cp>But he doesn't mention either of those when I ask him to name a big obstacle he's overcome. Instead, he describes his difficulties programming the robot in his play to \"lift its arm and move at the same time.\"\u003c/p>\n\u003cp>Clark eventually figured that out. And his time at the university had an unexpected benefit.\u003c/p>\n\u003cp>\"My roommate, who stayed in the same room with me, he kind of became my friend a little,\" he says.\u003c/p>\n\u003cp>One reason the Belin-Blank sessions work for kids like Clark and Alex is professionals like \u003ca href=\"https://medicine.uiowa.edu/psychiatry/profile/hanna-stevens\">Dr. Hanna Stevens\u003c/a>, a child psychiatrist and developmental neuroscientist at the University of Iowa's Carver College of Medicine.\u003c/p>\n\u003cp>During the summer, Stevens mentors 10th and 11th graders selected by Belin-Blank in her lab, which studies the links between early brain development and disorders such as autism.\u003c/p>\n\u003cp>On the day I visit Stevens' lab, she's helping a 13-year-old student use a microscope to look for brain cell differences associated with autism.\u003c/p>\n\u003cp>Stevens is gentle but all business. \"Now fix your optimization of the histogram,\" she says. \"That'll get you closer.\"\u003c/p>\n\u003cp>This student is on the autism spectrum, though many others who've gone through the lab are not. And either way, Stevens say, the teens she works with spend six weeks doing hard-core science.\u003c/p>\n\u003cp>\"They've gathered some of the key pieces of data that we've used in some of our publications,\" she says. \"They've been authors on publications.\"\u003c/p>\n\u003cp>As a psychiatrist who sees children on the spectrum, Stevens is acutely aware of the challenges they face.\u003c/p>\n\u003cp>\"I see how disorders like autism spectrum disorder really can influence a person who has so many strengths,\" she says. \"But they also have a disability that keeps them from being able to tap into those strengths.\"\u003c/p>\n\u003cp>The programs run by Belin-Blank are designed to keep a disability from being a deal breaker.\u003c/p>\n\u003cp>Before a session, instructors and other staff get a packet filled with detailed advice on how to handle everything from bullying to personal space, to hygiene. Belin-Blank also offers counselors who can give advice or talk to a particular student.\u003c/p>\n\u003cp>But twice-exceptional students are never publicly identified, unless they do it themselves.\u003c/p>\n\u003cp>Even though the Belin-Blank center remains focused on the \"international gifted community\" as a whole, it has become something of a haven for people with autism spectrum disorder.\u003c/p>\n\u003cp>One reason for this is the center's director, \u003ca href=\"http://www2.education.uiowa.edu/html/iae/Pages/bio-assouline.html\">Susan Assouline\u003c/a>. She's a professor of school psychology at the university who has published a series of academic papers on giftedness and autism.\u003c/p>\n\u003cp>And people with autism who interact with Belin-Blank say Assouline works hard to ensure that they feel included and understood.\u003c/p>\n\u003cp>One of those people is Martika Theis. She's a double major in creative writing and computer science at the university who also works as a research assistant at the center's assessment and counseling clinic.\u003c/p>\n\u003cp>Theis was diagnosed with autism in high school, and spent years battling anxiety and depression related to the disorder.\u003c/p>\n\u003cp>She came to Iowa for its famed creative writing program. But a desire to do research on autism led her to Assouline, who eventually helped her get her research assistant job.\u003c/p>\n\u003cp>Soon after starting that job, Theis began reading the information packet given to staff and instructors who work with twice-exceptional students.\u003c/p>\n\u003cp>\"I felt as though I was going to cry,\" she says. \"It was just so insightful. All the things that I was sort of unconsciously desiring as a person on the spectrum, written out in front of me and promised to be provided to people like me.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Theis wishes she'd known about the center and its programs when she was in high school. Now, she says, \"I just want to help kids like me not have to go through the difficulties that I had.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Gifted+Students+With+Autism+Find+An+Intellectual+Oasis+In+Iowa&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators refer to teens like Alex as \"twice exceptional.\"\u003c/p>\n\u003cp>\"I have a large degree of skill in almost every subject of learning,\" says Alex, who is 16. \"But I also have autistic spectrum disorder.\"\u003c/p>\n\u003cp>For Alex, this dual identity has meant both opportunity and frustration.\u003c/p>\n\u003cp>He has skipped two grades so far, and began taking college math courses last year, when he was still 15. But when he was younger, Alex's underdeveloped social skills caused him a lot of grief.\u003c/p>\n\u003cp>\"I was constantly getting into fights and normally losing them,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the end of each school year, Alex didn't know what to do. \"I was always that one kid who was unhappy whenever summer vacation came around,\" he says.\u003c/p>\n\u003cp>That changed when Alex's parents learned about the the \u003ca href=\"https://belinblank.education.uiowa.edu/\">Belin-Blank Center\u003c/a> at the University of Iowa's College of Education.\u003c/p>\n\u003cp>Belin-Blank's mission is to identify and nurture young people who excel at math and science and the arts. And they have made a point of reaching out to, and accommodating, twice-exceptional kids.\u003c/p>\n\u003cp>The result, Alex says, are programs – many of which take place over the summer — where he has felt both challenged and comfortable.\u003c/p>\n\u003cp>\"Kids that go to the summer programs here tend to be more interested in sitting down and playing a game of chess or talking about the intricacies of a certain fantasy series,\" he says.\u003c/p>\n\u003cp>The term twice exceptional, or \"2e,\" applies to any student who is gifted and has some form of disability. Many, including the teens in this story, have autism. In order to protect their privacy, we're using only their first names.\u003c/p>\n\u003cp>Clark, who is 13, likes to write stories and computer code when he's not playing Minecraft or Fortnite.\u003c/p>\n\u003cp>But having autism makes talking to people a bit awkward, he says. It also affects how his mind works.\u003c/p>\n\u003cp>\"My thoughts are kind of like a disorganized bookshelf and maybe like books or thoughts that are scattered around the floor,\" he says.\u003c/p>\n\u003cp>But he can focus when he's writing or coding, which is what he did in a Belin-Blank class called robot theater. Clark spent a week writing a play and then programming robots to perform it.\u003c/p>\n\u003cp>\"It was about a young robot who wanted to be a gamer but couldn't because he didn't have any hands,\" Clark says.\u003c/p>\n\u003cp>Autism is just one of the challenges Clark has faced in life. He's also a cancer survivor.\u003c/p>\n\u003cp>But he doesn't mention either of those when I ask him to name a big obstacle he's overcome. Instead, he describes his difficulties programming the robot in his play to \"lift its arm and move at the same time.\"\u003c/p>\n\u003cp>Clark eventually figured that out. And his time at the university had an unexpected benefit.\u003c/p>\n\u003cp>\"My roommate, who stayed in the same room with me, he kind of became my friend a little,\" he says.\u003c/p>\n\u003cp>One reason the Belin-Blank sessions work for kids like Clark and Alex is professionals like \u003ca href=\"https://medicine.uiowa.edu/psychiatry/profile/hanna-stevens\">Dr. Hanna Stevens\u003c/a>, a child psychiatrist and developmental neuroscientist at the University of Iowa's Carver College of Medicine.\u003c/p>\n\u003cp>During the summer, Stevens mentors 10th and 11th graders selected by Belin-Blank in her lab, which studies the links between early brain development and disorders such as autism.\u003c/p>\n\u003cp>On the day I visit Stevens' lab, she's helping a 13-year-old student use a microscope to look for brain cell differences associated with autism.\u003c/p>\n\u003cp>Stevens is gentle but all business. \"Now fix your optimization of the histogram,\" she says. \"That'll get you closer.\"\u003c/p>\n\u003cp>This student is on the autism spectrum, though many others who've gone through the lab are not. And either way, Stevens say, the teens she works with spend six weeks doing hard-core science.\u003c/p>\n\u003cp>\"They've gathered some of the key pieces of data that we've used in some of our publications,\" she says. \"They've been authors on publications.\"\u003c/p>\n\u003cp>As a psychiatrist who sees children on the spectrum, Stevens is acutely aware of the challenges they face.\u003c/p>\n\u003cp>\"I see how disorders like autism spectrum disorder really can influence a person who has so many strengths,\" she says. \"But they also have a disability that keeps them from being able to tap into those strengths.\"\u003c/p>\n\u003cp>The programs run by Belin-Blank are designed to keep a disability from being a deal breaker.\u003c/p>\n\u003cp>Before a session, instructors and other staff get a packet filled with detailed advice on how to handle everything from bullying to personal space, to hygiene. Belin-Blank also offers counselors who can give advice or talk to a particular student.\u003c/p>\n\u003cp>But twice-exceptional students are never publicly identified, unless they do it themselves.\u003c/p>\n\u003cp>Even though the Belin-Blank center remains focused on the \"international gifted community\" as a whole, it has become something of a haven for people with autism spectrum disorder.\u003c/p>\n\u003cp>One reason for this is the center's director, \u003ca href=\"http://www2.education.uiowa.edu/html/iae/Pages/bio-assouline.html\">Susan Assouline\u003c/a>. She's a professor of school psychology at the university who has published a series of academic papers on giftedness and autism.\u003c/p>\n\u003cp>And people with autism who interact with Belin-Blank say Assouline works hard to ensure that they feel included and understood.\u003c/p>\n\u003cp>One of those people is Martika Theis. She's a double major in creative writing and computer science at the university who also works as a research assistant at the center's assessment and counseling clinic.\u003c/p>\n\u003cp>Theis was diagnosed with autism in high school, and spent years battling anxiety and depression related to the disorder.\u003c/p>\n\u003cp>She came to Iowa for its famed creative writing program. But a desire to do research on autism led her to Assouline, who eventually helped her get her research assistant job.\u003c/p>\n\u003cp>Soon after starting that job, Theis began reading the information packet given to staff and instructors who work with twice-exceptional students.\u003c/p>\n\u003cp>\"I felt as though I was going to cry,\" she says. \"It was just so insightful. All the things that I was sort of unconsciously desiring as a person on the spectrum, written out in front of me and promised to be provided to people like me.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Theis wishes she'd known about the center and its programs when she was in high school. Now, she says, \"I just want to help kids like me not have to go through the difficulties that I had.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Gifted+Students+With+Autism+Find+An+Intellectual+Oasis+In+Iowa&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "High School Vape Culture Can Be Almost As Hard To Shake As Addiction, Teens Say",
"title": "High School Vape Culture Can Be Almost As Hard To Shake As Addiction, Teens Say",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Will tried his first vape during his sophomore year, he didn't know what to expect. It was just something he had vaguely heard about at school.\u003c/p>\n\u003cp>\"I just sort of remember using it a bunch of times, like in a row,\" he says. \"And there's this huge buzz-sensation-like head rush. And I just ... didn't really stop.\"\u003c/p>\n\u003cp>Will kept vaping nicotine addictively for the next year and a half. He was part of a trend. Teens' \u003ca href=\"https://www.drugabuse.gov/news-events/news-releases/2019/09/teen-e-cigarette-use-doubles-2017\">use of e-cigarettes has doubled since 2017\u003c/a>, according to the National Institute on Drug Abuse, with 1 in 4 high school seniors reporting use of a vape in the past month.\u003c/p>\n\u003cp>He's now a senior at a high school in the suburbs of Washington, D.C. (NPR is using Will's first name only so he could speak freely about his use without fear of repercussions at school or home.)\u003c/p>\n\u003cp>Will overcame his addiction to nicotine before the news broke this summer \u003ca href=\"https://www.npr.org/sections/health-shots/2019/10/03/766997708/cdc-intensifies-warnings-about-vaping-illness-as-cases-top-1-000\">about some cases of severe lung illness and deaths\u003c/a> linked to vaping. But he still occasionally vapes THC, the psychoactive ingredient in marijuana. He says the illnesses haven't made him or his friends quit, partly because vaping is a big part of teen culture — and also because they think it won't happen to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I feel like, for a lot of people, that's just a chance they're willing to take,\" he says. \"I don't think a lot of kids are thinking about the future.\"\u003c/p>\n\u003cp>Last spring, \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=https-3A__bethesdamagazine.com_bethesda-2Dbeat_schools_third-2Dchurchill-2Dhigh-2Dstudent-2Dsickened-2Dafter-2Dvaping-2Dat-2Dschool_&d=DwMFAg&c=E2nBno7hEddFhl23N5nD1Q&r=QudUozOfk5JYj59lXMfG7HhQDJlDuCgW_MJ4Ojoyn1s&m=RixPnV1JWaGiNourqtX_5SCcqmmlnUVufhDd8mbxJUE&s=pGun-3BiGOu8M15BD7iTlu_yOK_eqKzqbCY1M9YbpDk&e=\">three students\u003c/a> at Winston Churchill High School in Potomac, Md., were taken via ambulance to emergency rooms in two separate incidents after vaping THC.\u003c/p>\n\u003cp>However, the cases are not among those being investigated by the Centers for Disease Control and Prevention, says Mary Anderson, spokeswoman for Montgomery County Health and Human Services.\u003c/p>\n\u003cp>Though the students lost consciousness, they hadn't shown any respiratory symptoms, Anderson explains, and the incidents happened before the CDC issued guidance on reporting severe lung illnesses.\u003c/p>\n\u003cp>Brandi Heckert is principal of Churchill H.S. and says she's seen vaping explode in popularity over the past year.\u003c/p>\n\u003cp>\"All of a sudden, it went from zero to 60 — in, like, no time,\" she says.\u003c/p>\n\u003cp>Teachers and staff have come a long way in being able to recognize the different kinds of vapes, she says. Vapes can look like a flash drive or another digital device — so easy to conceal that students can sometimes use them in class.\u003c/p>\n\u003cp>\"I think what's scary for us a lot of times is that, unless they have some cartridge on them or package on them, we don't know what's in there,\" Heckert says. \"And so that makes it really challenging to help them if they're in need.\"\u003c/p>\n\u003cp>For example, she says, school officials last spring didn't know exactly what the three students treated in the ER for serious vaping-related symptoms had ingested.\u003c/p>\n\u003cp>For teens who vape, an addiction to nicotine ramped up fast, too. Will recalls his out-of-control use.\u003c/p>\n\u003cp>\"I just kept doing it,\" he says. \"I remember, especially when I got home, I just kept using my own — for, like, the entire night — until I sort of felt sick in my stomach.\"\u003c/p>\n\u003cp>At first, Will and his friends got someone to buy the pods for them from a store. But eventually, Will says, he was able to buy his own nicotine pods online on eBay and other sites.\u003c/p>\n\u003cp>After a while, he no longer got the head rush that made vaping satisfying in the beginning; but he still kept buying nicotine.\u003c/p>\n\u003cp>Toward the end, the teen says, \"it just seemed sort of meaningless, like just buying these $20 packets of like nicotine juice. It didn't really seem like I was gaining much from it, and then over time, my lungs started to hurt.\"\u003c/p>\n\u003cp>Will stopped vaping last spring almost by accident. A friend had jumped into a pool with Will's Juul device, rendering it useless. He spent hours trying to fix it, but his efforts didn't work. Another Juul device to replace it would have cost him about $50.\u003c/p>\n\u003cp>\"It didn't really seem like it was something that was really worth it to me. And I knew I was trying to definitely be more proactive and healthy.\" he says.\u003c/p>\n\u003cp>So he stopped vaping — cold turkey — and felt a severe craving for three weeks straight.\u003c/p>\n\u003cp>\"I can see why it would be so hard for other people to stop,\" he says.\u003c/p>\n\u003cp>Will believes that for some people, including him, vaping is a phase. But others are truly addicted, he says.\u003c/p>\n\u003cp>Louis Schreiber, a senior at Churchill High School, doesn't vape himself and is trying to start an anti-vaping group among his classmates. He has asthma and says he avoids the bathrooms at the high school because of vaping.\u003c/p>\n\u003cp>He's part of \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/boe/meetings/memorandum/190828%20Dangers%20Vaping%2007-29-19-02-B%20BD.pdf\">a task force on vaping\u003c/a> in Montgomery County, and says he hopes the string of recent illnesses have served as \"a wake up call\" for some of his peers. But he agrees the national wave of lung illnesses won't stop many from vaping.\u003c/p>\n\u003cp>Right now, Schreiber says, the use of e-cigarettes \"is viewed as a cool, popular thing,\" among his peers. \"To stick out in high school for any reason, certainly, among this generation, is hard,\" he says. \"And going against this would be almost, you know, impossible.\"\u003c/p>\n\u003cp>Nonetheless, Phoebe Chambers, a junior at Churchill High, says the hospitalizations that have been in the news have scared some of her classmates.\u003c/p>\n\u003cp>\"People who have never vaped probably don't want to try it now. But kids who are addicted — I think they are struggling,\" Chambers says.\u003c/p>\n\u003cp>\"I have one friend who quit because they realized how bad it was, and it was very,very hard for them,\" she says. Chambers is concerned about how vaping will affect the health of her generation. Even if a teen does try to stop using vapes, the devices are hard to avoid.\u003c/p>\n\u003cp>\"It's not just something that's limited to one social group,\" Chambers says. \"It's not just like the group of kids who, like, are stoners. It's the athletes. It's the nerds. It's everybody. It's infiltrated every social clique, every type of person knows someone — or maybe they are that person — who is vaping.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of NPR's reporting partnership with WAMU and \u003c/em>\u003ca href=\"http://www.kaiserhealthnews.org/\">\u003cem>Kaiser Health News\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 WAMU 88.5. To see more, visit \u003ca href=\"http://wamu.org\">WAMU 88.5\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High+School+Vape+Culture+Can+Be+Almost+As+Hard+To+Shake+As+Addiction%2C+Teens+Say&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "One in 4 high school seniors say they have vaped in the past month. And for heavy users, scary headlines about serious illness and death are no match for nicotine addiction and peer pressure.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Will tried his first vape during his sophomore year, he didn't know what to expect. It was just something he had vaguely heard about at school.\u003c/p>\n\u003cp>\"I just sort of remember using it a bunch of times, like in a row,\" he says. \"And there's this huge buzz-sensation-like head rush. And I just ... didn't really stop.\"\u003c/p>\n\u003cp>Will kept vaping nicotine addictively for the next year and a half. He was part of a trend. Teens' \u003ca href=\"https://www.drugabuse.gov/news-events/news-releases/2019/09/teen-e-cigarette-use-doubles-2017\">use of e-cigarettes has doubled since 2017\u003c/a>, according to the National Institute on Drug Abuse, with 1 in 4 high school seniors reporting use of a vape in the past month.\u003c/p>\n\u003cp>He's now a senior at a high school in the suburbs of Washington, D.C. (NPR is using Will's first name only so he could speak freely about his use without fear of repercussions at school or home.)\u003c/p>\n\u003cp>Will overcame his addiction to nicotine before the news broke this summer \u003ca href=\"https://www.npr.org/sections/health-shots/2019/10/03/766997708/cdc-intensifies-warnings-about-vaping-illness-as-cases-top-1-000\">about some cases of severe lung illness and deaths\u003c/a> linked to vaping. But he still occasionally vapes THC, the psychoactive ingredient in marijuana. He says the illnesses haven't made him or his friends quit, partly because vaping is a big part of teen culture — and also because they think it won't happen to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I feel like, for a lot of people, that's just a chance they're willing to take,\" he says. \"I don't think a lot of kids are thinking about the future.\"\u003c/p>\n\u003cp>Last spring, \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=https-3A__bethesdamagazine.com_bethesda-2Dbeat_schools_third-2Dchurchill-2Dhigh-2Dstudent-2Dsickened-2Dafter-2Dvaping-2Dat-2Dschool_&d=DwMFAg&c=E2nBno7hEddFhl23N5nD1Q&r=QudUozOfk5JYj59lXMfG7HhQDJlDuCgW_MJ4Ojoyn1s&m=RixPnV1JWaGiNourqtX_5SCcqmmlnUVufhDd8mbxJUE&s=pGun-3BiGOu8M15BD7iTlu_yOK_eqKzqbCY1M9YbpDk&e=\">three students\u003c/a> at Winston Churchill High School in Potomac, Md., were taken via ambulance to emergency rooms in two separate incidents after vaping THC.\u003c/p>\n\u003cp>However, the cases are not among those being investigated by the Centers for Disease Control and Prevention, says Mary Anderson, spokeswoman for Montgomery County Health and Human Services.\u003c/p>\n\u003cp>Though the students lost consciousness, they hadn't shown any respiratory symptoms, Anderson explains, and the incidents happened before the CDC issued guidance on reporting severe lung illnesses.\u003c/p>\n\u003cp>Brandi Heckert is principal of Churchill H.S. and says she's seen vaping explode in popularity over the past year.\u003c/p>\n\u003cp>\"All of a sudden, it went from zero to 60 — in, like, no time,\" she says.\u003c/p>\n\u003cp>Teachers and staff have come a long way in being able to recognize the different kinds of vapes, she says. Vapes can look like a flash drive or another digital device — so easy to conceal that students can sometimes use them in class.\u003c/p>\n\u003cp>\"I think what's scary for us a lot of times is that, unless they have some cartridge on them or package on them, we don't know what's in there,\" Heckert says. \"And so that makes it really challenging to help them if they're in need.\"\u003c/p>\n\u003cp>For example, she says, school officials last spring didn't know exactly what the three students treated in the ER for serious vaping-related symptoms had ingested.\u003c/p>\n\u003cp>For teens who vape, an addiction to nicotine ramped up fast, too. Will recalls his out-of-control use.\u003c/p>\n\u003cp>\"I just kept doing it,\" he says. \"I remember, especially when I got home, I just kept using my own — for, like, the entire night — until I sort of felt sick in my stomach.\"\u003c/p>\n\u003cp>At first, Will and his friends got someone to buy the pods for them from a store. But eventually, Will says, he was able to buy his own nicotine pods online on eBay and other sites.\u003c/p>\n\u003cp>After a while, he no longer got the head rush that made vaping satisfying in the beginning; but he still kept buying nicotine.\u003c/p>\n\u003cp>Toward the end, the teen says, \"it just seemed sort of meaningless, like just buying these $20 packets of like nicotine juice. It didn't really seem like I was gaining much from it, and then over time, my lungs started to hurt.\"\u003c/p>\n\u003cp>Will stopped vaping last spring almost by accident. A friend had jumped into a pool with Will's Juul device, rendering it useless. He spent hours trying to fix it, but his efforts didn't work. Another Juul device to replace it would have cost him about $50.\u003c/p>\n\u003cp>\"It didn't really seem like it was something that was really worth it to me. And I knew I was trying to definitely be more proactive and healthy.\" he says.\u003c/p>\n\u003cp>So he stopped vaping — cold turkey — and felt a severe craving for three weeks straight.\u003c/p>\n\u003cp>\"I can see why it would be so hard for other people to stop,\" he says.\u003c/p>\n\u003cp>Will believes that for some people, including him, vaping is a phase. But others are truly addicted, he says.\u003c/p>\n\u003cp>Louis Schreiber, a senior at Churchill High School, doesn't vape himself and is trying to start an anti-vaping group among his classmates. He has asthma and says he avoids the bathrooms at the high school because of vaping.\u003c/p>\n\u003cp>He's part of \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/boe/meetings/memorandum/190828%20Dangers%20Vaping%2007-29-19-02-B%20BD.pdf\">a task force on vaping\u003c/a> in Montgomery County, and says he hopes the string of recent illnesses have served as \"a wake up call\" for some of his peers. But he agrees the national wave of lung illnesses won't stop many from vaping.\u003c/p>\n\u003cp>Right now, Schreiber says, the use of e-cigarettes \"is viewed as a cool, popular thing,\" among his peers. \"To stick out in high school for any reason, certainly, among this generation, is hard,\" he says. \"And going against this would be almost, you know, impossible.\"\u003c/p>\n\u003cp>Nonetheless, Phoebe Chambers, a junior at Churchill High, says the hospitalizations that have been in the news have scared some of her classmates.\u003c/p>\n\u003cp>\"People who have never vaped probably don't want to try it now. But kids who are addicted — I think they are struggling,\" Chambers says.\u003c/p>\n\u003cp>\"I have one friend who quit because they realized how bad it was, and it was very,very hard for them,\" she says. Chambers is concerned about how vaping will affect the health of her generation. Even if a teen does try to stop using vapes, the devices are hard to avoid.\u003c/p>\n\u003cp>\"It's not just something that's limited to one social group,\" Chambers says. \"It's not just like the group of kids who, like, are stoners. It's the athletes. It's the nerds. It's everybody. It's infiltrated every social clique, every type of person knows someone — or maybe they are that person — who is vaping.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of NPR's reporting partnership with WAMU and \u003c/em>\u003ca href=\"http://www.kaiserhealthnews.org/\">\u003cem>Kaiser Health News\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 WAMU 88.5. To see more, visit \u003ca href=\"http://wamu.org\">WAMU 88.5\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High+School+Vape+Culture+Can+Be+Almost+As+Hard+To+Shake+As+Addiction%2C+Teens+Say&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Intentionally Building Empathy Is More Important Now Than Ever",
"title": "Why Intentionally Building Empathy Is More Important Now Than Ever",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Many people believe that life is a zero-sum game and that the most ruthless people get the furthest. But Jamil Zaki, a Stanford psychologist and author of \u003cem>\u003ca href=\"https://www.penguinrandomhouse.com/books/550616/the-war-for-kindness-by-jamil-zaki/9780451499240/\" target=\"_blank\" rel=\"noopener\">The War for Kindness: Building Empathy in a Fractured World\u003c/a>\u003c/em>, says there's a lot of evidence to the contrary.\u003c/p>\n\u003cp>“It turns out that nice guys finish first in lots of different ways,” Zaki said on \u003ca href=\"https://www.kqed.org/forum/2010101872598/empathy-as-a-radical-act\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. And, when people are nice, they not only help others, but they help themselves as well. \u003ca href=\"https://www.kqed.org/mindshift/36448/why-its-imperative-to-teach-empathy-to-boys\" target=\"_blank\" rel=\"noopener\">Empathetic people are generally happier\u003c/a>, healthier and more effective at work. And, acting from a place of empathy, he argues, could be just what the world needs at this moment, when division has become the norm.\u003c/p>\n\u003cp>He points to the case of a former Canadian white supremacist, \u003ca href=\"https://www.theforgivenessproject.com/tony-mcaleer\" target=\"_blank\" rel=\"noopener\">Tony McAleer\u003c/a>, who turned to a mentor when he was trying to leave that lifestyle. He confessed his participation in groups like White Aryan Resistance (WAR) and his role as a recruiter for them. He didn’t realize that his mentor, \u003ca href=\"https://fullmontyleadership.com/\" target=\"_blank\" rel=\"noopener\">Dov Baron\u003c/a>, was Jewish. When McAleer learned this fact, he immediately felt shame and disconnection, but rather than judging him, Baron had compassion for his struggle. Zaki writes about this act of empathy in his book:\u003c/p>\n\u003cblockquote>\u003cp>\"‘Here was this man who loved me and wanted to heal me, and here was I, a person who had once advocated for the annihilation of his people.’ Tony felt he didn’t deserve a shred of compassion from Dov, but Dov extended it nonetheless. This cracked Tony open. He’d created a surface of hatred to cover his shame and loneliness. Once someone accepted him warts and all, he no longer needed it.”\u003c/p>\u003c/blockquote>\n\u003cp>Dov Baron's empathetic response to McAleer’s hate helped set him on a different path. When Baron showed compassion, it made a bigger impact than shunning McAleer. It opened up an opportunity for dialogue and growth. McAleer now runs an organization called \u003ca href=\"https://www.lifeafterhate.org/about-us-page\" target=\"_blank\" rel=\"noopener\">Life After Hate\u003c/a> to help other people leave hate groups.\u003c/p>\n\u003cp>\"I truly feel that the cultural forces that are pushing us apart are so vast and so prevalent that acting with empathy, and trying to connect despite them, is a radical act,\" Zaki said. “It takes pushing back against something in order to reclaim that common humanity.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He points \u003ca href=\"https://faculty.chicagobooth.edu/eob/edobrien_empathyPSPR.pdf\" target=\"_blank\" rel=\"noopener\">to evidence\u003c/a> that empathy has been declining over the past 30 years. Psychologists measure empathy through self-reported surveys. Participants rate themselves on a scale of one to five on various questions like: “I often have tender, concerned feelings for people less fortunate than me” or “I try to think about everyone’s side of a disagreement before I make a decision.” The scores are averaged to get a total empathy score.\u003c/p>\n\u003cp>In 1979, the average American’s total empathy score was a four out of five, a “solid B.” In 2009, thirty years later, the average American scored a three out of five. In practical terms, Zaki says Americans in 2009 are 75-percent less empathetic than their counterparts thirty years ago. Studies like these stoke his concern about empathy erosion.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Jamil Zaki, Stanford psychologist and author of \u003cem>The War For Kindness\u003c/em>']'I truly feel that the cultural forces that are pushing us apart are so vast and so prevalent that acting with empathy, and trying to connect despite them, is a radical act. It takes pushing back against something in order to reclaim that common humanity.'[/pullquote]\u003c/p>\n\u003cp>“I don’t argue that what we want is maximal empathy at all times,” Zaki said. “If you felt everyone’s pain at all times, you wouldn’t make it down one block in San Francisco without falling down in a heap.”\u003c/p>\n\u003cp>And, he recognizes that there are many professions that experience empathy fatigue, which is why he thinks empathy is a skill and a tool that needs to be cultivated and used at the right times. Part of functioning in this world is to know when to fall back and when to employ empathy.\u003c/p>\n\u003cp>Those in helping professions like teaching, social work, or medicine \u003ca href=\"https://tspace.library.utoronto.ca/bitstream/1807/80997/1/Regehr%20strategies%20for%20reducing%20secondary%20or%20vicarious%20trauma.pdf\" target=\"_blank\" rel=\"noopener\">can buffer themselves from burnout\u003c/a> and “compassion fatigue” with self-care strategies, including meditation and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19293416\" target=\"_blank\" rel=\"noopener\">social support\u003c/a>. A \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15548253\" target=\"_blank\" rel=\"noopener\">study\u003c/a> of nurses in acute mental health settings found staff support groups helped buffer the nurses, but only if they were structured to minimize negative communication and focused on talking about challenges in constructive ways.\u003cbr>\n\u003cstrong>\u003cbr>\nConcerns About Simplistic Definitions of Empathy\u003c/strong>\u003c/p>\n\u003cp>English Professor Cris Beam also studies empathy and wrote a book called, \u003cem>\u003ca href=\"http://www.crisbeam.com/i-feel-you\" target=\"_blank\" rel=\"noopener\">I Feel You: The Surprising Power of Extreme Empathy\u003c/a>\u003c/em>. She notes that there are many definitions of empathy. Some of the earliest, and simplest ones, characterize empathy as the ability to “stand in another’s shoes.” \u003ca href=\"https://brenebrown.com/about/\" target=\"_blank\" rel=\"noopener\">Brené Brown\u003c/a>, who has recently popularized empathy, defines it as \"\u003ca href=\"https://www.kqed.org/mindshift/47502/empathy-is-tough-to-teach-but-is-one-of-the-most-important-life-lessons\" target=\"_blank\" rel=\"noopener\">feeling with people\u003c/a>,\" and notes that it's a \"vulnerable choice\" because it requires a person to tap into something personal that identifies with the struggle of another.\u003c/p>\n\u003cp>While researching South Africa, Beam came across another definition of empathy she finds powerful: Empathy is a disruption of power. She described the case of \u003ca href=\"https://www.theguardian.com/stage/2014/jun/09/eugene-de-kock-apartheid-a-human-being-died-that-night\" target=\"_blank\" rel=\"noopener\">Eugene de Kock\u003c/a>, an apartheid-era assassin responsible for the deaths of dozens of black activists. South African authorities \u003ca href=\"https://www.theguardian.com/world/2015/jan/30/south-africa-eugene-de-kock-released-prime-evil\" target=\"_blank\" rel=\"noopener\">released de Kock\u003c/a> from prison after he had served 20 years, in part because some families of his victims supported the move. They felt de Kock held too much power as the embodiment of evil, and that it kept other South Africans from reflecting on their own role in apartheid.\u003c/p>\n\u003cp>“We can think about empathy as a way to not only look at the other, but to look at ourselves,” Beam said.\u003c/p>\n\u003cp>Beam contends that empathy is a moral position, not a discrete set of skills, as it is sometimes taught. She says empathy can be strengthened, but before that a person must be grounded in an empathetic understanding that often comes from literature, art and theater. Yale professor \u003ca href=\"https://www.newyorker.com/magazine/2013/05/20/the-baby-in-the-well\" target=\"_blank\" rel=\"noopener\">Paul Bloom is also critical of the emphasis on empathy\u003c/a>, arguing that it's easier to empathetic towards individuals, leading society to make important policy decisions based on emotion instead of facts.\u003c/p>\n\u003cp>“I worry about [empathy] being taught as a skill because it should be something of a core identity and a way of moving through the world,” said Beam.\u003c/p>\n\u003cp>Some of her concern comes from the way that empathy has been co-opted by the business world. Terms like “empathetic design” and “empathetic marketing” repel her. She sees these as attempts to isolate the consumer, and provide them with exactly what they want, when they want it, as antithetical to a core part of deeper empathy – connection.\u003c/p>\n\u003cp>\u003cstrong>Could Empathy Change Systems? \u003c/strong>\u003c/p>\n\u003cp>Jamil Zaki agrees with Beam that deep empathy is about connection. But his research shows that empathy can be developed, like a muscle. And, he thinks that could affect the world positively not only at the individual level, but in things like police training.\u003c/p>\n\u003cp>In his book, Zaki describes how Washington State’s police trainer, Sue Rahr, used the \u003ca href=\"https://www.washingtonpost.com/sf/investigative/2015/12/10/new-style-of-police-training-aims-to-produce-guardians-not-warriors/?utm_term=.78d88f52ab07\" target=\"_blank\" rel=\"noopener\">power of social norms to reduce use-of-force \u003c/a>among police there. She recognized that many police saw themselves as “warriors,” a social norm that could push new recruits who signed up to police with altruistic motives into believing they need to show dominance at all times. Rahr pushed back against that norm, training police to work with the community instead of against them. Psychologists recently chose 300 police officers working in high-need areas of Seattle and ran them through Rahr’s program. They found those officers \u003ca href=\"https://www.ncjrs.gov/pdffiles1/nij/grants/249881.pdf\" target=\"_blank\" rel=\"noopener\">used force 30 percent less often\u003c/a> than their peers. And, \u003ca href=\"https://www.seattleu.edu/media/college-of-arts-and-sciences/departments/criminaljustice/crimeandjusticeresearchcenter/documents/Helfgott-and-Hickman-2019_Longitudinal-Continuation-The-Effect-of-Guardian-Focused-Training-for-LE.pdf\" target=\"_blank\" rel=\"noopener\">other studies\u003c/a> have shown police who went through the training have more knowledge about how to deal with someone in a behavioral crisis and more emotional intelligence.\u003c/p>\n\u003cp>Still, Zaki is quick to point out the empathy can’t solve everything. Many of the most pernicious problems are structural, not individual, and no amount of individual empathy can solve them. The policing story is a good example of that – while Rahr’s training takes steps in the right direction it doesn’t solve all the problems with policing, including racial bias. Citizens appreciated attempts to change policing, but were still upset that police officers who did use force were rarely prosecuted.\u003c/p>\n\u003cp>\u003cstrong>Stress Makes It Hard To Be Empathetic\u003c/strong>\u003c/p>\n\u003cp>Stress inhibits people’s ability to be empathetic. Zaki points out irony here. Many psychologists say human connection is one of the best ways to move past pain or trauma, the very things that keep people from opening up to empathy.\u003c/p>\n\u003cp>“Often times when we experience stress, we feel that we’re in a rush in order to survive for ourselves, we become untuned to the needs of others,” Zaki said.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.psychologytoday.com/us/blog/creativity-the-art-and-science/201909/how-get-students-persist\" target=\"_blank\" rel=\"noopener\">famous study\u003c/a> conducted in the ‘70s by Princeton researchers John Darley and Daniel Batson asked seminary students to write a sermon about the parable of the good Samaritan. They were then told to go across campus to deliver the sermon. Unbeknownst to the study participants, an actor lurked along the route they would take, and acted as though he required help. Half the participants had been told to take their time getting to the location for the sermon and the other half had been told they were in a rush.\u003c/p>\n\u003cp>Sixty to 70-percent of the seminary students in the “non-rush” condition stopped to help. Only 10-percent of those in the “rush” condition did so.\u003c/p>\n\u003cp>“Sometimes one of the most important things is to cue ourselves in for one moment and recognize that there’s a full person on the other side of this interaction,” Zaki said.\u003c/p>\n\u003cp>He sees enormous potential in the internet to connect people, but is also aware that often communication through the internet has the effect of dehumanizing the person on the other side of the exchange. When we interact online, we can’t see the usual cues that indicate to us how the other person is reacting to what we’re saying. That makes it easier to be cruel and to not listen.\u003c/p>\n\u003cp>But it’s not all bad news. Empathy is contagious and establishing compassion and kindness as social norms can help spread it. Zaki and his graduate student, Erika Weisz, conducted a study with close to 1,000 seventh graders in the San Francisco Bay Area in which students wrote about why they think empathy is important and useful. Then students read one another’s responses, learning that their peers valued caring as much as they did. The data from this study is preliminary, but students told Weisz and her team that after learning about their peers’ empathy they were also more motivated to be empathetic.\u003c/p>\n\u003cp>Jason Okonofua has been experimenting with similar prosocial interventions with teachers. In a \u003ca href=\"https://mindsetscholarsnetwork.org/research_library/brief-intervention-encourage-empathic-discipline-cuts-suspension-rates-half-among-adolescents/\" target=\"_blank\" rel=\"noopener\">small study at five middle schools\u003c/a>, he taught teachers about “empathetic discipline.” They reflected on discipline strategies that would not only punish students, but help them grow. They heard stories of students who’d experienced empathetic discipline and how it helped them. And teachers wrote about strategies they could use in their classrooms. After the training, the empathetic attitudes teachers expressed in their writing seemed to show up in the classroom. Students reported feeling more respected, especially if they had previously been suspended.\u003c/p>\n\u003cp>While none of these examples are definitive, they hint at the possibility that systems can change as the people within them change their attitudes. Humans conform to social norms – the good ones and the bad ones – and shaping those norms can be a powerful force for promoting empathy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-DspKSYxYDM\u003c/p>\n\n",
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"excerpt": "Empathy is eroding, says Stanford psychologist Jamil Zaki. The average American in 2009 was 30 percent less empathetic than their counterpart thirty years before. But there are ways to strengthen our empathy despite deep divisions in the world today.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many people believe that life is a zero-sum game and that the most ruthless people get the furthest. But Jamil Zaki, a Stanford psychologist and author of \u003cem>\u003ca href=\"https://www.penguinrandomhouse.com/books/550616/the-war-for-kindness-by-jamil-zaki/9780451499240/\" target=\"_blank\" rel=\"noopener\">The War for Kindness: Building Empathy in a Fractured World\u003c/a>\u003c/em>, says there's a lot of evidence to the contrary.\u003c/p>\n\u003cp>“It turns out that nice guys finish first in lots of different ways,” Zaki said on \u003ca href=\"https://www.kqed.org/forum/2010101872598/empathy-as-a-radical-act\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. And, when people are nice, they not only help others, but they help themselves as well. \u003ca href=\"https://www.kqed.org/mindshift/36448/why-its-imperative-to-teach-empathy-to-boys\" target=\"_blank\" rel=\"noopener\">Empathetic people are generally happier\u003c/a>, healthier and more effective at work. And, acting from a place of empathy, he argues, could be just what the world needs at this moment, when division has become the norm.\u003c/p>\n\u003cp>He points to the case of a former Canadian white supremacist, \u003ca href=\"https://www.theforgivenessproject.com/tony-mcaleer\" target=\"_blank\" rel=\"noopener\">Tony McAleer\u003c/a>, who turned to a mentor when he was trying to leave that lifestyle. He confessed his participation in groups like White Aryan Resistance (WAR) and his role as a recruiter for them. He didn’t realize that his mentor, \u003ca href=\"https://fullmontyleadership.com/\" target=\"_blank\" rel=\"noopener\">Dov Baron\u003c/a>, was Jewish. When McAleer learned this fact, he immediately felt shame and disconnection, but rather than judging him, Baron had compassion for his struggle. Zaki writes about this act of empathy in his book:\u003c/p>\n\u003cblockquote>\u003cp>\"‘Here was this man who loved me and wanted to heal me, and here was I, a person who had once advocated for the annihilation of his people.’ Tony felt he didn’t deserve a shred of compassion from Dov, but Dov extended it nonetheless. This cracked Tony open. He’d created a surface of hatred to cover his shame and loneliness. Once someone accepted him warts and all, he no longer needed it.”\u003c/p>\u003c/blockquote>\n\u003cp>Dov Baron's empathetic response to McAleer’s hate helped set him on a different path. When Baron showed compassion, it made a bigger impact than shunning McAleer. It opened up an opportunity for dialogue and growth. McAleer now runs an organization called \u003ca href=\"https://www.lifeafterhate.org/about-us-page\" target=\"_blank\" rel=\"noopener\">Life After Hate\u003c/a> to help other people leave hate groups.\u003c/p>\n\u003cp>\"I truly feel that the cultural forces that are pushing us apart are so vast and so prevalent that acting with empathy, and trying to connect despite them, is a radical act,\" Zaki said. “It takes pushing back against something in order to reclaim that common humanity.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He points \u003ca href=\"https://faculty.chicagobooth.edu/eob/edobrien_empathyPSPR.pdf\" target=\"_blank\" rel=\"noopener\">to evidence\u003c/a> that empathy has been declining over the past 30 years. Psychologists measure empathy through self-reported surveys. Participants rate themselves on a scale of one to five on various questions like: “I often have tender, concerned feelings for people less fortunate than me” or “I try to think about everyone’s side of a disagreement before I make a decision.” The scores are averaged to get a total empathy score.\u003c/p>\n\u003cp>In 1979, the average American’s total empathy score was a four out of five, a “solid B.” In 2009, thirty years later, the average American scored a three out of five. In practical terms, Zaki says Americans in 2009 are 75-percent less empathetic than their counterparts thirty years ago. Studies like these stoke his concern about empathy erosion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'I truly feel that the cultural forces that are pushing us apart are so vast and so prevalent that acting with empathy, and trying to connect despite them, is a radical act. It takes pushing back against something in order to reclaim that common humanity.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I don’t argue that what we want is maximal empathy at all times,” Zaki said. “If you felt everyone’s pain at all times, you wouldn’t make it down one block in San Francisco without falling down in a heap.”\u003c/p>\n\u003cp>And, he recognizes that there are many professions that experience empathy fatigue, which is why he thinks empathy is a skill and a tool that needs to be cultivated and used at the right times. Part of functioning in this world is to know when to fall back and when to employ empathy.\u003c/p>\n\u003cp>Those in helping professions like teaching, social work, or medicine \u003ca href=\"https://tspace.library.utoronto.ca/bitstream/1807/80997/1/Regehr%20strategies%20for%20reducing%20secondary%20or%20vicarious%20trauma.pdf\" target=\"_blank\" rel=\"noopener\">can buffer themselves from burnout\u003c/a> and “compassion fatigue” with self-care strategies, including meditation and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19293416\" target=\"_blank\" rel=\"noopener\">social support\u003c/a>. A \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15548253\" target=\"_blank\" rel=\"noopener\">study\u003c/a> of nurses in acute mental health settings found staff support groups helped buffer the nurses, but only if they were structured to minimize negative communication and focused on talking about challenges in constructive ways.\u003cbr>\n\u003cstrong>\u003cbr>\nConcerns About Simplistic Definitions of Empathy\u003c/strong>\u003c/p>\n\u003cp>English Professor Cris Beam also studies empathy and wrote a book called, \u003cem>\u003ca href=\"http://www.crisbeam.com/i-feel-you\" target=\"_blank\" rel=\"noopener\">I Feel You: The Surprising Power of Extreme Empathy\u003c/a>\u003c/em>. She notes that there are many definitions of empathy. Some of the earliest, and simplest ones, characterize empathy as the ability to “stand in another’s shoes.” \u003ca href=\"https://brenebrown.com/about/\" target=\"_blank\" rel=\"noopener\">Brené Brown\u003c/a>, who has recently popularized empathy, defines it as \"\u003ca href=\"https://www.kqed.org/mindshift/47502/empathy-is-tough-to-teach-but-is-one-of-the-most-important-life-lessons\" target=\"_blank\" rel=\"noopener\">feeling with people\u003c/a>,\" and notes that it's a \"vulnerable choice\" because it requires a person to tap into something personal that identifies with the struggle of another.\u003c/p>\n\u003cp>While researching South Africa, Beam came across another definition of empathy she finds powerful: Empathy is a disruption of power. She described the case of \u003ca href=\"https://www.theguardian.com/stage/2014/jun/09/eugene-de-kock-apartheid-a-human-being-died-that-night\" target=\"_blank\" rel=\"noopener\">Eugene de Kock\u003c/a>, an apartheid-era assassin responsible for the deaths of dozens of black activists. South African authorities \u003ca href=\"https://www.theguardian.com/world/2015/jan/30/south-africa-eugene-de-kock-released-prime-evil\" target=\"_blank\" rel=\"noopener\">released de Kock\u003c/a> from prison after he had served 20 years, in part because some families of his victims supported the move. They felt de Kock held too much power as the embodiment of evil, and that it kept other South Africans from reflecting on their own role in apartheid.\u003c/p>\n\u003cp>“We can think about empathy as a way to not only look at the other, but to look at ourselves,” Beam said.\u003c/p>\n\u003cp>Beam contends that empathy is a moral position, not a discrete set of skills, as it is sometimes taught. She says empathy can be strengthened, but before that a person must be grounded in an empathetic understanding that often comes from literature, art and theater. Yale professor \u003ca href=\"https://www.newyorker.com/magazine/2013/05/20/the-baby-in-the-well\" target=\"_blank\" rel=\"noopener\">Paul Bloom is also critical of the emphasis on empathy\u003c/a>, arguing that it's easier to empathetic towards individuals, leading society to make important policy decisions based on emotion instead of facts.\u003c/p>\n\u003cp>“I worry about [empathy] being taught as a skill because it should be something of a core identity and a way of moving through the world,” said Beam.\u003c/p>\n\u003cp>Some of her concern comes from the way that empathy has been co-opted by the business world. Terms like “empathetic design” and “empathetic marketing” repel her. She sees these as attempts to isolate the consumer, and provide them with exactly what they want, when they want it, as antithetical to a core part of deeper empathy – connection.\u003c/p>\n\u003cp>\u003cstrong>Could Empathy Change Systems? \u003c/strong>\u003c/p>\n\u003cp>Jamil Zaki agrees with Beam that deep empathy is about connection. But his research shows that empathy can be developed, like a muscle. And, he thinks that could affect the world positively not only at the individual level, but in things like police training.\u003c/p>\n\u003cp>In his book, Zaki describes how Washington State’s police trainer, Sue Rahr, used the \u003ca href=\"https://www.washingtonpost.com/sf/investigative/2015/12/10/new-style-of-police-training-aims-to-produce-guardians-not-warriors/?utm_term=.78d88f52ab07\" target=\"_blank\" rel=\"noopener\">power of social norms to reduce use-of-force \u003c/a>among police there. She recognized that many police saw themselves as “warriors,” a social norm that could push new recruits who signed up to police with altruistic motives into believing they need to show dominance at all times. Rahr pushed back against that norm, training police to work with the community instead of against them. Psychologists recently chose 300 police officers working in high-need areas of Seattle and ran them through Rahr’s program. They found those officers \u003ca href=\"https://www.ncjrs.gov/pdffiles1/nij/grants/249881.pdf\" target=\"_blank\" rel=\"noopener\">used force 30 percent less often\u003c/a> than their peers. And, \u003ca href=\"https://www.seattleu.edu/media/college-of-arts-and-sciences/departments/criminaljustice/crimeandjusticeresearchcenter/documents/Helfgott-and-Hickman-2019_Longitudinal-Continuation-The-Effect-of-Guardian-Focused-Training-for-LE.pdf\" target=\"_blank\" rel=\"noopener\">other studies\u003c/a> have shown police who went through the training have more knowledge about how to deal with someone in a behavioral crisis and more emotional intelligence.\u003c/p>\n\u003cp>Still, Zaki is quick to point out the empathy can’t solve everything. Many of the most pernicious problems are structural, not individual, and no amount of individual empathy can solve them. The policing story is a good example of that – while Rahr’s training takes steps in the right direction it doesn’t solve all the problems with policing, including racial bias. Citizens appreciated attempts to change policing, but were still upset that police officers who did use force were rarely prosecuted.\u003c/p>\n\u003cp>\u003cstrong>Stress Makes It Hard To Be Empathetic\u003c/strong>\u003c/p>\n\u003cp>Stress inhibits people’s ability to be empathetic. Zaki points out irony here. Many psychologists say human connection is one of the best ways to move past pain or trauma, the very things that keep people from opening up to empathy.\u003c/p>\n\u003cp>“Often times when we experience stress, we feel that we’re in a rush in order to survive for ourselves, we become untuned to the needs of others,” Zaki said.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.psychologytoday.com/us/blog/creativity-the-art-and-science/201909/how-get-students-persist\" target=\"_blank\" rel=\"noopener\">famous study\u003c/a> conducted in the ‘70s by Princeton researchers John Darley and Daniel Batson asked seminary students to write a sermon about the parable of the good Samaritan. They were then told to go across campus to deliver the sermon. Unbeknownst to the study participants, an actor lurked along the route they would take, and acted as though he required help. Half the participants had been told to take their time getting to the location for the sermon and the other half had been told they were in a rush.\u003c/p>\n\u003cp>Sixty to 70-percent of the seminary students in the “non-rush” condition stopped to help. Only 10-percent of those in the “rush” condition did so.\u003c/p>\n\u003cp>“Sometimes one of the most important things is to cue ourselves in for one moment and recognize that there’s a full person on the other side of this interaction,” Zaki said.\u003c/p>\n\u003cp>He sees enormous potential in the internet to connect people, but is also aware that often communication through the internet has the effect of dehumanizing the person on the other side of the exchange. When we interact online, we can’t see the usual cues that indicate to us how the other person is reacting to what we’re saying. That makes it easier to be cruel and to not listen.\u003c/p>\n\u003cp>But it’s not all bad news. Empathy is contagious and establishing compassion and kindness as social norms can help spread it. Zaki and his graduate student, Erika Weisz, conducted a study with close to 1,000 seventh graders in the San Francisco Bay Area in which students wrote about why they think empathy is important and useful. Then students read one another’s responses, learning that their peers valued caring as much as they did. The data from this study is preliminary, but students told Weisz and her team that after learning about their peers’ empathy they were also more motivated to be empathetic.\u003c/p>\n\u003cp>Jason Okonofua has been experimenting with similar prosocial interventions with teachers. In a \u003ca href=\"https://mindsetscholarsnetwork.org/research_library/brief-intervention-encourage-empathic-discipline-cuts-suspension-rates-half-among-adolescents/\" target=\"_blank\" rel=\"noopener\">small study at five middle schools\u003c/a>, he taught teachers about “empathetic discipline.” They reflected on discipline strategies that would not only punish students, but help them grow. They heard stories of students who’d experienced empathetic discipline and how it helped them. And teachers wrote about strategies they could use in their classrooms. After the training, the empathetic attitudes teachers expressed in their writing seemed to show up in the classroom. Students reported feeling more respected, especially if they had previously been suspended.\u003c/p>\n\u003cp>While none of these examples are definitive, they hint at the possibility that systems can change as the people within them change their attitudes. Humans conform to social norms – the good ones and the bad ones – and shaping those norms can be a powerful force for promoting empathy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What's Lost When Parents Don't Talk About Social Identity With Their Kids?",
"title": "What's Lost When Parents Don't Talk About Social Identity With Their Kids?",
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"content": "\u003cp>A majority of parents rarely, if ever, discuss race/ethnicity, gender, class or other categories of social identity with their kids, according to a new, nationally representative \u003ca href=\"https://www.sesameworkshop.org/what-we-do/research-and-innovation/sesame-workshop-identity-matters-study\">survey\u003c/a> of more than 6,000 parents conducted by Sesame Workshop and NORC at the University of Chicago. The researchers behind \u003cem>Sesame Street\u003c/em> say the fact that so many families aren't talking about these issues is a problem because children are hard-wired to notice differences at a young age — and they're asking questions.\u003c/p>\n\u003cp>\" 'Why is this person darker than me?' 'Why is this person wearing that hat on their head?' \" These are just some of the social identity questions parents might hear, says Tanya Haider, executive vice president for strategy, research and ventures at Sesame Workshop. \"We sometimes are scared to talk about these things. If the adults stiffen up and say, 'Oh, you shouldn't say that loudly,' that's sending [children] a cue that there's something wrong.\"\u003c/p>\n\u003cp>And there's nothing wrong, Haider says, with a child's natural curiosity. What's risky is when kids are left alone to make sense of the differences they see, with little more than stereotypes, television and guesswork to guide them.\u003c/p>\n\u003cp>For the past year, NPR and Sesame Workshop have collaborated on a \u003ca href=\"https://www.npr.org/podcasts/510344/raising-awesome-kids\">podcast for parents\u003c/a> — part of NPR's \u003cem>Life Kit\u003c/em> project. Together, they've covered all sorts of subjects, from how to raise kind kids and navigate divorce to how to talk with children about death. Earlier this year, NPR and Sesame Workshop devoted an \u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">entire episode\u003c/a> to the importance of talking about race and other social categories with kids and provided parents with some helpful strategies.\u003c/p>\n\u003cp>These new survey results raise an important question: Why aren't parents talking about social identity with their kids?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The answer's complicated.\u003c/p>\n\u003cp>The vast majority of parents surveyed say they do feel comfortable talking about social identity. They just don't do it.\u003c/p>\n\u003cp>That doesn't surprise Beverly Daniel Tatum, a psychologist and author of the classic, \u003cem>Why Are All The Black Kids Sitting Together In The Cafeteria\u003c/em>. \"My guess is, some parents — certain majority parents — might think, 'What's to talk about?' You know? Maybe there's this sense of, it doesn't really need to be talked about.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54609 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Sesame-Identity-Discussion.png\" alt=\"\" width=\"717\" height=\"579\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion.png 717w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-160x129.png 160w\" sizes=\"(max-width: 717px) 100vw, 717px\">\u003c/p>\n\u003cp>With so many communities still deeply segregated, parents often look around and see only families that share their social categories. Even when parents do talk about identity, according to the survey, they often wait until their kids are 10, 11 or even 12 years old. Jennifer Kotler Clarke, who oversaw the Sesame survey, says parents seem to think younger kids don't notice these differences, though \"there's all sorts of research that suggest that children very early on notice definitely physical differences between different people and they make meaning of those differences. And there's discrimination very early on.\"\u003c/p>\n\u003cp>How early on? Try six months old.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.npr.org/2019/07/05/731346268/kindness-vs-cruelty-helping-kids-hear-the-better-angels-of-their-nature\">previous Life Kit episode\u003c/a> on how to raise kind kids, we reported that, even as babies, humans not only show a preference for those who look and act like us, but they also show a desire to see those not like us be treated badly.\u003c/p>\n\u003cblockquote>\u003cp>In a \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">University of Toronto study\u003c/a>, infants as young as six months old showed a preference for members of their own race and against members of different races. And this us vs. them mentality extends beyond physical differences.\u003c/p>\n\u003cp>[Professor Kiley] Hamlin, at the University of British Columbia, introduced a new variable to her puppet shows. When the puppet and baby liked different snacks, the baby wasn't just less kind. She often wanted the puppet that did not share her snack preference \u003cem>punished\u003c/em>.\u003c/p>\n\u003cp>\"Babies did seem to care more about who was like them than they cared about niceness and meanness,\" says Hamlin.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cimg class=\"size-full wp-image-54608 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2.png\" alt=\"\" width=\"829\" height=\"556\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2.png 829w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2-800x537.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2-768x515.png 768w\" sizes=\"(max-width: 829px) 100vw, 829px\">\u003c/p>\n\u003cp>As a result, Kotler Clarke says, grown-ups need to be proactive about explaining the differences kids see and making clear: Different isn't bad. If children don't get help from parents \"and have to try to make meaning of different social identities [on their own], they may come up with all sorts of weird and strange reasons that people are somewhat different.\"\u003c/p>\n\u003cp>Exhibit A: Beverly Daniel Tatum still remembers the day her 3-year-old son was told by a white preschool classmate: \" 'Your skin is brown because you drink chocolate milk.' \" And then, she says, her son came home and asked if it was true. No, she assured him, your skin is brown because of something called melanin. We all have it, she told him — you simply have a little more.\u003c/p>\n\u003cp>This interaction highlights what may be the single biggest warning sign in Sesame's new survey results: Many of the parents who are talking about race/ethnicity, gender, class and religion are doing so because their children are hearing negative comments about their \u003cem>own \u003c/em>identities. Beverly Daniel Tatum explained the truth to her son about his skin color. But what about the little boy whose misconception set off this chain reaction?\u003c/p>\n\u003cp>According to Sesame's survey results, 40% of black parents say their children have heard a negative comment about their race, and they are twice as likely as white parents to talk about race with their kids. Among parents of trans or nonbinary children, half reported their children hearing negative comments and were much more likely to talk about gender identity with their kids than were the parents of kids who'd heard no criticism.\u003c/p>\n\u003cp>\"It's not the role or responsibility of a group of parents to be having those conversations,\" says Sesame's Haider. \"It really is the responsibility of everyone.\"\u003c/p>\n\u003cp>In a separate survey, Sesame Workshop also queried preschool and elementary school educators about how they approach social identity in the classroom. Interestingly, teachers say they feel that social class — not race/ethnicity, gender, country of origin or any other social category — has the biggest impact on their students' ability to succeed, yet class is also the category they believe is least appropriate to discuss in school, and the one they're the least comfortable talking about with students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Differences like class, skin color, gender and religion don't have to divide us, but ignoring them won't unite us either. Conversation is key, Sesame Workshop argues in this new report, to building your child's own positive sense of identity — along with a healthy respect for everyone else's.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Things+Parents+Don%27t+Talk+About+With+Their+Kids+...+But+Should&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A majority of parents rarely, if ever, discuss race/ethnicity, gender, class or other categories of social identity with their kids, according to a new, nationally representative \u003ca href=\"https://www.sesameworkshop.org/what-we-do/research-and-innovation/sesame-workshop-identity-matters-study\">survey\u003c/a> of more than 6,000 parents conducted by Sesame Workshop and NORC at the University of Chicago. The researchers behind \u003cem>Sesame Street\u003c/em> say the fact that so many families aren't talking about these issues is a problem because children are hard-wired to notice differences at a young age — and they're asking questions.\u003c/p>\n\u003cp>\" 'Why is this person darker than me?' 'Why is this person wearing that hat on their head?' \" These are just some of the social identity questions parents might hear, says Tanya Haider, executive vice president for strategy, research and ventures at Sesame Workshop. \"We sometimes are scared to talk about these things. If the adults stiffen up and say, 'Oh, you shouldn't say that loudly,' that's sending [children] a cue that there's something wrong.\"\u003c/p>\n\u003cp>And there's nothing wrong, Haider says, with a child's natural curiosity. What's risky is when kids are left alone to make sense of the differences they see, with little more than stereotypes, television and guesswork to guide them.\u003c/p>\n\u003cp>For the past year, NPR and Sesame Workshop have collaborated on a \u003ca href=\"https://www.npr.org/podcasts/510344/raising-awesome-kids\">podcast for parents\u003c/a> — part of NPR's \u003cem>Life Kit\u003c/em> project. Together, they've covered all sorts of subjects, from how to raise kind kids and navigate divorce to how to talk with children about death. Earlier this year, NPR and Sesame Workshop devoted an \u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">entire episode\u003c/a> to the importance of talking about race and other social categories with kids and provided parents with some helpful strategies.\u003c/p>\n\u003cp>These new survey results raise an important question: Why aren't parents talking about social identity with their kids?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The answer's complicated.\u003c/p>\n\u003cp>The vast majority of parents surveyed say they do feel comfortable talking about social identity. They just don't do it.\u003c/p>\n\u003cp>That doesn't surprise Beverly Daniel Tatum, a psychologist and author of the classic, \u003cem>Why Are All The Black Kids Sitting Together In The Cafeteria\u003c/em>. \"My guess is, some parents — certain majority parents — might think, 'What's to talk about?' You know? Maybe there's this sense of, it doesn't really need to be talked about.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54609 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Sesame-Identity-Discussion.png\" alt=\"\" width=\"717\" height=\"579\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion.png 717w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-160x129.png 160w\" sizes=\"(max-width: 717px) 100vw, 717px\">\u003c/p>\n\u003cp>With so many communities still deeply segregated, parents often look around and see only families that share their social categories. Even when parents do talk about identity, according to the survey, they often wait until their kids are 10, 11 or even 12 years old. Jennifer Kotler Clarke, who oversaw the Sesame survey, says parents seem to think younger kids don't notice these differences, though \"there's all sorts of research that suggest that children very early on notice definitely physical differences between different people and they make meaning of those differences. And there's discrimination very early on.\"\u003c/p>\n\u003cp>How early on? Try six months old.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.npr.org/2019/07/05/731346268/kindness-vs-cruelty-helping-kids-hear-the-better-angels-of-their-nature\">previous Life Kit episode\u003c/a> on how to raise kind kids, we reported that, even as babies, humans not only show a preference for those who look and act like us, but they also show a desire to see those not like us be treated badly.\u003c/p>\n\u003cblockquote>\u003cp>In a \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">University of Toronto study\u003c/a>, infants as young as six months old showed a preference for members of their own race and against members of different races. And this us vs. them mentality extends beyond physical differences.\u003c/p>\n\u003cp>[Professor Kiley] Hamlin, at the University of British Columbia, introduced a new variable to her puppet shows. When the puppet and baby liked different snacks, the baby wasn't just less kind. She often wanted the puppet that did not share her snack preference \u003cem>punished\u003c/em>.\u003c/p>\n\u003cp>\"Babies did seem to care more about who was like them than they cared about niceness and meanness,\" says Hamlin.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cimg class=\"size-full wp-image-54608 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2.png\" alt=\"\" width=\"829\" height=\"556\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2.png 829w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2-800x537.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Sesame-Identity-Discussion-2-768x515.png 768w\" sizes=\"(max-width: 829px) 100vw, 829px\">\u003c/p>\n\u003cp>As a result, Kotler Clarke says, grown-ups need to be proactive about explaining the differences kids see and making clear: Different isn't bad. If children don't get help from parents \"and have to try to make meaning of different social identities [on their own], they may come up with all sorts of weird and strange reasons that people are somewhat different.\"\u003c/p>\n\u003cp>Exhibit A: Beverly Daniel Tatum still remembers the day her 3-year-old son was told by a white preschool classmate: \" 'Your skin is brown because you drink chocolate milk.' \" And then, she says, her son came home and asked if it was true. No, she assured him, your skin is brown because of something called melanin. We all have it, she told him — you simply have a little more.\u003c/p>\n\u003cp>This interaction highlights what may be the single biggest warning sign in Sesame's new survey results: Many of the parents who are talking about race/ethnicity, gender, class and religion are doing so because their children are hearing negative comments about their \u003cem>own \u003c/em>identities. Beverly Daniel Tatum explained the truth to her son about his skin color. But what about the little boy whose misconception set off this chain reaction?\u003c/p>\n\u003cp>According to Sesame's survey results, 40% of black parents say their children have heard a negative comment about their race, and they are twice as likely as white parents to talk about race with their kids. Among parents of trans or nonbinary children, half reported their children hearing negative comments and were much more likely to talk about gender identity with their kids than were the parents of kids who'd heard no criticism.\u003c/p>\n\u003cp>\"It's not the role or responsibility of a group of parents to be having those conversations,\" says Sesame's Haider. \"It really is the responsibility of everyone.\"\u003c/p>\n\u003cp>In a separate survey, Sesame Workshop also queried preschool and elementary school educators about how they approach social identity in the classroom. Interestingly, teachers say they feel that social class — not race/ethnicity, gender, country of origin or any other social category — has the biggest impact on their students' ability to succeed, yet class is also the category they believe is least appropriate to discuss in school, and the one they're the least comfortable talking about with students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Differences like class, skin color, gender and religion don't have to divide us, but ignoring them won't unite us either. Conversation is key, Sesame Workshop argues in this new report, to building your child's own positive sense of identity — along with a healthy respect for everyone else's.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Things+Parents+Don%27t+Talk+About+With+Their+Kids+...+But+Should&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "3 Ways to Shape Math Into a Positive Experience",
"title": "3 Ways to Shape Math Into a Positive Experience",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a teenager, Vanessa Vakharia never expected math to factor into her future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to be a rock star and marry Keanu Reeves. Still do,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Vakharia says in a phone interview as \u003c/span>\u003ca href=\"https://www.goodnightsunrise.com/\">\u003cspan style=\"font-weight: 400\">her band\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> drives across Canada for a multi-week tour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aside from her Keanu fantasies, there were other signs that a career in numbers wasn’t in the cards — like the two times she failed 11th-grade math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because she was into art and music, Vakharia considered herself a “creative type.” When she enrolled in an alternative high school, she told her teacher that she was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">not a math person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The educator rebuffed the notion. “She was like, ‘That’s not a thing,’ ” Vakharia recalls. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when Vakharia’s math story began to shift. Fast forward two decades, and she is a certified math teacher who runs \u003c/span>\u003ca href=\"https://www.themathguru.ca/\">\u003cspan style=\"font-weight: 400\">a Toronto tutoring business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with 40 employees. (She hasn’t given up hope on Keanu, though, pointing out that he’s still unmarried.) She is also the author of the book \"\u003c/span>\u003ca href=\"https://www.amazon.ca/Math-Hacks-Stress-Better-Marks/dp/1443163163\">\u003cspan id=\"productTitle\" class=\"a-size-large\">Math Hacks: Cool Tips + Less Stress = Better Marks.\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">After transforming her own math narrative, Vakharia now strives to abolish the widespread view that math is “this innate super power that people are born with.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54582\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-54582 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia2.jpg\" alt=\"\" width=\"2000\" height=\"1858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-160x149.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-800x743.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-768x713.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1020x948.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1200x1115.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports her stance. As with other subjects, having a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in math matters — and not just for kids. A range of parent and teacher beliefs and attitudes toward math have been linked with children’s beliefs and performance in the subject, especially among girls. In \u003c/span>\u003ca href=\"https://psycnet.apa.org/search/display?id=ad67cf96-e312-e79b-f972-5057555c5505&recordId=1&tab=PA&page=1&display=25&sort=PublicationYearMSSort%20desc,AuthorSort%20asc&sr=1\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Chilean kindergartners and their families, for example, mothers’ math self-concepts positively predicted girls’ math self-concepts, while fathers’ math self-concepts negatively predicted girls’ math self-concepts. (The latter effect was reduced in cases where fathers engaged in home math activities with their daughters.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same study, parents’ math self-concepts did not predict kindergarten boys’ math self-concepts. Adults’ gender stereotypes and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\">\u003cspan style=\"font-weight: 400\">math anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too, have been found to influence children’s math attitudes and performance. Jo Boaler, a Stanford University education professor and author of \"\u003c/span>\u003ca href=\"https://www.youcubed.org/resources/mathematical-mindsets/\">\u003cspan style=\"font-weight: 400\">Mathematical Mindsets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" says that when she talks to parents she tells them that “the most important thing whenever they approach maths is to be very positive about it with their kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But many adults have to overcome their own negative histories with the subject first. At the end of a recent summer program that Boaler taught, 98 out of 100 undergraduates wrote about their past math traumas and how differently they felt about the subject after discovering that \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/brain-science/\">\u003cspan style=\"font-weight: 400\">anyone can learn math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can adults who have long-held negative beliefs about math begin to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">\u003cspan style=\"font-weight: 400\">think and talk differently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Based on her own myth-busting talks with parents and teachers, Vakharia recommends three steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Unpack the cultural narrative\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting your math narrative requires recognition of the societal math narratives in which it is enmeshed. “As a society we have an obsession with categorizing...boy/girl, left-brained/right-brained,” says Vakharia. Those binaries get repeated in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46772/how-one-school-changed-its-math-culture-starting-with-teachers\">\u003cspan style=\"font-weight: 400\">schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families, workplaces, media and pop culture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vakharia likes to ask people if they have ever seen a cheerleader on TV or in a movie who is good at math. The answer, of course, is “no.” Not only does popular culture show math as being for certain types of people, it often portrays those people as geniuses and prodigies, like Matt Damon’s character in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Good Will Hunting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. That’s harmful, Vakharia says, because it discourages a more productive, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">growth-focused approach toward math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also have this narrative that if it takes work to do something, you’re not good at something,” she says. “You weren’t born knowing calculus. You work at it, and some people have to \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">work at it in different ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54583\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-54583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1200x675.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>2. Drill down into your experience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you debunk the social messages surrounding math, it’s time to make it personal. If you say you’re not a math person, break that down. Why do you think that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of the time, when Vakharia asks that question, she hears common themes: The person never did their homework, they had a demeaning teacher, their parents said it wasn’t in their genes, and so on. When Vakharia asks follow-up questions about how the person tried to improve, such as seeking extra resources or teacher support, the response is usually that they tried one type of remediation but gave up when it didn’t work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you really peel it back, there’s nothing in any of these stories that someone was truly incapable of doing math,” Vakharia says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, analogies can help. Think about something you have learned as an adult. Maybe it’s watercolors or CrossFit. Before taking up that practice, did you consider yourself an artist or an athlete? Probably not, and maybe you still don’t, but you know that painting and weightlifting are skills that can be learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the same with math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try again\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once a person has re-examined their math history, Vakharia likes to ask whether they’re open to learning math now. If they say “yes,” she asks them to pick a topic they want to learn and recommends a tutor or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to make it manageable. You don’t need to commit to learning an entire math course. If geometry confounded you, give the Pythagorean Theorem another shot. If your math problems began in elementary school, try something more fundamental, such as times tables or fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/42286436-math-hacks\">\u003cimg class=\"alignright wp-image-54585\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Math-Hacks.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In a June 2019 episode of the \"\u003c/span>\u003ca href=\"https://unladylike.co/episodes/052/math\">\u003cspan style=\"font-weight: 400\">Unladylike\" podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-host Caroline Ervin talked about her childhood math traumas with Vakharia and her lasting perception that she was incapable of doing math. At the end of the conversation, Vakharia asked Ervin to commit to learning one aspect of math that troubled her. Ervin assigned herself the task of revisiting SohCahToa, a mnemonic device used to understand how sine, cosine and tangent work in trigonometry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ervin followed through on her homework. In an interview with MindShift, she said that she set up a Skype session with one of the tutors from Vakharia’s tutoring center, The Math Guru. Though she felt some familiar math anxiety creep in at the start, ultimately, Ervin said, she “had a blast” and conquered SohCahToa.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Approaching math as a set of skills that simply require learning and practice helps me chill out about it,” she said. “Math isn't mystical; it's practical, and it's something I now feel I can easily revisit if there's some sort of practical puzzle to solve.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "It's not uncommon for kids and adults to have a negative experience learning math. Learning about how the brain works and unpacking some stereotypes can help learners reframe the narrative they tell themselves about math. ",
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"description": "It's not uncommon for kids and adults to have a negative experience learning math. Learning about how the brain works and unpacking some stereotypes can help learners reframe the narrative they tell themselves about math. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a teenager, Vanessa Vakharia never expected math to factor into her future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to be a rock star and marry Keanu Reeves. Still do,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Vakharia says in a phone interview as \u003c/span>\u003ca href=\"https://www.goodnightsunrise.com/\">\u003cspan style=\"font-weight: 400\">her band\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> drives across Canada for a multi-week tour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aside from her Keanu fantasies, there were other signs that a career in numbers wasn’t in the cards — like the two times she failed 11th-grade math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because she was into art and music, Vakharia considered herself a “creative type.” When she enrolled in an alternative high school, she told her teacher that she was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">not a math person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The educator rebuffed the notion. “She was like, ‘That’s not a thing,’ ” Vakharia recalls. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when Vakharia’s math story began to shift. Fast forward two decades, and she is a certified math teacher who runs \u003c/span>\u003ca href=\"https://www.themathguru.ca/\">\u003cspan style=\"font-weight: 400\">a Toronto tutoring business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with 40 employees. (She hasn’t given up hope on Keanu, though, pointing out that he’s still unmarried.) She is also the author of the book \"\u003c/span>\u003ca href=\"https://www.amazon.ca/Math-Hacks-Stress-Better-Marks/dp/1443163163\">\u003cspan id=\"productTitle\" class=\"a-size-large\">Math Hacks: Cool Tips + Less Stress = Better Marks.\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">After transforming her own math narrative, Vakharia now strives to abolish the widespread view that math is “this innate super power that people are born with.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54582\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-54582 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia2.jpg\" alt=\"\" width=\"2000\" height=\"1858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-160x149.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-800x743.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-768x713.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1020x948.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1200x1115.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports her stance. As with other subjects, having a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in math matters — and not just for kids. A range of parent and teacher beliefs and attitudes toward math have been linked with children’s beliefs and performance in the subject, especially among girls. In \u003c/span>\u003ca href=\"https://psycnet.apa.org/search/display?id=ad67cf96-e312-e79b-f972-5057555c5505&recordId=1&tab=PA&page=1&display=25&sort=PublicationYearMSSort%20desc,AuthorSort%20asc&sr=1\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Chilean kindergartners and their families, for example, mothers’ math self-concepts positively predicted girls’ math self-concepts, while fathers’ math self-concepts negatively predicted girls’ math self-concepts. (The latter effect was reduced in cases where fathers engaged in home math activities with their daughters.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same study, parents’ math self-concepts did not predict kindergarten boys’ math self-concepts. Adults’ gender stereotypes and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\">\u003cspan style=\"font-weight: 400\">math anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too, have been found to influence children’s math attitudes and performance. Jo Boaler, a Stanford University education professor and author of \"\u003c/span>\u003ca href=\"https://www.youcubed.org/resources/mathematical-mindsets/\">\u003cspan style=\"font-weight: 400\">Mathematical Mindsets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" says that when she talks to parents she tells them that “the most important thing whenever they approach maths is to be very positive about it with their kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But many adults have to overcome their own negative histories with the subject first. At the end of a recent summer program that Boaler taught, 98 out of 100 undergraduates wrote about their past math traumas and how differently they felt about the subject after discovering that \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/brain-science/\">\u003cspan style=\"font-weight: 400\">anyone can learn math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can adults who have long-held negative beliefs about math begin to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">\u003cspan style=\"font-weight: 400\">think and talk differently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Based on her own myth-busting talks with parents and teachers, Vakharia recommends three steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Unpack the cultural narrative\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting your math narrative requires recognition of the societal math narratives in which it is enmeshed. “As a society we have an obsession with categorizing...boy/girl, left-brained/right-brained,” says Vakharia. Those binaries get repeated in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46772/how-one-school-changed-its-math-culture-starting-with-teachers\">\u003cspan style=\"font-weight: 400\">schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families, workplaces, media and pop culture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vakharia likes to ask people if they have ever seen a cheerleader on TV or in a movie who is good at math. The answer, of course, is “no.” Not only does popular culture show math as being for certain types of people, it often portrays those people as geniuses and prodigies, like Matt Damon’s character in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Good Will Hunting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. That’s harmful, Vakharia says, because it discourages a more productive, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">growth-focused approach toward math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also have this narrative that if it takes work to do something, you’re not good at something,” she says. “You weren’t born knowing calculus. You work at it, and some people have to \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">work at it in different ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54583\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-54583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1200x675.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>2. Drill down into your experience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you debunk the social messages surrounding math, it’s time to make it personal. If you say you’re not a math person, break that down. Why do you think that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of the time, when Vakharia asks that question, she hears common themes: The person never did their homework, they had a demeaning teacher, their parents said it wasn’t in their genes, and so on. When Vakharia asks follow-up questions about how the person tried to improve, such as seeking extra resources or teacher support, the response is usually that they tried one type of remediation but gave up when it didn’t work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you really peel it back, there’s nothing in any of these stories that someone was truly incapable of doing math,” Vakharia says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, analogies can help. Think about something you have learned as an adult. Maybe it’s watercolors or CrossFit. Before taking up that practice, did you consider yourself an artist or an athlete? Probably not, and maybe you still don’t, but you know that painting and weightlifting are skills that can be learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the same with math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try again\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once a person has re-examined their math history, Vakharia likes to ask whether they’re open to learning math now. If they say “yes,” she asks them to pick a topic they want to learn and recommends a tutor or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to make it manageable. You don’t need to commit to learning an entire math course. If geometry confounded you, give the Pythagorean Theorem another shot. If your math problems began in elementary school, try something more fundamental, such as times tables or fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/42286436-math-hacks\">\u003cimg class=\"alignright wp-image-54585\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Math-Hacks.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In a June 2019 episode of the \"\u003c/span>\u003ca href=\"https://unladylike.co/episodes/052/math\">\u003cspan style=\"font-weight: 400\">Unladylike\" podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-host Caroline Ervin talked about her childhood math traumas with Vakharia and her lasting perception that she was incapable of doing math. At the end of the conversation, Vakharia asked Ervin to commit to learning one aspect of math that troubled her. Ervin assigned herself the task of revisiting SohCahToa, a mnemonic device used to understand how sine, cosine and tangent work in trigonometry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ervin followed through on her homework. In an interview with MindShift, she said that she set up a Skype session with one of the tutors from Vakharia’s tutoring center, The Math Guru. Though she felt some familiar math anxiety creep in at the start, ultimately, Ervin said, she “had a blast” and conquered SohCahToa.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Approaching math as a set of skills that simply require learning and practice helps me chill out about it,” she said. “Math isn't mystical; it's practical, and it's something I now feel I can easily revisit if there's some sort of practical puzzle to solve.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Feeling Insecure? 6 Tips To Quiet Negative Thoughts",
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"content": "\u003cp>You have a voice inside your head. It runs constantly, providing live commentary about your life to the audience of your brain.\u003c/p>\n\u003cp>But it's not an objective reporter. It likes to act as critic, judge and jury — especially when it comes to social situations. You know that voice, right? The one that says, \"They didn't text back. They must think I'm uncool/awkward.\"\u003c/p>\n\u003cp>Those negative thoughts can hold you back from making new friends, connecting with colleagues or sharing your brilliant ideas in meetings. Especially for shy or introverted people, it can be a real handicap and even lead to loneliness or isolation.\u003c/p>\n\u003cp>\"That voice is there for all of us — obviously in varying degrees,\" says psychologist and author \u003ca href=\"https://drandreabonior.com/\">Andrea Bonior\u003c/a>. \"With social media, especially, we look at what other people are presenting as, and we assume they are so confident because of how they appear ... and we just make ourselves feel worse.\"\u003c/p>\n\u003cp>Bonior is the author of \u003cem>The Friendship Fix\u003c/em> and the forthcoming \u003ca href=\"https://drandreabonior.com/books\">Detox Your Thoughts\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The critical voice in your head can also prompt you to adopt a persona to fit into social situations, says Steven Hayes, a psychologist and professor at the University of Nevada.\u003c/p>\n\u003cp>\"It's that problem-solving voice that says, 'You will belong if you are special, and you'll be cast out if you're not,' \" says Hayes, whose new book, \u003ca href=\"https://stevenchayes.com/a-liberated-mind/\">A Liberated Mind\u003c/a>, aims to help people learn to defuse these thoughts. \"You step back and become a little distant, evaluating, listening to the inner chatter — 'Am I doing this right?' \"\u003c/p>\n\u003cp>If you can turn down the volume on that voice, he says, you might find that you can more easily share the unique gifts you have to offer others.\u003c/p>\n\u003cp>And it can help you get emotionally closer to the people around you, Hayes continues.\u003c/p>\n\u003cp>\"You've got to rein in the dictator within you,\" he says. \"You've got to put that voice on a leash.\u003c/p>\n\u003cp>\"It's good for paying taxes or fixing your car — that's when you want that judgmental, problem-solving voice. Your friends are not a math problem.\"\u003c/p>\n\u003cp>For some people, these negative thoughts become debilitating and require professional attention. For the vast majority, though, simple tools can help defang that inner dictator and stop it from holding you back when you want to connect with others.\u003c/p>\n\u003cp>\u003cstrong>1. Label the voice.\u003c/strong>\u003c/p>\n\u003cp>The voice does not define you; in fact, identify it as an independent entity and give it a name. Call it your unreliable narrator, your negative Nelly or your worry blob — \"I've seen all kinds of labels,\" says Bonior. \"What that does is it separates it from yourself.\"\u003c/p>\n\u003cp>\"Mine happens to be named George,\" says Hayes. \"I say, 'Thanks, George, for the advice. I've got this covered, George.' \"\u003c/p>\n\u003cp>Naming the voice almost turns it into someone else talking. \"It's just one little cognitive strand waving its finger at you,\" Hayes says. \"You don't have to do what the dictator says.\"\u003c/p>\n\u003cp>\u003cstrong>2. Set negative thoughts to music.\u003c/strong>\u003c/p>\n\u003cp>Distill your inner negative messages down to a phrase or two. It may help to take a few moments to observe and jot down your most recurrent thoughts. Once you've identified them, take the thoughts — \"I'm not good enough,\" \"They're never going to like me,\" etc. — and set them to music, Hayes suggests.\u003c/p>\n\u003cp>He recommends an app called Songify by Smule, or just sing it to the tune of \"Happy Birthday.\" Besides making you laugh, the effect will be to put those thoughts in perspective.\u003c/p>\n\u003cp>\u003cstrong>3. Say those thoughts out loud in the voice of your least favorite politician. \u003c/strong>\u003c/p>\n\u003cp>Or say them quietly to yourself, or say them in a silly cartoon voice. \"Not to ridicule it,\" Hayes says. \"Just to remind you, it's just a voice inside you talking.\"\u003c/p>\n\u003cp>\u003cstrong>4. Trust that the thought will pass.\u003c/strong>\u003c/p>\n\u003cp>It's just a thought, and it's just not that important — it's irrational after all! Don't waste energy fighting it or dwelling on it, Bonior says.\u003c/p>\n\u003cp>\"We don't realize we're empowering those thoughts, getting into a tug of war with them,\" she says. \"You can choose to accept its presence in the moment and trust that it will pass.\"\u003c/p>\n\u003cp>\u003cstrong>5. Slow your breathing to calm your thoughts.\u003c/strong>\u003c/p>\n\u003cp>Negative thinking can do a number on your central nervous system, causing you to react physically. Have you ever started getting negative thoughts and suddenly felt physically bad too? Whatever your response — shaky hands, trembly voice, sweaty brow — a slow inhale and a slower exhale will help soothe the central nervous system.\u003c/p>\n\u003cp>And finding your composure will help you let the thoughts pass.\u003c/p>\n\u003cp>\"You can't have a calm mind if your body is in hyperdrive,\" Bonior explains. \"The opposite is true too — you can't have a calm body if your mind is going in circles.\"\u003c/p>\n\u003cp>\u003cstrong> 6. Remember, you have a lot to give.\u003c/strong>\u003c/p>\n\u003cp>Along with taking slower breaths, remind yourself that you have just as much to offer to the conversation as the person you are speaking with. And you can always steer the conversation to topics that put you at ease.\u003c/p>\n\u003cp>The people you encounter — whether it's friends, colleagues or strangers — will like you more than you think, as Gillian Sandstrom, a psychologist and researcher at the University of Essex in the United Kingdom, \u003ca href=\"https://www.npr.org/2019/08/15/751479810/make-new-friends-and-keep-the-old\">told NPR's Life Kit\u003c/a>.\u003c/p>\n\u003cp>\"When you talk to someone else, you're actually going to brighten their day,\" Sandstrom says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don't let that voice in your head tell you otherwise.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Feeling+Insecure%3F+6+Tips+To+Quiet+Your+Inner+Critic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>You have a voice inside your head. It runs constantly, providing live commentary about your life to the audience of your brain.\u003c/p>\n\u003cp>But it's not an objective reporter. It likes to act as critic, judge and jury — especially when it comes to social situations. You know that voice, right? The one that says, \"They didn't text back. They must think I'm uncool/awkward.\"\u003c/p>\n\u003cp>Those negative thoughts can hold you back from making new friends, connecting with colleagues or sharing your brilliant ideas in meetings. Especially for shy or introverted people, it can be a real handicap and even lead to loneliness or isolation.\u003c/p>\n\u003cp>\"That voice is there for all of us — obviously in varying degrees,\" says psychologist and author \u003ca href=\"https://drandreabonior.com/\">Andrea Bonior\u003c/a>. \"With social media, especially, we look at what other people are presenting as, and we assume they are so confident because of how they appear ... and we just make ourselves feel worse.\"\u003c/p>\n\u003cp>Bonior is the author of \u003cem>The Friendship Fix\u003c/em> and the forthcoming \u003ca href=\"https://drandreabonior.com/books\">Detox Your Thoughts\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The critical voice in your head can also prompt you to adopt a persona to fit into social situations, says Steven Hayes, a psychologist and professor at the University of Nevada.\u003c/p>\n\u003cp>\"It's that problem-solving voice that says, 'You will belong if you are special, and you'll be cast out if you're not,' \" says Hayes, whose new book, \u003ca href=\"https://stevenchayes.com/a-liberated-mind/\">A Liberated Mind\u003c/a>, aims to help people learn to defuse these thoughts. \"You step back and become a little distant, evaluating, listening to the inner chatter — 'Am I doing this right?' \"\u003c/p>\n\u003cp>If you can turn down the volume on that voice, he says, you might find that you can more easily share the unique gifts you have to offer others.\u003c/p>\n\u003cp>And it can help you get emotionally closer to the people around you, Hayes continues.\u003c/p>\n\u003cp>\"You've got to rein in the dictator within you,\" he says. \"You've got to put that voice on a leash.\u003c/p>\n\u003cp>\"It's good for paying taxes or fixing your car — that's when you want that judgmental, problem-solving voice. Your friends are not a math problem.\"\u003c/p>\n\u003cp>For some people, these negative thoughts become debilitating and require professional attention. For the vast majority, though, simple tools can help defang that inner dictator and stop it from holding you back when you want to connect with others.\u003c/p>\n\u003cp>\u003cstrong>1. Label the voice.\u003c/strong>\u003c/p>\n\u003cp>The voice does not define you; in fact, identify it as an independent entity and give it a name. Call it your unreliable narrator, your negative Nelly or your worry blob — \"I've seen all kinds of labels,\" says Bonior. \"What that does is it separates it from yourself.\"\u003c/p>\n\u003cp>\"Mine happens to be named George,\" says Hayes. \"I say, 'Thanks, George, for the advice. I've got this covered, George.' \"\u003c/p>\n\u003cp>Naming the voice almost turns it into someone else talking. \"It's just one little cognitive strand waving its finger at you,\" Hayes says. \"You don't have to do what the dictator says.\"\u003c/p>\n\u003cp>\u003cstrong>2. Set negative thoughts to music.\u003c/strong>\u003c/p>\n\u003cp>Distill your inner negative messages down to a phrase or two. It may help to take a few moments to observe and jot down your most recurrent thoughts. Once you've identified them, take the thoughts — \"I'm not good enough,\" \"They're never going to like me,\" etc. — and set them to music, Hayes suggests.\u003c/p>\n\u003cp>He recommends an app called Songify by Smule, or just sing it to the tune of \"Happy Birthday.\" Besides making you laugh, the effect will be to put those thoughts in perspective.\u003c/p>\n\u003cp>\u003cstrong>3. Say those thoughts out loud in the voice of your least favorite politician. \u003c/strong>\u003c/p>\n\u003cp>Or say them quietly to yourself, or say them in a silly cartoon voice. \"Not to ridicule it,\" Hayes says. \"Just to remind you, it's just a voice inside you talking.\"\u003c/p>\n\u003cp>\u003cstrong>4. Trust that the thought will pass.\u003c/strong>\u003c/p>\n\u003cp>It's just a thought, and it's just not that important — it's irrational after all! Don't waste energy fighting it or dwelling on it, Bonior says.\u003c/p>\n\u003cp>\"We don't realize we're empowering those thoughts, getting into a tug of war with them,\" she says. \"You can choose to accept its presence in the moment and trust that it will pass.\"\u003c/p>\n\u003cp>\u003cstrong>5. Slow your breathing to calm your thoughts.\u003c/strong>\u003c/p>\n\u003cp>Negative thinking can do a number on your central nervous system, causing you to react physically. Have you ever started getting negative thoughts and suddenly felt physically bad too? Whatever your response — shaky hands, trembly voice, sweaty brow — a slow inhale and a slower exhale will help soothe the central nervous system.\u003c/p>\n\u003cp>And finding your composure will help you let the thoughts pass.\u003c/p>\n\u003cp>\"You can't have a calm mind if your body is in hyperdrive,\" Bonior explains. \"The opposite is true too — you can't have a calm body if your mind is going in circles.\"\u003c/p>\n\u003cp>\u003cstrong> 6. Remember, you have a lot to give.\u003c/strong>\u003c/p>\n\u003cp>Along with taking slower breaths, remind yourself that you have just as much to offer to the conversation as the person you are speaking with. And you can always steer the conversation to topics that put you at ease.\u003c/p>\n\u003cp>The people you encounter — whether it's friends, colleagues or strangers — will like you more than you think, as Gillian Sandstrom, a psychologist and researcher at the University of Essex in the United Kingdom, \u003ca href=\"https://www.npr.org/2019/08/15/751479810/make-new-friends-and-keep-the-old\">told NPR's Life Kit\u003c/a>.\u003c/p>\n\u003cp>\"When you talk to someone else, you're actually going to brighten their day,\" Sandstrom says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don't let that voice in your head tell you otherwise.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Feeling+Insecure%3F+6+Tips+To+Quiet+Your+Inner+Critic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Bring Authenticity to Learning that Happens in School",
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"content": "\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>[aside label='More on Deeper Learning' link1='https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?' link2='https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars' link3='https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences']\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship']Ultimately, school is a contrived situation. There’s no way around that.'[/pullquote]\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"label": "More on Deeper Learning ",
"link1": "https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?",
"link2": "https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars",
"link3": "https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences"
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In a photo taken last March, a teenage boy is sitting at his desk with a plastic pellet gun that looks a lot like an AR-15. The airsoft rifle is propped up on the arm of a chair, pointing at the ceiling, and the boy, Eric, is looking at the camera. We're not using his last name to protect his privacy.\u003c/p>\n\u003cp>Eric's friend took the picture. At the time, Eric says, he didn't realize his friend had captioned the photo \"Don't come to school Monday\" and had sent it to others on Snapchat.\u003c/p>\n\u003cp>\"I don't think he really had the intention of getting me in trouble,\" Eric says, explaining his friend's post as \"dark humor.\"\u003c/p>\n\u003cp>But Eric, who is now in 10th grade, did get in trouble.\u003c/p>\n\u003cp>Someone reported the photo to Miami-Dade County Public Schools, where Eric is a student. Two police officers and Eric's principal took him out of class to question him. \"I was terrified,\" Eric says. \"They think that I wanted to shoot up the school, and I didn't. I didn't want to at all.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Eric was recommended for expulsion. His parents fought it, explaining that he didn't take the picture, caption it or send it to anyone himself. Ultimately, he was moved from his A-rated magnet school to a different school with a C rating.\u003c/p>\n\u003cp>His parents want to transfer him somewhere else. But they worry about what his record now says. Eric's dad, Ricardo, says, \"Anybody that doesn't know the story will read this and say, 'There's no way in the world I'm gonna put this child in my school.' \"\u003c/p>\n\u003cp>A spokesman for Miami-Dade schools said the district takes threats seriously, investigates them thoroughly and disciplines students when necessary.\u003c/p>\n\u003cp>For many students, this new school year will mean more reasons to watch what they do or say online. Spurred in part by the school shooting in Parkland, Fla., a year and a half ago, schools nationwide are collaborating with law enforcement in new ways in efforts to avoid the kind of tragedies that, while still rare, are far too familiar. They're investing in new security technologies that scan social media posts, school assignments and even student emails for potential threats.\u003c/p>\n\u003cp>These companies say they are saving lives. Privacy hawks and advocates for vulnerable students, such as those with disabilities, worry that these new surveillance technologies could threaten students' privacy and have far-reaching implications.\u003c/p>\n\u003cp>\u003cstrong>Florida out in front\u003c/strong>\u003c/p>\n\u003cp>Not surprisingly, Florida is at the forefront of this new wave of school security efforts.\u003c/p>\n\u003cp>Since the Parkland shooting, the Miami-Dade school district has opened a police command center with live video feeds from 18,000 cameras located in its public schools. It has installed GPS tracking on every school bus. There is an app through which the public can report threats.\u003c/p>\n\u003cp>And, on Aug. 1, the state launched an ambitious data repository called the\u003ca href=\"http://www.fldoe.org/newsroom/latest-news/department-of-education-announces-the-florida-schools-safety-portal.stml\"> Florida Schools Safety Portal\u003c/a>. It's intended to collect information from school discipline records, law enforcement and mental health and child welfare systems and display it all in one place, alongside tips sent in by the public and automatic scans of social media posts for potential threats.\u003c/p>\n\u003cp>It's the state's answer to a problem that policymakers have been trying to solve since the Feb. 14, 2018, mass shooting at Marjory Stoneman Douglas High School in Parkland, which left 17 people dead and 17 injured. Various people had concerns that the confessed shooter was dangerous, but they weren't always comparing notes.\u003c/p>\n\u003cp>The system has been controversial from the start. State advocates for students with disabilities and students with mental illnesses raised alarms that children would be unfairly stigmatized and tracked for actions rooted in their conditions.\u003c/p>\n\u003cp>Social Sentinel, one of the largest companies in the business of scanning social media for schools, declined to be a part of the portal, because, it said in a statement, \"we did not feel comfortable participating in an extensive database of student profiles.\" The firm is still serving schools in Florida — it just won't link its results to the portal.\u003c/p>\n\u003cp>The portal just launched, but officials involved with the process have already started to question whether it will work as designed, as a one-stop shop of information. Because of privacy concerns, no one will be able to access the data without authorization — and only a cop can see the law enforcement records, and only a school official can see the discipline records. So instead of integrating data, the portal essentially keeps it siloed.\u003c/p>\n\u003cp>\"The Department of Education and all the other stakeholders that were tasked with doing this have done the absolute best possible job they could with what they were asked to ... accomplish,\" Bob Gualtieri, a Florida sheriff and the chair of the state's Marjory Stoneman Douglas High School Public Safety Commission, said at a \u003ca href=\"https://www.fdle.state.fl.us/MSDHS/Meetings/2019/August/815-19-MSD-Commission-Closed-Session-Removd_Redact.aspx\">public meeting Aug. 15\u003c/a>. \"What they were asked to accomplish is, in essence, the impossible.\"\u003c/p>\n\u003cp>Initially set up to investigate the Parkland shooting, the commission's brief has grown to encompass school safety across the state, including the portal effort.\u003c/p>\n\u003cp>\u003cstrong>False alarms\u003c/strong>\u003c/p>\n\u003cp>Late one night last spring, after an event, David Cittadino got an alert that someone might want to hurt his students.\u003c/p>\n\u003cp>Cittadino is the superintendent of schools in Old Bridge, N.J. Safety has been an increasing concern in this suburban township, as it has been around the United States. Cittadino's first year as assistant superintendent, 2012, not only was the year of the Sandy Hook school shooting, but was when, in his own small community, \u003ca href=\"https://www.nj.com/middlesex/2012/08/nj_supermarket_shooting_killer.html\">two young graduates\u003c/a> of Old Bridge High School were shot and killed by a troubled veteran at a local supermarket.\u003c/p>\n\u003cp>In response, the school district has \"hardened\" schools, Cittadino says: more police, more security measures at the doors.\u003c/p>\n\u003cp>But, he adds, he has seen a new urgency in the past year. \"Things changed after Parkland,\" he says. He remembers a school board meeting with members of the public asking, \"What are you going to do?\"\u003c/p>\n\u003cp>For his district, as for hundreds more around the country, the answer was new technology. Cittadino dug through his old phone messages and returned a call to Social Sentinel. It offers school professionals \"Total Awareness,\" its website says.\u003c/p>\n\u003cp>Social Sentinel scans public posts to social media for potential threats to a school community. The company won't say exactly how it identifies which accounts to scan. When a threat is found, it is shared automatically with district officials and sometimes with the police.\u003c/p>\n\u003cp>A different company with a parallel mission, called Gaggle, scans learning software for similar threats. That means emails sent by students and faculty on school accounts, school assignments written with Google Docs or within the student software Canvas, and even calendar entries made in Microsoft Office. Gaggle safety experts manually review each alert before passing it along.\u003c/p>\n\u003cp>Gaggle reported that between July and December 2018, \u003ca href=\"https://www.gaggle.net/wp-content/uploads/ThroughTheGaggleLens-interactive.pdf\">it found 51,000 \u003c/a>examples of what it called \"questionable content\" — most often bullying or sexual content, less often self-harm and least often threats of violence to others.\u003c/p>\n\u003cp>On its website, Gaggle claims that it has \"helped districts save 722 students from carrying out an act of suicide.\"\u003c/p>\n\u003cp>That figure, says Gaggle CEO Jeff Patterson, is based \"on the severity of the incident, the specificity of it and the imminent nature.\" He gives an example: \"I'm getting on the bus, my parents aren't home and I'm going to kill myself.\" Stories like these are what sell these technology products. But details often can't be shared with the public or the press.\u003c/p>\n\u003cp>Sarah Trimble-Oliver is the chief information officer of Cincinnati Public Schools, which is a customer of Gaggle. The school district has about 36,000 students, and last year, it had about 90 serious incidents that came into it through Gaggle. In one such case, \"it actually came through as an alert for self-harm,\" Trimble-Oliver says. \"We did find that there was some actual planning for self-harm and harm to others.\"\u003c/p>\n\u003cp>Software offerings like these promise to partially automate school safety, giving school leaders like Cittadino and Trimble-Oliver peace of mind. They're meant to help administrators answer the question \"What are you going to do to prevent the next incident?\"\u003c/p>\n\u003cp>Cittadino points out that shootings like the ones in Parkland and \u003ca href=\"https://www.npr.org/2019/08/04/748111546/dayton-police-killed-shooter-within-30-seconds-of-first-shot\">Dayton, Ohio\u003c/a>, were preceded by threatening statements made online. \"For every incident we're reading about, not just the ones at schools, there was a social media footprint that led to these tragedies — people putting it on social media, dealing with feelings of loss, shut out by society, left alone, seeking revenge,\" he says.\u003c/p>\n\u003cp>Indeed, after the Columbine High School shooting, the U.S. Secret Service studied shootings committed by adolescents. In 81% of cases, at least one person knew the shooter was planning or thinking about committing violence.\u003c/p>\n\u003cp>But what happened that night in the spring of 2018 — the incident that Cittadino remembers as proving the usefulness of his security system, the reason that Social Sentinel connected him to a reporter — also shows the drawbacks of this move toward high-tech surveillance in schools.\u003c/p>\n\u003cp>First of all, the post, which Cittadino paraphrases as \"I would not have a problem with taking out a bunch of people all at once, and I would have no remorse for it,\" didn't come from a current student. It was from an account that Social Sentinel connected to Old Bridge schools based on its algorithm.\u003c/p>\n\u003cp>Second, after Cittadino contacted police, they showed up at the person's house and determined that it was not a serious threat. It was more like someone venting emotions, he says.\u003c/p>\n\u003cp>In other words, as a result of this system, a school official experienced anxiety and sent the police to a young person's home late at night, with unknown repercussions to that person.\u003c/p>\n\u003cp>Cittadino sees a success story, a potential crisis averted. Social Sentinel sees the validation of its model. Amelia Vance, a student privacy advocate with the Future of Privacy Forum, sees a false alarm that burdens school and law enforcement resources, even as it infringes on civil liberties and free speech.\u003c/p>\n\u003cp>\"There's no proven information showing that social media monitoring is useful,\" she says. \"We have a lot of data showing it overwhelms with false flags.\"\u003c/p>\n\u003cp>\u003cstrong>No easy answers\u003c/strong>\u003c/p>\n\u003cp>Here's the hard truth: School shootings of any kind — and mass shootings in general — are still so rare that there is no evidence that any particular security measure will reduce them. That was the conclusion of a review of literature by Jagdish Khubchandani, a professor at Ball State University, that was \u003ca href=\"https://www.liebertpub.com/doi/10.1089/vio.2018.0044\">published this year\u003c/a>.\u003c/p>\n\u003cp>Whether you're talking about locked doors to the building, security cameras, metal detectors, more police officers, random checks of lockers — none of it has been shown to improve safety. To prove so, says Khubchandani, would involve randomly assigning similar schools to use a particular measure rather than another and then following up for years.\u003c/p>\n\u003cp>Newer high-tech alert systems, as well as facial and voice recognition, have no evidence behind them either, Khubchandani tells NPR. Still, he holds out hope: \"If ... shooters have these warning signs, it does seem like a new out-of-the-box approach. It could be promising.\"\u003c/p>\n\u003cp>But he also sees a drawback. \"I hope that the social media monitoring does not make criminals out of a bunch of students who are having problems.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>School leaders, for their part, feel bound to do something to help. In fact, according to Vance, the student privacy advocate, in today's climate they may face legal liabilities if they don't — if they miss something, if something happens and they should have known. And technology companies, having taken millions of dollars from investors, are offering solutions for that anxiety. But it's not clear that students are any safer as a result.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+School+Safety+Becomes+School+Surveillance&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a photo taken last March, a teenage boy is sitting at his desk with a plastic pellet gun that looks a lot like an AR-15. The airsoft rifle is propped up on the arm of a chair, pointing at the ceiling, and the boy, Eric, is looking at the camera. We're not using his last name to protect his privacy.\u003c/p>\n\u003cp>Eric's friend took the picture. At the time, Eric says, he didn't realize his friend had captioned the photo \"Don't come to school Monday\" and had sent it to others on Snapchat.\u003c/p>\n\u003cp>\"I don't think he really had the intention of getting me in trouble,\" Eric says, explaining his friend's post as \"dark humor.\"\u003c/p>\n\u003cp>But Eric, who is now in 10th grade, did get in trouble.\u003c/p>\n\u003cp>Someone reported the photo to Miami-Dade County Public Schools, where Eric is a student. Two police officers and Eric's principal took him out of class to question him. \"I was terrified,\" Eric says. \"They think that I wanted to shoot up the school, and I didn't. I didn't want to at all.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Eric was recommended for expulsion. His parents fought it, explaining that he didn't take the picture, caption it or send it to anyone himself. Ultimately, he was moved from his A-rated magnet school to a different school with a C rating.\u003c/p>\n\u003cp>His parents want to transfer him somewhere else. But they worry about what his record now says. Eric's dad, Ricardo, says, \"Anybody that doesn't know the story will read this and say, 'There's no way in the world I'm gonna put this child in my school.' \"\u003c/p>\n\u003cp>A spokesman for Miami-Dade schools said the district takes threats seriously, investigates them thoroughly and disciplines students when necessary.\u003c/p>\n\u003cp>For many students, this new school year will mean more reasons to watch what they do or say online. Spurred in part by the school shooting in Parkland, Fla., a year and a half ago, schools nationwide are collaborating with law enforcement in new ways in efforts to avoid the kind of tragedies that, while still rare, are far too familiar. They're investing in new security technologies that scan social media posts, school assignments and even student emails for potential threats.\u003c/p>\n\u003cp>These companies say they are saving lives. Privacy hawks and advocates for vulnerable students, such as those with disabilities, worry that these new surveillance technologies could threaten students' privacy and have far-reaching implications.\u003c/p>\n\u003cp>\u003cstrong>Florida out in front\u003c/strong>\u003c/p>\n\u003cp>Not surprisingly, Florida is at the forefront of this new wave of school security efforts.\u003c/p>\n\u003cp>Since the Parkland shooting, the Miami-Dade school district has opened a police command center with live video feeds from 18,000 cameras located in its public schools. It has installed GPS tracking on every school bus. There is an app through which the public can report threats.\u003c/p>\n\u003cp>And, on Aug. 1, the state launched an ambitious data repository called the\u003ca href=\"http://www.fldoe.org/newsroom/latest-news/department-of-education-announces-the-florida-schools-safety-portal.stml\"> Florida Schools Safety Portal\u003c/a>. It's intended to collect information from school discipline records, law enforcement and mental health and child welfare systems and display it all in one place, alongside tips sent in by the public and automatic scans of social media posts for potential threats.\u003c/p>\n\u003cp>It's the state's answer to a problem that policymakers have been trying to solve since the Feb. 14, 2018, mass shooting at Marjory Stoneman Douglas High School in Parkland, which left 17 people dead and 17 injured. Various people had concerns that the confessed shooter was dangerous, but they weren't always comparing notes.\u003c/p>\n\u003cp>The system has been controversial from the start. State advocates for students with disabilities and students with mental illnesses raised alarms that children would be unfairly stigmatized and tracked for actions rooted in their conditions.\u003c/p>\n\u003cp>Social Sentinel, one of the largest companies in the business of scanning social media for schools, declined to be a part of the portal, because, it said in a statement, \"we did not feel comfortable participating in an extensive database of student profiles.\" The firm is still serving schools in Florida — it just won't link its results to the portal.\u003c/p>\n\u003cp>The portal just launched, but officials involved with the process have already started to question whether it will work as designed, as a one-stop shop of information. Because of privacy concerns, no one will be able to access the data without authorization — and only a cop can see the law enforcement records, and only a school official can see the discipline records. So instead of integrating data, the portal essentially keeps it siloed.\u003c/p>\n\u003cp>\"The Department of Education and all the other stakeholders that were tasked with doing this have done the absolute best possible job they could with what they were asked to ... accomplish,\" Bob Gualtieri, a Florida sheriff and the chair of the state's Marjory Stoneman Douglas High School Public Safety Commission, said at a \u003ca href=\"https://www.fdle.state.fl.us/MSDHS/Meetings/2019/August/815-19-MSD-Commission-Closed-Session-Removd_Redact.aspx\">public meeting Aug. 15\u003c/a>. \"What they were asked to accomplish is, in essence, the impossible.\"\u003c/p>\n\u003cp>Initially set up to investigate the Parkland shooting, the commission's brief has grown to encompass school safety across the state, including the portal effort.\u003c/p>\n\u003cp>\u003cstrong>False alarms\u003c/strong>\u003c/p>\n\u003cp>Late one night last spring, after an event, David Cittadino got an alert that someone might want to hurt his students.\u003c/p>\n\u003cp>Cittadino is the superintendent of schools in Old Bridge, N.J. Safety has been an increasing concern in this suburban township, as it has been around the United States. Cittadino's first year as assistant superintendent, 2012, not only was the year of the Sandy Hook school shooting, but was when, in his own small community, \u003ca href=\"https://www.nj.com/middlesex/2012/08/nj_supermarket_shooting_killer.html\">two young graduates\u003c/a> of Old Bridge High School were shot and killed by a troubled veteran at a local supermarket.\u003c/p>\n\u003cp>In response, the school district has \"hardened\" schools, Cittadino says: more police, more security measures at the doors.\u003c/p>\n\u003cp>But, he adds, he has seen a new urgency in the past year. \"Things changed after Parkland,\" he says. He remembers a school board meeting with members of the public asking, \"What are you going to do?\"\u003c/p>\n\u003cp>For his district, as for hundreds more around the country, the answer was new technology. Cittadino dug through his old phone messages and returned a call to Social Sentinel. It offers school professionals \"Total Awareness,\" its website says.\u003c/p>\n\u003cp>Social Sentinel scans public posts to social media for potential threats to a school community. The company won't say exactly how it identifies which accounts to scan. When a threat is found, it is shared automatically with district officials and sometimes with the police.\u003c/p>\n\u003cp>A different company with a parallel mission, called Gaggle, scans learning software for similar threats. That means emails sent by students and faculty on school accounts, school assignments written with Google Docs or within the student software Canvas, and even calendar entries made in Microsoft Office. Gaggle safety experts manually review each alert before passing it along.\u003c/p>\n\u003cp>Gaggle reported that between July and December 2018, \u003ca href=\"https://www.gaggle.net/wp-content/uploads/ThroughTheGaggleLens-interactive.pdf\">it found 51,000 \u003c/a>examples of what it called \"questionable content\" — most often bullying or sexual content, less often self-harm and least often threats of violence to others.\u003c/p>\n\u003cp>On its website, Gaggle claims that it has \"helped districts save 722 students from carrying out an act of suicide.\"\u003c/p>\n\u003cp>That figure, says Gaggle CEO Jeff Patterson, is based \"on the severity of the incident, the specificity of it and the imminent nature.\" He gives an example: \"I'm getting on the bus, my parents aren't home and I'm going to kill myself.\" Stories like these are what sell these technology products. But details often can't be shared with the public or the press.\u003c/p>\n\u003cp>Sarah Trimble-Oliver is the chief information officer of Cincinnati Public Schools, which is a customer of Gaggle. The school district has about 36,000 students, and last year, it had about 90 serious incidents that came into it through Gaggle. In one such case, \"it actually came through as an alert for self-harm,\" Trimble-Oliver says. \"We did find that there was some actual planning for self-harm and harm to others.\"\u003c/p>\n\u003cp>Software offerings like these promise to partially automate school safety, giving school leaders like Cittadino and Trimble-Oliver peace of mind. They're meant to help administrators answer the question \"What are you going to do to prevent the next incident?\"\u003c/p>\n\u003cp>Cittadino points out that shootings like the ones in Parkland and \u003ca href=\"https://www.npr.org/2019/08/04/748111546/dayton-police-killed-shooter-within-30-seconds-of-first-shot\">Dayton, Ohio\u003c/a>, were preceded by threatening statements made online. \"For every incident we're reading about, not just the ones at schools, there was a social media footprint that led to these tragedies — people putting it on social media, dealing with feelings of loss, shut out by society, left alone, seeking revenge,\" he says.\u003c/p>\n\u003cp>Indeed, after the Columbine High School shooting, the U.S. Secret Service studied shootings committed by adolescents. In 81% of cases, at least one person knew the shooter was planning or thinking about committing violence.\u003c/p>\n\u003cp>But what happened that night in the spring of 2018 — the incident that Cittadino remembers as proving the usefulness of his security system, the reason that Social Sentinel connected him to a reporter — also shows the drawbacks of this move toward high-tech surveillance in schools.\u003c/p>\n\u003cp>First of all, the post, which Cittadino paraphrases as \"I would not have a problem with taking out a bunch of people all at once, and I would have no remorse for it,\" didn't come from a current student. It was from an account that Social Sentinel connected to Old Bridge schools based on its algorithm.\u003c/p>\n\u003cp>Second, after Cittadino contacted police, they showed up at the person's house and determined that it was not a serious threat. It was more like someone venting emotions, he says.\u003c/p>\n\u003cp>In other words, as a result of this system, a school official experienced anxiety and sent the police to a young person's home late at night, with unknown repercussions to that person.\u003c/p>\n\u003cp>Cittadino sees a success story, a potential crisis averted. Social Sentinel sees the validation of its model. Amelia Vance, a student privacy advocate with the Future of Privacy Forum, sees a false alarm that burdens school and law enforcement resources, even as it infringes on civil liberties and free speech.\u003c/p>\n\u003cp>\"There's no proven information showing that social media monitoring is useful,\" she says. \"We have a lot of data showing it overwhelms with false flags.\"\u003c/p>\n\u003cp>\u003cstrong>No easy answers\u003c/strong>\u003c/p>\n\u003cp>Here's the hard truth: School shootings of any kind — and mass shootings in general — are still so rare that there is no evidence that any particular security measure will reduce them. That was the conclusion of a review of literature by Jagdish Khubchandani, a professor at Ball State University, that was \u003ca href=\"https://www.liebertpub.com/doi/10.1089/vio.2018.0044\">published this year\u003c/a>.\u003c/p>\n\u003cp>Whether you're talking about locked doors to the building, security cameras, metal detectors, more police officers, random checks of lockers — none of it has been shown to improve safety. To prove so, says Khubchandani, would involve randomly assigning similar schools to use a particular measure rather than another and then following up for years.\u003c/p>\n\u003cp>Newer high-tech alert systems, as well as facial and voice recognition, have no evidence behind them either, Khubchandani tells NPR. Still, he holds out hope: \"If ... shooters have these warning signs, it does seem like a new out-of-the-box approach. It could be promising.\"\u003c/p>\n\u003cp>But he also sees a drawback. \"I hope that the social media monitoring does not make criminals out of a bunch of students who are having problems.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School leaders, for their part, feel bound to do something to help. In fact, according to Vance, the student privacy advocate, in today's climate they may face legal liabilities if they don't — if they miss something, if something happens and they should have known. And technology companies, having taken millions of dollars from investors, are offering solutions for that anxiety. But it's not clear that students are any safer as a result.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+School+Safety+Becomes+School+Surveillance&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Plenty of research shows that \u003ca href=\"https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean\">adverse childhood experiences\u003c/a> can lead to depression and other health problems later in life. But researcher \u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell\">Christina Bethell\u003c/a> wondered whether positive experiences in childhood could counter that. Her research comes from a personal place.\u003c/p>\n\u003cp>In the 1970s, in a low-income housing complex in Los Angeles, Bethell had a tough childhood. Sometimes she didn't have money for lunch. Sometimes, when a free bus came through to take kids to church, she would get on it, just to go somewhere else. \"In low-income areas and in California in general, there was a lot of drugs and drinking — it was the norm,\" she says.\u003c/p>\n\u003cp>But there were positive things in her childhood too. Her grandmother would come by every few months and tell her that anything she needed was inside her. She was engaged in school; she played sports, and she stayed late to help the teacher clean up.\u003c/p>\n\u003cp>And there was a woman in her housing complex with an open door to all the kids who lived there. They called her \"Mrs. Raccoon,\" and she held a birthday party with tea and candy every Saturday for whoever had a birthday that week. \"We would just sit there together and celebrate,\" Bethell recalls. \"She was the sweetest woman — just present, didn't talk a lot, but she was there. I started just traipsing over as a child — she had these little red berry hard candies, and to this day, that's my favorite candy.\"\u003c/p>\n\u003cp>Today, Bethell is a professor at the Johns Hopkins Bloomberg School of Public Health. Her study, out Monday in \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336\">JAMA Pediatrics\u003c/a>, found that this kind of positive relationship in childhood may have lasting effects on people's mental health into adulthood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What question were you trying to answer with this research?\u003c/strong>\u003c/p>\n\u003cp>Numerous studies have shown that the more negative childhood experiences adults report when they reflect back on their life, the more likely they are to have an array of physical, mental and social problems as an adult. We often call these adverse childhood experiences, or ACEs. They include things like physical and emotional abuse, neglect, sexual abuse, having lived in a home with an adult with an alcohol or drug problem or where there was violence.\u003c/p>\n\u003cp>We were especially curious to learn whether adults with multiple negative childhood experiences were less likely to have the problems associated with having [them] if they also reported having had more positive experiences.\u003c/p>\n\u003cp>\u003cstrong>How did you go about measuring positive experiences and their impact?\u003c/strong>\u003c/p>\n\u003cp>We analyzed data from the Wisconsin Behavioral Risk Factor Survey [of 6,188 people] — a representative sample of all adults age 18 and older in the entire state.\u003c/p>\n\u003cp>The survey asked whether the respondents recall that they were able to talk with their family about their feelings, felt that their families stood by them during difficult times, had at least two nonparent adults who took genuine interest in them, whether they felt safe and protected by an adult in their home, felt supported by friends and felt a sense of belonging in high school, and participated in their community. These are relational childhood experiences — not other things like achievement in school and other things that are also positive.\u003c/p>\n\u003cp>\u003cstrong>Isn't it tricky to rely on people's memories to figure out whether they had these positive experiences or not?\u003c/strong>\u003c/p>\n\u003cp>Well, these are experiences as lived and recalled by the person, which is what the brain and the body and emotions are responding to and reinforcing. So even if someone else might look in and say, 'You didn't have adversity' or 'You had lots of nurturing as a child,' it's really what we took in and built our beliefs and identity around, and that has a big impact on us.\u003c/p>\n\u003cp>Our study questions were based on well-established science that explains how our relational experiences in childhood — both positive and negative — really get under our skin.\u003c/p>\n\u003cp>\u003cstrong>And what kind of effect did these positive experiences have on people's mental health later on?\u003c/strong>\u003c/p>\n\u003cp>First of all, we did find that positive reports on any one of the seven types of positive experiences we assessed were indeed associated with lower rates of mental health problems and higher rates of having relationships as an adult where you get the social and emotional support you need. Yet, as we hypothesized, the biggest effect was when we counted up how many of these experiences were reported — just like it's done on all those other studies on adverse childhood experiences. We see that accumulation of positive experiences, just like the accumulation of adverse experiences, really packs a punch.\u003c/p>\n\u003cp>Getting into the numbers, we found that having higher counts of those positive experiences was associated with 72% lower odds of having depression or poor mental health overall as an adult. We also found that those with higher levels of positive experiences were over 3 1/2 times more likely to have all the social and emotional support they needed as an adult.\u003c/p>\n\u003cp>\u003cstrong>What are the lessons people can take from these findings?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every moment matters. Every interaction with a child has a reaction in that child. Even as we keep working to address the many social and cultural factors we need to address to prevent negative experiences, we should be focused on proactive promotion of the positive. In particular, there's a need to promote that \"through any door\" kind way of being — like happened in my childhood [with Mrs. Raccoon]. So that wherever a child goes — to school, early care, walking around their community, to a doctor — they're met with warm adults who purposely try to see and respond to them and meet their needs for care and guidance.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Positive+Childhood+Experiences+May+Buffer+Against+Health+Effects+Of+Adverse+Ones&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Plenty of research shows that \u003ca href=\"https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean\">adverse childhood experiences\u003c/a> can lead to depression and other health problems later in life. But researcher \u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell\">Christina Bethell\u003c/a> wondered whether positive experiences in childhood could counter that. Her research comes from a personal place.\u003c/p>\n\u003cp>In the 1970s, in a low-income housing complex in Los Angeles, Bethell had a tough childhood. Sometimes she didn't have money for lunch. Sometimes, when a free bus came through to take kids to church, she would get on it, just to go somewhere else. \"In low-income areas and in California in general, there was a lot of drugs and drinking — it was the norm,\" she says.\u003c/p>\n\u003cp>But there were positive things in her childhood too. Her grandmother would come by every few months and tell her that anything she needed was inside her. She was engaged in school; she played sports, and she stayed late to help the teacher clean up.\u003c/p>\n\u003cp>And there was a woman in her housing complex with an open door to all the kids who lived there. They called her \"Mrs. Raccoon,\" and she held a birthday party with tea and candy every Saturday for whoever had a birthday that week. \"We would just sit there together and celebrate,\" Bethell recalls. \"She was the sweetest woman — just present, didn't talk a lot, but she was there. I started just traipsing over as a child — she had these little red berry hard candies, and to this day, that's my favorite candy.\"\u003c/p>\n\u003cp>Today, Bethell is a professor at the Johns Hopkins Bloomberg School of Public Health. Her study, out Monday in \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336\">JAMA Pediatrics\u003c/a>, found that this kind of positive relationship in childhood may have lasting effects on people's mental health into adulthood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What question were you trying to answer with this research?\u003c/strong>\u003c/p>\n\u003cp>Numerous studies have shown that the more negative childhood experiences adults report when they reflect back on their life, the more likely they are to have an array of physical, mental and social problems as an adult. We often call these adverse childhood experiences, or ACEs. They include things like physical and emotional abuse, neglect, sexual abuse, having lived in a home with an adult with an alcohol or drug problem or where there was violence.\u003c/p>\n\u003cp>We were especially curious to learn whether adults with multiple negative childhood experiences were less likely to have the problems associated with having [them] if they also reported having had more positive experiences.\u003c/p>\n\u003cp>\u003cstrong>How did you go about measuring positive experiences and their impact?\u003c/strong>\u003c/p>\n\u003cp>We analyzed data from the Wisconsin Behavioral Risk Factor Survey [of 6,188 people] — a representative sample of all adults age 18 and older in the entire state.\u003c/p>\n\u003cp>The survey asked whether the respondents recall that they were able to talk with their family about their feelings, felt that their families stood by them during difficult times, had at least two nonparent adults who took genuine interest in them, whether they felt safe and protected by an adult in their home, felt supported by friends and felt a sense of belonging in high school, and participated in their community. These are relational childhood experiences — not other things like achievement in school and other things that are also positive.\u003c/p>\n\u003cp>\u003cstrong>Isn't it tricky to rely on people's memories to figure out whether they had these positive experiences or not?\u003c/strong>\u003c/p>\n\u003cp>Well, these are experiences as lived and recalled by the person, which is what the brain and the body and emotions are responding to and reinforcing. So even if someone else might look in and say, 'You didn't have adversity' or 'You had lots of nurturing as a child,' it's really what we took in and built our beliefs and identity around, and that has a big impact on us.\u003c/p>\n\u003cp>Our study questions were based on well-established science that explains how our relational experiences in childhood — both positive and negative — really get under our skin.\u003c/p>\n\u003cp>\u003cstrong>And what kind of effect did these positive experiences have on people's mental health later on?\u003c/strong>\u003c/p>\n\u003cp>First of all, we did find that positive reports on any one of the seven types of positive experiences we assessed were indeed associated with lower rates of mental health problems and higher rates of having relationships as an adult where you get the social and emotional support you need. Yet, as we hypothesized, the biggest effect was when we counted up how many of these experiences were reported — just like it's done on all those other studies on adverse childhood experiences. We see that accumulation of positive experiences, just like the accumulation of adverse experiences, really packs a punch.\u003c/p>\n\u003cp>Getting into the numbers, we found that having higher counts of those positive experiences was associated with 72% lower odds of having depression or poor mental health overall as an adult. We also found that those with higher levels of positive experiences were over 3 1/2 times more likely to have all the social and emotional support they needed as an adult.\u003c/p>\n\u003cp>\u003cstrong>What are the lessons people can take from these findings?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every moment matters. Every interaction with a child has a reaction in that child. Even as we keep working to address the many social and cultural factors we need to address to prevent negative experiences, we should be focused on proactive promotion of the positive. In particular, there's a need to promote that \"through any door\" kind way of being — like happened in my childhood [with Mrs. Raccoon]. So that wherever a child goes — to school, early care, walking around their community, to a doctor — they're met with warm adults who purposely try to see and respond to them and meet their needs for care and guidance.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Positive+Childhood+Experiences+May+Buffer+Against+Health+Effects+Of+Adverse+Ones&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"Before I became a dad, the thought of struggling to soothe my crying baby terrified me,\" says Yaka Oyo, 37, a new father who lives in New York City. Like many first-time parents, Oyo worried he would misread his newborn baby's cues.\u003c/p>\n\u003cp>\"I pictured myself pleading with my baby saying, 'What do you want?' \"\u003c/p>\n\u003cp>Oyo's anxieties are common to many first-time mothers and fathers. One reason parents-to-be sign up for prenatal classes, is to have their questions, such as 'What's the toughest part of parenting?' and 'How do I care for my newborn baby?' answered by childcare experts.\u003c/p>\n\u003cp>However, though prenatal classes show both parents how to swaddle, soothe, and comfort their infants, they are usually aimed mostly at the mom — discussing her shifting role and how to cope with the bundle of emotions motherhood brings.\u003c/p>\n\u003cp>With that focus, \"Dad's parenting questions can fall to the wayside,\" says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=11317\">Dr. Craig Garfield\u003c/a>, a professor at Northwestern University's Feinberg School of Medicine and an attending physician at Lurie Children's Hospital in Chicago. And the lack of attention to a new father's needs can have ripple effects that impact the whole family — in the short-run and later, Garfield says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Around the U.S., a number of health care providers, such as Garfield in Chicago and the non-profit \u003ca href=\"https://www.bootcampfornewdads.org/\">'Bootcamp for New Dads'\u003c/a> in New York City, have begun trying to change their approach to such classes. Some go so far as to hold single-sex prenatal classes specifically for men.\u003c/p>\n\u003cp>\"Because each parent holds a separate role in their child's life, expectant mothers and fathers may seek different answers to their parenting questions,\" Garfield explains.\u003c/p>\n\u003cp>Indeed, raising children is nothing new, but parenting culture has shifted in the U.S., over time. For instance, compared to parents of the 1960s, today's mothers and fathers tend to focus more of their time and money on their children, \u003ca href=\"https://academic.oup.com/sf/article-abstract/98/1/31/5257458\">a recent study suggests\u003c/a>, adopting what sociologists call an \"intensive parenting\" style.\u003c/p>\n\u003cp>Parental worries about their kids' academic success and future financial stability may drive this parenting philosophy, researchers say.\u003c/p>\n\u003cp>These mounting responsibilities can stress the family, which is why mothers and fathers may feel eager to define their parenting roles. While a new mother's role in modern society is often directed by her baby's needs to breastfeed, cuddle and sleep; a new father's role isn't always spelled out.\u003c/p>\n\u003cfigure id=\"attachment_54354\" class=\"wp-caption alignnone\" style=\"max-width: 1991px\">\u003cimg class=\"size-full wp-image-54354\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944.jpg\" alt=\"\" width=\"1991\" height=\"2003\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944.jpg 1991w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-160x161.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-800x805.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-768x773.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-1020x1026.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-1193x1200.jpg 1193w\" sizes=\"(max-width: 1991px) 100vw, 1991px\">\u003cfigcaption class=\"wp-caption-text\">Dads-to-be learn how to change diapers in the workshop for and by men, at the New York Langone Medical Center. Participants say they appreciate the combination of concrete skills and candid advice from other fathers. \u003ccite>(Jason LeCras for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Even though fathers are far from secondary in their children's lives, they may feel uncertain about their place in the family,\" says \u003ca href=\"https://www.julianredwood.com/\">Julian Redwood\u003c/a>, a psychotherapist in San Francisco who counsels dads.\u003c/p>\n\u003cp>In fact, Garfield says, as they await their baby's arrival, men, like women, often worry about the hands-on tasks of childcare, how to raise well-adjusted kids, and about how to cope with sleep deprivation, especially after they return to work.\u003c/p>\n\u003cp>Addressing those concerns early helps dads get involved with parenting from the outset, and that bolsters the whole family's health — \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/imhj.21642\">maybe especially the baby's\u003c/a> — according to research by pediatricians and child psychologists. For example, a 2017 study found that the amount of hands-on, sensitive engagement dads were observed to have with babies at age 4 months and 24 months correlated positively with the baby's cognitive development at age 2.\u003c/p>\n\u003cp>Early father involvement also benefits the health of the child by fostering \u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Ffam0000472\">sturdier father-child bonds\u003c/a> and \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0140197102001161\">psychological resilience\u003c/a>, researchers say.\u003c/p>\n\u003cp>Oyo says the three-hour-long, Sunday \u003ca href=\"https://nyulangone.org/patient-family-support/for-new-expecting-parents/boot-camp-for-new-dads\">Bootcamp for New Dads\u003c/a> session he attended at NYU Langone Medical center, helped ease his early fears. At the peer-led workshop, \"I learned babies communicate through crying,\" he says, \"and that they usually cry for four reasons — which made infant care seem less scary.\"\u003c/p>\n\u003cp>Joe Bay, a 44-year-old father who lives in Clifton, N.J., was the session's coach. Calling the course a \"bootcamp\" acknowledges the ambivalent relationship dads may feel between childcare duties and societal views of masculinity, Bay says. It also speaks to the practicality of what the men can expect to learn -- how to hold a tiny baby, for example, or how to soothe a crying infant.\u003c/p>\n\u003cp>Participants also learn how parenthood can rock their partner's well-being — and upend their own emotional health, as it rattles their sense of identity.\u003c/p>\n\u003cp>Future fathers get a chance in the course to question Bootcamp grads. Bay says he finds many fathers-to-be more willing to open up when their partners are absent. Oyo concurs.\u003c/p>\n\u003cp>\"I met a dad who seemed like a 'pro' with his infant son, which was reassuring,\" Oyo says. Learning from that man how to change a diaper and how to swaddle a baby, he says, helped him stay calm later, when facing his own wailing daughter. In the class he'd learned how to \"read her cues.\"\u003c/p>\n\u003cp>As the dads get more secure in their parenting skills, the moms usually become less anxious, too. And that's crucial in making sure a behavioral tendency family scientists call \u003ca href=\"https://www.jstor.org/stable/pdf/353894.pdf?seq=1#page_scan_tab_contents\">\"maternal gatekeeping\"\u003c/a> doesn't derail the family system.\u003c/p>\n\u003cp>\"Maternal gatekeeping encompasses a set of behaviors that mothers may use — consciously or unknowingly — that limit the father's involvement with their children,\" explains \u003ca href=\"https://www.researchgate.net/profile/Anna_Olsavsky\">Anna Olsavsky\u003c/a>, a doctoral candidate in human development and family science at The Ohio State University, and lead author of a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/famp.12451\">2019 study of how such \"gatekeeping\" influences a budding family.\u003c/a>\u003c/p>\n\u003cp>Gatekeeping behaviors can be small but powerful: micromanaging dad's interaction with the baby, for example, or criticizing how he holds or feeds the child.\u003c/p>\n\u003cp>Though fathers have always been somewhat involved in their children's care, Olsavsky says, society still deems mothers \"childcare experts.\"\u003c/p>\n\u003cp>\"That portrayal can lead dads to be socialized into supportive parenting roles\" she adds — in other words, they take a step back.\u003c/p>\n\u003cp>In their most recent study, Olsavsky and her colleagues found that men who felt welcomed by their partners to participate in child rearing felt more connected to their partners, and were more likely to identify as equally involved and responsible co-parents.\u003c/p>\n\u003cfigure id=\"attachment_54355\" class=\"wp-caption alignnone\" style=\"max-width: 1993px\">\u003cimg class=\"wp-image-54355 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd.jpg\" alt=\"\" width=\"1993\" height=\"1332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd.jpg 1993w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-1200x802.jpg 1200w\" sizes=\"(max-width: 1993px) 100vw, 1993px\">\u003cfigcaption class=\"wp-caption-text\">Guests of the class Jesse Applegate (center) and his son, Jacob, field questions from Saxon Eldridge (left), and Chris De Souza (right) about what to expect after the baby's born. \u003ccite>(Jason LeCras for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oyo, whose daughter is now nine-months-old, says the bootcamp helped him take an active lead in parenting. It was also a relief to his pregnant wife, he says, to see that he was studying up for fatherhood.\u003c/p>\n\u003cp>After the course,\" Oyo says, \"I shared everything I had learned, and once the baby was born, I became the trusted source for swaddling.\"\u003c/p>\n\u003cp>Garfield tells prospective fathers that \u003ca href=\"https://www.aappublications.org/content/34/6/34\">the art of proper swaddling\u003c/a>, a method of wrapping babies that soothes them in the first couple of months, can be one of 'dads secret parenting weapons.' Additional tools include using a low voice to talk or sing to the baby, Garfield adds, or playing with the newborn during diaper changing time.\u003c/p>\n\u003cp>Learning these parenting techniques and the dynamics that develop when one new parent feels sidelined can be just as useful for adoptive parents and same-sex couples, Bay notes.\u003c/p>\n\u003cp>For all parents, raising children can feel a bit like being thrust into an ocean without knowing how to swim. But having an outlet where each caregiver can connect and learn from their peers helps make parenting less lonely. And it dismantles the myth of the 'perfect parent.'\u003c/p>\n\u003cp>Greater parental harmony can help decrease \u003ca href=\"https://id.elsevier.com/as/authorization.oauth2?platSite=SD%2Fscience&scope=openid+email+profile+els_auth_info+urn%3Acom%3Aelsevier%3Aidp%3Apolicy%3Aproduct%3Ainst_assoc&response_type=code&redirect_uri=https%3A%2F%2Fwww.sciencedirect.com%2Fuser%2F\">spousal friction\u003c/a>, which tends to rise when sleep deprivation and a lack of control are at an all-time high.\u003c/p>\n\u003cp>Reducing parental bickering pays off for the baby, too: \u003ca href=\"https://www.psychologicalscience.org/news/releases/arguments-in-the-home-linked-with-babies-brain-functioning.html\">Research\u003c/a> suggests constant arguments can have an impact on a child's brain development, \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2012.01807.x\">disrupt healthy attachment\u003c/a>, and raise a child's risk of becoming \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2012.01807.x\">anxious and depressed\u003c/a> later in life.\u003c/p>\n\u003cp>Many mothers and fathers enter the wild ride of parenting hoping to be 'expert parents.' That's a big mistake, Bay tells participants in his Bootcamp workshops.\u003c/p>\n\u003cp>\"I always tell dads the goal isn't to be 'perfect,' \" he says, \"but 'good enough.' \"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003c/em>\u003ca href=\"https://twitter.com/dr_fraga\">\u003cem>@dr_fraga\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Prenatal+%27Bootcamp%27+For+New+Dads+Helps+The+Whole+Family&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Before I became a dad, the thought of struggling to soothe my crying baby terrified me,\" says Yaka Oyo, 37, a new father who lives in New York City. Like many first-time parents, Oyo worried he would misread his newborn baby's cues.\u003c/p>\n\u003cp>\"I pictured myself pleading with my baby saying, 'What do you want?' \"\u003c/p>\n\u003cp>Oyo's anxieties are common to many first-time mothers and fathers. One reason parents-to-be sign up for prenatal classes, is to have their questions, such as 'What's the toughest part of parenting?' and 'How do I care for my newborn baby?' answered by childcare experts.\u003c/p>\n\u003cp>However, though prenatal classes show both parents how to swaddle, soothe, and comfort their infants, they are usually aimed mostly at the mom — discussing her shifting role and how to cope with the bundle of emotions motherhood brings.\u003c/p>\n\u003cp>With that focus, \"Dad's parenting questions can fall to the wayside,\" says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=11317\">Dr. Craig Garfield\u003c/a>, a professor at Northwestern University's Feinberg School of Medicine and an attending physician at Lurie Children's Hospital in Chicago. And the lack of attention to a new father's needs can have ripple effects that impact the whole family — in the short-run and later, Garfield says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Around the U.S., a number of health care providers, such as Garfield in Chicago and the non-profit \u003ca href=\"https://www.bootcampfornewdads.org/\">'Bootcamp for New Dads'\u003c/a> in New York City, have begun trying to change their approach to such classes. Some go so far as to hold single-sex prenatal classes specifically for men.\u003c/p>\n\u003cp>\"Because each parent holds a separate role in their child's life, expectant mothers and fathers may seek different answers to their parenting questions,\" Garfield explains.\u003c/p>\n\u003cp>Indeed, raising children is nothing new, but parenting culture has shifted in the U.S., over time. For instance, compared to parents of the 1960s, today's mothers and fathers tend to focus more of their time and money on their children, \u003ca href=\"https://academic.oup.com/sf/article-abstract/98/1/31/5257458\">a recent study suggests\u003c/a>, adopting what sociologists call an \"intensive parenting\" style.\u003c/p>\n\u003cp>Parental worries about their kids' academic success and future financial stability may drive this parenting philosophy, researchers say.\u003c/p>\n\u003cp>These mounting responsibilities can stress the family, which is why mothers and fathers may feel eager to define their parenting roles. While a new mother's role in modern society is often directed by her baby's needs to breastfeed, cuddle and sleep; a new father's role isn't always spelled out.\u003c/p>\n\u003cfigure id=\"attachment_54354\" class=\"wp-caption alignnone\" style=\"max-width: 1991px\">\u003cimg class=\"size-full wp-image-54354\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944.jpg\" alt=\"\" width=\"1991\" height=\"2003\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944.jpg 1991w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-160x161.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-800x805.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-768x773.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-1020x1026.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-grid_enl-f968ad8e0724ae25855171d8551ee12375b40944-1193x1200.jpg 1193w\" sizes=\"(max-width: 1991px) 100vw, 1991px\">\u003cfigcaption class=\"wp-caption-text\">Dads-to-be learn how to change diapers in the workshop for and by men, at the New York Langone Medical Center. Participants say they appreciate the combination of concrete skills and candid advice from other fathers. \u003ccite>(Jason LeCras for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Even though fathers are far from secondary in their children's lives, they may feel uncertain about their place in the family,\" says \u003ca href=\"https://www.julianredwood.com/\">Julian Redwood\u003c/a>, a psychotherapist in San Francisco who counsels dads.\u003c/p>\n\u003cp>In fact, Garfield says, as they await their baby's arrival, men, like women, often worry about the hands-on tasks of childcare, how to raise well-adjusted kids, and about how to cope with sleep deprivation, especially after they return to work.\u003c/p>\n\u003cp>Addressing those concerns early helps dads get involved with parenting from the outset, and that bolsters the whole family's health — \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/imhj.21642\">maybe especially the baby's\u003c/a> — according to research by pediatricians and child psychologists. For example, a 2017 study found that the amount of hands-on, sensitive engagement dads were observed to have with babies at age 4 months and 24 months correlated positively with the baby's cognitive development at age 2.\u003c/p>\n\u003cp>Early father involvement also benefits the health of the child by fostering \u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Ffam0000472\">sturdier father-child bonds\u003c/a> and \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0140197102001161\">psychological resilience\u003c/a>, researchers say.\u003c/p>\n\u003cp>Oyo says the three-hour-long, Sunday \u003ca href=\"https://nyulangone.org/patient-family-support/for-new-expecting-parents/boot-camp-for-new-dads\">Bootcamp for New Dads\u003c/a> session he attended at NYU Langone Medical center, helped ease his early fears. At the peer-led workshop, \"I learned babies communicate through crying,\" he says, \"and that they usually cry for four reasons — which made infant care seem less scary.\"\u003c/p>\n\u003cp>Joe Bay, a 44-year-old father who lives in Clifton, N.J., was the session's coach. Calling the course a \"bootcamp\" acknowledges the ambivalent relationship dads may feel between childcare duties and societal views of masculinity, Bay says. It also speaks to the practicality of what the men can expect to learn -- how to hold a tiny baby, for example, or how to soothe a crying infant.\u003c/p>\n\u003cp>Participants also learn how parenthood can rock their partner's well-being — and upend their own emotional health, as it rattles their sense of identity.\u003c/p>\n\u003cp>Future fathers get a chance in the course to question Bootcamp grads. Bay says he finds many fathers-to-be more willing to open up when their partners are absent. Oyo concurs.\u003c/p>\n\u003cp>\"I met a dad who seemed like a 'pro' with his infant son, which was reassuring,\" Oyo says. Learning from that man how to change a diaper and how to swaddle a baby, he says, helped him stay calm later, when facing his own wailing daughter. In the class he'd learned how to \"read her cues.\"\u003c/p>\n\u003cp>As the dads get more secure in their parenting skills, the moms usually become less anxious, too. And that's crucial in making sure a behavioral tendency family scientists call \u003ca href=\"https://www.jstor.org/stable/pdf/353894.pdf?seq=1#page_scan_tab_contents\">\"maternal gatekeeping\"\u003c/a> doesn't derail the family system.\u003c/p>\n\u003cp>\"Maternal gatekeeping encompasses a set of behaviors that mothers may use — consciously or unknowingly — that limit the father's involvement with their children,\" explains \u003ca href=\"https://www.researchgate.net/profile/Anna_Olsavsky\">Anna Olsavsky\u003c/a>, a doctoral candidate in human development and family science at The Ohio State University, and lead author of a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/famp.12451\">2019 study of how such \"gatekeeping\" influences a budding family.\u003c/a>\u003c/p>\n\u003cp>Gatekeeping behaviors can be small but powerful: micromanaging dad's interaction with the baby, for example, or criticizing how he holds or feeds the child.\u003c/p>\n\u003cp>Though fathers have always been somewhat involved in their children's care, Olsavsky says, society still deems mothers \"childcare experts.\"\u003c/p>\n\u003cp>\"That portrayal can lead dads to be socialized into supportive parenting roles\" she adds — in other words, they take a step back.\u003c/p>\n\u003cp>In their most recent study, Olsavsky and her colleagues found that men who felt welcomed by their partners to participate in child rearing felt more connected to their partners, and were more likely to identify as equally involved and responsible co-parents.\u003c/p>\n\u003cfigure id=\"attachment_54355\" class=\"wp-caption alignnone\" style=\"max-width: 1993px\">\u003cimg class=\"wp-image-54355 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd.jpg\" alt=\"\" width=\"1993\" height=\"1332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd.jpg 1993w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/dad-bootcamp-1_enl-59893c1b931f2245f485db9652699541b2e6d0cd-1200x802.jpg 1200w\" sizes=\"(max-width: 1993px) 100vw, 1993px\">\u003cfigcaption class=\"wp-caption-text\">Guests of the class Jesse Applegate (center) and his son, Jacob, field questions from Saxon Eldridge (left), and Chris De Souza (right) about what to expect after the baby's born. \u003ccite>(Jason LeCras for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oyo, whose daughter is now nine-months-old, says the bootcamp helped him take an active lead in parenting. It was also a relief to his pregnant wife, he says, to see that he was studying up for fatherhood.\u003c/p>\n\u003cp>After the course,\" Oyo says, \"I shared everything I had learned, and once the baby was born, I became the trusted source for swaddling.\"\u003c/p>\n\u003cp>Garfield tells prospective fathers that \u003ca href=\"https://www.aappublications.org/content/34/6/34\">the art of proper swaddling\u003c/a>, a method of wrapping babies that soothes them in the first couple of months, can be one of 'dads secret parenting weapons.' Additional tools include using a low voice to talk or sing to the baby, Garfield adds, or playing with the newborn during diaper changing time.\u003c/p>\n\u003cp>Learning these parenting techniques and the dynamics that develop when one new parent feels sidelined can be just as useful for adoptive parents and same-sex couples, Bay notes.\u003c/p>\n\u003cp>For all parents, raising children can feel a bit like being thrust into an ocean without knowing how to swim. But having an outlet where each caregiver can connect and learn from their peers helps make parenting less lonely. And it dismantles the myth of the 'perfect parent.'\u003c/p>\n\u003cp>Greater parental harmony can help decrease \u003ca href=\"https://id.elsevier.com/as/authorization.oauth2?platSite=SD%2Fscience&scope=openid+email+profile+els_auth_info+urn%3Acom%3Aelsevier%3Aidp%3Apolicy%3Aproduct%3Ainst_assoc&response_type=code&redirect_uri=https%3A%2F%2Fwww.sciencedirect.com%2Fuser%2F\">spousal friction\u003c/a>, which tends to rise when sleep deprivation and a lack of control are at an all-time high.\u003c/p>\n\u003cp>Reducing parental bickering pays off for the baby, too: \u003ca href=\"https://www.psychologicalscience.org/news/releases/arguments-in-the-home-linked-with-babies-brain-functioning.html\">Research\u003c/a> suggests constant arguments can have an impact on a child's brain development, \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2012.01807.x\">disrupt healthy attachment\u003c/a>, and raise a child's risk of becoming \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2012.01807.x\">anxious and depressed\u003c/a> later in life.\u003c/p>\n\u003cp>Many mothers and fathers enter the wild ride of parenting hoping to be 'expert parents.' That's a big mistake, Bay tells participants in his Bootcamp workshops.\u003c/p>\n\u003cp>\"I always tell dads the goal isn't to be 'perfect,' \" he says, \"but 'good enough.' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003c/em>\u003ca href=\"https://twitter.com/dr_fraga\">\u003cem>@dr_fraga\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Prenatal+%27Bootcamp%27+For+New+Dads+Helps+The+Whole+Family&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How College Loans Strain Families, Not Just Students",
"title": "How College Loans Strain Families, Not Just Students",
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"content": "\u003cp>For many college students settling into their dorms this month, the path to campus — and paying for college — started long ago. And it likely involved their families.\u003c/p>\n\u003cp>The pressure to send kids to college, coupled with the realities of tuition, has fundamentally changed the experience of being middle class in America, says Caitlin Zaloom, an anthropologist and associate professor at New York University. It's changed the way that middle class parents raise their children, she adds, and shaped family dynamics along the way.\u003c/p>\n\u003cp>Zaloom interviewed dozens of families taking out student loans for her new book, \u003cem>Indebted: How Families Make College Work at Any Cost\u003c/em>. She defines those families as middle class because they make too much to qualify for federal aid — but too little to pay the full cost of a degree at most colleges. For many, the burden of student debt raises big questions about what a degree is for.\u003c/p>\n\u003cp>This conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>How would you describe the world of student debt? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Families have really been transformed by debt, and really by the problem of dreaming about sending a kid to college and trying very hard to pay for it — oftentimes from the very earliest moments of a child's life. I think what we don't take account of, nearly enough, is what that experience is like — [what] the experience of trying to give a kid a shot by sending them [to] college means for most middle class families\u003cem>.\u003c/em>That's the thing that I think that we need to be focusing on.\u003c/p>\n\u003cp>\u003cstrong>You argue in the book that the idea of going to college is pervasive in American life.\u003c/strong>\u003c/p>\n\u003cp>It is pervasive. That message is coming at families from every direction: that being a success in America depends upon the ability to get into college, to get an education and to graduate. But that itself depends on the ability to pay, which thrusts us right into the paradox of it all — which is that on the one hand, young adults and the parents who support them have this very clear goal about getting a college education. On the other hand, that is going to cost them dearly.\u003c/p>\n\u003cp>\u003cstrong>And this affects people of different races differently? \u003c/strong>\u003c/p>\n\u003cp>Absolutely. It it does not affect everyone the same way at all. And too often we focus on big aggregate numbers that lump everybody together. The $1.5 trillion of outstanding debt, the average of $30,000 for undergraduate borrowers ... Those numbers put everyone together in the same group. But of course and predictably, \u003ca href=\"https://www.npr.org/2019/07/09/738985632/these-are-the-people-struggling-the-most-to-pay-back-student-loans\">women and people of color bear the burden more than more than their white, male peers.\u003c/a> They graduate with more debt. Takes them longer to pay it off. They're more likely to go into default. All of the downsides of debt are visited on the people who can bear it the least.\u003c/p>\n\u003cp>\u003cstrong>Is there any light at the end of the tunnel? \u003c/strong>\u003c/p>\n\u003cp>Parents and students are totally committed to higher education. They are so committed to college and they are so committed to getting an education to realize their kid's potential, to become citizens of the world, to make the world a better place. All of that commitment is at the heart of the book.\u003c/p>\n\u003cp>The problem is that today, we have a system that does not support the commitment that already exists at the heart of family life. So what I would do about it, first and foremost, is to start funding the public higher education systems in this country so that they could actually be a reasonable low-cost or free-tuition option for families.\u003c/p>\n\u003cp>We have 50 state university systems in this country and public higher education has been a core value for Americans for many, many, many, many, many decades.\u003c/p>\n\u003cp>But what we've seen over decades, too, is that state legislatures have consistently defunded public education systems in this country. They have to get their operational funds somewhere, and they've been raising tuition to do it.\u003c/p>\n\u003cp>\u003cstrong>One of the things I really loved about the book is that it is it's so family centered and doesn't just focus on students. \u003c/strong>\u003c/p>\n\u003cp>And in fact, \u003cem>Indebted \u003c/em>starts with the parents — at the moment that children are born. Precisely because so much of the conversation has been about the student and their futures after graduation. And of course that is extremely important, but I think that we're really missing an important part of the picture, which is that the pressure to pay for college, and the necessity of getting a child to college to give them a shot, really transforms family life. It really transforms the relationships between parents and their kids as they're growing up, all the way to school, and sometimes long after they've graduated from college.\u003c/p>\n\u003cp>\u003cstrong>It's also worth noting that in some cases families are taking on student loan debt on directly. One loan you write about in the book \u003c/strong>\u003ca href=\"https://www.newamerica.org/education-policy/policy-papers/reshaping-parent-plus-loans/\">\u003cstrong>is a federal loan called the Parent PLUS\u003c/strong>\u003c/a>\u003cstrong>. What did you learn about their experiences? \u003c/strong>\u003c/p>\n\u003cp>More and more parents are taking out [Parent Plus loans], where they can borrow up to the cost of attendance. The Parent Plus loans themselves ... are much more likely to be taken out by families who don't have as much income, and who don't have as much wealth — which is also disproportionately people of color. That borrowing is going up and up as the as the need is increasing.\u003c/p>\n\u003cp>Inside families, there's an enormous amount of pressure. I think of Parent Plus loans as being a kind of tip-of-the-iceberg phenomenon. So as you see Parent Plus loans going up, what you can also know is that parents are doing pretty much everything to \u003cem>not \u003c/em>take out that loan. They don't want to take out a loan.\u003c/p>\n\u003cp>So that means that their incomes are maxed out, likely they have they have taken what they can from any retirement savings, and they are plowing all of that into helping their kids got an education. And if this is true for those families who are most stressed — which is what we see with the Parent Plus loans — it is also true for families across the board.\u003c/p>\n\u003cp>\u003cstrong>There is a story in your book about Kimberly, a student who comes into your office, worried about \"selling out\" by taking a corporate job that challenged her ethics — but would help her pay back her loans. \u003c/strong>\u003c/p>\n\u003cp>She was concerned that having a job that would pay her enough to start chipping away at her loans would mean compromising what she wanted to do. And it did, in fact. It really changed the course of her life. But it also meant compromising what she thought her education was for.\u003c/p>\n\u003cp>So her mother, who was a waitress when her three kids were young, had taught Kimberly and her siblings that college was their way forward. It was going to be the way that they had a life that was better than hers. And so, when she got to this moment where she was about to graduate — an incredibly smart, vibrant person with everything going for her — what she saw was a job that would help her pay down her loans, but which would absolutely compromise what her and her mother had talked about — as far as launching into a world to which her mother never had access.\u003c/p>\n\u003cp>\u003cstrong>And the flip side of that is — she was probably making more than her mom made as a waitress. \u003c/strong>\u003c/p>\n\u003cp>Yes, that's absolutely right. When we focus only on income, we lose a lot of the picture about what is going on inside families and their experiences. Sure — she was making money that her mother certainly did not make when she was a waitress.\u003c/p>\n\u003cp>So Kimberly was already on a path to make more than her mother — but that wasn't really what she wanted. She wanted economic stability, of course — that is essential. But she also had aspirations beyond that as well.\u003c/p>\n\u003cp>That aspiration, that desire to be different than your parents and to do better than them — not just economically, but also in terms of living a life as you intend. That is an American inheritance that all of the parents in \u003cem>Indebted \u003c/em> wanted to give to their children.\u003c/p>\n\u003cp>Of course, not everyone has access to that at all, but I think that it's something that is very important to recognize and to hold on to — the idea that we all should be able to live our lives as we intend, to be independent and not simply to do what corporations want us to to do in order to make money.\u003c/p>\n\u003cp>\u003cstrong>It also raises questions about what higher education is for. \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That's right. I think we really need to be asking ourselves the question: What is higher ed for? To question the notion that higher ed is only for making money. I think that when we think about college education in that restricted way, we are really losing the most important part of the picture for families. They told me again and again that what they wanted for their children was something more. Of course they want stability. We all want some basic stability. [But] it's a much bigger picture than just making an income.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Families%2C+Not+Just+Students%2C+Feel+The+Weight+Of+The+Student+Loan+Crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many college students settling into their dorms this month, the path to campus — and paying for college — started long ago. And it likely involved their families.\u003c/p>\n\u003cp>The pressure to send kids to college, coupled with the realities of tuition, has fundamentally changed the experience of being middle class in America, says Caitlin Zaloom, an anthropologist and associate professor at New York University. It's changed the way that middle class parents raise their children, she adds, and shaped family dynamics along the way.\u003c/p>\n\u003cp>Zaloom interviewed dozens of families taking out student loans for her new book, \u003cem>Indebted: How Families Make College Work at Any Cost\u003c/em>. She defines those families as middle class because they make too much to qualify for federal aid — but too little to pay the full cost of a degree at most colleges. For many, the burden of student debt raises big questions about what a degree is for.\u003c/p>\n\u003cp>This conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>How would you describe the world of student debt? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Families have really been transformed by debt, and really by the problem of dreaming about sending a kid to college and trying very hard to pay for it — oftentimes from the very earliest moments of a child's life. I think what we don't take account of, nearly enough, is what that experience is like — [what] the experience of trying to give a kid a shot by sending them [to] college means for most middle class families\u003cem>.\u003c/em>That's the thing that I think that we need to be focusing on.\u003c/p>\n\u003cp>\u003cstrong>You argue in the book that the idea of going to college is pervasive in American life.\u003c/strong>\u003c/p>\n\u003cp>It is pervasive. That message is coming at families from every direction: that being a success in America depends upon the ability to get into college, to get an education and to graduate. But that itself depends on the ability to pay, which thrusts us right into the paradox of it all — which is that on the one hand, young adults and the parents who support them have this very clear goal about getting a college education. On the other hand, that is going to cost them dearly.\u003c/p>\n\u003cp>\u003cstrong>And this affects people of different races differently? \u003c/strong>\u003c/p>\n\u003cp>Absolutely. It it does not affect everyone the same way at all. And too often we focus on big aggregate numbers that lump everybody together. The $1.5 trillion of outstanding debt, the average of $30,000 for undergraduate borrowers ... Those numbers put everyone together in the same group. But of course and predictably, \u003ca href=\"https://www.npr.org/2019/07/09/738985632/these-are-the-people-struggling-the-most-to-pay-back-student-loans\">women and people of color bear the burden more than more than their white, male peers.\u003c/a> They graduate with more debt. Takes them longer to pay it off. They're more likely to go into default. All of the downsides of debt are visited on the people who can bear it the least.\u003c/p>\n\u003cp>\u003cstrong>Is there any light at the end of the tunnel? \u003c/strong>\u003c/p>\n\u003cp>Parents and students are totally committed to higher education. They are so committed to college and they are so committed to getting an education to realize their kid's potential, to become citizens of the world, to make the world a better place. All of that commitment is at the heart of the book.\u003c/p>\n\u003cp>The problem is that today, we have a system that does not support the commitment that already exists at the heart of family life. So what I would do about it, first and foremost, is to start funding the public higher education systems in this country so that they could actually be a reasonable low-cost or free-tuition option for families.\u003c/p>\n\u003cp>We have 50 state university systems in this country and public higher education has been a core value for Americans for many, many, many, many, many decades.\u003c/p>\n\u003cp>But what we've seen over decades, too, is that state legislatures have consistently defunded public education systems in this country. They have to get their operational funds somewhere, and they've been raising tuition to do it.\u003c/p>\n\u003cp>\u003cstrong>One of the things I really loved about the book is that it is it's so family centered and doesn't just focus on students. \u003c/strong>\u003c/p>\n\u003cp>And in fact, \u003cem>Indebted \u003c/em>starts with the parents — at the moment that children are born. Precisely because so much of the conversation has been about the student and their futures after graduation. And of course that is extremely important, but I think that we're really missing an important part of the picture, which is that the pressure to pay for college, and the necessity of getting a child to college to give them a shot, really transforms family life. It really transforms the relationships between parents and their kids as they're growing up, all the way to school, and sometimes long after they've graduated from college.\u003c/p>\n\u003cp>\u003cstrong>It's also worth noting that in some cases families are taking on student loan debt on directly. One loan you write about in the book \u003c/strong>\u003ca href=\"https://www.newamerica.org/education-policy/policy-papers/reshaping-parent-plus-loans/\">\u003cstrong>is a federal loan called the Parent PLUS\u003c/strong>\u003c/a>\u003cstrong>. What did you learn about their experiences? \u003c/strong>\u003c/p>\n\u003cp>More and more parents are taking out [Parent Plus loans], where they can borrow up to the cost of attendance. The Parent Plus loans themselves ... are much more likely to be taken out by families who don't have as much income, and who don't have as much wealth — which is also disproportionately people of color. That borrowing is going up and up as the as the need is increasing.\u003c/p>\n\u003cp>Inside families, there's an enormous amount of pressure. I think of Parent Plus loans as being a kind of tip-of-the-iceberg phenomenon. So as you see Parent Plus loans going up, what you can also know is that parents are doing pretty much everything to \u003cem>not \u003c/em>take out that loan. They don't want to take out a loan.\u003c/p>\n\u003cp>So that means that their incomes are maxed out, likely they have they have taken what they can from any retirement savings, and they are plowing all of that into helping their kids got an education. And if this is true for those families who are most stressed — which is what we see with the Parent Plus loans — it is also true for families across the board.\u003c/p>\n\u003cp>\u003cstrong>There is a story in your book about Kimberly, a student who comes into your office, worried about \"selling out\" by taking a corporate job that challenged her ethics — but would help her pay back her loans. \u003c/strong>\u003c/p>\n\u003cp>She was concerned that having a job that would pay her enough to start chipping away at her loans would mean compromising what she wanted to do. And it did, in fact. It really changed the course of her life. But it also meant compromising what she thought her education was for.\u003c/p>\n\u003cp>So her mother, who was a waitress when her three kids were young, had taught Kimberly and her siblings that college was their way forward. It was going to be the way that they had a life that was better than hers. And so, when she got to this moment where she was about to graduate — an incredibly smart, vibrant person with everything going for her — what she saw was a job that would help her pay down her loans, but which would absolutely compromise what her and her mother had talked about — as far as launching into a world to which her mother never had access.\u003c/p>\n\u003cp>\u003cstrong>And the flip side of that is — she was probably making more than her mom made as a waitress. \u003c/strong>\u003c/p>\n\u003cp>Yes, that's absolutely right. When we focus only on income, we lose a lot of the picture about what is going on inside families and their experiences. Sure — she was making money that her mother certainly did not make when she was a waitress.\u003c/p>\n\u003cp>So Kimberly was already on a path to make more than her mother — but that wasn't really what she wanted. She wanted economic stability, of course — that is essential. But she also had aspirations beyond that as well.\u003c/p>\n\u003cp>That aspiration, that desire to be different than your parents and to do better than them — not just economically, but also in terms of living a life as you intend. That is an American inheritance that all of the parents in \u003cem>Indebted \u003c/em> wanted to give to their children.\u003c/p>\n\u003cp>Of course, not everyone has access to that at all, but I think that it's something that is very important to recognize and to hold on to — the idea that we all should be able to live our lives as we intend, to be independent and not simply to do what corporations want us to to do in order to make money.\u003c/p>\n\u003cp>\u003cstrong>It also raises questions about what higher education is for. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's right. I think we really need to be asking ourselves the question: What is higher ed for? To question the notion that higher ed is only for making money. I think that when we think about college education in that restricted way, we are really losing the most important part of the picture for families. They told me again and again that what they wanted for their children was something more. Of course they want stability. We all want some basic stability. [But] it's a much bigger picture than just making an income.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Families%2C+Not+Just+Students%2C+Feel+The+Weight+Of+The+Student+Loan+Crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
"link": "/podcasts/rightnowish",
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