["One\tquestion\tis\thow\tearly\tto\tbegin.\tSome\tsay\tthe\tfirst\tfew\tyears\tof life\t are\t none\t too\t soon.\t The\t Harvard\t pediatrician\t T.\t Berry\t Brazelton proposes\t that\t many\t parents\t can\t benefit\t from\t being\t coached\t as emotional\t mentors\t to\t their\t infants\t and\t toddlers,\t as\t some\t home-visit programs\t do.\t A\t strong\t argument\t can\t be\t made\t for\t emphasizing\t social and\t emotional\t skills\t more\t systematically\t in\t preschool\t programs\t such as\t Head\t Start;\t as\t we\t saw\t in\t Chapter\t12,\t children\u2019s\t readiness\t to\t learn depends\tto\ta\tlarge\textent\ton\tacquiring\tsome\tof\tthese\tbasic\temotional skills.\t The\t preschool\t years\t are\t crucial\t ones\t for\t laying\t foundation skills,\tand\tthere\tis\tsome\tevidence\tthat\tHead\tStart,\twhen\trun\twell\t(an important\tcaveat),\tcan\thave\tbeneficial\tlong-term\temotional\tand\tsocial effects\ton\tthe\tlives\tof\tits\tgraduates\teven\tinto\ttheir\tearly\tadult\tyears\u2014 fewer\t drug\t problems\t and\t arrests,\t better\t marriages,\t greater\t earning power.5 Such\t interventions\t work\t best\t when\t they\t track\t the\t emotional timetable\t of\t development.6\t As\t the\t wail\t of\t newborns\t testifies,\t babies have\t intense\t feelings\t from\t the\t moment\t they\t are\t born.\t But\t the newborn\u2019s\t brain\t is\t far\t from\t fully\t mature;\t as\t we\t saw\t in\t Chapter\t 15, only\t as\t its\t nervous\t system\t reaches\t final\t development\u2014a\t process\t that unfolds\taccording\tto\tan\tinnate\tbiological\tclock\tover\tthe\tentire\tcourse of\t childhood\t and\t into\t early\t adolescence\u2014will\t the\t child\u2019s\t emotions ripen\t completely.\t The\t newborn\u2019s\t repertoire\t of\t feeling\t is\t primitive compared\tto\tthe\temotional\trange\tof\ta\tfive-year-old,\twhich,\tin\tturn,\tis lacking\t when\t measured\t against\t the\t fullness\t of\t feelings\t of\t a\t teenager. Indeed,\tadults\tall\ttoo\treadily\tfall\tinto\tthe\ttrap\tof\texpecting\tchildren\tto have\t reached\t a\t maturity\t far\t beyond\t their\t years,\t forgetting\t that\t each emotion\t has\t its\t preprogrammed\t moment\t of\t appearance\t in\t a\t child\u2019s growth.\t A\t four-year-old\u2019s\t braggadocio,\t for\t example,\t might\t bring\t a parent\u2019s\t reprimand\u2014and\t yet\t the\t self-consciousness\t that\t can\t breed humility\ttypically\tdoes\tnot\temerge\tuntil\tage\tfive\tor\tso. The\t timetable\t for\t emotional\t growth\t is\t intertwined\t with\t allied\t lines of\tdevelopment,\tparticularly\tfor\tcognition,\ton\tthe\tone\thand,\tand\tbrain and\t biological\t maturation,\t on\t the\t other.\t As\t we\t have\t seen,\t emotional capacities\tsuch\tas\tempathy\tand\temotional\tself-regulation\tstart\tto\tbuild virtually\t from\t infancy.\t The\t kindergarten\t year\t marks\t a\t peak\t ripening of\t the\t \u201csocial\t emotions\u201d\u2014feelings\t such\t as\t insecurity\t and\t humility, jealousy\t and\t envy,\t pride\t and\t confidence\u2014all\t of\t which\t require\t the capacity\t for\t comparing\t oneself\t with\t others.\t The\t five-year-old,\t on entering\t the\t wider\t social\t world\t of\t school,\t enters\t too\t the\t world\t of social\t comparison.\t It\t is\t not\t just\t the\t external\t shift\t that\t elicits\t these","comparisons,\tbut\talso\tthe\temergence\tof\ta\tcognitive\tskill:\tbeing\table\tto compare\toneself\tto\tothers\ton\tparticular\tqualities,\twhether\tpopularity, attractiveness,\t or\t skateboarding\t talents.\t This\t is\t the\t age\t when,\t for example,\t having\t an\t older\t sister\t who\t gets\t straight\t A\u2019s\t can\t make\t the younger\tsister\tstart\tto\tthink\tof\therself\tas\t\u201cdumb\u201d\tby\tcomparison. Dr.\t David\t Hamburg,\t a\t psychiatrist\t and\t president\t of\t the\t Carnegie Corporation,\t which\t has\t evaluated\t some\t pioneering\t emotional- education\tprograms,\tsees\tthe\tyears\tof\ttransition\tinto\tgrade\tschool\tand then\t again\t into\t junior\t high\t or\t middle\t school\t as\t marking\t two\t crucial points\t in\t a\t child\u2019s\t adjustment.7\t From\t ages\t six\t to\t eleven,\t says Hamburg,\t \u201cschool\t is\t a\t crucible\t and\t a\t defining\t experience\t that\t will heavily\t influence\t children\u2019s\t adolescence\t and\t beyond.\t A\t child\u2019s\t sense of\t self-worth\t depends\t substantially\t on\t his\t or\t her\t ability\t to\t achieve\t in school.\t A\t child\t who\t fails\t in\t school\t sets\t in\t motion\t the\t self-defeating attitudes\t that\t can\t dim\t prospects\t for\t an\t entire\t lifespan.\u201d\t Among\t the essentials\tfor\tprofiting\tfrom\tschool,\tHamburg\tnotes,\tare\tan\tability\t\u201cto postpone\tgratification,\tto\tbe\tsocially\tresponsible\tin\tappropriate\tways, to\t maintain\t control\t over\t their\t emotions,\t and\t to\t have\t an\t optimistic outlook\u201d\u2014in\tother\twords,\temotional\tintelligence.8 Puberty\u2014because\tit\tis\ta\ttime\tof\textraordinary\tchange\tin\tthe\tchild\u2019s biology,\t thinking\t capacities,\t and\t brain\t functioning\u2014is\t also\t a\t crucial time\tfor\temotional\tand\tsocial\tlessons.\tAs\tfor\tthe\tteen\tyears,\tHamburg observes\tthat\t\u201cmost\tadolescents\tare\tten\tto\tfifteen\tyears\told\twhen\tthey are\t exposed\t to\t sexuality,\t alcohol\t and\t drugs,\t smoking,\u201d\t and\t other temptations.9 The\t transition\t to\t middle\t school\t or\t junior\t high\t marks\t an\t end\t to childhood,\t and\t is\t itself\t a\t formidable\t emotional\t challenge.\t All\t other problems\t aside,\t as\t they\t enter\t this\t new\t school\t arrangement\t virtually all\t students\t have\t a\t dip\t in\t self-confidence\t and\t a\t jump\t in\t self- consciousness;\t their\t very\t notions\t of\t themselves\t are\t rocky\t and\t in tumult.\t One\t of\t the\t greatest\t specific\t blows\t is\t in\t \u201csocial\t self-esteem\u201d\u2014 students\u2019\tconfidence\tthat\tthey\tcan\tmake\tand\tkeep\tfriends.\tIt\tis\tat\tthis juncture,\t Hamburg\t points\t out,\t that\t it\t helps\t immensely\t to\t buttress boys\u2019\t and\t girls\u2019\t abilities\t to\t build\t close\t relationships\t and\t navigate crises\tin\tfriendships,\tand\tto\tnurture\ttheir\tself-confidence. Hamburg\tnotes\tthat\tas\tstudents\tare\tentering\tmiddle\tschool,\tjust\ton the\tcusp\tof\tadolescence,\tthere\tis\tsomething\tdifferent\tabout\tthose\twho have\t had\t emotional\t literacy\t classes:\t they\t find\t the\t new\t pressures\t of peer\tpolitics,\tthe\tupping\tof\tacademic\tdemands,\tand\tthe\ttemptations\tto smoke\t and\t use\t drugs\t less\t troubling\t than\t do\t their\t peers.\t They\t have","mastered\temotional\tabilities\tthat,\tat\tleast\tfor\tthe\tshort\tterm,\tinoculate them\tagainst\tthe\tturmoil\tand\tpressures\tthey\tare\tabout\tto\tface. TIMING\tIS\tALL As\t developmental\t psychologists\t and\t others\t map\t the\t growth\t of emotions,\t they\t are\t able\t to\t be\t more\t specific\t about\t just\t what\t lessons children\t should\t be\t learning\t at\t each\t point\t in\t the\t unfolding\t of emotional\t intelligence,\t what\t the\t lasting\t deficits\t are\t likely\t to\t be\t for those\twho\tfail\tto\tmaster\tthe\tright\tcompetences\tat\tthe\tappointed\ttime, and\twhat\tremedial\texperiences\tmight\tmake\tup\tfor\twhat\twas\tmissed. In\t the\t New\t Haven\t program,\t for\t example,\t children\t in\t the\t youngest grades\tget\tbasic\tlessons\tin\tself-awareness,\trelationships,\tand\tdecision- making.\t In\t first\t grade\t students\t sit\t in\t a\t circle\t and\t roll\t the\t \u201cfeelings cube,\u201d\twhich\thas\twords\tsuch\tas\tsad\tor\texcited\t on\t each\t side.\t At\t their turn,\tthey\tdescribe\ta\ttime\tthey\thad\tthat\tfeeling,\tan\texercise\tthat\tgives them\t more\t certainty\t in\t tying\t feelings\t to\t words\t and\t helps\t with empathy\tas\tthey\thear\tothers\thaving\tthe\tsame\tfeelings\tas\tthemselves. By\tfourth\tand\tfifth\tgrade,\tas\tpeer\trelationships\ttake\ton\tan\timmense importance\t in\t their\t lives,\t they\t get\t lessons\t that\t help\t their\t friendships work\t better:\t empathy,\t impulse\t control,\t and\t anger\t management.\t The Life\t Skills\t class\t on\t reading\t emotions\t from\t facial\t expressions\t that\t the Troup\t school\t fifth\t graders\t were\t trying,\t for\t example,\t is\t essentially about\t empathizing.\t For\t impulse\t control,\t there\t is\t a\t \u201cstoplight\u201d\t poster displayed\tprominently,\twith\tsix\tsteps: Red\tlight 1.\tStop,\tcalm\tdown,\tand\tthink\tbefore\tyou\tact. Yellow\tlight\t\t\t\t\t\t 2.\tSay\tthe\tproblem\tand\thow\tyou\tfeel. \t 3.\tSet\ta\tpositive\tgoal. \t 4.\tThink\tof\tlots\tof\tsolutions. \t 5.\tThink\tahead\tto\tthe\tconsequences. Green\tLight 6.\tGo\tahead\tand\ttry\tthe\tbest\tplan. The\tstoplight\tnotion\tis\tregularly\tinvoked\twhen\ta\tchild,\tfor\texample, is\tabout\tto\tstrike\tout\tin\tanger,\tor\twithdraw\tinto\ta\thuff\tat\tsome\tslight, or\t burst\t into\t tears\t at\t being\t teased,\t and\t offers\t a\t concrete\t set\t of\t steps","for\t dealing\t with\t these\t loaded\t moments\t in\t a\t more\t measured\t way. Beyond\tthe\tmanagement\tof\tfeelings,\tit\tpoints\ta\tway\tto\tmore\teffective action.\t And,\t as\t a\t habitual\t way\t of\t handling\t the\t unruly\t emotional impulse\u2014to\t think\t before\t acting\t from\t feelings\u2014it\t can\t evolve\t into\t a basic\tstrategy\tfor\tdealing\twith\tthe\trisks\tof\tadolescence\tand\tbeyond. In\t sixth\t grade\t the\t lessons\t relate\t more\t directly\t to\t the\t temptations and\tpressures\tfor\tsex,\tdrugs,\tor\tdrinking\tthat\tbegin\tto\tenter\tchildren\u2019s lives.\t By\t ninth\t grade,\t as\t teenagers\t are\t confronted\t with\t more ambiguous\t social\t realities,\t the\t ability\t to\t take\t multiple\t perspectives\u2014 your\town\tas\twell\tas\tthose\tof\tothers\tinvolved\u2014is\temphasized.\t\u201cIf\ta\tkid is\t mad\t because\t he\t saw\t his\t girlfriend\t talking\t with\t another\t guy,\u201d\t says one\tof\tthe\tNew\tHaven\tteachers,\t\u201che\u2019d\tbe\tencouraged\tto\tconsider\twhat might\t be\t going\t on\t from\t their\t point\t of\t view,\t too,\t rather\t than\t just plunge\tinto\ta\tconfrontation.\u201d EMOTIONAL\tLITERACY\tAS\tPREVENTION Some\t of\t the\t most\t effective\t programs\t in\t emotional\t literacy\t were developed\t as\t a\t response\t to\t a\t specific\t problem,\t notably\t violence.\t One of\t the\t fastest-growing\t of\t these\t prevention-inspired\t emotional\t literacy courses\t is\t the\t Resolving\t Conflict\t Creatively\t Program,\t in\t several hundred\tNew\tYork\tCity\tpublic\tschools\tand\tschools\tacross\tthe\tcountry. The\t conflict-resolution\t course\t focuses\t on\t how\t to\t settle\t schoolyard arguments\tthat\tcan\tescalate\tinto\tincidents\tlike\tthe\thallway\tshooting\tof Ian\t Moore\t and\t Tyrone\t Sinkler\t by\t their\t classmate\t at\t Jefferson\t High School. Linda\t Lantieri,\t the\t founder\t of\t the\t Resolving\t Conflict\t Creatively Program\t and\t director\t of\t the\t Manhattan-based\t national\t center\t for\t the approach,\t sees\t it\t as\t having\t a\t mission\t far\t beyond\t just\t preventing fights.\t She\t says,\t \u201cThe\t program\t shows\t students\t that\t they\t have\t many choices\t for\t dealing\t with\t conflict\t besides\t passivity\t or\t aggression.\t We show\t them\t the\t futility\t of\t violence\t while\t replacing\t it\t with\t concrete skills.\t Kids\t learn\t to\t stand\t up\t for\t their\t rights\t without\t resorting\t to violence.\t These\t are\t lifelong\t skills,\t not\t just\t for\t those\t most\t prone\t to violence.\u201d10 In\t one\t exercise,\t students\t think\t of\t a\t single\t realistic\t step,\t no\t matter how\tsmall,\tthat\tmight\thave\thelped\tsettle\tsome\tconflict\tthey\thave\thad. In\tanother\tstudents\tenact\ta\tscene\tin\twhich\ta\tbig\tsister\ttrying\tto\tdo\ther homework\t gets\t fed\t up\t with\t her\t younger\t sister\u2019s\t loud\t rap\t tape.\t In","frustration\tthe\tolder\tsister\tturns\toff\tthe\ttape\tdespite\tthe\tyounger\tone\u2019s protests.\tThe\tclass\tbrainstorms\tways\tthey\tmight\twork\tout\tthe\tproblem that\twould\tsatisfy\tboth\tsisters. One\t key\t to\t the\t success\t of\t the\t conflict-resolution\t program\t is extending\t it\t beyond\t the\t classroom\t to\t the\t playground\t and\t cafeteria, where\ttempers\tare\tmore\tlikely\tto\texplode.\tTo\tthat\tend,\tsome\tstudents are\t trained\t as\t mediators,\t a\t role\t that\t can\t begin\t in\t the\t latter\t years\t of elementary\t school.\t When\t tension\t erupts,\t students\t can\t seek\t out\t a mediator\t to\t help\t them\t settle\t it.\t The\t schoolyard\t mediators\t learn\t to handle\t fights,\t taunts\t and\t threats,\t interracial\t incidents,\t and\t the\t other potentially\tincendiary\tincidents\tof\tschool\tlife. The\t mediators\t learn\t to\t phrase\t their\t statements\t in\t ways\t that\t make both\tparties\tfeel\tthe\tmediator\tis\timpartial.\tTheir\ttactics\tinclude\tsitting down\t with\t those\t involved\t and\t getting\t them\t to\t listen\t to\t the\t other person\t without\t interruptions\t or\t insults.\t They\t have\t each\t party\t calm down\tand\tstate\ttheir\tposition,\tthen\thave\teach\tparaphrase\twhat\u2019s\tbeen said\t so\t it\u2019s\t clear\t they\u2019ve\t really\t heard.\t Then\t they\t all\t try\t to\t think\t of solutions\tthat\tboth\tsides\tcan\tlive\twith;\tthe\tsettlements\tare\toften\tin\tthe form\tof\ta\tsigned\tagreement. Beyond\t the\t mediation\t of\t a\t given\t dispute,\t the\t program\t teaches students\tto\tthink\tdifferently\tabout\tdisagreements\tin\tthe\tfirst\tplace.\tAs Angel\t Perez,\t trained\t as\t a\t mediator\t while\t in\t grade\t school,\t put\t it,\t the program\t \u201cchanged\t my\t way\t of\t thinking.\t I\t used\t to\t think,\t hey,\t if somebody\t picks\t on\t me,\t if\t somebody\t does\t something\t to\t me,\t the\t only thing\twas\tto\tfight,\tdo\tsomething\tto\tget\tback\tat\tthem.\tSince\tI\thad\tthis program,\t I\u2019ve\t had\t a\t more\t positive\t way\t of\t thinking.\t If\t something\u2019s done\t negative\t to\t me,\t I\t don\u2019t\t try\t to\t do\t the\t negative\t thing\t back\u2014I\t try to\t solve\t the\t problem.\u201d\t And\t he\t has\t found\t himself\t spreading\t the approach\tin\this\tcommunity. While\t the\t focus\t of\t Resolving\t Conflict\t Creatively\t is\t on\t preventing violence,\t Lantieri\t sees\t it\t as\t having\t a\t wider\t mission.\t Her\t view\t is\t that the\t skills\t needed\t to\t head\t off\t violence\t cannot\t be\t separated\t from\t the full\t spectrum\t of\t emotional\t competence\u2014that,\t for\t example,\t knowing what\tyou\tare\tfeeling\tor\thow\tto\thandle\timpulse\tor\tgrief\tis\tas\timportant for\t violence\t prevention\t as\t is\t managing\t anger.\t Much\t of\t the\t training has\t to\t do\t with\t emotional\t basics\t such\t as\t recognizing\t an\t expanded range\t of\t feelings\t and\t being\t able\t to\t put\t names\t to\t them,\t and empathizing.\t When\t she\t describes\t the\t evaluation\t results\t of\t her program\u2019s\teffects,\tLantieri\tpoints\twith\tas\tmuch\tpride\tto\tthe\tincrease\tin \u201ccaring\t among\t the\t kids\u201d\t as\t to\t the\t drops\t in\t fights,\t put-downs,\t and","name-calling. A\t similar\t convergence\t on\t emotional\t literacy\t occurred\t with\t a consortium\tof\tpsychologists\ttrying\tto\tfind\tways\tto\thelp\tyoungsters\ton a\t trajectory\t toward\t a\t life\t marked\t by\t crime\t and\t violence.\t Dozens\t of studies\tof\tsuch\tboys\u2014as\twe\tsaw\tin\tChapter\t15\u2014yielded\ta\tclear\tsense of\tthe\tpath\tmost\ttake,\tstarting\tfrom\timpulsiveness\tand\ta\tquickness\tto anger\tin\ttheir\tearliest\tschool\tyears,\tthrough\tbecoming\tsocial\trejects\tby the\t end\t of\t grade\t school,\t to\t bonding\t with\t a\t circle\t of\t others\t like themselves\tand\tbeginning\tcrime\tsprees\tin\tthe\tmiddle-school\tyears.\tBy early\t adulthood,\t a\t large\t portion\t of\t these\t boys\t have\t acquired\t police records\tand\ta\treadiness\tfor\tviolence. When\tit\tcame\tto\tdesigning\tinterventions\tthat\tmight\thelp\tsuch\tboys get\toff\tthis\troad\tto\tviolence\tand\tcrime,\tthe\tresult\twas,\tonce\tagain,\tan emotional-literacy\t program.11\t One\t of\t these,\t developed\t by\t Carol Kusche\talong\twith\tMark\tGreenberg\tat\tthe\tUniversity\tof\tWashington,\tis the\t PATHS\t curriculum\t (PATHS\t is\t the\t acronym\t for\t Promoting Alternative\t Thinking\t Strategies).\t While\t those\t at\t risk\t for\t a\t trajectory toward\t crime\t and\t violence\t are\t most\t in\t need\t of\t these\t lessons,\t the course\t is\t given\t to\t all\t those\t in\t a\t class,\t avoiding\t any\t stigmatizing\t of\t a more\ttroubled\tsubgroup. Still,\t the\t lessons\t are\t useful\t for\t all\t children.\t These\t include,\t for example,\t learning\t in\t the\t earliest\t school\t years\t to\t control\t their impulses;\t lacking\t this\t ability,\t children\t have\t special\t trouble\t paying attention\t to\t what\t is\t being\t taught\t and\t so\t fall\t behind\t in\t their\t learning and\t grades.\t Another\t is\t recognizing\t their\t feelings;\t the\t PATHS curriculum\t has\t fifty\t lessons\t on\t different\t emotions,\t teaching\t the\t most basic,\tsuch\tas\thappiness\tand\tanger,\tto\tthe\tyoungest\tchildren,\tand\tlater touching\t on\t more\t complicated\t feelings\t such\t as\t jealousy,\t pride,\t and guilt.\t The\t emotional-awareness\t lessons\t include\t how\t to\t monitor\t what they\t and\t those\t around\t them\t are\t feeling,\t and\u2014most\t important\t for those\t prone\t to\t aggression\u2014how\t to\t recognize\t when\t someone\t is actually\thostile,\tas\topposed\tto\twhen\tthe\tattribution\tof\thostility\tcomes from\toneself. One\tof\tthe\tmost\timportant\tlessons,\tof\tcourse,\tis\tanger\tmanagement. The\tbasic\tpremise\tchildren\tlearn\tabout\tanger\t(and\tall\tother\temotions as\twell)\tis\tthat\t\u201call\tfeelings\tare\tokay\tto\thave,\u201d\tbut\tsome\treactions\tare okay\tand\tothers\tnot.\tHere\tone\tof\tthe\ttools\tfor\tteaching\tself-control\tis the\t same\t \u201cstoplight\u201d\t exercise\t used\t in\t the\t New\t Haven\t course.\t Other units\t help\t children\t with\t their\t friendships,\t a\t counter\t to\t the\t social rejections\tthat\tcan\thelp\tpropel\ta\tchild\ttoward\tdelinquency.","RETHINKING\tSCHOOLS:\tTEACHING\tBY\tBEING,\tCOMMUNITIES THAT\tCARE As\t family\t life\t no\t longer\t offers\t growing\t numbers\t of\t children\t a\t sure footing\tin\tlife,\tschools\tare\tleft\tas\tthe\tone\tplace\tcommunities\tcan\tturn to\t for\t correctives\t to\t children\u2019s\t deficiencies\t in\t emotional\t and\t social competence.\t That\t is\t not\t to\t say\t that\t schools\t alone\t can\t stand\t in\t for\t all the\t social\t institutions\t that\t too\t often\t are\t in\t or\t nearing\t collapse.\t But since\t virtually\t every\t child\t goes\t to\t school\t (at\t least\t at\t the\t outset),\t it offers\ta\tplace\tto\treach\tchildren\twith\tbasic\tlessons\tfor\tliving\tthat\tthey may\t never\t get\t otherwise.\t Emotional\t literacy\t implies\t an\t expanded mandate\t for\t schools,\t taking\t up\t the\t slack\t for\t failing\t families\t in socializing\t children.\t This\t daunting\t task\t requires\t two\t major\t changes: that\t teachers\t go\t beyond\t their\t traditional\t mission\t and\t that\t people\t in the\tcommunity\tbecome\tmore\tinvolved\twith\tschools. Whether\t or\t not\t there\t is\t a\t class\t explicitly\t devoted\t to\t emotional literacy\tmay\tmatter\tfar\tless\tthan\thow\tthese\tlessons\tare\ttaught.\tThere\tis perhaps\tno\tsubject\twhere\tthe\tquality\tof\tthe\tteacher\tmatters\tso\tmuch, since\t how\t a\t teacher\t handles\t her\t class\t is\t in\t itself\t a\t model,\t a\t de\t facto lesson\t in\t emotional\t competence\u2014or\t the\t lack\t thereof.\t Whenever\t a teacher\tresponds\tto\tone\tstudent,\ttwenty\tor\tthirty\tothers\tlearn\ta\tlesson. There\t is\t a\t self-selection\t in\t the\t kind\t of\t teacher\t who\t gravitates\t to courses\tsuch\tas\tthese,\tbecause\tnot\teveryone\tis\tsuited\tby\ttemperament. To\tbegin\twith,\tteachers\tneed\tto\tbe\tcomfortable\ttalking\tabout\tfeelings; not\tevery\tteacher\tis\tat\tease\tdoing\tso\tor\twants\tto\tbe.\tThere\tis\tlittle\tor nothing\t in\t the\t standard\t education\t of\t teachers\t that\t prepares\t them\t for this\t kind\t of\t teaching.\t For\t these\t reasons,\t emotional\t literacy\t programs typically\tgive\tprospective\tteachers\tseveral\tweeks\tof\tspecial\ttraining\tin the\tapproach. While\tmany\tteachers\tmay\tbe\treluctant\tat\tthe\toutset\tto\ttackle\ta\ttopic that\tseems\tso\tforeign\tto\ttheir\ttraining\tand\troutines,\tthere\tis\tevidence that\t once\t they\t are\t willing\t to\t try\t it,\t most\t will\t be\t pleased\t rather\t than put\t off.\t In\t the\t New\t Haven\t schools,\t when\t teachers\t first\t learned\t that they\twould\tbe\ttrained\tto\tteach\tthe\tnew\temotional\tliteracy\tcourses,\t31 percent\tsaid\tthey\twere\treluctant\tto\tdo\tso.\tAfter\ta\tyear\tof\tteaching\tthe courses,\t more\t than\t 90\t percent\t said\t they\t were\t pleased\t by\t them,\t and wanted\tto\tteach\tthem\tagain\tthe\tfollowing\tyear. AN\tEXPANDED\tMISSION\tFOR\tSCHOOLS","Beyond\tteacher\ttraining,\temotional\tliteracy\texpands\tour\tvision\tof\tthe task\t of\t schools\t themselves,\t making\t them\t more\t explicitly\t society\u2019s agent\t for\t seeing\t that\t children\t learn\t these\t essential\t lessons\t for\t life\u2014a return\tto\ta\tclassic\trole\tfor\teducation.\tThis\tlarger\tdesign\trequires,\tapart from\t any\t specifics\t of\t curriculum,\t using\t opportunities\t in\t and\t out\t of class\t to\t help\t students\t turn\t moments\t of\t personal\t crisis\t into\t lessons\t in emotional\t competence.\t It\t also\t works\t best\t when\t the\t lessons\t at\t school are\t coordinated\t with\t what\t goes\t on\t in\t children\u2019s\t homes.\t Many emotional\t literacy\t programs\t include\t special\t classes\t for\t parents\t to teach\t them\t about\t what\t their\t children\t are\t learning,\t not\t just\t to complement\twhat\tis\timparted\tat\tschool,\tbut\tto\thelp\tparents\twho\tfeel the\tneed\tto\tdeal\tmore\teffectively\twith\ttheir\tchildren\u2019s\temotional\tlife. That\t way,\t children\t get\t consistent\t messages\t about\t emotional competence\tin\tall\tparts\tof\ttheir\tlives.\tIn\tthe\tNew\tHaven\tschools,\tsays Tim\t Shriver,\t director\t of\t the\t Social\t Competence\t Program,\t \u201cif\t kids\t get into\ta\tbeef\tin\tthe\tcafeteria,\tthey\u2019ll\tbe\tsent\tto\ta\tpeer\tmediator,\twho\tsits down\t with\t them\t and\t works\t through\t their\t conflict\t with\t the\t same perspective-taking\t technique\t they\t learned\t in\t class.\t Coaches\t will\t use the\ttechnique\tto\thandle\tconflicts\ton\tthe\tplaying\tfield.\tWe\thold\tclasses for\tparents\tin\tusing\tthese\tmethods\twith\tkids\tat\thome.\u201d Such\tparallel\tlines\tof\treinforcement\tof\tthese\temotional\tlessons\u2014not just\t in\t the\t classroom,\t but\t also\t on\t the\t playground;\t not\t just\t in\t the school,\t but\t also\t in\t the\t home\u2014is\t optimal.\t That\t means\t weaving\t the school,\t the\t parents,\t and\t the\t community\t together\t more\t tightly.\t It increases\t the\t likelihood\t that\t what\t children\t learned\t in\t emotional literacy\t classes\t will\t not\t stay\t behind\t at\t school,\t but\t will\t be\t tested, practiced,\tand\tsharpened\tin\tthe\tactual\tchallenges\tof\tlife. Another\t way\t in\t which\t this\t focus\t reshapes\t schools\t is\t in\t building\t a campus\t culture\t that\t makes\t it\t a\t \u201ccaring\t community,\u201d\t a\t place\t where students\t feel\t respected,\t cared\t about,\t and\t bonded\t to\t classmates, teachers,\tand\tthe\tschool\titself.12\tFor\texample,\tschools\tin\tareas\tsuch\tas New\t Haven,\t where\t families\t are\t disintegrating\t at\t a\t high\t rate,\t offer\t a range\tof\tprograms\tthat\trecruit\tcaring\tpeople\tin\tthe\tcommunity\tto\tget engaged\t with\t students\t whose\t home\t life\t is\t shaky\t at\t best.\t In\t the\t New Haven\t schools,\t responsible\t adults\t volunteer\t as\t mentors,\t regular companions\t for\t students\t who\t are\t foundering\t and\t who\t have\t few,\t if any,\tstable\tand\tnurturing\tadults\tin\ttheir\thome\tlife. In\t short,\t the\t optimal\t design\t of\t emotional\t literacy\t programs\t is\t to begin\tearly,\tbe\tage-appropriate,\trun\tthroughout\tthe\tschool\tyears,\tand intertwine\tefforts\tat\tschool,\tat\thome,\tand\tin\tthe\tcommunity.","Even\tthough\tmuch\tof\tthis\tfits\tneatly\tinto\texisting\tparts\tof\tthe\tschool day,\t these\t programs\t are\t a\t major\t change\t in\t any\t curriculum.\t It\t would be\t naive\t not\t to\t anticipate\t hurdles\t in\t getting\t such\t programs\t into schools.\t Many\t parents\t may\t feel\t that\t the\t topic\t itself\t is\t too\t personal\t a domain\t for\t the\t schools,\t that\t such\t things\t are\t best\t left\t to\t parents\t (an argument\t that\t gains\t credibility\t to\t the\t extent\t that\t parents\t actually\t do address\t these\t topics\u2014and\t is\t less\t convincing\t when\t they\t fail\t to). Teachers\tmay\tbe\treluctant\tto\tyield\tyet\tanother\tpart\tof\tthe\tschool\tday to\ttopics\tthat\tseem\tso\tunrelated\tto\tthe\tacademic\tbasics;\tsome\tteachers may\tbe\ttoo\tuncomfortable\twith\tthe\ttopics\tto\tteach\tthem,\tand\tall\twill need\t special\t training\t to\t do\t so.\t Some\t children,\t too,\t will\t resist, especially\t to\t the\t extent\t that\t these\t classes\t are\t out\t of\t synch\t with\t their actual\t concerns,\t or\t feel\t like\t intrusive\t impositions\t on\t their\t privacy. And\t then\t there\t is\t the\t dilemma\t of\t maintaining\t high\t quality,\t and ensuring\t that\t slick\t education\t marketers\t do\t not\t peddle\t ineptly designed\temotional-competence\tprograms\tthat\trepeat\tthe\tdisasters\tof, say,\till-conceived\tcourses\ton\tdrugs\tor\tteen\tpregnancy. Given\tall\tthis,\twhy\tshould\twe\tbother\tto\ttry? DOES\tEMOTIONAL\tLITERACY\tMAKE\tA\tDIFFERENCE? It\u2019s\t every\t teacher\u2019s\t nightmare:\t one\t day\t Tim\t Shriver\t opened\t the\t local paper\t to\t read\t that\t Lamont,\t one\t of\t his\t favorite\t former\t students,\t had been\t shot\t nine\t times\t on\t a\t New\t Haven\t street,\t and\t was\t in\t critical condition.\t \u201cLamont\t had\t been\t one\t of\t the\t school\t leaders,\t a\t huge\u2014six foot\t two\u2014and\t hugely\t popular\t linebacker,\t always\t smiling,\u201d\t recalls Shriver.\t\u201cBack\tthen\tLamont\thad\tenjoyed\tcoming\tto\ta\tleadership\tclub\tI led,\t where\t we\t would\t toss\t around\t ideas\t in\t a\t problem-solving\t model known\tas\tSOCS.\u201d The\t acronym\t is\t for\t Situation,\t Options,\t Consequence,\t Solutions\u2014a four-step\tmethod:\tsay\twhat\tthe\tsituation\tis\tand\thow\tit\tmakes\tyou\tfeel; think\t about\t your\t options\t for\t solving\t the\t problem\t and\t what\t their consequences\t might\t be;\t pick\t a\t solution\t and\t execute\t it\u2014a\t grown-up version\t of\t the\t stoplight\t method.\t Lamont,\t Shriver\t added,\t loved brainstorming\timaginative\tbut\tpotentially\teffective\tways\tto\thandle\tthe pressing\t dilemmas\t of\t high-school\t life,\t such\t as\t problems\t with girlfriends\tand\thow\tto\tavoid\tfights. But\t those\t few\t lessons\t seemed\t to\t have\t failed\t him\t after\t high\t school. Drifting\ton\tthe\tstreets\tin\ta\tsea\tof\tpoverty,\tdrugs,\tand\tguns,\tLamont\tat","twenty-six\t lay\t in\t a\t hospital\t bed,\t shrouded\t in\t bandages,\t his\t body riddled\t with\t bullet\t holes.\t Rushing\t to\t the\t hospital,\t Shriver\t found Lamont\t barely\t able\t to\t talk,\t his\t mother\t and\t girlfriend\t huddled\t over him.\tSeeing\this\tformer\tteacher,\tLamont\tmotioned\thim\tto\tthe\tbedside, and\tas\tShriver\tleaned\tover\tto\thear,\twhispered,\t\u201cShrive,\twhen\tI\tget\tout of\there,\tI\u2019m\tgonna\tuse\tthe\tSOCS\tmethod.\u201d Lamont\twent\tthrough\tHillhouse\tHigh\tin\tthe\tyears\tbefore\tthe\tsocial- development\t course\t was\t given\t there.\t Would\t his\t life\t have\t turned\t out differently\t had\t he\t benefited\t from\t such\t an\t education\t throughout\t his school\t years,\t as\t children\t in\t New\t Haven\t public\t schools\t do\t now?\t The signs\tpoint\tto\ta\tpossible\tyes,\tthough\tno\tone\tcan\tever\tsay\tfor\tsure. As\t Tim\t Shriver\t put\t it,\t \u201cOne\t thing\t is\t clear:\t the\t proving\t ground\t for social\tproblem-solving\tis\tnot\tjust\tthe\tclassroom,\tbut\tthe\tcafeteria,\tthe streets,\t home.\u201d\t Consider\t testimony\t from\t teachers\t in\t the\t New\t Haven program.\t One\t recounts\t how\t a\t former\t student,\t still\t single,\t visited\t and said\t that\t she\t almost\t certainly\t would\t have\t been\t an\t unwed\t mother\t by now\t\u201cif\tshe\thadn\u2019t\tlearned\tto\tstand\tup\tfor\ther\trights\tduring\tour\tSocial Development\t classes.\u201d13\t Another\t teacher\t recalls\t how\t a\t student\u2019s relationship\t with\t her\t mother\t was\t so\t poor\t that\t their\t talks\t continually ended\t up\t as\t screaming\t matches;\t after\t the\t girl\t learned\t about\t calming down\t and\t thinking\t before\t reacting,\t the\t mother\t told\t her\t teacher\t that they\t could\t now\t talk\t without\t going\t \u201coff\t the\t deep\t end.\u201d\t At\t the\t Troup school,\t a\t sixth\t grader\t passed\t a\t note\t to\t the\t teacher\t of\t her\t Social Development\t class;\t her\t best\t friend,\t the\t note\t said,\t was\t pregnant,\t had no\tone\tto\ttalk\tto\tabout\twhat\tto\tdo,\tand\twas\tplanning\tsuicide\u2014but\tshe knew\tthe\tteacher\twould\tcare. A\t revealing\t moment\t came\t when\t I\t was\t observing\t a\t seventh-grade class\t in\t social\t development\t in\t the\t New\t Haven\t Schools,\t and\t the teacher\t asked\t for\t \u201csomeone\t to\t tell\t me\t about\t a\t disagreement\t they\u2019ve had\trecently\tthat\tended\tin\ta\tgood\tway.\u201d A\t plumpish\t twelve-year-old\t girl\t shot\t up\t her\t hand:\t \u201cThis\t girl\t was supposed\t to\t be\t my\t friend\t and\t someone\t said\t she\t wanted\t to\t fight\t me. They\ttold\tme\tshe\twas\tgoing\tto\tget\tme\tin\ta\tcorner\tafter\tschool.\u201d But\t instead\t of\t confronting\t the\t other\t girl\t in\t anger,\t she\t applied\t an approach\t encouraged\t in\t the\t class\u2014finding\t out\t what\t is\t going\t on before\tjumping\tto\tconclusions:\t\u201cSo\tI\twent\tto\tthe\tgirl\tand\tI\tasked\twhy she\t said\t that\t stuff.\t And\t she\t said\t she\t never\t did.\t So\t we\t never\t had\t a fight.\u201d The\t story\t seems\t innocuous\t enough.\t Except\t that\t the\t girl\t who\t tells the\ttale\thad\talready\tbeen\texpelled\tfrom\tanother\tschool\tfor\tfighting.\tIn","the\tpast\tshe\tattacked\tfirst,\tasked\tquestions\tlater\u2014or\tnot\tat\tall.\tFor\ther to\t engage\t a\t seeming\t adversary\t in\t a\t constructive\t way\t rather\t than immediately\t wading\t into\t an\t angry\t confrontal\t is\t a\t small\t but\t real victory. Perhaps\t the\t most\t telling\t sign\t of\t the\t impact\t of\t such\t emotional literacy\t classes\t are\t the\t data\t shared\t with\t me\t by\t the\t principal\t of\t this twelve-year-old\u2019s\t school.\t An\t unbendable\t rule\t there\t is\t that\t children caught\t fighting\t are\t suspended.\t But\t as\t the\t emotional\t literacy\t classes have\t been\t phased\t in\t over\t the\t years\t there\t has\t been\t a\t steady\t drop\t in the\tnumber\tof\tsuspensions.\t\u201cLast\tyear,\u201d\tsays\tthe\tprincipal,\t\u201cthere\twere 106\tsuspensions.\tSo\tfar\tthis\tyear\u2014we\u2019re\tup\tto\tMarch\u2013there\thave\tbeen only\t26.\u201d These\t are\t concrete\t benefits.\t But\t apart\t from\t such\t anecdotes\t of\t lives bettered\t or\t saved,\t there\t is\t the\t empirical\t question\t of\t how\t much emotional\tliteracy\tclasses\treally\tmatter\tto\tthose\twho\tgo\tthrough\tthem. The\t data\t suggest\t that\t although\t such\t courses\t do\t not\t change\t anyone overnight,\t as\t children\t advance\t through\t the\t curriculum\t from\t grade\t to grade,\tthere\tare\tdiscernible\timprovements\tin\tthe\ttone\tof\ta\tschool\tand the\t outlook\u2014and\t level\t of\t emotional\t competence\u2014of\t the\t girls\t and boys\twho\ttake\tthem. There\t have\t been\t a\t handful\t of\t objective\t evaluations,\t the\t best\t of which\tcompare\tstudents\tin\tthese\tcourses\twith\tequivalent\tstudents\tnot taking\t them,\t with\t independent\t observers\t rating\t the\t children\u2019s behavior.\t Another\t method\t is\t to\t track\t changes\t in\t the\t same\t students before\t and\t after\t the\t courses\t based\t on\t objective\t measures\t of\t their behavior,\t such\t as\t the\t number\t of\t schoolyard\t fights\t or\t suspensions. Pooling\t such\t assessments\t reveals\t a\t widespread\t benefit\t for\t children\u2019s emotional\tand\tsocial\tcompetence,\tfor\ttheir\tbehavior\tin\tand\tout\tof\tthe classroom,\tand\tfor\ttheir\tability\tto\tlearn\t(see\tAppendix\tF\tfor\tdetails): EMOTIONAL\tSELF-AWARENESS \u2022\tImprovement\tin\trecognizing\tand\tnaming\town\temotions \u2022\tBetter\table\tto\tunderstand\tthe\tcauses\tof\tfeelings \u2022\tRecognizing\tthe\tdifference\tbetween\tfeelings\tand\tactions MANAGING\tEMOTIONS \u2022\tBetter\tfrustration\ttolerance\tand\tanger\tmanagement","\u2022\tFewer\tverbal\tput-downs,\tfights,\tand\tclassroom\tdisruptions \u2022\tBetter\table\tto\texpress\tanger\tappropriately,\twithout\tfighting \u2022\tFewer\tsuspensions\tand\texpulsions \u2022\tLess\taggressive\tor\tself-destructive\tbehavior \u2022\tMore\tpositive\tfeelings\tabout\tself,\tschool,\tand\tfamily \u2022\tBetter\tat\thandling\tstress \u2022\tLess\tloneliness\tand\tsocial\tanxiety HARNESSING\tEMOTIONS\tPRODUCTIVELY \u2022\tMore\tresponsible \u2022\tBetter\table\tto\tfocus\ton\tthe\ttask\tat\thand\tand\tpay\tattention \u2022\tLess\timpulsive;\tmore\tself-control \u2022\tImproved\tscores\ton\tachievement\ttests EMPATHY:\tREADING\tEMOTIONS \u2022\tBetter\table\tto\ttake\tanother\tperson\u2019s\tperspective \u2022\tImproved\tempathy\tand\tsensitivity\tto\tothers\u2019\tfeelings \u2022\tBetter\tat\tlistening\tto\tothers HANDLING\tRELATIONSHIPS \u2022\tIncreased\tability\tto\tanalyze\tand\tunderstand\trelationships \u2022\tBetter\tat\tresolving\tconflicts\tand\tnegotiating\tdisagreements \u2022\tBetter\tat\tsolving\tproblems\tin\trelationships \u2022\tMore\tassertive\tand\tskilled\tat\tcommunicating \u2022\tMore\tpopular\tand\toutgoing;\tfriendly\tand\tinvolved\twith\tpeers \u2022\tMore\tsought\tout\tby\tpeers \u2022\tMore\tconcerned\tand\tconsiderate \u2022\tMore\t\u201cpro-social\u201d\tand\tharmonious\tin\tgroups \u2022\tMore\tsharing,\tcooperation,\tand\thelpfulness \u2022\tMore\tdemocratic\tin\tdealing\twith\tothers One\t item\t on\t this\t list\t demands\t special\t attention:\t emotional\t literacy programs\t improve\t children\u2019s\t academic\t achievement\t scores\t and\t school","performance.\tThis\tis\tnot\tan\tisolated\tfinding;\tit\trecurs\tagain\tand\tagain in\tsuch\tstudies.\tIn\ta\ttime\twhen\ttoo\tmany\tchildren\tlack\tthe\tcapacity\tto handle\t their\t upsets,\t to\t listen\t or\t focus,\t to\t rein\t in\t impulse,\t to\t feel responsible\t for\t their\t work\t or\t care\t about\t learning,\t anything\t that\t will buttress\t these\t skills\t will\t help\t in\t their\t education.\t In\t this\t sense, emotional\tliteracy\tenhances\tschools\u2019\tability\tto\tteach.\tEven\tin\ta\ttime\tof back-to-basics\tand\tbudget\tcuts,\tthere\tis\tan\targument\tto\tbe\tmade\tthat these\t programs\t help\t reverse\t a\t tide\t of\t educational\t decline\t and strengthen\t schools\t in\t accomplishing\t their\t main\t mission,\t and\t so\t are well\tworth\tthe\tinvestment. Beyond\t these\t educational\t advantages,\t the\t courses\t seem\t to\t help children\t better\t fulfill\t their\t roles\t in\t life,\t becoming\t better\t friends, students,\tsons\tand\tdaughters\u2014and\tin\tthe\tfuture\tare\tmore\tlikely\tto\tbe better\thusbands\tand\twives,\tworkers\tand\tbosses,\tparents,\tand\tcitizens. While\t not\t every\t boy\t and\t girl\t will\t acquire\t these\t skills\t with\t equal sureness,\t to\t the\t degree\t they\t do\t we\t are\t all\t the\t better\t for\t it.\t \u201cA\t rising tide\t lifts\t all\t boats,\u201d\t as\t Tim\t Shriver\t put\t it.\t \u201cIt\u2019s\t not\t just\t the\t kids\t with problems,\t but\t all\t kids\t who\t can\t benefit\t from\t these\t skills;\t these\t are\t an inoculation\tfor\tlife.\u201d CHARACTER,\tMORALITY,\tAMD\tTHE\tARTS\tOf\tDEMOCRACY There\t is\t an\t old-fashioned\t word\t for\t the\t body\t of\t skills\t that\t emotional intelligence\trepresents:\tcharacter.\tCharacter,\twrites\tAmitai\tEtzioni,\tthe George\t Washington\t University\t social\t theorist,\t is\t \u201cthe\t psychological muscle\t that\t moral\t conduct\t requires.\u201d14\t And\t philosopher\t John\t Dewey saw\tthat\ta\tmoral\teducation\tis\tmost\tpotent\twhen\tlessons\tare\ttaught\tto children\tin\tthe\tcourse\tof\treal\tevents,\tnot\tjust\tas\tabstract\tlessons\u2014the mode\tof\temotional\tliteracy.15 If\t character\t development\t is\t a\t foundation\t of\t democratic\t societies, consider\t some\t of\t the\t ways\t emotional\t intelligence\t buttresses\t this foundation.\t The\t bedrock\t of\t character\t is\t self-discipline;\t the\t virtuous life,\t as\t philosophers\t since\t Aristotle\t have\t observed,\t is\t based\t on\t self- control.\tA\trelated\tkeystone\tof\tcharacter\tis\tbeing\table\tto\tmotivate\tand guide\toneself,\twhether\tin\tdoing\thomework,\tfinishing\ta\tjob,\tor\tgetting up\t in\t the\t morning.\t And,\t as\t we\t have\t seen,\t the\t ability\t to\t defer gratification\t and\t to\t control\t and\t channel\t one\u2019s\t urges\t to\t act\t is\t a\t basic emotional\tskill,\tone\tthat\tin\ta\tformer\tday\twas\tcalled\twill.\t\u201cWe\tneed\tto be\tin\tcontrol\tof\tourselves\u2014our\tappetites,\tour\tpassions\u2014to\tdo\tright\tby","others,\u201d\t notes\t Thomas\t Lickona,\t writing\t about\t character\t education.16 \u201cIt\ttakes\twill\tto\tkeep\temotion\tunder\tthe\tcontrol\tof\treason.\u201d Being\t able\t to\t put\t aside\t one\u2019s\t self-centered\t focus\t and\t impulses\t has social\t benefits:\t it\t opens\t the\t way\t to\t empathy,\t to\t real\t listening,\t to taking\t another\t person\u2019s\t perspective.\t Empathy,\t as\t we\t have\t seen,\t leads to\t caring,\t altruism,\t and\t compassion.\t Seeing\t things\t from\t another\u2019s perspective\t breaks\t down\t biased\t stereotypes,\t and\t so\t breeds\t tolerance and\t acceptance\t of\t differences.\t These\t capacities\t are\t ever\t more\t called on\t in\t our\t increasingly\t pluralistic\t society,\t allowing\t people\t to\t live together\t in\t mutual\t respect\t and\t creating\t the\t possibility\t of\t productive public\tdiscourse.\tThese\tare\tbasic\tarts\tof\tdemocracy.17 Schools,\t notes\t Etzioni,\t have\t a\t central\t role\t in\t cultivating\t character by\t inculcating\t self-discipline\t and\t empathy,\t which\t in\t turn\t enable\t true commitment\tto\tcivic\tand\tmoral\tvalues.18\tIn\tdoing\tso,\tit\tis\tnot\tenough to\t lecture\t children\t about\t values:\t they\t need\t to\t practice\t them,\t which happens\t as\t children\t build\t the\t essential\t emotional\t and\t social\t skills.\t In this\t sense,\t emotional\t literacy\t goes\t hand\t in\t hand\t with\t education\t for character,\tfor\tmoral\tdevelopment,\tand\tfor\tcitizenship. A\tLAST\tWORD As\t I\t complete\t this\t book\t some\t troubling\t newspaper\t items\t catch\t my eye.\t One\t announces\t that\t guns\t have\t become\t the\t number-one\t cause\t of death\tin\tAmerica,\tedging\tout\tauto\taccidents.\tThe\tsecond\tsays\tthat\tlast year\t murder\t rates\t rose\t by\t 3\t percent.19\t Particularly\t disturbing\t is\t the prediction\t in\t that\t second\t article,\t by\t a\t criminologist,\t that\t we\t are\t in\t a lull\tbefore\ta\t\u201ccrime\tstorm\u201d\tto\tcome\tin\tthe\tnext\tdecade.\tThe\treason\the gives\tis\tthat\tmurders\tby\tteenagers\tas\tyoung\tas\tfourteen\tand\tfifteen\tare on\t the\t rise,\t and\t that\t age\t group\t represents\t the\t crest\t of\t a\t mini\t baby boom.\tIn\tthe\tnext\tdecade\tthis\tgroup\twill\tbecome\teighteen-\tto\ttwenty- four-year-olds,\tthe\tage\tat\twhich\tviolent\tcrimes\tpeak\tin\tthe\tcourse\tof\ta criminal\tcareer.\tThe\tharbingers\tare\ton\tthe\thorizon:\tA\tthird\tarticle\tsays that\t in\t the\t four\t years\t between\t 1988\t and\t 1992\t Justice\t Department figures\t show\t a\t 68\t percent\t jump\t in\t the\t number\t of\t juveniles\t charged with\t murder,\t aggravated\t assault,\t robbery,\t and\t forcible\t rape,\t with aggravated\tassault\talone\tup\t80\tpercent.20 These\t teenagers\t are\t the\t first\t generation\t to\t have\t not\t just\t guns\t but automatic\t weaponry\t easily\t available\t to\t them,\t just\t as\t their\t parents\u2019 generation\t was\t the\t first\t to\t have\t wide\t access\t to\t drugs.\t The\t toting\t of","guns\t by\t teenagers\t means\t that\t disagreements\t that\t in\t a\t former\t day would\thave\tled\tto\tfistfights\tcan\treadily\tlead\tto\tshootings\tinstead.\tAnd, as\tanother\texpert\tpoints\tout,\tthese\tteenagers\t\u201cjust\taren\u2019t\tvery\tgood\tat avoiding\tdisputes.\u201d One\treason\tthey\tare\tso\tpoor\tat\tthis\tbasic\tlife\tskill,\tof\tcourse,\tis\tthat as\t a\t society\t we\t have\t not\t bothered\t to\t make\t sure\t every\t child\t is\t taught the\t essentials\t of\t handling\t anger\t or\t resolving\t conflicts\t positively\u2014nor have\t we\t bothered\t to\t teach\t empathy,\t impulse\t control,\t or\t any\t of\t the other\t fundamentals\t of\t emotional\t competence.\t By\t leaving\t the emotional\t lessons\t children\t learn\t to\t chance,\t we\t risk\t largely\t wasting the\t window\t of\t opportunity\t presented\t by\t the\t slow\t maturation\t of\t the brain\tto\thelp\tchildren\tcultivate\ta\thealthy\temotional\trepertoire. Despite\t high\t interest\t in\t emotional\t literacy\t among\t some\t educators, these\t courses\t are\t as\t yet\t rare;\t most\t teachers,\t principals,\t and\t parents simply\tdo\tnot\tknow\tthey\texist.\tThe\tbest\tmodels\tare\tlargely\toutside\tthe education\t mainstream,\t in\t a\t handful\t of\t private\t schools\t and\t a\t few hundred\t public\t schools.\t Of\t course\t no\t program,\t including\t this\t one,\t is an\t answer\t to\t every\t problem.\t But\t given\t the\t crises\t we\t find\t ourselves and\t our\t children\t facing,\t and\t given\t the\t quantum\t of\t hope\t held\t out\t by courses\tin\temotional\tliteracy,\twe\tmust\task\tourselves:\tShouldn\u2019t\twe\tbe teaching\t these\t most\t essential\t skills\t for\t life\t to\t every\t child\u2014now\t more than\tever? And\tif\tnot\tnow,\twhen? *\tFor\tmore\tinformation\ton\temotional\tliteracy\tcourses:\tThe\tCollaborative\tfor\tthe\tAdvancement of\t Social\t and\t Emotional\t Learning\t (CASEL,\t Department\t of\t Psychology\t (M\/C\t 285),\t University of\tIllinois\tat\tChicago,\t1007\tWest\tHarrison\tSt.,\tChicago,\tIL\t60606-7137.","APPENDIX\tA What\tIs\tEmotion? A\t word\t about\t what\t I\t refer\t to\t under\t the\t rubric\t emotion,\t a\t term\t whose precise\t meaning\t psychologists\t and\t philosophers\t have\t quibbled\t over for\t more\t than\t a\t century.\t In\t its\t most\t literal\t sense,\t the\t Oxford\tEnglish Dictionary\t defines\t emotion\t as\t \u201cany\t agitation\t or\t disturbance\t of\t mind, feeling,\tpassion;\tany\tvehement\tor\texcited\tmental\tstate.\u201d\tI\ttake\temotion to\t refer\t to\t a\t feeling\t and\t its\t distinctive\t thoughts,\t psychological\t and biological\tstates,\tand\trange\tof\tpropensities\tto\tact.\tThere\tare\thundreds of\t emotions,\t along\t with\t their\t blends,\t variations,\t mutations,\t and nuances.\t Indeed,\t there\t are\t many\t more\t subtleties\t of\t emotion\t than\t we have\twords\tfor. Researchers\tcontinue\tto\targue\tover\tprecisely\twhich\temotions\tcan\tbe considered\t primary\u2014the\t blue,\t red,\t and\t yellow\t of\t feeling\t from\t which all\t blends\t come\u2014or\t even\t if\t there\t are\t such\t primary\t emotions\t at\t all. Some\t theorists\t propose\t basic\t families,\t though\t not\t all\t agree\t on\t them. The\tmain\tcandidates\tand\tsome\tof\tthe\tmembers\tof\ttheir\tfamilies: \u2022\tAnger:\tfury,\toutrage,\tresentment,\twrath,\texasperation,\tindignation, vexation,\t acrimony,\t animosity,\t annoyance,\t irritability,\t hostility,\t and, perhaps\tat\tthe\textreme,\tpathological\thatred\tand\tviolence \u2022\tSadness:\tgrief,\tsorrow,\tcheerlessness,\tgloom,\tmelancholy,\tself-pity, loneliness,\t dejection,\t despair,\t and,\t when\t pathological,\t severe depression \u2022\tFear:\t anxiety,\t apprehension,\t nervousness,\t concern,\t consternation, misgiving,\t wariness,\t qualm,\t edginess,\t dread,\t fright,\t terror;\t as\t a psychopathology,\tphobia\tand\tpanic \u2022\t Enjoyment:\t happiness,\t joy,\t relief,\t contentment,\t bliss,\t delight, amusement,\t pride,\t sensual\t pleasure,\t thrill,\t rapture,\t gratification, satisfaction,\teuphoria,\twhimsy,\tecstasy,\tand\tat\tthe\tfar\tedge,\tmania \u2022\t Love:\t acceptance,\t friendliness,\t trust,\t kindness,\t affinity,\t devotion, adoration,\tinfatuation,\tagape \u2022\tSurprise:\tshock,\tastonishment,\tamazement,\twonder \u2022\t Disgust:\t contempt,\t disdain,\t scorn,\t abhorrence,\t aversion,\t distaste,","revulsion \u2022\tShame:\tguilt,\tembarrassment,\tchagrin,\tremorse,\thumiliation, regret,\tmortification,\tand\tcontrition To\t be\t sure,\t this\t list\t does\t not\t resolve\t every\t question\t about\t how\t to categorize\temotion.\tFor\texample,\twhat\tabout\tblends\tsuch\tas\tjealousy, a\t variant\t of\t anger\t that\t also\t melds\t sadness\t and\t fear?\t And\t what\t of\t the virtues,\tsuch\tas\thope\tand\tfaith,\tcourage\tand\tforgiveness,\tcertainty\tand equanimity?\t Or\t some\t of\t the\t classic\t vices,\t feelings\t such\t as\t doubt, complacency,\t sloth,\t and\t torpor\u2014or\t boredom?\t There\t are\t no\t clear answers;\tthe\tscientific\tdebate\ton\thow\tto\tclassify\temotions\tcontinues. The\targument\tfor\tthere\tbeing\ta\thandful\tof\tcore\temotions\thinges\tto some\t extent\t on\t the\t discovery\t by\t Paul\t Ekman,\t at\t the\t University\t of California\tat\tSan\tFrancisco,\tthat\tspecific\tfacial\texpressions\tfor\tfour\tof them\t (fear,\t anger,\t sadness,\t enjoyment)\t are\t recognized\t by\t people\t in cultures\t around\t the\t world,\t including\t preliterate\t peoples\t presumably untainted\t by\t exposure\t to\t cinema\t or\t television\u2014suggesting\t their universality.\tEkman\tshowed\tfacial\tphotos\tportraying\texpressions\twith technical\tprecision\tto\tpeople\tin\tcultures\tas\tremote\tas\tthe\tFore\tof\tNew Guinea,\t an\t isolated\t Stone\t Age\t tribe\t in\t the\t remote\t highlands,\t and found\t people\t everywhere\t recognized\t the\t same\t basic\t emotions.\t This universality\tof\tfacial\texpressions\tfor\temotion\twas\tprobably\tfirst\tnoted by\t Darwin,\t who\t saw\t it\t as\t evidence\t the\t forces\t of\t evolution\t had stamped\tthese\tsignals\tin\tour\tcentral\tnervous\tsystem. In\tseeking\tbasic\tprinciples,\tI\tfollow\tEkman\tand\tothers\tin\tthinking\tof emotions\tin\tterms\tof\tfamilies\tor\tdimensions,\ttaking\tthe\tmain\tfamilies \u2014anger,\tsadness,\tfear,\tenjoyment,\tlove,\tshame,\tand\tso\ton\u2014as\tcases\tin point\t for\t the\t endless\t nuances\t of\t our\t emotional\t life.\t Each\t of\t these families\t has\t a\t basic\t emotional\t nucleus\t at\t its\t core,\t with\t its\t relatives rippling\tout\tfrom\tthere\tin\tcountless\tmutations.\tIn\tthe\touter\tripples\tare moods,\t which,\t technically\t speaking,\t are\t more\t muted\t and\t last\t far longer\tthan\tan\temotion\t(while\tit\u2019s\trelatively\trare\tto\tbe\tin\tthe\tfull\theat of\t anger\t all\t day,\t for\t example,\t it\t is\t not\t that\t rare\t to\t be\t in\t a\t grumpy, irritable\t mood,\t in\t which\t shorter\t bouts\t of\t anger\t are\t easily\t triggered). Beyond\t moods\t are\t temperaments,\t the\t readiness\t to\t evoke\t a\t given emotion\t or\t mood\t that\t makes\t people\t melancholy,\t timid,\t or\t cheery. And\tstill\tbeyond\tsuch\temotional\tdispositions\tare\tthe\toutright\tdisorders of\t emotion\t such\t as\t clinical\t depression\t or\t unremitting\t anxiety,\t in which\tsomeone\tfeels\tperpetually\ttrapped\tin\ta\ttoxic\tstate.","APPENDIX\tB Hallmarks\tof\tthe\tEmotional\tMind Only\t in\t recent\t years\t has\t there\t emerged\t a\t scientific\t model\t of\t the emotional\t mind\t that\t explains\t how\t so\t much\t of\t what\t we\t do\t can\t be emotionally\tdriven\u2014how\twe\tcan\tbe\tso\treasonable\tat\tone\tmoment\tand so\t irrational\t the\t next\u2014and\t the\t sense\t in\t which\t emotions\t have\t their own\treasons\tand\ttheir\town\tlogic.\tPerhaps\tthe\ttwo\tbest\tassessments\tof the\temotional\tmind\tare\toffered\tindependently\tby\tPaul\tEkman,\thead\tof the\tHuman\tInteraction\tLaboratory\tat\tthe\tUniversity\tof\tCalifornia,\tSan Francisco,\t and\t by\t Seymour\t Epstein,\t a\t clinical\t psychologist\t at\t the University\t of\t Massachusetts.1\t While\t Ekman\t and\t Epstein\t have\t each weighed\tdifferent\tscientific\tevidence,\ttogether\tthey\toffer\ta\tbasic\tlist\tof the\tqualities\tthat\tdistinguish\temotions\tfrom\tthe\trest\tof\tmental\tlife.2 A\tQuick\tbut\tSloppy\tResponse The\temotional\tmind\tis\tfar\tquicker\tthan\tthe\trational\tmind,\tspringing into\t action\t without\t pausing\t even\t a\t moment\t to\t consider\t what\t it\t is doing.\tIts\tquickness\tprecludes\tthe\tdeliberate,\tanalytic\treflection\tthat\tis the\t hallmark\t of\t the\t thinking\t mind.\t In\t evolution\t this\t quickness\t most likely\trevolved\taround\tthat\tmost\tbasic\tdecision,\twhat\tto\tpay\tattention to,\tand,\tonce\tvigilant\twhile,\tsay,\tconfronting\tanother\tanimal,\tmaking split-second\t decisions\t like,\t Do\t I\t eat\t this,\t or\t does\t it\t eat\t me?\t Those organisms\tthat\thad\tto\tpause\ttoo\tlong\tto\treflect\ton\tthese\tanswers\twere unlikely\tto\thave\tmany\tprogeny\tto\tpass\ton\ttheir\tslower-acting\tgenes. Actions\t that\t spring\t from\t the\t emotional\t mind\t carry\t a\t particularly strong\t sense\t of\t certainty,\t a\t by-product\t of\t a\t streamlined,\t simplified way\t of\t looking\t at\t things\t that\t can\t be\t absolutely\t bewildering\t to\t the rational\tmind.\tWhen\tthe\tdust\tsettles,\tor\teven\tin\tmid-response,\twe\tfind ourselves\tthinking,\t\u201cWhat\tdid\tI\tdo\tthat\tfor?\u201d\u2014a\tsign\tthat\tthe\trational mind\t is\t awakening\t to\t the\t moment,\t but\t not\t with\t the\t rapidity\t of\t the emotional\tmind. Since\t the\t interval\t between\t what\t triggers\t an\t emotion\t and\t its eruption\tcan\tbe\tvirtually\tinstantaneous,\tthe\tmechanism\tthat\tappraises","perception\tmust\tbe\tcapable\tof\tgreat\tspeed,\teven\tin\tbrain\ttime,\twhich is\t reckoned\t in\t thousandths\t of\t a\t second.\t This\t appraisal\t of\t the\t need\t to act\t needs\t to\t be\t automatic,\t so\t rapid\t that\t it\t never\t enters\t conscious awareness.3\tThis\tquick-and-dirty\tvariety\tof\temotional\tresponse\tsweeps over\tus\tvirtually\tbefore\twe\tquite\tknow\twhat\tis\thappening. This\trapid\tmode\tof\tperception\tsacrifices\taccuracy\tfor\tspeed,\trelying on\t first\t impressions,\t reacting\t to\t the\t overall\t picture\t or\t the\t most striking\t aspects.\t It\t takes\t things\t in\t at\t once,\t as\t a\t whole,\t reacting without\t taking\t the\t time\t for\t thoughtful\t analysis.\t Vivid\t elements\t can determine\t that\t impression,\t outweighing\t a\t careful\t evaluation\t of\t the details.\t The\t great\t advantage\t is\t that\t the\t emotional\t mind\t can\t read\t an emotional\treality\t(he\u2019s\tangry\twith\tme;\tshe\u2019s\tlying;\tthis\tis\tmaking\thim sad)\t in\t an\t instant,\t making\t the\t intuitive\t snap\t judgments\t that\t tell\t us who\t to\t be\t wary\t of,\t who\t to\t trust,\t who\u2019s\t in\t distress.\t The\t emotional mind\t is\t our\t radar\t for\t danger;\t if\t we\t (or\t our\t forebears\t in\t evolution) waited\t for\t the\t rational\t mind\t to\t make\t some\t of\t these\t judgments,\t we might\t not\t only\t be\t wrong\u2014we\t might\t be\t dead.\t The\t drawback\t is\t that these\t impressions\t and\t intuitive\t judgments,\t because\t they\t are\t made\t in the\tsnap\tof\ta\tfinger,\tmay\tbe\tmistaken\tor\tmisguided. Paul\t Ekman\t proposes\t that\t this\t quickness,\t in\t which\t emotions\t can overtake\t us\t before\t we\t are\t quite\t aware\t they\t have\t started,\t is\t essential to\t their\t being\t so\t highly\t adaptive:\t they\t mobilize\t us\t to\t respond\t to urgent\t events\t without\t wasting\t time\t pondering\t whether\t to\t react\t or how\t to\t respond.\t Using\t the\t system\t he\t developed\t for\t detecting emotions\t from\t subtle\t changes\t in\t facial\t expression,\t Ekman\t can\t track microemotions\t that\t flit\t across\t the\t face\t in\t less\t than\t a\t half\t second. Ekman\t and\t his\t collaborators\t have\t discovered\t that\t emotional expressions\tbegin\tto\tshow\tup\tin\tchanges\tin\tfacial\tmusculature\twithin a\t few\t thousandths\t of\t a\t second\t after\t the\t event\t that\t triggers\t the reaction,\t and\t that\t the\t physiological\t changes\t typical\t of\t a\t given emotion\u2014like\t shunting\t blood\t flow\t and\t increasing\t heart\t rate\u2014also take\tonly\tfractions\tof\ta\tsecond\tto\tbegin.\tThis\tswiftness\tis\tparticularly true\tof\tintense\temotion,\tlike\tfear\tof\ta\tsudden\tthreat. Ekman\targues\tthat,\ttechnically\tspeaking,\tthe\tfull\theat\tof\temotion\tis very\t brief,\t lasting\t just\t seconds\t rather\t than\t minutes,\t hours,\t or\t days. His\t reasoning\t is\t that\t it\t would\t be\t maladaptive\t for\t an\t emotion\t to capture\t the\t brain\t and\t body\t for\t a\t long\t time\t regardless\t of\t changing circumstance.\t If\t the\t emotions\t caused\t by\t a\t single\t event\t invariably continued\t to\t dominate\t us\t after\t it\t had\t passed,\t and\t regardless\t of\t what else\twas\thappening\taround\tus,\tthen\tour\tfeelings\twould\tbe\tpoor\tguides","to\taction.\tFor\temotions\tto\tlast\tlonger\tthe\ttrigger\tmust\tbe\tsustained,\tin effect\t continually\t evoking\t the\t emotion,\t as\t when\t the\t loss\t of\t a\t loved one\t keeps\t us\t mourning.\t When\t feelings\t persist\t for\t hours,\t it\t is\t usually as\tmoods,\ta\tmuted\tform.\tMoods\tset\tan\taffective\ttone,\tbut\tthey\tare\tnot such\tstrong\tshapers\tof\thow\twe\tperceive\tand\tact\tas\tis\tthe\thigh\theat\tof full\temotion. First\tFeelings,\tSecond\tThoughts Because\t it\t takes\t the\t rational\t mind\t a\t moment\t or\t two\t longer\t to register\t and\t respond\t than\t it\t does\t the\t emotional\t mind,\t the\t \u201cfirst impulse\u201d\tin\tan\temotional\tsituation\tis\tthe\theart\u2019s,\tnot\tthe\thead\u2019s.\tThere is\t also\t a\t second\t kind\t of\t emotional\t reaction,\t slower\t than\t the\t quick- response,\t which\t simmers\t and\t brews\t first\t in\t our\t thoughts\t before\t it leads\t to\t feeling.\t This\t second\t pathway\t to\t triggering\t emotions\t is\t more deliberate,\tand\twe\tare\ttypically\tquite\taware\tof\tthe\tthoughts\tthat\tlead to\t it.\t In\t this\t kind\t of\t emotional\t reaction\t there\t is\t a\t more\t extended appraisal;\t our\t thoughts\u2014cognition\u2014play\t the\t key\t role\t in\t determining what\temotions\twill\tbe\troused.\tOnce\twe\tmake\tan\tappraisal\u2014\u201cthat\ttaxi driver\t is\t cheating\t me\u201d\t or\t \u201cthis\t baby\t is\t adorable,\u201d\t a\t fitting\t emotional response\t follows.\t In\t this\t slower\t sequence,\t more\t fully\t articulated thought\t precedes\t feeling.\t More\t complicated\t emotions,\t like embarrassment\t or\t apprehension\t over\t an\t upcoming\t exam,\t follow\t this slower\troute,\ttaking\tseconds\tor\tminutes\tto\tunfold\u2014these\tare\temotions that\tfollow\tfrom\tthoughts. By\t contrast,\t in\t the\t fast-response\t sequence\t feeling\t seems\t to\t precede or\t be\t simultaneous\t with\t thought.\t This\t rapid-fire\t emotional\t reaction takes\tover\tin\tsituations\tthat\thave\tthe\turgency\tof\tprimal\tsurvival.\tThis is\tthe\tpower\tof\tsuch\trapid\tdecisions:\tthey\tmobilize\tus\tin\tan\tinstant\tto rise\t to\t an\t emergency.\t Our\t most\t intense\t feelings\t are\t involuntary reactions;\t we\t cannot\t decide\t when\t they\t will\t erupt.\t \u201cLove,\u201d\t wrote Stendhal,\t \u201cis\t like\t a\t fever\t that\t comes\t and\t goes\t independently\t of\t the will.\u201d\tNot\tjust\tlove,\tbut\tour\tangers\tand\tfears,\tas\twell,\tsweep\tover\tus, seeming\tto\thappen\ttous\trather\tthan\tbeing\tour\tchoice.\tFor\tthat\treason they\tcan\toffer\tan\talibi:\t\u201cIt\tis\tthe\tfact\tthat\twe\tcannot\tchoose\tthe\temotions which\twe\thave,\u201d\tnotes\tEkman,\tthat\tallows\tpeople\tto\texplain\taway\ttheir actions\tby\tsaying\tthey\twere\tin\tthe\tgrip\tof\temotion.4 Just\t as\t there\t are\t quick\t and\t slow\t paths\t to\t emotion\u2014one\t through immediate\tperception\tand\tthe\tother\tthrough\treflective\tthought\u2014there are\t also\t emotions\t which\t come\t bidden.\t One\t example\t is\t intentionally","manipulated\t feeling,\t the\t actors\u2019\t stock-in-trade,\t like\t the\t tears\t that come\twhen\tsad\tmemories\tare\tintentionally\tmilked\tfor\ttheir\teffect.\tBut actors\tare\tsimply\tmore\tskilled\tthan\tthe\trest\tof\tus\tat\tthe\tintentional\tuse of\t the\t second\t pathway\t to\t emotion,\t feeling\t via\t thinking.\t While\t we cannot\teasily\tchange\twhat\tspecific\temotions\ta\tcertain\tkind\tof\tthought will\t trigger,\t we\t very\t often\t can,\t and\t do,\t choose\t what\t to\t think\t about. Just\t as\t a\t sexual\t fantasy\t can\t lead\t to\t sexual\t feelings,\t so\t can\t happy memories\tcheer\tus\tup,\tor\tmelancholy\tthoughts\tmake\tus\treflective. But\t the\t rational\t mind\t usually\t does\t not\t decide\t what\t emotions\t we \u201cshould\u201d\t have.\t Instead,\t our\t feelings\t typically\t come\t to\t us\t as\t a\t fait accompli.\t What\t the\t rational\t mind\t can\t ordinarily\t control\t is\t the\t course of\t those\t reactions.\t A\t few\t exceptions\t aside,\t we\t do\t not\t decide\t when\t to be\tmad,\tsad,\tand\tso\ton. A\tSymbolic,\tChildlike\tReality The\tlogic\tof\tthe\temotional\tmind\tis\tassociative;\tit\ttakes\telements\tthat symbolize\t a\t reality,\t or\t trigger\t a\t memory\t of\t it,\t to\t be\t the\t same\t as\t that reality.\t That\t is\t why\t similes,\t metaphors,\t and\t images\t speak\t directly\t to the\t emotional\t mind,\t as\t do\t the\t arts\u2014novels,\t film,\t poetry,\t song, theater,\t opera.\t Great\t spiritual\t teachers,\t like\t Buddha\t and\t Jesus,\t have touched\ttheir\tdisciples\u2019\thearts\tby\tspeaking\tin\tthe\tlanguage\tof\temotion, teaching\tin\tparables,\tfables,\tand\tstories.\tIndeed,\treligious\tsymbol\tand ritual\tmakes\tlittle\tsense\tfrom\tthe\trational\tpoint\tof\tview;\tit\tis\tcouched in\tthe\tvernacular\tof\tthe\theart. This\t logic\t of\t the\t heart\u2014of\t the\t emotional\t mind\u2014is\t well-described by\tFreud\tin\this\tconcept\tof\t\u201cprimary\tprocess\u201d\tthought;\tit\tis\tthe\tlogic\tof religion\t and\t poetry,\t psychosis\t and\t children,\t dream\t and\t myth\t (as Joseph\tCampbell\tput\tit,\t\u201cDreams\tare\tprivate\tmyths;\tmyths\tare\tshared dreams\u201d).\tThe\tprimary\tprocess\tis\tthe\tkey\tthat\tunlocks\tthe\tmeanings\tof works\t like\t James\t Joyce\u2019s\t Ulysses:\t In\t primary\t process\t thought,\t loose associations\t determine\t the\t flow\t of\t a\t narrative;\t one\t object\t symbolizes another;\t one\t feeling\t displaces\t another\t and\t stands\t for\t it;\t wholes\t are condensed\t into\t parts.\t There\t is\t no\t time,\t no\t laws\t of\t cause-and-effect. Indeed,\t there\t is\t no\t such\t thing\t as\t \u201cNo\u201d\t in\t the\t primary\t process; anything\t is\t possible.\t The\t psychoanalytic\t method\t is\t in\t part\t the\t art\t of deciphering\tand\tunraveling\tthese\tsubstitutions\tin\tmeaning. If\t the\t emotional\t mind\t follows\t this\t logic\t and\t its\t rules,\t with\t one element\t standing\t for\t another,\t things\t need\t not\t necessarily\t be\t defined by\t their\t objective\t identity:\t what\t matters\t is\t how\t they\t are\t perceived;","things\t are\t as\t they\t seem.\t What\t something\t reminds\t us\t of\t can\t be\t far more\timportant\tthan\twhat\tit\t\u201cis.\u201d\tIndeed,\tin\temotional\tlife,\tidentities can\tbe\tlike\ta\thologram\tin\tthe\tsense\tthat\ta\tsingle\tpart\tevokes\ta\twhole. As\tSeymour\tEpstein\tpoints\tout,\twhile\tthe\trational\tmind\tmakes\tlogical connections\t between\t causes\t and\t effects,\t the\t emotional\t mind\t is indiscriminate,\t connecting\t things\t that\t merely\t have\t similar\t striking features.5 There\tare\tmany\tways\tin\twhich\tthe\temotional\tmind\tis\tchildlike,\tthe more\t so\t the\t stronger\t the\t emotion\t grows.\t One\t way\t is\t categorical thinking,\t where\t everything\t is\t in\t black\t and\t white,\t with\t no\t shades\t of gray;\t someone\t who\t is\t mortified\t about\t a\t faux\t pas\t might\t have\t the immediate\t thought,\t \u201cI\t always\t say\t the\t wrong\t thing.\u201d\t Another\t sign\t of this\t childlike\t mode\t is\t personalized\t thinking,\t with\t events\t perceived with\t a\t bias\t centering\t on\t oneself,\t like\t the\t driver\t who,\t after\t an accident,\texplained\tthat\t\u201cthe\ttelephone\tpole\tcame\tstraight\tat\tme.\u201d This\t childlike\t mode\t is\t self-confirming,\t suppressing\t or\t ignoring memories\t or\t facts\t that\t would\t undermine\t its\t beliefs\t and\t seizing\t on those\t that\t support\t it.\t The\t beliefs\t of\t the\t rational\t mind\t are\t tentative; new\tevidence\tcan\tdisconfirm\tone\tbelief\tand\treplace\tit\twith\ta\tnew\tone \u2014it\t reasons\t by\t objective\t evidence.\t The\t emotional\t mind,\t however, takes\tits\tbeliefs\tto\tbe\tabsolutely\ttrue,\tand\tso\tdiscounts\tany\tevidence\tto the\tcontrary.\tThat\tis\twhy\tit\tis\tso\thard\tto\treason\twith\tsomeone\twho\tis emotionally\t upset:\t no\t matter\t the\t soundness\t of\t your\t argument\t from\t a logical\t point\t of\t view,\t it\t carries\t no\t weight\t if\t it\t is\t out\t of\t keeping\t with the\t emotional\t conviction\t of\t the\t moment.\t Feelings\t are\t self-justifying, with\ta\tset\tof\tperceptions\tand\t\u201cproofs\u201d\tall\ttheir\town. The\tPast\tImposed\ton\tthe\tPresent When\t some\t feature\t of\t an\t event\t seems\t similar\t to\t an\t emotionally charged\t memory\t from\t the\t past,\t the\t emotional\t mind\t responds\t by triggering\t the\t feelings\t that\t went\t with\t the\t remembered\t event.\t The emotional\t mind\t reacts\t to\t the\t present\t as\t though\t it\t were\t the\t past.6\t The trouble\tis\tthat,\tespecially\twhen\tthe\tappraisal\tis\tfast\tand\tautomatic,\twe may\tnot\trealize\tthat\twhat\twas\tonce\tthe\tcase\tis\tno\tlonger\tso.\tSomeone who\t has\t learned,\t through\t painful\t childhood\t beatings,\t to\t react\t to\t an angry\t scowl\t with\t intense\t fear\t and\t loathing\t will\t have\t that\t reaction\t to some\tdegree\teven\tas\tan\tadult,\twhen\tthe\tscowl\tcarries\tno\tsuch\tthreat. If\t the\t feelings\t are\t strong,\t then\t the\t reaction\t that\t is\t triggered\t is obvious.\t But\t if\t the\t feelings\t are\t vague\t or\t subtle,\t we\t may\t not\t quite","realize\tthe\temotional\treaction\twe\tare\thaving,\teven\tthough\tit\tis\tsubtly coloring\thow\twe\treact\tto\tthe\tmoment.\tThoughts\tand\treactions\tat\tthis moment\t will\t take\t on\t the\t coloration\t of\t thoughts\t and\t reactions\t then, even\t though\t it\t may\t seem\t that\t the\t reaction\t is\t due\t solely\t to\t the circumstance\t of\t the\t moment.\t Our\t emotional\t mind\t will\t harness\t the rational\t mind\t to\t its\t purposes,\t so\t we\t come\t up\t with\t explanations\t for our\tfeelings\tand\treactions\u2014rationalizations\u2014justifying\tthem\tin\tterms of\t the\t present\t moment,\t without\t realizing\t the\t influence\t of\t the emotional\t memory.\t In\t that\t sense,\t we\t can\t have\t no\t idea\t of\t what\t is actually\t going\t on,\t though\t we\t may\t have\t the\t conviction\t of\t certainty that\t we\t know\t exactly\t what\t is\t happening.\t At\t such\t moments\t the emotional\tmind\thas\tentrained\tthe\trational\tmind,\tputting\tit\tto\tits\town uses. State-specific\tReality The\tworking\tof\tthe\temotional\tmind\tis\tto\ta\tlarge\tdegree\tstate-specific, dictated\t by\t the\t particular\t feeling\t ascendant\t at\t a\t given\t moment.\t How we\t think\t and\t act\t when\t we\t are\t feeling\t romantic\t is\t entirely\t different from\t how\t we\t behave\t when\t enraged\t or\t dejected;\t in\t the\t mechanics\t of emotion,\t each\t feeling\t has\t its\t own\t distinct\t repertoire\t of\t thought, reactions,\t even\t memories.\t These\t state-specific\t repertoires\t become most\tpredominant\tin\tmoments\tof\tintense\temotion. One\tsign\tthat\tsuch\ta\trepertoire\tis\tactive\tis\tselective\tmemory.\tPart\tof the\t mind\u2019s\t response\t to\t an\t emotional\t situation\t is\t to\t reshuffle\t memory and\toptions\tfor\taction\tso\tthat\tthose\tmost\trelevant\tare\tat\tthe\ttop\tof\tthe hierarchy\t and\t so\t more\t readily\t enacted.\t And,\t as\t we\t have\t seen,\t each major\t emotion\t has\t its\t hallmark\t biological\t signature,\t a\t pattern\t of sweeping\t changes\t that\t entrain\t the\t body\t as\t that\t emotion\t becomes ascendant,\tand\ta\tunique\tset\tof\tcues\tthe\tbody\tautomatically\tsends\tout when\tin\tits\tgrip.7","APPENDIX\tC The\tNeural\tCircuitry\tof\tFear The\t amygdala\t is\t central\t to\t fear.\t When\t a\t rare\t brain\t disease\t destroyed the\t amygdala\t (but\t no\t other\t brain\t structures)\t in\t the\t patient neurologists\t call\t \u201cS.M.,\u201d\t fear\t disappeared\t from\t her\t mental\t repertoire. She\t became\t unable\t to\t identify\t looks\t of\t fear\t on\t other\t people\u2019s\t faces, nor\t to\t make\t such\t an\t expression\t herself.\t As\t her\t neurologist\t put\t it,\t \u201cIf someone\tput\ta\tgun\tto\tS.M.\u2019s\thead,\tshe\twould\tknow\tintellectually\tto\tbe afraid\tbut\tshe\twould\tnot\tfeel\tafraid\tas\tyou\tor\tI\twould.\u201d Neuroscientists\thave\tmapped\tthe\tcircuitry\tfor\tfear\tin\tperhaps\tfinest detail,\tthough\tat\tthe\tpresent\tstate\tof\tthis\tart\tthe\tfull\tcircuitry\tfor\tnone of\tthe\temotions\tis\tcompletely\tsurveyed.\tFear\tis\tan\tapt\tcase\tin\tpoint\tfor understanding\tthe\tneural\tdynamics\tof\temotion.\tFear,\tin\tevolution,\thas a\t special\t prominence:\t perhaps\t more\t than\t any\t other\t emotion\t it\t is crucial\tfor\tsurvival.\tOf\tcourse\tin\tmodern\ttimes\tmisplaced\tfears\tare\tthe bane\t of\t daily\t life,\t leaving\t us\t suffering\t from\t frets,\t angst,\t and\t garden variety\t worries\u2014or\t at\t pathological\t extreme,\t from\t panic\t attacks, phobias,\tor\tobsessive-compulsive\tdisorder. Say\tyou\u2019re\talone\tone\tnight\tat\thome,\treading\ta\tbook,\twhen\tsuddenly you\t hear\t a\t crash\t in\t another\t room.\t What\t happens\t in\t your\t brain\t over the\t next\t moments\t offers\t a\t window\t into\t the\t neural\t circuitry\t of\t fear, and\t the\t role\t of\t the\t amygdala\t as\t an\t alarm\t system.\t The\t first\t brain circuit\tinvolved\tsimply\ttakes\tin\tthat\tsound\tas\traw\tphysical\twaves\tand transforms\t them\t into\t the\t language\t of\t the\t brain\t to\t startle\t you\t into alertness.\t This\t circuit\t goes\t from\t the\t ear\t to\t the\t brainstem\t and\t then\t to the\t thalamus.\t From\t there\t two\t branches\t separate:\t a\t smaller\t bundle\t of projections\t leads\t to\t the\t amygdala\t and\t the\t nearby\t hippocampus;\t the other,\t larger\t pathway\t leads\t to\t the\t auditory\t cortex\t in\t the\t temporal lobe,\twhere\tsounds\tare\tsorted\tout\tand\tcomprehended. The\thippocampus,\ta\tkey\tstorage\tsite\tfor\tmemory,\tquickly\tsorts\tthat \u201ccrash\u201d\t against\t other\t similar\t sounds\t you\u2019ve\t heard,\t to\t see\t if\t it\t is familiar\u2014is\t this\t \u201ccrash\u201d\t one\t that\t you\t immediately\t recognize? Meanwhile\t the\t auditory\t cortex\t is\t doing\t a\t more\t sophisticated\t analysis of\t the\t sound\t to\t try\t to\t understand\t its\t source\u2014is\t it\t the\t cat?\t A\t shutter","banging\t in\t the\t wind?\t A\t prowler?\t The\t auditory\t cortex\t comes\t up\t with its\thypothesis\u2014it\tmight\tbe\tthe\tcat\tknocking\ta\tlamp\toff\tthe\ttable,\tsay, but\t it\t might\t also\t be\t a\t prowler\u2014and\t sends\t that\t message\t to\t the amygdala\t and\t hippocampus,\t which\t quickly\t compare\t it\t to\t similar memories. If\t the\t conclusion\t is\t reassuring\t (it\u2019s\t only\t the\t shutter\t that\t bangs whenever\tit\tgets\ttoo\twindy)\tthen\tthe\tgeneral\talert\tdoes\tnot\tescalate\tto the\t next\t level.\t But\t if\t you\t are\t still\t unsure,\t another\t coil\t of\t circuitry reverberating\t between\t amygdala,\t hippocampus,\t and\t the\t prefrontal cortex\t further\t heightens\t your\t uncertainty\t and\t fixates\t your\t attention, making\t you\t even\t more\t concerned\t about\t identifying\t the\t source\t of\t the sound.\t If\t no\t satisfying\t answer\t comes\t from\t this\t further\t keen\t analysis, the\t amygdala\t triggers\t an\t alarm,\t its\t central\t area\t activating\t the hypothalamus,\tthe\tbrainstem,\tand\tthe\tautonomic\tnervous\tsystem. The\t superb\t architecture\t of\t the\t amygdala\t as\t a\t central\t alarm\t system for\t the\t brain\t becomes\t evident\t in\t this\t moment\t of\t apprehension\t and subliminal\t anxiety.\t The\t several\t bundles\t of\t neurons\t in\t the\t amygdala each\t have\t a\t distinct\t set\t of\t projections\t with\t receptors\t primed\t for different\t neurotransmitters,\t something\t like\t those\t home\t alarm companies\twhere\toperators\tstand\tat\tthe\tready\tto\tsend\tout\tcalls\tto\tthe local\t fire\t department,\t police,\t and\t a\t neighbor\t whenever\t a\t home security\tsystem\tsignals\ttrouble. Different\tparts\tof\tthe\tamygdala\treceive\tdiffering\tinformation.\tTo\tthe amygdala\u2019s\t lateral\t nucleus\t come\t projections\t from\t the\t thalamus\t and auditory\t and\t visual\t cortices.\t Smells,\t via\t the\t olfactory\t bulb,\t come\t to the\tcorticomedial\tarea\tof\tthe\tamygdala,\tand\ttastes\tand\tmessages\tfrom the\t viscera\t go\t to\t the\t central\t area.\t These\t incoming\t signals\t make\t the amygdala\ta\tcontinual\tsentinel,\tscrutinizing\tevery\tsensory\texperience. From\t the\t amygdala\t projections\t extend\t out\t to\t every\t major\t part\t of the\t brain.\t From\t the\t central\t and\t medial\t areas\t a\t branch\t goes\t to\t the areas\tof\tthe\thypothalamus\tthat\tsecrete\tthe\tbody\u2019s\temergency-response substance,\t corticotropin-releasing\t hormone\t (CRH),\t which\t mobilizes the\t fight-or-flight\t reaction\t via\t a\t cascade\t of\t other\t hormones.\t The amygdala\u2019s\t basal\t area\t sends\t out\t branches\t to\t the\t corpus\t striatum, linking\t into\t the\t brain\u2019s\t system\t for\t movement.\t And,\t via\t the\t nearby central\tnucleus,\tthe\tamygdala\tsends\tsignals\tto\tthe\tautonomic\tnervous system\tvia\tthe\tmedulla,\tactivating\ta\twide\trange\tof\tfar-flung\tresponses in\tthe\tcardiovascular\tsystem,\tthe\tmuscles,\tand\tthe\tgut. From\t the\t amygdala\u2019s\t basolateral\t area,\t arms\t go\t to\t the\t cingulate cortex\t and\t to\t the\t fibers\t known\t as\t the\t \u201ccentral\t gray,\u201d\t cells\t that","regulate\tthe\tlarge\tmuscles\tof\tthe\tskeleton.\tIt\tis\tthese\tcells\tthat\tmake\ta dog\t snarl\t or\t that\t arch\t the\t back\t of\t a\t cat\t threatening\t an\t interloper\t on its\tterritory.\tIn\thumans\tthese\tsame\tcircuits\ttighten\tthe\tmuscles\tof\tthe vocal\tcords,\tcreating\tthe\thigh-pitched\tvoice\tof\tfright. Still\tanother\tpathway\tfrom\tthe\tamygdala\tleads\tto\tthe\tlocus\tceruleus in\t the\t brainstem,\t which\t in\t turn\t manufactures\t norepinephrine\t (also called\t\u201cnoradrenaline\u201d)\tand\tdisperses\tit\tthroughout\tthe\tbrain.\tThe\tnet effect\t of\t norepinephrine\t is\t to\t heighten\t the\t overall\t reactivity\t of\t the brain\tareas\tthat\treceive\tit,\tmaking\tthe\tsensory\tcircuits\tmore\tsensitive. Norepinephrine\t suffuses\t the\t cortex,\t the\t brainstem,\t and\t the\t limbic system\t itself,\t in\t essence\t setting\t the\t brain\t on\t edge.\t Now\t even\t the ordinary\t creaking\t of\t the\t house\t can\t send\t a\t tremor\t of\t fear\t coursing through\t you.\t Most\t of\t these\t changes\t go\t on\t outside\t awareness,\t so\t that you\tare\tnot\tyet\taware\tyou\tfeel\tfear. But\t as\t you\t begin\t to\t actually\t feel\t fear\u2014that\t is,\t as\t the\t anxiety\t that had\t been\t unconscious\t pierces\t awareness\u2014the\t amygdala\t seamlessly commands\ta\twide-ranging\tresponse.\tIt\tsignals\tcells\tin\tthe\tbrainstem\tto put\t a\t fearful\t expression\t on\t your\t face,\t make\t you\t edgy\t and\t easily startled,\t freeze\t unrelated\t movements\t your\t muscles\t had\t underway, speed\t your\t heart\t rate\t and\t raise\t your\t blood\t pressure,\t and\t slow\t your breathing\t (you\t may\t notice\t yourself\t suddenly\t holding\t your\t breath when\tyou\tfirst\tfeel\tfearful,\tall\tthe\tbetter\tto\thear\tmore\tclearly\twhat\tit is\t you\t are\t fearful\t of).\t That\t is\t only\t one\t part\t of\t a\t wide,\t carefully coordinated\t array\t of\t changes\t the\t amygdala\t and\t connected\t areas orchestrate\tas\tthey\tcommandeer\tthe\tbrain\tin\ta\tcrisis. Meanwhile\t the\t amygdala,\t along\t with\t the\t interconnected hippocampus,\t directs\t the\t cells\t that\t send\t key\t neurotransmitters,\t for example,\t to\t trigger\t releases\t of\t dopamine\t that\t lead\t to\t the\t riveting\t of attention\t on\t the\t source\t of\t your\t fear\u2014the\t strange\t sounds\u2014and\t put your\t muscles\t at\t readiness\t to\t react\t accordingly.\t At\t the\t same\t time\t the amygdala\t signals\t sensory\t areas\t for\t vision\t and\t attention,\t making\t sure that\t the\t eyes\t seek\t out\t whatever\t is\t most\t relevant\t to\t the\t emergency\t at hand.\t Simultaneously\t cortical\t memory\t systems\t are\t reshuffled\t so\t that knowledge\t and\t memories\t most\t relevant\t to\t the\t particular\t emotional urgency\t will\t be\t most\t readily\t recalled,\t taking\t precedence\t over\t other less\trelevant\tstrands\tof\tthought. Once\tthese\tsignals\thave\tbeen\tsent,\tyou\tare\tpitched\tinto\tfull-fledged fear:\t you\t become\t aware\t of\t the\t characteristic\t tightness\t in\t your\t gut, your\t speeding\t heart,\t the\t tightening\t of\t the\t muscles\t around\t your\t neck and\t shoulders\t or\t the\t trembling\t of\t your\t limbs;\t your\t body\t freezes\t in","place\t as\t you\t strain\t your\t attention\t to\t hear\t any\t further\t sounds,\t and your\t mind\t races\t with\t possible\t lurking\t dangers\t and\t ways\t to\t respond. This\tentire\tsequence\u2014from\tsurprise\tto\tuncertainty\tto\tapprehension\tto fear\u2014can\tbe\ttelescoped\twithin\ta\tsecond\tor\tso.\t(For\tmore\tinformation, see\tJerome\tKagan,\tGalen\u2019s\tProphecy.\tNew\tYork:\tBasic\tBooks,\t1994.)","APPENDIX\tD W.\tT.\tGrant\tConsortium:\tActive\tIngredients\tof Prevention\tPrograms Key\tingredients\tof\teffective\tprograms\tinclude: EMOTIONAL\tSKILLS \u2022\tIdentifying\tand\tlabeling\tfeelings \u2022\tExpressing\tfeelings \u2022\tAssessing\tthe\tintensity\tof\tfeelings \u2022\tManaging\tfeelings \u2022\tDelaying\tgratification \u2022\tControlling\timpulses \u2022\tReducing\tstress \u2022\tKnowing\tthe\tdifference\tbetween\tfeelings\tand\tactions COGNITIVE\tSKILLS \u2022\t Self-talk\u2014conducting\t an\t \u201cinner\t dialogue\u201d\t as\t a\t way\t to\t cope\t with\t a topic\tor\tchallenge\tor\treinforce\tone\u2019s\town\tbehavior \u2022\t Reading\t and\t interpreting\t social\t cues\u2014for\t example,\t recognizing social\t influences\t on\t behavior\t and\t seeing\t oneself\t in\t the\t perspective of\tthe\tlarger\tcommunity \u2022\t Using\t steps\t for\t problem-solving\t and\t decision-making\u2014for\t instance, controlling\t impulses,\t setting\t goals,\t identifying\t alternative\t actions, anticipating\tconsequences\t\u2022\tUnderstanding\tthe\tperspective\tof\tothers \u2022\t Understanding\t behavioral\t norms\t (what\t is\t and\t is\t not\t acceptable behavior) \u2022\tA\tpositive\tattitude\ttoward\tlife \u2022\tSelf-awareness\u2014for\texample,\tdeveloping\trealistic\texpectations\tabout oneself","BEHAVIORAL\tSKILLS \u2022\t Nonverbal\u2014communicating\t through\t eye\t contact,\t facial expressiveness,\ttone\tof\tvoice,\tgestures,\tand\tso\ton \u2022\t Verbal\u2014making\t clear\t requests,\t responding\t effectively\t to\t criticism, resisting\t negative\t influences,\t listening\t to\t others,\t helping\t others, participating\tin\tpositive\tpeer\tgroups SOURCE:\t W.\t T.\t Grant\t Consortium\t on\t the\t School-Based\t Promotion\t of Social\t Competence,\t \u201cDrug\t and\t Alcohol\t Prevention\t Curricula,\u201d\t in\t J. David\t Hawkins\t et\t al.,\t Communities\t That\t Care\t (San\t Francisco:\t Jossey- Bass,\t1992).","APPENDIX\tE The\tSelf\tScience\tCurriculum Main\tcomponents: \u2022\t Self-awareness:\t observing\t yourself\t and\t recognizing\t your\t feelings; building\t a\t vocabulary\t for\t feelings;\t knowing\t the\t relationship\t between thoughts,\tfeelings,\tand\treactions \u2022\t Personal\t decision-making:\t examining\t your\t actions\t and\t knowing their\tconsequences;\tknowing\tif\tthought\tor\tfeeling\tis\truling\ta\tdecision; applying\tthese\tinsights\tto\tissues\tsuch\tas\tsex\tand\tdrugs \u2022\t Managing\t feelings:\t monitoring\t \u201cself-talk\u201d\t to\t catch\t negative messages\t such\t as\t internal\t put-downs;\t realizing\t what\t is\t behind\t a feeling\t (e.g.,\t the\t hurt\t that\t underlies\t anger);\t finding\t ways\t to\t handle fears\tand\tanxieties,\tanger,\tand\tsadness \u2022\t Handling\t stress:\t learning\t the\t value\t of\t exercise,\t guided\t imagery, relaxation\tmethods \u2022\tEmpathy:\t understanding\t others\u2019\t feelings\t and\t concerns\t and\t taking their\t perspective;\t appreciating\t the\t differences\t in\t how\t people\t feel about\tthings \u2022\t Communications:\t talking\t about\t feelings\t effectively:\t becoming\t a good\t listener\t and\t question-asker;\t distinguishing\t between\t what someone\t does\t or\t says\t and\t your\t own\t reactions\t or\t judgments\t about\t it; sending\t\u201cI\u201d\tmessages\tinstead\tof\tblame \u2022\t Self-disclosure:\t valuing\t openness\t and\t building\t trust\t in\t a relationship;\tknowing\twhen\tit\u2019s\tsafe\tto\trisk\ttalking\tabout\tyour\tprivate feelings \u2022\tInsight:\t identifying\t patterns\t in\t your\t emotional\t life\t and\t reactions; recognizing\tsimilar\tpatterns\tin\tothers \u2022\tSelf-acceptance:\tfeeling\tpride\tand\tseeing\tyourself\tin\ta\tpositive\tlight; recognizing\t your\t strengths\t and\t weaknesses;\t being\t able\t to\t laugh\t at yourself \u2022\t Personal\t responsibility:\t taking\t responsibility;\t recognizing\t the consequences\t of\t your\t decisions\t and\t actions,\t accepting\t your\t feelings and\tmoods,\tfollowing\tthrough\ton\tcommitments\t(e.g.,\tto\tstudying)","\u2022\tAssertiveness:\t stating\t your\t concerns\t and\t feelings\t without\t anger\t or passivity \u2022\t Group\t dynamics:\t cooperation;\t knowing\t when\t and\t how\t to\t lead, when\tto\tfollow \u2022\t Conflict\t resolution:\t how\t to\t fight\t fair\t with\t other\t kids,\t with\t parents, with\tteachers;\tthe\twin\/win\tmodel\tfor\tnegotiating\tcompromise SOURCE:\t Karen\t F.\t Stone\t and\t Harold\t Q.\t Dillehunt,\t Self\t Science:\t The Subject\tIs\tMe\t(Santa\tMonica:\tGoodyear\tPublishing\tCo.,\t1978).","APPENDIX\tF Social\tand\tEmotional\tLearning:\tResults Child\tDevelopment\tProject Eric\tSchaps,\tDevelopment\tStudies\tCenter,\tOakland,\tCalifornia. Evaluation\t in\t schools\t in\t Northern\t California,\t grades\t K-6;\t rating\t by independent\tobservers,\tcomparing\twith\tcontrol\tschools. RESULTS: \u2022\tmore\tresponsible \u2022\tmore\tassertive \u2022\tmore\tpopular\tand\toutgoing \u2022\tmore\tpro-social\tand\thelpful \u2022\tbetter\tunderstanding\tof\tothers \u2022\tmore\tconsiderate,\tconcerned \u2022\tmore\tpro-social\tstrategies\tfor\tinterpersonal\tproblem-solving \u2022\tmore\tharmonious \u2022\tmore\t\u201cdemocratic\u201d \u2022\tbetter\tconflict-resolution\tskills SOURCES:\t E.\t Schaps\t and\t V.\t Battistich,\t \u201cPromoting\t Health\t Development Through\tSchool-Based\tPrevention:\tNew\tApproaches,\u201d\tOSAP\tPrevention Monograph,\t no.\t 8:\t Preventing\t Adolescent\t Drug\t Use:\t From\t Theory\t to Practice.\tEric\tGopelrud\t(ed.),\tRockville,\tMD:\tOffice\tof\tSubstance\tAbuse Prevention,\tU.S.\tDept.\tof\tHealth\tand\tHuman\tServices,\t1991. D.\t Solomon,\t M.\t Watson,\t V.\t Battistich,\t E.\t Schaps,\t and\t K.\t Delucchi, \u201cCreating\t a\t Caring\t Community:\t Educational\t Practices\t That\t Promote Children\u2019s\t Prosocial\t Development,\u201d\t in\t F.\t K.\t Oser,\t A.\t Dick,\t and\t J.-L. Patry,\teds.,\tEffective\t and\t Responsible\t Teaching:\t The\t New\t Synthesis\t(San Francisco:\tJossey-Bass,\t1992).","Paths Mark\tGreenberg,\tFast\tTrack\tProject,\tUniversity\tof\tWashington. Evaluated\t in\t schools\t in\t Seattle,\t grades\t 1\u20135;\t ratings\t by\t teachers, comparing\t matched\t control\t students\t among\t 1)\t regular\t students,\t 2) deaf\tstudents,\t3)\tspecial-education\tstudents. RESULTS: \u2022\tImprovement\tin\tsocial\tcognitive\tskills \u2022\tImprovement\tin\temotion,\trecognition,\tand\tunderstanding \u2022\tBetter\tself-control \u2022\tBetter\tplanning\tfor\tsolving\tcognitive\ttasks \u2022\tMore\tthinking\tbefore\tacting \u2022\tMore\teffective\tconflict\tresolution \u2022\tMore\tpositive\tclassroom\tatmosphere SPECIAL-NEEDS\tSTUDENTS: Improved\tclassroom\tbehavior\ton: \u2022\tFrustration\ttolerance \u2022\tAssertive\tsocial\tskills \u2022\tTask\torientation \u2022\tPeer\tskills \u2022\tSharing \u2022\tSociability \u2022\tSelf-control IMPROVED\tEMOTIONAL\tUNDERSTANDING: \u2022\tRecognition \u2022\tLabeling \u2022\tDecreases\tin\tself-reports\tof\tsadness\tand\tdepression \u2022\tDecrease\tin\tanxiety\tand\twithdrawal SOURCES:\t Conduct\t Problems\t Research\t Group,\t \u201cA\t Developmental\t and Clinical\tModel\tfor\tthe\tPrevention\tof\tConduct\tDisorder:\tThe\tFast\tTrack","Program,\u201d\tDevelopment\tand\tPsychopathology\t4\t(1992). M.\t T.\t Greenberg\t and\t C.\t A.\t Kusche,\t Promoting\t Social\t and\t Emotional Development\tin\tDeaf\tChildren:\tThe\tPATHS\tProject\t(Seattle:\tUniversity\tof Washington\tPress,\t1993). M.\t T.\t Greenberg,\t C.\t A.\t Kusche,\t E.\t T.\t Cook,\t and\t J.\t P.\t Quamma, \u201cPromoting\t Emotional\t Competence\t in\t School-Aged\t Children:\t The Effects\t of\t the\t PATHS\t Curriculum,\u201d\t Development\t and\t Psychopathology\t 7 (1995). Seattle\tSocial\tDevelopment\tProject J.\t David\t Hawkins,\t Social\t Development\t Research\t Group,\t University\t of Washington Evaluated\tin\tSeattle\telementary\tand\tmiddle\tschools\tby\tindependent testing\tand\tobjective\tstandards,\tin\tcomparison\tto\tnonprogram\tschools. RESULTS: \u2022\tMore\tpositive\tattachment\tto\tfamily\tand\tschool \u2022\tBoys\tless\taggressive,\tgirls\tless\tself-destructive \u2022\tFewer\tsuspensions\tand\texpulsions\tamong\tlow-achieving\tstudents \u2022\tLess\tdrug-use\tinitiation \u2022\tLess\tdelinquency \u2022\tBetter\tscores\ton\tstandardized\tachievement\ttests SOURCES:\t E.\t Schaps\t and\t V.\t Battistich,\t \u201cPromoting\t Health\t Development Through\tSchool-Based\tPrevention:\tNew\tApproaches,\u201d\tOSAP\tPrevention Monograph,\t no.\t 8:\t Preventing\t Adolescent\t Drug\t Use:\t From\t Theory\t to Practice.\tEric\tGopelrud\t(ed.),\tRockville,\tMD:\tOffice\tof\tSubstance\tAbuse Prevention,\tU.S.\tDept.\tof\tHealth\tand\tHuman\tServices,\t1991. J.\tD.\tHawkins\tet\tal.,\t\u201cThe\tSeattle\tSocial\tDevelopment\tProject,\u201d\tin\tJ. McCord\tand\tR.\tTremblay,\teds.,\tThe\tPrevention\tof\tAntisocial\tBehavior\tin Children\t(New\tYork:\tGuilford,\t1992). J.\t D.\t Hawkins,\t E.\t Von\t Cleve,\t and\t R.\t F.\t Catalano,\t \u201cReducing\t Early Childhood\t Aggression:\t Results\t of\t a\t Primary\t Prevention\t Program,\u201d Journal\tof\tthe\tAmerican\tAcademy\tof\tChild\tand\tAdolescent\tPsychiatry\t30, 2\t(1991),\tpp.\t208\u201317. J.\tA.\tO\u2019Donnell,\tJ.\tD.\tHawkins,\tR.\tF.\tCatalano,\tR.\tD.\tAbbott,\tand\tL.","E.\t Day,\t \u201cPreventing\t School\t Failure,\t Drug\t Use,\t and\t Delinquency Among\t Low-Income\t Children:\t Effects\t of\t a\t Long-Term\t Prevention Project\tin\tElementary\tSchools,\u201d\tAmerican\tJournal\tof\tOrthopsychiatry\t65 (1994). Yale-New\tHaven\tSocial\tCompetence\tPromotion\tProgram Roger\tWeissberg,\tUniversity\tof\tIllinois\tat\tChicago Evaluated\t in\t New\t Haven\t Public\t Schools,\t grades\t 5\u20138,\t by independent\t observations\t and\t student\t and\t teacher\t reports,\t compared with\tcontrol\tgroup. RESULTS: \u2022\tImproved\tproblem-solving\tskills \u2022\tMore\tinvolvement\twith\tpeers \u2022\tBetter\timpulse\tcontrol \u2022\tImproved\tbehavior \u2022\tImproved\tinterpersonal\teffectiveness\tand\tpopularity \u2022\tEnhanced\tcoping\tskills \u2022\tMore\tskill\tin\thandling\tinterpersonal\tproblems \u2022\tBetter\tcoping\twith\tanxiety \u2022\tLess\tdelinquent\tbehaviors \u2022\tBetter\tconflict-resolution\tskills SOURCES:\t M.\t J.\t Elias\t and\t R.\t P.\t Weissberg,\t \u201cSchool-Based\t Social Competence\t Promotion\t as\t a\t Primary\t Prevention\t Strategy:\t A\t Tale\t of Two\tProjects,\u201d\tPrevention\tin\tHuman\tServices\t7,\t1\t(1990),\tpp.\t177\u2013200. M.\tCaplan,\tR.\tP.\tWeissberg,\tJ.\tS.\tGrober,\tP.\tJ.\tSivo,\tK.\tGrady,\tand\tC. Jacoby,\t\u201cSocial\tCompetence\tPromotion\twith\tInner-City\tand\tSuburban Young\t Adolescents:\t Effects\t of\t Social\t Adjustment\t and\t Alcohol\t Use,\u201d Journal\tof\tConsulting\tand\tClinical\tPsychology\t60,\t1\t(1992),\tpp.\t56\u201363. Resolving\tConflict\tCreatively\tProgram Linda\t Lantieri,\t National\t Center\t for\t Resolving\t Conflict\t Creatively Program\t (an\t initiative\t of\t Educators\t for\t Social\t Responsibility),\t New York\tCity","Evaluated\t in\t New\t York\t City\t schools,\t grades\t K-12,\t by\t teachers\u2019 ratings,\tpre-\tand\tpost-program. RESULTS: \u2022\tLess\tviolence\tin\tclass \u2022\tFewer\tverbal\tput-downs\tin\tclass \u2022\tMore-caring\tatmosphere \u2022\tMore\twillingness\tto\tcooperate \u2022\tMore\tempathy \u2022\tImproved\tcommunication\tskills SOURCE:\tMetis\tAssociates,\tInc.,\tThe\tResolving\tConflict\tCreatively\tProgram: 1988\u20131989.\t Summary\t of\t Significant\t Findings\t of\t RCCP\t New\t York\t Site (New\tYork:\tMetis\tAssociates,\tMay\t1990). The\tImproving\tSocial\tAwareness-Social\tProblem\tSolving\tProject Maurice\tElias,\tRutgers\tUniversity Evaluated\t in\t New\t Jersey\t schools,\t grades\t K-6,\t by\t teacher\t ratings, peer\tassessments,\tand\tschool\trecords,\tcompared\tto\tnonparticipants. RESULTS: \u2022\tMore\tsensitive\tto\tothers\u2019\tfeelings \u2022\tBetter\tunderstanding\tof\tthe\tconsequences\tof\ttheir\tbehavior \u2022\t Increased\t ability\t to\t \u201csize\t up\u201d\t interpersonal\t situations\t and\t plan appropriate\tactions \u2022\tHigher\tself-esteem \u2022\tMore\tprosocial\tbehavior \u2022\tSought\tout\tby\tpeers\tfor\thelp \u2022\tBetter\thandled\tthe\ttransition\tto\tmiddle\tschool \u2022\t Less\t antisocial,\t self-destructive,\t and\t socially\t disordered\t behavior, even\twhen\tfollowed\tup\tinto\thigh\tschool \u2022\tImproved\tlearning-to-learn\tskills \u2022\t Better\t self-control,\t social\t awareness,\t and\t social\t decision-making\t in and\tout\tof\tthe\tclassroom","SOURCES:\t M.\t J.\t Elias,\t M.\t A.\t Gara,\t T.\t F.\t Schuyler,\t L.\t R.\t Branden-Muller, and\t M.\t A.\t Sayette,\t \u201cThe\t Promotion\t of\t Social\t Competence: Longitudinal\t Study\t of\t a\t Preventive\t School-Based\t Program,\u201d\t American Journal\tof\tOrthopsychiatry\t61\t(1991),\tpp.\t409\u201317. M.\t J.\t Elias\t and\t J.\t Clabby,\t Building\t Social\t Problem\t Solving\t Skills: Guidelines\t From\t a\t School-Based\t Program\t (San\t Francisco:\t Jossey-Bass, 1992).","Resources The\t first\t edition\t of\t this\t book\t could\t not\t have\t had\t a\t page\t like\t this directing\t readers\t who\t want\t more\t information\t to\t the\t best\t resources\u2014 in\t 1995\t there\t were\t virtually\t no\t resources\t anywhere\t on\t emotional intelligence,\t while\t today\t they\t seem\t to\t be\t proliferating\t wildly.\t The mere\t existence\t of\t this\t page\t in\t itself\t signifies\t how\t much\t this\t field\t has advanced.\t For\t more\t in-depth\t access\t to\t tools\t and\t research\t findings, practical\t resources,\t and\t key\t people\t in\t this\t field,\t I\t recommend\t the following\t organizations,\t websites,\t and\t books.\t (I\u2019ve\t tried\t to\t include only\tbooks\tI\u2019m\tfamiliar\twith\tthat\tare\tbased\ton\tsound\tresearch,\tbut\tmy failure\t to\t include\t a\t book\t does\t not\t mean\t it\t cannot\t be\t helpful\t or\t may not\tbe\tsound.) EDUCATION The\t Collaborative\t for\t Academic,\t Social,\t and\t Emotional\t Learning (CASEL),\t based\t at\t the\t University\t of\t Illinois\t at\t Chicago,\t seeks\t to enhance\t children\u2019s\t success\t in\t school\t and\t life\t by\t promoting\t evidence- based\tsocial,\temotional,\tand\tacademic\tlearning\tas\tan\tessential\tpart\tof education\t from\t preschool\t through\t high\t school.\t Website: www.casel.org. The\tCenter\tfor\tSocial\tand\tEmotional\tEducation\t(CSEE),\tat\tTeachers College,\t Columbia\t University,\t is\t an\t educational\t and\t professional development\t organization\t dedicated\t to\t supporting\t effective\t social emotional\t learning,\t teaching,\t and\t leadership\t in\t schools.\t Website: www.CSEE.net. Some\tModel\tSEL\tPrograms Responsive\tClassroom:\thttp:\/\/responsiveclassroom.org\/ Developmental\tStudies\tCenter:\thttp:\/\/www.devstu.org\/ Educators\tfor\tSocial\tResponsibility: \t\t\thttp:\/\/www.esrnational.org\/home.htm Search\tInstitute:\thttp:\/\/www.search-institute.org\/ Social\tDevelopment\tResearch\tGroup: \t\t\thttp:\/\/depts.washington.edu\/sdrg\/index.html","Learning\t Standards.\t For\t a\t model\t statewide\t policy\t setting\t detailed educational\t standards\t in\t social\t and\t emotional\t learning,\t see\t the\t work of\t the\t Illinois\t State\t Board\t of\t Education.\t This\t state-of-the-art, developmentally\t appropriate\t formulation\t could\t be\t adopted\t by\t any educational\t system\t seeking\t to\t offer\t SEL\t to\t its\t children.\t Website: www.isbe.net\/ils\/social_emotional\/standards.htm. Recommended\tBooks Bar-On,\t Reuven,\t J.\t G.\t Maree,\t and\t M.\t J.\t Elias,\t eds.\t Educating\t People\t to Be\t Emotionally\t Intelligent.\t Portsmouth,\t NH:\t Heinemann\t Educational Publishers,\t2005. Cohen,\t Jonathan,\t ed.\t Educating\t Minds\t and\t Hearts:\t Social\t Emotional Learning\tand\tthe\tPassage\tinto\tAdolescence.\tNew\tYork:\tTeachers\tCollege Press,\t1999. Collaborative\t for\t Academic,\t Social,\t and\t Emotional\t Learning.\t Safe\t and Sound:\t An\t Educational\t Leader\u2019s\t Guide\t to\t Evidence-based\t Social\t and Emotional\t Learning\t Programs.\t Chicago:\t Collaborative\t for\t Academic, Social,\tand\tEmotional\tLearning,\t2003. Elias,\t Maurice\t J.,\t A.\t Arnold,\t and\t C.\t S.\t Hussey,\t eds.\t EQ\t+\tIQ\t=\tBest Leadership\t Practices\t for\t Caring\t and\t Successful\t Schools.\tThousand\tOaks, CA:\tCorwin\tPress,\t2003. Elias,\t Maurice,\t et\t al.\t Promoting\t Social\t and\t Emotional\t Learning: Guidelines\t for\t Educators.\t Alexandria,\t VA:\t Association\t for\t Supervision and\tCurriculum\tDevelopment,\t1997. Haynes,\tNorris,\tMichael\tBen-Avie,\tand\tJacque\tEnsign.\tHow\tSocial\tand Emotional\t Development\t Add\t Up:\t Getting\t Results\t in\t Math\t and\t Science Education.\tNew\tYork:\tTeachers\tCollege\tPress,\t2003. Lantieri,\t Linda,\t and\t Janet\t Patti.\t Waging\t Peace\t in\t Our\t Schools.\t Boston: Beacon\tPress,\t1996. Novick,\t B.,\t J.\t S.\t Kress,\t and\t Maurice\t Elias.\t Building\t Learning Communities\t with\t Character:\t How\t to\t Integrate\t Academic,\t Social,\t and Emotional\t Learning.\t Alexandria,\t VA:\t Association\t for\t Supervision\t and Curriculum\tDevelopment,\t2002.","Patti,\tJanet,\tand\tJ.\tTobin.\tSmart\tSchool\tLeaders:\tLeading\twith\tEmotional Intelligence.\tDubuque,\tIA:\tKendall\tHunt,\t2003. Salovey,\t Peter,\t and\t David\t Sluyter,\t eds.\t Emotional\t Development\t and Emotional\tIntelligence:\tEducational\tImplications.\tNew\tYork:\tBasic\tBooks, 1997. Zins,\tJoseph,\tRoger\tWeissberg,\tMargaret\tWang,\tand\tHerbert\tWalberg. Building\t Academic\t Success\t on\t Social\t and\t Emotional\t Learning:\t What\t Does the\tResearch\tSay?\tNew\tYork:\tTeachers\tCollege\tPress,\t2004. ORGANIZATIONAL\tLIFE The\t Consortium\t for\t Research\t on\t Emotional\t Intelligence\t in Organizations\t is\t based\t in\t the\t Graduate\t School\t of\t Applied\t and Professional\t Psychology,\t Rutgers\t University.\t Director:\t Cary\t Cherniss. Website:\twww.eiconsortium.org. Recommended\tBooks Ashkanasy,\t Neal,\t Wilfred\t Zerbe,\t and\t Charmine\t Hartel.\t Managing Emotions\tin\tthe\tWorkplace.\tArmonk,\tNY:\tM.\tE.\tSharpe,\t2002. Boyatzis,\t Richard,\t and\t Annie\t McKee.\t Resonant\t Leadership:\t Inspiring Yourself\t and\t Others\t Through\t Mindfulness,\t Hope,\t and\t Compassion. Boston:\tHarvard\tBusiness\tSchool\tPress,\t2005. Caruso,\t David\t R.,\t and\t Peter\t Salovey.\t The\t Emotionally\t Intelligent Manager:\t How\t to\t Develop\t the\t Four\t Key\t Skills\t of\t Leadership.\t San Francisco:\tJossey-Bass,\t2004. Cherniss,\t Cary,\t and\t Daniel\t Goleman,\t eds.\t The\t Emotionally\t Intelligent Workplace:\t How\t to\t Select\t For,\t Measure,\t and\t Improve\t Emotional Intelligence\t in\t Individuals,\t Groups,\t and\t Organizations.\t San\t Francisco: Jossey-Bass,\t2001. Druskat,\tVanessa,\tFabio\tSala,\tand\tGerald\tMount,\teds.\tlinking\tEmotional Intelligence\t and\t Performance\t at\t Work:\t Current\t Research\t Evidence. Mahwah,\tNJ:\tLawrence\tErlbaum,\t2005. Fineman,\tStephen,\ted.\tEmotion\tin\tOrganizations,\t2nd\ted.\tLondon:\tSage","Publications,\t2000. Frost,\t Peter\t J.,\t Toxic\t Emotions\t at\t Work:\t How\t Compassionate\t Managers Handle\tPain\tand\tConflict.\tBoston:\tHarvard\tBusiness\tSchool\tPress,\t2003. Riggio,\t Ronald,\t Susan\t E.\t Murphy,\t and\t Francis\t Pirozzolo.\t Multiple Intelligences\tand\tLeadership.\tMahwah,\tNJ:\tLawrence\tErlbaum,\t2002. PARENTING Recommended\tBooks Elias,\tMaurice,\tSteven\tE.\tTobias,\tand\tBrian\tS.\tFriedlander,\tEmotionally Intelligent\tParenting:\tHow\tto\tRaise\ta\tSelf-disciplined,\tResponsible,\tSocially Skilled\tChild.\tNew\tYork:\tHarmony\tBooks,\t1999. Elias,\t Maurice,\t Steven\t E.\t Tobias,\t and\t Brian\t S.\t Friedlander.\t Raising Emotionally\tIntelligent\tTeenagers.\tNew\tYork:\tHarmony\tBooks,\t2000. Gottman,\t John.\t Raising\t an\t Emotionally\t Intelligent\t Child.\t New\t York: Simon\tand\tSchuster,\t1998. Schure,\t Myrna.\t Raising\t a\t Thinking\t Child.\t New\t York:\t Pocket\t Books, 1994. GENERAL 6\t Seconds\t is\t a\t nonprofit\t organization\t that\t supports\t emotional intelligence\tin\tschools,\tbusinesses,\tand\tfamilies,\twith\tan\tinternational scope.\t It\t is\t an\t excellent\t source\t for\t information\t on\t resources,\t articles, and\tconferences.\tWebsite:\twww.6seconds.org. Recommended\tBooks Bar-On,\t Reuven,\t and\t Parker,\t James\t D.\t A.,\t eds.\t Handbook\t of\t Emotional Intelligence.\tSan\tFrancisco:\tJossey-Bass,\t2000. Barrett,\t Lisa\t Feldman,\t and\t Peter\t Salovey.\t The\t Wisdom\t of\t Feeling: Psychological\t Processes\t in\t Emotional\t Intelligence.\t New\t York:\t Guilford Press,\t2002. Geher,\t G.,\t ed.\t Measuring\t Emotional\t Intelligence:\t Common\t Ground\t and","Controversy.\tHauppauge,\tNY:\tNova\tScience\tPublishers,\t2004. Salovey,\t Peter,\t Marc\t A.\t Brackett,\t and\t John\t D.\t Mayer.\t Emotional Intelligence:\tKey\tReadings\ton\tthe\tMayer\tand\tSalovey\tModel.\tPort\tChester, NY:\tDUDE\tPublishing,\t2004. Williams,\t Virginia,\t and\t Redford\t Williams.\t Lifeskills.\t New\t York:\t Times Books,\t1997. A\tThoughtful\tCritique: Matthews,\t Gerald,\t Moshe\t Zeidner,\t and\t Richard\t D.\t Roberts.\t Emotional Intelligence:\tScience\tand\tMyth.\tCambridge:\tMIT\tPress,\t2002.","For\tTara,\twellspring\tof\temotional\twisdom","Acknowledgments My\twife,\tTara\tBennett-Goleman,\ta\tpsychotherapist,\twas\ta\tfull\tcreative partner\t in\t the\t earliest\t stages\t of\t thinking\t that\t led\t to\t this\t book.\t Her attunement\t to\t the\t emotional\t currents\t that\t move\t beneath\t the\t surface of\tour\tthoughts\tand\tinteractions\topened\ta\tworld\tto\tme. I\tfirst\theard\tthe\tphrase\t\u201cemotional\tliteracy\u201d\tfrom\tEileen\tRockefeller Growald,\t then\t the\t founder\t and\t president\t of\t the\t Institute\t for\t the Advancement\t of\t Health.\t It\t was\t this\t casual\t conversation\t that\t piqued my\t interest\t and\t framed\t the\t investigations\t that\t finally\t became\t this book. Support\tfrom\tthe\tFetzer\tInstitute\thas\tallowed\tme\tthe\tluxury\tof\ttime to\texplore\tmore\tfully\twhat\t\u201cemotional\tliteracy\u201d\tmight\tmean,\tand\tI\tam grateful\tfor\tthe\tcrucial\tearly\tencouragement\tof\tRob\tLehman,\tpresident of\t the\t Institute,\t and\t an\t ongoing\t collaboration\t with\t David\t Sluyter, program\t director\t there.\t It\t was\t Rob\t Lehman\t who,\t early\t on\t in\t my explorations,\turged\tme\tto\twrite\ta\tbook\tabout\temotional\tliteracy. Among\t my\t most\t profound\t debts\t is\t to\t the\t hundreds\t of\t researchers who\t over\t the\t years\t have\t shared\t their\t findings\t with\t me,\t and\t whose efforts\t are\t reviewed\t and\t synthesized\t here.\t To\t Peter\t Salovey\t at\t Yale\t I owe\tthe\tconcept\tof\t\u201cemotional\tintelligence.\u201d\tI\thave\talso\tgained\tmuch from\t being\t privy\t to\t the\t ongoing\t work\t of\t many\t educators\t and practitioners\tof\tthe\tart\tof\tprimary\tprevention,\twho\tare\tat\tthe\tforefront of\tthe\tnascent\tmovement\tin\temotional\tliteracy.\tTheir\thands-on\tefforts to\tbring\theightened\tsocial\tand\temotional\tskills\tto\tchildren,\tand\tto\tre- create\t schools\t as\t more\t humane\t environments,\t have\t been\t inspiring. Among\t them\t are\t Mark\t Greenberg\t and\t David\t Hawkins\t at\t the University\t of\t Washington;\t Eric\t Schaps\t and\t Catherine\t Lewis\t at\t the Developmental\t Studies\t Center\t in\t Oakland,\t California;\t Tim\t Shriver\t at the\t Yale\t Child\t Studies\t Center;\t Roger\t Weissberg\t at\t the\t University\t of Illinois\t at\t Chicago;\t Maurice\t Elias\t at\t Rutgers;\t Shelly\t Kessler\t of\t the Goddard\t Institute\t on\t Teaching\t and\t Learning\t in\t Boulder,\t Colorado; Chevy\t Martin\t and\t Karen\t Stone\t McCown\t at\t the\t Nueva\t School\t in Hillsborough,\t California;\t Linda\t Lantieri,\t director\t of\t the\t National Center\t for\t Resolving\t Conflict\t Creatively\t in\t New\t York\t City;\t and\t Carol A.\tKusche,\tDevelopmental\tResearch\tand\tPrograms,\tSeattle. I\t have\t a\t special\t debt\t to\t those\t who\t reviewed\t and\t commented\t on","parts\t of\t this\t manuscript:\t Howard\t Gardner\t of\t the\t Graduate\t School\t of Education\t at\t Harvard\t University;\t Peter\t Salovey,\t of\t the\t psychology department\t at\t Yale\t University;\t Paul\t Ekman,\t director\t of\t the\t Human Interaction\tLaboratory\tat\tthe\tUniversity\tof\tCalifornia\tat\tSan\tFrancisco; Michael\tLerner,\tdirector\tof\tCommonweal\tin\tBolinas,\tCalifornia;\tDenis Prager,\t then\t director\t of\t the\t health\t program\t at\t the\t John\t D.\t and Catherine\t T.\t MacArthur\t Foundation;\t Mark\t Gerzon,\t director\t of Common\t Enterprise,\t Boulder,\t Colorado;\t Mary\t Schwab-Stone,\t MD, Child\t Studies\t Center,\t Yale\t University\t School\t of\t Medicine;\t David Spiegel,\t MD,\t Department\t of\t Psychiatry,\t Stanford\t University\t Medical School;\t Mark\t Greenberg,\t director\t of\t the\t Fast\t Track\t Program, University\t of\t Washington;\t Shoshona\t Zuboff,\t Harvard\t School\t of Business;\t Joseph\t LeDoux,\t Center\t for\t Neural\t Science,\t New\t York University;\t Richard\t Davidson,\t director\t of\t the\t Psychophysiology Laboratory,\tUniversity\tof\tWisconsin;\tPaul\tKaufman,\tMind\tand\tMedia, Point\t Reyes,\t California;\t Jessica\t Brackman,\t Naomi\t Wolf,\t and, especially,\tFay\tGoleman. Helpful\t scholarly\t consultations\t came\t from\t Page\t DuBois,\t a\t Greek scholar\t at\t the\t University\t of\t Southern\t California;\t Matthew\t Kapstein,\t a philosopher\tof\tethics\tand\treligion\tat\tColumbia\tUniversity;\tand\tSteven Rockefeller,\t intellectual\t biographer\t of\t John\t Dewey,\t at\t Middlebury College.\tJoy\tNolan\tgathered\tvignettes\tof\temotional\tepisodes;\tMargaret Howe\t and\t Annette\t Spychalla\t prepared\t the\t appendix\t on\t the\t effects\t of emotional\tliteracy\tcurricula.\tSam\tand\tSusan\tHarris\tprovided\tessential equipment. My\t editors\t at\t The\t New\t York\t Times\t over\t the\t last\t decade\t have\t been marvelously\t supportive\t of\t my\t many\t enquiries\t into\t new\t findings\t on the\t emotions,\t which\t first\t appeared\t in\t the\t pages\t of\t that\t paper\t and which\tinform\tmuch\tof\tthis\tbook. Toni\t Burbank,\t my\t editor\t at\t Bantam\t Books,\t offered\t the\t editorial enthusiasm\tand\tacuity\tthat\tsharpened\tmy\tresolve\tand\tthinking. And\t Tara\t provided\t the\t cocoon\t of\t warmth,\t love,\t and\t intelligence that\tnurtured\tthis\tproject\talong.","Notes Introduction \t\t\t1.\tJ.\tA.\tDurlak\tand\tR.\tP.\tWeissberg,\t\u201cA\tMajor\tMeta-analysis\tof\tPositive\tYouth\tDevelopment Programs,\u201d\tpresentation\tat\tthe\tannual\tmeeting\tof\tthe\tAmerican\tPsychological\tAssociation, Washington,\t DC,\t August\t 2005.\t See\t also\t R.\t P.\t Weissberg,\t \u201cSocial\t and\t Emotional\t Learning for\t School\t and\t Life\t Success,\u201d\t address\t to\t the\t Society\t for\t Community\t Research\t and\t Action (APA\t Division\t 27),\t Distinguished\t Contribution\t to\t Theory\t and\t Research\t Award,\t at\t the annual\t meeting\t of\t the\t American\t Psychological\t Association,\t Washington,\t D.C.,\t August 2005. \t\t\t2.\tN.\tR.\tRiggs,\tM.\tT.\tGreenberg,\tC.\tA.\tKusche,\tand\tM.\tA.\tPentz,\t\u201cThe\tRole\tof\tNeurocognitive Change\t in\t the\t Behavioral\t Outcomes\t of\t a\t Social-Emotional\t Prevention\t Program\t in Elementary\tSchool\tStudents:\tEffects\tof\tthe\tPATHS\tCurriculum,\u201d\t2005,\tunder\treview. \t\t\t3.\tThe\tEI\tmodel\tseems\tto\tbe\temerging\tas\tan\tinfluential\tframework\twithin\tpsychology.\tThe span\t of\t psychological\t fields\t that\t now\t are\t informed\t by\t (and\t inform)\t the\t EI\t model\t range from\t neuroscience\t to\t health\t psychology.\t The\t areas\t with\t strongest\t connections\t to\t EI include:\t development,\t education,\t clinical\t and\t counseling,\t social,\t and industrial\/organizational\t psychology,\t among\t others.\t Indeed,\t segments\t on\t EI\t are\t now routinely\tincluded\tin\tmany\tcollege-level\tand\tgraduate\tcourses\tin\tthese\tsubjects. \t\t\t4.\t J.\t D.\t Mayer,\t P.\t Salovey,\t and\t D.\t R.\t Caruso,\t \u201cModels\t of\t Emotional\t Intelligence,\u201d\t in\t R.\t J. Sternberg,\t ed.,\t Handbook\t of\t Intelligence,\t Cambridge,\t Eng.:\t Cambridge\t University\t Press, 2000. \t\t\t5.\tChildren\trated\tin\t1999:\tThomas\tM.\tAchenbach\tet\tal.,\t\u201cAre\tAmerican\tChildren\u2019s\tProblems Still\t Getting\t Worse?\t A\t 23-year\t Comparison,\u201d\t Journal\t of\t Abnormal\t Child\t Psychology,\t 31 (2003):\t1\u201311.","PART\tONE:\tTHE\tEMOTIONAL\tBRAIN Chapter\t1.\tWhat\tAre\tEmotions\tFor? \t\t\t1.\tAssociated\tPress,\tSeptember\t15,\t1993. \t\t\t2.\tThe\ttimelessness\tof\tthis\ttheme\tof\tselfless\tlove\tis\tsuggested\tby\thow\tpervasive\tit\tis\tin\tworld myth:\tThe\tJataka\ttales,\ttold\tthroughout\tmuch\tof\tAsia\tfor\tmillennia,\tall\tnarrate\tvariations on\tsuch\tparables\tof\tself-sacrifice. \t \t \t 3.\t Altruistic\t love\t and\t human\t survival:\t The\t evolutionary\t theories\t that\t posit\t the\t adaptive advantages\tof\taltruism\tare\twell-summarized\tin\tMalcolm\tSlavin\tand\tDaniel\tKriegman,\tThe Adaptive\tDesign\tof\tthe\tHuman\tPsyche\t(New\tYork:\tGuilford\tPress,\t1992). \t \t \t 4.\t Much\t of\t this\t discussion\t is\t based\t on\t Paul\t Ekman\u2019s\t key\t essay,\t \u201cAn\t Argument\t for\t Basic Emotions,\u201d\tCognition\tand\tEmotion,\t6,\t1992,\tpp.\t169\u2013200.\tThis\tpoint\tis\tfrom\tP.\tN.\tJohnson- Laird\tand\tK.\tOatley\u2019s\tessay\tin\tthe\tsame\tissue\tof\tthe\tjournal. \t\t\t5.\tThe\tshooting\tof\tMatilda\tCrabtree:\tThe\tNew\tYork\tTimes,\tNov.\t11,\t1994. \t\t\t6.\tOnly\tin\tadults:\tAn\tobservation\tby\tPaul\tEkman,\tUniversity\tof\tCalifornia\tat\tSan\tFrancisco. \t \t \t 7.\t Body\t changes\t in\t emotions\t and\t their\t evolutionary\t reasons:\t Some\t of\t the\t changes\t are documented\t in\t Robert\t W.\t Levenson,\t Paul\t Ekman,\t and\t Wallace\t V.\t Friesen,\t \u201cVoluntary Facial\t Action\t Generates\t Emotion-Specific\t Autonomous\t Nervous\t System\t Activity,\u201d Psychophysiology,\t 27,\t 1990.\t This\t list\t is\t culled\t from\t there\t and\t other\t sources.\t At\t this\t point such\t a\t list\t remains\t speculative\t to\t a\t degree;\t there\t is\t scientific\t debate\t over\t the\t precise biological\tsignature\tof\teach\temotion,\twith\tsome\tresearchers\ttaking\tthe\tposition\tthat\tthere is\tfar\tmore\toverlap\tthan\tdifference\tamong\temotions,\tor\tthat\tour\tpresent\tability\tto\tmeasure the\t biological\t correlates\t of\t emotion\t is\t too\t immature\t to\t distinguish\t among\t them\t reliably. For\tthis\tdebate\tsee:\tPaul\tEkman\tand\tRichard\tDavidson,\teds.,\tFundamental\tQuestions\tAbout Emotions\t(New\tYork:\tOxford\tUniversity\tPress,\t1994). \t\t\t8.\tAs\tPaul\tEkman\tputs\tit,\t\u201cAnger\tis\tthe\tmost\tdangerous\temotion;\tsome\tof\tthe\tmain\tproblems destroying\tsociety\tthese\tdays\tinvolve\tanger\trun\tamok.\tIt\u2019s\tthe\tleast\tadaptive\temotion\tnow because\t it\t mobilizes\t us\t to\t fight.\t Our\t emotions\t evolved\t when\t we\t didn\u2019t\t have\t the technology\t to\t act\t so\t powerfully\t on\t them.\t In\t prehistoric\t times,\t when\t you\t had\t an instantaneous\trage\tand\tfor\ta\tsecond\twanted\tto\tkill\tsomeone,\tyou\tcouldn\u2019t\tdo\tit\tvery\teasily \u2014but\tnow\tyou\tcan.\u201d \t\t\t9.\tErasmus\tof\tRotterdam,\tIn\tPraise\tof\tFolly,\ttrans.\tEddie\tRadice\t(London:\tPenguin,\t1971),\tp. 87. 10.\t Such\t basic\t responses\t defined\t what\t might\t pass\t for\t the\t \u201cemotional\t life\u201d\u2014more\t aptly,\t an \u201cinstinct\t life\u201d\u2014of\t these\t species.\t More\t important\t in\t evolutionary\t terms,\t these\t are\t the decisions\t crucial\t to\t survival;\t those\t animals\t that\t could\t do\t them\t well,\t or\t well\t enough,","survived\t to\t pass\t on\t their\t genes.\t In\t these\t early\t times,\t mental\t life\t was\t brutish:\t the\t senses and\ta\tsimple\trepertoire\tof\treactions\tto\tthe\tstimuli\tthey\treceived\tgot\ta\tlizard,\tfrog,\tbird,\tor fish\u2014and,\tperhaps,\ta\tbrontosaurus\u2014through\tthe\tday.\tBut\tthis\trunt\tbrain\tdid\tnot\tyet\tallow for\twhat\twe\tthink\tof\tas\tan\temotion. 11.\tThe\tlimbic\tsystem\tand\temotions:\tR.\tJoseph,\tThe\tNaked\tNeuron:\tEvolution\tand\tthe\tLanguages of\tthe\tBrain\tand\tBody\t(New\tYork:\tPlenum\tPublishing,\t1993);\tPaul\tD.\tMacLean,\tThe\tTriune Brain\tin\tEvolution\t(New\tYork:\tPlenum,\t1990). 12.\tRhesus\tinfants\tand\tadaptability:\t\u201cAspects\tof\temotion\tconserved\tacross\tspecies,\u201d\tNed\tKalin, M.D.,\t Departments\t of\t Psychology\t and\t Psychiatry,\t University\t of\t Wisconsin,\t prepared\t for the\tMacArthur\tAffective\tNeuroscience\tMeeting,\tNov.,\t1992. Chapter\t2.\tAnatomy\tof\tan\tEmotional\tHijacking \t \t \t 1.\t The\t case\t of\t the\t man\t with\t no\t feelings\t was\t described\t by\t R.\t Joseph,\t op.\t cit.\t p.\t 83.\t On\t the other\t hand,\t there\t may\t be\t some\t vestiges\t of\t feeling\t in\t people\t who\t lack\t an\t amygdala\t (see Paul\t Ekman\t and\t Richard\t Davidson,\t eds.,\t Questions\t About\t Emotion.\t New\t York:\t Oxford University\t Press,\t 1994).\t The\t different\t findings\t may\t hinge\t on\t exactly\t which\t parts\t of\t the amygdala\t and\t related\t circuits\t were\t missing;\t the\t last\t word\t on\t the\t detailed\t neurology\t of emotion\tis\tfar\tfrom\tin. \t \t \t 2.\t Like\t many\t neuroscientists,\t LeDoux\t works\t at\t several\t levels,\t studying,\t for\t instance,\t how specific\tlesions\tin\ta\trat\u2019s\tbrain\tchange\tits\tbehavior;\tpainstakingly\ttracing\tthe\tpath\tof\tsingle neurons;\tsetting\tup\telaborate\texperiments\tto\tcondition\tfear\tin\trats\twhose\tbrains\thave\tbeen surgically\taltered.\tHis\tfindings,\tand\tothers\treviewed\there,\tare\tat\tthe\tfrontier\tof\texploration in\t neuroscience,\t and\t so\t remain\t somewhat\t speculative\u2014particularly\t the\t implications\t that seem\t to\t flow\t from\t the\t raw\t data\t to\t an\t understanding\t of\t our\t emotional\t life.\t But\t LeDoux\u2019s work\t is\t supported\t by\t a\t growing\t body\t of\t converging\t evidence\t from\t a\t variety\t of neuroscientists\twho\tare\tsteadily\tlaying\tbare\tthe\tneural\tunderpinnings\tof\temotions.\tSee,\tfor example,\t Joseph\t LeDoux,\t \u201cSensory\t Systems\t and\t Emotion,\u201d\t Integrative\t Psychiatry,\t 4,\t 1986; Joseph\t LeDoux,\t \u201cEmotion\t and\t the\t Limbic\t System\t Concept,\u201d\t Concepts\t in\t Neuroscience,\t 2, 1992. \t \t \t 3.\t The\t idea\t of\t the\t limbic\t system\t as\t the\t brain\u2019s\t emotional\t center\t was\t introduced\t by neurologist\t Paul\t MacLean\t more\t than\t forty\t years\t ago.\t In\t recent\t years\t discoveries\t like LeDoux\u2019s\t have\t refined\t the\t limbic\t system\t concept,\t showing\t that\t some\t of\t its\t central structures\t like\t the\t hippocampus\t are\t less\t directly\t involved\t in\t emotions,\t while\t circuits linking\t other\t parts\t of\t the\t brain\u2014particularly\t the\t prefrontal\t lobes\u2014to\t the\t amygdala\t are more\t central.\t Beyond\t that,\t there\t is\t a\t growing\t recognition\t that\t each\t emotion\t may\t call\t on distinct\tbrain\tareas.\tThe\tmost\tcurrent\tthinking\tis\tthat\tthere\tis\tnot\ta\tneatly\tdefined\tsingle \u201cemotional\t brain,\u201d\t but\t rather\t several\t systems\t of\t circuits\t that\t disperse\t the\t regulation\t of\t a given\t emotion\t to\t farflung,\t but\t coordinated,\t parts\t of\t the\t brain.\t Neuroscientists\t speculate that\t when\t the\t full\t brain\t mapping\t of\t the\t emotions\t is\t accomplished,\t each\t major\t emotion","will\thave\tits\town\ttopography,\ta\tdistinct\tmap\tof\tneuronal\tpathways\tdetermining\tits\tunique qualities,\t though\t many\t or\t most\t of\t these\t circuits\t are\t likely\t to\t be\t interlinked\t at\t key junctures\t in\t the\t limbic\t system,\t like\t the\t amygdala,\t and\t prefrontal\t cortex.\t See\t Joseph LeDoux,\t \u201cEmotional\t Memory\t Systems\t in\t the\t Brain,\u201d\t Behavioral\t and\t Brain\t Research,\t 58, 1993. \t\t\t4.\tBrain\tcircuitry\tof\tdifferent\tlevels\tof\tfear:\tThis\tanalysis\tis\tbased\ton\tthe\texcellent\tsynthesis in\tJerome\tKagan,\tGalen\u2019s\tProphecy\t(New\tYork:\tBasic\tBooks,\t1994). \t\t\t5.\tI\twrote\tabout\tJoseph\tLeDoux\u2019s\tresearch\tin\tThe\tNew\tYork\tTimes\ton\tAugust\t15,\t1989.\tThe discussion\t in\t this\t chapter\t is\t based\t on\t interviews\t with\t him,\t and\t several\t of\t his\t articles, including\t Joseph\t LeDoux,\t \u201cEmotional\t Memory\t Systems\t in\t the\t Brain,\u201d\t Behavioural\t Brain Research,\t58,\t1993:\tJoseph\tLeDoux,\t\u201cEmotion,\tMemory\tand\tthe\tBrain,\u201d\tScientific\tAmerican, June,\t 1994;\t Joseph\t LeDoux,\t \u201cEmotion\t and\t the\t Limbic\t System\t Concept,\u201d\t Concepts\t in Neuroscience,\t2,\t1992. \t \t \t 6.\t Unconscious\t preferences:\t William\t Raft\t Kunst-Wilson\t and\t R.\t B.\t Zajonc,\t \u201cAffective Discrimination\tof\tStimuli\tThat\tCannot\tBe\tRecognized,\u201d\tScience\t(Feb.\t1,\t1980). \t \t \t 7.\t Unconscious\t opinion:\t John\t A.\t Bargh,\t \u201cFirst\t Second:\t The\t Preconscious\t in\t Social Interactions,\u201d\t presented\t at\t the\t meeting\t of\t the\t American\t Psychological\t Society, Washington,\tDC\t(June\t1994). \t \t \t 8.\t Emotional\t memory:\t Larry\t Cahill\t et\t al.,\t \u201cBeta-adrenergic\t activation\t and\t memory\t for emotional\tevents,\u201d\tNature\t(Oct.\t20,\t1994). \t \t \t 9.\t Psychoanalytic\t theory\t and\t brain\t maturation:\t the\t most\t detailed\t discussion\t of\t the\t early years\t and\t the\t emotional\t consequences\t of\t brain\t development\t is\t Allan\t Schore,\t Affect Regulation\tand\tthe\tOrigin\tof\tSelf\t(Hillsdale,\tNJ:\tLawrence\tErlbaum\tAssociates,\t1994). 10.\t Dangerous,\t even\t if\t you\t don\u2019t\t know\t what\t it\t is:\t LeDoux,\t quoted\t in\t \u201cHow\t Scary\t Things\t Get That\tWay,\u201d\tScience\t(Nov.\t6,\t1992),\tp.\t887. 11.\t Much\t of\t this\t speculation\t about\t the\t fine-tuning\t of\t emotional\t response\t by\t the\t neocortex comes\tfrom\tNed\tKalin,\top.\tcit. 12.\t A\t closer\t look\t at\t the\t neuroanatomy\t shows\t how\t the\t prefrontal\t lobes\t act\t as\t emotional managers.\tMuch\tevidence\tpoints\tto\tpart\tof\tthe\tprefrontal\tcortex\tas\ta\tsite\twhere\tmost\tor\tall cortical\tcircuits\tinvolved\tin\tan\temotional\treaction\tcome\ttogether.\tIn\thumans,\tthe\tstrongest connections\t between\t neocortex\t and\t amygdala\t run\t to\t the\t left\t prefrontal\t lobe\t and\t the temporal\t lobe\t below\t and\t to\t the\t side\t of\t the\t frontal\t lobe\t (the\t temporal\t lobe\t is\t critical\t in identifying\t what\t an\t object\t is).\t Both\t these\t connections\t are\t made\t in\t a\t single\t projection, suggesting\t a\t rapid\t and\t powerful\t pathway,\t a\t virtual\t neural\t highway.\t The\t single-neuron projection\t between\t the\t amygdala\t and\t prefrontal\t cortex\t runs\t to\t an\t area\t called\t the orbitofrontal\t cortex.\t This\t is\t the\t area\t that\t seems\t most\t critical\t for\t assessing\t emotional responses\tas\twe\tare\tin\tthe\tmidst\tof\tthem\tand\tmaking\tmid-course\tcorrections. \t \t \t \t The\t orbitofrontal\t cortex\t both\t receives\t signals\t from\t the\t amygdala\t and\t has\t its\t own","intricate,\t extensive\t web\t of\t projections\t throughout\t the\t limbic\t brain.\t Through\t this\t web\t it plays\t a\t role\t in\t regulating\t emotional\t responses\u2014including\t inhibiting\t signals\t from\t the limbic\tbrain\tas\tthey\treach\tother\tareas\tof\tthe\tcortex,\tthus\ttoning\tdown\tthe\tneural\turgency of\tthose\tsignals.\tThe\torbitofrontal\tcortex\u2019s\tconnections\tto\tthe\tlimbic\tbrain\tare\tso\textensive that\t some\t neuroanatomists\t have\t called\t it\t a\t kind\t of\t \u201climbic\t cortex\u201d\u2014the\t thinking\t part\t of the\temotional\tbrain.\tSee\tNed\tKalin,\tDepartments\tof\tPsychology\tand\tPsychiatry,\tUniversity of\tWisconsin,\t\u201cAspects\tof\tEmotion\tConserved\tAcross\tSpecies,\u201d\tan\tunpublished\tmanuscript prepared\t for\t the\t MacArthur\t Affective\t Neuroscience\t Meeting.\t November,\t 1992;\t and\t Allan Schore,\tAffect\tRegulation\tand\tthe\tOrigin\tof\tSelf\t(Hillsdale,\tNJ:\tLawrence\tErlbaum\tAssociates, 1994). \t \t \t \t There\t is\t not\t only\t a\t structural\t bridge\t between\t amygdala\t and\t prefrontal\t cortex,\t but,\t as always,\ta\tbiochemical\tone:\tboth\tthe\tventromedial\tsection\tof\tthe\tprefrontal\tcortex\tand\tthe amygdala\t are\t especially\t high\t in\t concentrations\t of\t chemical\t receptors\t for\t the neurotransmitter\t serotonin.\t This\t brain\t chemical\t seems,\t among\t other\t things,\t to\t prime cooperation:\t monkeys\t with\t extremely\t high\t density\t of\t receptors\t for\t serotonin\t in\t the\t pre- frontal-amygdala\tcircuit\tare\t\u201csocially\twell-tuned,\u201d\twhile\tthose\twith\tlow\tconcentrations\tare hostile\t and\t antagonistic.\t See\t Antonio\t Damosio,\t Descartes\u2019\t Error\t (New\t York: Grosset\/Putnam,\t1994). 13.\tAnimal\tstudies\tshow\tthat\twhen\tareas\tof\tthe\tprefrontal\tlobes\tare\tlesioned,\tso\tthat\tthey\tno longer\t modulate\t emotional\t signals\t from\t the\t limbic\t area,\t the\t animals\t become\t erratic, impulsively\t and\t unpredictably\t exploding\t in\t rage\t or\t cringing\t in\t fear.\t A.\t R.\t Luria,\t the brilliant\tRussian\tneuropsychologist,\tproposed\tas\tlong\tago\tas\tthe\t1930s\tthat\tthe\tprefrontal cortex\t was\t key\t for\t self-control\t and\t constraining\t emotional\t outbursts;\t patients\t who\t had damage\t to\t this\t area,\t he\t noted,\t were\t impulsive\t and\t prone\t to\t flareups\t of\t fear\t and\t anger. And\ta\tstudy\tof\ttwo\tdozen\tmen\tand\twomen\twho\thad\tbeen\tconvicted\tof\timpulsive,\theat-of- passion\t murders\t found,\t using\t PET\t scans\t for\t brain\t imaging,\t that\t they\t had\t a\t much\t lower than\tusual\tlevel\tof\tactivity\tin\tthese\tsame\tsections\tof\tthe\tprefrontal\tcortex. 14.\t Some\t of\t the\t main\t work\t on\t lesioned\t lobes\t in\t rats\t was\t done\t by\t Victor\t Dennenberg,\t a psychologist\tat\tthe\tUniversity\tof\tConnecticut. 15.\t Left\t hemisphere\t lesions\t and\t joviality:\t G.\t Gianotti,\t \u201cEmotional\t behavior\t and\t hemispheric side\tof\tlesion,\u201d\tCortex,\t8.\t1972. 16.\tThe\tcase\tof\tthe\thappier\tstroke\tpatient\twas\treported\tby\tMary\tK.\tMorris,\tof\tthe\tDepartment of\tNeurology\tat\tthe\tUniversity\tof\tFlorida,\tat\tthe\tInternational\tNeurophysiological\tSociety Meeting,\tFebruary\t13\u201316,\t1991,\tin\tSan\tAntonio. 17.\t Prefrontal\t cortex\t and\t working\t memory:\t Lynn\t D.\t Selemon\t et\t al,\t \u201cPrefrontal\t Cortex,\u201d American\tJournal\tof\tPsychiatry,\t152,\t1995. 18.\t Faulty\t frontal\t lobes:\t Philip\t Harden\t and\t Robert\t Pihl,\t \u201cCognitive\t Function,\t Cardiovascular Reactivity,\t and\t Behavior\t in\t Boys\t at\t High\t Risk\t for\t Alcoholism,\u201d\t Journal\t of\t Abnormal Psychology,\t104,\t1995."]
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