Emotional inteligence
438/661emotional habits are malleable throughout life, withsome sustained effort, even at the neural level. Whathappens with the brain in PTSD (or in therapy, for thatmatter) is an analog of the effects all repeated or intenseemotional experiences bring, for better or for worse.Some of the most telling of such lessons come fromparent to child. There are very different emotionalhabits instilled by parents whose attunement means aninfant's emotional needs are acknowledged and met orwhose discipline includes empathy, on the one hand, orself-absorbed parents who ignore a child's distress orwho discipline capriciously by yelling and hitting. Muchpsychotherapy is, in a sense, a remedial tutorial for whatwas skewed or missed completely earlier in life. But whynot do what we can to prevent that need, by giving childrenthe nurturing and guidance that cultivates the essentialemotional skills in the first place?
PART FIVEEMOTIONAL LITERACY
- Page 388 and 389: endured semistarvation, the slaught
- Page 390 and 391: 390/661overwhelming terror. 4 While
- Page 392 and 393: and dying—or for a teacher there,
- Page 394 and 395: 394/661ceruleus—alerting the body
- Page 396 and 397: All these neural changes offer shor
- Page 398 and 399: of calm—the amygdala never relear
- Page 400 and 401: 400/661better outcome: sometimes in
- Page 402 and 403: ex-lover. The man brought them to a
- Page 404 and 405: 404/661friends and family to form a
- Page 406 and 407: 406/661The therapist encourages the
- Page 408 and 409: 408/661Aftereffects or occasional r
- Page 410 and 411: 410/661cannot keep it from reacting
- Page 412 and 413: 412/661habits of the heart learned
- Page 414 and 415: 414/661different pattern of brain a
- Page 416 and 417: 416/661monsters. Though he has felt
- Page 418 and 419: 418/661five infants falls into the
- Page 420 and 421: 420/661These sensitive children are
- Page 422 and 423: 422/661to help her up, and as I did
- Page 424 and 425: 424/661or the other type, says Davi
- Page 426 and 427: 426/661parents, and so how they lea
- Page 428 and 429: 428/661When the encounter takes pla
- Page 430 and 431: 430/661spontaneously outgrew their
- Page 432 and 433: 432/661was reopened, the animal was
- Page 434 and 435: The remarkable finding, though, was
- Page 436 and 437: 436/661switch for distress. The inf
- Page 440 and 441: 15The Cost of Emotional IlliteracyI
- Page 442 and 443: example, heroin and cocaine use amo
- Page 444 and 445: 444/661While any of these problems
- Page 446 and 447: both parents work long hours, so th
- Page 448 and 449: 448/661themselves as victims and ca
- Page 450 and 451: 450/661But studies that have follow
- Page 452 and 453: 452/661attracted to their defiant s
- Page 454 and 455: 454/661aggressive kids learn to con
- Page 456 and 457: 456/661Dana, sixteen, had always se
- Page 458 and 459: that predispose children to react t
- Page 460 and 461: 460/661worldwide. When I asked expe
- Page 462 and 463: 462/661more severe episodes later i
- Page 464 and 465: Indeed, when depressed children hav
- Page 466 and 467: 466/661when they get a worse grade
- Page 468 and 469: 468/661The good news: there is ever
- Page 470 and 471: Learning these emotional skills at
- Page 472 and 473: 472/661study allows a clean compari
- Page 474 and 475: 474/661observed that these girls "h
- Page 476 and 477: 476/661Ben then stalks off to his e
- Page 478 and 479: 478/661being sad, angry, or mischie
- Page 480 and 481: make the difference—even when all
- Page 482 and 483: 482/661the circle of friendship wit
- Page 484 and 485: 484/661One current scientific theor
- Page 486 and 487: 486/661helped ease their anxiety or
438/661
emotional habits are malleable throughout life, with
some sustained effort, even at the neural level. What
happens with the brain in PTSD (or in therapy, for that
matter) is an analog of the effects all repeated or intense
emotional experiences bring, for better or for worse.
Some of the most telling of such lessons come from
parent to child. There are very different emotional
habits instilled by parents whose attunement means an
infant's emotional needs are acknowledged and met or
whose discipline includes empathy, on the one hand, or
self-absorbed parents who ignore a child's distress or
who discipline capriciously by yelling and hitting. Much
psychotherapy is, in a sense, a remedial tutorial for what
was skewed or missed completely earlier in life. But why
not do what we can to prevent that need, by giving children
the nurturing and guidance that cultivates the essential
emotional skills in the first place?