Emotional inteligence
ineffective. A few, to the chagrin of educators, evenseemed to increase the likelihood of the problems theywere meant to head off, particularly drug abuse and teensex.Information Is Not Enough492/661An instructive case in point is sexual abuse of children.As of 1993, about two hundred thousand substantiatedcases were reported annually in the United States, withthat number growing by about 10 percent per year. Andwhile estimates vary widely, most experts agree thatbetween 20 and 30 percent of girls and about half thatnumber of boys are victims of some form of sexual abuseby age seventeen (the figures rise or fall dependingon how sexual abuse is defined, among other factors). 65There is no single profile of a child who is particularlyvulnerable to sexual abuse, but most feel unprotected,unable to resist on their own, and isolated by what hashappened to them.With these risks in mind, many schools have begun tooffer programs to prevent sexual abuse. Most such programsare tightly focused on basic information aboutsexual abuse, teaching kids, for example, to know thedifference between "good" and "bad" touching, alertingthem to the dangers, and encouraging them to tell anadult if anything untoward happens to them. But a
national survey of two thousand children found that thisbasic training was little better than nothing—or actuallyworse than nothing—in helping children do somethingto prevent being victimized, whether by a school bully ora potential child molester. 66 Worse, the children whohad only such basic programs and who had subsequendybecome victims of sexual assault were actuallyhalf as likely to report it afterward than were childrenwho had had no programs at all.By contrast, children given more comprehensivetraining—including related emotional and social competences—werebetter able to protect themselves againstthe threat of being victimized: they were far more likelyto demand to be left alone, to yell or fight back, tothreaten to tell, and to actually tell if something bad didhappen to them. This last benefit—reporting the abuse—ispreventive in a telling sense: many child molestersvictimize hundreds of children. A study of childmolesters in their forties found that, on average, theyhad one victim a month since their teenage years. A reporton a bus driver and a high-school computer teacherreveals they molested about three hundred childreneach year between them—yet not one of the children reportedthe sexual abuse; the abuse came to light onlyafter one of the boys who had been abused by the teacherstarted to sexually abuse his sister. 67 493/661
- Page 442 and 443: example, heroin and cocaine use amo
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- Page 446 and 447: both parents work long hours, so th
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- 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
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- 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
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- 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
- Page 488 and 489: 488/661treated for addiction to her
- Page 490 and 491: 490/661core of resilience to surviv
- Page 494 and 495: 494/661Those children who got the m
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- Page 498 and 499: 16Schooling the EmotionsThe main ho
- Page 500 and 501: 500/661children who are faltering a
- Page 502 and 503: ingrained; as experiences are repea
- Page 504 and 505: A POINT OF CONTENTION504/661But as
- Page 506 and 507: 506/661could also be part of lighte
- Page 508 and 509: 508/661spiral into aggression. Whil
- Page 510 and 511: These are the topics of gripping im
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- Page 514 and 515: 514/661twenty thousand people emplo
- Page 516 and 517: bring in pictures of a person's fac
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- Page 520 and 521: negotiated. And since that is an ap
- Page 522 and 523: 522/661Such interventions work best
- Page 524 and 525: 524/661school, Hamburg notes, are a
- Page 526 and 527: 526/661By fourth and fifth grade, a
- Page 528 and 529: 528/661into incidents like the hall
- Page 530 and 531: 530/661I don't try to do the negati
- Page 532 and 533: 532/661important for those prone to
- Page 534 and 535: New Haven schools, when teachers fi
- Page 536 and 537: 536/661responsible adults volunteer
- Page 538 and 539: 538/661such as problems with girlfr
- Page 540 and 541: 540/661The story seems innocuous en
ineffective. A few, to the chagrin of educators, even
seemed to increase the likelihood of the problems they
were meant to head off, particularly drug abuse and teen
sex.
Information Is Not Enough
492/661
An instructive case in point is sexual abuse of children.
As of 1993, about two hundred thousand substantiated
cases were reported annually in the United States, with
that number growing by about 10 percent per year. And
while estimates vary widely, most experts agree that
between 20 and 30 percent of girls and about half that
number of boys are victims of some form of sexual abuse
by age seventeen (the figures rise or fall depending
on how sexual abuse is defined, among other factors). 65
There is no single profile of a child who is particularly
vulnerable to sexual abuse, but most feel unprotected,
unable to resist on their own, and isolated by what has
happened to them.
With these risks in mind, many schools have begun to
offer programs to prevent sexual abuse. Most such programs
are tightly focused on basic information about
sexual abuse, teaching kids, for example, to know the
difference between "good" and "bad" touching, alerting
them to the dangers, and encouraging them to tell an
adult if anything untoward happens to them. But a