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Daniel GolemanA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Goleman begins this chapter with a thought experiment: Imagine driving to work while trying to remember to stop at the dry cleaners on the way to drop off a suit. Suddenly, an ambulance siren sounds behind you, and you have to speed up to get out of the way. You try to regain your thoughts, but you’ve lost concentration. By the time you get to the office, you realize you’ve forgotten to go to the dry cleaners.
This narrative illustrates a concept Goleman calls “frazzle,” a level of stress that prevents the “high road” operations of the brain from working properly.
Another anecdote describes an activity in a Spanish language class: A student is trying to fill out a crossword puzzle with Spanish words, while their partner has the answer key and can give them hints, but only in Spanish. The students are so engaged in the game that when the bell rings, they stay in their chairs to finish the puzzles. Goleman describes this optimal learning “sweet spot” as involving full attention, enthusiastic interest, and positive emotional intensity. This creates a “moderate to challenging level of stress” that fuels engagement without creating panic or anxiety (272).
Goleman relates two more anecdotes that emphasize the damage caused by too much stress in a learning environment, specifically if that stress involves trying to avoid negative social outcomes like being shamed or belittled in front of classmates.
He then moves to the application of the “sweet spot” in business settings. A good boss, like a good caregiver or partner, should operate as a “secure base” for his employees so that they’re free to tackle challenges without becoming afraid of failure.
A final anecdote describes a teacher, Pamela, who had a disruptive student, Maeva. Quickly, Pamela realized that Maeva had very poor reading skills and that her disruptions stemmed from her frustration and shame around her struggles. Pamela enlisted the help of a special education teacher and made a special program for Maeva to gain reading skills. Though Maeva still disrupted class, Pamela persisted. Maeva turned a new leaf when she was able to help other struggling readers in her class.
The opening anecdote concerns Martin, a 15-year-old who has suffered horrific abuse from his father, violence in his home, and drug use from age eight onward. Martin is participating in a rehabilitative treatment as an alternative to a juvenile detention center. He lives in a group home with other young offenders and adult supervisors. The young men operate in teams of 10, looking out for one another as they engage in their treatment program. This new treatment plan allows the young men to construct a “secure base” for their peers and helps them build their social abilities. This program has kept the recidivism rate for teenage graduates of this program to around 8%, compared to the 30% rate of recidivism in states like Maryland and Florida.
In Kalamazoo, voters faced a similar dilemma while trying to make a plan to replace the city’s overcrowded youth prison. Some people wanted a new, more secure prison, while others wanted an end to youth prisons entirely.
A juvenile jail for young adults seems to punish the victims of abuse and neglect more than it keeps dangerous criminals off the streets. Goleman proposes a new approach toward the concept of “correction,” one that that takes advantage of social neuroplasticity, the use of positive interactions to reshape the young brain. He suggests that violent urges can be explained by a deficit in the circuitry running from the OFC to the amygdala, a deficit that could be corrected through social epigenetics and the application of social science strategies.
A neighborhood in Boston’s South Side has implemented a community garden in a formerly vacant lot as a way to improve cohesion in the neighborhood. Other communities use similar measures to promote positive community connections, reducing isolation and creating a large “safe base” for the children in their community.
Goleman introduces a personal anecdote about his friend’s son Brad, who suffers from alcohol addiction and poor impulse control. Brad was assigned to a pilot program for prisoners who show hope for rehabilitation. Despite his anger issues, Brad found himself following the advice of the program when another prisoner challenged him to a fight, and instead Brad de-escalated and tried to establish a sincere connection with the other prisoner. The strategy worked, and Brad no longer had any trouble with his fellow inmate.
In Pennsylvania, six young men were convicted of arson after they burned down a landmark bridge in their town. The town held a meeting to discuss the matter with the arsonists. After witnessing the true pain of the community, as well as the shame of their parents and friends, the men were “distraught and contrite” (295). This meeting is an exercise in restorative justice, which focuses on making the perpetrators of crimes face the emotional aftermath of their actions.
The opening anecdote describes the last years of apartheid in South Africa. A group of white business executives and Black community leaders had been discreetly meeting for four days, working to plan and conduct leadership seminars together in preparation for the coming end of apartheid. At the end of the program, one of the white men stood up and confessed that he had been raised to think of Black people as animals. He then burst into tears.
Us/them is the plural form of I/it and operates on the same principle: The “us” represents real people, and the “them” does not. The amygdala inside each individual’s brain is vulnerable to instantaneous impulses of anger and fear, which can then turn into prejudice and hatred. The amygdala can create emotional reactions that dehumanize others, turning the others into a “them.”
Implicit biases are the product of the “low road” and exist in everyone. They can skew perceptions without the knowledge of the individual subject to them. Recent research, however, has shown that stereotypes and prejudices “are fluid” and can shift. Especially helpful is when people are primed to remember their “secure base”—a partner, parent, or mentor who feels safe—before confronting their implicit biases. From their secure position, people are more willing to change.
Part 6 explores the social dynamics inherent in achievement. Goleman describes the difficulty of accessing the “sweet spot” of achievement: One cannot think clearly when too stressed, but it is also difficult to engage when boredom “fogs the brain” with a different kind of distraction (268). Boredom can destroy motivation. The “sweet spot” for productivity lies between those two states: engaged but not frazzled, calm but not bored. Creating that state of engagement is the task of a skilled leader, who can also operate as a “secure base” for the people who depend on them. Goleman considers The Neurobiology of Relationship Dynamics as it pertains to effective leadership within organizations. He describes a socially intelligent and effective boss as a great listener who is encouraging, humorous, empathetic, decisive, and humble. While no one can effectively embody all those traits to everyone’s satisfaction, Goleman provides examples of people who deployed some of them to great effect. Pamela, Maeva’s determined reading coach, succeeded in engaging Maeva in reading by addressing the lack of skills that caused her frustration. Pamela also acted as Maeva’s “secure base” while she gained confidence in reading. Goleman points out the necessity of warm, caring teachers like Pamela for students who are struggling. Accessing that “sweet spot” leads Goleman into describing neuroplasticity, or the ability to shape others’ brains through intentional social action.
The restorative justice detailed by Goleman in the case of the six young arsonists is a prime example of effective social shaping of neuroplasticity. This approach to criminal justice arises from The Modern Science of Social Pathology. These young men were able to understand for the first time the connection between their crime and the victims. These programs attempt to facilitate reform by recognizing the role of neuroplasticity in shaping outcomes: Instead of isolating offenders among other criminals and leaving them to fend for themselves, leading to traumatic experiences that may reshape the neural circuitry in ways that lead to future violence, restorative justice aims to provide experiences that help offenders develop empathy for their victims and understand the consequences of their actions.
Goleman then expands the concept of restorative neuroplasticity to larger communities. He details the efforts of juvenile prison reformers and community leaders in reshaping environments to encourage prosocial behavior. Prosocial behavior would involve seeing everyone in a community as part of “us.” Unfortunately, communities often dehumanize other communities, allowing them to justify cruel actions toward them. Communities of incarcerated people in jails and prisons are especially likely to be dehumanized in this way. From the Irish Civil War to the Rwandan genocide, neighbors can create systems of us/them relationships that seem deeply embedded in their respective cultures. However, social neuroplasticity can also work to undo biases held between cultures.
By Daniel Goleman
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