Grit (46 page)

“resilience training”
:
The Penn Resilience Program was developed by Jane Gillham, Karen Reivich, and Lisa Jaycox. This school-based program teaches
cognitive-behavioral and social-emotional skills to students using role plays, games, and interactive activities. See J. E. Gillham, K. J. Reivich, L.H. Jaycox, and M. E. P. Seligman, “Preventing Depressive Symptoms in Schoolchildren: Two Year Follow-up,”
Psychological Science
6 (1995): 343–51. Martin E. P. Seligman, Peter Schulman, Robert J. DeRubeis, and Steven D. Hollon, “The Prevention of Depression and Anxiety,”
Prevention and Treatment
2 (1999). Note that a more recent meta-analytic review confirmed benefits of the program over twelve months post-intervention in comparison to no treatment, but not active treatment, control conditions: Steven M. Brunwasser, Jane E. Gillham, and Eric S. Kim, “A Meta-Analytic Review of the Penn Resiliency Program's Effect on Depressive Symptoms,”
Journal of Consulting and Clinical Psychology
77 (2009): 1042–54.

cognitive behavioral therapy
:
For more information on cognitive therapy, see
www.beckinstitute.org
.

“
I get back on my feet
”:
Rhonda Hughes, Helen Herrmann Professor of Mathematics Emeritus at Bryn Mawr College and cofounder of the EDGE Program, in conversation with the author, May 25, 2013.

“
Don't give up!
”:
Sylvia Bozeman, professor emeritus of mathematics at Spelman College, in correspondence with the author, October 14, 2015. Sylvia has made similar remarks in Edna Francisco, “Changing the Culture of Math,”
Science
, September 16, 2005. I should also note that sometimes there's nobody available to tell you to keep going. Psychologist Kristin Neff suggests thinking about what you would say to a friend who was struggling with a similar situation, and then to practice saying similar compassionate, understanding things to yourself.

“can quite overwhelm him”
:
John B. Watson,
Psychological Care of Infant and Child
(London: Unwin Brothers, 1928), 14.

“give them a pat on the head”
:
Ibid., 73.

“my parents were my foundation”
:
Don Amore, “Redemption for a Pure Passer?”
Hartford Courant
, January 29, 1995.

“I'd like to come home”
:
Grit: The True Story of Steve Young,
directed by Kevin Doman
(
Cedar Fort, KSL Television, and HomeSports, 2014), DVD.

“You're not coming back here”
:
Ibid.

“I threw over 10,000 spirals”
:
Steve Young with Jeff Benedict, “Ten Thousand Spirals,” chapter in forthcoming book, 2015,
http://www.jeffbenedict.com/index.php/blog/389-ten-thousand-spirals
.

“I couldn't get a hit”
:
Doman,
Grit: The True Story.

“you cannot quit”
:
Christopher W. Hunt, “Forever Young, Part II: Resolve in the Face of Failure,”
Greenwich Time
, February 2, 2013.

“and I'd be hitting them”
:
Doman,
Grit: The True Story.

“Endure to the end, Steve”
:
The Pro Football Hall of Fame, “Steve Young's Enshrinement Speech Transcript,” August 7, 2005.

“The name really fits him”
:
Doman,
Grit: The True Story.

ten thousand sit-ups in a row
:
Kevin Doman, “Grit: The True Story of Steve Young,”
Deseret News
, April 4, 2014.

“Our Steve is a great kid!”
:
Sherry and Grit Young, parents of Steve Young, in an interview with the author, August 23, 2015.

“Everything is contextual”
:
Steve Young, former quarterback of the San Francisco 49ers, in an interview with the author, August 18, 2015.

funniest comics in Britain
:
Observer
, “The A-Z of Laughter (Part Two),”
Guardian
, December 7, 2003.

“came from my family”
:
Francesca Martinez, comedian, in an interview with the author, August 4, 2015.

“then you can reassess”
:
Francesca Martinez,
What the **** Is Normal?!
(London: Virgin Books, 2014), 185.

“leave formal education”
:
Martinez, interview. In her book, Francesca gives a similar account.

“the throwing of objects”
:
Martinez,
What the **** Is Normal?!,
48.

“authoritative parenting”
:
Wendy S. Grolnick and Richard M. Ryan, “Parent Styles Associated with Children's Self-Regulation and Competence in School,”
Journal of Educational Psychology
81 (1989): 143–54. Earl S. Schaefer, “A Configurational Analysis of Children's Reports of Parent Behavior,”
Journal of Consulting Psychology
29 (1965): 552–57. Diana Baumrind, “Authoritative Parenting Revisited: History and Current Status,” in
Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development
, ed. Robert E. Larzelere, Amanda Sheffield Morris, and Amanda W. Harrist (Washington, D.C.: American Psychological Association, 2013), 11–34.

a moratorium on further research
:
Laurence Steinberg, “Presidential Address: We Know Some Things: Parent-Adolescent Relationships in Retrospect and Prospect,”
Journal of Research on Adolescence
11 (2001): 1–19.

warm, respectful, and demanding parents
:
Laurence Steinberg, Nina S. Mounts, Susie D. Lamborn, and Sanford M. Dornbusch, “Authoritative Parenting and Adolescent Adjustment Across Varied Ecological Niches,”
Journal of Research on Adolescence
1 (1991): 19–36.

across a decade or more
:
Koen Luyckx et al., “Parenting and Trajectories of Children's Maladaptive Behaviors: A 12-year Prospective Community Study,”
Journal of Clinical Child & Adolescent Psychology
40 (2011): 468–78.

messages their children receive
:
Earl S. Schaefer, “Children's Reports of Parental Behavior: An Inventory,”
Child Development
36 (1965): 413–24. Nancy Darling and Laurence Steinberg, “Parenting Style as Context: An Integrative Model,”
Psychological Bulletin
113 (1993): 487–96.

parenting assessment
:
Adapted with permission from Nancy Darling and Teru Toyokawa, “Construction and Validation of the Parenting Style Inventory II (PSI-II),” (unpublished manuscript, 1997).

as virtual “carbon copies”
:
Albert Bandura, Dorothea Ross, and Sheila Ross, “Imitation of Film-Mediated Aggressive Models,”
Journal of Abnormal and Social Psychology
66 (1963): 3–11.

“work toward distant goals”
:
Bloom,
Developing Talent
, 510.

“parents' own interests”
:
Ronald S. Brandt, “On Talent Development: A Conversation with Benjamin Bloom,”
Educational Leadership
43 (1985): 34.

the next generation
:
Center for Promise,
Don't Quit on Me: What Young People Who Left School Say About the Power of Relationships
(Washington, D.C.: America's Promise Alliance, 2015),
www.gradnation.org/report/dont-quit-me
.

“fifty-something, grizzled rocker”
:
Tobi Lütke, “The Apprentice Programmer,” Tobi Lütke's blog, March 3, 2013,
http://tobi.lutke.com/blogs/news/11280301-the-apprentice-programmer
.

emerging research on teaching
:
Kathryn R. Wentzel, “Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence,”
Child Development
73 (2002): 287–301. Douglas A. Bernstein, “Parenting and Teaching: What's the Connection in Our Classrooms?”
Psychology Teacher Network
, September 2013,
http://www.apa.org/ed/precollege/ptn/2013/09/parenting-teaching.aspx
.

1,892 different classrooms
:
Ronald F. Ferguson and Charlotte Danielson, “How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching,” in
Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project
, ed. Thomas J. Kane, Kerri A. Kerr, and Robert C. Pianta (San Francisco: Jossey-Bass, 2014), 98–133.

David Yeager and Geoff Cohen
:
David Scott Yeager et al., “Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide,”
Journal of Experimental Psychology
143 (2013): 804–24. For the research on highly effective tutors that originally inspired this intervention, see Mark R. Lepper and Maria Woolverton, “The Wisdom of Practice: Lessons Learned from the Study of Highly Effective Tutors,” in
Improving Academic Achievement: Impact of Psychological Factors on Education
, ed. Joshua Aronson (New York: Academic Press, 2002), 135–58.

“have very high expectations”
:
Yeager et al., “Breaking the Cycle”

Cody Coleman
:
Cody Coleman, PhD candidate in computer science at Stanford University, in conversation with the author, May 24, 2013.

Chantel Smith
:
Chantel Smith, mathematics teacher at Winslow Township High School, in conversation with the author, March 15, 2015.

“Stay positive”
:
Cody Coleman, interview by Stephanie Renée, 900AM-WURD, October 31, 2014.

both
challenged and having fun:
Reed W. Larson and Douglas Kleiber, “Daily Experience of Adolescents,” in
Handbook of Clinical Research and Practice with Adolescents
, ed. Patrick H. Tolan and Bertram J. Cohler (Oxford, UK: John Wiley & Sons, 1993), 125–45. Reed W. Larson, “Positive Development in a Disorderly World,”
Journal of Research on Adolescence
21 (2011): 317–34. Data are originally from Reed W. Larson, Giovanni Moneta, Maryse H. Richards, and Suzanne Wilson, “Continuity, Stability, and Change in Daily Emotional Experience Across Adolescence,”
Child Development
73 (2002): 1151–65.

Adapted with permission from Young et al. poster

See also David J. Shernoff, Mihaly Csikszentmihalyi, Barbara Schneider, and Elisa Steele Shernoff, “Student Engagement in High School Classrooms from the Perspective of Flow Theory,”
School Psychology Quarterly
18 (2003): 158–76. David J. Shernoff and Deborah Lowe Vandell, “Engagement in After-School Program Activities: Quality of Experience from the Perspective of Participants,”
Journal of Youth and Adolescence
36 (2007): 891–903. Kiyoshi Asakawa and Mihaly Csikszentmihalyi, “The Quality of Experience of Asian American Adolescents in Academic Activities: An Exploration of Educational Achievement,”
Journal of Research on Adolescence
8 (1998): 241–62.

involved in extracurriculars
:
Reed W. Larson, “Toward a Psychology of Positive Youth Development,”
American Psychologist
55 (2000): 170–83. See also Robert D. Putnam,
Our Kids: The American Dream in Crisis
(New York: Simon & Schuster, 2015), 174–82.

predicts better outcomes
:
For example, see Jennifer Fredricks and Jacquelynne S. Eccles, “Extracurricular Participation Associated with Beneficial
Outcomes? Concurrent and Longitudinal Relations,”
Developmental Psychology
42 (2006): 698–713.

playing video games
:
Bureau of Labor Statistics, “American Time Use Survey,” Average Hours Spent Per Day in Leisure and Sports Activities, by Youngest and Oldest Populations Graph, 2013,
http://www.bls.gov/TUS/CHARTS/LEISURE.HTM
. See also Vanessa R. Wight, Joseph Price, Suzanne M. Bianchi, and Bijou R. Hunt, “The Time Use of Teenagers,”
Social Science Research
38 (2009): 792–809.

success in adulthood
:
Margo Gardner, Jodie Roth, and Jeanne Brooks-Gunn, “Adolescents' Participation in Organized Activities and Developmental Success 2 and 8 Years After High School: Do Sponsorship, Duration, and Intensity Matter?”
Developmental Psychology
44 (2008): 814–30.