美国国家公共电台 NPR The Perils Of Pushing Kids Too Hard, And How Parents Can Learn To Back Off

 

STEVE INSKEEP, HOST:

Part of a parent's job is to help a kid do their best. But pushing too hard can bring unintended consequences. As part of NPR's series How To Raise A Human, Allison Aubrey reports on one community that is trying to dial back the pressure. We should warn you that some details in this story are disturbing.

ALLISON AUBREY, BYLINE¹: On New Year's Eve back in 2012, Savannah Eason retreated into her bedroom and picked up a pair of scissors.

SAVANNAH EASON: I was panicking. And I was holding them up to my palm as if to cut myself. Clearly what was happening here was I needed someone to do something.

AUBREY: Her dad managed to wrestle² the scissors from her hands. But that night it became clear she needed help.

S. EASON: It was really scary. I was sobbing³ the whole time. I was falling apart.

AUBREY: Savannah was in high school at the time. And she says the pressure she felt to succeed, to aim high, had left her anxious and depressed⁴.

S. EASON: The thoughts that would go through my head were, this would all be so much easier if I just wasn't alive and I just didn't have to do anything anymore.

AUBREY: Looking back, Savannah, who's now 23, says the pressure started early. She lives in the town of Wilton, Conn. Her dad works in finance in New York City. It's a very high-achieving community. Everyone at her school seemed to be taking AP and honors courses, playing varsity or club sports and involved lots of extracurricular activities. But for Savannah, these high expectations began to feel like a trap.

S. EASON: Even though I was still getting A's and B's and mostly A's in all of my classes, all of my honors classes, I still felt like that wasn't good enough.

AUBREY: No matter how well she did, someone else was doing better.

S. EASON: The pressure that I put on myself was out of control.

AUBREY: Her mom, Genevieve Eason, says she put the pressure on, too.

GENEVIEVE EASON: I was talking to her by eighth grade about how she really needed to sort of figure out what her passions were so she could get involved in the right activities so she could really show a commitment to them so that that would look great on her college applications.

AUBREY: But she sees it differently now.

G. EASON: Up until that point I totally bought into the idea that we're supposed to push our kids to achieve. Like, if - when they encounter obstacles, we're supposed to kind of push them to overcome those.

AUBREY: But after Savannah's problems began, Genevieve says she backed off. She helped Savannah drop some of her tougher classes. But given the pressure cooker environment at school, Genevieve wondered how many other kids may also be struggling. To find out, she got together with some parents and counselors⁵ and worked with the school to do something very unusual. They hired a psychologist to come in and assess the entire student body.

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UNIDENTIFIED PERSON: All right, guys. If you didn't finish, you're going to finish for homework.

AUBREY: I walk into Wilton High School, and there's a bulletin board where seniors have pinned the logo of their college. I see Vanderbilt, Harvard, Dartmouth and Yale. Clearly many kids here excel. But after surveying 1,200 students at the high school, the results of the mental health assessment⁶ showed a lot of kids are struggling, too. Here's Principal Bob O'Donnell.

BOB O'DONNELL: The survey results definitely suggested that Wilton High School's rates of anxiety and depression with students was higher than national averages - significantly higher.

AUBREY: Compared to a national norm of 7 percent, about 30 percent of Wilton students had higher or much higher levels of internalizing symptoms, things like headaches and stomach aches. This means kids may hide their anxiety or depression, not talk about it, but on the inside, they're distressed⁷. Their survey also found rates of substance use were higher than average, too. I asked the psychologist who did the assessment, Suniya Luthar, if she was surprised by what she found.

SUNIYA LUTHAR: This is by no means unique to Wilton. It is a common phenomenon across high-achieving schools.

AUBREY: Luthar is a professor emerita at Columbia University's Teachers College. And she's published studies that document the elevated risks of kids who grow up in these communities. She says surprisingly, the rates rival what she's documented in low-income, inner-city schools.

LUTHAR: What we found is consistently the kids in high-achieving, relatively⁸ affluent⁹ communities are reporting much higher levels of substance use than inner-city kids. And levels of anxiety and depressive symptoms are also commensurate if not somewhat greater.

AUBREY: Her most recent study finds even when these high-achieving kids reach their mid-20s rates of substance abuse remain high. The alcohol or drugs are a form of self-medication. Genevieve Eason says she's not surprised.

G. EASON: People choose a community like this because they're trying to give their children all these great opportunities, but it comes at a cost. And we need to take this seriously.

AUBREY: Eason says the survey findings have been a wakeup call to the community. If 30 percent of kids had some kind of infectious disease, there'd be an immediate¹⁰ reaction. But 30 percent of kids feeling sad or distressed, much of it hidden or unspoken...

G. EASON: I think the challenge is understanding what to do about it.

AUBREY: Already Wilton is trying a bunch of things. There's more training for school counselors. And beginning in elementary school, there's new initiatives to teach kids coping skills to prevent anxiety and to give them more free time. But not everybody in Wilton is on board. After all, a lot of success does come from high expectations. So Eason says there's been some pushback.

G. EASON: It requires a culture shift. We have to get out of this focus on achievement at all costs. We have to broaden our definitions of success and celebrate more kinds of success.

AUBREY: Not just emphasizing an elite¹¹ college or a high-paying career. And for Genevieve's daughter Savannah, this has meant ignoring many of her community's expectations.

S. EASON: I don't want to work on Wall Street. That sounds miserable¹² to me. It always has.

AUBREY: She enrolled¹³ in culinary school, and she's training to be a pastry¹⁴ chef.

S. EASON: I'm never going to live the same lifestyle I did growing up because I'm not going to make that much money. But that's OK. It's not about how big your house is, what kind of car you drive. It's about happiness and peace.

AUBREY: This is a different kind of success.

S. EASON: I spend hours making a cake. And my favorite part is when you cut it up and people eat it 'cause that's the part where you bring joy to people. So that's what's important to me now.

AUBREY: And her parents are celebrating her success. Allison Aubrey, NPR News.

(SOUNDBITE OF PHILDEL'S "THE KISS")

1 byline   

n.署名；v.署名

参考例句：

• His byline was absent as well.他的署名也不见了。
• We wish to thank the author of this article which carries no byline.我们要感谢这篇文章的那位没有署名的作者。

2 wrestle   

vi.摔跤，角力；搏斗；全力对付

参考例句：

• He taught his little brother how to wrestle.他教他小弟弟如何摔跤。
• We have to wrestle with difficulties.我们必须同困难作斗争。

3 sobbing   

<主方>Ⅰ adj.湿透的

参考例句：

• I heard a child sobbing loudly. 我听见有个孩子在呜呜地哭。
• Her eyes were red with recent sobbing. 她的眼睛因刚哭过而发红。

4 depressed   

adj.沮丧的，抑郁的，不景气的，萧条的

参考例句：

• When he was depressed,he felt utterly divorced from reality.他心情沮丧时就感到完全脱离了现实。
• His mother was depressed by the sad news.这个坏消息使他的母亲意志消沉。

5 counselors   

n.顾问( counselor的名词复数 )；律师；（使馆等的）参赞；（协助学生解决问题的）指导老师

参考例句：

• Counselors began an inquiry into industrial needs. 顾问们开始调查工业方面的需要。 来自《现代英汉综合大词典》
• We have experienced counselors available day and night. ) 这里有经验的法律顾问全天候值班。） 来自超越目标英语 第4册

6 assessment   

n.评价；评估；对财产的估价，被估定的金额

参考例句：

• This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
• What is your assessment of the situation?你对时局的看法如何？

7 distressed   

痛苦的

参考例句：

• He was too distressed and confused to answer their questions. 他非常苦恼而困惑，无法回答他们的问题。
• The news of his death distressed us greatly. 他逝世的消息使我们极为悲痛。

8 relatively   

adv.比较...地，相对地

参考例句：

• The rabbit is a relatively recent introduction in Australia.兔子是相对较新引入澳大利亚的物种。
• The operation was relatively painless.手术相对来说不痛。

9 affluent   

adj.富裕的，富有的，丰富的，富饶的

参考例句：

• He hails from an affluent background.他出身于一个富有的家庭。
• His parents were very affluent.他的父母很富裕。

10 immediate   

adj.立即的；直接的，最接近的；紧靠的

参考例句：

• His immediate neighbours felt it their duty to call.他的近邻认为他们有责任去拜访。
• We declared ourselves for the immediate convocation of the meeting.我们主张立即召开这个会议。

11 elite   

n.精英阶层；实力集团；adj.杰出的，卓越的

参考例句：

• The power elite inside the government is controlling foreign policy.政府内部的一群握有实权的精英控制着对外政策。
• We have a political elite in this country.我们国家有一群政治精英。

12 miserable   

adj.悲惨的，痛苦的；可怜的，糟糕的

参考例句：

• It was miserable of you to make fun of him.你取笑他，这是可耻的。
• Her past life was miserable.她过去的生活很苦。

13 enrolled   

adj.入学登记了的v.[亦作enrol]( enroll的过去式和过去分词 )；登记，招收，使入伍（或入会、入学等），参加，成为成员；记入名册；卷起，包起

参考例句：

• They have been studying hard from the moment they enrolled. 从入学时起，他们就一直努力学习。 来自《简明英汉词典》
• He enrolled with an employment agency for a teaching position. 他在职业介绍所登了记以谋求一个教师的职位。 来自《简明英汉词典》

14 pastry   

n.油酥面团，酥皮糕点

参考例句：

• The cook pricked a few holes in the pastry.厨师在馅饼上戳了几个洞。
• The pastry crust was always underdone.馅饼的壳皮常常烤得不透。