Hidden Potential--part 1

It has been a minute since I’ve read a book that I found exciting enough to share on this blog, but I just finished Hidden Potential by Adam Grant. For a book so grounded in research, this was an easy read, and it was full of some great information. Readers of this blog should assume that any useful information that I share came directly from Dr. Grant. This book is all about discovering and unleashing our true potential. It doesn’t contain hacks or shortcuts, in fact Adam acknowledges and writes about the amount of hard work involved, but he also talks about diverting our hard work into what will actually yield the best results instead of working hard and staying in the same place. 

Early in the book, Adam references a study from the 1980s that showed that adults who had a very experienced kindergarten teacher made significantly more money than adults who had a less experienced kindergarten teacher. It turns out they don’t become smarter or make better grades going through school because of their advantageous start. Grades tend to even out as kids go through school. The important things that kids seem to learn from a more experienced kindergarten teacher are character skills. Adam says that while our personalities show our predisposition and our tendencies, our character allows us to prioritize our values and move beyond our tendencies. The good news with this is that new research suggests our character isn’t cemented in place. We can continue to mold and adjust our character throughout our lives. 

The first important character trait for bringing out our hidden potential is tolerating discomfort. Facing the type of discomfort necessary for major growth requires three types of courage: letting go of what doesn’t work, jumping in and making attempts before you’re actually ready, and making more mistakes than others make attempts. Adam argues that waiting until we are comfortable before making our attempts stunts our growth. By jumping in and making our attempts (and, likewise, facing the discomfort of making mistakes) our growth increases exponentially. He brings up a paradox in learning: You can’t really be comfortable with anything until you’ve practiced enough to master it, but practicing before mastering something is uncomfortable, so people tend to avoid the practice. This leads to procrastination, which is a tendency when we’re outside of our comfort zone. Procrastination isn’t about avoiding the task, it’s about avoiding unpleasant and uncomfortable feelings. Many people fear that their mistakes make them look stupid, so it feels uncomfortable to make them. Owning our mistakes actually makes us smarter, more courageous, and expands our comfort zone. 

Adam wants to encourage us to be sponges, but not like the type that sits in your sink. He means the organisms that live in the ocean. They are durable, adaptive survivors that filter out harmful or toxic substances as they bring in the nutrients that they need. He refers to absorptive capacity as, “The ability to recognize, value, assimilate, and apply new information.” Our absorptive capacity depends heavily on whether we simply react to what comes into our awareness vs. proactively seeking out information, skills, and perspectives. It also depends on whether we filter new information as something that will feed our own egos vs something that inspires growth. Being reactive limits our growth because we aren’t actively seeking out ways to grow. Being ego driven also limits us because we reject feedback and anything perceived as negative about us because it’s too uncomfortable. Someone who is both proactive and growth oriented is constantly seeking out new ways to learn and get better, and they welcome feedback as a way of learning from mistakes and continuing to improve themselves. Good feedback is hard to come by, though. It is easy to be a critic or a cheerleader, but those that only focus on telling you about your weaknesses aren’t telling you what you’re doing right. Likewise, those that only celebrate your strengths aren’t telling you how to improve your weaknesses. It is very possible to be both kind and tell others how they can improve. Adam recommends that if you find yourself surrounded by only cheerleaders or critics it is best to ask for advice. This shifts the focus to coaching you on how to be better tomorrow. It’s also not a bad thing if you find yourself shaken by criticism. Being upset is a sign that you’re taking things seriously, and he says this is fine, “As long as your ego doesn’t stand in the way of your learning.” The best coaches are those that care about you, are familiar with you, and are qualified to make judgements about your performance. Even if you don’t take all of their advice, you can still learn from what they’ve told you. 

Adam’s next topic is about perfectionism. Being perfect is an impossible standard, and he argues that the perfectionists often look upon their flaws as a shame that must be hidden. This is a competitive world, and there is a lot of pressure to be perfect. In a particularly damning statement, Adam points out that kids under this pressure, “Learn to judge their worth by the absence of inadequacies.” Flaws end up damaging their self esteem. Perfectionists are great at multiple choice tests and memorizing facts, but the real world isn’t multiple choice. They are statistically no better at their jobs than their peers, and in fact, the real masters of their craft usually aren’t the ones who had perfect grades in school. He points out that there are three mistakes that perfectionists make: 1. They obsess over details to the point that they aren’t focused on the bigger picture…they lose sight of the things that really matter. 2. They avoid the unfamiliar and tasks where they may fail…they get good at a subset of skills, but they don’t develop new ones. 3. They shame themselves for mistakes, which makes it impossible to learn from them…the whole reason to review our mistakes is to educate our future selves. In probably the best quote of the whole book, Adam says, “Beating yourself up doesn’t make you stronger–it leaves you bruised.” When others assess us, it turns out that they put more weight on what we do right than what we do wrong. Ask yourself what you would say to a friend in your situation, and make an effort to give yourself the same grace. 

This book has too much information to fit in a single blog, so I’ve broken it up into three sections that will be posted throughout December. If I’ve piqued your interest, go ahead and order this book through a store or the library. You won’t be disappointed.


The Kids that Don't Quite Fit

Today’s topic has been on my mind for a little while. For some young people the world feels inherently unfair. Often these are the kids who are wired a little differently than their peers because they’ve been through trauma or because they fit under the term neurodivergent* due to a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Learning Disorder (LD), Obsessive Compulsive Disorder (OCD), or any other diagnosis that impacts how their brain functions. I like this term neurodivergent because it automatically assumes that the majority of the population is neurotypical instead of “normal.” The words normal and typical are nuanced in their differences. Typical refers to what is more common. Normal can describe that too, but there is also a feeling of judgment associated with this word. Neurodivergent brains are less common, but they are no less valuable. They simply work a little differently. 

Of course we’re all different. Among neurotypical brains there is still a lot of variability in terms of intelligence, communication skills, executive functioning, working memory, and mental manipulation of concepts. There’s also the variability that comes from different life experiences, upbringings, and even birth order. The term neurotypical doesn’t imply that the majority of people think the same. Instead it applies more to thinking about how our society is set up because neurotypical brains are who the systems within society are serving. The biggest system to impact children is the education system. This system has been created with the lofty goal of giving all of our children a foundation of literacy and knowledge as well as helping to develop their brains. For the majority of kids, it does exactly that. Then there are the kids who are wired just a little differently, and they often struggle within this and other systems. In school, they may not be able to focus well on subjects that they find boring, listening to lectures, or even following the teacher’s directions. They may struggle with socialization (and there will be other kids who see this and press these students’ buttons just to watch them blow up). They may struggle with emotional regulation and misinterpret seemingly mild situations as attacks. In turn, they may react quickly and severely before they have a chance to think. They may feel unsafe and spend a good portion of their school day in survival mode, not taking in what their teachers have to offer. As teens, they may ultimately feel beaten down and a lot of self-shame for never being able to get things just right. 

School personnel have a unique opportunity to influence all children, not just the ones that fit the mold and go with the flow. Especially when it comes to neurodivergent kids, it is important to look** beyond the behavior. A great (now retired) teacher that I used to work with was fond of saying, “All behavior is communication.” When school staff understand this, they can avoid taking behavior personal and see that kids frequently use angry outbursts as a way of expressing pain, frustration, and fear. The Child Mind Institute recommends the following** as a way of helping ALL students: Visual supports/directions, starting the day with mindful moments, relaxation areas and safe people for when kids are overwhelmed, frequent breaks, preferential seating, and sensory aids. Schools can also help these kids get organized and assist them in learning to socialize with their peers. Nonetheless, I think the biggest thing that school staff can do is remember that their entire school is probably set up in a way that is most helpful in ensuring the success of neurotypical kids. This probably isn’t done with bad intentions, but often it’s the kids who require the least support that actually end up feeling the most supported.

Adults should also be mindful that no one really wants to be seen as the “bad kid.” I’ve known a lot of kids with a lot of pain who are absolutely unwilling to let anyone else hurt them. A good way of ensuring this is to seem unapproachable so that people keep their distance. This strategy originates in survival. What they don’t realize is that healing happens through connections. When kids that struggle but find success later in life, they usually look back and share that there was at least one person who made a difference in their lives through caring and connection. 

Parents* must learn to come to terms with having a neurodivergent child. Saying this is one thing, but letting go of expectations of how parenting was “supposed to be” and accepting their child for who he or she actually is makes a difference. Our children pick up on many things, and unfortunately, they tend to be very good at blaming and shaming themselves for problems within the family. In extreme cases, they can view themselves as a disappointment or unloved. There is a nice little essay*** called “Welcome to Holland,” which helps parents think about the life with children they’ve planned but receiving a life that is a different. This story asks people to imagine that they’ve been planning a trip to Italy, but the plan lands in Holland. The point of the story is that if we focus on not being where we thought we were going to be, we may have no choice but to feel disappointed. If, instead, we embrace our new destination we can find plenty of joy. 

The kids that don’t quite fit tend to already know that they don’t fit. This can feel lonely, frustrating, and depressing. These kids need to know from the adults in their lives that they are unique, valuable, and loved. Some people will have a hard time doing this, so I want to urge you, if this blog made you think of a child in your life, wrap that child up in love. 

*https://www.verywellmind.com/what-to-know-about-raising-neurodivergent-kids-5666990 

**https://childmind.org/article/how-schools-can-support-neurodiverse-students/ 

***https://www.dsasc.ca/uploads/8/5/3/9/8539131/welcome_to_holland.pdf