Transcript
[0:00] I want to talk today about one of the
[0:02] greatest sources of both happiness
[0:03] [music] and unhappiness for many,
[0:04] perhaps most people. And that's being a
[0:07] parent. What are the kinds of things
[0:08] that you think [music] that you need to
[0:09] do so you can have good and happy kids?
[0:11] Should you be lax? Should [music] you be
[0:14] strict or easy? Should you yell at them
[0:17] a lot? You should you have a lot of
[0:19] rules [music] or not so many? Should
[0:20] they be free range? What are the
[0:23] different styles of parenting? How
[0:24] should you behave? [music] Does it
[0:25] matter at all what I do? And that's
[0:28] really the nature versus nurture debate.
[0:30] How much of a child's development
[0:31] [music]
[0:32] is due to their genes rather than their
[0:34] upbringing? It [music] turns out that
[0:37] there are certain things about parenting
[0:38] that not everybody takes them into
[0:40] consideration that are really important
[0:42] [music] that most people don't know
[0:43] about. And if you do these parenting
[0:45] things, it'll matter a lot.
[0:55] Hi friends. Welcome to Office [music]
[0:56] Hours. I'm Arthur Brooks.
[0:58] This is a show about love and happiness.
[1:00] [music] More specifically, about the
[1:02] science of love and happiness. How you
[1:04] can use the best that has been thought
[1:06] and said in neuroscience, behavioral
[1:07] science, philosophy, wisdom traditions,
[1:10] put it all together to create a strategy
[1:12] to live a better life and to help other
[1:14] people live a better life as well. This
[1:16] is my personal mission and I'm so happy
[1:18] and so gratified that you've chosen to
[1:20] spend a little time on this journey with
[1:22] me. I want you to use this in your life,
[1:24] but also to pass it on to other people.
[1:26] That's why I'm doing this show and why
[1:28] I'm so grateful to you for spending this
[1:29] time with me. I hope that you're
[1:31] enjoying the show so far. If you are a a
[1:34] repeat listener, please, if you are,
[1:36] pass the show on to other people, give
[1:38] people the link, share the ideas that
[1:40] you're actually getting from it. Look at
[1:41] the show notes, do the reading if you
[1:43] like, and pass that on to other people
[1:45] as well. This is actually how we create
[1:46] our movement. This is how we together
[1:49] create a happier world. If you have any
[1:51] ideas, any criticisms, any feedback, any
[1:53] questions, please write to me at
[1:55] officehours@arthurbrooks.com.
[1:57] Uh don't forget to leave a review on
[1:59] Apple or Spotify and do subscribe on the
[2:02] platform of your choice. If you want to
[2:04] go deeper on these ideas, I strongly
[2:07] recommend that you subscribe to my
[2:08] newsletter at You can get it on my
[2:10] website arthurbrooks.com/newsletter.
[2:13] It'll be delivered to your inbox every
[2:15] Friday morning. That has ideas that are
[2:17] not always in this podcast as a matter
[2:19] of fact and they're They go a little bit
[2:21] deeper in certain areas, about 3 to 500
[2:23] words. So, you can get through it really
[2:24] quickly and pass it on to your friends
[2:25] if you like. If you want to get together
[2:27] in person with me and other people that
[2:29] are interested in these things, we have
[2:31] a series of retreats that we're
[2:32] offering. You can find those um on my
[2:34] website at retreats.arthurbrooks.com.
[2:38] And as always, please go to the website
[2:40] for all kinds of cool resources, things
[2:43] that you can read, things that you can
[2:44] listen to, um ways that you can get
[2:46] actually engaged in our movement. Right
[2:49] now, you're like Neo in the Matrix. You
[2:52] can keep scrolling [music] experiencing
[2:53] a simulation of life or you can wake up
[2:57] to how your attention [music] is being
[2:58] harvested for profit. It's happening to
[3:00] people all over the world right now. You
[3:02] don't want to be productized like this
[3:05] anymore. But, it's hard. [music]
[3:07] Tech addiction is so potent because it's
[3:09] been designed to tap into your dopamine
[3:11] system. Just like [music] heroin, porn,
[3:13] gambling, you've got the cravings.
[3:15] You're addicted. You don't like it and I
[3:17] don't either. But, I can't [music] just
[3:18] tell you to stop doing it. That's hard.
[3:20] If you want to break free from the
[3:22] system, you need an incentive.
[3:24] Well, here's one.
[3:25] Why don't you join a phone company that
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[3:34] gives you an incentive to unplug. Noble
[3:37] Mobile is the phone plan that finally
[3:38] aligns incentives with what's good for
[3:41] you. Use less data, earn money back. And
[3:43] when you do, you'll be living once again
[3:46] in real life and you're going to like
[3:47] how it feels.
[3:49] I want to talk today about one of the
[3:50] greatest sources of both happiness and
[3:52] unhappiness for many, perhaps most
[3:54] people. And that's being a parent. Being
[3:57] a mother, father. Most people will talk
[3:59] about the joys that that brings, the
[4:00] frustrations that that brings, the fear
[4:02] that that brings is being a parent. And
[4:05] I want to talk about that because I have
[4:07] two questions that I want to ask
[4:09] empirically and that I want to help you
[4:12] craft a life strategy around. If you
[4:14] have kids, are going to have kids,
[4:16] contemplating having kids at some point
[4:18] in the future. Number one, how to be a
[4:19] great and happier parent. And number
[4:22] two, how to raise great kids and indeed
[4:25] happier kids. What do the data say? It's
[4:28] not all chance, as it turns out. Now, of
[4:31] course, this is a huge topic.
[4:33] We could dedicate many episodes to We
[4:35] could dedicate a whole podcast to this
[4:37] and in fact people have. If you like
[4:39] this episode, please tell me and I will
[4:41] do more on this subject. Um parenting is
[4:43] something that I feel very deeply about.
[4:45] It's a very personal issue. As a parent
[4:47] and grandparent, it's something I've
[4:48] done a lot of research on and in
[4:50] conjunction with romantic partnerships,
[4:52] marriage, these are some of the most
[4:54] important things that we can do. This is
[4:56] really how we live forever in our way.
[4:59] So, please let me know if you want to
[5:00] hear more about this. This is just the
[5:01] opening act if if it will be according
[5:03] to you. Now, what do parents care about?
[5:06] What do parents most care about? is a
[5:08] question that that empirical research
[5:09] has amassed over the years. If you have
[5:11] children or plan to have them, what do
[5:13] you want? What do you care about the
[5:14] most? What are you most worried about?
[5:16] That was actually asked in a survey last
[5:18] year by the Pew Research Center, which
[5:19] is one of the most robust and and best
[5:22] uh research organizations for
[5:24] survey-based research. It ranked in
[5:26] order what people most want um for their
[5:29] kids and what people are most worried
[5:31] about for their kids. Number one in what
[5:33] they want, of most parents. This is 94%
[5:36] of parents say that they want their kids
[5:38] to be honest and ethical. Interesting,
[5:41] right? Not having a good old time, not
[5:44] being all cheerful. Number one, 94% say
[5:48] this is this outranked everything else
[5:49] is I want honest and ethical kids. Hmm.
[5:52] Number two is what are they most worried
[5:55] about? I should say what's the number
[5:57] one thing on the worry list. This is 76%
[6:00] of parents in the number one slot is
[6:02] that they're they're worried that their
[6:03] kids might struggle with depression or
[6:05] anxiety. Now that probably wouldn't have
[6:06] been the case 50 years ago because
[6:08] depression has about tripled among
[6:11] adolescents and anxiety has about
[6:13] doubled when we talk clinically when
[6:15] it's diagnosed actually as as
[6:16] psychiatric conditions, mood disorders.
[6:19] So they wouldn't have talked about it in
[6:20] this way, but they would have talked
[6:21] about being worried about their kids not
[6:23] being happy which kind of amounts to the
[6:25] same thing.
[6:26] So all together what these data tell us
[6:27] and once again, I'll put this survey in
[6:29] the show notes so you can go look at it
[6:30] yourself
[6:31] is that what most people want
[6:32] overwhelmingly is their kids to be good
[6:35] people and happy people.
[6:37] Or relatively happy people. That's what
[6:38] most parents want. But in that order by
[6:40] the way, good people who are also happy
[6:43] and those two things are obviously
[6:45] really related. So this is what we're
[6:46] really worried about as parents is what
[6:48] we can do to give our kids the highest
[6:50] odds of being good people and happy
[6:53] people. And I know exactly how this
[6:55] feels in those two categories. You know,
[6:57] I I'm you know, I have three kids. Those
[6:59] of you who follow my work might know
[7:00] that I have three they're all adults,
[7:01] 28, 26 and 23
[7:05] at this point and you know, 10 years ago
[7:07] they were all they were all teenagers
[7:09] which was a super fun walk in the park
[7:11] as you can imagine having three
[7:12] teenagers at home and they were all
[7:14] challenging in their own way. They were
[7:16] all difficult in their own way and they
[7:17] all they worried Astra and me in their
[7:19] own way. Uh one of my kids when he was
[7:21] in middle school
[7:23] um he was particularly difficult at one
[7:25] period. They all go through their
[7:26] periods of particular difficulty and I
[7:28] remember haranguing him constantly about
[7:31] his homework and his grades which had
[7:32] become a real problem not because he
[7:34] didn't understand but because he he sort
[7:36] of lacked motivation wasn't living up to
[7:38] his potential. You know, classic you you
[7:40] get calls from the school that you know,
[7:42] he was getting bad grades or or he might
[7:44] fail a class or, you know, he didn't
[7:46] show up for his exams or
[7:48] finally his teachers like, "At least we
[7:49] know he's not cheating." You know, she's
[7:51] an optimist. But one night after an
[7:53] especially bad day, I was taking stock
[7:55] of the situation and I came to this
[7:56] realization.
[7:58] I didn't actually care about his grades.
[8:00] I was haranguing him about something I
[8:02] didn't care about. I was using his
[8:04] performance in school as a proxy for
[8:06] what I really cared about was him
[8:08] becoming a responsible, ethical,
[8:10] faithful, well-adjusted man. In other
[8:12] words, I wanted him to be good and
[8:15] happy. Exactly the qualities that the
[8:18] Pew research team found in in their
[8:20] survey-based uh
[8:21] data. And that led me as a behavioral
[8:23] scientist to start studying how to do
[8:26] that. So, not just hoping and not just
[8:28] using intuition and not using sort of
[8:30] pop psychology and not just Googling it.
[8:33] I started to do some real no-fooling
[8:35] research. So, one of the great things
[8:36] about being a behavioral scientist is
[8:37] because it's not research, it's
[8:38] me-search. It is my family search, as it
[8:41] were. And so, I started doing real work
[8:44] on this. And I want to tell you a little
[8:45] bit about what I found over the years
[8:47] that subsequently I've been able to
[8:48] verify with respect to the the the what
[8:51] I see in the data and what I see in the
[8:53] studies and also uh what I've
[8:54] experienced as I've worked with families
[8:57] um in my in my everyday work. What are
[8:59] the kinds of things that you think that
[9:00] you need to do so you can have good and
[9:02] happy kids? Should you
[9:04] be lax? Should you be
[9:07] strict or easy? Should you yell at them
[9:10] a lot? You should you have a lot of
[9:11] rules or not so many? Should they be
[9:13] free range? What are the different
[9:15] styles of parenting? How should you
[9:17] behave? How should you treat them?
[9:20] That's what I looked into. But here's
[9:22] where my research really started. How
[9:24] much does it matter?
[9:25] You know, cuz this is kind of the
[9:27] baseline of what you would do as a
[9:28] behavioral scientist. You want to know
[9:29] as like does it matter at all what I do?
[9:32] And that's really the nature versus
[9:33] nurture debate. How much of a child's
[9:35] development um and an adolescent's
[9:37] development is due to their genes rather
[9:40] than their upbringing.
[9:42] Okay, now now when I was a kid, the
[9:44] psychology literature, uh, suggested
[9:46] that nurture was a lot more important
[9:48] than nature. And this has kind of gone
[9:50] back and forth over the years. But there
[9:52] was this blank slate kind of theory that
[9:54] we were tabula rasa or or or nearly so.
[9:58] And that parenting is what really
[9:59] mattered to mold who they will become as
[10:01] adults. Lots and lots and lots of books
[10:03] came out about that. There's a lot of
[10:04] parenting and child rearing books. I
[10:07] mean, the famous Benjamin Spock book
[10:09] about about how to raise children babies
[10:11] and children was really a lot a lot
[10:13] about how to treat them in a particular
[10:15] way so that they will grow up depending
[10:18] entirely on how you treat them and what
[10:20] you say to them and how you act to
[10:22] become happy and good good and happy
[10:25] like we talked about before. And I was
[10:27] sort of interested in this to begin with
[10:28] cuz I didn't know. I didn't know what
[10:30] the current state of the literature was.
[10:31] And and by the way, the nature nurture
[10:32] thing is really interesting because our
[10:34] kids vary with respect to how much
[10:37] nature and nurture are going to work.
[10:38] Let me explain. As I explained in a in a
[10:40] past episode, two of my kids are
[10:42] biological and one is adopted. And so
[10:44] this is like a social scientist dream,
[10:47] right? I mean, we didn't do it so that I
[10:48] could get data. I promise you I'm not
[10:50] that weird. But but I wanted to know how
[10:52] the similarities and differences and and
[10:54] how they responded to different kinds of
[10:56] parenting stimuli would differ with
[10:58] respect to nature versus nurture. Now,
[11:00] it's interesting because my three kids,
[11:02] my two older sons are are biological, my
[11:04] daughter's adopted, my youngest she's
[11:05] now 23. But they they all are
[11:09] like me and my wife but in different
[11:12] ways. So my oldest son is 28. He thinks
[11:15] just like me. We have complete cognitive
[11:17] similarity. He and I make the same
[11:20] jokes. We have the same sense of humor.
[11:22] And and and many of the same ways of
[11:25] solving problems. So we're cognitively
[11:27] really similar to each other. My middle
[11:29] son, we have the same appetites good and
[11:31] bad. We're attracted to the same kind of
[11:33] stuff, right? You mean the
[11:35] you know, the exploding fireworks and
[11:37] you know, that that whatever it is. I
[11:39] mean, we have the same
[11:41] tendency to be attracted and averse to
[11:44] the same kind of stimuli. We're the same
[11:46] appetites, what it comes down to. And my
[11:47] youngest daughter, who was adopted,
[11:49] here's where it gets really weird. We
[11:51] have exactly the same interests. We're
[11:53] interested in the same stuff. She
[11:55] specialized in in college, she majored.
[11:57] You know, call it specialization,
[11:59] majoring for Pete's sake. I'm like
[12:00] 30-year academic, I should know this.
[12:02] She majored in in psychology with an
[12:04] emphasis on neuroscience. I mean, yeah.
[12:07] And why? Because ever since she was a
[12:08] little girl, we'd have these intense
[12:09] conversations about the stuff that I
[12:11] talk about on this show and the stuff
[12:12] that I write about. She's really, really
[12:14] interested in that and she's not
[12:15] technically, biologically related to me.
[12:17] So, I I want to know how much of all of
[12:19] these things are nature and how much of
[12:21] all these things are nurture. Now,
[12:22] again, the old thinking is it's all
[12:25] nurture and no nature, but that turns
[12:27] out to be quite wrong. And how do we
[12:30] know this? Because modern research has
[12:32] been able to use quasi-experimental
[12:34] methods on twins, identical twins, those
[12:37] who are especially those who were
[12:38] separated at birth into into separate
[12:40] families and then given personality
[12:42] tests later on in life. That's not a
[12:44] diabolical experiment. It just kind of
[12:46] happened naturally in the way that that
[12:47] adoptions were undertaken, especially
[12:49] between the 1930s and the 1960s in the
[12:52] United States. And and they're they're
[12:54] voluntarily reunited. There's nothing
[12:56] There's no ethical problems with the
[12:57] surveys, with these uh with these
[12:58] experiments as a matter of fact. And and
[13:00] you can see some of these these meetings
[13:03] for the first time on on YouTube.
[13:04] They're beautiful and funny and and
[13:06] really lovely. Imagine you're 40 and you
[13:08] find out for the first time you have an
[13:09] identical twin.
[13:11] How weird that would be. And and you
[13:13] know, seeing people understanding this
[13:15] for the first time and the thrill they
[13:17] took in it. It's just really it's
[13:18] actually really, really really
[13:19] inspirational.
[13:21] Um the early studies on this on these
[13:23] twins were coming in the late 1990s. And
[13:26] so, this is when the thinking started to
[13:28] change. Which was really my time coming
[13:30] out as a as a behavioral scientist. I
[13:33] finished my PhD in 1998. So, the first
[13:35] big study that asked nature versus
[13:37] nurture with respect to personality came
[13:39] out in 1996
[13:41] in the Journal of Personality. So,
[13:43] really an apex journal in psychology.
[13:46] And they were looking at these
[13:47] 123 pairs of identical twins, which have
[13:51] identical DNA. And 127 pairs of
[13:54] fraternal twins which share 50% of their
[13:57] genetic material. So, they they have 50%
[14:00] in common in their genetic profile.
[14:03] And then they looked across the
[14:04] personality profile. Now, those of you
[14:06] who have been following this work for a
[14:07] while, you know that we study
[14:09] personality with respect to five
[14:11] dimensions. And and the five dimensions
[14:12] are remembered in terms of the acronym
[14:15] OCEAN. O C E A N. This is how you
[14:19] remember it when you're first learning
[14:20] it for the first time in school. O is
[14:22] openness to experience or openness to
[14:24] personality. It's a neophilia is another
[14:27] way to say it. So, you like new stuff. C
[14:29] is conscientiousness. You live, you
[14:31] know, true to your word. E is
[14:33] extraversion versus introversion. That
[14:35] was the first of the personality
[14:36] characteristics. Believe it or not, that
[14:37] was sort of popularized by Carl Jung,
[14:40] the Swiss psychiatrist in the early part
[14:41] of the 20th century. So, that was the
[14:43] first of these. A is agreeableness. You
[14:46] know, that's agreeableness. You're going
[14:48] out of your way not to be disagreeable
[14:50] and to be agreeable with other people.
[14:51] And N is neuroticism, which largely is
[14:55] correlated with sort of melancholy and
[14:57] anxiety, depression and anxiety today.
[14:59] Those particular mood disorders are and
[15:01] that's a Freudian term is neuroticism,
[15:03] but you know, we keep that in there for
[15:04] the N.
[15:05] So, how much of these five personality
[15:07] dimensions
[15:08] are inherited? Uh O, openness, 61%
[15:12] inherited. If you have parents who are
[15:14] open to experience, that's going to
[15:15] explain 61% of the variance across the
[15:18] population in
[15:20] in openness to experience for among
[15:22] children, right? C, uh
[15:25] conscientiousness, 44% of your
[15:27] conscientiousness is basically inherited
[15:29] or the variance is explained by by
[15:32] parenting.
[15:33] E, extraversion, 53%.
[15:36] A,
[15:37] agreeableness, 41%. N, neuroticism, 41%
[15:43] as well. Th- That's a lot. And so, it's
[15:45] somewhere between 40 um between low 40s
[15:48] and low 60s. So, let's just say 50% of
[15:50] your personality is explained by
[15:53] genetics by and and the rest is the
[15:56] other 50% is not genetics is what it
[15:59] comes down to. That's a lot, right? And
[16:01] that's And what that means is that old
[16:04] nurture is is not right, at least that
[16:07] we're not blank slates. Okay, you say,
[16:09] "All right, great."
[16:11] So, it's 50% genetic. That That turns
[16:13] out not to be bad news, by the way,
[16:15] because if you turn out to have a
[16:17] personality you don't like very much,
[16:19] don't just say, "It's true. My mother
[16:21] did make me unhappy."
[16:23] biologically. It just means you need to
[16:25] do more work to work on your personality
[16:28] than somebody who has a personality they
[16:29] like or personality that's more
[16:32] pleasant, right? There's nothing wrong,
[16:34] but you have to know. If you know your
[16:35] genetic tendency, you can tailor your
[16:37] habits. That's everything that we often
[16:39] do about happiness. If you have a
[16:41] genetic tendency to be gloomy, you need
[16:43] better happiness hygiene. People who are
[16:45] just bubbly and buoyant all the time
[16:46] don't need to do that, but the same
[16:48] thing is true with with the genetics of
[16:49] your personality. You need to know it,
[16:51] and it's not bad news. I've talked about
[16:53] this in newer shows about how you can
[16:55] change that, and I'll talk about that a
[16:56] little bit later here today. Okay, now,
[16:59] the other half hour, you're going to
[17:00] say, "Okay, fine. I only have half with
[17:02] my with parenting." It turns out that's
[17:04] not right, either,
[17:06] because it's probably more experience,
[17:09] the individual experience that people
[17:11] have over the course of their lives,
[17:13] which has a lot to do with a lot of
[17:14] things besides parenting. And parenting
[17:17] per se, in the way that that children
[17:19] are parented doesn't make up very much
[17:22] of the other half at all. So, this is
[17:24] not from the same set of studies, but
[17:25] here's what really kind of sums it up.
[17:27] This is a important article that I'll
[17:30] put in the show notes from 2021 from
[17:32] Collabra Psychology, also a really
[17:34] really good psychology journal, that
[17:36] that showed that parenting has about as
[17:40] much on average explains about as much
[17:43] of the variance in personality as does
[17:46] birth order.
[17:47] So, you've seen some of the birth order
[17:49] studies. The first child, the second
[17:50] child, the third child, it's real, but
[17:53] it's actually not that big a deal. It
[17:54] just it it you kind of see it, but it's
[17:57] really I mean, I know a lot of people
[17:58] where the first kid is one way where the
[18:00] first kid is a second way. Everybody
[18:02] knows that the middle child's a problem.
[18:03] Well, not always. Sometimes the middle
[18:05] child is the most responsible of the
[18:07] children. There's there's there's
[18:08] stereotypes about this, but they don't
[18:10] really carry very much weight. They just
[18:12] tend to be
[18:13] kind of true, truthy.
[18:16] And and the same is true with respect to
[18:18] parenting. It it kind of on average
[18:20] approaches 0% of explanatory value of
[18:24] the variance in personality. Okay, so
[18:26] the rest is just the individual
[18:28] experiences that people have
[18:29] notwithstanding the effect that parents
[18:31] are having over them. And and now you're
[18:33] saying, "Well, man, that's ridiculous.
[18:36] That doesn't make sense at all or it's
[18:37] at least it's really unfair that no
[18:39] matter what I do, that it doesn't
[18:41] matter." That's wrong. That's the wrong
[18:43] interpretation. That's the wrong
[18:44] statistical interpretation, but it's
[18:46] also wrong in the following way. These
[18:49] are averages. It turns out that there's
[18:52] certain things about parenting that not
[18:54] everybody takes into consideration that
[18:56] are really important that most people
[18:58] don't know about. And if you do these
[19:00] parenting things, it'll matter a lot.
[19:03] Now, it rounds out across the population
[19:06] to not mattering very much because most
[19:07] people don't do these things that I'm
[19:09] about to talk about. Okay, so so that's
[19:12] what I'm thinking about. Think about it
[19:13] this way.
[19:14] I have a lot of studies that also show
[19:15] cuz you know that I'm very interested in
[19:17] the biology of how we build better lives
[19:19] that that that dietary supplements,
[19:22] which everybody's talking about,
[19:23] everybody's thinking about, that dietary
[19:26] supplements are very marginal in the way
[19:28] that they affect muscle protein
[19:30] synthesis and hypertrophy, for example.
[19:33] That doesn't mean that no supplements
[19:35] work. It just means that bundles of
[19:37] supplements on average that people are
[19:38] taking
[19:39] many of which have a very marginal
[19:41] impact on what we do. Some supplements
[19:42] really matter a lot. For example, people
[19:45] who take relatively high doses of
[19:47] creatine monohydrate that have really
[19:49] really good effect both cognitively and
[19:50] muscle protein synthesis.
[19:52] It's just that on average not everybody
[19:54] does that.
[19:55] And and that's the same thing with
[19:56] respect to parenting, okay? On average,
[19:59] parenting doesn't have a big effect. But
[20:01] certain things about parenting, if you
[20:02] do them will. And that's what I really
[20:05] want to focus on cuz that's what gets us
[20:07] to the the core of what we're trying to
[20:09] get in this episode today. Now, here let
[20:11] me give you some clues on what the
[20:13] parenting really is.
[20:15] A bunch of pretty interesting patterns
[20:17] emerge from the data.
[20:19] With respect to personality, once again,
[20:22] and then we'll go on to happiness and
[20:23] virtue, etc. Big finding in the
[20:25] literature, children are more
[20:26] conscientious
[20:28] when their parents were more involved in
[20:30] their lives and worked to provide
[20:31] cultural stimulation, such as them
[20:33] taking them to museums.
[20:35] Okay? That's one piece of evidence
[20:37] there, right? Okay, so that's not just
[20:38] genetics. That has to do with particular
[20:41] parenting actions. That's something that
[20:43] the parents were doing. This has nothing
[20:45] to do with what the parents were saying
[20:48] and only to do with the parents were
[20:50] doing with their kids that affected
[20:51] their conscientiousness. Second,
[20:53] children are more agreeable
[20:56] significantly more agreeable when their
[20:58] parents raised them with structure and
[21:00] goals. Once again, that's not just
[21:01] saying be nice. That's raising them with
[21:04] particular structure and goals. They
[21:05] tend to be more agreeable. That's a
[21:06] pretty big conclusion, by the way. That
[21:09] means that we're going to do these
[21:10] things together. We're going to have
[21:11] particular goals. There's going to be
[21:13] rewards for the goals. We're going to
[21:15] have a structure in the way that you
[21:16] eat, the way that you sleep, when you
[21:17] get up, when you exercise, when you go
[21:20] to school, showing up on time. That that
[21:23] actually leads to people becoming more
[21:24] agreeable. And once again, those are the
[21:26] actions modeled by parents, not just
[21:29] what they're telling their kids. This is
[21:31] also true with happiness. For example,
[21:33] one really interesting study of both
[21:35] fraternal and identical twins found that
[21:38] the genetic component from ratings of
[21:41] happiness largely, I mean, a lot of it
[21:43] is somewhere between 44% and and 52%
[21:46] genetic. You know, your happiness is 40%
[21:48] to 52% genetic, a lot like your a lot
[21:51] like your personality. But there's
[21:52] certain things that parents do, that
[21:55] parents model, that have a lot to do
[21:58] with the parenting per se on the later
[22:00] happiness of kids. Most notably,
[22:02] parental warmth and affection. When
[22:05] parents are really warm and affectionate
[22:07] with each other
[22:08] and really warm and affectionate with
[22:10] their kids, that tends to highly, highly
[22:13] associate later in life with happiness.
[22:16] And it seems to be really causal. By the
[22:18] way, that's most important from the
[22:20] father. It turns out that the father
[22:22] being warm and affectionate is is is
[22:25] even more important than the mother
[22:26] being warm and affectionate. And and
[22:28] this is one of the reasons that you'll
[22:29] often hear, and I've often said this
[22:31] myself, I've given this advice to dads,
[22:34] the number one thing that you can do
[22:36] on your worst day is uh for your kids is
[22:39] love their mom overtly and clearly, and
[22:42] then go love them. Let's start with
[22:44] their mom. I mean, you got you kind of
[22:46] got one job, guys. It's what it comes
[22:48] down to. But part of the reason is
[22:49] because dads has this big association
[22:51] with the subsequent happiness of
[22:53] children.
[22:54] If you're like me, you got to be
[22:56] drinking when you're in the gym, and you
[22:57] have to be drinking something clean
[22:58] without any calories that will actually
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[23:58] Okay, now these are clues. Now, once
[24:00] again, the data say that on average,
[24:02] across the whole population,
[24:04] uh a variance in parenting doesn't
[24:07] explain very much at all of variance in
[24:09] personality or happiness. Except in
[24:12] these particular kinds of cases. So,
[24:15] what do they have in common, these
[24:17] cases? The answer is it doesn't matter
[24:20] what you say, all that matters is what
[24:22] you do. You want to be a good parent?
[24:24] You want your kids to be good and
[24:25] virtuous and kind and honest and upright
[24:29] and happy, as happy as they can be,
[24:32] model what you want to see. That's
[24:35] really what it comes down to. Words are
[24:38] less important than actions. It's almost
[24:40] the case, by the way, when you look at
[24:42] the literature that you could talk to
[24:43] your kids in a foreign language, but
[24:44] what they see is actually what is going
[24:47] to rub off and have a really big effect
[24:49] um on them. Um that's why parents who
[24:53] say do what I say and not what I do are
[24:54] doing it exactly wrong. It should be do
[24:56] what I do and not what I say, Because
[24:57] the saying part they don't really
[24:58] listen. It goes in one ear and and out
[25:00] the other. Modeling is so important in
[25:04] the literature. There's a
[25:06] really important study actually from
[25:08] 2001 in a in the in the journal
[25:10] Sociological Focus about how to pass on
[25:12] religious behavior.
[25:14] So a lot of people who are religious, a
[25:16] lot of parents who are really religious,
[25:17] they they worry a lot in a secularizing
[25:19] world. What do I do so that my kids go
[25:21] to church, go to synagogue, go to
[25:22] mosque?
[25:23] Practice their faith, you know, in all
[25:25] different faiths. I've been asked this
[25:26] question by Christians and Muslims and
[25:28] and Hindus and and and Buddhists and
[25:30] they're worried about the the the
[25:32] quickly secularizing world and they see
[25:34] so many of their friends' kids fall away
[25:36] from the faith and they know that their
[25:37] faith is such a gift to them and they
[25:39] want their kids to practice. What do I
[25:40] do? What do I do? What do I do? So this
[25:42] study actually kind of answers that.
[25:44] This study actually shows that when kids
[25:47] see their father
[25:49] in prayer and practicing the faith, that
[25:52] has an enormous predictive value on what
[25:54] they do when they grow up. Now, why is
[25:57] that? Also the mother, but the father
[25:58] much more so as it turns out in in in
[26:02] intact families, obviously, is what I'm
[26:03] talking about. It probably, and this is
[26:05] speculation at this point, it probably
[26:07] is the case that when you're really
[26:09] little, seeing the physically most
[26:11] imposing human being doing something
[26:14] has a big cognitive impact. It has a big
[26:17] cognitive imprinting impact on the
[26:19] child. And and and I remember this, by
[26:21] the way. I remember this. So as a kid,
[26:24] my mom and dad, me and my brother, and
[26:27] my dad was 6'2". I mean, he to me he was
[26:31] like
[26:32] like Goliath. He was enormous. He's like
[26:34] a giant, right? And super strong. And I
[26:36] remember asking my brother Jeff, um, do
[26:38] you think dad's strong enough to lift
[26:40] the house?
[26:41] Like the corner of the house. My dad was
[26:43] a mathematics professor. He could not.
[26:45] Um, but he was huge, right? And he was
[26:48] strong. And and by the way, he was a
[26:50] proud man. He would not have
[26:53] been on his knee
[26:55] before any other man.
[26:57] No way.
[26:58] Right?
[26:59] But every night
[27:01] before I went to sleep, I saw my father
[27:03] on his knees
[27:05] next to my bed.
[27:07] We would say our prayers. That's what we
[27:08] did. We were a serious, religious,
[27:11] Christian family. And my father prayed
[27:13] on his knees.
[27:15] What did that mean to me? That my father
[27:17] was in in the presence of something more
[27:19] powerful than him. I mean, that's
[27:23] it's a big deal to a little dude.
[27:25] And it still is. Because when I was a
[27:27] kid, I said, "That's what it means to be
[27:28] a big, strong man." Right now, now, you
[27:31] can say, "How naive, how silly."
[27:34] I get it. And people said that to me in
[27:36] the past. But that made me who I am now.
[27:39] And I made sure that my kids saw it as
[27:40] well.
[27:42] So, and that's the example that I'm
[27:43] talking about here. I'm not making the
[27:44] case that this is how you need to live.
[27:47] I am making the case that if you want
[27:50] great kids, you need to model great
[27:53] behavior.
[27:54] That's the bottom line of what this
[27:55] comes down to. Okay, I can give you the
[27:57] advice,
[27:58] "Have good genes." Unhelpful.
[28:00] Right? But you can do that other half.
[28:02] And that other half is all the things
[28:04] that you're actually doing.
[28:06] Do you want your kids to be honest?
[28:09] Yeah, I mean, I got 94% of the parents
[28:11] are saying, "I want my kids to be honest
[28:12] and ethical." What do you do?
[28:14] Be honest and ethical. Be impeccable to
[28:17] your word.
[28:18] Be admirable. That's what it comes down
[28:20] to.
[28:22] That's the reason. That's the standard
[28:23] to which you're held, publicly and
[28:24] privately. If your dad and mom
[28:27] is actually being truly admirable in all
[28:30] of these moral ways, and having your
[28:32] kids actually see that. Having your kids
[28:34] seeing when you could have kept the
[28:35] extra change that they're giving you.
[28:37] When your kids see that you could have
[28:38] cut that ethical corner. When you could
[28:40] have told that lie and gotten away with
[28:42] it and gotten a better price from the
[28:44] car dealer, whatever that happens to be.
[28:45] And your kids are in on it, and they saw
[28:47] you not taking the money, not cutting
[28:50] the corner, not being angry or mean when
[28:53] you had were justified in doing so.
[28:56] And that will speak louder than any
[28:58] words you could ever
[29:00] speak in in in front of your kids. That
[29:03] might just change their lives. As a
[29:04] matter of fact, it's the only thing you
[29:06] can do that probably ever will. So, here
[29:08] are three things to keep in mind. Here
[29:10] are three lessons I want you to keep in
[29:11] mind at the basis of all of this. And
[29:13] once again, we could dig deeper We could
[29:15] dig a
[29:16] We could dig a hole in in any other part
[29:18] of this and go to the center of the
[29:19] earth. These things are so deep and
[29:20] there's so rich and there's so much
[29:22] literature and I'd love to talk about
[29:24] this. So, let me know if you want me to
[29:25] do more. And specifically what you want
[29:28] to know more about. By the way, that
[29:29] that the questions that are coming are
[29:31] all about this and we'll get into some
[29:32] of these things in a minute from you.
[29:34] Three things to keep in mind. Number
[29:35] one,
[29:36] uh a lot of people today say, "I can't
[29:39] have kids cuz I'm a mess." Yes, you can.
[29:42] I have the data.
[29:44] Even a hot mess can be a really great
[29:46] parent. Why? Because we can be
[29:49] self-governing individuals. There's a
[29:50] wonderful body of literature in
[29:51] psychology that comes from the British
[29:53] psychologist Richard Wiseman called the
[29:56] on the as if principle. It's actually
[29:58] goes back to the work of of William
[30:00] James, the father of modern psychology,
[30:03] who who talked about the fact that he
[30:05] purported that he hypothesized that
[30:08] people will become something that
[30:09] they're pretending to be. Right? And and
[30:12] that's because you you
[30:14] It's not manifestation. It's just like
[30:16] it it it's role-playing until it becomes
[30:19] uh realistic in your own life. You live
[30:22] up to the fiction that you're trying to
[30:24] create. That that was what he believed
[30:26] in and Richard Wiseman has shown in his
[30:27] work that it's absolutely the case. It's
[30:29] called the as if principle. Act as if
[30:31] you were that particular person. If you
[30:33] want to be happier, pretend you're
[30:34] happier. I've got all these interesting
[30:36] studies. I probably mentioned them
[30:38] before on the show that that if you
[30:40] actually figure out a way to to simulate
[30:43] a Duchenne smile, which is
[30:45] physiologically the smile that's
[30:47] uniquely associated with happiness that
[30:48] involves the orbicularis oculi and
[30:51] zygomaticus major muscles in your face,
[30:53] nothing to do with the mouth, all having
[30:55] to do with the eyes, that you can
[30:57] simulate that, that it will fool your
[30:59] brain into thinking you're actually
[31:00] happier, and you will be happier. Now,
[31:02] the way to do that is in the morning to
[31:04] take your pencil, a pencil, and and
[31:06] clamp it between your molars.
[31:09] You see what happened? It actually
[31:11] exerted the muscles that I'm talking
[31:13] about right there, and you feel happier
[31:15] immediately. If you do that for about a
[31:17] minute, you'll feel happier for about an
[31:19] hour, as a matter of fact. Give it a
[31:20] try, but that's the as if principle. Act
[31:23] as if you were the particular person.
[31:25] You're a hot mess? Well, welcome to the
[31:27] world of hot messes, man. Act like the
[31:29] person you want to be around your
[31:31] children, you will become that person,
[31:33] and so will they. Well, is it harder for
[31:35] some people than others? Yeah, totally.
[31:37] But here's the point. We are
[31:39] self-governing. You know, we have this
[31:41] big needy prefrontal cortex, a sixth of
[31:45] your brain by weight. No, wrong. 30% of
[31:47] your brain by weight, I got that wrong.
[31:49] I got the math wrong. I know you're
[31:50] holding me to that, you're going to
[31:51] write into the comments, you said a
[31:53] sixth, that's 30%. And And what that
[31:55] allows us to do is to not choose our
[31:56] animal impulses.
[31:58] It allows us to live in our space of our
[32:01] moral aspirations. The executive center
[32:03] of our brain says the limbic system
[32:04] isn't charge.
[32:06] I am, the conscious me. Allows me to be
[32:10] the person that I want to be. If I'm a
[32:11] mess, and I'm and I have
[32:13] a difficult emotional profile, if I'm
[32:15] suffering from mood disorders, will I
[32:17] will I find it harder than other people
[32:19] to do the right thing and say the right
[32:20] thing and model the right behavior?
[32:21] Yeah, but all of us can do this. You
[32:23] know, actions are more important than
[32:25] feelings for self-governing individuals.
[32:27] And this is one of the reasons, by the
[32:29] way, that most people
[32:31] are better people once they have kids,
[32:33] because they're so much more dedicated
[32:35] to self-governance, to self-management.
[32:38] And it improves their lives cuz they
[32:40] start to live this as-if principle. Even
[32:42] if you're a mess, you can be a great
[32:43] parent, and that's principle one that I
[32:45] want you to remember.
[32:47] Principle number two, when you don't
[32:48] know what to do. If you got teenagers or
[32:51] little kids or toddlers that are,
[32:55] you know, waking up at 2:00 in the
[32:58] morning with croup and you haven't slept
[33:00] in a week,
[33:01] when you don't know what to do, here's
[33:03] your go-to. Be warm and loving.
[33:06] I don't care if you feel it or not
[33:07] because of the as-if principle. Be warm
[33:09] and loving. Love them more.
[33:12] You know, and and I remember that when
[33:13] one of our kids was being particularly
[33:15] difficult and, you know, we just threw
[33:16] up our hands and my wife said,
[33:18] "I'm completely resigned. I guess all we
[33:20] all we can do at this point is love
[33:22] him."
[33:23] Right? In other words, bring it in. This
[33:25] is what great families and and and
[33:27] really good couples, by the way, they
[33:28] have in common. It's when they they they
[33:31] feel avoidance, like, "No."
[33:34] They practice approach. Bring it in.
[33:37] It's one of the things I try to do in my
[33:38] marriage, I don't always succeed, is
[33:40] when I'm feeling avoidance, I'm feeling
[33:41] aversion because I'm annoyed, I say,
[33:44] "Bring it in. Bring it in." Because what
[33:46] are what are you doing? You're using the
[33:47] opposite signal strategy, using the
[33:48] as-if principle. And the ultimate
[33:51] rebellion against the self, and
[33:53] especially in the moments of greatest
[33:54] desperation,
[33:55] is warmth and love. Warmth and love.
[33:58] When you don't know what to do as a
[33:59] parent, warmth and love. What if they're
[34:01] being a brat? Especially then. They need
[34:04] your love the most when they deserve
[34:06] your love the least. It's what it comes
[34:08] down to.
[34:09] That is the modeling behavior that will
[34:11] truly change their lives. I remember
[34:13] that. My parents loved me when I didn't
[34:15] deserve it. And that's what helped me to
[34:17] love my kids when they deserved it the
[34:19] least. I'm trying to do that with
[34:22] my grandkids. Although, I have to tell
[34:23] you about my grandkids, they're never
[34:25] bad. They're always good. I don't know
[34:27] what it is about grandkids, but they're
[34:28] just great all the time. Okay, number
[34:30] three.
[34:31] Be an actor.
[34:33] Um and and this is related to the first
[34:35] two, of course. But, imagine that you
[34:38] are playing in a play, the adult version
[34:41] of your kid.
[34:43] Okay? It's like your kid and and again,
[34:45] there's a lot of literature on this, but
[34:46] I don't have to give you the literature
[34:47] on this. It makes perfect sense given
[34:49] all we've talked about before.
[34:51] Pretend
[34:52] if you're, you know, 40 years old and
[34:54] you've got a kid you've got a kid at
[34:56] home who's 10, pretend that you are the
[34:59] 40-year-old version of your son or
[35:01] daughter behaving in a particular way
[35:03] that you'd find good and happy. Cuz
[35:05] those are the two standards, good and
[35:06] happy. Right? What are they doing? What
[35:09] are they saying? How are they behaving?
[35:11] How are they reacting? How are they
[35:13] treating other people? How are they
[35:14] treating themselves? What are their
[35:16] habits? Think about that, okay? I'm I'm
[35:19] So, you know, right now I'm I'm 62 years
[35:21] old and and and my son Joaquin is is 28
[35:24] years old. I'm 62-year-old Joaquin.
[35:27] Right now, he's sort of passed the age
[35:30] where I'm really, really worried about
[35:31] this so very much, but guess what? You
[35:33] know, he lives right next to me and he's
[35:35] paying attention to me now, too, because
[35:37] he wants to know what it's like to be
[35:39] kind of old.
[35:40] And he's going to model a lot of his
[35:42] behavior, conscious or not, on that. So,
[35:43] I'm 62-year-old Joaquin. What do I want
[35:45] to see him doing to be both good and
[35:48] happy?
[35:50] And and when we do that, kids actually
[35:52] see that and that creates this
[35:53] imprinting behavior and that that
[35:56] theater production itself will almost
[35:59] never steer you wrong. You're not going
[36:00] to say, "You know, my 62-year-old son,
[36:02] what do I want to see him doing?" Let's
[36:03] say, "I want to see him
[36:04] I want to see him being mean to his
[36:06] wife."
[36:07] Yeah, I want to see him actually
[36:09] behaving workaholically and not paying
[36:10] attention to his kids and grandkids.
[36:12] Yeah, that's a really good idea. That's
[36:14] what I want him to do. You know, I want
[36:15] to see my 62-year-old son being a drunk.
[36:18] That's what I want. No. No, it's not
[36:21] what I want. And it's even more
[36:22] important when I was earlier in life,
[36:24] when I was 40 years old. What do I want
[36:26] What do I want the 40-year-old,
[36:27] 30-year-old version of my kids to
[36:29] to look like. Okay, one last note before
[36:32] we go to questions. Um as a parent,
[36:34] you're going to make a ton of mistakes.
[36:36] And and and here's the thing, it doesn't
[36:38] matter. It mostly doesn't matter.
[36:40] Most mistakes that you make, they seem
[36:42] really heavy and they seem really grave.
[36:45] They're not. As a As a matter of fact, I
[36:47] can think back on my selfishness
[36:49] and my blunders as a dad and and and all
[36:52] the things that I did wrong, all the
[36:54] boring sports games that I missed
[36:56] because I was, you know, so important at
[36:58] work.
[36:59] Um birthdays and things that I, you
[37:01] know, I just
[37:02] I got it, you know, I I'm I'm a troubled
[37:05] soul and I've made a lot of wrong
[37:07] decisions in my life. And and and on
[37:09] some sleepless nights
[37:11] those instances roll around in my head
[37:13] and fill me with regret. They really do.
[37:15] Those aren't the big sources of regret.
[37:16] I have other regrets that are much
[37:18] bigger than that. Maybe someday on the
[37:19] show I'll talk about them, but but then
[37:21] I look at my sons and my daughter and um
[37:24] how did it all work out?
[37:26] I mean, I I I started the show talking
[37:28] about my son when he was struggling in
[37:30] school. Actually, the problem was he
[37:31] wasn't struggling in school.
[37:34] We were struggling with the fact that he
[37:35] wasn't struggling and didn't seem to
[37:37] care and all that. And and and how did
[37:40] all my hectoring about grades and and
[37:42] and values work out? It didn't matter.
[37:44] In the end, the fact that I made those
[37:46] mistakes and the fact that I I
[37:48] ultimately went to doing the stuff that
[37:50] I really cared about, which was trying
[37:51] to be an upright
[37:53] man so that he would be upright as well
[37:55] and it worked out. Was he a big scholar
[37:58] in college? No, he skipped school He
[37:59] skipped college as a matter of fact.
[38:01] With my full blessing and the blessing
[38:02] of his mother, he worked on a farm for a
[38:04] year. And then he joined the Marine
[38:06] Corps, where he spent 4 years as a
[38:08] motorman and then as a scout sniper,
[38:10] which is a an elite part of the Marine
[38:11] Corps and a very scary job. Just the
[38:13] training is dangerous as a matter of
[38:15] fact.
[38:16] But he came out at 23, married with a
[38:18] son.
[38:19] And now he's 26 and has two sons and
[38:21] he's happily married and he loves me,
[38:23] and he loves his wife, and he loves his
[38:25] kids, he loves his mom,
[38:27] and I love him,
[38:29] and we talk every single day.
[38:31] And despite the fact that I'm a complete
[38:33] screw-up, he turned out just fine.
[38:36] And so will your child.
[38:39] So,
[38:40] let's take some questions. Anonymous, we
[38:42] got a lot of anonymous this week, right?
[38:44] Um anonymous writes in to
[38:46] officehours@arthurbrooks.com,
[38:48] "How do you overcome bad habits that
[38:50] come from having an emotionally distant
[38:52] father?" Mm, so we're now we're not
[38:54] talking about this from the point of
[38:55] view of the father, we're talking about
[38:56] this from the point of view of the adult
[38:57] child, which is an interesting question,
[39:00] one that I hear quite frequently.
[39:02] "What really happens to the brain as
[39:03] someone healing from wounds of their
[39:05] parents? I had a great dad, and and my
[39:07] parents love each other, and I didn't
[39:09] have this experience. My wife came from
[39:10] a broken home where her father left when
[39:12] she was a little girl, as a matter of
[39:13] fact, and she she did have this
[39:14] experience."
[39:16] And and I and and I've seen the studies,
[39:18] and I talked to my wife.
[39:20] And so, what do we know? Knowledge is
[39:22] power.
[39:23] You're not programmed into any
[39:25] particular behavior, notwithstanding
[39:27] the bad behavior of your parents. It can
[39:31] be a problem, the modeling is a problem,
[39:33] per se, but if the modeling is great,
[39:36] great. If the modeling is poor, then it
[39:39] actually becomes incumbent upon the
[39:41] adult child to get beyond that. And what
[39:42] we know is that the executive center of
[39:44] the brain actually absolutely can get
[39:47] beyond that. That means that we have to
[39:49] act according to our aspirations. And
[39:51] frequently, one of the ways that we do
[39:52] that, by the way, and I've talked about
[39:54] this with a lot of people that had a bad
[39:55] family background, they'll say, "I think
[39:57] about what I would like to do right now,
[39:59] I think about what my father would do
[40:00] right now, and I do the opposite."
[40:02] That's the opposite signal strategy. So,
[40:04] if you had an absent father, or an
[40:06] abusive father, or a father who was
[40:07] really troubled, that might be the way
[40:09] that you do it. I'm not
[40:11] I'm not sure, you have to decide that
[40:12] for yourself. But, the truth is also
[40:14] that a lot of people who had absent
[40:16] fathers, they do just fine because they
[40:17] find a good role model even as an adult.
[40:20] Um it's interesting, you know, as a as a
[40:22] Catholic, one of the things that is
[40:24] often recommended is that to to go to
[40:26] St. Joseph, you know, the foster father
[40:28] of Jesus. And and and have him as a role
[40:31] model in some way, shape, or form. Is
[40:33] that too diffuse? Is that too abstract
[40:35] for you? Maybe. But it's actually been
[40:37] helpful for a lot of people and find
[40:39] somebody in real life or not in real
[40:41] life who can actually be a role model
[40:43] for you and don't let your background or
[40:45] your your history actually dictate your
[40:47] future. Second,
[40:49] again from anonymous, different
[40:50] anonymous,
[40:51] um how to parent our oldest son, 19
[40:54] years old, who's dating someone who's
[40:55] pretty toxic and causes division in the
[40:57] family.
[40:59] We try to be welcoming, but their
[41:00] communications are bad and our son gets
[41:02] thrown into the middle to advocate and
[41:04] fight for his girlfriend. I don't know
[41:06] how to parent at this stage. Okay,
[41:07] hectoring won't help. This I can tell
[41:10] you. What's going to help is loving him
[41:12] unconditionally.
[41:13] That's the best insurance policy against
[41:15] really catastrophic things happening.
[41:17] Now, we have this
[41:18] wild
[41:20] uh situation in our country and probably
[41:22] around the world where we have a a a a
[41:24] no-contact movement where people are
[41:27] every manipulative activist appears to
[41:30] be telling people or therapist appears
[41:32] to be telling young adults that your
[41:33] your family's toxic. You got to have got
[41:35] to go no contact with them. Some no
[41:37] doubt are from abandonment or abuse, but
[41:40] it is just become so excessive on what's
[41:42] actually going on. And what you want to
[41:44] stay away from is doing something that
[41:46] creates a whole lot of ongoing
[41:47] bitterness that will give an opening to
[41:49] your son's partner to go no contact with
[41:52] you. And so the way to deal with that is
[41:54] is unconditional love. If you're
[41:56] religious, I strongly recommend a lot of
[41:58] prayer
[41:59] on this. Uh and make your values clear.
[42:02] Even if, you know, if they're living in
[42:03] a particular way that you don't that you
[42:04] don't agree with, making your values
[42:06] clear without condemning his or hers
[42:10] for that matter. One of the big points
[42:12] in the research that I found again and
[42:13] again and again, and I've taught this
[42:15] for years, is that you can actually have
[42:18] behavioral differences, but if you don't
[42:20] have values condemnation, you tend not
[42:23] to have generational schism. So, live
[42:25] your life and live your life in the way
[42:27] that's appropriate. Love unconditionally
[42:29] your son, and if they're behaving in a
[42:31] particular way that you disagree with,
[42:33] love him nonetheless, making your own
[42:36] values clear, but not condemning his
[42:39] values because he will attribute that as
[42:40] condemning him, and that will be an
[42:42] opportunity for a no contact situation,
[42:44] and that's the worst thing, and that's
[42:46] the thing to avoid.
[42:47] Uh last, not anonymous. This is from
[42:49] Nadia, who writes into the website, "How
[42:51] can we help
[42:53] 12-year-olds build discipline of
[42:54] happiness? Build a discipline of
[42:56] happiness
[42:57] in a way that feels motivating rather
[42:59] than forced?" Uh you know what I'm going
[43:01] to say because that's what I talked
[43:02] about this whole episode. Model it.
[43:04] Don't tell them to go do happy things
[43:05] like, "Write your gratitude list." You
[43:07] know, no.
[43:08] Model it. Write your gratitude list.
[43:11] Behave in a way that shows that you're
[43:12] working to become a happier person
[43:14] notwithstanding your feelings, that
[43:15] you're a self-governing individual. Talk
[43:17] about what you're actually doing to
[43:19] struggle to make that so. Ask for
[43:21] suggestions from your 12-year-old on how
[43:23] you can model it better. Bring your
[43:25] 12-year-old into your own personal
[43:28] challenges, your own adventure in the in
[43:31] the science of happiness, and that's
[43:33] what's actually going to do it. Now,
[43:34] that that said, a couple of other
[43:35] things, just practical matters. Um if
[43:37] you want to build a discipline of
[43:39] happiness, you need rules around screen
[43:40] time. Okay? That's a very practical
[43:42] thing. I've talked about it again and
[43:43] again and again. There are uh
[43:45] unmitigated, unlimited use of screens
[43:48] will destroy your child's happiness.
[43:50] Sure as I'm sitting here, that's the
[43:52] case. It will
[43:53] suck the happiness out of your child's
[43:56] life. It will lead to depression and
[43:58] anxiety and loneliness and all kinds of
[44:00] problems, meaning that beyond your
[44:03] modeling happiness, which by the way
[44:05] means modeling good screen behavior on
[44:07] your own part.
[44:08] It means that you need rules around
[44:09] that. Okay? Second is um I recommend
[44:13] what do you do with all that time you're
[44:14] not spending behind screens? I recommend
[44:17] time in sports, in the arts, and in
[44:20] outside. That's what I recommend. If you
[44:22] read The Meaning of Your Life, my last
[44:24] book, you'll know all of the reasons
[44:25] neurophysiologically why I recommend
[44:28] those things, but they really, really,
[44:30] really work. And that means you need to
[44:31] model it by getting interested in those
[44:33] things and doing them with your kid. If
[44:34] you follow these particular rules, um
[44:36] you're going to be doing about as much
[44:38] as you possibly can. So, Nadia, let me
[44:40] know how it goes.
[44:41] Um
[44:42] let me know any of your thoughts at the
[44:45] email address
[44:46] officehours@arthurbrooks.com. Like and
[44:48] subscribe on Spotify, YouTube, Apple.
[44:51] Leave a comment. I promise I'll read it.
[44:53] Even if it's negative, it's great. I
[44:55] want to know what you think about this
[44:56] and we want to make the show better and
[44:57] better and better because we're doing it
[44:58] for you so that you can actually teach
[44:59] this material as well. Please follow me
[45:01] on the socials. Um let's redeem the
[45:03] socials. Let's make them a good source
[45:05] of love and happiness and that's what
[45:07] I'm trying to do. I know you are as
[45:09] well. Uh Instagram, LinkedIn, all the
[45:11] other platforms. Order The Meaning of
[45:12] Your Life. Go get the newsletter. Go to
[45:14] the website. Take the take the surveys
[45:16] um and keep the conversation going.
[45:19] Share these ideas with other people.
[45:21] Share them with your kids. Love them um
[45:23] unconditionally.
[45:25] And have a great week.