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336 pages, Hardcover
First published January 6, 2022
"Beginning in the late 1970s, the US Centers for Disease Control began to receive reports that a worrying number of recent Laotian immigrants were dying in their sleep. They were almost all male, aged between their mid-20s and mid-40s, and most were from the persecuted Hmong ethnic group, who had fled Laos after the rise to power of the communist political movement Pathet Lao. For their loved ones, the only warning was the sound of them struggling for breath and, occasionally, a gasp, a moan, or a cry. By the time help arrived, however, they were already dead..."
"Our expectations may even override the apparent link between stress and heart disease – one of the most persistent and alarming messages about anxiety. An eight-year longitudinal study of more than 28,000 people, for example, found that high levels of anxiety and mental tension did indeed lead to a 43 per cent increase in mortality – but only if the participants believed that it was doing them harm. People who were under high pressure, but who believed it to have little effect on their health, were actually less likely to die than those who experienced very little stress at all. That was true even when the scientists controlled for a host of other lifestyle factors, such as income, education, physical activity and smoking.
Overall, the authors calculate that the belief that stress is harmful leads to the equivalent of around 20,000 preventable deaths a year in the US – an astonishing number of people who, like the Hmong immigrants that we met in the introduction, are essentially dying from noxious expectations."
How to think about . . . intelligence, learning and creativity:
• Try to honestly assess your own abilities, and question whether you have internalised negative expectations. Is there really good reason to think you are inherently bad at maths or art, for instance? Or might you have the capacity to improve?
• Once you have identified potential areas of growth, try to test whether those negative assumptions are true by looking for new challenges that push you out of your intellectual or creative comfort zone.
• Throughout this process, recognise that any moments of frustration are themselves a sign of effective learning and reflect the importance of the task at hand. This simple reframing will, by itself, increase your performance.
• If you feel especially anxious or believe you may be suffering from stereotype threat, try to practise self-affirmation (pages 198–201). This involves noting the many other personal characteristics or values that matter to your identity and the reasons that they are important to you, as a way of neutralising your fears and negative expectations.
• If you are a teacher or manager, try to think about the ways your own behaviours may be transmitting your expectations to others, both verbally and non-verbally. You may not be conscious of your body language or tone of voice, so it could be helpful either to ask an outside observer to watch your interactions or to film yourself interacting with your students or colleagues.
"Indeed, many scientists are coming to the conclusion that your beliefs about the ageing process may be as important for your long-term well-being as your actual age..."