"When Growth Outpaces Happiness"
Richard A. Easterlin, New York Times, September 27, 2012

"CHINA’s new leaders, who will be anointed next month at the Communist Party’s 18th National Congress in Beijing, might want to rethink the Faustian bargain their predecessors embraced some 20 years ago: namely, that social stability could be bought by rapid economic growth.
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"Starting in 1990, as China moved to a free-market economy, real per-capita consumption and gross domestic product doubled, then doubled again. Most households now have at least one color TV. Refrigerators and washing machines — rare before 1990 — are common in cities.

"Yet there is no evidence that the Chinese people are, on average, any happier, according to an analysis of survey data that colleagues and I conducted. If anything, they are less satisfied than in 1990, and the burden of decreasing satisfaction has fallen hardest on the bottom third of the population in wealth. Satisfaction among Chinese in even the upper third has risen only moderately.
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"It is startling to find that Chinese people’s feelings of well-being have declined in a period of such momentous improvement in their economic lives. After all, most policy makers would confidently predict that a fourfold increase in a people’s material living standard would make them considerably happier.

"And yet, piecing the surveys together, we found a U-shaped pattern of happiness over time, with life satisfaction declining from 1990 to the first part of this decade, and then recovering by 2010 to a level somewhat below the 1990 value. What explains the “U” at a time of unprecedented economic growth?"

"Study: Kids' Friends — Not Grades — Lead To Adult Well-Being"
Anna North, BuzzFeed, August 2012

"Stories of parents pushing kids to succeed in school above all else have been making headlines lately, but new research has found that social relationships are a much better predictor of adult well-being than a kid's grades.

"They found that social connectedness was highly correlated with adult well-being. Academic achievement, however, was not. The authors noted that they might have seen more of a connection if they'd included factors like job satisfaction in their measure of well-being, but they left these out on purpose. Their goal was to study not the traditional markers of success, but instead to look at peoples' "positive emotional functioning, sense of coherence, social engagement and character values." And as it turns out, kids' social lives seem to have a greater effect on the development of those qualities than their test scores do.

"This came as no surprise to John Stanrock, psychologist and author of the textbook Adolescence. He says there's a general feeling among some child development experts that in an age of No Child Left Behind and constant standardized testing, "the social world of adolescence has totally been neglected." He adds that schools don't spend enough money on counseling services, which can help kids with difficulties fit in better.

For Kids, Self-Control Factors Into Future Success
Nancy Shute, NPR.org, February 14, 2011

"Teaching Control

"Economists and public health officials want to know whether teaching self-control could improve a population's physical and financial health and reduce crime. Three factors appear to be key to a person's success in life: intelligence, family's socioeconomic status and self-control. Moffitt's study found that self-control predicted adult success, even after accounting for the participants' differences in social status and IQ.

"Maggie Starbard/NPRCathie Morton, a teacher at the Clara Barton Center for Children, leads the kids in a clapping exercise to signal that it is time to shift gears and start cleaning up.


"IQ and social status are hard to change. But Moffitt says there is evidence that self-control can be learned.

""Identical twins are not identical on self-control," she says. "That tells us that it is something they have learned, not something they have inherited."

"Teaching self-control has become a big focus for early childhood education. At the Clara Barton Center for Children in Cabin John, Md., it starts with expecting a 4-year-old to hang up her coat without being asked.

"Director Linda Owen says the children are expected to be responsible for a series of actions when they arrive at school each morning, without help from Mom and Dad. The children sign in, put away their lunches, hang up their own clothes, wash their hands before they can play, and then choose activities in the classroom.

""All those things help with self-management," Owen says."