Grit: The Power of Passion and Perseverance

Nature
479
(2011): 113–16.
Carol S. Dweck, “The Secret to Raising Smart Kids,” 
Scientific American
23 (2015). Lisa S. Blackwell, Kali
H. Trzesniewski, and Carol S. Dweck, “Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A
Longitudinal Study and in Intervention,” 
Child Development
78 (2007): 246–63. Joshua Aronson, Carrie B. Fried and Catherine
Good, “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence,”
Journal of Experimental Psycholog
y 38 (2002): 113–25. David Paunesku et al., “Mind-Set Interventions Are a Scalable Treatment
for Academic Underachievement,” 
Psychological Science
(2015): 1–10. Allyson P. Mackey, Kirstie J. Whitaker, and Silvia A.
Bunge, “Experience-Dependent Plasticity in White Matter Microstructure: Reasoning Training Alters Structural Connectivity,”
Frontiers in Neuroanatomy
6 (2012): 1–9. Robert J. Zatorre, R. Douglas Fields, and Heidi Johansen-Berg, “Plasticity in Gray and
White: Neuroimaging Changes in Brain Structure During Learning,” 
Nature Neuroscience
15 (2012): 528–36.
The Penn Resilience Program was developed by Jane Gillham, Karen Reivich, and Lisa Jaycox. This school-
based program teaches cognitive-behavioral and social-emotional skills to students using role plays, games, and interactive activities.
See J. E. Gillham, K. J. Reivich, L.H. Jaycox, and M. E. P. Seligman, “Preventing Depressive Symptoms in Schoolchildren: Two Year
Follow-up,” 
Psychological Science
6 (1995): 343–51. Martin E. P. Seligman, Peter Schulman, Robert J. DeRubeis, and Steven D.
Hollon, “The Prevention of Depression and Anxiety,” 
Prevention and Treatment
2 (1999). Note that a more recent meta-analytic
review confirmed benefits of the program over twelve months post-intervention in comparison to no treatment, but not active
treatment, control conditions: Steven M. Brunwasser, Jane E. Gillham, and Eric S. Kim, “A Meta-Analytic Review of the Penn
Resiliency Program’s Effect on Depressive Symptoms,” 
Journal of Consulting and Clinical Psychology
77 (2009): 1042–54.
For more information on cognitive therapy, see 
www.beckinstitute.org
.
of the EDGE Program, in conversation with the author, May 25, 2013.
Sylvia Bozeman, professor emeritus of mathematics at Spelman College, in correspondence with the author, October
14, 2015. Sylvia has made similar remarks in Edna Francisco, “Changing the Culture of Math,” 
Science
, September 16, 2005. I should
also note that sometimes there’s nobody available to tell you to keep going. Psychologist Kristin Neff suggests thinking about what you
would say to a friend who was struggling with a similar situation, and then to practice saying similar compassionate, understanding
things to yourself.
CHAPTER 10: PARENTING FOR GRIT
John B. Watson, 
Psychological Care of Infant and Child
(London: Unwin Brothers, 1928), 14.
:
Ibid., 73.
Don Amore, “Redemption for a Pure Passer?” 
Hartford Courant
, January 29, 1995.
Grit: The True Story of Steve Young,
directed by Kevin Doman 
(
Cedar Fort, KSL Television, and
HomeSports, 2014), DVD.
Ibid.
Steve Young with Jeff Benedict, “Ten Thousand Spirals,” chapter in forthcoming book, 2015,
http://www.jeffbenedict.com/index.php/blog/389-ten-thousand-spirals
.
:
Doman, 
Grit: The True Story.
:
Christopher W. Hunt, “Forever Young, Part II: Resolve in the Face of Failure,” 
Greenwich Time
, February 2, 2013.
:
Doman, 
Grit: The True Story.
:
The Pro Football Hall of Fame, “Steve Young’s Enshrinement Speech Transcript,” August 7, 2005.

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Doman,