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Excerpt – Precarious Manhood – A boy needs to prove his worth

 

“This excerpt is from the section on “precarious manhood” that describes the latest research on the concept of manhood and how it is a moving goalpost that impacts boys and men.

 

Excerpt from page 28, Helping Mothers be Closer to Their Sons

 

“When girls successfully go through puberty they are nearly always considered to be women. They have no need to prove their “womanhood” to anyone. It is simply accepted. Not so with boys. Boys may successfully navigate the physical side of puberty but this does not make them men. Manhood is something that he must prove. Repeatedly. Scientists have dubbed this phenomena “Precarious Manhood” and state that manhood is not a condition that comes about through biological maturation, rather, according to David Gilmore, it is a “precarious or artificial state that boys must win against powerful odds.”23 They have studied this around the world and say that this is nearly universal. In a wide range of cultures a boy often faces a difficult task to prove his manhood and even when he succeeds he must continue to prove his manhood throughout his life.

 

Generally at puberty and beyond boys are expected to prove their worth. According to a leading expert on this topic, Joseph Vandello, “manhood must be earned and maintained through publicly verifiable actions.”24 This unwritten mandate leaves men and boys anxious about proving themselves. Vandello’s research has shown that men are indeed more anxious over this than are women and that in response to being challenged are likely to exhibit risky or maladaptive behaviors.”

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Excerpt – Testosterone Impacts Boys? – It ain’t what you think

Testosterone

mcb-cover-3d-4-8Research techniques have improved and are showing us some new sides of the hormone testosterone. This excerpt is part of the section that talks about some of those discoveries.

Excerpt: Helping Mothers be Closer to Their Sons, page 13-14

“For many years scientists have tried to solidify a connection between testosterone and aggression but have come up pretty much empty handed when it comes to trying to connect activational testosterone with aggression. They knew that when someone was aggressive their testosterone would rise but what they now suspect is that it was the aggression that was raising the testosterone, not the other way around. In other words, for years it was thought that testosterone was instrumental in causing aggression but now they are thinking it is the aggression that is raising the testosterone. In fact this latest thinking on testosterone helps us greatly in understanding the role of testosterone in the lives of boys and men.

What the scientists are beginning to believe is that testosterone is more about striving for status and then maintaining that status. In the words of one expert, Christoph Eisenegger, testosterone “increases an individual’s motivation and ability to acquire and defend social status.”11 This of course plays a large part in the social status hierarchies of boys and men. That is, who is on top who is second and who is last. It’s easy to see how winning confers status and testosterone encourages us to win contests and strive for status.

But how does testosterone do this? Researchers have now confirmed that testosterone not only pushes boys and men to win it does so with a variety of help along the way. They now know that testosterone decreases fear and increases risk taking. It is much easier to strive for status and to win when our fear is diminished and we are more willing to take risks. The fearful person is more likely to sit on the sidelines. The one more likely to take risks is the one we would expect to jump in.”

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Excerpt – Teaching Boys About Feelings – Tips from a child therapist

The following is an excerpt from the section on teaching boys about emotions and focuses on helping him use his body to track his emotions.

Excerpt: Helping Mothers be Closer to Their Sons, page 90

“The other thing you can do to help is to get him to connect his bodily experience with the emotion. Boys are usually very aware of their bodies and this can be a great way to help them understand their emotions. Show him that when he is angry he will likely hold his breath a bit, will likely clinch his fists and have tension in his upper body and jaw. When he is anxious show him that his breath will be quick and shallow, and he may feel a little shaky and timid. When he is glad show him that everything is pointing up! Literally. Watch football players after a touchdown and you will see that they are pointing up, bouncing up in the air etc. Everything is up, high fives and all. Note also that the opposing team is looking downward, feeling the weight and burden of gravity. When we are sad the pull of gravity is heavy, we don’t want to move, and we can feel stuck. By learning the body correlates of emotions, he will be in a much better place to understand his emotions and identify them through his body experience. I have used this in my practice with adolescent males many times. They come in with a great deal of emotion but are having are hard time becoming conscious of what they are feeling. I just ask them what they are feeling in their body and they start explaining in detail. My arms are tight, my jaw is tight, or my upper body is tight. I’m just tight. Then a simple question like, when someone is feeling tight like that, what might they be feeling? Then bingo! Often times the realization is so sudden he will shout, “I’m Pissed”, with great satisfaction. He realizes he is angry and starts making connections.

It will be much easier to ask your young son about what he is feeling in his body. Asking about emotions directly will usually end in frustration. He will likely respond positively to the body question but not so positively to the feeling oriented question. Not because he doesn’t want to tell you the answer but because he doesn’t understand. This is at least in part the case since the emotions are confusing for him and admitting that will drop him in the hierarchy. Talking about his body is a much safer place. Just ask him, “What are you feeling in your body right now?” This is a non-threatening question for boys and may help to get the conversation going. Keep in mind that some boys will have a very easy time in naming and discussing emotions while others will be stumped. Know where your son falls in this area and adjust your interactions based on his strengths.”

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Excerpt — TELLING STORIES where you make boys a part of the action

The book offers plenty of suggestions about how to be closer with your son. This excerpt is from the storytelling section and focuses on how to tell stories to boys where they are a character within the story. They love it!

Excerpt: Helping Mothers be Closer to Their Sons, page 72

“One of the things that young children love is if you tell stories that involve them as characters. This takes a bit of planning and creativity on your part but the payoff can be huge. The story can be whatever you would like it to be but for boys if there were an element of adventure and risk it will likely go over better. I would tell my kids what they named the “Ice Cream Story.” They loved it and would never fail to want to hear it again. Each time I told it we would add something a little different but the framework would stay about the same. The ice cream story was about my children and sometimes their friends (depending on who was present) inadvertently finding a huge storehouse of ice cream that flowed from faucets and an even bigger supply of cones and toppings (sprinkles, gummy bears, etc.) in the cabinets above the sinks. They would feast on these only to be nearly found out and then find ways to make things right. The story ends with the idea that they would return to that treasured storehouse whenever they wished and live happily ever after. In telling the story each child would be incorporated into the tale, i.e. “Suzy found the trail that led to the mysterious faucets and Jack ran to the nearest one and turned it on and what do you think came out?” They all scream at once, “Ice cream!” What flavor ice cream came from your faucet? Each child plays a part in the adventure and you can choose their part based on their skills and personality. Then again, listen to them as the story is being told and go with their ideas about their part. If you listen they will let you know what they want their part to be. If you are a creative type you can just make it up as you go. It can be great fun and everyone has a good time. Remember, you are not being graded either. Just relax and have some fun. If you mess it up, all the merrier. Boys love a mess. ”

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Finding a Boys Safe Place

 

A mom came to see me for therapy worried about her 12 year old son. Since her husband’s death her son played basketball. Lots of basketball. Morning, noon and night!  When she would try to sit down with him and talk about his father’s death he would clam up and shut down.  He didn’t want any part of it.  This worried the mom no end.  We talked about his relationship with his father and it came out that the boy and his dad played a good deal of basketball together.  It was their way to connect.  I encouraged the mom to go home and see if she could play some basketball with her son and watch what happened.

She came back the next week a changed woman.  She said they played some and the son gave her a hard time about not being able to play like his dad. But playing ball made it easier for him to say he missed his dad. In fact it was the first time he had told her he missed his dad and the first conversation they had about his dad’s absence. They both laughed and cried as they played.

She found out something else that helped her to understand her son.  He mentioned to her that the reason he kept practicing was he was trying to make the shot that his father had been encouraging him to make.  He called it a “3 pointer” and it was normally out of his range.  He had always been too small to make it from that distance.  He told his mom with pride that he had made one of those recently and he wanted to make more. He told her that the first time he made the shot he stopped and said aloud “I did it dad” and then burst into tears.  When we talked she realized that his playing ball was connected to his father’s death.  In fact, the boy was using a very common masculine healing technique of using the future.  He wanted to honor his dad by improving his play and making that shot something that was second nature to him. He wanted to do it for his dad.  Can you see how this young man was using the basketball to connect with his father, and to honor his father with his improved play?  He was using his action to honor his dad and this pulled him into the future. Can you also see that when he practiced to make the shot and even more when he did make that shot his memories and emotions surrounding his father would be front and center?

If this mom had simply placed her son in therapy she would never have gotten the closeness she found from that short game of basketball.  As you can imagine, she didn’t really need to see me so much after that nor did her son.  She knew she just needed to play a game of Horse with him and she could enter his safe place.   Think about your own son. Where is his safe place? It may not be basketball, but it likely involves some sort of action or inaction.  To learn more about these places and how they work you might want to get a copy of my newest book, Helping Mothers be Closer to Their Sons: Understanding the Unique World of Boys

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Bibliography

References (Helping Mothers be Closer to Their Sons)

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  3. Ibid.
  4. Hines, Melissa, Michaela Constantinescu, and Debra Spencer. “Early Androgen Exposure and Human Gender Development.” Biology of Sex Differences 6.1 (2015): n. pag. Web.
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  6. Ibid.
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  22. Ibid.
  23. Gilmore, David D. Manhood in the Making: Cultural Concepts of Masculinity. New Haven, CT: Yale University Press, 1990. Print.
  24. Vandello, Joseph A., and Jennifer K. Bosson. “Hard Won and Easily Lost: A Review and Synthesis of Theory and Research on Precarious Manhood.” Psychology of Men & Masculinity 14.2 (2013): 101-13. Web.
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  37. Ibid