Random House: Bringing You the Best in Fiction, Nonfiction, and Children's Books
Newletters and Alerts

Buy now from Random House

See more online stores - Raising Cain

Buy now from Random House

See more online stores - Raising Cain

Raising Cain

    Select a Format:
  • Book
  • eBook

Protecting the Emotional Life of Boys

Written by Dan Kindlon, Ph.D.Author Alerts:  Random House will alert you to new works by Dan Kindlon, Ph.D. and Michael Thompson, Ph.D.Author Alerts:  Random House will alert you to new works by Michael Thompson, Ph.D.


List Price: $13.99


On Sale: August 05, 2009
Pages: 320 | ISBN: 978-0-307-56922-6
Published by : Ballantine Books Ballantine Group
Raising Cain Cover

Share & Shelve:

  • Add This - Raising Cain
  • Email this page - Raising Cain
  • Print this page - Raising Cain


In Raising Cain, Dan Kindlon, Ph.D., and Michael Thompson, Ph.D., two of the country's leading child psychologists, share what they have learned in more than thirty-five years of combined experience working with boys and their families. They reveal a nation of boys who are hurting--sad, afraid, angry, and silent. Kindlon and Thompson set out to answer this basic, crucial question: What do boys need that they're not getting? They illuminate the forces that threaten our boys, teaching them to believe that "cool" equals macho strength and stoicism. Cutting through outdated theories of "mother blame," "boy biology," and "testosterone," the authors shed light on the destructive emotional training our boys receive--the emotional miseducation of boys.

Kindlon and Thompson make a compelling case that emotional literacy is the most valuable gift we can offer our sons, urging parents to recognize the price boys pay when we hold them to an impossible standard of manhood. They identify the social and emotional challenges that boys encounter in school and show how parents can help boys cultivate emotional awareness and empathy--giving them the vital connections and support they need to navigate the social pressures of youth.


The Road Not Taken
Turning Boys Away from Their Inner Life

A young man is so strong, so mad, so certain, and so lost.  He has everything and he is able to use nothing."
--Thomas Wolfe, Of Time and the River

Luke, thirteen, pauses at the office door, undecided whether to take his baseball cap off or leave it alone; he pulls it off and steps in the room--the school psychologist's office.

"Come on in, Luke.  Have a seat in the big chair."

An oversized, ancient, leathery brown Naugahyde chair dwarfs all but the largest athletes at this all-boy school.  Some boys sink deep into the chair as if hoping to distance themselves from scrutiny; others sit stiffly on its edge, clearly uncomfortable with the unnerving assignment to look inward.  In our work with boys at schools and in private practice, we see this body language all the time.  Boys approach their emotionswith much the same awkwardness, alternately sinking into the depths or sitting stiffly on the edge of feelings threaten to overwhelm them.

Luke's a "good kid."  He plays drums in the school band and makes fair grades, though they've dropped lately.  At school he's not part of the popular clique, but he does have friends.  He's not in the jock crowd and mostly steers clear of them.  So what brings him here? In the past few months Luke has grown increadingly sarcastic and sullen, and especially argumentative with his father.  A few evenings ago, concerned about his grades, his parents turned down his request to participate in an optional after-school activity.  Luke flew into a rage.  Stormed off to his room.  Slammed doors.  Kicked a hole in his bedroom wall.  His mother was stunned by the violent outburst, his father was livid, but they left him alone to cool off.  The next morning Dad left early for work, Luke had a headache and took a sick day off from school, and his mother called the school to see if anyone there might know what's troubling him.  Luke's advisor suggested the counseling visit.

Now here we sit, and Luke is bothe nervous and angry at the prospect of talking about any of this, but most especially about his feelings.  He has pushed himself back and sideways into the chair as far as he can go.  His KEEP OUT sign is clearly posted.

The declining grades and the escalating hostility at home--especially the explosive outburst--are red flags of concern to everyone but Luke. "I'm fine," he says defiantly, while his eyes flash with anger at having been sent here at all.

As we talk, the questions cruise the perimeter of his life: academics, music, friendships, family.  His answers are curt, cautious,a nd begrudging, puncuated with shrugs and a steely expression intended to keep the conversation from moving any closer than that outer edge.  He doesn't have an explanation for his recent behavior, and although he reluctantly agrees that talking about feelings might help, he shies away from it. "I just need to work harder," he syas, shifting the focus to his grades."I don't need help.  I'm not crazy," he says.  "My parents are the ones with the problem."

But we're here to talk about Luke's feelings. He offers a candid, perfunctory assessment of home and school life: His eight-year-old sister is an idiot.  His older brother is a jerk.  His father, a businessman, isn't around much--gone early, home late most days.  His mother treats hime like a five-year-old and pisses him off with all her questions.  And although he has friends and likes a few of his teachers, for the most part, school sucks.  That about covers it.

"About the other night.  The rage and that hole in the bedroom wall.  You must have been prety mad to do that?"

Luke looks wary, and even a little scared.  He shrugs.

You look sad.  Do you feel sad?"

Luke quickly looks down, and his eyes begin to well up with tears. Clearly his is hurting, but it is masked in the toughness that fills his voice: "I don't know.  Maybe, I guess."

"Let's see if we can figure out what's making you feel so bad."

Every troubled boy has a different story, but their stories share a disturbing theme of emotional ignorance and isolation.  Each day we try to connect withboys like Luke, who are unversed in the subtleties of emotional language and expression and threatened by emotional complexity.  When we ask them to open up, most, like Luke, respond with the same "fight-or-flight" response we all have to threatening situations.  We see boys who, frightened or saddened by family discord, experience those feelings only as mounting anger or an irritable wish that everyone would "just leave me alone." Shammed by school problems or stung by criticism, they lash out or withdraw emotionally.

A boy's world is full of contraditions, and parents are often at a loss to figure out how best to help.  One mother asks how she can offer wise counsel to her eight-year-old son, when her advice to "use words" instead of physical aggression only earns him teasing and abuse from his peers.  Another wants to know how she can get through to her brooding eleven-year-old when he fends off her attempts to make conversation: "Now everythin's an argument--we argue more than we talk--and even when I know something's bothering him, he won't talk about his feelings--just like my husband." A father asks how he is supposed to help his teenage son when the boy "won't listen" or is openly hostile.

A boy longs for connection at the same time he feels the need to pull away, and this opens up an emotional divide.  This struggle between his need for connection and his desire for autonomy finds different expression as a boy grows.  But, regardless of their age, most boys are ill-prepared for the challenges along the road to becoming an emotionally healthy adult.  Whatever role biology plays (and that role is by no means clear) in the ways boys are characteristically different from girls in their emotional expression, those differences are amplified by a culture that supports emotional development of girls and discourages it for boys.  Stereotypical notions of masculine toughness deny a boy his emotional resources.  We call this process, in which a boy is steered away from his inner world, the emotional miseducation of boys.  It is a training away from healthful attachment and emotional understanding and expression, and it affects even the youngest boy, who learns quickly, for instance, that he must hide his feelings and silence his fears.  A boy is left to manage conflict, adversity, and change in his life with a limited emotional repertoire.  If your toolbox contains only a hammer, it's not a problem as long as  all your equipment is running right or repairs call only for pounding.  But as tasks grow more complex, the hammer's limitations become clear.
Michael Thompson, Ph.D.

About Michael Thompson, Ph.D.

Michael Thompson, Ph.D. - Raising Cain
Michael Thompson, Ph.D., is a clinical psychologist, lecturer, consultant, and former seventh-grade teacher. He conducts workshops across the United States on social cruelty, children’s friendships, and boys’ development. With Catherine O’Neill Grace and Lawrence J. Cohen, Ph.D., he co-authored Best Friends, Worst Enemies: Understanding the Social Lives of Children and Mom, They’re Teasing Me: Helping Your Child Solve Social Problems. With Dan Kindlon, Ph.D., he co-authored the New York Times bestseller Raising Cain: Protecting the Emotional Life of Boys. He is also the author of Speaking of Boys: Answers to the Most-Asked Questions About Raising Sons. He lives in Arlington, Massachusetts.

Teresa Barker, who collaborated with Thompson on Raising Cain and Speaking of Boys, is a journalist and mother of three school-age children. She lives in Wilmette, Illinois.

From the Hardcover edition.


"Brilliant . . . This affectionate, encouraging book should be require reading for anyone raising--or educating--a boy."
--The Washington Post

"Raising Cain gives a long-needed insight into that mysterious, magical land, the psyches of boys. Every parent, teacher--or anyone who wants boys to flourish--should read this book."
   Author of Emotional Intelligence

"ENORMOUSLY COMPELLING . . . In much the same way that Reviving Ophelia offered new models for raising girls, therapists Kindlon and Thompson argue that boys desperately need a new standard of 'emotional literacy.' . . . This thoughtful book is recommended for parents, teachers, or anyone with a vested interest in raising happy, healthy, emotionally whole young men."
--Publishers Weekly (starred review)

--The Tampa Tribune-Times
Discussion Questions

Discussion Guides

1. With what preconceptions of boys did you open Raising Cain? To what extent were your assumptions shaped by firsthand experience, media depictions, cultural stereotypes, or what the authors call archetypes? Which of your views were most challenged, if not changed, by the book? Why?

2. Kindlon and Thompson state that all boys are born with emotional potential. What obstacles prevent them from giving expression to the range and complexity of their emotional lives? How does our culture construct such barriers? Do the trials that boys face today differ considerably from those confronted by boys a generation or two ago?

3. The authors express real reservations about reducing the development of boys to a "nature versus nurture" conflict. Wherein lies their disregard for this approach?

4. Class and race do not emerge as primary issues in the authors' examination of the challenges facing boys. What weight would you give to these issues vis-à-vis a boy's development? Which challenges cut across lines of race and class, and which are exacerbated by them?

5. Some critics have seen Raising Cain as part of the so-called boys movement that arose in response to the girls movement engendered by the popularity of Mary Pipher's Reviving Ophelia. Do you credit such a view? What cultural shifts help to create such a situation? What are the pros and cons of such movements?

6. In "A Paper Trail of Trouble to Come," Dan Kindlon concludes that helping male students to maintain a healthy sense of self-esteem is of primary importance. Why does he invest so much in self-esteem? What threats to self-esteem do boys often encounter, and how do they usually deal with them? What can parents and educators do to assist them in these trials?

7. Michael Thompson writes that "ease with verbal expression improves impulse control." What relation exists between a facility with language and "emotional literacy"? What activities inhibit or develop a boy's ability to express himself? What forms of expression other than language do boys often employ in the name of expression? Discuss the shortcomings and benefits of each.

8. Which of the difficult issues facing boys today mirror those of the adult culture? What connection do you perceive between the two worlds? For example, does the pharmaceutical-as-panacea view held by many adults color the way we approach boys and their problems?

9. What lies behind the authors' unequivocal disapproval of harsh discipline? How does corporal punishment compare to its verbal counterpart? Do the repercussions of each differ? How? Does gender often determine the sort of discipline a child receives? Should it? What characterizes constructive discipline?

10. Explicate the "culture of cruelty" that Kindlon and Thompson acknowledge as present and virulent. What contributes to and perpetuates such a culture? Why are boys implicated and entangled in this culture more often than girls? Is the "culture of cruelty" a distinctly American phenomenon?

11. How does the role of "emotional literacy" differ in a father-son relationship and a mother-son relationship? What distinctions seem fixed, or open to redefinition? Is there value in preserving that which distinguishes one relationship from the other?

12. Why does isolation, particularly that of a desperate and threatening sort, appear to ensnare more boys than girls? What leaves boys lost in the labyrinth of the self, and what helps them to move through that maze toward others? What can a parent do to distinguish a meaningful retreat to solitude from a harmful, helpless fall into depression?

13. Kindlon and Thompson argue that emotional illiteracy and the desire to flee from emotional isolation begin to explain the lure of alcohol and drugs for adolescent males. Discuss their argument. What other problems arise when a young man's emotional life is fractured, darkened, or silenced? Do you accept the extent to which the authors invest meaning in the emotions of a boy's life?

14. How does a boy's relationship to his mother set the stage for his interactions with girls as an adolescent? What other factors contribute to the expectations and nascent understanding with which he begins an intimate relationship?

15. How do violence, aggression, and anger function as a means of expression for some adolescent males? What leads them from a language of words to a language of action? How does our society's reluctance to acknowledge the complexity of causes behind violence perpetuate the problem? What significance should one assign to the sort of violence found in the entertainments--movies, video games, music, sport--popular among boys today?

16. In their closing chapter, Kindlon and Thompson write, "What boys need, first and foremost, is to be seen through a different lens than tradition prescribes." Describe the conventional lens. In what ways does Raising Cain redefine such a lens? What myths about boys were undone or unsettled by your reading? Which were preserved?

17. Acknowledging the shortcomings of the bulleted point, Kindlon and Thompson conclude nonetheless with seven suggestions for raising boys. Acknowledging the arbitrariness of lists of ten, add three more points and explain your amendments.

The interview and questions were prepared by Ron Fletcher. Ron Fletcher teaches English at Boston College High School. He is at work on his first novel.

Your E-Mail Address
send me a copy

Recipient's E-Mail Address
(multiple addresses may be separated by commas)

A personal message: