Trauma Training provides teachers new techniques to address behavioral issues and help students that have had difficult challenges in their life. Most adults can think of examples of children that they know who could benefit from this method of intervention. Unfortunately, Trauma Informed Care seeks to transfer duties of parents to the state. Positive sounding buzz words and phrases like addressing the needs of the “whole child” lead teachers and parents into believing children’s needs are being addressed, whereas the reality is that education is being shifted slowly away from a system grounded in academics towards a system that mixes medical care, therapy, and education.
As human beings, we understand that life events such as the death of a close family member or a divorce are traumas that we sometimes need help dealing with. That is likely how Trauma Informed Care has gained a foothold. We all want children going through traumatic events like this to receive a little extra support, don’t we?
A key element of Trauma Informed Care involves the teacher bonding with the student in a way that a parent-like relationship is formed. While there are some children who can definitely benefit from bonding with a teacher, this becomes highly problematic for stable families as these techniques can provide a gateway to undermine the authority of the family. Bonding is strongly encouraged when the views of children differ from the views of their parents. The most common example of this in today’s society comes from teenage children who decide they are transgender. Rather than turning to their parents for support and guidance, many children are turning to teachers that are eager to step in and fill this role.
It is a normal part of growing up for the views of children to clash with those of their parents. Suggestions commonly made in library books such as The Black Flamingo and This Book is Antiracist, and school lessons rooted in social justice propaganda are further increasing the parent-child divide. Through these lessons, children are being persuaded that their parents are wrong or out of touch. As children begin to accept teachings that are rooted in neo-Marxist perspectives, the parent-child bond begins to weaken. This is where the major problem with Trauma Informed Care begins. Discussions that should have been reserved for parents are being usurped by educational institutions. They are presenting children with worldviews that are significantly different from their parents. When the child rejects their parents because of their newly adopted worldview, the state fills the parenting role.
In the case of troubled children, it is not necessary to break the parent-child bond because it is typically weak or already broken. In this case, some nefarious teachers and organizations seek relationships with troubled youth because they are easy targets. Nefarious adults and organizations can bond with these children and influence their thinking. Rather than empowering these troubled children to change their situation and become more independent, these organizations assist these children in finding more support (government programs) while teaching them to resent their parents and the system. Sage, a 14-year old girl in Virginia suffered terribly due to these types of programs. Over time, the state becomes the parent and overreaches its control throughout the population.
The proper roles of trained mental health experts in therapeutic settings are slowly being usurped by the state education system along with roles reserved for parents. This is obviously a long slow process that doesn’t happen with every child, but over time it is having a devastating effect.