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Summary of Bad Therapy by Abigail Shrier: Why the Kids Aren't Growing Up
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Summary of Bad Therapy
A
Summary of Abigail Shrier’s book
Why the Kids Aren't Growing Up
GP SUMMARY
Summary of Bad Therapy by Abigail Shrier: Why the Kids Aren't Growing Up
By GP SUMMARY© 2024, GP SUMMARY.
All rights reserved.
Author: GP SUMMARY
Contact: [email protected]
Cover, illustration: GP SUMMARY
Editing, proofreading: GP SUMMARY
Other collaborators: GP SUMMARY
NOTE TO READERS
This is an unofficial summary & analysis of Abigail Shrier’s “Bad Therapy: Why the Kids Aren't Growing Up” designed to enrich your reading experience.
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Copyright 2024. All rights reserved.
Note
A youth mental health crisis often conflates two groups: those suffering from profound mental illness and those who are overwhelmed by fear, loneliness, and sadness. These individuals often seek diagnoses but are often misdiagnosed, leading to unnecessary medical attention and mistreatment. This book focuses on the larger cohort of young people who face these challenges and the need for a more comprehensive approach.
Introduction
We Just Wanted Happy Kids
The author's son returned home from sleepaway camp with a stomachache, and a doctor ruled out appendicitis as a result. However, the doctor asked for privacy for a mental health screening, which a nurse from the National Institute of Mental Health had planned to ask. The author was haunted by the possibility of the nurse having been more trusting and not allowing her son to be separated from his parents.
The author reflects on the growing franticness and obsessiveness parents have towards their children's mental health, allowing mental health experts to evict them from the room. They argue that parents have relying on psychologists for decades to teach them how to raise well-adjusted kids, which may be overcompensating for the fact that their own parents assumed the opposite: that psychologists were the last people to consult on how to raise normal kids.
The author reflects on their own childhood experiences, where they were often spanked and had little input in decision-making. As they entered adulthood, they began therapy, exploring their childhoods and learning to see their parents as emotionally stunted. They vowed to improve their child-rearing, listen better, monitor moods, accommodate opinions, and anticipate their children's distress. They aimed to see their children as teammates, mentees, and buddies, breaking down the barrier of authority between parent and child.
The author discusses the rise of a generation of children who were raised without spanking and relying on mental health professionals for therapy, diagnosis, counseling, and medication. They argue that this approach has led to a generation of children who are loneliest, anxious, depressed, pessimistic, helpless, and fearful. The author explains how this generation was raised gently and come to believe they had experienced debilitating childhood trauma.
The author also discusses how schools have adopted a therapeutic approach to education, expanding their mental health staff to diagnose and accommodate children, rather than punish or reward them. This has led to a generation of kids who are underprepared to accomplish basic tasks and are often lonely and emotionally pained.
The author argues that mental health interventions on behalf of children have largely backfired. Mental health experts train kids to regard themselves as disordered, believing everyone requires therapy and is at least a little "broken." They talk of "resilience" but mean "accepting your trauma." They dream of "destigmatizing mental illness" and sprinkle diagnostic labels like so much pixie dust.
The author suggests that schools, pediatricians, and parents should offer resistance to the mental health industry's efforts to raise the most unwell generation in recent history. By offering a little resistance, we can help to create a more supportive and effective environment for children to grow and thrive.The author's son returned home from sleepaway camp with a stomachache, and a doctor ruled out appendicitis as a result. However, the doctor asked for privacy for a mental health screening, which a nurse from the National Institute of Mental Health had planned to ask. The author was haunted by the possibility of the nurse having been more trusting and not allowing her son to be separated from his parents.
The author reflects on the growing franticness and obsessiveness parents have towards their children's mental health, allowing mental health experts to evict them from the room. They argue that parents have relying on psychologists for decades to teach them how to raise well-adjusted kids, which may be overcompensating for the fact that their own parents assumed the opposite: that psychologists were the last people to consult on how to raise normal kids.
The author reflects on their own childhood experiences, where they were often spanked and had little input in decision-making. As they entered adulthood, they began therapy, exploring their childhoods and learning to see their parents as emotionally stunted. They vowed to improve their child-rearing, listen better, monitor moods, accommodate opinions, and anticipate their children's distress. They aimed to see their children as teammates, mentees, and buddies, breaking down the barrier of authority between parent and child.
The author discusses the rise of a generation of children who were raised without spanking and relying on mental health professionals for therapy, diagnosis, counseling, and medication. They argue that this approach has led to a generation of children who are loneliest, anxious, depressed, pessimistic, helpless, and fearful. The author explains how this generation was raised gently and come to believe they had experienced debilitating childhood trauma.
The author also discusses how schools have adopted a therapeutic approach to education, expanding their mental health staff to diagnose and accommodate children, rather than punish or reward them. This has led to a generation of kids who are underprepared to accomplish basic tasks and are often lonely and emotionally pained.
The author argues that mental health interventions on behalf of children have largely backfired. Mental health experts train kids to regard themselves as disordered, believing everyone requires therapy and is at least a little "broken." They talk of "resilience" but mean "accepting your trauma." They dream of "destigmatizing mental illness" and sprinkle diagnostic labels like so much pixie dust.
The author suggests that schools, pediatricians, and parents should offer resistance to the mental health industry's efforts to raise the most unwell generation in recent history. By offering a little resistance, we can help to create a more supportive and effective environment for children to grow and thrive.
Part I
Healers Can Harm
Iatrogenesis
In 2006, the author moved from Washington, DC to Los Angeles to be closer to her boyfriend. She had only ever visited California once and was aware that everyone else could identify her body in the event of an untimely demise. As a lawyer, she faced the unpleasantness of becoming a lawyer and needed someone to listen to her worries and misgivings. She hired a therapist, who helped her realize that most things were someone else's fault and helped her diagnose them freely.
The author had a great year with her therapist, but a month before their wedding, her therapist informed her that they needed more work. The therapist was a formidable woman with at least fifteen years on her and a doctorate in psychology. The author decided to take some time off and resumed therapy with her.
A few years later, she married and resumed therapy with a psychoanalyst for a year or so. Every experience with therapy has fallen along a continuum from enlightening to unsettling. Sometimes, it rose to the level of "fun." Learning a little more about the workings of her own mind was at times helpful and often gratifying.
