When my child was 2 years old, he tripped and chipped his tooth on a metal lizard at the zoo, causing a significant amount of blood. We hurried to the dentist, who initially reassured us that everything seemed fine. However, thirty minutes later, a phone call changed the situation. The dentist expressed concerns about a possible tooth chip embedded in my son’s mouth tissue based on the X-ray. Urging us to go to the emergency room for further investigation under general anesthesia. Despite the urgency, it was a Friday afternoon around 4 p.m., and I was in the process of getting him an ice cream.
This particular phone call marked a pivotal moment in my parenting journey. It was the first instance where I hesitated at following a medical professional’s advice for my child’s well-being, finding the suggestion unsettling. While I typically hold deep respect for authority figures, the idea of subjecting my young son to anesthesia on a Friday evening due to a minor X-ray anomaly seemed unreasonable. Despite the dentist’s insistence, I declined the immediate procedure and opted to monitor any signs of infection instead, which fortunately did not manifest.
This anecdote serves as a precursor to the broader societal observation that Abigail Shrier delves into in her latest book, “Bad Therapy: Why the Kids Aren’t Growing Up.” Shrier, a distinguished figure educated at Columbia, Oxford, and Yale, and a former opinion columnist for the Wall Street Journal, posits that the contemporary culture tends to magnify normal childhood challenges into significant concerns, fostering a climate of over-intervention, especially in therapeutic contexts.
In “Bad Therapy,” Shrier weaves together personal narratives and scientific findings to argue that the prevalent therapeutic approaches, school counseling practices, and the language surrounding therapy have inadvertently contributed to detrimental effects on children. While her perspectives resonate with a broader audience, Shrier appears more inclined towards critiquing the prevailing parenting norms rather than engaging in constructive dialogue with diverse viewpoints.
Shrier’s critique extends to the realm of social-emotional learning (SEL) programs in schools, which aim to enhance children’s interpersonal skills and self-awareness. While acknowledging the potential benefits of SEL, Shrier highlights instances where such initiatives may inadvertently exacerbate emotional vulnerabilities in children, steering them towards a path of over-reliance on therapy rather than fostering resilience.
The book raises pertinent questions about the evolving landscape of parenting, therapy, and educational practices, shedding light on the delicate balance between emotional support and encouraging independence in children. However, Shrier’s sweeping generalizations and scathing criticisms, particularly towards concepts like gentle parenting and SEL, risk oversimplifying complex issues and undermining the nuanced efforts of parents and educators striving to navigate the challenges of raising children in today’s world.
Ultimately, “Bad Therapy” prompts readers to reflect on the evolving dynamics of parenting, mental health, and childhood development, urging a critical examination of the prevailing norms and practices to ensure the holistic well-being and growth of the younger generation.