When the old fads fade, they are hungry for the new. The school-to-prison pipeline (STPP) is the metaphor that describes the phenomenon and correlation of school discipline events to the increased involvement with the juvenile justice system. Educators, advocacy groups, and the various nodes of the counseling and therapeutic professions are all looking for ways to refresh their claims and make promises about solutions to this or that problem. These fads locate a range of human problems in brain and behavior, and promise that a special knowledge class has the solution. This pipeline focuses on how girls are routed into the juvenile justice system and is a counterpart to the school-to-prison pipeline. The rise of trauma has been helped along by an institutional landscape primed to embrace therapeutic fads. The discussion addresses how rehabilitation counselors can collaborate with others in the counseling profession for earlier identification of individuals who may be experiencing or have experienced.
It is Black and Brown girls who are disproportionately arrested and incarcerated for their abuse and trauma.6 Harsh school disciplinary policies (e.g. One study found that 89.6 percent of the American population were “trauma survivors” by the prevailing diagnostic definition. pipeline’ is really a pipeline for girls of color. Instead, more and more problems are being described as trauma, and ever-larger swaths of the population are enrolled in the ranks of the traumatized. The STPP is the most severe and damaging form of SpectralEducational Trauma, and concludes the spectrum. Despite being championed by progressives, they foreclose the possibility of political progress. The School-to-Prison Pipeline Is the Most Severe Example of Spectral Educational Trauma. These explanations situate complex problems squarely in the minds of the purported victims. Stacey Dutil, a critical race theorist, argues that “trauma-informed” therapeutic interventions in schools can dismantle the “the school-to-prison pipeline” by preventing “delinquent behavior.” The notion that problems experienced by indigenous people are rooted in “intergenerational trauma” has become a common prejudice. Local councils in Britain are hiring “trauma-informed-practice development officers,” while governments pour money into research on preventing childhood traumas, or “adverse childhood experiences,” which have been held responsible for a wide range of social problems, including educational underachievement, unemployment, criminal behavior, obesity, cancer, and heart disease.
Money used for school police could be diverted to hiring mental health professionals (and especially mental health professionals of color) to provide needed support to students.This would help more youth avoid interactions with police.The idea of trauma has been prominent in academic and policy circles for decades, but it has reached new heights in the past five years. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline. Through policy advocacy, we can demand expanded access to quality mental health care and resources in schools. We Can Stop the School-to-Prison Pipeline For example, they might have lost a main source of income, which can take a toll on their mental health. Families of people who are imprisoned are also affected. There are many reasons for this, including a lack of access to mental health care, criminalization of mental illness, and racism that exists in both the health and legal systems. are filled with people suffering from mental illness. It’s no surprise, then, that prisons and juvenile detention centers in the U.S. Trauma as a result of prison conditions and treatment while imprisoned can directly impact mental health. Historical Trauma, Race-based Trauma and Resilience of Indigenous Peoples: A Literature Review (2010) 5:1 First Peoples Child & Family Rev 126. Residential Schools: The Intergenerational Impacts on Aboriginal Peoples (2010) 7 Native.
Once in the juvenile (in)justice system, BIPOC youth are less likely to be treated for mental illness than white youth. Intergenerational imprisonment, defined here as cycles of institutional confinement (not. BIPOC youth with mental health issues are also more likely than White youth with the same issues to be sent to the juvenile (in)justice system instead of being sent to get care. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize socialemotional support to students.