Nicholas Hobbs, a visionary in the field of psychology, believed strongly that how one defines a problem determines in large part the strategies that can be generated to solve it (Hobbs, 1982). He questioned the validity of psychiatric labels and other means of classification that pathologized children, believing that such approaches guided people down unproductive paths. The interpersonal ecology provided the context for understanding the struggles a child experienced. Disruptions in the child's relationships led to pronounced challenges and influenced future resilience or vulnerability. These principles have been validated by research on attachment, trauma, and neuroscience. This discussion melds the Re-ED principles of Nicholas Hobbs with principles of trauma-informed practice.