Page 32 - Unit 7 Brain Stress
P. 32
What does this all mean to our practice?
BY UNDERSTANDING WHAT HAPPENS UNDER STRESS, WE CAN BETTER SUPPORT CHILDREN TO
GET BACK ON TRACK
1 Teach everyone about the brain’s threat response: so that everyone understands what happens
(the neurobiology) when needs are not met and the brain reacts in threat. We can then move
away from a blame culture in which children are viewed as ‘naughty’ or ‘making poor choices’.
2 Work hard to reduce stressors for children. That means being ‘Curious not Furious’ and working
out what caused the stress chemicals to rise. You can’t change what you don’t understand.
Reduce sensory stressors by working with a child to discover the best scaffolds – this might be
3 ear buds, darkened lenses, a weighted cushion or regular movement breaks. Always plan a
‘Pathway to Independence’ so children can manage independently in the long term.
4 Help children practice self-soothing so they can ‘catch the prickle’ and calm quickly when things
go wrong. Help them find the best way to self-soothe. Is it movement? Breathing?
Give children daily opportunities to lower the stress chemicals in their bodies generally. Help
5 them work out the best ways to experience calm. Is it mindful breathing? Painting? Dancing?
Knitting? Listening to music? Once they know, plan these daily – even if only for a few minutes.
