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What to aim for in implementing the Empowerment Approach
At the core is building children’s self-advocacy and self-responsibility
Adults become great at Children become great at
1 Being curious with each other and children: viewing ‘behaviour’ as unmet Being curious with peers: viewing ‘behaviour’ as unmet needs and missing
needs / missing skills; being curious on what might help them feel & do better skills; focusing on what might help their peer feel and do better
2 Teaching children their unique 5C needs so they: Understanding their own and other people’s unique needs so they can:
▪ know and fill them in ways that are good for everyone ▪ know, fill, prepare for and communicate their own needs in helpful ways
▪ Prep4Best ahead of time independently ▪ find out the needs of others
▪ Communicate their needs in positive ways ▪ work to make sure everyone’s needs are met as best as they can be so
▪ Find out the needs of others and help fill them things are ‘Good for me, good for you, good for everyone’
3 Teaching children about neurobiology and how to: Understanding and taking charge of their neurobiology:
- Get their DOSE in helpful ways - Getting their DOSE in helpful ways
- Control their Danger Brain – learn to manage tolerable stress / the - Controlling their Danger Brain – learning to manage tolerable stress / the
unpleasant feelings of growth and challenge unpleasant feelings of growth and challenge
- Stay in Positive Positions; communicate needs & ask for help when - Staying in Positive Positions and communicating their needs and asking
needed for help when needed
Giving daily opportunities for children to Stress Bust Planning and carrying out daily Stress Busting
4 Teaching children the Skills & Strengths module so they: Knowing their strengths and difficulties and taking action to improve:
▪ Know their cognitive strengths and have daily opportunities to use and ▪ Knowing their cognitive strengths, letting other people know them and
maximise them suggesting ways to adapt tasks to utilize their strengths well
▪ Know about Executive Function Skills and recognize which they find ▪ Understanding the Executive Function Skills and knowing which they
easier and those they find harder find easier and ones they find harder
▪ Keep a strength-based focus on struggles – when is this helpful / ▪ Keeping a strength-based focus on their struggles and the struggles of
unhelpful? their peers – when is this difference helpful? Unhelpful?
▪ Create and carry out a plan which helps to improve and scaffold weaker ▪ Working with adults to create a plan and take action to improve and
Executive Function Skills. scaffold any weaker EF skills.
5 Using Calm Connect Support so children get back on track quickly when Using Calm Connect Support so they are great at helping their peers get
they are struggling back on track when they are struggling
6 Following up with coaching consistently and adhering to the Coaching Following up with their peers: when things go wrong using the Working Out
Sequence (which involves intensifying steps of support for the child if Windows model. For some children who want to become experts, train as
progress is not made) Young Brain Coaches and become skilled at coaching their peers
7 Carrying our Repair time to restore relationships and teach empathy Carrying our Repair time to restore relationships and teach empathy
