Page 4 - EA Evidence Chart 2023

Element of Key Points from Evidence Base What this means for those supporting Key tools/resources developed within Leading experts working in the field
Programme young people & their families our programme related to this
The Brains are built, not born. Some parts of the Some children will have difficulties in areas of ▪ Collection of practical tasks which can Center on the Developing Child, Harvard
Neuroscience: brain are not fully matured until mid 20s. Executive Function skills that are necessary for be used with staff & parents to improve University.
Understanding Children and teen brains are not just adult success in the classroom. understanding of brain development. https://developingchild.harvard.edu/
brains with less experience.
Brain ▪ The Brain Architecture Game (we have Dr Jack P Shonkoff
Poor experiences can lead to key areas of These are genuine difficulties: they are choosing
Development a license for its use). Dr Steven D. Cohen
the brain associated with Executive to act in this way – it is a result of their current ▪
Function skills being under-developed. neural architecture. Activities, accompanying resources & Dr Frances E Jensen
Executive function skills include the ability to videos to use with children to teach
self-regulate, manage impulses, think flexibly about the brain.
and control attention.
The Physical, emotional and psychological - Some children will be on high alert and As above: see
Neuroscience: trauma can lead to ‘toxic stress’. deregulate easily. ▪ Types of Stress & Stress Balloons https://developingchild.harvard.edu/
Understanding During toxic stress, the brain adapts to - Forming positive, nurturing relationships in ▪ Adverse Childhood Experiences videos https://self-reg.ca/self-reg/self-
protect itself from trauma. which they feel supported is vital.
the Impact of ▪ Link to Brain Architecture Game (see regknowledge-series/
Certain parts of the brain are placed on high - Identifying stressors and reducing these or
Trauma above) Dr Stuart Shanker
alert; other parts become much less active. helping children to plan to manage them ▪
This has a significant impact on a child’s successfully is key. Unit on ‘Understanding Stress Exploring longitudinal associations
ability to control emotions, pay attention, be - Helping children to gain awareness of their Responses’. between neighborhood disadvantage
less impulsive and form healthy emotional state and find ways to become calm ▪ Reducing stress and finding calm and cortisol levels in early childhood
relationships. successfully is vital. restorative strategies Development and Psychopathology 29
- This provides a clear message for action: it is (2017), 1649–1662 Cambridge
When a child enjoys safety and positive vital to ensure any provision provides a safe and ▪ Balance of Life University Press
experiences, it provides a strong foundation; nurturing space for children. This includes The impact of ACE’s:
they are then better able to cope with stress relational safety. ▪ Coloured Lenses The evidence is extensive. See e.g.:
– they become resilient. Trauma and - We must be rigorous in safeguarding to ensure
stressful experiences can result in a child young people are living in environments which ▪ Adverse Childhood Experiences – Public
being skewed towards vulnerability. are safe and nurturing. Feel Good Chemicals Health Masterclass. Jacqui Reid-
- Positive, enriching experiences and safe, Blackwood, Public Health Programme
nurturing provision can support a child towards ▪ Needs Cards Manager. Public Health England
increased resilience. Thomas Boyce and Bruce J. Ellis
The Humans are driven to survive; we A key priority must be to support young people ▪ Cycle of Stress-Related Behaviour Dr Bruce Perry:
Neuroscience of respond to perceived threat in achieving relational safety so that they are ▪ Unit on ‘Understanding Stress https://www.bdperry.com/
Threat & Safety unconsciously through the autonomic physically and emotionally healthy, can engage Responses’. https://www.childtrauma.org/
Response nervous system. positively with others, learn effectively and ▪ Neufeld’s forms of attachment. Dr Kay Ayre
As mammals, relational safety is a priority achieve their best. ▪ Stressor Spotting Tool using the relational https://www.tipbs.com/

and when not met, the automatic threat Safety (People Around Us Emotional Needs cards) Dr Gabor Mate
By understanding stress responses, adults ▪
response is triggered. supporting young people can better understand Signs of Safety Pyramid https://drgabormate.com/
A state of safety (both physical and ▪ Flock, freeze, find, fawn, flock, flight, fight Dr Gordon Neufeld
behavioural responses and support young people
relational) is helpful for relationships, rest to achieve feelings of safety. stress responses visual cues. https://neufeldinstitute.org/
and emotional and physical repair. It also ▪ Positive Positions Model Dr Daniel Siegel
supports sleep, reading, meditation, By enabling young people to understand ▪ Models related to perception of danger https://www.drdansiegel.com/
eating, positive interactions with others, autonomic stress responses, they can be and relational safety:
learning and play. empowered to better understand their own ▪ Meet Your Bouncer Model
Some children under or overestimate responses, retain a positive self-concept and ▪ Stress Balloons Model
threat. Their autonomic nervous system take positive steps towards improved ▪ Parachute of Support Model
can be triggered when there’s no real ▪ Positive Strokes Model
danger. ▪ Feel Good Chemicals Model