Page 3 - Ioannis & Clare Flipbook 1

WE HAVE EXPLORED SO FAR …

▪ I explained that the pre-frontal cortex houses important skills known as Executive Function Skills.
▪ I introduced all 6 Executive Function skills and noted the repetitions needed to build these skills. These will not be
built overnight and, in the meantime, it is important that doing the right thing is made as easy as possible for
Ioannis and stressors are reduced.
▪ I explained that Executive Function Skills can be weaker in some people due to experiences, stress or simply

because their brain is neurodivergent and wired differently (and often a combination of all of these factors).
▪ I showed the ‘Balance of Life’ model to illustrate how pleasant and unpleasant experiences can affect the levels of
stress in the body and in turn make a difference to how well people can manage stress – being resilient or
vulnerable to stress. I also explained how stress causes the pre-frontal cortex to deactivate – Executive Function
Skills become poorer when stress levels are high. Stress also reduces building of neural circuitry over time.
▪ I noted how connections between the prefrontal cortex and other areas of brain are not as strong in teens. This

makes it even harder to make good decisions when feelings (pleasant or unpleasant feelings) are high.
▪ Peer relations are more important and hold greater pull for teens because they are going through a period of
individuation and separation from adults carers. This means the influence of the peer group is stronger and will
pull them harder than the pull of what adults want – particularly when actually with their peers.
▪ Practice and rehearsal strengthens brain connections This means that teenagers need lots of rehearsal of

situations so they can practice how they would like to respond – actually practising it rather than just talking it
through.
▪ Rehearsal enables helpful responses to become automated so they do not rely on their Executive Function Skills
in the moment. 3