Page 8 - The Evidence Chart 2021 2022 MASTER

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
Development Poor experiences can lead to key areas of These are genuine difficulties: they are choosing 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/
Trauma Certain parts of the brain are placed on high - Identifying stressors and reducing these or 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
– they become resilient. Trauma and - We must be rigorous in safeguarding to ensure The evidence is extensive. See e.g.:
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/
positively with others, learn effectively and ▪
Response nervous system. 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
behavioural responses and support young people Dr Gordon Neufeld
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