Page 45 - Unit 3 Brain Control

What does this all mean to practice?

What this means to the way we should support children and young people

WE NEED TO TEACH EXECUTIVE FUNCTION SKILLS

1. Some people have specific difficulties in Executive Function Skills. This can just be the way
their brain was wired through birth. It may be due to trauma and adverse or limited experiences.

2. When someone has difficulties in Executive Function Skills, they often have alternative
strengths. These strengths may just be due to genetics. It may be an adaptation to keep themselves

safe during adverse experiences.

3. We can explain these alternative strengths using our Animal Scales – it gives a good hook to

talk about them. Though if you work with a child who finds metaphors confusing, stick to referring to

the actual kill spectrum e.g. impulsivity: from impulsive to deliberate; flexibility: from flexible to rigid.

4. We should focus on when one animal is more helpful or unhelpful, rather than one animal
being better or worse, for example:

• Quick Switching Squirrel attention is perfect when walking around late at night. It helps us

to stay alert and safe. It is not so helpful in the classroom when working on a piece of writing.

• Determined Donkey rigidity is great for sticking to your guns about something you really
believe in. It can also be a great strength when someone is trying to persuade you to do

something unsafe, like misuse drugs, and you stick to saying no. Donkey thinking is less helpful

when a task needs you to recognize different perspectives, compromise and change direction.