Page 13 - The Empowerment Approach Evidence Chart
P. 13
Element of Key Points from Evidence Base What this means for those supporting Key tools/resources developed Leading experts working in the field
Programme young people & their families within our programme related to this
The Role of Executive Function Skills are crucial for There’s always something behind behaviour: ▪ Gold Learning Skills (Executive Dr Jack P Shonkoff
Executive learning and development. when children fail to meet expectations, our Function Skills) cards Center on the Developing Child, Harvard
Function Skills They also enable children to meet first step should be to look behind the ▪ Strength based perspectives on University.
in Children’s home and classroom expectations and behaviour and identify unmet needs and Executive Function Skills https://developingchild.harvard.edu/
Success demonstrate helpful, positive missing Executive Function skills. ▪ EF Animal Scales: identifying helpful
behaviours. & unhelpful contexts for each Dr Philp Zelazo
Strong Executive Function Skills enable Using a strength-based perspective, we can ▪ Executive Function Skills checklist Dr Stephanie Carlson
children to prioritise, plan and achieve build on the skills a child has – focusing on ▪ Series of tasks to explore each https://www.understood.org/pages/en/sch
well in learning and in life. when the skills is helpful or unhelpful. E.g. It Executive Function Skill ool-learning/for-educators/
Some children have poorer neural is helpful to have hypervigilant attention ▪ Series of tip sheets on developing
circuitry in the pre-frontal cortex control at time of danger or when playing a specific Executive Function Skills and Dr Ross Greene
where Executive Function Skills are team sport. It is less helpful when completing alternative scaffolds and strategies https://www.livesinthebalance.org/about-
housed; these children will have an essay. for supporting Executive Function cps
genuine difficulties in EF skills such as Skill difficulties.
emotional and energy regulation, We can build Executive Function skills ▪ Pathways to Independence model Dr Stuart Ablon
impulse control, flexible thinking and through intentional focus and practice. to ensure progress over time and http://www.thinkkids.org/
working memory. avoid rescuing and dependency.
Challenging behaviour comes about Children need scaffolds and support whilst ▪ Equity versus Equality model Peggy Dawson & Richard Guare:
when the demands of a situation are they build lagging skills. https://www.smartbutscatteredkids.com/
too great for the Executive Function
Skills the child possesses to manage
these demands
Neurodiversity Neurodiverse Profiles mean that - Accepting Executive Function difficulties as ▪ Unit explaining neurodiversity and Mary Colley, DANDA
& Executive some individuals who have not genuine. the four quadrants as well as
Function experienced adverse childhood - Seeing neurodiversity as difference rather common difficulties and strengths. Dr Thomas Armstrong
Difficulties experiences or trauma have specific than disability. ▪ Spikey Profile Model http://www.institute4learning.com/thomas
difficulties in areas related to - Adapting teaching to support those with ▪ Strengths & Difficulties Cards -armstrong/
Executive Functions poor Executive Function skills. ▪ Executive Function Skills strategy Dr Ellen Braaten
This means that some children will - Keeping a sharp focus on strengths documents http://www.mghclaycenter.org/about-
genuinely find it more difficult to focus - Helping children to recognise/build on us/our-team/ellen-braaten-phd/
attention, process & recall strengths and recognise/accept difficulties so Peggy Dawson & Richard Guare:
instructions, organise themselves and they can self-advocate positively. https://www.smartbutscatteredkids.com/
manage impulses.
Calm Connect Adult self-regulation is key. Consistently calm and positive ▪ Unit: Responding when Things Go Dr Daniel J. Siegel and Dr Tina Payne Bryson
Support Responding positively and calmly is communication with children is essential if Wrong https://www.drdansiegel.com/home/
crucial to helping children regulate. we want relationships to be good and their ▪ The Power of Relationships video Paul Dix
It is also vital in protecting their self- self-esteem to stay high. It will also make it ▪ Task on the short and long-term Faber & Mazlish
Parental emotion and emotion regulation: A critical
concept, future self-esteem and more likely that they will want to work to goals when working with children
target of study for research and intervention to
preventing a negative spiral. solve issues with us. and the impact of traditional promote child emotion socialization
A focus on supporting the adult to be methods on a child’s self-concept Hajal, Nastassia J; Paley, Blair.Developmental
able to effectively regulate is crucial. Psychology Vol. 56, Iss. 3, (Mar 2020): 403-417.
