Page 15 - The Empowerment Approach Evidence Chart
P. 15
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
Calm Connect Connection supports speedier Consistent use of connection, even when ▪ Responding in the Moment Unit A great range of authors advocate the use of
Support emotional regulation & supports young people are presenting with unhelpful ▪ The Trust Drug – giant syringe ‘connection before correction’.
flexible thinking and problem-solving. behaviours, will increase trust, improve and giant sweet props Some key authors include:
When in stress response, the pre- relationships, support improved self-concept ▪ Calm, Connect, Support Jennifer Kolari:
frontal cortex is deactivated to for the child and promote more rapid sequence - use with children and https://connectedparenting.com/
conserve energy, reducing reasoning emotional regulation. teach children to use with each Prof Daniel Siegel:
skills. other https://www.drdansiegel.com/
Connection supports quicker Connection is a pre-requisite for effective ▪ Calm Connect Support peer Dr Tina Bryson-Payne:
regulation and enables energy to be subsequent problem-solving. Without review chart https://www.tinabryson.com/
redirected back to the pre-frontal connection, a young person is less likely to be ▪ Examples of CCS in practice Laura Markham:
cortex, supporting effective problem- able to use the higher skills of flexible https://www.ahaparenting.com/
solving. thinking, negotiation, compromise and Dr Mona Delahooke:
Connection releases hormones which empathy. https://monadelahooke.com/
speeds up regulation, increases trust,
improves relationships and enhances The adult plays a vital role in supporting a
neuroplasticity and learning. child’s self-regulation skills through co-
Emotional co-regulation is the first regulation.
step towards self-regulation
(Delahooke, 2019)
Follow Up & Collaborating with children to find Involving children in finding solutions so they ▪ Follow Up for Progress Unit Dr Ross Greene
Coaching solutions builds vital Executive become skilful at problem-solving & thinking ▪ Our mantra: ‘Good for Me, Good https://www.livesinthebalance.org/about-cps
Conversations Function skills, supports emotional about the needs of others should be the key for You, Good for Everyone’ Dr Stuart Ablon
needs, strengthens relationships and element of follow-up. ▪ Coaching Conversations http://www.thinkkids.org/
leads to more sustainable outcomes. By doing so, we both help build children’s sequence Dr Jane Nelsen
Involving young people in problem skills and meet their emotional needs. ▪ Coaching Conversations peer https://www.positivediscipline.com/
solving helps children to feel of value, Rescuing children or dictating solutions are review chart
listened to, capable and have a sense less likely to be successful or sustained over ▪ Speak Up 4 Better Model
of control over their lives. the long term. ▪ Prep4Best model
Using collaborative coaching ▪ Working Out Windows Model
techniques increases intrinsic
motivation for change.
ConEDsequence Punitive methods have a long-term When children fail to meet our expectations, ▪ Key concept summarised in Dr Numerous authors from a wide range of
negative impact on a child’s sense of we should be on their side as educators – our Nelsen’s quote: “Where on earth disciplines advocate an approach which utilises
self and self-worth. key role focused on helping them do better. did we get this crazy idea that to kind and compassionate methods, looks behind
help a child do better, we first behaviour to discover the ‘why’ and build skills
Sanctions and rewards fail to identify
This requires a kind yet firm and certain have to make them feel worse?” rather than using force & compliance e.g.
unmet needs and missing skills.
approach focused on identifying unmet needs ▪ Our mantra: ‘When children feel Dr Jane Nelsen:
Rewards and sanctions promote and missing skills and planning with the child better, they do better’. https://www.positivediscipline.com/
dependency on external motivators, what strategies and scaffolds will help them ▪ Checklist for effective Alfie Kohn:
reduce intrinsic motivation and are a to manage better next time in a way which is ConEDsequence sessions. https://www.alfiekohn.org/
barrier to developing a strong moral ‘Good for me, good for you, good for See also in reading list: Laura Markham,
compass and emotional intelligence. everyone’. Deborah MacNamara, Mona Delahooke, Janet
Lansbury, Lawrence J Cohen, Bruce D Perry,
Phillipa Perry, Jennifer Kolari,
