Page 17 - The Empowerment Approach Evidence Chart
P. 17
Element of Key Points from Evidence Base What this means for those Key tools/resources developed within our Leading experts working in the field
Programme supporting young people & programme related to this
their families
‘Coaching 2 Building new neural pathways takes When there are repeated ▪ Guidance on working with the individual: the 15 Dr Ross Greene
Success’ focus, time and practice. incidents, adults should work stage programme https://www.livesinthebalance.org/about-
Individual with the child in a more ▪ Identifying Priorities guidance and checklist cps
Coaching Helping children better understand intensive way to identify ▪ Needs Cards Dr Stuart Ablon
Programme their difficulties and providing triggers, difficulties and missing ▪ Strengths & Skills Cards http://www.thinkkids.org/
opportunities to address unmet needs skills and use regular coaching ▪ Executive Function Skills Checklist
and build missing skills will lead to to support the child in making ▪ Filling cups and building skills action Plan
long-term progress. progress. templates
▪ @ My Best, Metaphor Maker and Bright Spots
Building skills needs intentional focus tools.
and practice. ▪ Scaling Tool
▪ Stop Start Action model
Implementation Collaboration of all adults working One therapy session a week ▪ All adults attending training. Dr Bruce Perry
across school with the young person to support a will not be sufficient – ▪ All agencies attend training Neurosequential Model of Education
and any shared, consistent language ensure all staff use the same ▪ Share visual and concrete resources, models and Using_a_neurodevelopmental_lens_wh
external language used by all adults.
principles, strategies, models en_working_with_children.pdf
agencies Principle that weekly or even a few ▪ Shared assessment document driven, accessible
and language. (wecanandmustdobetter.org)
working with times a week intervention is to and owned by young person.
the young insufficient and ‘a web of interactions’ ▪ Tracking skills and needs systems that are used by
person from all adults is required for efficacy. Rehearsal of key skills within the child with adults, not by adults with child. Rehearsal of lagging Executive Function
different contexts and ▪ Executive Function checklist skills:
Repeated therapeutic interactions are repeated regularly. ▪ Helpful skills app for children and young people Dr Stuart Ablon
needed. Think:Kids : The Research
(thinkkids.org)
Neuroscience: repetition and rehearsal (Partners: Laboratory for Youth Behaviour
applied in different contexts and Department of Psychiatry, Massachusetts
practised within contexts necessary for General Hospital)
change.
