Page 35 - UNIT 9 Getting Brain Fit_Neat

Step 2c: take action to keep stress chemicals from

rising in the first place

Explore how things can be changed or adapted so

stressors are reduced or even completely resolved:

For example: (the different ways to reduce stressors are extensive – this list is just to

get people thinking):

▪ Are the stressors physical ones? Could these be reduced? E.g. If hunger, could the child have
regular snacks?

▪ Are the stressors sensory ones? Could sensory scaffolds help? E.g. noise cancelling ear buds,

regular proprioception exercises, slightly shaded lenses on glasses to reduce light levels.

▪ Are the stressors emotional ones related to people? Could the number of people the child needs to
connect with be reduced until more connections are built? Could better connections be built slowly

through planned activities? Could the child choose specific roles / jobs so they feel they count?

▪ Are the stressors emotional ones related to tasks or events? Are all of these tasks and events
absolutely necessary at the moment whilst the child increases their DOSE and builds Executive
Function Skills? Would it be best to have a phased timetable in which the child has some decision-

making, a clear pathway towards a full timetable and action for building skills and scaffolding
difficulties in the meantime?