Page 8 - Refresher Overview November 2020

Element of Key Points from Evidence Base What this means for those supporting Key tools/resources developed within Leading experts working in the field
Programme young people & their families our programme related to this
The Poor experiences can lead to key Some children will have difficulties in areas of ▪ Collection of practical tasks which can Center on the Developing Child, Harvard
Neuroscience: areas of the brain associated with Executive Function skills that are necessary for be used with staff & parents to improve University.

Understanding executive function skills being under- success in the classroom. understanding of brain development. https://developingchild.harvard.edu/

Brain developed. ▪ The Brain Architecture Game (we have Dr Jack P Shonkoff
These are genuine difficulties: they are choosing to
Development Executive function skills include the act in this way – it is a result of their current neural a license for its use). Dr Steven D. Cohen
ability to self-regulate, manage architecture. ▪ Activities, accompanying resources &
impulses, think flexibly and control videos to use with children to teach
attention. about the brain.
The Physical, emotional and psychological - Some children will be on high alert and As above: see
Neuroscience: trauma can lead to ‘toxic stress’. deregulate easily. ▪ Types of Stress & Stress Balloons https://developingchild.harvard.edu/
- Forming positive, nurturing relationships in which
Understanding ▪ Adverse Childhood Experiences videos https://self-reg.ca/self-reg/self-
During toxic stress, the brain adapts to they feel supported is vital.
the Impact of protect itself from trauma. ▪ Link to Brain Architecture Game (see regknowledge-series/
Trauma - Identifying stressors and reducing these or above) Dr Stuart Shanker
Certain parts of the brain are placed helping children to plan to manage them ▪ Unit on ‘Understanding Stress Exploring longitudinal associations
on high alert; other parts become successfully is key.
- Helping children to gain awareness of their Responses’. between neighborhood disadvantage
much less active. This has a significant
emotional state and find ways to become calm ▪ Reducing stress and finding calm and cortisol levels in early childhood
impact on a child’s ability to control
successfully is vital. restorative strategies Development and Psychopathology 29
emotions, pay attention, be less
- This provides a clear message for action: it is vital (2017), 1649–1662 Cambridge
impulsive and form healthy to ensure any provision provides a safe and University Press
relationships. nurturing space for children. This includes ▪
relational safety. Balance of Life The impact of ACE’s:
When a child enjoys safety and The evidence is extensive. See e.g.:
positive experiences, it provides a - We must be rigorous in safeguarding to ensure ▪ Coloured Lenses Adverse Childhood Experiences – Public
strong foundation; they are then young people are living in environments which are Health Masterclass. Jacqui Reid-
safe and nurturing.
better able to cope with stress – they ▪ Feel Good Chemicals
- Positive, enriching experiences and safe, Blackwood, Public Health Programme
become resilient. Trauma and stressful nurturing provision can support a child towards Manager. Public Health England
experiences can result in a child being increased resilience. ▪ Needs Cards
skewed towards vulnerability. Thomas Boyce and Bruce J. Ellis
The Humans are driven to survive; we A key priority must be to support young people in ▪ Cycle of Stress-Related Behaviour Dr Bruce Perry:
Neuroscience of respond to perceived threat achieving relational safety so that they are ▪ Unit on ‘Understanding Stress https://www.bdperry.com/

Threat & Safety unconsciously through the autonomic physically and emotionally healthy, can engage Responses’. https://www.childtrauma.org/
positively with others, learn effectively and achieve ▪ Neufeld’s forms of attachment.
Response nervous system. Dr Kay Ayre
As mammals, relational safety is a their best. ▪ Stressor Spotting Tool using the relational https://www.tipbs.com/

priority and when not met, the By understanding stress responses, adults Safety (People Around Us Emotional Needs cards) Dr Gabor Mate
automatic threat response is triggered. ▪ Signs of Safety Pyramid https://drgabormate.com/
supporting young people can better understand
A state of safety (both physical and behavioural responses and support young people ▪ Flock, freeze, find, fawn, flock, flight, fight Dr Gordon Neufeld
relational) is helpful for relationships, to achieve feelings of safety. stress responses visual cues. https://neufeldinstitute.org/
rest and emotional and physical repair. ▪ Positive Positions Model Dr Daniel Siegel
It also supports sleep, reading, By enabling young people to understand ▪ Models related to perception of danger https://www.drdansiegel.com/
meditation, eating, positive interactions autonomic stress responses, they can be and relational safety:
with others, learning and play. empowered to better understand their own ▪ Meet Your Bouncer Model
Some children under or overestimate responses, retain a positive self-concept and take ▪ Stress Balloons Model
threat. Their autonomic nervous system positive steps towards improved ▪ Parachute of Support Model
can be triggered when there’s no real ▪ Positive Strokes Model
danger. ▪ Feel Good Chemicals Model