conscious discipline
conscious discipline
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Pros
Pros
Comprehensive program teaching and modeling SEL skills
An abundance of professional development, books, and resources available
Easy to implement and slowly develop over time
Cons
Cons
Many activities and family-building skills are geared toward younger students
Proper teacher training and buy-in are absolutely necessary
framework
framework
This SEL program focuses on building a positive school culture and a needs-focused discipline structure. Initial training starts with helping teachers learn to identify their own internal triggers, self-regulate their emotional responses, and respond to classroom conflict in more productive ways.
Key Components
Key Components
Safety self-regulation of emotions for adults and children
Connection creating a school-family and fostering healthy relationships between students and staff
Problem-solving using SEL skills for conflict management, building resiliency and assertiveness
Conscious Discipline's Brain-State Model focuses on scientific principles regarding Executive Function, brain chemistry, and neuroplasticity.
Teachers teach best when they are able to make rational decisions based on what is best for the student. Students learn best when they are in an executive state of mind.
training
training
Professional Development is provided through a variety of events, training, coaching, and on-site instructors are available to help schools practice and develop their understanding of skills. Costs vary, but expect $500+.
E-Learning & Digital Classes include online courses, podcasts, webinars, and the Premium Resource Membership (minimal expense, particularly for teams, or free).
Free Resources exist in the form of an abundance of documents, worksheets, poster ideas, and free content for teachers and schools to use.
research
research
There is an abundance of peer-reviewed research, reports, dissertations, and independent studies on the founding principles and the Conscious Discipline program.
Key Outcomes
Key Outcomes
Decreased discipline referrals
Increased academic achievement
Improved school culture
Healthier social-emotional skills sets
The highest concentration of research focuses on early childhood elementary classes and success within the Headstart Program. However, there are positive studies on effects in Middle Schools, K-12 schools, helping students with dyslexia, parent programs, and teacher training.
additional reading and deeper research analysis
additional reading and deeper research analysis
Additional Reading
Additional Reading
Conscious Discipline Book: Building Resilient Classrooms, Expanded & Updated Edition (targeted for toddler to 5th grade, adaptable for all others)
There's Got to Be a Better Way: Discipline that Works! (for ages 0-12)
Creating the School Family: Bully-Proofing Classrooms Through Emotional Intelligence
Teaching with Love and Logic: Taking Control of the Classroom, a great tool for adapting Conscious Discipline for older classrooms
... and more resources for toddler and preschool-aged children (Conscious Discipline Store)
Conscious Discipline Research
Conscious Discipline Research
The Conscious Discipline website links to a number of external studies, although peer-reviewed status is not always clear.
Official Conscious Discipline research report, assembled by Loving Guidance, LLC; An extensive study of methodology through observations, and pre- and post- impact study surveys, and quasi-experiments, as well as literature review of many peer-reviewed studies; Well assembled with easy-to-read charts and summaries; Control group compared to CS Classrooms, 66 teachers, 1386 studies, 868 parents, 24 sites, 3 states, 8-months, HeadStart - 6th grade; Read more.
Rain, J. S. (2014). Loving Guidance, LLC. Final report: Conscious Discipline Research Study;
Summary: Additional training for teachers only helps improve gains; 1-year study, 28 control teachers with 1-hour or less of training, 38 teachers with an average of 35 hours of training, Pre-K classrooms; Read more.Jones, S., Brush, K., Bailey, R., Brion-Miesels, G., McIntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017). Navigating SEL from the Inside Out: Looking inside and across 25 leading SEL programs: A practical resource for schools and OST providers.
Summary: A synthesis report, not original research, based on Caldarella, P., Page, N. W., & Gunter, L. (2012); Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005); Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2009); Read more.... and more research that focuses on the scientific foundation of Conscious Discipline and more Head Start research (Conscious Discipline Research Page)
Personal Research
Personal Research
A review of Wilson Web: Education (EBSCOhost) found 10 relevant articles:
Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003
Summary: Program fidelity linked to improved executive function and social skills development, but not academic skills; 1-year study, 45 teachers, 293 preschool studentsAnderson, K. L., Nesbitt, K. T., Sheeks, N. A., Vrabec, A., Boris, K., & Fuhs, M. W. (2022). Executive function mediates the relationship between Conscious Discipline fidelity and kindergarten readiness. Journal of Applied Developmental Psychology, 79, N.PAG. https://doi.org/10.1016/j.appdev.2022.101393
Summary: Program fidelity significantly associated with executive function development and readiness for kindergarten; 146 classrooms, 873 preschool studentsAksoy, P., & Gresham, F. M. (2020). Theoretical Bases of “Social-Emotional Learning Intervention Programs” for Preschool Children. International Online Journal of Education & Teaching, 7(4), 1517–1531.
Summary: A review of SEL programs for preschool children, found Conscious Discipline to based on brain-theoryCALDARELLA, P., PAGE, N. W., & GUNTER, L. (2012). Early Childhood Educators’ Perceptions of Conscious Discipline. Education, 132(3), 589–599.
Summary: Program has high social validity, with opinions of the program positively correlated with years teaching and experience with the program; 17 early childhood special educatorsCooper, L. A. (2019). The Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers. International Journal of Education Policy & Leadership, 15(14), 1–19. https://doi.org/10.22230/ijepl.2019v15n14a882
Summary: No significant findings due to limited sample size and 5-month study.Darling, K. E., Seok, D., Banghart, P., Nagle, K., Todd, M., & Orfali, N. S. (2019). Social and emotional learning for parents through Conscious Discipline. Journal of Research in Innovative Teaching, 12(1), 85–99. https://doi.org/10.1108/JRIT-01-2019-0017
Summary: Preliminary evidence that addressing social-emotional needs of adults will benefit the child; 25 surveys and 19 interviews of Head-Start parents, self-report studyDonovan, M., Galatowitsch, P., Hefferin, K., & Highland, S. (2013). How Fern Creek Is Beating Goliath. Educational Leadership, 70(8), 66–70.
Summary: A struggling school turned things around by building a school family, engaging the community, and academic best practices; Urban Elementary school, 4-year observationFrady, K. (2019). Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of “Frog Street Curriculum.” International Journal of Children’s Spirituality, 24(4), 401–414. https://doi.org/10.1080/1364436X.2019.1672629
Summary: Analysis of the Conscious Discipline based series "Frog Street" finds that the SEL skills discussed parallel Christian beliefs and spiritual development; SEL curriculum targeted for 3-year-oldsHoffman, L. L., Hutchinson, C. J., & Reiss, E. (2009). ON IMPROVING SCHOOL CLIMATE: Reducing Reliance On Rewards And Punishment. International Journal of Whole Schooling, 5(1), 1–12.
Summary: Knowledge and implementation of the program linked to statistically significant improvement in teacher's perception of school climate and classroom management; K-6th grade Teachers, 1 school year studyMagee-Dorsey, E. E. (2017). An Integrative Approach to Decrease Disciplinary Misconduct and Increase Academic Performance at a Rural Middle School in Mississippi: An Archival Case Study [ProQuest LLC]. In ProQuest LLC.
Summary: Program effective in decreasing disciplinary issues, increasing attendance, but inconsistent with improving academic achievement; Rural Middle School; Ron Clark Model
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