Study Examining SEL, Conscious Discipline Published in Journal of Research in Innovative Teaching & Learning
ORLANDO, Fla. (July 30, 2019) – Results of Conscious Discipline, a proven leader in social emotional learning (SEL) and classroom management, have been published in the peer-reviewed Journal of Research in Innovative Teaching & Learning (JRIT&L). The journal published a 2018 study conducted by Child Trends describing the changes in parental attitudes and behaviors following participation in Conscious Discipline’s Parent Education Curriculum. The study demonstrated parental shifts in perspectives and practices for managing children’s challenging behaviors, improved parent-child relationships and decreased child behavior problems.
Published bi-annually, JRIT&L features top research that emphasizes innovation in education to inform practices and policies to considerably improve teaching and learning. In the now-published Child Trends study, a research team visited four Conscious Discipline Head Start sites and examined the impact of the Conscious Discipline Parent Education Curriculum on parents and students. The curriculum helps preschools and centers teach parents the skills of Conscious Discipline, including self-regulation, connection and positive behavior management. It also fosters connection and continuity between school and home.
Findings indicated improved parenting knowledge and skills at the conclusion of the program, and more than 75 percent of parents reported at least one positive change in their children’s behavior. Head Start staff also noted changes in parenting behavior and some cases of improved behavior among children.
These results provide preliminary evidence that addressing the social emotional needs of adults is a viable step toward helping children improve their social skills and emotional regulation, which have been linked to academic and life success. Notably, six to eight weeks after the intervention, parents reported more consistent usage of many Conscious Discipline strategies and skills than immediately after classes concluded, suggesting the sustainability of the information parents learned through the sessions.
Conscious Discipline is unique among social emotional learning curricula in focusing first on adult skills and learning as a pathway to fostering social emotional competencies and well-being in children. The peer-reviewed descriptive study indicates that schools should strive to support social emotional learning for both children and their families, and that parents are willing to learn and practice these skills.
To learn more about Conscious Discipline, visit ConsciousDiscipline.com.
The Journal of Research in Innovative Teaching & Learning utilizes a double-blind peer review model, and articles undergo initial assessment by the journal editor and a minimum of two external reviewers to assess its suitability for publication.
To learn more about JRIT&L, visit http://www.emeraldgrouppublishing.com/services/publishing/jrit/index.htm.
About Conscious Discipline
Conscious Discipline provides a comprehensive, trauma-informed social emotional program that is based on current brain research, child development information and developmentally appropriate practices. All aspects of Conscious Discipline focus on creating a safe, connected environment for children to learn and practice the skills needed for healthy social, emotional and academic development. Conscious Discipline methodology has been recognized by SAMHSA’s National Registry of Evidence-based Programs and Practices (NREPP), and it was named a national model for character education by the Florida State Legislature. Research shows that Conscious Discipline decreases aggression, impulsivity and hyperactivity while creating a positive environment in the school or home. In schools, Conscious Discipline has been shown to decrease discipline referrals while increasing teaching time and academic achievement. Learn more at www.consciousdiscipline.com.