Review of conscious discipline slide show

Review of Research Conscious Discipline

by Tanya Davis

Conscious Discipline Program Research Concerns

The references in Conscious Discipline are primarily based on books and not research based, peer reviewed journals (see page 252-255 of text).

Copyright of Becky Bailey’s work is yr. 2000 with some references dating 20 years ago. Much has been learned in the area of social emotional learning in the past 10 years. A revisited version would be very beneficial.

No revisited version of her book anticipated.

Conscious DisciplineResearch Data Based Search

UHCL data base (Education Research Complete) search pulled ONLY 5 research studies

E a r l y C h i l d h o o d E d u c a t o r s ’ P e r c e p t i o n s o f C o n s c i o u s D i s c i p l i n e

1st Research Study

1st Research StudyEarly Childhood Educators Perceptions of Conscious Discipline

The purpose of this study was to evaluate early childhood educators perceptions of the social validity of Conscious Discipline.

The three components of social validity in this study. Significance of the program goal

Appropriateness of procedures

Importance of effects

CALDARELLA, P., PAGE, N. W., & GUNTER, L. (2012). EARLY CHILDHOOD EDUCATORS' PERCEPTIONS OF CONSCIOUS DISCIPLINE. Education, 132(3), 589-599.


Research participants 17 early childhood educators from 1 school

10 certified teachers 7 paraeducators

Research participants have an average of 13 years experience. Research participants had an average of 2 to 6 years experience with the

program.

Measures and Procedure Effectiveness measured by teacher survey consisting of 12 likert scale questions. Teacher survey was completed during the last month of the academic school year. Child behavior was not measured prior to study.



Result Notes:

• Social validity rating were positively correlated with both years teaching experience and years of experience using Conscious Discipline.

• Teachers reported that the program helped them stay calm, and positively impacted personal family relationships.

• Although teachers reported that 76% of student behavior improved, however, no pre-test was given to confer these findings.

•Teachers reported that only 58% of the students enjoyed the activities, however, no student survey was given to confer this.

•Although teachers reported that 47% of student behavior at home improved, no parent questionnaire or pre-test was given.



Worth Mentioning & Limitations

Some participants indicated that Conscious Discipline requires a lot of practice and is difficult to implement with large class sizes.

One respondent expressed a desire for additional resources and support.

The study sample size was limited to 17 participants.

Social validity ratings were not solicited from parents, students or administrators.


I m p l e m e n t i n g A N e w S o c i a l - e m o t i o n a l P h i l o s o p h y :

T h e S t r u g g l e I n O n e H e a d S t a r t C l a s s r o o m

2nd Research Study

2nd Research StudyImplementing a New Social-Emotional Philosophy…Head Start

The purpose of this study was to document the interactions between the teaching team, children and parents in ONE Head Start classroom, particularly in relation to the use of Conscious Discipline

Research Participants Teaching team consisted of 3 teachers.

Measures and Procedures Qualitative study – over a 10 week period. Results based on;

Classroom Observation – 30 hours Informal conversations Interviews Document analysis

Thomas, D. V., & Ostrosky, M. M. (2011). Implementing a New Social-Emotional Philosophy: The Struggle in One Head Start Classroom. Early Childhood Research & Practice (ECRP), 13(1), 1-13.

2nd Research StudyImplementing a New Social-Emotional Philosophy…Head Start…

Anecdotal Notes:

On one occasion, a parented wanted to know why another child that hit their child was not disciplined. Teachers reported that they struggle to explain Conscious Discipline to parents.

Teachers reported that they wanted to better understand the Head Starts philosophy related to fighting as it compared to Conscious Discipline.

Teachers wonder if they should use more traditional means of behavior management in addition to Conscious Discipline but explains that they are not “supposed to” mix approaches per training.

When teachers were asked if Conscious Discipline helps them with real classroom issues, their response was, “No.”

One teacher became concerned with a child that seemed to “get away with” things in the classroom (due to Conscious Discipline philosophy). Concern also arose with lack of administrative response since implementing the program.

Upon conclusion of this study, the child development services manager requested a social and emotional behavior consultant from the local University to make recommendations.


2nd Research StudyImplementing a New Social-Emotional Philosophy…Head Start…

Worth Mentioning & Limitations Teachers reported disconnect with parents, especially in regards to one child’s mother

when a parent conference regarding the child’s behavior seemed unresolved and incomplete (due to the programs limited ability).

Teachers express concerns about continued implementation of Conscious Discipline in face of parental concerns and the programs inability to provide tools for “real” challenging behaviors.

Summary of concerns: A one size fits all approach of Conscious Discipline. Conscious Discipline is not a comprehensive program, as it does not account for

many classroom situations. Incomplete communication from administrations regarding the program

philosophy. Discrepancies between the administrators and teacher views The program seems to risk interactions and relationships between administrators,

teachers and parents.


O n I m p r o v i n g S c h o o l C l i m a t e :

R e d u c i n g R e l i a n c e o n R e w a r d s & P u n i s h m e n t

3nd Research Study

3rd Research StudyOn Improving School Climate

The purpose of this study was to study the impact of training early childhood teachers in Conscious Discipline.

Research Participants

206 teachers volunteered to participate from 4 elementary schools and four early childhood centers in Florida.

Measures and Procedures

Researchers measured

Teachers own use of reward system

Emotional intelligence

Job satisfaction

Level of support for innovation

Teacher surveys were completed in September and again in April.

206 surveys were completed in September, only 117 responded to the final survey in April.

Respondents were categorized into 3 groups;

Group 0 – Pre-service respondents with no exposure to Conscious Discipline

Group 1 - Respondents that used less than 50% of Conscious Discipline in the classroom.

Group 2 - Respondents that used more than 50% of Conscious Discipline in the classroom.

Hoffman, 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.


Score

EmotionalIntelligence

(Teaching/LearningLocus of

Responsibility)

Job Satisfaction

(School Climate)

Teachers Use of Reward System

(Level of Support for Innovation)

Level of Support for Innovation

(SchoolCommunity)

Low Group 0 Group 0 Group 0 Group 0

Medium Group 2 Group 2 Group 1Group 3

Group 2

High Group 1 Group 1 Group 1


Results: Impact of Conscious Discipline Training


Worth Mentioning & Limitations Results indicate that teachers who used less than 50% of Conscious

Discipline reported higher satisfaction rates than those who solely used the program, HOWEVER,

Nearly 50% of the original participants failed to submit a post test survey. Reasons for lack of response is not addressed in this study and could possibly indicate teacher disinterest. Teacher motivation to implement the program should also be considered.

Researchers state, “Criticism regarding bias due to self selection, both for participating in

the training and for executing Conscious Discipline methods is understandable. Perhaps the conclusion should include the caveat that improved perceptions of school climate and high use of Conscious Discipline principals among teachers who are motivated to learn about and try new things is evident.”


R e s e a r c h C l a i m s

Conscious Discipline

Conscious Discipline Research Claims

Concerns:

Improperly cited reference.

Unable to locate source.

http://consciousdiscipline.com/about/reduces_aggression.asp

http://consciousdiscipline.com/about/reduces_aggression.asp


Concerns:

Unable to locate study.

http://consciousdiscipline.com/about/increases_scores.asp



Concerns:

Research studies in peer reviewed journals do not confirm this data (compare to above mentioned studies).

Independent Study not properly cited.




Very Concerning! (see Research Study # 3)

Worth Mentioning & Limitations Results indicate that teachers who used less than

50% of Conscious Discipline reported higher satisfaction rates than those who solely used the program, HOWEVER,

Nearly 50% of the original participants failed to submit a post test survey. Reasons for lack of response is not addressed in this study and could possibly indicate teacher disinterest. Teacher motivation to implement the program should also be considered.

Researchers state, “Criticism regarding bias due to self

selection, both for participating in the training and for executing Conscious Discipline methods is understandable. Perhaps the conclusion should include the caveat that improved perceptions of school climate and high use of Conscious Discipline principals among teachers who are motivated to learn about and try new things is evident.”

http://consciousdiscipline.com/about/improve_climate.asp

http://consciousdiscipline.com/about/improve_climate.asp


Concern:

Study not cited

Can not locate study

http://consciousdiscipline.com/about/increases_teaching_time.asp

http://consciousdiscipline.com/about/increases_teaching_time.asp


Concerns:

Study not cited

Can not locate study

http://consciousdiscipline.com/about/enhances_parenting.asp

http://consciousdiscipline.com/about/enhances_parenting.asp

H o w T o S e l e c t A n A p p r o p r i a t e S o c i a l E m o t i o n a l L e a r n i n g P r o g r a m

N e x t w e e k … .

Part II