Social and emotional learning for parents through Conscious Discipline

Abstract

Purpose The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management. Design/methodology/approach During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed. Findings Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems. Research limitations/implications The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

Exploration of Intelligent Teaching Methods for Ideological and Political Education in Colleges and Universities under the Background of “Mass Entrepreneurship and Innovation”

“…e teaching method presents the development trend of three-dimensional, multi-channel, long-distance, real-time, interactive transmission, which greatly expands the transmission method and space of teaching information, especially with the emergence of multimedia technology, network technology, and virtual technology, the roles of modern and traditional teaching media in education are not mutually exclusive. e combined use of the two is conducive to the dissemination of teaching materials, the smooth promotion of teaching reform, and the expansion of teaching influence [9]. Emotion recognition is the intelligent recognition of human emotions.…”

School‐based interventions promoting social capabilities among students: A scoping review of literature

“…Fourteen studies centred on promoting the development of pro‐social behaviours among students were analysed. These studies have shown interventions with diverse modes of delivery, including formal programmes (Chong et al, 2013; Flower et al, 2014; Smith‐Carrier et al, 2015; Torok et al, 2019; Yeung et al, 2016), parenting‐focused programmes (Darling et al, 2019), mentor assistance programmes (Glazzard et al, 2021), sports activities (Spaaij, 2012), and through animal protection programmes (Baatz et al, 2020; Hawkins et al, 2019; Jamieson et al, 2012; Lakestani et al, 2015; Mariti et al, 2011; Williams et al, 2022), both within and outside school.…”

“…According to NASEM ( 2016), the more parents understand children's developmental patterns and utilise quality nurturing techniques, the better positioned they are to promote their children's interpersonal interactions. Moreover, Darling et al (2019) conducted a study to investigate the impact of parenting education with a specific emphasis on conscious discipline in SEL programmes. In this study, parents participated in pre-and post-data collection and were provided with an intervention.…”

Spare the rod, spoil the child: measurement and learning from an intervention to shift corporal punishment attitudes and behaviors in Grenada, West Indies

“…The SBG pilot study was a parallel single-blind, waitlist-controlled, post-only design, enrolling children and their parents who were either participating or wait-listed in a community-based intervention (St. George’s University IRB #14099; https://clinicaltrials.gov/ct2/show/NCT04697134 ). The intervention was based on the Conscious Discipline curriculum ( 46 , 49 ), which aims to build adult caregivers’ skills in non-violent child discipline. For implementation, SBG partnered with the Roving Caregiver Program, a home visiting service providing infant stimulation to at-risk Grenadian children ages 0–3 ( 50 ).…”