EARLY CHILDHOOD EDUCATORS'PERCEPTIONS OF CONSCIOUS DISCIPLINE

PAUL CALDARELLA

NATE W . PAGE

LESLIE GUNTER

Brigham Young UniversityDepartment of Counseling and Special Education

Classroom management is a significant challenge for schoolteachers and administrators, often rated as the primary area ofconcern for first-year teachers and the most common reasonmany choose to leave the profession. Recently there has been anincreased interest in social and emotional leaming and its' rela-tionship to improved student behavior, academic outcomes, andemotional health, particularly during the early childhood years.This study exatnined the social validity of Conscious Discipline,a classroom management program which incorporates social andemotional leaming. Seventeen early childhood special educatorsrated the significance, appropriateness, and effects of the pro-gram in a preschool setting. Results indicated that the programhad high social validity, with ratings positively correlated withboth teaching experience and experience using the program.Limitations and implications of this study are discussed.

Classroom management is a significantchallenge for school teachers and admin-istrators, often rated as the primary areaof concem for first-year teachers (Çak-mak, 2008; Hertzog, 2002; Martin, Chiodo,& Chang, 2001; Meister & Melnick, 2003)and the most common reason many chooseto leave the profession (Liu & Meyer,2005; Ingersoll, 2001). One explanationfor the classroom management difficultiesteachers experience may be insufficienttraining during pre-service teacher educa-tion. McCann and colleagues (2005)surveyed 111 universities and found thatonly 30% of teacher education programsoffered courses specifically addressingclassroom management.

Many traditional classroom manage-ment approaches are based on behavioraltheories and systems of rewards and pun-ishments (Brophy, 1999; Erwin, 2004),emphasizing opérant conditioning tech-niques (Brophy, 2004). McCaslin and

Good (1992) noted that such approacheshave been widely used in schools; how-ever, chronic classroom behavioralproblems have increased (Lohrmann &Talerico, 2004). Some have noted thatalthough curricula have changed signifi-cantly, behavior management approachesgenerally have not—creating a potentialdiscrepancy between "a curriculum thaturges problem solving and critical think-ing and a management system that requirescompliance and narrow obedience"(McCaslin & Good, 1992, p. 12).

Researchers and educators have pro-moted alternatives and supplements totraditional classroom managementapproaches (Bailey, 2000; Brophy, 1999;Dollard & Christensen, 1996; Smart,2010), many of which incorporate the useof social and emotional leaming. Howev-er, Martin (2004) pointed out the need formore research on many of these altemativeapproaches. Research offering direction

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and understanding in effective classroommanagement training for teachers wouldhave important implicadons for teacherretention (Ritter & Hancock, 2007; Smart,2010; Stoughton, 2007) and student learn-ing, since classroom environments playsuch a fundamental role in children's learn-ing (Stronge, Ward, Tucker, & Hindman,2007; Wang, Haertel, & Walberg, 1993).

Social and Emotional LearningSocial and emodonal learning (SEL) is

the process by which children learn to rec-ognize emotions in themselves and others,manage their own emodons, develop empa-thy, make good decisions, establishconstructive friendships, and handle chal-lenges successfully (Collaborative forAcademic, Social, and Emotional Learn-ing [CASEL], 2003). SEL curricula aredesigned to help children develop skills inemotional regulation and become moreempathetic toward peers and adults (Pay-ton et al., 2008). Through SEL curriculachildren can also learn appropriate ways toengage socially, thereby making and keep-ing friends.

Implementadon of SEL programs hasresulted in significant improvements inschool environments, student learning, andacademic performance, as well as reduc-dons in negative behaviors (CASEL, 2007;Kramer, Caldarella, Christensen, &Shatzer, 2010; Zins, Weissberg, Wang, &Walberg, 2004). SEL programs promoteposidve behaviors such as kindness andcaring, while discouraging problem behav-iors such as bullying and violence(CASEL, 2007; Whitcomb, 2009). Asyoung children learn to use effective emo-

donal reguladon skills to meet their socialand emotional needs in a safe environment,they can focus more on what is happeningin the classroom, thereby increasing theirchances for academic successes anddecreasing their chances of experiencingbehavioral problems (CASEL, 2010).

It is appropriate for preschool educa-tors to direcdy teach socially appropriatebehaviors using SEL. Emotional andbehavioral problems can occur frequentlyduring preschool, as young children arejust beginning to develop language as wellas capacities to regulate their thoughts,emodons, and behaviors (Egger & Angold,2006). Changes in the structure of familiesand conditions of society are also leavingchildren at greater risk for developingsocial and emotional problems (Doll &Lyon, 1998; Greenberg et al., 2003). Someof these changes include larger percent-ages of children living in poverty, lack ofsupport from either parent, changes in fam-ily composition, and decline of traditionalsocietal values (Harland, Rijneveld, Brug-man, Verloove-Vanhorick, & Verhulst,2002; Huaqing Qi &Kaiser, 2003). Chil-dren with poor emotional communicationhave difficulties connecting with theirteachers and classmates, have tendenciesto experience internalizing behavior prob-lems (i.e., depression, anxiety, withdrawal),and often use physical aggression to con-vey their needs (Denham & Weissberg,2004; Menell & Gueldner, 2010). Suchproblematic social behaviors demand theattention of early educators and warrantadult guidance and intervention (Della-Mattera, 2011).

Early Chiidhood Educators' Perceptions... / 591

The preschool environment should beenriching and conducive to positive behav-ior and appropriate emotions: SELprograms have been developed that fostersuch environments. In such programs chil-dren can leam to care about others, makegood decisions, behave ethically andresponsibly, avoid negative behaviors, anddevelop positive relationships (Zins et al.,2004). In addition to directly teaching suchskills, fostering emotional stability andfeelings of security are also significantaspects of SEL. These programs often usethree foundational socialization techniquesto promote SEL in young children: direct-ly teaching social and emotional skills,modeling of these skills by adults, and dis-playing helpful reactions to children'sdifficult emotions and behaviors when theyoccur (Denham & Weissberg, 2004).

Young children need to form positiveattachments with adults they can tmst, suchas caring teachers, thus developing feel-ings of safety in their surroundings and abetter sense of self-worth (Hyson, 2004).Preschool teachers can discuss, model, andpractice with their students as they teachthem about feelings, thoughts, and behav-iors: Explicit teaching should be used withspecific explanations and examples (Den-ham & Weissberg, 2004). Teachers mustmodel positive expressions and control ofemotions when things are going well inclass, but especially when things are not.Teachers must also set examples in theirclassrooms as they teach their students tohandle uncomfortable situations or mis-takes by discussing and clarifying theirown emotions and behaviors while work-ing through a difficult situation. One

program that seeks to incorporate the ele-ments of SEL while improving teachers'classroom management is Conscious Dis-cipline.

Conscious DisciplineConscious Discipline (Bailey, 2000) is

a classroom management program whichincorporates social and emotional leam-ing based on research and practices in childdevelopment, neuropsychology, and char-acter education. The program differs fromthe traditional classroom managementapproaches in both its core assumptionsand applications. According to Bailey(2000), traditional classroom managementis often based on the following assump-tions: (a) It is possible to make other peoplechange, (b) the use of extemal rewards andpunishments is foundational to behaviormanagement, and (c) conflict is bad andshould be avoided. However, the assump-tions behind Conscious Discipline are that(a) It is impossible to make other peoplechange—people can only change them-selves, (b) relationships are foundationalto behavioral management and give peo-ple the willingness to solve problems, and(c) conflict is a necessary part of leamingand an opportunity for teaching and build-ing relationships.

The first step of Conscious Disciplineis training teachers in the "seven basic pow-ers for self-control" (perception, unity,attention, free will, love, acceptance, andintention) as well as the "seven basic skillsfor discipline" (composure, encourage-ment, assertiveness, choices, positiveintent, empathy, and consequences). Thesepowers and skills are designed to help indi-

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viduals become more conscious of theirinner state, manage their emotions in ahealthy and appropriate way, and leam tobe proactive—instead of reactive—duringdifficult situations. Only after teachers havebeen successful in using these powers andskills in their own lives are they able toeffectively teach students to use them in theclassroom. Teachers who master theseskills will also know how to transformmoments of conflict into teaching oppor-tunities for themselves and for theirstudents.

A cmcial component of Conscious Dis-cipline is a positive relational chmate calledthe "school family." As students and teach-ers engage in helpful acts, fulfillresponsibilities, creatively solve problems,resolve conflict, and demonstrate care forothers, the school family is enhanced so itcan provide a sense of belonging, interde-pendence, and safety (Bailey, 2000). Thepositive relationships within the schoolfamily become the fundamental motiva-tion for students to choose appropriateclassroom behaviors.

Research on Conscious DisciplineA review of the literature located two

published studies on Conscious Discipline:One addressed the effects of the programon student behavior, and the otheraddressed the effects on school climate. Inthe first study, Hoffman, Hutchinson, andReiss (2005) reported that Conscious Dis-cipline positively influenced the lives of10 elementary school students. Teacherscompleted pre-test and post-test ratingsusing the Behavior Assessment System forChildren (BASC; Reynolds & Kamphaus,

1992). Results indicated that the majorityof these students improved on the BASCExternalizing Problems, InternalizingProblems, and Adaptive subscales, as wellas the Behavioral Systems Index. It shouldbe noted that while improvements weredemonstrated, this was a small study witha very limited number of participants.

In the second study, Hoffman, Hutchin-son, and Reiss (2009) reported thatpreschool and elementary school teachers(n = 117) who practiced the tenets of Con-scious Discipline perceived a better schoolclimate than those who did not practicethese tenets (n = 89). The authors notedthat teachers who practiced Conscious Dis-cipline dealt with student behavior issuesas leaming experiences, using conflict res-olution strategies rather than traditionalmethods of classroom management such asrewards and punishments. The results ofthis study also indicated that many of theteachers implementing the programshowed improvements in student/teacherrelationships and in mutual support amongteachers.

Purpose of This StudyWhile previous studies have suggested

that Conscious Discipline improves stu-dent outcomes and school climate, noresearch appears to have been conductedon the social validity of the program. Thepurpose of this study was to evaluate earlychildhood educators' perceptions of thesocial validity of Conscious Discipline.Social validity is the extent to which anintervention or program is consideredimportant and acceptable by stakeholders(Gresham, 1983). Social validity can pro-

Early Childhood Educators' Perceptions... / 593

vide insights into stakeholders' willing-ness to participate in the use of newprograms and inform researchers andadministrators of the relationship betweenprogram effectiveness and satisfaction inusing the program (Hester, Baltodano,Gable, Tonelson, & Hendrickson, 2003).Social validity has three components: (1)the significance of program goals, (2) theappropriateness of the procedures, and (3)the importance of the effects (Wolf, 1978).Each of these components was examinedin the current study.

Method

Participants and SettingParticipants in this study were 17 early

childhood educators (10 certified teachersand 7 paraeducators) from a publicpreschool program in the IntermountainWest of the United States. The teachershad an average of thirteen years of teach-ing experience; the paraeducators had anaverage of three years of experience. Allparticipants had received training in Con-scious Discipline (consisting of seven45-minute sessions conducted by an expe-rienced trainer) and were implementingthe program in their classrooms. Partici-pants' experience with the program rangedfrom two to six years (M = 3.18 years; SD= 1.42). All participants were female andCaucasian.

The preschool, designed to serve stu-dents with special needs, was comprised of244 students enrolled in special educationand 113 students enrolled in Title I. Stu-dents were primarily male (64%), with anage range between 3 years 0 months and

5 years 7 months. The ethnicity of the stu-dents was as follows: 51% Caucasian, 46%Hispanic, 1.5% Pacific Islander, 1% AsianAmerican, 0.5% African American. Stu-dents attended the preschool either full orhalf days, depending on their develop-mental needs.

Measures and ProcedureThe survey, based on a similar survey

created by Adams, Womack, Shatzer, andCaldarella (2008) to evaluate the socialvalidity of school-to-home notes, was con-structed to evaluate early childhoodeducators' perceptions of Conscious Dis-cipline. The survey consisted of 12 itemsusing a 5-point Likert response scale: 1(strongly disagree), 2 (disagree), 3 (neu-tral), 4 (agree), and 5 (strongly agree).Two additional open-ended questionsasked for comments regarding strengthsand weaknesses of the program. The par-ticipants completed the survey onlineduring the last month of the academicschool year (100% response rate).

Data AnalysisDescriptive statistics were used to

examine participants' responses. Percent-ages and frequencies were calculated todetermine the degree of agreement witheach survey item. Agreement was definedas a response of 4 or 5 on the 5-point Lik-ert scale. Pearson correlation coefficientswere also calculated to examine whetherboth educators' years of teaching experi-ence and years of experience usingConscious Discipline were related to theirsocial validity ratings of the program.

The answers to the two open-ended

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Table 1Percentage of Participants who Agreed with Social Validity Survey Items

Survey Item Percentage

Social and emotional skills should be taught in preschool. 100.00%

I like the conscious discipline part of our preschool program. 94.12%

Conscious discipline should continue to be used next year in our preschool. 88.24%

Conscious discipline is an important part of my teaching interactions with 88.24%students.

Conscious discipline should be used daily in the preschool classroom. 82.36%

Conscious discipline improves my students' social and emotional 76.47%functioning in school.

I use conscious discipline with children outside of school (e.g., mychildren, nieces/nephews, grandchildren). 76.47%

Students like doing the conscious discipline activities. 58.82%

Students spontaneously use the skills taught, even after the conscious 58.82%discipline activities are completed in class.

Conscious discipline improves my students' social and emotional 47.06%functioning at home.

Conscious discipline takes too much time to implement. 5.88%

Conscious discipline is difficult for me to implement. 5.88%

questions were qualitatively analyzed bytwo members of the research team (a Cau-casian male counseling psychologygraduate student and a Caucasian femaleschool psychology graduate student) toensure inter-rater agreement. Theresearchers met after an initial review ofthe data, agreed on categories, and codedthe responses into those categories. Theresearchers reviewed the participants' com-

ments, noting where their opinions differedand discussing these differences until theyreached consensus, sometimes referred toas check coding (Miles & Huberman,1994).

Results and DiscussionTable 1 highlights the percentages of

participants who chose agree or stronglyagree responses for each of the 12 survey

Early Childhood Educators' Perceptions... 7 595

items. As noted previously, social validityexamines three aspects of a program: (1)the goals, (2) the procedures, and (3) theeffects (Wolf, 1978). All of the participantsagreed that the goal of teaching social andemotional learning in preschools is impor-tant. Almost all of the participants alsoagreed that Conscious Discipline proce-dures were acceptable to them, as reflectedin these teachers' posidve responses toquestions regarding time requirements,ease of implementation, and daily use ofthe program. Most participants also agreedthat the program had a positive effect ontheir students and on themselves. In fact,88% of the participants agreed that Con-scious Discipline should condnue to beused in the preschool the following year.

However, results suggest that not allstudents liked participating in the pro-gram's acdvides. Some participants alsoindicated that students did not sponta-neously use the skills taught after theactivities were completed in class, sug-gesdng that some teacher prompdng andreminding was necessary for students touse the skills. Improvements in students'social and emotional functioning at homewere also not rated highly by participants,though this would be best evaluated by sur-veying parents rather than teachers.

Results revealed that the social validi-ty radngs were positively correlated withboth years of teaching experience (r = .55,p = .02) and years of experience using Con-scious Discipline (r = .57, p =.02).Participants with more years of teachingexperience and those with more experi-ence using the program tended to rate itmore positively than those with less expe-

rience. Overall, the quantitative resultsreflect perceptions that the program wasviewed as socially valid by these earlychildhood educators.

Most of the open-ended responses indi-cated that the participants believedConscious Discipline to be socially valid.Many indicated that the program hadhelped them personally in their ability toregulate their own emotions. One respon-dent reported, "It helps me stay calm so Ican model good problem solving and helpthe children when they are having a hardtime at school." Many respondents alsoindicated that the program had positivelyimpacted their relationships with spouses,children, and grandchildren. For example,one teacher wrote, "Conscious disciplinehas helped my marriage [and] my rela-donships with my own children, and I amteaching it to my children to help my grand-children build better relationships andsocial skills." Referring to the program ingeneral, one respondent stated, "Consciousdiscipline puts together the best of all thedifferent discipline programs that I havelearned," and another wrote, "Consciousdiscipline is easy to implement within anycurriculum. It is a [consistent] way of think-ing and being . . . that helps the childrento increase their self-esteem and self-con-fidence while teaching lifelong skills."

Some participants indicated that Con-scious Discipline takes a lot of practiceand that it is difficult to implement the pro-gram while managing large class sizes.One respondent expressed a desire for addi-donal resources and support (i.e., trainings,discussions, book groups) to help her usethe program more effecdvely and consis-

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tently. Another respondent made the fol-lowing comment:

Conscious discipline has challengesrather than weakness. It is hard tochange the way you have been think-ing and reacting all your life. It'shard to treat children differently thanthe way you were treated as a child.The skill set is large and requirespractice. I am still working on manyof the skills but have had enormoussuccess with what I have masteredor almost mastered.The results of this study have implica-

tions for early childhood educatorprofessional development. Due to anumber of problems with traditionalapproaches, research-based standards toprofessional development are receivinggreater emphasis in the United States (Wei,Darling-Hammond, Andrée, Richardson,& Orphanos, 2009). For example, schoolswhich rely exclusively on externalapproaches to professional development(e.g., bringing in outside experts to conducttraining) are not "powerful enough, specificenough, or sustained enough to alter theculture.of the classroom and school . . .improvement above all entails 'leaming todo the right things in the setting where youwork"' (Wei et al., 2009, p. 1). To be mosteffective, teacher professional develop-ment should also be embedded in theirwork, based on teachers' assessment ofstudent needs, and address skills teachersrecognize as needed. Though not the focusof this study, results suggest that the earlychildhood special educators found theConscious Discipline program met theirprofessional development needs. Howev-

er, the success of professional develop-ment activities also depends on intensiveand sustained efforts over time. Thepreschool in this study is continuing toimplement the Conscious Discipline pro-gram in their school, with ongoing trainingavailable to educators. Another indicationof support for the program is that the schooldistrict endorsed the adoption of the pro-gram by other elementary schools,suggesting the necessary commitment fromschool leaders often required for success-ful professional development activities(Wei et al., 2009).

It is important to note limitations of thisstudy and future directions for research onConscious Discipline. This study was con-ducted with a relatively small sample ofearly childhood educators of similar demo-graphics working in one preschool.Another limitation was that social validi-ty ratings were not solicited from otherstakeholders such as parents, students, oradministrators. Future studies shouldinclude larger and more diverse samples ofeducators along with additional stake-holders, to provide a more completeevaluation of the social validity of the pro-gram. Furthermore, treatment fidelityregarding participants' consistent use ofthe program was not assessed, and studentoutcomes were not measured.

Despite these limitations, the results ofthis study suggest that the Conscious Dis-cipline program was viewed as sociallyvalid. As early childhood educators striveto implement school-based programs theyshould view the goals and procedures ofthose programs as socially appropriate andacceptable. Additionally, the program's

Early Childhood Educators' Perceptions... / 597

effects or outcomes should be viewed associally significant. The teacher ratings inthe present study suggest this was the case.This is an important finding, which corre-lates with earlier results regarding positiveteacher perceptions of the program's effects(Hoffman, Hutchinson, & Reiss, 2009).Early childhood educators may wish toinvestigate the possibility of implement-ing Conscious Discipline as part ofprofessional development activities in theirschools and further evaluate the effects onboth students and teachers. Such additionalresearch on Conscious Discipline is need-ed.

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