Date of Graduation

Fall 2020

Keywords

social-emotional learning, Conscious Discipline, relationships, perceptions, trauma informed practices, phenomenology

Subject Categories

Early Childhood Education

Abstract

The purpose of this phenomenological study was to discover the essence of student and teacher perceptions of relationships through the implementation and exposure to the program and curriculum Conscious Discipline. The methods used were student interviews, teacher interviews, and a focus group. Participants were video and audio recorded and interviewed, and the focus groups were transcribed. The researcher looked to find themes between the interviews. The study found that teachers’ perspectives of relationships included understanding that behavior is a form of communication of an unmet need. Student perspectives showcased that their perspective of their teacher was positive. Three themes were found from the perspective of the School Family: safety, trust, and love.

Dissertation/Thesis

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