Date of Graduation
social-emotional learning, Conscious Discipline, relationships, perceptions, trauma informed practices, phenomenology
Early Childhood Education
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.
Dinges, Sierra Rosa, "Early Childhood Educators and Students Lived Experience with Conscious Discipline: Taming the Wild Things" (2020). MSU Graduate Theses. 3587.