Sound Discipline bases its work in the community on evidence from the scientific literature. It is our aim to also diligently collect data on the work we do, both to demonstrate its effectiveness and to strive for improvement in services based on feedback and reflection toward better practices.
Our practices with families are backed up by evidence that:
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Teaching parenting experientially results in self reported changes in parent behavior toward increasing firmness and connection as well increased satisfaction with parenting.
McVittie, J. & Best, A., (2009) The impact of Adlerian-Based Parenting Classes on Self-Reported Parental Behavior. Journal of Individual Psychology, 65(3) 264-285.
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Authoritative parenting (parenting that is both firm and responsive) promotes healthy development and decreases social risks. It is associated with increased academic success, decreased smoking, decreased drinking and less chance of being engaged in violence.
Assadi et al., 2007; Baumrind, 1991; Deslandes, Royer, & Turcotte 1997; Jackson, Bee-Gates, & Henriksen, 1994; Pierce, et. al., 2002; Resnick et al., 1997; Simons-Morton, et al., 2001; Steinberg, Elmen, & Mounts, 1989; Steinberg, et al., 1994.
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The positive impacts of authoritative parenting hold across cultural, social and racial backgrounds, though in some cultures the negative impact of authoritarian parenting (firm but not responsive) is less.
Baumrind, 1972; Chao, 1994; Deater-Deckard, et al., 1996; Dwairy, Achoui, Abouserie, & Farah, 2006; Rudy & Grusec, 2001, Querido, et al., 2002; Steinberg, 2001; Steinberg et al., 2006.
Our practices with schools are backed up by evidence that:
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Teaching style makes a difference. Students have more motivation to learn when teachers use a style that is firm and responsive.
Wentzel, 1997
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A young person’s sense of connectedness with school or “sense of community” in school is associated with positive social and academic outcomes.
Battistich & Horn, 1997; Goodenow, 1993; Resnick, et. al. 1997
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Class meetings increase students’ sense of connection to peers and school.
Battistich,1999; Emmet et al., 1996; Roberts et al, 1995; Solomon et al, 1996
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Parental involvement is related to school success.
Henderson & Mapp, 2002
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Early intervention makes a difference. Students who are taught social skills early in their school career have a reduced risk for aggressive behavior as much as six years later.
Kellam et al., 1998
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Learning social and emotional skills promotes academic success, health and well being. It also reduces and prevents problems like bullying, violence, drug use and truancy.
Payton et. al, 2008.
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Increasing social and emotional skills is also associated with significant improvements in academic performance and attitudes toward school.
Payton et. al, 2008.
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Teaching social- emotional skills makes a difference. One study showed that students who are taught social-emotional skills had more positive attitudes toward school and improved by an average of 11 percentile points on standardized tests over students without the instruction.
Payton et al., 2008
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Students with a history of trauma do better in trauma sensitive classrooms. Teaching self regulation skills to whole classrooms improves the learning environment for all.
Cole et al., 2005
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A sense of community among staff members is an important precursor to the development of a sense of community among students and impacts student achievement.
Royal & Rossi, 1997