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​Four Components of Conscious DisciplineConscious Discipline is an evidence-based, trauma-informed approach. It is recognized by the Substance Abuse and Mental Health Administration’s (SAMHSA’s) National Registry of Evidence-based Programs and Practices (NREPP), and received high ratings in 8 of 10 categories in a Harvard analysis of the nation’s top 25 social-emotional learning programs. The Harvard study’s authors say, “Conscious Discipline provides an array of behavior management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities.”
Conscious Discipline encompasses these four components, which are scientifically and practically designed for success:

The Conscious Discipline Brain State Model
A Neurodevelopmental Model that Focuses on Internal States First and Behavior SecondThe Conscious Discipline Brain State Model becomes a framework for us to understand the internal brain-body states that are most likely to produce certain behaviors in children and in ourselves. With this awareness, we learn to consciously manage our own thoughts and emotions so we can help children learn to do the same. The goal of this model is not to turn into neuroscientists, but to provide a simplified brain model as a means for increasing our self-awareness so we can respond consciously to the needs of the moment.
Our multidisciplinary approach surpasses behavioral approaches that teach specific behaviors, and offers a neuro-developmental model of the brain based on and adapted from the work of Bruce Perry, Daniel Siegel, Allan Schore, Louis Cozolino, Joseph LeDoux, Paul MacLean, and Alexander Luria.

Ten reasons to shift to conscious discipline

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