Papers by Kristen E . Darling
National Center for Education Statistics, 2008
The National Center for Education Statistics (NCES) is the primary federal entity for collecting,... more The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively.
Bullying can pose a serious threat to children's immediate and long-term health and well-being, a... more Bullying can pose a serious threat to children's immediate and long-term health and well-being, and can have profound impacts on all children involved in bullying behaviors, whether as the one bullying others, the one being bullied, or the one witnessing bullying. At least some of the roots of bullying behaviors, and conversely the roots of positive pro-social skills, can likely be found in adverse and positive experiences during early childhood, yet the research literature on these connections is limited. The early childhood field lacks a coherent, theoretical model that identifies the factors contributing to "mean" or aggressive behavior in young children, and establishes the developmental link between this early behavior and later bullying behavior. This white paper summarizes the literature on seven key hypotheses about the roots of bullying behavior in early childhood experiences. There is a substantial body of evidence lending support to the following theories: • Parenting behavior and characteristics, particularly parenting style, parental involvement, and engagement are related to the development of "mean" or aggressive behaviors. However, the majority of research has focused on the role of mothers rather than fathers.
Journal of Research in Innovative Teaching & Learning
Purpose-The purpose of this paper is to examine Conscious Discipline's (CD) Parenting Education C... more Purpose-The purpose of this paper is to examine Conscious Discipline's (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD's research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC's association with improved parenting skills, parent-child relationships and child behavior and emotion management. Design/methodology/approach-During pre-and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n ¼ 25) and interviews (n ¼ 19); and 20 staff were also interviewed. Findings-Parents reported that CD PEC shifted their perspectives and practices for managing children's challenging behaviors, improved parent-child relationships and resulted in decreased child behavior problems. Research limitations/implications-The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications-This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications-This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value-The paper studies improvements in parents' emotion recognition and self-regulation before disciplining their children.
Journal of Applied Developmental Psychology, 2016
Journal of Applied Developmental Psychology, 2016
Journal of Applied Developmental Psychology, 2016
Journal of Applied Developmental Psychology, 2016
Journal of Applied Developmental Psychology, 2016
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Papers by Kristen E . Darling