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Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools

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  • Kaplan, Deanna M.
  • deBlois, Madeleine
  • Dominguez, Violeta
  • Walsh, Michele E.

Abstract

Recent research suggests that school-based kindness education programs may benefit the learning and social-emotional development of youth and may improve school climate and school safety outcomes. However, how and to what extent kindness education programming influences positive outcomes in schools is poorly understood, and such programs are difficult to evaluate in the absence of a conceptual model for studying their effectiveness. In partnership with Kind Campus, a widely adopted school-based kindness education program that uses a bottom-up program framework, a methodology called concept mapping was used to develop a conceptual model for evaluating school-based kindness education programs from the input of 123 middle school students and approximately 150 educators, school professionals, and academic scholars. From the basis of this model, recommendations for processes and outcomes that would be useful to assess in evaluations of kindness education programs are made, and areas where additional instrument development may be necessary are highlighted. The utility of the concept mapping method as an initial step in evaluating other grassroots or non-traditional educational programming is also discussed.

Suggested Citation

  • Kaplan, Deanna M. & deBlois, Madeleine & Dominguez, Violeta & Walsh, Michele E., 2016. "Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools," Evaluation and Program Planning, Elsevier, vol. 58(C), pages 160-170.
    • Handle: RePEc:eee:epplan:v:58:y:2016:i:c:p:160-170
    DOI: 10.1016/j.evalprogplan.2016.06.001
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    References listed on IDEAS

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    1. Keiko Otake & Satoshi Shimai & Junko Tanaka-Matsumi & Kanako Otsui & Barbara Fredrickson, 2006. "Happy People Become Happier through Kindness: A Counting Kindnesses Intervention," Journal of Happiness Studies, Springer, vol. 7(3), pages 361-375, September.
    2. Miller, J. Jay & Jones, Blake, 2015. "Using concept mapping as a planning tool: Child welfare citizen review panels," Evaluation and Program Planning, Elsevier, vol. 53(C), pages 99-106.
    3. Rosas, Scott R. & Camphausen, Lauren C., 2007. "The use of concept mapping for scale development and validation in evaluation," Evaluation and Program Planning, Elsevier, vol. 30(2), pages 125-135, May.
    4. Wallerstein, N. & Duran, B., 2010. "Community-based participatory research contributions to intervention research: The intersection of science and practice to improve health equity," American Journal of Public Health, American Public Health Association, vol. 100(S1), pages 40-46.
    5. Shannon Suldo & Jessica Savage & Sterett Mercer, 2014. "Increasing Middle School Students’ Life Satisfaction: Efficacy of a Positive Psychology Group Intervention," Journal of Happiness Studies, Springer, vol. 15(1), pages 19-42, February.
    6. Trochim, William M. K., 1989. "An introduction to concept mapping for planning and evaluation," Evaluation and Program Planning, Elsevier, vol. 12(1), pages 1-16, January.
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    Cited by:

    1. Winkler, Jennifer L. & Walsh, Michele E. & de Blois, Madeleine & Maré, Jeannette & Carvajal, Scott C., 2017. "Kind discipline: Developing a conceptual model of a promising school discipline approach," Evaluation and Program Planning, Elsevier, vol. 62(C), pages 15-24.
    2. Dare, Lynn & Nowicki, Elizabeth, 2019. "Engaging children and youth in research and evaluation using group concept mapping," Evaluation and Program Planning, Elsevier, vol. 76(C), pages 1-1.
    3. Jesus Alfonso D. Datu & Xunyi Lin, 2022. "The Mental Health Benefits of kind University Climate: Perception of Kindness at University Relates to Longitudinal Increases in Well-Being," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(3), pages 1663-1680, June.

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