What We Believe

Our Mission:  To provide parents & caregivers with powerful, meaningful support and education that empowers & enlightens thus developing stronger relationships and bonds between parent and child.


Our Beliefs:

We believe in building support and community for parents during this incredibly challenging journey called parenthood.

We believe in creating a world where children are valued, thrive and become empathetic, resilient, successful adults.

We believe in helping communities gain awareness about the 40 Developmental Assets®: Early ChildhoodKindergarten-3rd GradeMiddle ChildhoodAdolescents


The Basis for our Programs=  Positive Discipline/Positive Psychology

*Based on the philosophies of Dr. Alfred Adler and Dr. Rudolf Dreikurs, these doctors understood the importance of maintaining dignity and respect for all people — including children.

All Positive Discipline Books and Workshops provide parents and teachers and other leaders with non-punitive methods to encourage and empower children and adults, and to help them develop valuable social and life skills. The methods are based on:
• Making sure the message of love and respect gets through. (Connection before Correction)
• Providing a foundation of kindness and firmness at the same time
• Seeing mistakes as wonderful opportunities for learning
• Helping children explore the consequences of their choices (through curiosity questions) instead of imposing consequences (poorly disguised punishment) on them to make them pay for their mistakes.
• Focusing on solutions. Getting children involved so they have ownership and motivation to follow guidelines they help create (and to learn important life skills in the process.) Examples include:
• Inviting children to help create routine charts (morning, bedtime, jobs, etc.)
• Family meetings and/or class meetings to teach problem-solving skills, communication skills, and many other important life skills
• Inviting children to help create a “wheel of choice” that includes many solutions to typical conflicts. Children can then “choose” the solution that will be most helpful to them.
• Eliminating negative time-out and inviting children to help create a “positive time out” area that they can “choose” when a cooling off time would be helpful. (A self-soothing skill that would benefit many adults.)
• Getting into the child’s world—understanding that a “misbehaving child” is a “discouraged” child and the importance of dealing with the “belief” behind the behavior
• Understanding your “Top Card” (personality style) and what it invites from children and others.
• Mutual respect
• Many, many more ideas for treating children with dignity and respect

Five Criteria for Positive Discipline

1. Helps children feel a sense of connection? (Belonging and Significance)
2. Is respectful and encouraging? (Kind and firm at the same time)
3. Is effective long-term? (Punishment works short term, but has negative long-term results.)
4. Teaches valuable social and life skills for good character?
5. Invites children to discover how capable they are? (Encourages the constructive use of personal power and autonomy)

*Written by Jane Nelsen, Positive Discipline Author