Emotional Competence, Poverty, and Mental Health

情感能力、贫困和心理健康

• 批准号: 6609603
• 负责人: Alison L Miller
• 金额: $ 12.25万
• 依托单位: EMMA PENDLETON BRADLEY HOSPITAL
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-04-01 至 2008-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6609603
• 关键词: behavioral /social science research tag; clinical research; developmental psychology; educational psychology; educationally disadvantaged; emotional adjustment; human subject; low socioeconomic status; preschool child (1-5); psychological adaptation; psychopathology; social behavior

DESCRIPTION (provided by applicant): This Mentored Research Scientist Award (K01) will enable the candidate, a developmental psychologist, to become an independent researcher in developmental psychopathology, with a focus on emotion processing in low-income children and families. Career goals are to explain how emotional competence relates to readiness for school and to identify factors that influence the development of emotional competence in this underserved population, with an emphasis on implications for prevention. Research goals are to describe emotional competence in low-income preschool and kindergarten-age children during the transition to school and to examine whether preschool emotional competence predicts kindergarten school readiness, including social competence, mental health functioning (internalizing and externalizing behavior), academic knowledge and school skills. The proposed short-term longitudinal study involves assessing 120 low-income preschool children's emotional competence via teacher reports of emotion regulation, interview assessments of child emotion knowledge and understanding, and live observations of emotional expression, regulation, and social engagement in Head Start classroom settings. School readiness will be assessed in a multi-method, multi-informant follow-up after children transition to kindergarten. The candidate will complete rigorous training with Ronald Seller, Ph.D., an expert in developmental psychopathology research, and co-mentors with expertise in emotional competence (Susanne Denham, Ph.D.), low-income children's school readiness (David Arnold, Ph.D.), and clinical implications of such work (Susan Dickstein, Ph.D.). Training goals are to learn new statistical skills (e.g., Hierarchical Linear Modeling); gain expertise both in designing longitudinal studies with high-risk children and families and in conducting methodologically intensive research in school settings; and acquire technical training in observational research (from Roger Bakeman, Ph.D., Deborah Capaldi, Ph.D., and Carroll Izard, Ph.D.). With such specialized training, the candidate will be prepared in future research to test a comprehensive developmental model of emotional competence, examining family influences and using sophisticated methods (e.g., microanalytic analyses) to investigate the significance of individual differences in emotional competence for low-income children's mental health and school readiness.

描述（由申请人提供）：这项指导的研究科学家奖（K01）将使候选人能够成为发展心理病理学的独立研究人员，重点是在低收入儿童和家庭中进行情感处理。职业目标是解释情感能力如何与学校准备情况有关，并确定影响这个服务不足的人群中情感能力发展的因素，重点是对预防的影响。 研究目标是描述在过渡到学校期间低收入学龄前儿童和幼儿园时代儿童中的情感能力，并检查学龄前情感能力是否预测了幼儿园学校的准备，包括社会能力，心理健康功能（内在化和外在化行为），学术知识和学校技能。 拟议的短期纵向研究涉及通过教师报告情绪调节的报告，对儿童情绪知识和理解的访谈评估以及对情绪表达，调节和社交活动的实时观察，评估120个低收入学龄前儿童的情感能力。在儿童过渡到幼儿园后，将在多方法的多信息随访中评估学校准备。 该候选人将与Ronald Seller，Ph.D.，发育心理病理学研究专家以及具有情感能力专业知识的联合学者（Susanne Denham，Ph.D。），低收入儿童学校准备（David Arnold，Ph.D。）以及此类工作的临床意义（Susan Dickstein，Ph.D。）。 培训目标是学习新的统计技能（例如，等级线性建模）；在与高风险儿童和家庭设计纵向研究方面以及在学校环境中进行方法论强化研究方面的纵向研究方面获得了专业知识；并获得了观察研究的技术培训（摘自Roger Bakeman博士，Deborah Capaldi，Ph.D。和Carroll Izard，Ph.D。）。 通过这样的专业培训，将在未来的研究中准备候选人，以测试情感能力的全面发展模型，检查家庭影响力并使用复杂的方法（例如，微分析分析），以调查个性差异对低收入儿童的心理健康和学校的情绪能力的重要性。