Emotion centered preventive-intervention for Head Start

描述(申请人提供)：建议的研究将实施和评估一个以情绪为中心的干预，情绪课程(EC)，为经济困难的儿童在Head Start。我们遵循情绪差异理论，将情绪发展的基础研究成果(情绪知识、情绪知觉偏差、情绪调节、情绪社会化)转化为完全以情绪为中心的预防方案。我们对学前班儿童的情绪发展和社会行为的纵向研究提供了很大一部分EC的经验基础。情绪理论、情绪研究和社区(启蒙工作人员、教师、家长、孩子)从EC的初步实施中得到的反馈指导了EC技术的发展，以增加情绪知识，调节情绪，并利用情绪感觉中固有的动机。这样的技术以及我们对情绪调节和情绪利用的重视，代表了EC的鲜明特点。情绪的有效调节和利用不仅减少了破坏性和攻击性行为，还为积极的社交互动奠定了基础，并有助于创造一个有利于学习和创造性努力的课堂氛围。这项计划的另一个目标是提升启蒙教师对情绪的表达、功能、调节和运用，以及它们与移情、亲社会反应和适应行为的关系的知识。为了评估EC的有效性，我们将使用多个告密者(教师、家长、儿童、独立观察员)。我们将评估儿童的气质/情绪性和言语能力作为控制措施，并使用多种技术评估情绪知识、情绪调节以及适应和自我适应行为。

DESCRIPTION (provided by applicant): The proposed research will implement and evaluate an emotion-centered intervention, the Emotions Curriculum (EC), for economically disadvantaged children in Head Start. We followed differential emotions theory in translating findings from basic research on emotional development (emotion knowledge, emotion perception bias, emotion regulation, emotion socialization) into a thoroughly emotion-centered prevention program. A substantial part of the empirical basis for EC came from our longitudinal studies of emotional development and social behavior in Head Start children. Emotion theory, emotion research, and community (Head Start staff, teacher, parent, child) feedback from preliminary implementations of EC guided the development of EC techniques for increasing emotion knowledge, modulating emotions, and utilizing motivation inherent in emotion feelings. Such techniques and our emphasis on emotion modulation and emotion utilization represent distinctive features of EC. Effective modulation and utilization of the emotions not only reduce disruptive and aggressive behavior, they set the stage for positive social interactions and help create a classroom climate that facilitates learning and creative endeavors. Another goal of the proposed project concerns the upgrading of Head Start teachers' knowledge of the expressions, functions, regulation, and utilization of emotions and their relations to empathic prosocial responding and adaptive behavior. To evaluate the effectiveness of EC, we will use multiple informants (teachers, parents, children, independent observers). We will assess child temperament/emotionality and verbal ability as control measures and use multiple techniques to assess emotion knowledge, emotion regulation, and adaptive and maiadaptive behavior.