Emotion Regulation and Psychopathology Prevention

描述（由申请人提供）：拟议的项目旨在增加儿童的理解，调节和利用情绪。它将专注于为经济弱势家庭的儿童开发和评估理论上连贯的基于情绪的预防计划（EBP）。它包括两个主要的教师实施的组成部分：（1）情绪课程，包括按指定时间表向全班教授的简短课程及活动;及（2）情绪辅导及辅导，包括一对一的情绪对话及技巧，以帮助儿童在出现以下迹象时管理网上情绪：调节情绪或需要帮助激活或维持积极的情绪。EBP也有互补的父母组成部分，旨在扩大EBP的影响到家庭。我们遵循差异情绪理论，将众多实验室关于情绪知识发展、情绪感知偏差和情绪调节的研究结果转化为一个彻底以情绪为中心的预防计划。EBP的实证基础的很大一部分来自我们自己的纵向研究的情绪发展和社会行为的开端儿童。情感理论，情感研究，和社区（开端工作人员，教师，家长，孩子）的反馈，从初步实施EC指导的技术发展，以提高社会情感能力和建设性地利用情感动机。这些技术以及我们对情绪调节和情绪利用的强调代表了EBP的独特特征。情绪的有效调节和利用不仅可以减少破坏性和攻击性行为，还可以为积极的社会互动奠定基础，并有助于创造有利于学习和创造性努力的课堂氛围。建议项目的另一个目标是提高启智教师对情绪的表达、功能、调节和利用的知识，以及帮助儿童调节和利用网上情绪的技能。为了评估EBP的有效性，我们将使用多个信息提供者（教师，家长，儿童，独立观察员）。我们将评估儿童的气质/情绪和语言能力作为控制措施，并使用多种技术来评估情绪知识，情绪调节，适应和适应不良行为。

DESCRIPTION (provided by applicant): The proposed project aims to increase children's understanding, regulation, and utilization of emotions. It will focus on developing and evaluating a theoretically coherent emotion-based prevention program (EBP) for children of economically disadvantaged families. It consists of two major teacher-implemented components: (1) an Emotions Course (EC) with brief lessons and activities taught on a specified schedule to the class as a whole and (2) Emotion Tutoring and Coaching (ETC) consisting of one-on-one emotion dialogues and techniques for helping a child manage on-line emotions any time she or he shows signs of under-regulated emotion or needs help in activating or sustaining positive emotions. EBP also has complementary parent component designed to extend the effects of EBP into the home. We followed differential emotions theory in translating findings from numerous laboratories on the development of emotion knowledge, emotion perception bias, and emotion regulation into a thoroughly emotion-centered prevention program. A substantial part of the empirical basis for EBP came from our own 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 development of techniques for increasing socioemotional competence and utilizing emotion motivation constructively. Such techniques and our emphasis on emotion modulation and emotion utilization represent distinctive features of EBP. 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 skills in helping children modulate and utilize on-line emotions. To evaluate the effectiveness of EBP, 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 maladaptive behavior.