Emotion Regulation and Psychopathology Prevention

描述(申请人提供)：该项目旨在增进儿童S对情绪的理解、调控和利用。它将专注于为经济困难家庭的儿童开发和评估理论上连贯的基于情感的预防计划(EBP)。它由教师实施的两个部分组成：(I)情感课程(EC)，按照指定的时间表向整个班级教授简短的课程和活动；(2)情感辅导和指导(ETC)，包括一对一的情感对话和技巧，帮助儿童在任何时候表现出情绪调节不足的迹象或在激活或维持积极情绪方面需要帮助时管理在线情绪。我们遵循差异情绪理论，将众多实验室关于情绪知识发展、情绪知觉偏差和情绪调节的研究结果转化为一个完全以情绪为中心的预防计划。EBP的很大一部分经验基础来自我们自己对学前班儿童情绪发展和社会行为的纵向研究。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，指导开发提高社会情绪能力和建设性地利用情绪动机的技术。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EBP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不适应行为。

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 teacher-implemented components: (i) 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 online emotions any time she or he shows signs of under-regulated emotion or needs help in activating or sustaining positive emotions. 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.