Emotion Regulation and Psychopathology Prevention

描述（由申请人提供）：拟建项目旨在提高儿童对情绪的理解、调节和利用。它将侧重于为经济困难家庭的儿童制定和评估一个理论上连贯的基于情绪的预防计划（EBP）。它由两个主要的教师实施部分组成：(1)情绪课程（EC），以特定的时间表向整个班级教授简短的课程和活动；(2)情绪辅导和辅导（ETC）包括一对一的情绪对话和技巧，帮助孩子在任何时候表现出情绪调节不足的迹象或需要帮助来激活或维持积极情绪。EBP还具有互补的父组件，旨在将EBP的效果扩展到家庭。我们遵循差异情绪理论，将许多实验室关于情绪知识发展、情绪感知偏差和情绪调节的发现转化为一个彻底的以情绪为中心的预防计划。EBP的经验基础有很大一部分来自于我们自己对启智儿童的情感发展和社会行为的纵向研究。情绪理论、情绪研究和社区（学前教育工作人员、教师、家长、孩子）对电子商务初步实施的反馈指导了提高社会情绪能力和建设性地利用情绪动机的技术发展。这些技巧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，并有助于创造促进学习和创造性努力的课堂氛围。本项目的另一个目标是提升启智教师对情绪的表达、功能、调节和运用的知识，以及帮助儿童调节和利用在线情绪的技能。为了评估EBP的有效性，我们将使用多个线人（教师、家长、孩子、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 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.