Emotion centered preventive-intervention for Head Start

描述（由申请人提供）：拟议的研究将实施和评估以情绪为中心的干预，情绪课程（EC），为经济上处于不利地位的儿童在头启动。我们遵循差异情绪理论，将情绪发展（情绪知识，情绪感知偏差，情绪调节，情绪社会化）的基础研究结果转化为彻底的以情绪为中心的预防计划。EC的实证基础的很大一部分来自我们的纵向研究的情绪发展和社会行为的开端儿童。情绪理论，情绪研究，和社区（开端工作人员，教师，家长，儿童）的反馈，从初步实施的EC指导EC技术的发展，增加情绪知识，调节情绪，并利用内在的动机情绪感受。这些技术和我们对情绪调节和情绪利用的强调代表了EC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，并有助于创造有利于学习和创造性努力的课堂氛围。建议的项目的另一个目标是提高启智教师对情绪的表达、功能、调节和利用及其与移情亲社会反应和适应行为的关系的认识。为了评估EC的有效性，我们将使用多个线人（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，适应性和maiadaptive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.