Emotion Management Training: An Innovative Stress Reduction Program

情绪管理培训：创新的减压计划

• 批准号: 7393890
• 负责人: Vicky Gelatt
• 金额: $ 19.59万
• 依托单位: OREGON CENTER FOR APPLIED SCIENCE, INC.
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-02-01 至 2009-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7393890
• 关键词: Absenteeism; Address; Adult; American; Anxiety; Behavior; Behavior Control; Behavioral; Behavioral Model; Biofeedback; Businesses; Development; Education; Educational process of instructing; Elements; Emotional; Emotions; Employee; Financial compensation; Future; Gossypium; Health; Health Insurance; Individual; Industry; Intelligence; Internet; Intervention; Interview; Job Satisfaction; Labor Forces; Learning; Life Style; Mental Depression; Mental Health; Modeling; Motivation; Occupational; Online Systems; Outcome; Performance; Performance at work; Phase; Problem Solving; Process; Productivity; Program Development; Program Evaluation; Programmed Learning; Randomized Controlled Clinical Trials; Recruitment Activity; Relaxation Techniques; Reporting; Research; Research Project Grants; Safety; Self Management; Self Perception; Source; Stress; Stress and Coping; Support Groups; Surveys; Technology; Testing; Thinking; TimeLine; Training; Training Programs; United States; Work; Workplace; base; behavior change; coping; cost; design; emotional reaction; experience; improved; innovation; interactive multimedia; intervention program; negative mood; programs; prototype; psychologic; response; self esteem; skills; skills training; social; social cognitive theory; social skills; sound; stress management; theories; tool; usability

DESCRIPTION (provided by applicant): Occupational stress causes significant problems for business and industry. The loss to companies in the U.S. totals $150 billion a year. Of the 140 million Americans in the labor force, 36 percent to 52 percent report moderate to high levels of stress at work. Psychological and behavioral outcomes from prolonged or intense stress include lower levels of self-esteem, job satisfaction, and motivation, as well as increased depression, anxiety, and burnout. Although stress management programs have become popular in the workplace over the last two decades, these efforts have done little to reduce occupational stress. Recent evidence suggests shifting the paradigm from stress management to emotion management. Emotion management provides a strong theoretical and practical base for direct intervention in worksites. In addition, the Emotion Intelligence (EI) research offers four constructs (i.e., self awareness, social awareness, self management and relationship management) that directly relate to the appraisal and coping constructs of the revised Lazarus (2006) model of stress, coping and emotion. This project will develop an intervention program based on behavior change theory (i.e., social cognitive theory, and theory of reasoned action) that will modify Dysfunctional Emotional Responses (DERs) through change in the four EI constructs. The proposed individual-level research project will shift the focus from the traditional lifestyle stress and coping strategies to an approach which makes emotional self- management a key element of the stress and coping process. An 8-session interactive multimedia (IMM) training program will be produced to teach emotion management and interpersonal skills to help workers minimize the impact of occupational stress. The project will integrate proven adult education and e-Learning instructional design strategies with behavioral change theory to help employees: (a) develop a problem- solving approach when encountering stressful situations, (b) learn to identify moods, negative thinking, out of control behaviors, and dysfunctional emotional responses which interfere with working relationships and job performance, and (c) develop skills to manage their emotional reactions, both externally and internally. The proposed intervention will be a web-based skill training program consisting of: (a) IMM presentation of content; (b) video-based testimonial examples illustrating the consequences of dysfunctional emotional responses; (c) behavioral modeling using authentic video scenarios depicting how to apply the training; and (d) mastery learning practice applications of the training principles. A certificate will be received upon completion. In Phase I, a prototype program containing 3 of the total of 8 modules will be designed, built and evaluated. In Phase II, the full-scope training program will be developed and evaluated in a large-scale randomized trial.

描述（由申请人提供）：职业压力会给企业和行业带来重大问题。美国公司的损失每年总计1500亿美元。在劳动力的1.4亿美国人中，有36％至52％的人报告工作中的压力中等至高。长期或剧烈的压力带来的心理和行为结果包括自尊心，工作满意度和动力的较低水平，以及抑郁症，焦虑和倦怠的增加。尽管在过去的二十年中，压力管理计划在工作场所变得很流行，但这些努力并没有做出减少职业压力的作用。最近的证据表明，将范式从压力管理转移到情绪管理。情绪管理为直接干预工作人员提供了强大的理论和实用基础。此外，情绪智力（EI）研究还提供了与修订后的Lazarus（2006）压力，应对和情感模型的评估和应对构建的四个结构（即自我意识，社会意识，自我管理和关系管理）。该项目将根据行为变化理论（即社会认知理论和理性行动理论）制定干预计划，该计划将通过四个EI构建体的变化来修改功能失调的情感反应（DERS）。拟议的个人级别的研究项目将把重点从传统的生活方式压力和应对策略转变为一种方法，这使情感自我管理成为压力和应对过程的关键要素。将制定一个8条互动多媒体（IMM）培训计划，以教授情感管理和人际交往能力，以帮助工人最大程度地减少职业压力的影响。 The project will integrate proven adult education and e-Learning instructional design strategies with behavioral change theory to help employees: (a) develop a problem- solving approach when encountering stressful situations, (b) learn to identify moods, negative thinking, out of control behaviors, and dysfunctional emotional responses which interfere with working relationships and job performance, and (c) develop skills to manage their emotional reactions, both externally and internally.拟议的干预措施将是一个基于网络的技能培训计划，其中包括：（a）内容的IMM呈现； （b）基于视频的证明示例说明了功能失调的情绪反应的后果； （c）使用真实的视频场景进行行为建模，描绘了如何应用培训； （d）培训原则的精通学习实践应用。完成后将收到证书。在第一阶段，将设计，构建和评估包含8个模块中的3个模块中的3个原型程序。在第二阶段，将在大规模的随机试验中制定和评估全检查培训计划。