Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. Mission FEEL! is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of Mission FEEL!. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that Mission FEEL! is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that Mission FEEL! merits advancing to the next phase of intervention development testing.

中文翻译：

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任务 FEEL！一种针对学龄前儿童的新型情绪理解干预：一项概念验证研究


情绪理解是孩子在生命的最初几年开始发展的一项重要能力，是终身学习的重要基石。情绪理解与发展结果有关，包括学术、认知和社交情感技能。毫不奇怪，已经开发了促进儿童社交情感技能的有效干预措施。这些干预措施的规模化具有挑战性，因为它们需要大量时间和资源。简短、全自动的干预是克服实施障碍的有前途的替代方案。任务 FEEL！是一项以认知行为理论为基础的两节课全自动干预，旨在促进学龄前儿童的情绪理解。这项概念验证研究检查了 Mission FEEL！ 的可接受性和可行性。我们在佛罗里达州招募了 52 名学龄前儿童及其父母/监护人。参与者完成了四次虚拟研究访问：一次基线情绪理解评估、两次干预会议和一次为期一个月的后续情绪理解评估。我们建立了一个先验基准来确定可行性、可接受性和临床意义。结果表明，Mission FEEL！既可行又可接受。除两个在可接受范围内的结局外，所有结局均符合良好或极好的基准。父母对该计划对情绪相关亲子互动影响的看法、该计划在儿童日常生活中的感知价值以及观察到的基线和随访之间情绪理解分数的差异都支持了干预的临床意义。 易于放大、低成本和潜在的实际意义也有助于临床意义。这项概念验证研究的结果表明，Mission FEEL！值得进入干预发展测试的下一阶段。