Papers

Book Chapters

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Conley, C. S. & Hareli, M.  (in press). College student mental health: A call to action and practical guide for faculty, staff, administrators, and institutions. In P. Reid (Ed.), Educational psychology of college students. Springer.

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Conley, C. S. & Donahue-Keegan, D. (2024). Social-emotional learning for well-being and equity in higher education. In J. A. Durlak, C. E. Domitrovich, J. L. Mahoney (Eds.), Handbook of social and emotional learning (2nd edition, pp. 185-197). Guilford. 

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Conley, C.S., Hilt, L. M., & Gonzales, C.H. (2023). Internalizing in adolescents and young adults. In. L. Crockett., G. Carlo, & J. Schulenberg (Eds.), APA handbook of adolescent and young adult development. (pp. 505-523). American Psychological Association. https://doi.org/10.1037/0000298-031

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Huguenel, B. M., & Conley, C.S. (2020). Transitions into higher education. In S. Hupp and J. Jewell (Eds), Encyclopedia of child and adolescent development. Hoboken, NJ: Wiley-Blackwell. https://doi.org/10.1002/9781119171492

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Conley, C. S. & Durlak, J.A., (2017). Universal mental health promotion and prevention programs for students. In S. Bährer-Kohler & F. J. Carod-Artal (Eds.), Global mental health: Prevention and promotion (pp. 127-139). New York: Springer. https://doi.org/10.1007/978-3-319-59123-0_12

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Conley, C. S. (2015). SEL in higher education. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 197-212). New York: Guilford.

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Conley, C.S. & Carey, D. C. (2013). Academic mothers on leave (but on the clock), on the line (and off the record): Toward improving parental leave policies and practices.  In M. Castañeda & K. Isgro (Eds.).  Mothers in academia (pp. 200-212).  New York: Columbia University Press. 

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Meta-Analyses 

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*Arbit, S. E., *Kirsch, A.C., Nowakowski, L. M., Meagher, M., Karl, A., Blum, A., Assink, M., & Conley, C.S. (in press). Eating disorder treatment programs compared to controls for adolescents and young adults: Systematic review and three-level meta-analysis. Eating Behaviors, 60, 102070. https://doi.org/10.1016/j.eatbeh.2026.102070.

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Klein, T., Kösters, M., Corrigan, P., Mak, W.W.S., Sheehan, L., Conley, C.S., Oexle, N., & Rüsch, N. (2023). Does the peer-led Honest, Open, Proud program reduce stigma’s impact for everyone? An individual participant data meta-regression analysis. Social Psychiatry and Psychiatric Epidemiology, 58(11), 1675-1685. https://doi.org/10.1007/s00127-023-02491-3 

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Conley, C.S., Raposa, E.B., Bartolotta, K.*, Broner, S.E.*, Hareli, M., Forbes, N., Christensen, K.M., Assink, M. (2022). The impact of mobile technology-delivered interventions on youth well-being: Systematic review and three-level meta-analysis. JMIR Mental Health, 9(7), e34254.* Authorship equal.  http://dx.doi.org/10.2196/34254

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Conley, C.S., Shapiro, J.B., Kirsch, A. C., & Durlak, J.A. (2017). A meta-analytic review of indicated mental health prevention programs for at-risk higher education students. Journal of Counseling Psychology, 64, 121-140. https://doi.org/10.1037/cou0000190

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Conley, C.S., Durlak, J. A., Shapiro, J.B., Kirsch, A. C., & Zahniser, E. (2016). A meta-analysis of the impact of universal and indicated preventive technology-delivered interventions for higher education students. Prevention Science, 17(6), 659-678. https://doi.org/10.1007/s11121-016-0662-3

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Conley, C.S., Durlak, J. A., & Kirsch, A.C. (2015). A meta-analysis of universal mental health prevention programs for higher education students. Prevention Science, 16, 487-507. https://doi.org/10.1007/s11121-015-0543-1

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Conley, C.S., Durlak, J. A., & Dickson, D. A. (2013). An evaluative review of outcome research on universal mental health promotion and prevention programs for higher education students.  Journal of American College Health, 61(5), 286-301. https://doi.org/10.1080/07448481.2013.802237

 

Intervention Evaluations 

[several additional papers are under review, in revision, or in preparation]

 

WAMI

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Conley, C.S., Broner, S. E., Ruggieri, A. L., Lipson, S. K., & Eisenberg, D. (2025). Wellness Advising: Academic support staff evoking students’ motivation to improve mental health. Journal of Student Affairs Research and Practice, 62(3). https://doi.org/10.1080/19496591.2025.2472345

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SMiLe

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Conley, C. S., DeLorenzo, B. M., Gonzales, C. H., Kahrilas, I. J., Duffecy, J., & Silton, R. (2025). Enhancing engagement, practice integration, and skill learning using human support in mobile technology-delivered interventions: Randomized controlled trial with depressed college students. JMIR Formative Research, 9, 56963.  https://doi.org/10.2196/56963

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Conley, C. S., Gonzales, C. H., Huguenel, B. M., Rauch, A, C., Kahrilas, I. J., Duffecy, J., & Silton, R. (2024). Benefits of a technology-delivered mindfulness intervention for psychological distress and positive wellbeing in depressed college students: Post-intervention and follow-up effects from an RCT. Mindfulness, 15, 1739–1758. https://doi.org/10.1007/s12671-024-02398-3

 

IPT-CS

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Conley, C.S., Broner, S.E., Hareli, M., Miller, L., Rafaeli, A.K. (2024). Interpersonal Psychotherapy for college students (IPT-CS): Feasibility, acceptability, and effectiveness of group modality. Journal of College Student Mental Health, 38(3), 719-745. https://doi.org/10.1080/87568225.2023.2276621

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STEPS

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Conley, C. S., Nowakowski, L. M., Hareli, M., & Gonzales, C. H. (2025). Building social-emotional skills in a career and life planning course: Findings from a pilot feasibility trial. Social Emotional Learning: Research, Practice, and Policy, 5, 100107.

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Hareli, M., Knutsen, J. C., Nowakowski, L. M., Conley, C. S., & Gonzales, C. H. (2025). Infusing social-emotional skills into a career and life planning course for college adults: A qualitative analysis and quantitative summary of student perceptions at post-course and post-college follow-up. Social Emotional Learning: Research, Practice, and Policy, 5, 100097. https://doi.org/10.1016/j.sel.2025.100097

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HOP-C (A multi-site collaboration)

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Hundert, C. G., Hareli, M., & Conley, C.S. (2022). Honest, Open, Proud – College: Follow-up effects of a peer-led group for reducing the stigma of mental illness. Stigma and Health, 7(1), 122-125. https://doi.org/10.1037/sah0000326 

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Conley, C.S., Hundert, C.G., Charles, J.L.K., Huguenel, B.M., Al-khouja, M.,Qin, S., Paniagua, D., & Corrigan, P.W. (2020). Honest, Open, Proud – College: Effectiveness of a peer-led small-group intervention for reducing the stigma of mental illness. Stigma and Health, 5(2), 168-178. http://dx.doi.org/10.1037/sah0000185

 

PPW

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Conley, C. S., Travers, L. V., & Bryant, F. B. (2013). Promoting psychosocial adjustment and stress management in first-year college students: The benefits of engagement in a psychosocial wellness seminar. Journal of American College Health, 61(2), 75-86. https://doi.org/10.1080/07448481.2012.754757

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Longitudinal Research on College Adjustment

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COVID Paper:

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Broner, S. E., Hareli, M., Hundert, C. G., Conley, C. S., & Ruggieri, A. L. (2022). Finding silver linings: A mixed-methods analysis of COVID-19’s challenges and opportunities for college students’ functioning and outlook. Emerging Adulthood, 10(2), 491-510. https://doi.org/10.1177/21676968211060946 

 

Four-Year College Adjustment (FYCA) Series:

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Conley, C.S., Huguenel, B. M., Shapiro, J.B., & Kirsch, A.C. (2023). Developmental trajectories and predictors of adjustment across the college years. The Journal of Higher Education, , 94(6), 792-821. http://dx.doi.org/10.1080/00221546.2023.2171213

 

Conley, C.S., Shapiro, J.B., Huguenel, B. M. & Kirsch, A. C. (2020). Navigating the college years: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 8(2), 103-117. https://doi.org/10.1177/2167696818791603 

 

Conley, C.S., Kirsch, A.,C. Dickson, D. A., & Bryant, F. B. (2014). Negotiating the transition to college: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 2, 195-210.  https://doi.org/10.1177/2167696814521808

 

Effortless Perfectionism Series:

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Ventura, L. M., Randall, E. T., Shapiro, J.B., Kirsch, A. C., Conley, C. S., & Bohnert, A. M. (2018). Looking good and making it seem easy: A prospective study of effortless perfectionism, body image, and BMI in unhealthy weight-control behaviors among female adolescents and young adults. Emerging Adulthood, 6(5), 327–335. https://doi.org/10.1177/2167696817737007

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Travers, L. V., Randall, E. T., Bryant, F. B., Conley, C. S., & Bohnert, A. M. (2015). The cost of perfection with apparent ease: Theoretical foundations and development of the Effortless Perfectionism Scale.  Psychological Assessment, 27, 1147-59. https://doi.org/10.1037/pas0000109  

 

Other Papers from the Larger FYCA Project:

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Anderson, N. A., Huguenel, B. M., Bohnert, A., & Conley, C. S. (2021). Organized activity involvement across the transition to college: Multiple dimensions predicting adjustment. Journal of College Orientation, Transition, and Retention, 28(1). https://doi.org/10.24926/jcotr.v28i1.3597

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Zahniser, E., & Conley, C.S. (2018).  Interactions of emotion regulation and perceived stress in predicting emerging adults’ subsequent internalizing symptoms. Motivation and Emotion, 42(5), 763-773. https://doi.org/10.1007/s11031-018-9696-0

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Brewer, S. K., Zahniser, E., Conley, C. S. (2016). Longitudinal impacts of emotion regulation on emerging adults: Variable- and person-centered approaches. Journal of Applied Developmental Psychology, 47, 1-12. https://doi.org/10.1016/j.appdev.2016.09.002

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Kirsch, A.C., Shapiro, J. B., Conley, C.S., & Heinrichs, G. (2016). Explaining the pathway from familial and peer social support to disorder eating: Is body dissatisfaction the link for male and female adolescents? Eating Behaviors, 22, 175-181. https://doi.org/10.1016/j.eatbeh.2016.06.018

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Riley, T. J., Kirsch, A.C., Shapiro, J.B., & Conley, C. S. (2016). Examining stress and coping as a mediator for internalizing symptomatology: A comparison between sexual minority and majority first-year college students. Journal of Adolescence, 49, 124-133. https://doi.org/10.1016/j.adolescence.2016.03.005

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Kirsch, A.C., Conley, C.S., & Riley, T. J. (2015). Comparing psychosocial adjustment across the college transition in a matched heterosexual and lesbian, gay, and bisexual sample. Journal of College Student Development, 56(2), 155-169. https://doi.org/10.1353/csd.2015.0017

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Lee, C., Dickson, D. A., Conley, C. S., & Holmbeck, G. N. (2014). A closer look at self-esteem, perceived social support, and coping strategy: A prospective study of depressive symptomatology across the transition to college. Journal of Social and Clinical Psychology, 33, 560-585. https://doi.org/10.1521/jscp.2014.33.6.560 

 

Multi-Site Collaboration on Eating Pathology, Quality of Life, and Perceived Control:

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Jenkins, P. E., Hoste, R. R., Conley, C. S., Meyer, C. &. Blissett, J. M. (2015). The relation between eating disorder symptoms and impairment.  Journal of Nervous and Mental Disease, 203(6), 452-458. https://doi.org/10.1097/NMD.0000000000000301

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Jenkins, P. E., Conley, C. S., Hoste, R. R., Meyer, C., & Blissett, J. (2012). Perception of control during episodes of eating: Relationships with quality of life and eating psychopathology.  International Journal of Eating Disorders, 45(1), 115-119. https://doi.org/10.1002/eat.20913

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Jenkins, P. E., Hoste, R. R., Conley, C. S., Meyer, C., & Blissett, J. (2011). Is being underweight associated with impairments in quality of life in the absence of significant eating disorder pathology? Eating and Weight Disorders, 16(1), e61, e64. https://doi.org/10.1007/bf03327523

 

Additional Papers from Dr. Conley’s work at the

University of Illinois and Knox College

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Andersson, M. A., & Conley, C. S. (2013). Optimizing the perceived benefits and health outcomes of writing about traumatic life events.  Stress and Health, 29(1), 40-49. https://doi.org/10.1002/smi.2423

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Conley, C. S., Rudolph, K. D., & Bryant, F. B. (2012). Explaining the longitudinal association between puberty and depression: Sex differences in the mediating effects of peer stress. Development and Psychopathology, 24(2), 691-701. https://doi.org/10.1017/S0954579412000259

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Conley, C. S., & Rudolph, K. D. (2009).  The emerging sex difference in adolescent depression: Interacting contributions of puberty and peer stress. Development and Psychopathology, 21, 593-620. https://doi.org/10.1017/S0954579409000327

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Andersson, M. A., & Conley, C. S. (2008).  Expecting to heal through self-expression: A perceived control theory of writing and health. Health Psychology Review, 2(2), 138-162. https://doi.org/10.1080/17437190802660890

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Rudolph, K. D., Caldwell, M. S., & Conley, C. S. (2005).  Need for approval and children’s well-being.  Child Development, 76(2), 309-323. https://doi.org/10.1111/j.1467-8624.2005.00847_a.x

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Rudolph, K. D., & Conley, C. S. (2005).  The socioemotional costs and benefits of social-evaluative concerns:  Do girls care too much?  Journal of Personality, 73(1), 115-137. https://doi.org/10.1111/j.1467-6494.2004.00306.x

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Conley, C. S., Haines, B. A., Hilt, L. M., & Metalsky, G. I. (2001).  The Children’s Attributional Style Interview:  Developmental tests of cognitive diathesis-stress theories of depression.  Journal of Abnormal Child Psychology, 29(5), 445-463. https://doi.org/10.1023/a:1010451604161

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Rudolph, K. D., Kurlakowsky, K. D., & Conley, C. S. (2001).  The developmental and social-contextual origins of control-related beliefs and behavior. Cognitive Therapy and Research, 25(4), 447-475. https://doi.org/10.1023/A:1005538704056a