Papers

IMPACT Lab Papers 

Published or In Press

Conley, C. S. & Donahue-Keegan, D. (in press). Social-emotional learning for wellbeing and equity in higher education. In J. A. Durlak, C. E. Domitrovich, J. L. Mahoney (Eds.), Handbook of social and emotional learning: Research and practice. (2nd edition). New York: Guilford.

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Conley, C.S., Broner, S.E., Hareli, M., Miller, L., Rafaeli, A.K. (2023). Interpersonal Psychotherapy for college students (IPT-CS): Feasibility, acceptability, and effectiveness of group modality.

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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). Washington, DC: American Psychological Association. 

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

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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. 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. http://dx.doi.org/10.2196/34254

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. doi: 10.1177/21676968211060946

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. doi: 10.1037/sah0000326

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). doi: 10.24926/jcotr.v28i1.3597

Conley, C. S., Hundert, C. G., Charles, J. L., Huguenel, B. M., Al-khouja, M., Qin, S., ... & 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. doi: 10.1037/sah0000185

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. doi: 10.1177/2167696818791603
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Huguenel, B. M., & Conley, C. S. (2020). Transitions into higher education. In S. Hupp & J. Jewell (Eds.), Encyclopedia of Child and Adolescent Development. Hoboken, NJ: Wiley-Blackwell.

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.  doi: 10.1177/2167696817737007

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

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.

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

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. doi:10.1016/j.appdev.2016.09.002 

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 technology-delivered interventions for higher education students. Prevention Science, 17(6), 659-678. ​doi: 10.1007/s11121-016-0662-3 

Kirsch, A.C., Shapiro, J. B., Conley, C.S., & Heinrichs, G. (2016). Explaining the pathway from familial and peer social support to disordered eating: Is body dissatisfaction the link for male and female adolescents? Eating Behaviors, 22, 175-181. doi: 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. doi:10.1016/j.adolescence.2016.03.005

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. 

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.  doi: 10.1007/s11121-015-0543-1 

Jenkins, P. E., Hoste, R. R., Conley, C. S., Meyer, C. &. Blissett, J. M. (2015). Social support, eating disorder symptoms, and impairment.  Journal of Nervous and Mental Disease, 203(6), 452-458.

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. 

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. doi: 10.1037/pas0000109

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(3), 195-210. doi:10.1177/2167696814521808

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. doi: 10.1521/jscp.2014.33.6.560 

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.

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.

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. doi: 10.1080/07448481.2013.802237

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. doi: 10.1080/07448481.2012.754757

Manuscripts Under Review or In Revision
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Conley, C.S., Broner, S. E., Lipson, S. K., & Eisenberg, D. (under review). Wellness Advising: Evoking student motivation to improve mental health through Student Academic Support Services.

Conley, C. S., Gonzales, C. H., Huguenel, B. M., Rauch, A, C., Kahrilas, I. J., Duffecy, J., & Silton, R. (under review). Benefits of a mindfulness mobile application for depressed college students’ psychological distress and positive well-being: Post-intervention and follow-up effects from an RCT.
 

Conley, C. S., Nowakowski, L. M., Hareli, M., & Gonzales, C. H. (under review). Building social-emotional skills in a career and life planning course: Findings from a pilot feasibility trial.
 

Kirsch, A. C., Conley, C.S., & Shapiro, J. B. (in revision). Are college students over-scheduled? Linear and curvilinear relations between organized activity involvement and psychosocial outcomes.
 

Kirsch, A.C., Meagher, M., Karl, A., Broner, S. E., Nowakowski, L. M., Blum, A., Assink, M., & Conley, C.S. (in revision). A meta-analytic review of eating disorder treatment programs compared to controls for adolescents and young adults.
 

Shapiro, J.B., & Kirsch, A. C., Huguenel, B.M., & Conley, C.S. (in revision). Developmental trajectories of adult identity and effects on mental health in college: A growth mixture modeling approach.
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Manuscripts In Preparation​

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Conley, C.S., Broner, S. E., Ruggieri, A. L., Lipson, S. K., & Eisenberg, D. (under review). Wellness Advising: Academic support staff evoking students’ motivation to improve mental health.

Broner, S.E. & Conley, C.S. (in preparation). Modeling the effect of peer-to-peer mentorship on first-year college student psychosocial development.

Conley, C. S., Huguenel, B. M., Gonzales, C. H., Kahrilas, I. J., Duffecy, J., & Silton, R. (in preparation). Boosting the benefits of mobile technology-delivered interventions: Enhanced engagement and social validity from synchronous orientation and peer supportive accountability.
 

Dickson, D. A., Conley, C.S., Stoner, A. D., Huguenel, B. M., & Hareli, M. Bryant, F. B. (in preparation). Heterogeneous trajectories of depression during late adolescence and academic risk across the first year of college: A growth mixture model approach predicting academic outcomes.

 

Gonzales, C. H., & Conley, C.S. (in preparation). The impact of peer supportive accountability on use of a mindfulness app in depressed college students: A mixed methods study.

Gonzales, C. H., Conley, C.S., & Osos, S. (in preparation). The moderating role of empathy in predicting sexual misconduct behaviors in college students.
Hareli, M., Conley, C.S., Smith, Z. (in preparation). Examining the bidirectional relations between psychological functioning and academic outcomes among college students.

Hareli, M., Donofrio, V., Werntz, A., Raposa, E. B., Conley, C. S., Rhodes, J. (in preparation). Lessons Learned: Delivering a Mobile App-Based Intervention with Supportive Accountability for Mentored Youth.

Hareli, M., Knutsen, J. C., Nowakowski, L. M., Conley, C. S., & Gonzales, C. H. (in preparation). A qualitative content analysis of infusing social-emotional skills in a career and life planning course.

Hundert, C.G., Osos, S., & Conley, C.S. (in preparation). The moderating role of empathy in predicting sexual violence perpetration in college students.
 

Kirsch, A.C., & Conley, C.S. (in preparation). Examining the role of problem-focused coping on body image and disordered eating.

 

Kirsch, A.C., Meagher, M., Karl, A., Broner, S. E., Nowakowski, L. M., Blum, A., Assink, M., & Conley, C.S. (in revision). A meta-analytic review of eating disorder treatment programs compared to each other for adolescents and young adults.

Other Publications from Dr. Conley 

Silton, R.L., Dickson, D.A., Stockdale, L.A., Conley, C.S., Duffecy, J.D. & Morrison, R.G. (in preparation). Depression and worry differentially impact empathy and prosocial behavior.

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

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. doi: 10.1002/smi.2423 

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, 691-701. doi: 10.1017/S0954579412000259

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. doi: 10.1002/eat.20913 

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, e61, e64. doi: 10.1007/BF03327523

Conley, C.S. (2011). Improving parental leave policies and practices for academic women, Part II: Academic institutions “on the ball,” and recommendations for best practices. The Feminist Psychologist, 38(2), 7-8. doi: 10.1037/e666002010-006

Conley, C.S. (2010). Improving parental leave policies and practices for academic women, Part I: Academic mothers “on leave” (but on the clock), on the line (and off the record). The Feminist Psychologist, 37(4), 17-18. doi: 10.1037/e666002010-006

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. doi:10.1017/S0954579409000327

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. doi: 10.1080/17437190802660890

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

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. doi: 10.1111/j.1467-6494.2004.00306 

Conley, C. S., Caldwell, M. S., Flynn, M., Dupre, A. J., & Rudolph, K. D. (2004).  Parenting and mental health.  In M. Hoghughi & N. Long (Eds.).  Handbook of parenting: Theory, research, and practice (pp. 276-295).  London: Sage Publications.  

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.

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.