Data from our archival projects may be available for further analysis.
Systematic and Meta-Analytic Reviews
Our lab is conducting a series of reviews of existing research on mental health promotion and prevention programs for higher education students. One paper (journal article under review) evaluates the effectiveness of 83 universal promotion and prevention programs for higher education students on social and emotional skills, self-perceptions, and emotional distress. Another (book chapter in press) examines this literature from the perspective of social and emotional learning, a concept and programmatic effort that has focused on preschool through high school students, but has not yet been applied to higher education students. Recently, we published (in press) a meta -analysis of 103 universal mental health promotion programs in higher education settings. We are in the final stages of another meta-analysis on technology-based mental health prevention and promotion programs for higher education students, and we have nearly completed coding on a third meta-analysis on indicated prevention programs for students at risk for mental health problems.
College Student Mental Health Promotion
In another major endeavor, we are exploring the impact of mental health promotion and prevention programs for college students. For three years, we collected data on the effectiveness of a mental health promotion course (taught by Dr. Conley) in improving psychosocial adjustment among first-year college students. In one paper (in press), we examined the various impacts of this course and found that compared to controls, intervention participants reported significantly greater perceived improvements over the course of the intervention in psychosocial adjustment and stress management. Furthermore, engagement in the intervention predicted psychosocial adjustment (after adjusting for baseline levels), college-related stress management, and perceived improvements in psychosocial adjustment and stress management. In the future, we hope to explore whether these benefits lasted beyond the first year of college and whether the intervention had an impact on academic outcomes (grades, retention).