Colleen Conley

Associate Professor of Psychology

Loyola University Chicago

United States

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Colleen Conley is an Associate Professor of Psychology at Loyola University Chicago, USA. Her research focuses on the integration of social-emotional skills in educational settings, the impact of technology-delivered interventions on mental health, and the psychological well-being of college students. Recent articles by Professor Conley explore the effectiveness of mobile technology in enhancing student engagement and well-being, as well as the impacts of interpersonal psychotherapy and wellness advising on mental health outcomes among college populations.

Articles (10)

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2025

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2025

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2025

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2025

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2024

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2023

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2023

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2023

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2022

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2022

Collaborators (3)

Jenna Shapiro

Assistant Professor

Northwestern University Feinberg School of Medicine

UNITED STATES

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Mark Assink

Assistant Professor

University of Amsterdam

NETHERLANDS

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Daniel Eisenberg

University of Michigan

UNITED STATES

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Colleen Conley

Research Interests

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Articles (10)

Enhancing Engagement, Practice Integration, and Skill Learning in Mobile Technology–Delivered Interventions Using Human Support: Randomized Controlled Trial With Depressed College Students

Building social-emotional skills in a college career and life planning course: A preliminary investigation of the impact of skills practice on wellbeing

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 at post-college follow-up

Wellness Advising: Academic Support Services Staff Evoking Students’ Motivation to Improve Mental Health

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

Developmental Trajectories and Predictors of Psychological Well-Being and Distress Across the College Years

Interpersonal Psychotherapy for College Students (IPT-CS): Feasibility, Acceptability, and Effectiveness of Group Modality

Does the peer-led Honest, Open, Proud program reduce stigma’s impact for everyone? An individual participant data meta-regression analysis

The Impact of Mobile Technology-Delivered Interventions on Youth Well-being: Systematic Review and 3-Level Meta-analysis

Finding Silver Linings: A Mixed Methods Analysis of COVID-19’s Challenges and Opportunities for College Students’ Functioning and Outlook

Collaborators (3)

Jenna Shapiro

Mark Assink

Daniel Eisenberg

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