BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:EventsCalendar PRODID:-//hacksw/handcal//NONSGML v1.0//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York LAST-MODIFIED:20240422T053451Z TZURL:https://www.tzurl.org/zoneinfo-outlook/America/New_York X-LIC-LOCATION:America/New_York BEGIN:DAYLIGHT TZNAME:EDT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 DTSTART:19700308T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT BEGIN:STANDARD TZNAME:EST TZOFFSETFROM:-0400 TZOFFSETTO:-0500 DTSTART:19701101T020000 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT CATEGORIES:College of Arts and Sciences,Thesis/Dissertations DESCRIPTION:College students often experience high levels of stress during the transition to higher education, which can undermine emotion regulation and contribute to maladaptive coping. Prevention-focused programs offer a means of supporting students, yet few interventions integrate emotion reg ulation, mindfulness, and social connection skills into existing classroom settings. This study evaluates a five-session  classroom intervention de livered within a first year seminar (CAS 103/104) aiming to strengthen emo tion regulation, reduce perceived stress, and decrease risk behaviors. Stu dents were assigned to intervention or control conditions and completed su rveys at baseline, posttest, and four-week follow-up. Correlations, analys es of covariance, mediation analyses, and additional exploratory analyses were conducted. Students in the intervention condition reported significan tly higher perceived social support at posttest compared to students in th e control condition. Although differences in emotion regulation, perceived stress, and risk behaviors were not statistically significant, interventi on participants demonstrated improvements in the expected direction on sev eral outcomes. This study contributes to the existing body of research by implementing an evidence-based program directly within the classroom setti ng. Findings support the feasibility of classroom-based mental health prom otion programs and highlight social connection as a particularly promising target during the college transition. Committee: Elizabeth Richardson, Ph D (Chair); Robin Locke Arkerson, PhD; Mary Kayyal, PhD\nEvent page: https: //www.umassd.edu/events/cms/6-30-26-evaluating-classroom-based-interventio n-to-improve-emotion-regulation.php\nEvent link: https://umassd.zoom.us/j/ 6152646048?pwd=M2NWZHFJQlFjZDU2V25lRWVjU0tDZz09 X-ALT-DESC;FMTTYPE=text/html:

College students often experien ce high levels of stress during the transition to higher education\, which can undermine emotion regulation and contribute to maladaptive coping. Pr evention-focused programs offer a means of supporting students\, yet few i nterventions integrate emotion regulation\, mindfulness\, and social conne ction skills into existing classroom settings. This study evaluates a five -session  classroom intervention delivered within a first year seminar (C AS 103/104) aiming to strengthen emotion regulation\, reduce perceived str ess\, and decrease risk behaviors. Students were assigned to intervention or control conditions and completed surveys at baseline\, posttest\, and f our-week follow-up. Correlations\, analyses of covariance\, mediation anal yses\, and additional exploratory analyses were conducted. Students in the intervention condition reported significantly higher perceived social sup port at posttest compared to students in the control condition. Although d ifferences in emotion regulation\, perceived stress\, and risk behaviors w ere not statistically significant\, intervention participants demonstrated improvements in the expected direction on several outcomes. This study co ntributes to the existing body of research by implementing an evidence-bas ed program directly within the classroom setting. Findings support the fea sibility of classroom-based mental health promotion programs and highlight social connection as a particularly promising target during the college t ransition.

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Committee: Elizabeth Richardson\, PhD (Chair)\; Robin L ocke Arkerson\, PhD\; Mary Kayyal\, PhD

Event page: https://www.umassd.edu/events/cms/6-30 -26-evaluating-classroom-based-intervention-to-improve-emotion-regulation. php
Event link: https://umassd.zoom.us/j/6152646048?pwd=M2 NWZHFJQlFjZDU2V25lRWVjU0tDZz09

DTSTAMP:20260616T172919 DTSTART;TZID=America/New_York:20260630T093000 DTEND;TZID=America/New_York:20260630T110000 LOCATION:Zoom SUMMARY;LANGUAGE=en-us:Evaluating a Brief Classroom-Based Intervention to I mprove Emotion Regulation, Reduce Stress, Promote Social Connection, and L ower Risk Behaviors in First-Year College Students UID:8ad6fc41ec493bd0fd587161148b8f9a@www.umassd.edu END:VEVENT END:VCALENDAR