Evaluating a brief classroom-based intervention to improve emotion regulation, reduce stress, promote social connection, and lower risk behaviors in first-year college students
Emma Sage Simmons
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 regulation, mindfulness, and social co...
- University of Massachusetts Dartmouth
- DOI: 10.62791/20678