Coping and the related phenomenon of self-regulation are important constructs in much of our work.  Several recently completed studies documented the development of self-regulation skills in students over time and its impact on their personal and academic success. Another project studied a large cohort of OEF/OIF/OND veterans following their discharge to better document their mental and physical health upon return to civilian life. A current NIAAA-funded study is testing the efficacy of two mindfulness/yoga-based interventions to develop emotion regulation skills in college students.

Selected Publications:

Riley, K. E., Park, C. L., Wong, C. C., & Russell, B. S. (2022). Mindfulness, self-distancing, and self-compassion as buffers of the effects of rumination on health behaviors: A daily diary study. International Journal of Cognitive Therapy, 15, 277–303.

Park, C. L., Finkelstein-Fox, L., Russell, B. S., Fendrich, M., Hutchison, M., & Becker, J. (2021). Psychological resilience early in the COVID-19 pandemic: Stressors, resources, and coping strategies in a national sample of Americans. American Psychologist, 76(5), 715–728.

Finkelstein-Fox, L., Park, C. L., & Riley, K. E. (2019). Mindfulness’ effects on stress, coping, and mood: A daily diary goodness-of-fit study. Emotion, 19, 1002-1013.

Park, C. L., Williams, M., Hernandez, P., Agocha, V. B., Depetris, A., Lee, S. Y., & Carney, L. M. (2019). Self-regulation and STEM persistence in minority and non-minority students across the first year of college. Social Psychology of Education, 22, 91-112.