Center Research Faculty
Patricia (Tish) Jennings
Ph.D., University of California Davis, 2004
Research Assistant Professor, Prevention Research Center for the Promotion of Human Development
Senior Fellow, Initiative on Contemplation and Education, Garrison Institute
Program Areas: PEACE (Co-Leader)
308B Biobehavioral Health Building
Online Videos and Articles
As a prevention scientist, to apply my knowledge of the social and emotional dynamics of educational settings to create interventions that enhance teachers’ capacity to provide a supportive and engaging social and emotional context for academic learning. This involves conducting evaluative, efficacy, effectiveness, and dissemination research to determine whether these intervention efforts are effective and sustainable in educational settings. My basic research centers on the development of wisdom, social and emotional competence, mindful awareness, and resilience across the lifespan and its relationship to healthy adaptation.
Examples of Current Prevention Projects
U.S. Department of Education Institute of Educational Sciences
Start Date: 2012
We are conducting a multi-site cluster randomized controlled trial to determine the efficacy of the Cultivating Awareness and Resilience in Education (CARE) professional development program in 32 New York public elementary schools (kindergarten through fifth grade). Our partners in this effort are Fordham University (Joshua Brown, Ph.D.) and the Garrison Institute.
1440 Foundation/Children, Youth, and Families Consortium, Penn State
Start Date: 2012
The three-year pilot involves the development and delivery of a regular daily stress-reduction program to a sample of school teachers randomly assigned to receive the intervention during the first or second years (with a wait-list control group). Psychological and physiological assessments will be conducted pre-and post-intervention at a follow-up assessment during the fall of the second year.
Levenson, M. R., Jennings, P. A., D’Mello, M., Le, T., & Aldwin, C. M. (2004). Happiness in the midst of change: A human development approach to studying Gross National Happiness (GNH) in the context of economic development. In K. Ura & K. Galay (Eds.), Gross national happiness and development. Thimphu, Bhutan: Centre for Bhutan Studies. [PDF]
Levenson, M. R., Jennings, P. A., Aldwin, C. M., & Shiraishi, R. W. (2005). Self-transcendence: conceptualization and measurement. The International Journal of Aging and Human Development, 60, 127–143. [PDF]
Jennings, P. A., Levenson, M. R., Aldwin, C. M., Spiro, A., & Mroczek, D. K. (2006). Combat exposure, perceptions of military service, and wisdom: Findings from the Normative Aging Study. Research on Aging: A Bimonthly on Aging and the Life Course, Special Issue: Wartime Military Service, Aging, and the Life Course, 28, 115–134. [PDF]
Jennings, P. A. (2008). Contemplative education and youth development. New Directions in Youth Development, Special Issue: Spiritual Development, 118, 101–105. [PDF]
Jennings, P. A., & Greenberg, M. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525. [PDF]
Jennings, P. A. (2010). Mindful education. Greater Good (online e-newsletter, University of California at Berkeley).
Jennings, P. A., Snowberg, K. E., Coccia. M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46(1), 37–48. [PDF]
Jennings, P. A. (2011). Promoting teachers' social and emotional competencies to support performance and reduce burnout. Chapter 13 in A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the twenty-first century (pp. 133–143). New York: Rowman & Littlefield. [PDF]
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6, 167–173. [PDF]
Mind and Life Education Research Network (MLERN): Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T., Lantieri, L., Meyers, D., Roeser, R. W., & Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6, 146–153. [PDF]
Kemeny, M. E., Foltz, C, Cavanagh, J. F., Giese-Davis, J., Jennings, P. A., Rosenberg, E. L. Gillath, O., Shaver, P. R. Wallace, B. A., & Ekman, P. (2012) Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12, 338–350. [PDF]
Jennings, P. A., Roeser, R., & Lantieri, L. (2012). Supporting educational goals through cultivating mindfulness: Approaches for teachers and students. In A. Higgins-D'Alessandro, M. Corrigan, & P. M. Brown (Eds.), The handbook of prosocial education. New York: Rowman and Littlefield.
Jennings, P. A. (2011). Teachers tuning in. [PDF]
Jennings, P. A. (2011). Mindfulness and learning: What's the connection? [PDF]
Jennings, P. A. (2011). There are no tigers in a blackboard jungle. [PDF]
Jennings, P.A. (2011). Wholehearted listening: How we listen affects how we are heard.
On the Huffington Post
Jennings, P. A. (2011). The Missing Dimension of the Education Debate