Greenberg-Mark

Mark Greenberg

Edna Bennett Chair and Professor, Human Development & Psychology

306 BBH Building
814-777-0897
mxg47@psu.edu

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Biography

Mark Greenberg is the founding director of the PRC and holds to  Bennett Chair of Prevention Research in Human Development and Family Studies., Mark began his career in prevention research 40 years ago because he wanted to intervene with families and children in early development, before they could form serious mental health or drug and alcohol problems. Currently, his areas of research include prevention of behavioral health problems, and promotion of wellbeing in youth and their caregivers. Mark most recent interest is researching theory and testing effects of programs that facilitate mindfulness and compassion. He also is passionate about conceptual and statistical models for understanding the effects of universal intervention. Throughout his many years in prevention research, Mark has authored over 350 peer-reviewed journal articles and chapters and has collaborated with organizations such as the CASEL, Conduct Disorder Prevention Research Group, PROSPER, and The Family Life Project Investigators.

At the Center, Mark has made an impact in prevention science through his work on key projects such as FAST Track, PROSPER, BREATHE, CARE and studies of the PATHS curriculum. Recently, he received the Presidential Award from the Society of Prevention Research, as well as the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society from the American Psychological Association.

Mark received his Doctorate in developmental psychology from the University of Virginia in 1978. When Mark is not advancing conceptual work in mindfulness and compassion, he is spending time outside and waiting for his big break to play basketball in the NBA.

Current Projects

Mindfulness and Compassion Programs and Practices in K-12 Urban Educational Reform: Designing a Sustainable Future

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A Low-Cost RCT for Evaluating the Impact of a Universal Substance Abuse Prevention Model on the Medicaid System

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Optimizing Prevention of Costly Adult Outcomes

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Partnership Model for Diffusion of Proven Prevention (PROSPER III)

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Support Low-Cost Randomized Controlled Trial of Prevention Program Impact on Medicaid Burden

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Longitudinal Effectiveness of Communities That Care on Reducing Youth Risk Factors

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Stress, Self-Regulation, and Psychopathology in Middle Childhood

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An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories (Family Life)

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Project RESPECT: A Proposal to develop the Responding in Emotionally Supportive and Positive Ways in Educational Communication Skills Training program

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Enhancing Outcomes of an Evidence-based Social-Emotional Program with a School Support Model

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Stress Exposure and Immune Outcomes in Children

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Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction

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Early Life Stress and the Environmental Origins of Disease: A Population-based Prospective Longitudinal Study of Children in Rural Poverty (Family Life Project)

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Research and Policy Briefs on Social and Emotional Development

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CU-Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial

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Heartfulness in Education: The Effects of Mindful Self-compassion Training on Teachers’ Wellbeing, Student-Teacher Relationships, and School Climate

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Recent Publications

Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S.L., Oh, Y., Tanler, R., Rasheed, D., DeWeese, A.,        DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000187

Universal interventions: Fully exploring their impacts and potential to produce population-level impacts

Greenberg, M. T. & Abenavoli, R. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 1, 40–67.

Early Head Start start-up planning: Implications for staff support, job satisfaction, burnout, and turnover.

Gill, S., Nathans, L. L., Seidel, A. J., & Greenberg, M. T. (2017). Early Head Start start-up planning: Implications for staff support, job satisfaction, burnout, and turnover. Journal of Community Psychology. doi: 10.1002/jcop.21857

Coding semi-structured interviews: Exmaining coaching calls within the CARE for Teachers program

DeWeese, A., Jennings, P. A., Brown, J. L., Doyle, S. L., Davis, R. T., Rasheed, D. S., Frank, J. L. & Greenberg, M. T. (2017). Coding semi - structured interviews: Examining coaching calls within the CARE for Teachers program. SAGE Research Methods Cases, Part 2. DOI: http://dx.doi.org/10.4135/9781473958319

The program affects me

Dariotis, J. K., Cluxton-Keller, F., Mirabal-Beltran, R., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). The program affects me cause it gives away stress: Urban students qualitative perspectives on stress and a school-based mindful yoga intervention. EXPLORE: The Journal of Science and Healing, 12(6), 443-450. http://http://dx.doi.org/10.1016/j.explore.2016.08.002. doi: 15508307

Interview with Professor Mark T. Greenberg on mindfulness for teachers and students

Nurturing Mindfulness in Education

The power of a collaborative relationship between technical assistance providers and community prevention teams: A correlational and longitudinal study

Chilenski, S., Perkins, D. F., Olson, J. R., Hoffman, L., Feinberg, M. E., Greenberg, M. T., Welsh, J. A., Crowley, D. M., & Spoth, R. L. (2016). The power of a collaborative relationship between technical assistance providers and community prevention teams: A correlational and longitudinal study. Evaluation and Program Planning, 54(1), 19-29. doi:10.1016/j.evalprogplan.2015.10.002

Universal prevention exposure as a moderator of the community context: Findings from the PROSPER project

Chilenski, S., Welsh, J. A., Perkins, D. F., Feinberg, M. E., & Greenberg, M. T. (2016). Universal prevention exposure as a moderator of the community context: Findings from the PROSPER project. American Journal of Community Psychology, 57(12), 819. doi: 00910562

A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program

Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program. Mindfulness, 7(1), 76-89. doi: 18688527

Short-term intervention effects of the PATHS curriculum in young low-income children: Capitalizing on plasticity

Fishbein, D., Domitrovich, C. E., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D., & Greenberg, M. T. (2016). Short-term intervention effects of the PATHS curriculum in young low-income children: Capitalizing on plasticity. The Journal of Primary Prevention, 37(6), 493-511. doi: 0278095X

Assessing Fidelity of Implementation (FOI) for school-based mindfulness and yoga interventions: A systematic review

Gould, L. F., Dariotis, J. K., Greenberg, M. T., & Mendelson, T. (2016). Assessing Fidelity of Implementation (FOI) for school-based mindfulness and yoga interventions: A systematic review. Mindfulness, 7(1), 5-33. doi: 18688527

Associations between the awakening responses of salivary _-amylase and cortisol with self-report indicators of health and wellbeing among educators

Katz, D. A., Greenberg, M. T., Jennings, P. A., & Klein, L. (2016). Associations between the awakening responses of salivary _-amylase and cortisol with self-report indicators of health and wellbeing among educators. Teaching and Teacher Education, 54, 98-106. http://http://dx.doi.org/10.1016/j.tate.2015.11.012.doi: 0742051X

The Curriculum of Right Mindfulness: The relational self and the capacity for compassion

Mitra, J. L., & Greenberg, M. T. (2016). The Curriculum of Right Mindfulness: The relational self and the capacity for compassion. In K. Schonert-Reichl & R. W. Roeser (Eds.), The handbook of mindfulness in education: Integrating theory and research into practice (pp. 411-424). New York: Springer Nature. http://http://dx.doi.org/10.1007/9783319440194_27.

Family-based prevention programs for children and adolescents

Van Ryzin, M., Kumpfer, K., Fosco, G. M., & Greenberg, M. T. (2016, In Press). Family-based prevention programs for children and adolescents. New York: Psychology Press.

feIntervention designed to diminish substance use blocks the genetic effect of the Alpha 5 subunit of the nicotinic receptor (CHRNA5) on adolescent smoking

Vandenbergh, D. J., Schlomer, G., Cleveland, H. H., Feinberg, M. E., Greenberg, M. T., Spoth, R., Redmond, C., & Hair, K. (2016, In Press). Intervention designed to diminish substance use blocks the genetic effect of the Alpha 5 subunit of the nicotinic receptor (CHRNA5) on adolescent smoking. Nicotine and Tobacco Research.

An adolescent substance prevention model blocks the effect of CHRNA5 genotype on smoking during high school

Vandenbergh, D. J., Schlomer, G. L., Cleveland, H. H., Schink, A. E., Hair, K. L., Feinberg, M. E., Neiderhiser, J. M., Greenberg, M. T., Spoth, R. L., & Redmond, C. (2016). An adolescent substance prevention model blocks the effect of CHRNA5 genotype on smoking during high school. Nicotine & Tobacco Research: Official Journal of the Society for Research on Nicotine and Tobacco, 18(2), 212-220. doi: 14622203

Thriving in school: The role of sixth grade adolescent-parent-school relationships in predicting eighth grade academic outcomes

Welsh, J. A., Chilenski, S., Johnson, L. E., Perkins, D. F., Greenberg, M. T., Berrena, E., & Spoth, R. L. (2016, In Press). Thriving in school: The role of sixth grade adolescent-parent-school relationships in predicting eighth grade academic outcomes. Youth & Society.

Pathways to sustainability: 8-year follow-up from the PROSPER project

Welsh, J. A., Chilenski, S., Johnson, L., Greenberg, M. T., & Spoth, R. L. (2016). Pathways to sustainability: 8-year follow-up from the PROSPER project. The Journal of Primary Prevention, 37(3), 263-286. doi: 0278095X