Mark Greenberg is the founding director of the Edna Bennett Pierce Prevention Research Center and is Emeritus Professor at Penn State. He was the first recipient of the Bennett Chair of Prevention Research in Human Development and Family Studies, which he held from his arrival at the University until his retirement. 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’s 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 Collaborative for Academic, Social, and Emotional Learning (CASEL), Conduct Disorder Prevention Research Group, PROSPER, and the Family Life Project, for which he served as co-director.
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. 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. For more information about Mark’s career and substantial contributions to the field of prevention science, please visit his Wikipedia page.
Developmental Period(s)
Early Childhood, Childhood, Adolescence, Early Adulthood
Level(s) of Analysis
Individuals, Families, Schools, Communities, Legislation
Contact Information
814-777-0897
mxg47@psu.edu
Associated Lab(s)
Social Media
Mark Greenberg is the founding director of the Edna Bennett Pierce Prevention Research Center and is Emeritus Professor at Penn State. He was the first recipient of the Bennett Chair of Prevention Research in Human Development and Family Studies, which he held from his arrival at the University until his retirement. 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’s 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 Collaborative for Academic, Social, and Emotional Learning (CASEL), Conduct Disorder Prevention Research Group, PROSPER, and the Family Life Project, for which he served as co-director.
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. 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. For more information about Mark’s career and substantial contributions to the field of prevention science, please visit his Wikipedia page.
Contact Information
814-777-0897
mxg47@psu.edu
Professional Links
Associated Lab(s)
Developmental Period(s)
Early Childhood, Childhood, Adolescence, Early Adulthood
Levels of Analysis
Individuals, Families, Schools, Communities, Legislation
Program on Empathy, Awareness, and Compassion in Education (PEACE) 
Family Health Study: Stress and Obesity 
Cultivating Awareness and Resilience in Education (CARE) for Special Educators 
Mindfulness and Compassion Programs and Practices in K-12 Urban Educational Reform: Designing a Sustainable Future 
Project RESPECT: Teacher training program for responding to students in emotionally supportive and positive ways 
Learning to BREATHE: Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction 
Future Directions in Social and Emotional Learning and Education 
A Low-Cost RCT for Evaluating the Impact of a Universal Substance Abuse Prevention Model on the Medicaid System 
CARE: Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education 
Early Life Stress and the Environmental Origins of Disease: A Population-based Prospective Longitudinal Study of Children in Rural Poverty (Family Life Project) (ECHO) 
Enhancing Outcomes of an Evidence-based Social-Emotional Program with a Schools Support Model 
Heartfulness in Education: The Effects of Mindful Self-compassion Training on Teachers’ Wellbeing, Student-Teacher Relationships, and Schools Climate 
Longitudinal Effectiveness of Communities That Care on Reducing Youth Risk Factors 
Partnership Model for Diffusion of Proven Prevention (PROSPER III) 
Research and Policy Briefs on Social and Emotional Development 
Stress Exposure and Immune Outcomes in Children (Family Life Project) 
Support Low-Cost Randomized Controlled Trial of Prevention Program Impact on Medicaid Burden 
Children in Rural Poverty: Risk and Protective Mechanisms (Family Life Project)
- Program on Empathy, Awareness, and Compassion in Education (PEACE)
- Family Health Study: Stress and Obesity
- Cultivating Awareness and Resilience in Education (CARE) for Special Educators
- Mindfulness and Compassion Programs and Practices in K-12 Urban Educational Reform: Designing a Sustainable Future
- Project RESPECT: Teacher training program for responding to students in emotionally supportive and positive ways
- Learning to BREATHE: Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction
- Future Directions in Social and Emotional Learning and Education
- A Low-Cost RCT for Evaluating the Impact of a Universal Substance Abuse Prevention Model on the Medicaid System
- CARE: Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education
- Early Life Stress and the Environmental Origins of Disease: A Population-based Prospective Longitudinal Study of Children in Rural Poverty (Family Life Project) (ECHO)
- Enhancing Outcomes of an Evidence-based Social-Emotional Program with a Schools Support Model
- Heartfulness in Education: The Effects of Mindful Self-compassion Training on Teachers’ Wellbeing, Student-Teacher Relationships, and Schools Climate
- Longitudinal Effectiveness of Communities That Care on Reducing Youth Risk Factors
- Partnership Model for Diffusion of Proven Prevention (PROSPER III)
- Research and Policy Briefs on Social and Emotional Development
- Stress Exposure and Immune Outcomes in Children (Family Life Project)
- Support Low-Cost Randomized Controlled Trial of Prevention Program Impact on Medicaid Burden
- Children in Rural Poverty: Risk and Protective Mechanisms (Family Life Project)
Baelen, R. N., Gould, L. F., Felver, J. C., Schussler, D., & Greenberg, M. T. (2022). Mindfulness. Advance online publication.
Hirshberg, M.J., Colaianne, B.A., Greenberg, M.T., Inkelas, K. K., Davidson, R. J., Germano, D., Dunne, J. D., & Roeser, R. W. (2022). Mindfulness.
(2021). Journal of American College Health. Advance online publication.
Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M. T. (2021). . Mindfulness, 12.
Bierman, K. L., Greenberg, M. T., & The Conduct Problems Prevention Research Group (2020). Multi-tiered social-emotional learning: PATHS and friendship group in the Fast Track Program. In T. W. Farmer, M. Conroy, E. M. Z., Farmer, & Sutherland (Eds.). Handbook of research on emotional & behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 254-260). Routledge.
Bierman, K.L., Coie, J.D., Dodge, K.A., Greenberg, M.T., Lochman, John E., McMahon, R.J., & Pinderhughes. E.E. (2019). Guilford Press.
Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). University Park, PA: Edna Bennett Pierce Prevention Research Center.
Schussler, D.L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J. L., Greenberg, M. T., & Jennings, P. A. (2019). Mindfulness, 10, 2567-2582.
Greenberg, M. T., & Weissberg, R. (2018). University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
Crowley, M., Dodge, K., Barnett, S., Corso, P., Duffy, S., Graham, P., Greenberg, M., Hill, L., Haskins, R., Jones, D., Karoly, L., Kuklinski, M., & Plotnick, R. (2018). Prevention Science, 19(3), 366-390.
Baelen, R. N., Gould, L. F., Felver, J. C., Schussler, D., & Greenberg, M. T. (2022). Mindfulness. Advance online publication.
Hirshberg, M.J., Colaianne, B.A., Greenberg, M.T., Inkelas, K. K., Davidson, R. J., Germano, D., Dunne, J. D., & Roeser, R. W. (2022). Mindfulness.
(2021). Journal of American College Health. Advance online publication.
Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M. T. (2021). . Mindfulness, 12.
Bierman, K. L., Greenberg, M. T., & The Conduct Problems Prevention Research Group (2020). Multi-tiered social-emotional learning: PATHS and friendship group in the Fast Track Program. In T. W. Farmer, M. Conroy, E. M. Z., Farmer, & Sutherland (Eds.). Handbook of research on emotional & behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 254-260). Routledge.
Bierman, K.L., Coie, J.D., Dodge, K.A., Greenberg, M.T., Lochman, John E., McMahon, R.J., & Pinderhughes. E.E. (2019). Guilford Press.
Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). University Park, PA: Edna Bennett Pierce Prevention Research Center.
Schussler, D.L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J. L., Greenberg, M. T., & Jennings, P. A. (2019). Mindfulness, 10, 2567-2582.
Greenberg, M. T., & Weissberg, R. (2018). University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
Crowley, M., Dodge, K., Barnett, S., Corso, P., Duffy, S., Graham, P., Greenberg, M., Hill, L., Haskins, R., Jones, D., Karoly, L., Kuklinski, M., & Plotnick, R. (2018). Prevention Science, 19(3), 366-390.
