Sebrina Doyle Fosco‘s research focused on exploring novel and sustainable ways to support wellbeing in targeted services such as school, medical, community mental health, and juvenile justice settings. She is particularly interested in the use of mindfulness-based programming and social and emotional learning (SEL) for youth and adults in K-12 educational settings. As a part of this work, she is a certified facilitator and master trainer for Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program used in educational settings with teachers and administrators. She is also a co-developer of the Mindful Awareness Program (MAP) for Wellness in Juvenile Justice, a self-care program designed to support youth services workers.
Dr. Doyle Fosco is also strongly committed to exploring ways to design research so that it is applicable to the real world during original research trials. She is passionate about teaching community members how to understand the research coming out of the ivory tower so they know how to use it and extend it through their own practice.
I am passionate about supporting wellbeing for those who care for the most vulnerable in our society.
- Sebrina Doyle Fosco
Contact Information
320D BBH Building
University Park, PA 16802
814-867-3016
sld40@psu.edu
she/her
Social Media
Sebrina Doyle Fosco‘s research focused on exploring novel and sustainable ways to support wellbeing in targeted services such as school, medical, community mental health, and juvenile justice settings. She is particularly interested in the use of mindfulness-based programming and social and emotional learning (SEL) for youth and adults in K-12 educational settings. As a part of this work, she is a certified facilitator and master trainer for Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program used in educational settings with teachers and administrators. She is also a co-developer of the Mindful Awareness Program (MAP) for Wellness in Juvenile Justice, a self-care program designed to support youth services workers.
Dr. Doyle Fosco is also strongly committed to exploring ways to design research so that it is applicable to the real world during original research trials. She is passionate about teaching community members how to understand the research coming out of the ivory tower so they know how to use it and extend it through their own practice.
I am passionate about supporting wellbeing for those who care for the most vulnerable in our society.
- Sebrina Doyle Fosco
Contact Information
320D BBH Building
University Park, PA 16802
814-867-3016
sld40@psu.edu
she/her
Program on Empathy, Awareness, and Compassion in Education (PEACE) 
Developing a Mindfulness and Compassion Course to Promote Engineering Students' Resilience and Psychological Well-being 
Mindfulness-Based Intervention Implementation and Sustainability in Diverse School Contexts 
CARE: Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education 
Mindfulness-based Self-Care for Youth Services Workers
- Examining the ethics of school-based mindfulness programs
Schussler, D. L., Davis, J., Doyle Fosco, S. L., & Kohler, K. (2023). Journal of Moral Education. Advance online publication.
- Factors affecting educational leader wellbeing: Sources of stress and self-care
Doyle Fosco, S., Brown, M., & Schussler, D. (2023). Educational Management Administration & Leadership. Advance online publication.
- Educational leader wellbeing: A systematic review
Doyle Fosco, S. L. (2022). Educational Research Review. Advance online publication.
- Long-term impacts on teachers' self-reported social and emotional competence and well-being
Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). School Psychology, 76, 186-202.
- The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for Teachers
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.
- Exploring relationships between CARE program fidelity, participant responsiveness, and uptake of mindful practices
Doyle, S. L., Jennings, P. A., Brown, J. L., Rasheed, D., DeWeese, A., Frank, J. L., Turksma, C., & Greenberg, M. T. (2018). Mindfulness, 10, 841-853.
- Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers
Doyle, S. L., Brown, J. L., Rasheed, D., Jones, D. E., & Jennings, P. A. (2019). Mindfulness, 10, 122-130.
- Coding semi-structured interviews: Examining 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). SAGE Research Methods Cases, Part 2.
- 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., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Journal of Educational Psychology, 109(7), 1010-1028.
