Center Research Faculty
Jennifer Frank Current Vita
Ph.D., University of Wisconsin-Madison
Assistant Professor of Education
Senior Research Associate, Bennett Pierce Prevention Research Center for the Promotion of Human Development
308 CEDAR Buidling
316C Biobehavioral Health Building
School-based prevention; implementation/adaptation of evidence-based programs; sustainability; developmental psychopathology; family-based interventions; social-emotional learning; mindfulness-based interventions
NPR/WHYY The Pulse (July 24, 2014)
University Park, PA (July 9, 2014) PennStateNews
University Park, PA (April 2, 2014) PennStateNews
University Park, PA (January 9, 2014) PennStateNews
Examples of Current Prevention Projects
Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction
U.S. Department of Education
Start Date: 2014
The aim of this project is to complete the development and evaluation of the Learning to BREATHE program, a curriculum designed to facilitate the development of attention and emotion regulation skills within the context of public high schools.
Stress Exposure and Immune Outcomes in Children
Start Date: 2012
The purpose of this study is to determine how early exposure to psychosocial stress affects children’s immune outcomes and health and refine developmental and clinical models of the developing interplay between psychosocial stress and stress in children through the examination of inflammatory biomarkers (circulating levels of the pro-inflammatory cytokines IL-6 and TNF-alpha and the acute phase protein CRP) and indicators of glucocorticoid resistance.
U.S. Department of Education
Start Date: 2012
To complete a multi-site cluster randomized controlled trial to determine the efficacy of the Cultivating Awareness and Resilience in Education (CARE) teacher professional development program in the context of New York City public elementary schools.
Broderick, P. C., & Frank, J. L. (in press). Learning to BREATHE: An intervention fostering mindful attention awareness. New Directions in Youth Development.
Frank, J. L., & Bose, B. K. (2014). Effectiveness of a school-based yoga program on adolescent mental health, stress coping strategies, and attitudes towards violence: Findings from a high-risk sample. Journal of Applied School Psychology, 30, 29–49.
Frank, J. L., Broderick, P. A., Reibel, D., Cantrell, T., & Metz, S. (2013). The effectiveness of mindfulness-based stress reduction therapy on educator stress and well-being: Results from a pilot trial. Mindfulness Advance online publication. doi: 10.1007/s12671-013-0246-2
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2013). Mindfulness-based interventions in school settings: An introduction to the special series. Research in Human Development, 10, 205–210.
Felver, J. C., Frank, J. L., & McEachern, A. (2013). Effectiveness of the Soles of the Feet Mindfulness-Based Intervention with elementary school students. Mindfulness. Advance online publication. doi: 10.1007/s12671-013-0238-2
Jennings, P. A., Frank, J. L., Snowberg, K., Coccia, M., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390
Metz, S. M., Frank, J. L., Reibel, D.,Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the Learning to Breathe program on adolescent emotion regulation. Research in Human Development, 10, 252–272.
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2013). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions. Advance online publication. doi: 10.1177/1098300713484065
Flannery, K. B., Frank, J. L., McGrath-Kato, M., Doren, B., & Fenning, P. (2013). Implementing Schoolwide Positive Behavior Support in high school settings: Analysis of eight high schools. High School Journal, 4, 267–282.
Fosco, G. M., Frank, J. L., Dishion, T. J., Horner, R., & Stormshak, E. (2013). Opening the “Black Box”: Family Check-Up intervention effects on self-regulation that prevents growth in problem behavior and substance use. Journal of School Psychology, 51, 455–468.
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Matthews, S. (2013). Factors predicting sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79, 293–311.