Faculty

Mark T. Greenberg 
Ph.D., University of Virginia, 1978

The Bennett Endowed Chair in Prevention Research; Founding Director, Prevention Research Center for the Promotion of Human Development; Professor of Human Development and Psychology, College of Health and Human Development

Program Areas: Family Science & Intervention; PEACE; School-based Prevention; Training; Translation, Dissemination & Implementation

Current Vita

Contact Information

306 Biobehavioral Health Building

Email

Phone: 814-863-0112
Fax: 814-865-2530

Websites

Online Video and Articles

YouTube and Other Videos

Pop Ritalin or Teach Self-Control (March 2014). Bountiful FilmsMultiple titles

Mind & Its Potential 2012 (October 2012), "Nurturing Mindfulness in Education", YouTube Video

Centre for Behavioural Research, University of Stavanger, Norway, September 2012, Presentation on Mindfulness and CARE, Video

Villanova University, April 2012, "Nurturing Mindfulness in Families, Schools, and Youth" YouTube Video

Garrison Institute, Contemplation and Education Initiative, November 2011 Education Symposium, "Advancing the Science and Practice of Contemplative Teaching and Learning"   YouTube Video   Presentation (PDF)

Developing Mindfulness in Families, Schools, and Youth (The Dalai Lama Center for Peace and Education, SFU Vancouver, February 2011)

Implementing PATHS in Birmingham (PreventionAction, 2010)

Blueprints4VP, 2008, "Sustaining Model Programs Over Time: A View from the Field" YouTube Video

The Dalai Lama and Mark Greenberg at the Vancouver Dialogues, 2006

Mind-Life video on YouTube

Online Articles

April 2010 APA Monitor story, Social awareness + emotional skills = successful kids

Interview on Children of the Code Website (2010)

Inner-City Inner Life—The Mindful Society (March 2011 issue of Shambhala Sun)

Say Om: Mindfulness Makes a Difference in the Lives of Urban Youth (Center for Adolescent Health, Johns Hopkins Bloomberg School of Public Health, Adolescent Matters Issues Brief, Winter 2011)

Greenberg Says Mindfulness Can Alleviate Youth Stress (Feb. 2011, Dalai Lama Center)

Yoga, Meditation Program Helps City Youths Cope with Stress

Article in the Baltimore Sun, February 23, 2011

Preschool Program Improves Standardized Test Scores through Grade 5

Penn State Newswire, October 6, 2011   Science Newsline October 6, 2011

Harrisburg Patriot-News, October 6, 2011

A Real Education

May 2012 Shambhala Sun

Participation in Mindfulness-based Program Improves Teacher Well-being

University Park, PA (October 24, 2013) PennStateNews

Zen State: Researchers, Students Link Contemplation with Well-Being

University Park, PA (April 2, 2014) PennStateNews

Researchers Rely on Pennsylvania Families for Key Insights on Children

(November 19, 2014) PennStateLive

Research Interests

Intervening in the developmental processes in risk and non-risk populations with a specific emphasis on aggression, violence, and externalizing disorders; promoting healthy social and emotional development through school-based prevention; the study of community partnerships and the diffusion of evidence-based programs; the interface of neuroscience and prevention

Lectures and Recent Honors

Examples of Current Prevention Projects

Partnership Model for Diffusion of Proven Prevention
National Institute on Drug Abuse (NIH)
Start Date: 2001
Project Web Site
This project assesses the effectiveness of a model for the diffusion of empirically validated prevention programs focused on adolescent substance abuse and mental health. The project is being conducted in 14 communities in Iowa and Pennsylvania.

Family Life Project/Children in Poverty

National Institute of Child Health and Human Development (NIH)

Start Date: 2002

Project Web Site

Researchers at the University of North Carolina at Chapel Hill and Penn State are examining biological, individual, family and community influences that affect rural children. About 1,400 subjects from selected rural counties in North Carolina and Pennsylvania are being studied beginning in infancy and continuing over their first three years.

Head Start (Head Start REDI––Research-based, Developmentally Informed)
National Institute of Child Health and Human Development
Start Date: 2003
This project will evaluate the impact of infusing current Head Start programs with social-emotional support curricula (Preschool PATHS) and language and emergent literacy skill support curricula. A randomized trial will examine the impact on child school readiness at the end of Head Start and on adjustment and achievement in kindergarten and first grade.

Underlying Regulatory Mechanisms of Prevention Outcomes in the School-based PATHS® Curriculum Program (PI on Penn State Subcontract; Fishbein, RTI International, PI)

RTI International

Start Date: 2010

This study is the first in-depth school-based intervention trial to infuse relevant aspects of cognitive neuroscience with existing theories of developmental psychology and prevention science. The ultimate goal is to identify underlying conditions (inhibitory control and emotional regulation) that may serve to both mediate and moderate intervention effects in the early years of schooling. We are conducting a theory-driven examination of the Promoting Alternative Thinking Strategies (PATHS)® Curriculum, an evidence- based model with replicated outcome effects, to understand how the intervention works and for whom. The PATHS® Curriculum is being implemented in kindergarten classrooms through first grade in 2–3 schools (N=150) with an additional 2–3 schools as an active control condition (N=150) using a randomized trial design.

Evaluation of Pennsylvania Communities That Care
Pennsylvania Commission on Crime and Delinquency
Start Date: 2001
This project provides an ongoing evaluation of the Communities That Care Prevention Model in Pennsylvania.

School-based Effectiveness Research

Center for Prevention and Early Intervention, Johns Hopkins University, Bloomberg School of Public Health

HealthWise II/HealthWise Dissemination: Translation to Multiple Schools

National Institute on Drug Abuse

Start Date: 2010

In the second phase of the HealthWise project funded by the National Institute on Drug Abuse (NIDA), Penn State and its partners in South Africa will continue their work to: (1) advance Type 2 translational science and theory building by (2) targeting risk and protective factors for substance abuse and sexual risk (e.g., HIV/AIDS) among 8th- and 9th-grade South African youth.

Implications of Genetic Variance for Substance Use Interventions in Adolescence

National Institute on Drug Abuse

State Date: 2011

This study will examine gene x environment interplay by adding a large panel of candidate genes implicated in substance use to the PROSPER study, a prospective cohort study of preventative interventions’ impact on adolescent substance use.

Evidence2Success

Annie E. Casey Foundation

Start Date: 2012

The Prevention Research Center has been awarded a grant to evaluate the implementation of the Evidence2Success pilot. A mixed-method quantitative and qualitative assessment of the Evidence2Success process is planned to be a part of this effort in the first city involved in the project.

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

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.

CALM (Comprehensive Approach to Learning Mindfulness)/The CALM Teachers Study

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.

Recent Publications

Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., & Zins, J. E. (2004). The study of implementation in school-based preventive interventions: Theory, research, and practice. Washington, DC: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. Final project report. [Project Report]

Greenberg, M. T. (2004). Current and future challenges in school-based prevention: The researcher perspective. Prevention Science, 5, 5–13. PMID: 15058907 [PDF]

Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139–150. PMID: 17347347 [PDF]

Conduct Problems Prevention Research Group. (2007). The Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1263–1272. [abstract]

Greenberg, M. T., Feinberg, M. E., Meyer-Chilenski, S., Spoth, R. L., & Redmond, C. (2007). Community and team member factors that influence the early phases of local team partnerships in prevention: The PROSPER Project. Journal of Primary Prevention, 28, 485–504. PMID: 17602297 [PDF]

Dodge, K. A., Malone, P. S., Greenberg, M. T., & the Conduct Problems Prevention Research Group. (2008). Testing an Idealized Dynamic Cascade Model of the development of serious violence in adolescence. Child Development, 97, 1907–1027. PMCID: PMC2597335 [PDF]

Duncan, L. J., Coatsworth, D. J., & Greenberg, M. T. (2009). A model of mindful parenting: Implications for parent-child relationships and prevention research. Child Clinical and Family Psychology Review, 12, 255–270. PMCID: PMC2730447 [PDF]

Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525. [PDF]

Greenberg, M. T., & Rhoades, B. L. (2009). Self-regulation and executive function: What can teachers and schools do? In C. L. Cooper, J. Field, J. U. Goswami, R. Jenkins, & B. J. Sahakian (Eds.), Mental capital and wellbeing (pp. 377–382). London: Wiley-Blackwell. 

Conduct Problems Prevention Research Group. (2010). Fast Track intervention effects on youth arrests and delinquency. Journal of Experimental Criminology, 6, 131–157. [abstract]

Feinberg, M. T., Jones, D. J., Greenberg, M. T., Osgood W. O., & Bontempo, D. (2010). Effects of the Communities That Care model in Pennsylvania on change in youth risk and problem behaviors. Prevention Science, 11, 163–171. PMID: 20020209 [PDF]

Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2, 27–52. [PDF

Mendelson, T., Greenberg, M. T., Dariotis, J., Feagans-Gould, L., Rhoades, B., & Leaf, P. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985–994. PMID: 20440550; doi 10.1007/s10802-010-9418-x [PDF]

Conduct Problems Prevention Research Group. (2010). The effects of a multi-year randomized clinical trial of a universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156–168. PMID: 20350027 [abstract]

Lanza, S. T., Rhoades, B. L., Nix, R. L., & Greenberg, M. T. (2010). Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach. Development and Psychopathology, 22(2), 315–335. PMID: 20423544; PMCID: PMC3005302 [online]

Spoth, R., Redmond, C., Clair, S., Shin, C., Greenberg, M., & Feinberg, M. (2011). Preventing substance misuse through community-university partnerships and evidence-based interventions: PROSPER outcomes 4½ years past baseline. American Journal of Preventive Medicine, 40, 440–447. doi: 10.1016/j.amepre.2010.12.012

Greenberg, M.T., Kusché, C.A., & Conduct Problems Prevention Research Group. (2011). Grade level PATHS (Grades 3-5). South Deerfield, MA: Channing-Bete Co.

Conduct Problems Prevention Research Group. (2011). The effects of the Fast Track preventive intervention on the development of conduct disorder across childhood. Child Development, 82, 331–345.

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161–166. DOI: 10.1111/j.1750-8606.2011.00215.x

Catalano, R. F., Fagan, A., Gavin, L, E., Greenberg, M. T., Irwin, C. E., Ross, D A., & Shek, D. T. (2012). Worldwide application of prevention science in adolescent health. The Lancet, 379,1653–1664. DOI:10.1016/S0140-6736(12)60238-4.

Greenberg. M. T., & Lippold, M. A. (2013). Promoting healthy outcomes among youth with multiple risks: Innovative approaches. Annual Review of Public Health, 34, 253–270.

Jennings. P. A., Snowberg, K. E., Frank, J. L. , Coccia, M. A., & 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.

Spoth, R., Redmond, C., Shin, C., Greenberg, M., Feinberg, M., & Schainker, L. (2013). Longitudinal effects of universal PROSPER community-university partnership delivery system effects on substance misuse through 6 1/2 years past baseline from a cluster randomized controlled intervention trial. Preventive Medicine, 56, 190–196.

 

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