Celene Domitrovich

Celene Domitrovich is a member of the faculty in the Department of Psychiatry at Georgetown University, located in the Center for Child and Human Development. She maintains professional affiliations with the Prevention Research Center at Penn State University and the Johns Hopkins School of Public Health. As a prevention scientist, she works on the development and evaluation of interventions that promote children’s adjustment and reduce the negative effects of exposure to risk. Her area of specialty is social and emotional learning. She is interested in creating systemic intervention approaches that include the necessary supports to ensure the high quality implementation of evidence-based interventions at scale.

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Supporting systemic social and emotional learning with a schoolwide implementation model

Meyers, D. C., Domitrovich, C. E., Dissi, R., Trejo, J., & Greenberg, M. T. (2019). Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning, 73, 53-61.

Promoting social and emotional learning in the middle and high school years

Domitrovich, C. E., Syvertsen, A. K., & Calin, S. S. (2017). Promoting social and emotional learning in the middle and high school years. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Social and emotional learning as a public health approach to education

Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. Future of Children, 27(1), 13–32.

One or two years of participation: Is dosage of an enhanced publicly funded preschool program associated with the academic and executive function skills of low-income children in early elementary school?

Shah, H. K., Domitrovich, C. E., Morgan, N. R., Moore, J. E., Cooper, B. R., Jacobson, L. N., & Greenberg, M. T. (2017). One or two years of participation: Is dosage of an enhanced publicly funded preschool program associated with the academic and executive function skills of low-income children in early elementary school? Early Childhood Research Quarterly, 40, 123–137. https://doi.org/10.1016/j.ecresq.2017.03.004

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