Introduction & Projects
"I am passionate about supporting wellbeing for those who care for the most vulnerable in our society."
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.
Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts on teachers' self-reported social and emotional competence and well-being. School Psychology, 76, 186-202. https://doi.org/10.1016/j.jsp.2019.07.009
Schussler, D.L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J. L., Greenberg, M. T., & Jennings, P. A. (2019). The relationship between adopting mindfulness practice and reperceiving: A qualitative Investigation of CARE for Teachers. Mindfulness, 10, 2567–2582. https://doi.org/10.1007/s12671-019-01228-1
Doyle, S. L., Jennings, P. A., Brown, J. L., Rasheed, D., DeWeese, A., Frank, J. L., Turksma, C., & Greenberg, M. T. (2018). Exploring relationships between CARE program fidelity, participant responsivenss, and uptake of mindful practices. Mindfulness, 10, 841-853. https://doi.org/10.1007/s12671-018-1034-9
Doyle, S. L., Brown, J. L., Rasheed, D., Jones, D. E., & Jennings, P. A. (2019). Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers. Mindfulness, 10, 122-130. https://doi.org/10.1007/s12671-018-0958-4
DeWeese, A., Jennings, P. A., Brown, J. L., Doyle, S. L., Davis, R. T., Rasheed, D. S., Frank, J. L. & Greenberg, M. T. (2017). Coding semi - structured interviews: Examining coaching calls within the CARE for Teachers program. SAGE Research Methods Cases, Part 2. DOI: http://dx.doi.org/10.4135/9781473958319
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). Impacts of the CARE for Teachers Program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. http://dx.doi.org/10.1037/edu0000187
August 18, 2021
Helping special education teachers under stress
Special education teachers are at heightened risk for stress and burnout, which negatively impacts their effectiveness and well-being. With a new five-year, $4 million grant from the Institute of Educational Sciences, Penn State and Georgia State University (GSU) researchers are teaming up with school districts in Georgia to develop and test an adaptation of the Cultivating Awareness and Resilience in Education (CARE) professional development program to support special education teachers.Read more.
April 27, 2020
Helping Pennsylvania teachers cope through mindfulness webinars
UNIVERSITY PARK, Pa. -- Concern for their students and adapting to remote teaching are only a few of the stressors that teachers are facing during the coronavirus pandemic.Read more.