Mark Greenberg
Emeritus Professor and Founding Director, Edna Bennett Pierce Prevention Research Center
306 BBH Building
814-777-0897
mxg47@psu.edu
Introduction & Projects
Mark Greenberg is the founding director of the Edna Bennett Pierce Prevention Research Center and is Emeritus Professor at Penn State. He was the first recipient of the Bennett Chair of Prevention Research in Human Development and Family Studies, which he held from his arrival at the University until his retirement. Mark began his career in prevention research 40 years ago because he wanted to intervene with families and children in early development, before they could form serious mental health or drug and alcohol problems. Currently, his areas of research include prevention of behavioral health problems, and promotion of wellbeing in youth and their caregivers. Mark's most recent interest is researching theory and testing effects of programs that facilitate mindfulness and compassion. He also is passionate about conceptual and statistical models for understanding the effects of universal intervention. Throughout his many years in prevention research, Mark has authored over 350 peer-reviewed journal articles and chapters and has collaborated with organizations such as the Collaborative for Academic, Social, and Emotional Learning (CASEL), Conduct Disorder Prevention Research Group, PROSPER, and the Family Life Project, for which he served as co-director.
At the Center, Mark has made an impact in prevention science through his work on key projects such as FAST Track, PROSPER, BREATHE, CARE and studies of the PATHS curriculum. He received the Presidential Award from the Society of Prevention Research, as well as the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society from the American Psychological Association.
Prevention-related Projects
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Enhancing Outcomes of an Evidence-based Social-Emotional Program with a School Support Model
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Stress Exposure and Immune Outcomes in Children (Family Life Project)
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Learning to BREATHE: Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction
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Research and Policy Briefs on Social and Emotional Development
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CARE: Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education
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Heartfulness in Education: The Effects of Mindful Self-compassion Training on Teachers’ Wellbeing, Student-Teacher Relationships, and School Climate
Recent Publications
Inkelas, K.K., Colaianne, B.A., Hirshberg, M.J., Greenberg, M.T., Davidson, R.J., Dunne, J.D., Germano, D., & Roeser, R.W. (2021). Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes? Journal of American College Health. Advance online publication. https://doi.org/10.1080/07448481.2021.1920956
Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M. T. (2021). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 12. https://doi.org/10.1007/s12671-021-01594-9
Schussler, D. L., Oh, Y., Mahfouz, J., Levitan, J., Frank, J. L., Broderick, P. A., Mitra, J. L., Berrena, E., Kohler, K., Greenberg, M. T. (2021). Stress and well-being: A systematic case-study of adolescents’ experiences in a mindfulness-based intervention. Journal of Child and Family Studies 30, 431-446. https://doi.org/10.1007/s10826-020-01864-5
Multi-tiered social-emotional learning: PATHS and friendship group in the Fast Track Program
Bierman, K. L., Greenberg, M. T., & The Conduct Problems Prevention Research Group (2020). Multi-tiered social-emotional learning: PATHS and friendship group in the Fast Track Program. In T. W. Farmer, M. Conroy, E. M. Z., Farmer, & Sutherland (Co-editors). Handbook of research on emotional & behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 254-260). Routledge: London.
The Fast Track program for children at risk: Preventing antisocial behavior
Bierman, K.L., Coie, J.D., Dodge, K.A., Greenberg, M.T., Lochman, John E., McMahon, R.J., & Pinderhughes. E.E. (2019). The Fast Track program for children at risk: Preventing antisocial behavior. Guilford Press.
Principals' social and emotional competence: A key factor for creating caring schools
Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). Principals' social and emotional competence: A key factor for creating caring schools. University Park, PA: Edna Bennett Pierce Prevention Research Center.
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
Social and emotional development matters: Taking action now for future generations
Greenberg, M. T., & Weissberg, R. (2018). Social and emotional development matters: Taking action now for future generations. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
Standards of evidence for conducting and reporting economic evaluations in prevention science
Crowley, M., Dodge, K., Barnett, S., Corso, P., Duffy, S., Graham, P., Greenberg, M., Hill, L., Haskins, R., Jones, D., Karoly, L., Kuklinski, M., & Plotnick, R. (2018). Standards of evidence for conducting and reporting economic evaluations in prevention science. Prevention Science, 19(3), 366-390.
Dvorakova, K., Greenberg, M. T., & Roeser, R. W. (2019). On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis. Stress and Health, 35, 146-156. https://doi.org/10.1002/smi.2850.
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.
Changes in mindful parenting: Associations with changes in parenting, parent-youth relationship quality, and youth behavior
Coatsworth, J. D., Timpe, Z., NIx, R. L., Duncan, L. G., & Greenberg, M. T. (2018). Changes in mindful parenting: Associations with changes in parenting, parent-youth relationship quality, and youth behavior. Journal of the Society for Social Work and Research, 9(4).
Stress and release: Case studies of teacher resilience following a mindfulness-based intervention
Schussler, D. L., Deweese, A., Rasheed, D., Demauro, A. Brown, J., Greenberg, M., & Jennings, P. A. (2018). American Journal of Education, 125(1). https://doi.org/10.1086/699808
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
Compassion and human development: Current approaches and future directions
Roeser, R., Colaianne, B., & Greenberg, M. (2018). Compassion and human development: Current approaches and future Directions. Research in Human Development, (15)3-4, 238-251. https://doi.org/10.1080/15427609.2018.1495002
A science-driven model of community collaborations to improve youth outcomes
Greenberg, M. T. (2018). A science-driven model of community collaboration to improve youth outcomes. American Journal of Public Health, 108(5), e1-e2.
Broderick, P. C., Frank, J. L., Berrena, E., Schussler, D. L., Kohler, K., Mitra, J., Khan, L., Levitan, J., Mahfouz, J., Shields, L., & Greenberg, M. T. (2018). Evaluating the quality of mindfulness instruction delivered in school settings: Development and validation of a teacher quality observational rating scale. Mindfulness. https://doi.org/10.1007/s12671-018-0944-x
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). 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
Early Head Start start-up planning: Implications for staff support, job satisfaction, burnout, and turnover.
Gill, S., Nathans, L. L., Seidel, A. J., & Greenberg, M. T. (2017). Early Head Start start-up planning: Implications for staff support, job satisfaction, burnout, and turnover. Journal of Community Psychology. doi: 10.1002/jcop.21857
Universal interventions: Fully exploring their impacts and potential to produce population-level impacts
Greenberg, M. T. & Abenavoli, R. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 1, 40–67.
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
Jones, D., Crowley, D. M., & Greenberg, M. T. (2017). Improving social emotional skills in childhood enhances long-term well-being and economic outcomes. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
Promoting social emotional learning in preschool: Programs and practices that work
Bierman, K. L., Greenberg, M. T., & Abenavoli, R. (2016). Promoting social and emotional learning in preschool: Programs and practices that work. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
Transactions between substance use intervention, the oxytocin receptor (OXTR) gene, and peer substance use predicting youth alcohol use
Cleveland, H. H., Griffin, A. M., Wolf, P. A., Vandenbergh, D. J., Feinberg, M. E., Schlomer, G. L., Greenberg, M., Spoth, R., & Redmond, C. (2017). Transactions between substance use intervention, the oxytocin receptor (OXTR) gene, and peer substance use predicting youth alcohol use. Prevention Science, 19(1), 1–12. PMCID: PMC5696096
A qualitative exploration of implementation factors in a school-based mindfulness and yoga program: Lessons learned from students and teachers
Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Feagans Gould, L., Greenberg, M. T., & Mendelson, T. (2017). A qualitative exploration of implementation factors in a school-based mindfulness and yoga program: Lessons learned from students and teachers. Psychology in the Schools, 54(1), 53–69. PMCID: PMC5486971
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.
The effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): Study protocol for a randomised controlled trial
Kuyken, W., Nuthall, E., Byford, S., Crane, C., Dalgleish, T., Ford, T., Greenberg, M. T., Ukoumunne, O. C., Viner, R. M., & Williams, J. (2017). The effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): Study protocol for a randomised controlled trial. TRIALS, 18(1), 194. PMCID: PMC5406917
PROSPER intervention effects on adolescents’ alcohol misuse vary by GABRA2 genotype and age
Russell, M., Schlomer, G. L., Cleveland, H. H., Vandenbergh, D. J., Feinberg, M. E., Greenberg, M. T., Spoth, R., & Redmond, C. (2017). PROSPER intervention effects on adolescents’ alcohol misuse vary by GABRA2 genotype and age. Prevention Science, 19(1), 1–11. PMCID: PMC5552492
Extending previous cGxI findings on 5-HTTLPR's moderation of intervention effects on adolescent substance misuse initiation
Schlomer, G. L., Cleveland, H. H., Feinberg, M. E., Wolf, Pedro S. A., Greenberg, M. T., Spoth, R. L., Redmond, C., Tricou, E. P., & Vandenbergh, D. J. (2017). Extending previous cGxI findings on 5-HTTLPR's moderation of intervention effects on adolescent substance misuse initiation. Child Development, 88(6), 2001–2012. PMCID:PMC5422137
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
PROSPER delivery of universal preventive interventions with young adolescents: Long-term effects on emerging adult substance misuse and associated risk behaviors
Spoth, R., Redmond, C., Shin, C., Greenberg, M. T., Feinberg, M. E., & Trudeau, L. (2017). PROSPER delivery of universal preventive interventions with young adolescents: Long-term effects on emerging adult substance misuse and associated risk behaviors. Psychological Medicine, 47(13), 2246–2259. PMID:28399955
Child conduct problems across home and school contexts: A person-centered approach
Sulik, M. J., Blair, C., & Greenberg, M. T. (2017). Child conduct problems across home and school contexts: A person-centered approach. Journal of Psychopathology and Behavioral Assessment, 39(1), 46–57. https://doi.org/10.1007/s10862.
Teacher stress and health: Effects on teachers, students, and schools
Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health effects on teachers, students, and schools. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
The power of a collaborative relationship between technical assistance providers and community prevention teams: A correlational and longitudinal study
Chilenski, S., Perkins, D. F., Olson, J. R., Hoffman, L., Feinberg, M. E., Greenberg, M. T., Welsh, J. A., Crowley, D. M., & Spoth, R. L. (2016). The power of a collaborative relationship between technical assistance providers and community prevention teams: A correlational and longitudinal study. Evaluation and Program Planning, 54(1), 19-29. doi:10.1016/j.evalprogplan.2015.10.002
Universal prevention exposure as a moderator of the community context: Findings from the PROSPER project
Chilenski, S., Welsh, J. A., Perkins, D. F., Feinberg, M. E., & Greenberg, M. T. (2016). Universal prevention exposure as a moderator of the community context: Findings from the PROSPER project. American Journal of Community Psychology, 57(12), 819. doi: 00910562
A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program
Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program. Mindfulness, 7(1), 76-89. doi: 18688527
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
Assessing Fidelity of Implementation (FOI) for school-based mindfulness and yoga interventions: A systematic review
Gould, L. F., Dariotis, J. K., Greenberg, M. T., & Mendelson, T. (2016). Assessing Fidelity of Implementation (FOI) for school-based mindfulness and yoga interventions: A systematic review. Mindfulness, 7(1), 5-33. doi: 18688527
The Curriculum of Right Mindfulness: The relational self and the capacity for compassion
Mitra, J. L., & Greenberg, M. T. (2016). The Curriculum of Right Mindfulness: The relational self and the capacity for compassion. In K. Schonert-Reichl & R. W. Roeser (Eds.), The handbook of mindfulness in education: Integrating theory and research into practice (pp. 411-424). New York: Springer Nature. http://http://dx.doi.org/10.1007/9783319440194_27.
Intervention designed to diminish substance use blocks the genetic effect of the Alpha 5 subunit of the nicotinic receptor (CHRNA5) on adolescent smoking
Vandenbergh, D. J., Schlomer, G., Cleveland, H. H., Feinberg, M. E., Greenberg, M. T., Spoth, R., Redmond, C., & Hair, K. (2016, In Press). Intervention designed to diminish substance use blocks the genetic effect of the Alpha 5 subunit of the nicotinic receptor (CHRNA5) on adolescent smoking. Nicotine and Tobacco Research.
An adolescent substance prevention model blocks the effect of CHRNA5 genotype on smoking during high school
Vandenbergh, D. J., Schlomer, G. L., Cleveland, H. H., Schink, A. E., Hair, K. L., Feinberg, M. E., Neiderhiser, J. M., Greenberg, M. T., Spoth, R. L., & Redmond, C. (2016). An adolescent substance prevention model blocks the effect of CHRNA5 genotype on smoking during high school. Nicotine & Tobacco Research: Official Journal of the Society for Research on Nicotine and Tobacco, 18(2), 212-220. doi: 14622203
Thriving in school: The role of sixth grade adolescent-parent-school relationships in predicting eighth grade academic outcomes
Welsh, J. A., Chilenski, S., Johnson, L. E., Perkins, D. F., Greenberg, M. T., Berrena, E., & Spoth, R. L. (2016, In Press). Thriving in school: The role of sixth grade adolescent-parent-school relationships in predicting eighth grade academic outcomes. Youth & Society.
Pathways to sustainability: 8-year follow-up from the PROSPER project
Welsh, J. A., Chilenski, S., Johnson, L., Greenberg, M. T., & Spoth, R. L. (2016). Pathways to sustainability: 8-year follow-up from the PROSPER project. The Journal of Primary Prevention, 37(3), 263-286. doi: 0278095X
Katz, D. A., Greenberg, M. T., Jennings, P. A., & Klein, L. (2016). Associations between the awakening responses of salivary _-amylase and cortisol with self-report indicators of health and wellbeing among educators. Teaching and Teacher Education, 54, 98-106. http://http://dx.doi.org/10.1016/j.tate.2015.11.012.doi: 0742051X
Considering valuation of noncognitive skills in benefit-cost analysis of programs for children
Jones, D. E., Karoly, L. A., Crowley, M., & Greenberg, M. T. (2016). Considering valuation of noncognitive skills in benefit-cost analysis of programs for children. Journal of Benefit-Cost Analysis, 6(3), 471–507. https://doi.org/10.1017/bca.2015.53
Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness
Jones, D., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290.
Van Ryzin, M.J., Kumpfer, K.L, Fosco, G.M., & Greenberg, M.F. (Eds.) (2015). Family-based prevention programs for children and adolescents: Theory, research, and large-scale dissemination. Psychology Press. https://www.routledge.com/Family-Based-Prevention-Programs-for-Children-and-Adolescents-Theory-Research/Ryzin-Kumpfer-Fosco-Greenberg/p/book/9781848724853
Can we build an efficient response to the prescription drug abuse epidemic? Assessing the cost-effectiveness of universal prevention
Crowley, M., Jones, D. E., Greenberg, M. T., Coffman, D., & Spoth, R. (2014). Can we build an efficient response to the prescription drug abuse epidemic? Assessing the cost-effectiveness of universal prevention. Preventive Medicine, 62, 71–77.
Nurturing mindfulness in education
Interview with Professor Mark T. Greenberg on mindfulness for teachers and students
The program affects me cause it gives away stress: Urban students qualitative perspectives on stress and a school-based mindful yoga intervention
Dariotis, J. K., Cluxton-Keller, F., Mirabal-Beltran, R., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). The program affects me cause it gives away stress: Urban students qualitative perspectives on stress and a school-based mindful yoga intervention. EXPLORE: The Journal of Science and Healing, 12(6), 443-450. http://http://dx.doi.org/10.1016/j.explore.2016.08.002. doi: 15508307
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