Mark Greenberg

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 CASEL, Conduct Disorder Prevention Research Group, PROSPER, and The Family Life Project Investigators.

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.

Mark received his doctorate in developmental psychology from the University of Virginia in 1978. When Mark is not advancing conceptual work in mindfulness and compassion, he is spending time outside and waiting for his big break to play basketball in the NBA.

Current Projects

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  Future Directions in Social and Emotional Learning and Education

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  Mindfulness and Compassion Programs and Practices in K-12 Urban Educational Reform: Designing a Sustainable Future

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  A Low-Cost RCT for Evaluating the Impact of a Universal Substance Abuse Prevention Model on the Medicaid System

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  Optimizing Prevention of Costly Adult Outcomes

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  Partnership Model for Diffusion of Proven Prevention (PROSPER III)

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  Support Low-Cost Randomized Controlled Trial of Prevention Program Impact on Medicaid Burden

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  Longitudinal Effectiveness of Communities That Care on Reducing Youth Risk Factors

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  Stress, Self-Regulation, and Psychopathology in Middle Childhood

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  An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories (Family Life)

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  Project RESPECT: A Proposal to develop the Responding in Emotionally Supportive and Positive Ways in Educational Communication Skills Training program

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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

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  Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction

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  Early Life Stress and the Environmental Origins of Disease: A Population-based Prospective Longitudinal Study of Children in Rural Poverty (Family Life Project)

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  Research and Policy Briefs on Social and Emotional Development

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

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  Heartfulness in Education: The Effects of Mindful Self-compassion Training on Teachers’ Wellbeing, Student-Teacher Relationships, and School Climate

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.

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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.

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.

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.

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.

On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis

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.

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.

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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.

Evaluating the quality of mindfulness instruction delivered in school settings: Development and validation of a teacher quality observational rating scale

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...

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).

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.

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

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

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 

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

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

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.

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

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

Identification and validation of school readiness profiles among high-risk kindergartners

Abenavoli, R., Greenberg, M. T., & Bierman, K. L. (2017). Identification and validation of school readiness profiles among high risk kindergartners. Early Childhood Research Quarterly, 38(1), 33–43. https://doi.org/10.1016/j.ecresq.2016.09.001

Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.

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.

Publication Link

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.

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

Coding semi-structured interviews: Exmaining 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

Publication Link

Improving the Social Emotional Skills in Childhood Enhances Long-Term Well-being and Economic Outcomes

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.

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The program affects me

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

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.

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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.

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Interview with Professor Mark T. Greenberg on mindfulness for teachers and students

Nurturing Mindfulness in Education

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

Associations between the awakening responses of salivary _-amylase and cortisol with self-report indicators of health and wellbeing among educators

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

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.

Family-based prevention programs for children and adolescents

Van Ryzin, M., Kumpfer, K., Fosco, G. M., & Greenberg, M. T. (2016, In Press). Family-based prevention programs for children and adolescents. New York: Psychology Press.

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

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.

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