Headshot of Mark T. Greenberg

Mark T. Greenberg

Emeritus Bennett Chair of Prevention Research and Founding Director, Edna Bennett Pierce Prevention Research Center

814-777-0897
mxg47@psu.edu

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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

Recent Publications

Implementation reporting recommendations for school-based mindfulness programs

Baelen, R. N., Gould, L. F., Felver, J. C., Schussler, D., & Greenberg, M. T. (2022). Mindfulness. Advance online publication.

Can the academic and experiential study of flourishing improve flourishing in college students? A multi-university study

Hirshberg, M.J., Colaianne, B.A., Greenberg, M.T., Inkelas, K. K., Davidson, R. J., Germano, D., Dunne, J. D., & Roeser, R. W. (2022). Can the academic and experiential study of flourishing improve flourishing in college students? A multi-university study. Mindfulness. https://doi.org/10.1007/s12671-022-01952-1

Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes?

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

The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning

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

Stress and well-being: A systematic case-study of adolescents’ experiences in a mindfulness-based intervention

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.

The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for Teachers

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.

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. 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

Exploring relationships between CARE program fidelity, participant responsiveness, and uptake of mindful practices

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.

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/s12671-018-0944-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.

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. http://dx.doi.org/10.1037/edu0000187

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.

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

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

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.

Family-based prevention programs for children and adolescents: Theory, research, and large-scale dissemination

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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