Mark T Greenberg
Biographic Data
| ID | 131644 |
|---|---|
| NAME | Mark T Greenberg |
| GIVEN NAMES | Mark T |
| FAMILY NAME | Greenberg |
| SIGNATURE | GREENBERG M T |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0001-7189-5882 |
| VERIFIED | Yes |
| TOTAL WORKS | 119 |
| TOTAL CITATIONS | 1289 |
| AUTHOR COUNT | 119 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 15 |
Direct and moderating impacts of the Care mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M age = 41.5) and 5200 children (M age = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) …
Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial
School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level influences. The present study addresse…
Between‐ and within‐child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children
Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co‐occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within‐child level while also identifying antecedents commonly associated with between‐chil…
Effectiveness of a Mindfulness-Based Professional Development Program for Primary School Teachers in the Czech Republic: A Quasi-Experimental Study
The study suggests that providing teachers with self-compassion and mindfulness practices can lead to beneficial effects on several outcome variables. Further studies need to investigate if these benefits can be sustained and if they affect teachers' physical health, their relationships with students, and the students' outcomes
Impact of a schoolwide social and emotional learning implementation model on student outcomes: The importance of social-emotional leadership
Applying the PROSPER prevention delivery system with middle schools: Emerging adulthood effects on substance misuse and conduct problem behaviors through 14 years past baseline
This study evaluated emerging adult effects of the PROmoting School-Community-University Partnerships to Enhance Resilience (PROSPER) universal prevention delivery system implemented in middle schools. Twenty-eight rural school districts were randomized to intervention and control conditions, with 1985 nineteen-year-old participants (90.6% White, 54.1% female) evaluated through age 25. Intent-to-treat, multi-level, point-in-time analyses of covar…
Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves
Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms
9.0). Both MT formats showed similar rates of participant expectancy and engagement, but the instructor-led arm was perceived as more credible. Using linear mixed-effects models, we found the self-taught arm showed significant pre-post improvements in self-compassion and well-being, while the instructor-led arm showed such improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout. Changes over ti…
A qualitative investigation of a mindfulness‐based yoga program for educators: How program attendance relates to outcomes
Contemplative professional development interventions seek to help educators manage stress and improve emotion regulation, yet the mechanisms of action revealing how they result in positive psychological and physical outcomes remain unclear. Using focus groups based on levels of attendance, this qualitative study examined how educators with different levels of attendance perceived their experiences in Community Approach to Learning Mindfully (CALM…
Systemic social and emotional learning: Promoting educational success for all preschool to high school students
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
Home visitor readiness, job support, and job satisfaction across three home visitation programs: A Retrospective Analysis
Developmental Change in Adolescent Delinquency: Modeling Time-Varying Effects of a Preventative Intervention and Gabra2 Halpotype Linked to Alcohol Use
A randomized controlled trial of the combination of two school-based universal preventive interventions
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial impact (GBG, Dolan et al., 1993; PATHS, Conduct Problems Prevention Research Group [CPPRG], 1999) on aggress…
Changes in Mindful Parenting: Associations With Changes in Parenting, Parent–Youth Relationship Quality, and Youth Behavior
Findings illustrate how changes in mindful parenting are associated with proximal changes that could lead to reduced youth behavior problems (e.g., aggression or substance use) and provide additional evidence for the contribution that mindfulness activities can make to standard parent training
Stress and Release: Case Studies of Teacher Resilience Following a Mindfulness-Based Intervention
This qualitative collective case study investigates elementary teachers’ experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and no…
A Science-Driven Model of Community Collaboration to Improve Youth Outcomes
Impacts of the Care for Teachers program on teachers’ social and emotional competence and classroom interactions.
Understanding teachers’ stress is of critical importance to address the challenges in today’s educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers’ social and emo…
Social and Emotional Learning as a Public Health Approach to Education
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater…
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts
In this article we seek to promote a deeper understanding of the value of universal intervention research in education as well as other fields and to call for greater interdisciplinary learning and discourse. Our goal is to deepen the conversation regarding how to build a stronger research orientation toward longitudinal, population-level outcomes in education and mental health. After highlighting the value of universal approaches targeting entir…
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 scho…
Early Head Start start-up planning: Implications for staff support, job satisfaction, burnout, and turnover
This study examined the quality of start–up planning of two Early Head Start (EHS) agencies and its association with staff satisfaction, burnout, and turnover a year after program implementation. Respondents (N = 65) completed interviews and surveys at two time points. Data were analyzed in the context of the Head Start's EHS Organizational Readiness Chart. Both programs addressed salient aspects of organizational readiness, including establishme…
Social and Emotional Skills Training for Children: The Fast Track Friendship Group Manual
The Curriculum of Right Mindfulness: The Relational Self and the Capacity for Compassion
Short-Term Intervention Effects of the PATHS Curriculum in Young Low-Income Children: Capitalizing on Plasticity
Pathways to Sustainability: 8-Year Follow-Up From the PROSPER Project
The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factor…
Promoting Academic and Social-Emotional School Readiness: The Head Start Redi Program
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
The nature and importance of attachment relationships to parents and peers during adolescence
Predicting developmental outcomes at school entry using a multiple-risk model: Four American communities
The contributions of different risk factors in predicting children's psychological and academic outcomes at the end of 1st grade were examined. Using a regression model, levels of ecobehavioral risk were assessed in the following order: specific demographics, broad demographics, family psychosocial status, mother's depressive symptoms, and neighborhood quality. Participants were 337 families from 4 American communities. Predictor variables were a…
Effects of maternal age on parenting role
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
Objectives. We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics. Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed as…
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of …
Systemic social and emotional learning: Promoting educational success for all preschool to high school students
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
Toward a Comprehensive Strategy for Effective Practitioner-Scientist Partnerships and Larger-Scale Community Health and Well-Being
This article articulates joint priorities for the fields of prevention science and community psychology. These priorities are intended to address issues raised by the frequent observation of natural tensions between community practitioners and scientists. The first priority is to expand the knowledge base on practitioner-scientist partnerships, particularly on factors associated with positive outcomes within communities. To further articulate thi…
Readiness, Functioning, and Perceived Effectiveness in Community Prevention Coalitions: A Study of Communities That Care
This paper examined whether community readiness, prevention knowledge, coalition functioning, and barriers are linked to perceived effectiveness of community prevention coalitions. Interviews were conducted with 203 key leaders in Communities That Care (CTC) prevention boards in 21 Pennsylvania communities. Community‐level means for the reliable self‐report measures were utilized separately and in combination with research staff ratings, state te…
Home Visitor Competence, Burnout, Support, and Client Engagement
Home visitor characteristics, on-the-job training and support, job satisfaction, burnout, and turnover were examined over a five-year period. Home visitors were adequately trained, and scored high on measures of knowledge, competence, psychological functioning (indicated by measures of burnout and depression), and job satisfaction at program entry. Over time, home visitation was associated with higher emotional exhaustion and lower job satisfacti…
Unpacking the Effect of Parental Monitoring on Early Adolescent Problem Behavior: Mediation by Parental Knowledge and Moderation by Parent–Youth Warmth
This study explores the monitoring process longitudinally among a sample of rural early adolescents and addresses two research questions: (a) Does maternal knowledge mediate the relationship between three aspects of the parental monitoring process and adolescent problem behavior: active parent monitoring efforts, youth disclosure, and parental supervision? (b) Are these meditational pathways moderated by the affective quality of the parent-child …
Integrating mindfulness with parent training: Effects of the mindfulness-enhanced strengthening families program
There is growing support for the efficacy of mindfulness training with parents as an intervention technique to improve parenting skills and reduce risk for youth problem behaviors. The evidence, however, has been limited to small scale studies, many with methodological shortcomings. This study sought to integrate mindfulness training with parents into the Strengthening Families Program: For Parents and Youth 10-14 (SFP 10-14), an empirically-vali…
Parental Knowledge and Youth Risky Behavior: A Person Oriented Approach
If It's Offered, Will They Come? Influences on Parents' Participation in a Community‐Based Conduct Problems Prevention Program
This study examined influences on the rate and quality of parent participation in the Fast Track Program, a multi‐system, longitudinal preventive intervention for children who are at risk for conduct problems. A theoretical model of the relations among family coordinator characteristics, parent characteristics, the therapeutic engagement between family coordinator and parent, and rate and quality of parent participation was the basis for this stu…
A Dyadic Approach to Understanding the Relationship of Maternal Knowledge of Youths’ Activities to Youths’ Problem Behavior Among Rural Adolescents
Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills
Maternal and child contributions to cortisol response to emotional arousal in young children from low-income, rural communities
Relations of maternal and child characteristics to child cortisol reactivity to and recovery from emotional arousal were examined prospectively at approximately 7 months of age (infancy) and then again at approximately 15 months of age (toddlerhood). The sample was diverse and population based (N = 1,292 mother-infant dyads) and included families from predominantly low-income, rural communities. Maternal behavior, family income-to-need ratio and …
Impact Challenges in Community Science‐with‐Practice: Lessons from PROSPER on Transformative Practitioner‐Scientist Partnerships and Prevention Infrastructure Development
At present, evidence‐based programs (EBPs) to reduce youth violence are failing to translate into widespread community practice, despite their potential for impact on this pervasive public health problem. In this paper we address two types of challenges in the achievement of such impact, drawing upon lessons from the implementation of a partnership model called PROSPER. First, we address five key challenges in the achievement of community ‐ level…
Factors Influencing the Development of School Bonding Among Middle School Students
The goal of this research is to examine the trajectory of school bonding over the middle school period and how factors such as gender, substance use, antisocial peers, delinquent behavior, and academic achievement affect this developmental process. Data from 4 waves of measurement of 2,902 adolescents are analyzed using hierarchical growth curve modeling. Results suggest that school bonding decreases in a non-linear fashion from Grade 6-8. Howeve…
Community readiness as a multidimensional construct
Both the organizational studies literature and the community psychology literature discuss the importance of readiness when implementing change. Although each area emphasizes different characteristics, several common themes are present within the literature. The current study integrates and applies organizational and community psychology literature in evaluating community readiness in the context of a school–community–university collaborative pre…
Prosper study of evidence‐based intervention implementation quality by community–university partnerships
This study examined a community–university partnership model for sustained, high‐quality implementation of evidence‐based interventions. In the context of a randomized study, it assessed whether implementation quality for both family‐focused and school‐based universal interventions could be achieved and maintained through community–university partnerships. It also conducted exploratory analyses of factors influencing implementation quality. Resul…
Thresholds in the association between child care quality and child outcomes in rural preschool children
Six‐Year Sustainability of Evidence‐Based Intervention Implementation Quality by Community‐University Partnerships: The PROSPER Study
There is a knowledge gap concerning how well community-based teams fare in implementing evidence-based interventions (EBIs) over many years, a gap that is important to fill because sustained high quality EBI implementation is essential to public health impact. The current study addresses this gap by evaluating data from PROSPER, a community-university intervention partnership model, in the context of a randomized-control trial of 28 communities. …
Conceptual perspective taking in 2- to 6-year-old children
The literature is unclear and controversial as to when children are first able to engage in conceptual perspective taking, that is, to infer another person's thoughts, feelings, or internal states of knowledge (e.g., Borke, 1971; Chandler & Greenspan, 1972). Most studies have found that children younger than 7 years of age are not able to engage in this activity. Flavell, Botkin, Fry, Wright, and Jarvis (apple-dog story, 1968) arid Chandler and G…
The development of conditional reasoning skills
A 5-trial social-conditional reasoning task was administered to 20 children at each of ages 3, 4, 5, and 6 years. The results, based on four convergent measures, indicated that by 4 years of age children are able to reason from a premise to its logical conclusion in reasoning about the probable behavior of others. The results are discussed in terms of a component model of this ability as applied to real-world social situations. By 4 years of age,…
Social interaction between deaf preschoolers and their mothers: The effects of communication method and communication competence
Preschoolers' changing conceptions of their mothers: A social-cognitive study of mother–child attachment
The ability to agree on plans for reunion seems to be instrumental in facilitating comfortable separations between mothers and late-preschool–aged children. This development in patterns of separation behavior is interpreted in terms of symbolic-thought development and the increased sense of importance of abstract plans for behavior
Effects of maternal age on parenting role
Effects of Stress and Social Support on Mothers and Premature and Full-Term Infants
Keith A. Crnic, Mark T. Greenberg, Arlene S. Ragozin, Nancy M. Robinson, Robert B. Basham, Effects of Stress and Social Support on Mothers and Premature and Full-Term Infants, Child Development, Vol. 54, No. 1 (Feb., 1983), pp. 209-217
The nature and importance of attachment relationships to parents and peers during adolescence
Maternal stress and social support: Effects on the mother-infant relationship from birth to eighteen months
Mothers' perceived stress and social support were found to be significant predictors of maternal attitudes and the quality of interaction with their infants, when measured concurrently across an 18-month period. However, long-term predictions were poor, as stability of maternal stress and support factors was only moderate. The quality of infants' interactive behavior was also affected by maternal stress and support, but only during the early meas…
Early stress and social support influences on mothers' and high-risk infants' functioning in late infancy
The relationships among early stress, maternal social network supports, and mother-infant functioning during later infancy were explored in a group of 52 mothers and their high-risk premature infants. Maternal stress and support data were collected 1 month after infants were released from the hospital, and measures of parenting, mother-infant interaction, infant social and developmental competence, and infant attachment were collected at infant c…
The multiple determinants of symbolic development: Evidence from preterm children
The variability among premature infants illuminates the interaction of biological and environmental factors in determining the course of symbolic development and illustrates the multifaceted nature of that development
The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence
Parent and peer attachment in early adolescent depression
Minor Parenting Stresses with Young Children
Five-year-olds' representations of separation from parents: Responses from the perspective of self and other
A semi-projective, picture-based, separation anxiety test, scored for attachment quality and emotional openness, was related to observed attachment status
Relations between parent–child affect and synchrony and cognitive outcome at 5 years of age
This investigation involved the longitudinal assessment of 30 preterm and 39 full‐term infants from 2 to 5 years of age. Measures of cognitive outcome at 2 and 5 years of age and mother‐child dyadic synchrony and affect during free‐play interaction were obtained at 5 years of age. Correlational and regression analyses indicated that 5‐year cognitive outcome was predicted by 2‐year cognitive status, mother education, and 5‐year dyadic interaction.…
Implementing a Comprehensive Program for the Prevention of Conduct Problems in Rural Communities: The Fast Track Experience
Childhood conduct problems are predictive of a number of serious long‐term difficulties (e.g., school failure, delinquent behavior, and mental health problems), making the design of effective prevention programs a priority. The Fast Track Program is a demonstration project currently underway in four demographically diverse areas of the United States, testing the feasibility and effectiveness of a comprehensive, multicomponent prevention program t…
Preventive Intervention for School-Age Deaf Children: The PATHS Curriculum
This study examined the effectiveness of the PATHS (Promoting Alternative THinking Strategies) Curriculum on the social, cognitive, and behavioral status of elementary school-age deaf children. PATHS, a school-based preventive intervention model, was designed to improve children's self-control, emotional understanding, and problem-solving skills. The intervention field trial included a quasi-experimental, wait-list control design involving 57 chi…
Fathers and preschool behavior problems
Fathers have seldom been the focus of research investigating the causes and correlates of early behavior problems. Two studies examined fathers of preschool boys with and without clinic-referred behavior problems. Six domains of risk were examined: life stress, social support, psychological symptoms, parenting attitudes, positive involvement, and harsh discipline. Clinic fathers differed from fathers of matched comparison boys with respect to all…
The JVC/Smithsonian Folkways Video Anthology of Music and Dance of the Americas
If It's Offered, Will They Come? Influences on Parents' Participation in a Community‐Based Conduct Problems Prevention Program
This study examined influences on the rate and quality of parent participation in the Fast Track Program, a multi‐system, longitudinal preventive intervention for children who are at risk for conduct problems. A theoretical model of the relations among family coordinator characteristics, parent characteristics, the therapeutic engagement between family coordinator and parent, and rate and quality of parent participation was the basis for this stu…
Predicting developmental outcomes at school entry using a multiple-risk model: Four American communities
The contributions of different risk factors in predicting children's psychological and academic outcomes at the end of 1st grade were examined. Using a regression model, levels of ecobehavioral risk were assessed in the following order: specific demographics, broad demographics, family psychosocial status, mother's depressive symptoms, and neighborhood quality. Participants were 337 families from 4 American communities. Predictor variables were a…
Children's Relationship with Teachers and Bonds with School An Investigation of Patterns and Correlates in Middle Childhood
The Study of Implementation: Current Findings From Effective Programs that Prevent Mental Disorders in School-Aged Children
Prevention science is a rapidly advancing field and is at the point where a number of preventive interventions have documented the ability to change developmental trajectories and reduce negative outcomes. Recently, reports summarizing these "effective" programs have circulated among researchers and practitioners. Surprisingly, many of the highest-quality programs fail to take adequate steps to monitor and verify program integrity. This weakens t…
Community sector and gender differences in the perception of community‐based prevention
Community‐based collaborative prevention often relies on the cooperation of individuals from different community sectors. The attitudes of those associates regarding certain domains of collaborative prevention may influence the degree to which this collaboration is successful. The current study is an analysis of the attitudes of 196 designated leaders (key leaders) in 21 communities of the Pennsylvania Communities That Care (CTC) Project. Questio…
Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum
Psychology (107 works) · Developmental psychology (77 works) · Child and Adolescent Psychosocial and Emotional Development (63 works) · Medicine (60 works) · Social Psychology (46 works) · Clinical Psychology (44 works) · Early Childhood Education and Development (39 works) · Public health (35 works) · Psychiatry (32 works) · Health psychology (27 works)