Mark Greenberg
About
Mark Greenberg, Ph.D. holds the Bennett Endowed Chair in Prevention Research in Penn State’s College of Health and Human Development, and he is the Founding Director of the Prevention Research Center for the Promotion of Human Development. He is one of the developers of The PATHS (Providing Alternative Thinking Strategies)® Curriculum, which is used in over 3000 schools worldwide. He is also the author of over 300 journal articles and book chapters on the development of well being, learning, and the effects of prevention efforts on children and families. He is a board member of the Collaborative for Academic, Social and Emotional Learning (CASEL). One of his current interests is how to nurture awareness and compassion in our society.
Associated IES Content
Program Information
2017 Program Information includes Agenda, Speakers and Posters
Grant
Project RESPECT: A Proposal to Develop the Responding in Emotionally Supportive and Positive Ways in Educational Communication Skills Training Program
: In this study, researchers developed and tested a teacher professional development program to enhance middle and high school teachers' capacity for interpersonal communication, conflict management, and social and emotional competencies to create a supportive context for teaching and learning. Interpersonal communication skills are critical to the success of professionals in a variety of settings. These skills are particularly important for teachers, who must learn to interact successfully ...
Federal funding program:
Award number:
R305A150391
Grant
Promoting Adolescent Well Being and Academic Performance Through Mindfulness-based Emotion Regulation Skills Instruction
The demands and risks of adolescence often lead youth to make poor decisions that negatively affect their mental health and academic engagement and achievement. The sheer number of challenges adolescents face in navigating this developmental stage may overwhelm their available cognitive and emotional resources, especially for those who have experienced less than optimal conditions in infancy and childhood. At the same time, attention and emotion regulation skills are developing during adoles...
Federal funding program:
Award number:
R305A140113
Grant
Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial
This study was a test of the Cultivating Awareness and Resilience in Education (CARE) professional development program that was developed with funding from a previous IES Development award. CARE is designed to enhance teachers' capacity to provide a supportive and engaging context for social-emotional and academic learning. CARE provides emotion skills instruction, mindfulness/stress reduction practices, and caring and listening practices through group sessions and distance coaching. The pur...
Federal funding program:
Award number:
R305A140692
Grant
Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE)
In this study, the research team completed the development of the Cultivating Awareness and Resilience in Education (CARE) professional development program to enhance teachers' capacity to provide a supportive and engaging social and emotional context for academic learning. Teachers must provide their students with effective instruction in academic content while simultaneously dealing with the emotions, behaviors, and social exchanges of their students through effective classroom management ...
Federal funding program:
Award number:
R305A090179
organization