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Mark T. Greenberg
Emeritus Edna Peterson Bennett Endowed Chair in Prevention Research
Professor of Human Development and Psychology
  • Human Development and Family Studies - HDFS
  • Research
  • Child Development
  • Intervention and Prevention
  • Graduate Program
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  • B.A., 1973, Johns Hopkins University: Baltimore, Maryland
  • M.A., 1976, University of Virginia, Charlottesville, VA.
  • Ph.D., 1978, Developmental Psychology (Minor in Pediatric Psychology/Child-Clinical), University of Virginia, Charlottesville
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Office Address
306 BBH Building
The Pennsylvania State University
University Park, PA 16802

Edna Bennett Pierce Prevention Research Center



Professional Experience

1983-1990: Associate Professor of Psychology, University of Washington

1990-1997: Professor of Psychology, University of Washington

1997-2018: Director, Bennett Pierce Prevention Research Center (State College and Harrisburg),

1997-2018, Professor, Human Development and Family Studies, Pennsylvania State University; Affiliate Faculty, Center for Healthy Aging, Pennsylvania State University

2018-present: Emeritus Professor


  • Research Scientist Award, Society for Prevention Research (2002)
  • University Outreach Award – Penn State University (2003)
  • Leadership in Outreach Scholarship Award, College of Health & Human Development (2008)
  • Society for Prevention Research – Friend of Early Career Awards (2008)
  • Society for Child Development Distinguished Contributions to Public Policy for Children Award (2009)
Grants and Research Projects

I am the Founding Director of The Prevention Research Center for the Promotion of Human Development, and served as its Director from 1998 till 2013. ( ). My research interests include intervening in the developmental processes in risk and non-risk populations with a specific emphasis on aggression, violence, and externalizing disorders; promoting healthy social and emotional development through school-based prevention; the study of community partnerships and the diffusion of evidence-based programs; the study of contemplative practices and mindfulness interventions; the interface of neuroscience, molecular genetics and prevention.

  • Greenberg, M. T., Cicchetti, D., & Cummings, E. M. (Eds.) (1990). Attachment in the preschool years: Theory, research and intervention. Chicago: University of Chicago Press.
  • Greenberg, M. T., Weissberg, R. P., Utne O’Brien, M.,  Zins, J. E.,  Fredericks, L.,  Resnik, H., &  Elias, M. J. (2003).  Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychologist, 58, 466-474.
  • Domitrovich, C. E., Greenberg, M. T., Cortes, R., & Kusche, C. A. (2005). The Preschool PATHS Curriculum. Deerfield, MA: Channing-Bete Publishers.
  • Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139-150.
  • Jennings, P. A.  & Greenberg, M. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491-525.
  • Conduct Problems Prevention Research Group (2011). The Effects of the Fast Track Preventive Intervention on the Development of Conduct Disorder across Childhood.  Child Development, 82, 331-345.
  • Greenberg, M. T., Kusché, C. A., & Conduct Problems Prevention Research Group. (2011). Grade level PATHS (Grades 3-5). South Deerfield: Channing-Bete Co.
  • Spoth, R., Trudeau, L., Shin, C., Ralson, E., Redmond, C. Greenberg, M., & Feinberg, M. (2013). Longitudinal effects of universal preventive intervention on prescription drug misuse: Three RCTs with late adolescents and young adults. American Journal of Public Health, 13, 665-672.
  • Greenberg, M. T., & Riggs, N, R. (2015).  Prevention of mental disorders and promotion of competence. In A. Tharpar, D. Pine, J. Leckman, M. J. Snowling, S. Scott & E, Taylor, (Eds.) Rutter’s Child and Adolescent Psychiatry, Sixth Edition.
  • 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.
  • 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.
  • Conduct Problems Prevention Research Group. (2020). The Fast Track Program for Children at Risk. The Guilford Press.
Additional Information

Intervening in the developmental processes in risk and non-risk populations with a specific emphasis on aggression, violence, and externalizing disorders; promoting healthy social and emotional development; school-based prevention.