Mark T. Greenberg
The Pennsylvania State University
University Park, PA 16802
M.A., 1976, University of Virginia, Charlottesville, VA.
Ph.D., 1978, Developmental Psychology (Minor in Pediatric Psychology/Child-Clinical), University of Virginia, Charlottesville
- Dupont Fellowship, University of Virginia 1973-1976
- Invited Participant (Student) Committee on Research in Infancy, 1976 NIMH Research
- Fellowship Award (Predoctoral) 1976-1977 Fellow at SRCD--Sponsored Institute on the Origins of Communication, June-July, 1979
- 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)
1975-1976: Pediatric Psychology Internship, Children's Rehabilitation Center, Department of Pediatrics, University of Virginia
1975-1977: Psychological Consultant, Special Foster Care Project, Region X Mental Health and Mental Retardation Board (Virginia)
1977-1983: Assistant Professor of Psychology, University of Washington
1984-1985: Acting Director, Child Clinical Psychology
1985: Acting Director, Clinical Training Program (Jan-June)
1985-1987: Acting Director, Child Clinical Training Program
1983-1990: Associate Professor of Psychology, University of Washington
1990-1997: Professor of Psychology, University of Washington
1997-2012: Director, Bennett Pierce Prevention Research Center (State College and Harrisburg),
1997-Present, Professor, Human Development and Family Studies, Pennsylvania State University; Affiliate Faculty, Center for Healthy Aging, Pennsylvania State University
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. (http://www.prevention.psu.edu ). 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.
Jennings. P. A., Snowberg, K. E., Frank, J. L. , Coccia, M. A. & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374-390.
Spoth, R., Redmond, C., Shin, C., Greenberg, M., Feinberg, M., & Schainker, L. (2013). Longitudinal effects of universal PROSPER community–university partnership delivery system effects on substance misuse through 6 1/2 years past baseline from a cluster randomized controlled intervention trial. Preventive Medicine, 56, 190-196.
Greenberg. M. T., & Lippold, M. A. (2013). Promoting healthy outcomes among youth with multiple risks: Innovative approaches. Annual Review of Public Health, 34, 253-270.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161-166. DOI: 10.1111/j.1750-8606.2011.00215.x
Catalano, R. F., Fagan, A., Gavin, L, E., Greenberg, M. T., Irwin, C. E., Ross, D A., Shek, D. T. (2012). Worldwide application of prevention science in adolescent health, The Lancet, 379,1653-1664. DOI:10.1016/S0140-6736(12)60238-4.
Spoth, R., Redmond, C., Clair, S., Shin, C., Greenberg, M., & Feinberg, M. (2011). Preventing substance misuse through community-university partnerships and evidence-based interventions: PROSPER outcomes 4½ years past baseline. American Journal of Preventive Medicine, 40, 440-447. doi: 10.1016/j.amepre.2010.12.012
Greenberg, M.T., Kusché, C.A., & Conduct Problems Prevention Research Group (2011). Grade level PATHS (Grades 3-5). South Deerfield, MA: Channing-Bete Co.
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.
Mendelson T., Greenberg M. T., Dariotis J., Feagans-Gould L., Rhoades B., & Leaf , P. (2010) Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985-994. DOI 10.1007/s10802-010-9418-x
Greenberg, M. T. (2010). School-Based Prevention: Current Status and Future Challenges. Effective Education. 2, 27-52.
Edna Bennett Pierce Prevention Research Center
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.