Relevant Research

CARE - What is CARE?

Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle-Fosco, S., Brown, J. L., Greenberg, M. T. & Jennings, P. A. (2019). The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of the CARE for Teachers program. Mindfulness. 

Jennings, P. A., Doyle, S., Yoonkyung, O., Doyle, S., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Follow-up impacts of the CARE for Teachers professional development program on teachers' social and emotional competence. Journal of School Psychology. 

Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. Journal of school psychology, 76, 186-202.

Doyle, S. L., Brown, J. L., Rasheed, D., Jones, D. E., & Jennings, P. A. (2019). Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers. Mindfulness, 10(1), 122-130.

Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J. L., ... & Jennings, P. A. (2019). The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for teachers. Mindfulness, 10(12), 2567-2582.

Doyle, S. L., Jennings, P. A., Brown, J. L., Rasheed, D., DeWeese, A., Frank, J. L., ... & Greenberg, M. T. (2019). Exploring relationships between CARE program fidelity, quality, participant responsiveness, and uptake of mindful practices. Mindfulness, 10(5), 841-853.

Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A. A., Brown, J. L., Greenberg, M. T., & Jennings, P. A. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125, 1-28. 

Doyle, S., Jennings, P. A., Brown, J. L., DeWeese, A., Rasheed, D., Frank, J. L., Turksma, C., & Greenberg, M. T. (2018). Exploring the relationship between implementation quality and uptake of the Cultivating Awareness and Resilience in Education (CARE) for Teachers Program. Mindfulness 10, 841–853 (2019). https://doi.org/10.1007/s12671-018-1034-9. 

Schussler, D. L., Greenberg, M., DeWeese, A., Rasheed, D., DeMauro, A., Jennings, P. A., & Brown, J. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125(1), 1-28.

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., 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, 1010-1028 

Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7, 130–142. 

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., ... & 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.

Brown, J. L., Jennings, P. A., Rasheed, D. S., Cham, H., Doyle, S. L., Frank, J. L., Davis, R. T., DeWeese, A. R., and Greenberg M. T. 

(2016). Direct and Moderating Impacts of the CARE for Teachers Intervention on Student Academic Outcomes. AERA Annual Meeting, Washington, D.C.

Jennings, P. A., Frank, J. L., Snowberg, K. E., 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. 

PATHS® - What is PATHS?

Riggs, N. R., Greenberg, M. T., Kusche, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91-102.

Greenberg, M. T., & Kusche, C. A. (2006). Building social and emotional competence: The PATHS Curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 395-412). Mahwah, NJ: Erlbaum.

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS Curriculum. Journal of Primary Prevention, 28, 67-91.

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M.T., Blair, C., Nelson, K. & Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI Program. Child Development, 79,1802-1817.

Conduct Problems Prevention Research Group. (2010).The effects of a multi-year randomized clinical trial of a universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78, 156-168. DOI: 10.1037/a0018607

PATHS® is a registered trademark of PATH Programs, LLC. 

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