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CARE - What is CARE?
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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PATHS® is a registered trademark of PATH Programs, LLC.
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