Mark T. Greenberg

pennsylvania state university

H指数:115

被引数:5.8万

个人简介

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教育背景

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工作经历

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荣誉奖项

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Avoiding erroneous decisions: evidence, population impact and acceptability of universal mental health interventions in schools – a commentary on Andrews et al.

避免错误决策：学校普遍性心理健康干预措施的证据、人群影响和可接受性——对Andrews等人文章的评论

Child and Adolescent Mental Health

IF5

2026-09-210

OAAI

Translating Science into Practice Using University-State Government Partnerships: The EPIS Model

利用大学-州政府合作将科学转化为实践：EPIS模型

Prevention Science

IF2.7

2026-05-160

OAAI

Commentary: Where to next for universal school-based mental health interventions? Don't through the baby out with the bathwater

评论：面向所有学校的心理健康干预措施下一步该走向何方？不要因噎废食。

Child and Adolescent Mental Health

IF5

2025-06-250

OAAI

Honoring the Work of Robert McMahon: a Commentary on This Special Issue

致敬Robert McMahon的工作：对本期特刊的评论

PREVENTION SCIENCE

IF2.7

2025-04-210

Teachers' stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial

school psychology

IF4.1

2024-06-012

OAAI

Student- and School-Level Factors Associated With Mental Health and Well-Being in Early Adolescence

与青春期早期精神卫生和幸福感相关的学生和学校因素

JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY

IF9.5

2024-02-017

OAAI

Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children

JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY

IF7

2024-01-222

PRE

Surgical and anesthetic influences of the oculocardiac reflex in adults and children during strabismus surgery

SURVEY OF OPHTHALMOLOGY

IF5.9

2023-09-014

PRE

Psychosis Symptom Trajectories Across Childhood and Adolescence in Three Longitudinal Studies: An Integrative Data Analysis with Mixture Modeling

PREVENTION SCIENCE

IF2.7

2023-08-247

Impact of a schoolwide social and emotional learning implementation model on student outcomes: The importance of social-emotional leadership

school psychology

IF4.1

2023-06-018

PRE

Implementation Reporting Recommendations for School-Based Mindfulness Programs (Dec, 10.1007/s12671-022-01997-2, 2022)

MINDFULNESS

IF3.5

2022-12-201

Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students

MINDFULNESS

IF3.5

2022-11-1147

OAAI

Identifying Core Program Components of Mindfulness-Based Programming for Youth: Delphi Approach Consensus Outcomes

MINDFULNESS

IF3.5

2022-11-0416

PRE

Implementation Reporting Recommendations for School-Based Mindfulness Programs

MINDFULNESS

IF3.5

2022-10-1826

Can the Academic and Experiential Study of Flourishing Improve Flourishing in College Students? A Multi-university Study

MINDFULNESS

IF3.5

2022-07-2314

First-Year College Students' Well-being: 3-Month Follow-up of Mindfulness Intervention and Potential Mechanisms of Change

大学一年级学生的幸福感: 正念干预的3个月随访和潜在的变化机制

MINDFULNESS

IF3.5

2022-03-312

PRE

Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves

促进中学社会和情感学习: 面对历史和我们自己的干预效果

JOURNAL OF YOUTH AND ADOLESCENCE

IF3.6

2022-03-2215

PRE

Applying the PROSPER prevention delivery system with middle schools: Emerging adulthood effects on substance misuse and conduct problem behaviors through 14 years past baseline

CHILD DEVELOPMENT

IF3.8

2022-03-1510

Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors

青少年学校的普遍正念训练: 主持人，调解员和实施因素的范围审查和概念模型

PREVENTION SCIENCE

IF2.7

2022-03-1040

OAAI

Shifting to Embodiment: a Longitudinal Qualitative Investigation into the Experiences of High School Teachers Teaching Mindfulness

MINDFULNESS

IF3.5

2022-01-216

PRE

Mark T. Greenberg

个人简介

教育背景

工作经历

荣誉奖项

研究方向