Found 22 results
Filters: Author is Greenberg, Mark T. [Clear All Filters]
Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning. 73:53-61.
.
2019. Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning. 73:53-61.
.
2019. Educators' emotion regulation strategies and their physiological indicators of chronic stress over 1 year. Stress & Health: Journal of the International Society for the Investigation of Stress. 34(2):278-285.
.
2018. .
2017.
Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.. Journal of Educational Psychology. 109(7):1010-1028.
.
2017. Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.. Journal of Educational Psychology. 109(7):1010-1028.
.
2017. Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health. 65(4):259-267.
.
2017. A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools. 54(1):53-69.
.
2017. A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools. 54(1):53-69.
.
2017. A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools. 54(1):53-69.
.
2017. Social and Emotional Learning as a Public Health Approach to Education. Future of Children; Social and Emotional Learning as a Public Health Approach to Education.. 27(1):13-32.
.
2017. "The Program Affects Me 'Cause it Gives Away Stress": Urban Students' Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention. Explore (New York, N.Y.). 12(6):443-450.
.
2016. Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention. Mindfulness. 7(1):143-154.
.
2016. .
2016. .
2016. Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE Process: ASSESSING FIDELITY OF CORE COMPONENTS. New Directions for Youth Development. 2014(142):59-81.
.
2014. The Effects of a Multiyear Universal Social-Emotional Learning Program: The Role of Student and School Characteristics. Journal of Consulting and Clinical Psychology. 78(2):156-168.
.
2010. Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth. Journal of Abnormal Child Psychology. 38(7):985-994.
.
2010. The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research. 79(1):491-525.
.
2009. The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research. 79(1):491-525.
.
2009. The Role of Teachers' Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum. School Psychology Review. 38(4):510-532.
.
2009. Enhancing School-Based Prevention and Youth Development through Coordinated Social, Emotional, and Academic Learning.. American Psychologist. 58(6):466-74.
.
2003.