Faculty

Institution

Unit

Venue

Jennifer Frank

Associate Professor of Education EDPSY; Social Science Research Institute co-funded faculty member

Pennsylvania State University

Affiliations

College of Education

Department of Educational Psychology, Counseling, and Special Education

Jennifer Frank is currently serving as a College Of Education Associate Professor of Education EDPSY; Social Science Research Institute co-funded faculty member at Pennsylvania State University.

Honors

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Experiences

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Education

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Jennifer Frank

Pennsylvania State University

Associate Professor of Education EDPSY; Social Science Research Institute co-funded faculty member

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psychology mindfulness education behavioral sciences educational psychology teacher education school psychology adolescent health educational research adolescent psychology mindfulness interventions public health teacher development professional development mental health positive behavior interventions well-being school violence applied developmental psychology educational strategies developmental psychology school functioning social skills resilience supportive care child psychology violent behavior school effectiveness substance use teacher-student relation meditation juvenile delinquency emotional competence applied psychology addictive behaviors behavioral research emotion regulation social-emotional wellbeing behavioral health classroom instruction teacher enhancement cannabis use stress management educational evaluation teachers program care program sustained implementation critical features adolescent mental health school-based yoga program school settings educator stress mindfulness-based stress reduction behavioral education human development teacher evaluation behavior modification community psychology mental health interventions mind-body interventions executive function special issue education reform educational policy community health prevention science quality improvement child mental health case studies patient experience teacher turnover care group classroom learning environments adolescent emotion regulation pilot study long-term impacts mindfulness-based interventions positive behavior supports school-based prevention

Notable Scholarly Works

Notable Federal Grants

Collaborators

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers. Mindfulness (2024)

Miguel Barata-GonçalvesLuís PiresCarlos CaronaCarlos A. M. de C. e DamasDaniela CoimbraMargarida Pedroso de LimaJennifer L. FrankAlbertina L. Oliveira

psychometric propertiesmindfulnessportuguese teachers

Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation. Journal of Emotional and Behavioral Disorders (2024)

Güler ÇetinJennifer L. FrankPatricia A. Jennings

teacher enhancementemotional selfregulationeducational psychologyeducationresilienceinterpersonal mindfulnessteacher educationeducational researchteacher-student relationbehavioral sciencesprofessional developmentschool psychologyemotion regulationself-efficacy beliefsself-efficacy theoryteacher leadershipmindfulnesspsychology

Direct and Moderating Impacts of the Care Mindfulness-Based Professional Learning Program for Teachers on Children’s Academic and Social-Emotional Outcomes. Applied Developmental Science (2023)

Joshua L. BrownPatricia A. JenningsDamira S. RasheedHeining ChamSebrina L. DoyleJennifer L. FrankRegin DavisMark T. Greenberg

pediatricseducational psychologyeducationsocial-emotional outcomesteacher educationapplied developmental psychologydevelopmental psychologyteacher developmentprofessional developmentdevelopmental sciencechild development

The Theory of Planned Behavior and Adolescent Marijuana Use: Examining the Moderating Effects of Cigarette and E-Cigarette Co-Use. Substance Use & Misuse (2023)

Katherine A. FiegelJennifer L. Frank

behavior change (public health)adolescent healthpsychologye-cigarette co-usesubstance useaddictionbehavioral researchsubstance use disorderspublic healthmoderating effectscannabis useadolescent marijuana usetobacco controladolescent psychologytobacco usebehavioral sciencesaddictive behaviorsharm reductiondrug policysubstance abusesubstance addiction

Shifting to Embodiment: A Longitudinal Qualitative Investigation Into the Experiences of High School Teachers Teaching Mindfulness. Mindfulness (2022)

Deborah L. SchusslerJulia MahfouzPatricia C. BroderickElaine BerennaJennifer L. FrankMark T. Greenberg

embodimentlongitudinal qualitative investigationteacher developmenthigh school teachershumanitiesqualitative researchmindfulnessclassroom instruction

Teaching Mindfulness in Education Observation Scale (Tmeos). Springer eBooks (2022)

Patricia C. BroderickJennifer L. FrankDeborah L. Schussler

education observation scalemindfulnesseducationpsychology

Patterns of Warning Signs Among Adolescents Who Contemplate Suicide: A Latent Profile Analysis. School Psychology Review (2021)

Rebecca Felicia BertuccioJennifer L. Frank,Cristin Marie Hall

mental healthpublic healthpsychological traumalatent modelinglatent profile analysisadolescent healthsuicidedevelopmental psychopathologylatent variable modelspsychologyschool psychologychild psychologyadolescent psychologypsychopathologyschool violenceanxiety disordersbehavioral sciences

The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning. Mindfulness (2021)

Jennifer L. FrankPatricia C. BroderickYoonkyung OhJoy MitraKimberly KohlerDeborah L. SchusslerCharles GeierRobert W. RoeserElaine BerrenaJulia MahfouzJoseph LevitanMark T. Greenberg

educational psychologyadolescent healthexecutive functioningteacher educationexecutive functionbehavioral sciencesadolescent psychologycognitive sciencemindfulnesspsychologyclassroom instructionteacher-delivered mindfulness-based curriculum

Features of the School Environment That Moderate Adolescent Marijuana Use: An Application and Extension of the Theory of Planned Behavior. Journal of Child & Adolescent Substance Abuse (2020)

Jennifer L. FrankKatherine A. Fiegel

behavior change (public health)adolescent healthsubstance useaddictionbehavioral researchschool violencesubstance use disorderspublic healthjuvenile delinquencycannabis useschool psychologyadolescent psychologybehavioral sciencesaddictive behaviorsschool environmentsocial sciencessubstance abuseviolent behavioradolescence

School-Based Practices for the 21St Century: Noncognitive Factors in Student Learning and Psychosocial Outcomes. Policy Insights from the Behavioral and Brain Sciences (2020)

Jennifer L. Frank

educational psychologyeducationpsychosocial outcomeslearning sciencesbehavioral sciencesnoncognitive factorsschool-based practicesschool psychologystudent learningpsychology

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Jennifer Frank

Associate Professor of Education EDPSY; Social Science Research Institute co-funded faculty member

Pennsylvania State University

Affiliations

College of Education

Department of Educational Psychology, Counseling, and Special Education

Jennifer Frank is currently serving as a College Of Education Associate Professor of Education EDPSY; Social Science Research Institute co-funded faculty member at Pennsylvania State University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Jennifer Frank

Pennsylvania State University

Associate Professor of Education EDPSY; Social Science Research Institute co-funded faculty member

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers. Mindfulness (2024)

Miguel Barata-GonçalvesLuís PiresCarlos CaronaCarlos A. M. de C. e DamasDaniela CoimbraMargarida Pedroso de LimaJennifer L. FrankAlbertina L. Oliveira

psychometric propertiesmindfulnessportuguese teachers

Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation. Journal of Emotional and Behavioral Disorders (2024)

Güler ÇetinJennifer L. FrankPatricia A. Jennings

Direct and Moderating Impacts of the Care Mindfulness-Based Professional Learning Program for Teachers on Children’s Academic and Social-Emotional Outcomes. Applied Developmental Science (2023)

Joshua L. BrownPatricia A. JenningsDamira S. RasheedHeining ChamSebrina L. DoyleJennifer L. FrankRegin DavisMark T. Greenberg

The Theory of Planned Behavior and Adolescent Marijuana Use: Examining the Moderating Effects of Cigarette and E-Cigarette Co-Use. Substance Use & Misuse (2023)

Katherine A. FiegelJennifer L. Frank

Shifting to Embodiment: A Longitudinal Qualitative Investigation Into the Experiences of High School Teachers Teaching Mindfulness. Mindfulness (2022)

Deborah L. SchusslerJulia MahfouzPatricia C. BroderickElaine BerennaJennifer L. FrankMark T. Greenberg

embodimentlongitudinal qualitative investigationteacher developmenthigh school teachershumanitiesqualitative researchmindfulnessclassroom instruction

Teaching Mindfulness in Education Observation Scale (Tmeos). Springer eBooks (2022)

Patricia C. BroderickJennifer L. FrankDeborah L. Schussler

education observation scalemindfulnesseducationpsychology

Patterns of Warning Signs Among Adolescents Who Contemplate Suicide: A Latent Profile Analysis. School Psychology Review (2021)

Rebecca Felicia BertuccioJennifer L. Frank,Cristin Marie Hall

The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning. Mindfulness (2021)

Jennifer L. FrankPatricia C. BroderickYoonkyung OhJoy MitraKimberly KohlerDeborah L. SchusslerCharles GeierRobert W. RoeserElaine BerrenaJulia MahfouzJoseph LevitanMark T. Greenberg

Features of the School Environment That Moderate Adolescent Marijuana Use: An Application and Extension of the Theory of Planned Behavior. Journal of Child & Adolescent Substance Abuse (2020)

Jennifer L. FrankKatherine A. Fiegel

School-Based Practices for the 21St Century: Noncognitive Factors in Student Learning and Psychosocial Outcomes. Policy Insights from the Behavioral and Brain Sciences (2020)

Jennifer L. Frank

educational psychologyeducationpsychosocial outcomeslearning sciencesbehavioral sciencesnoncognitive factorsschool-based practicesschool psychologystudent learningpsychology

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