Sebrina L. Doyle Fosco, PhD
Assistant Research Professor in Human Development & Family Studies,
Research Affiliate in the Bennett-Pierce Prevention Research Center,
Penn State University
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Certified Facilitator & Master Trainer,
CREATE for Education
Professional Development Workshops
I am a program developer of the MAP for Wellness program. I am also a certified facilitator and master trainer for the CARE program. Professional development workshops for these programs are available both online and in-person.
I have also been trained in Mindfulness-Based Stress Reduction (MBSR), Learning to Breathe, and Mindfulness-enhanced Strengthening Families.
Cultivating Awareness and Resilience in Education (CARE)
CARE is a unique professional development program that helps teachers and administrators handle their stress and rediscover the joys of working in education. These workshops can be scheduled through CREATE for Education at createforeducation.org
Mindful Awareness Program (MAP) for Wellness
This mindfulness-based self-care program is designed for those who work in juvenile justice and other human services fields. This program provides skills and knowledge to foster self-awareness, self-regulation, and compassion to support the vital work being done with youth and families.
Recent Work
Teacher Candidates’ Perceptions of Emergent Teacher Leadership in Clinically Based Teacher Education
Action in Teacher Education, 2022
Emergent teacher leadership is a new concept that refers to teacher leadership in its earliest forms among teachers at any point in their careers but particularly among teacher candidates and early-career teachers. This qualitative study used semi-structured interviews to investigate how six teacher candidates perceived their own emergent teacher leadership as they completed yearlong clinical internships.
The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for teachers
Mindfulness, 2019
This study qualitatively examined the relationship between home practice and reperceiving for teachers who participated in the CARE program. We used distress tolerance, mindfulness, burnout, efficacy, compassion, and self-care as proxies for (or direct representations of) underlying components of reperceiving—awareness, emotion regulation, and compassion.
Cultivating awareness and resilience in education:
Caring for yourself so you have the resources to care for others
In press in Carpenter, B, Mahfouz, J., & Robinson, K. (Eds.) Supporting Leaders for School Improvement Through Self-Care and Wellbeing. Information Age Publishing.
This book chapter discusses the role of mindfulness practices to support educational leaders' wellbeing. Thought is given to how cultivating skills for personal wellbeing can lead to more authentic leadership, thereby supporting also supporting school wellbeing.
Exploring relationships between CARE program fidelity, quality, participant responsiveness, and uptake of mindful practices
Mindfulness, 2019
Research has shown that the fidelity and quality of program implementation can impact intervention outcomes. This study reports on the development and use of implementation monitoring measures for the Cultivating Awareness and Resilience in Education (CARE) professional development program.
Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers
Mindfulness, 2019
This study examined the cost of implementing the CAREÂ professional development program during a randomized controlled trial targeting a diverse sample of public elementary school teachers in New York City. Detailed budget information collected during the study was used to identify the cost of all necessary resources associated with program implementation.
Get in Touch
Contact me to discuss published work, teaching, professional development workshops, collaboration opportunities or for any other inquiries.
814-867-3016