Tina Malti

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Tina Malti

Tina Malti (born February 6, 1974 in Alsfeld ) is a German-Palestinian developmental and clinical psychologist and psychotherapist for children and adolescents (with a license to practice medicine in Switzerland). She is Professor of Psychology at the University of Toronto , where she directs the Research Center for Social-Emotional Development and Intervention.

Malti is known for her research on the emotional basis of aggression and prosocial behavior in children and adolescents. In her scientific work, Malti develops, implements and evaluates intervention strategies for children and adolescents, which pursue the goal of reducing behavioral and emotional problems and promoting mental health and socio-emotional development. Malti is Associate Editor of Child Development magazine and Membership Secretary of the International Society for the Study of Behavioral Development .

biography

Malti first attended elementary school in Homberg from 1980 to 1984 and the private collegiate school St. Johann in Amöneburg from 1984 to 1990 , before attaining the general university entrance qualification in 1993 at the Albert-Schweitzer-Gymnasium in Alsfeld. Until 1999 she studied psychology, psychopathology and the history of psychology at the Free University of Berlin . In the 2000s she then worked as a research assistant at the Max Planck Institute for Human Development in Berlin and at the Burghölzli Psychiatric University Clinic in Zurich. In addition, she completed training as a cognitive-behavioral psychotherapist with a focus on children and young people at the University of Friborg . Since 2002 she has been working as a psychotherapist at the Meissenberg Zug Clinic, a special psychiatric and psychotherapeutic clinic for women.

research

Malti has carried out extensive research on social-emotional development, causes of aggression and social exclusion, and prosocial orientations from early childhood through late adolescence. The aim of her theoretical approach to clinical developmental psychology is to contribute to a better understanding of why children and adolescents show behaviors that harm or help other people. On the one hand, she places particular emphasis on the role of emotional processes in the genesis and development of aggression and prosocial behavior. On the other hand, in her work she deals with the questions of how to effectively prevent and treat aggression and how to promote prosocial behavior in children and adolescents.

The work of Tina Malti and her team has highlighted the importance of compassion as a central dimension of social-emotional development for aggressive and prosocial behaviors, such as simple forms of altruistic helping. Despite finding that compassion plays an important role in the development of aggression, Maltis' work has also shown that compassion is not always necessary for the emergence of prosocial and aggressive behavior. Rather, emotions that involve critical self-reflection, such as feelings of guilt due to real (or experienced) misconduct, motivate children and young people to behave in a prosocial manner and help reduce aggressive behavior. Malti has interpreted these findings to mean that such emotions help children behave in accordance with internalized norms such as fairness , justice and kindness . She has argued that peer interactions, in particular, are important to understand the development of such emotions, and she is currently continuing research on the role of self-reflective and other-oriented emotions in the genesis of aggression and prosocial behaviors in peer relationships . It has been shown, for example, that feelings of guilt can even weaken aggressive behavioral tendencies when there is a high degree of anger, which otherwise typically contributes to a high level of aggression and its stability.

In more recent work, Malti has expanded its clinical developmental approach to include the recording of biological markers , such as physiological arousal by measuring the heart rate and electrical conductivity of the skin, as well as cognitive factors such as focusing attention using eye tracking . The aim is to develop a comprehensive theoretical approach to children's emotional development in the context of peer interactions in real time. She and her team were able to show, for example, that children with a strong sense of guilt after violating their own moral rules display specific patterns of physiological arousal. This finding indicates a possibly central role of physiological arousal and regulatory functions in the genesis of feelings of guilt and the associated low level of unprovoked aggression.

In addition to this work, Malti and her colleagues have worked on the development of new diagnostic methods for measuring the social-emotional development of children and adolescents with the aim of recording them in a more differentiated manner and applying them in the school context. Based on her recursive social-emotional development theory, she continues to work on the development and implementation of intervention strategies with the aim of reducing aggression and promoting prosocial behavior and social inclusion in childhood and adolescence.

Awards and honors (selection)

  • Fellow, American Psychological Association (Division 7, Developmental Psychology), 2015-present
  • Fellow, Association for Psychological Science, 2015-present
  • Early Researcher Award, Ontario Ministry of Research and Innovation, 2012–2017
  • New Investigator Award, Canadian Institutes of Health Research, 2012–2017
  • Dean's Excellence Award from the University of Toronto Mississauga, 2011, 2012, 2014
  • Connaught Award for New Researchers, University of Toronto, 2011
  • Young Investigator Award, Society for Research on Adolescence, 2010
  • Fellowship Award for Advanced Research Scientists, Swiss National Science Foundation, 2007–2010
  • New Investigator Award, International Society for Research on Aggression, 2004

Publications (selection)

  • Malti, T., Chaparro, MP, Zuffianò, A., & Colasante, T. (in press). School-based interventions to promote empathy in children and adolescents: A developmental analysis. Journal of Clinical Child and Adolescent Psychology .
  • Eisner, MP, & Malti, T. (2015). Aggressive and violent behavior. In ME Lamb (Vol. Ed.) And RM Lerner (Series Ed.), Handbook of child psychology and developmental science, Vol. 3: Social, emotional and personality development (7th ed., Pp. 795-884). New York, NY: Wiley.
  • Ongley, SF, & Malti, T. (2014). The role of moral emotions in the development of children's sharing behavior. Developmental Psychology , 50 (4), 1148-1159. doi : 10.1037 / a0035191
  • Malti, T., & Ongley, SF (2014). The development of moral emotions and moral reasoning. In M. Killen & J. Smetana (Eds.), Handbook of moral development (2nd ed., Pp. 163-183). New York, NY: Psychology Press.
  • Malti, T., & Krettenauer, T. (2013). The relation of moral emotion attributions to prosocial and antisocial behavior: A meta-analysis. Child Development, 84 (2), 397-412. doi : 10.1111 / j.1467-8624.2012.01851.x
  • Malti, T., Averdijk, M., Ribeaud, D., Rotenberg, K., & Eisner, MP (2013). "Do you trust him?" Children's trust beliefs and developmental trajectories of aggressive behavior in an ethnically diverse sample. Journal of Abnormal Child Psychology, 41 (3), 445-456. doi : 10.1007 / s10802-012-9687-7
  • Malti, T., Gummerum, M., Keller, M., Chaparro, MP, & Buchmann, M. (2012). Early sympathy and social acceptance predict the development of sharing in children. PLoS ONE, 7 (12), e52017. doi : 10.1371 / journal.pone.0052017
  • Malti, T., Killen, M., & Gasser, L. (2012). Social judgments and emotion attributions about exclusion in Switzerland. Child Development, 83, 697-711. doi : 10.1111 / j.1467-8624.2011.01705.x
  • Malti, T., Ribeaud, D., & Eisner, MP (2011). The effectiveness of two universal preventive interventions to reduce children's externalizing behavior: A cluster-randomized controlled trial. Journal of Clinical Child and Adolescent Psychology, 40 (5), 677-692. doi : 10.1080 / 15374416.2011.597084
  • Malti, T., & Noam, GG (2009). A developmental approach to the prevention of adolescents' aggressive behavior and the promotion of resilience. European Journal of Developmental Science , 3, 235-246. doi : 10.3233 / DEV-2009-3303
  • Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children's emotion attributions and moral reasoning. Aggressive Behavior, 35 (1), 90-102. doi : 10.1002 / from 20289
  • Malti, T., Gummerum, M., Keller, M., & Buchmann, M. (2009). Children's moral motivation, sympathy, and prosocial behavior. Child Development , 80, 442-460. doi : 10.1111 / j.1467-8624.2009.01271.x

Web links

Commons : Tina Malti  - collection of images, videos and audio files

Individual evidence

  1. ↑ a b CV at FU Berlin (.pdf)
  2. ↑ ciando
  3. ↑ Child Development's Editorial Board & Statement , accessed November 5, 2015.
  4. ^ Homepage of the International Society for the Study of Behavioral Development , accessed on November 5, 2015.
  5. ↑ Malti, T., Killen, M., & Gasser, L. (2012). Social judgments and emotion attributions about exclusion in Switzerland. Child Development, 83 , 697-711. doi : 10.1111 / j.1467-8624.2011.01705.x .
  6. ↑ Malti, T., & Krettenauer, T. (2013). The relation of moral emotion attributions to prosocial and antisocial behavior: A meta-analysis. Child Development, 84 (2), 397-412. doi : 10.1111 / j.1467-8624.2012.01851.x
  7. ↑ Malti, T., Averdijk, M., Ribeaud, D., Rotenberg, K., & Eisner, MP (2013). "Do you trust him?" Children's trust beliefs and developmental trajectories of aggressive behavior in an ethnically diverse sample. Journal of Abnormal Child Psychology, 41 (3), 445-456. doi : 10.1007 / s10802-012-9687-7
  8. ↑ Malti, T., Strohmeier, D., & Killen, M. (2015). The impact of on-looking and including bystander behavior on judgments and emotions regarding peer exclusion. British Journal of Developmental Psychology, 33 , 295-311. doi : 10.1111 / bjdp.12090
  9. ^ Ongley, SF, & Malti, T. (2014). The role of moral emotions in the development of children's sharing behavior. Developmental Psychology, 50 (4), 1148-1159. doi : 10.1037 / a0035191
  10. ↑ Malti, T., Dys, SP, & Zuffianò, A. (2015). The moral foundations of prosocial behavior. In RE Tremblay, M. Boivin, & RD Peters (Eds.), Encyclopedia on early childhood development [online]. Montreal, Quebec: Center of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
  11. Jump up ↑ Malti, T., Gummerum, M., Keller, M., Chaparro, MP, & Buchmann, M. (2012). Early sympathy and social acceptance predict the development of sharing in children. PLoS ONE, 7 (12), e52017. doi : 10.1371 / journal.pone.0052017
  12. ↑ Malti, T., Gummerum, M., Keller, M., & Buchmann, M. (2009). Children's moral motivation, sympathy, and prosocial behavior. Child Development, 80 , 442-460. doi : 10.1111 / j.1467-8624.2009.01271.x
  13. Jump up ↑ Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children's emotion attributions and moral reasoning. Aggressive Behavior, 35 (1), 90-102. doi : 10.1002 / from 20289
  14. ↑ Malti, T., Zuffianò, A., Cui, L., Colasante, T., Peplak, J., & Bae, NY (in press). Healthy social-emotional development and peer exclusion. In C. Spiel, NJ Cabrera, & B. Leyendecker, (Eds.), Handbook of positive development of minority children . Netherlands: Springer.
  15. ↑ Killen, M., & Malti, T. (2015). Moral judgments and emotions in contexts of peer exclusion and victimization. Advances in Child Development and Behavior, 48 , 249-276. doi : 10.1016 / bs.acdb.2014.11.007
  16. ↑ Zuffianò, A., Colasante, T., Peplak, J., & Malti, T. (2015). Sharing without caring? Respect for moral others compensates for low sympathy in children's sharing. British Journal of Developmental Psychology, 33 (2), 252-258. doi : 10.1111 / bjdp.12084
  17. ↑ Colasante, T., Zuffianò, A., & Malti, T. (2015). Do moral emotions buffer the anger-aggression link in children and adolescents? Journal of Applied Developmental Psychology, 41 , 1-7. doi : 10.1016 / j.appdev.2015.06.001
  18. ↑ Malti, T., Colasante, T., Zuffianò, A., & de Bruine, M. (2015). The physiological correlates of children's emotions in contexts of moral transgressions. Journal of Experimental Child Psychology. Early online publication, November 2, 2015.
  19. ↑ Malti, T., Liu, CHJ, & Noam, GG (2010). Holistic assessment in school-based, developmental prevention. Journal of Prevention and Intervention in the Community, 38 , 244-259. doi : 10.1080 / 10852352.2010.486306
  20. ↑ Noam, GG, Malti, T., & Guhn, M. (2012). From clinical-developmental theory to assessment: The Holistic Student Assessment Tool. International Journal of Conflict and Violence, 6 (2), 201-213.
  21. ↑ Malti, T., Chaparro, MP, Zuffianò, A., & Colasante, T. (in press). School-based interventions to promote empathy in children and adolescents: A developmental analysis. Journal of Clinical Child and Adolescent Psychology .
  22. ^ Malti, T., Eisner, MP, & Ribeaud, D. (2012). Effectiveness of a universal school-based social competence program: The role of child characteristics and economic factors. International Journal of Conflict and Violence, 6 (2), 249-259.
  23. ↑ Malti, T., & Dys, SP (2015). A developmental perspective on moral emotions. Topoi, 34 (2), 453-459.
  24. ^ Malti, T., Ribeaud, D., & Eisner, MP (2011). The effectiveness of two universal preventive interventions to reduce children's externalizing behavior: A cluster-randomized controlled trial. Journal of Clinical Child and Adolescent Psychology, 40 (5), 677-692. doi : 10.1080 / 15374416.2011.597084
personal data
SURNAME Malti, Tina
BRIEF DESCRIPTION German-Palestinian psychotherapist, developmental psychologist
DATE OF BIRTH February 6, 1974
PLACE OF BIRTH Alsfeld