People
Timothy Martin
-
Pronouns: he, him, his
-
Doctoral Student
Timothy Martin is a doctoral student in the Developmental Psychopathology and Clinical Science program at the University of Minnesota, Institute of Child Development.
MA in Clinical Psychology, University of Hawai‘i at Manoa, 2019
MTS in Buddhist Studies, Harvard Divinity School, 2016
BA in Religious Studies, DePauw University, 2010
Cognitive development; Culture, cross-culture; Developmental neuroscience; Early childhood education; Executive function; Reflective practice; Contemplative Science; Mindfulness; Stigma; and Clinical Interventions
Timothy Martin is a doctoral student in the Developmental Psychopathology and Clinical Science program at the University of Minnesota, Institute of Child Development. His research interests include developmental cognitive neuroscience and executive function. He is especially interested in educational practices and clinical interventions, such as self-reflection and mindfulness, which promote children’s cognitive functioning. His former research advisors include Dr. Akihiko Masuda of University of Hawai‘i at Manoa, Dr. Ellen Langer at Harvard University, and Dr. Zev Schuman-Olivier at Harvard Medical School. Prior to his studies at the University of Minnesota, Tim worked as a licensed professional counselor (LPCC) in New Mexico both in private practice and as the Director of Outpatient Services at Taos Behavioral Health.
Masuda, A., Barile, J. P., Spencer, S. D., Juberg, M., Martin, T. J., & Vibell, J. (2022). Mindful awareness moderates the association between psychological inflexibility and distress variables: A cross-sectional investigation. Journal of American College Health, 70(2), 607-614.
Martin, T.J., Spencer, S.D., & Masuda, A. (2020). Mindfulness mediates the relationship between mental health self-stigma and psychological distress: A cross-sectional study. Current Psychology, 1-10.
Masuda, A., Qina?au, J., Juberg, M., & Martin, T.J. (2020). Bias in the diagnostic and statistical manual 5 and psychopathology. In Prejudice, Stigma, Privilege, and Oppression (pp. 215-234). Springer, Cham.
Juberg, M., Spencer, S.D., Martin, T.J., Vibell, J., da Costa Ferro, A., Kam, B., Masuda, A. (2019). A mindfulness-based intervention for college students, faculty, and staff: a preliminary investigation. Clinical Case Studies, 18(3), 185-199.
Martin, T.J., Mist, S., Lektsok, T., & Trent, N.L. (2017) Tibetan herbal tea Agar-35 reduces negative affect and anxiety: a placebo-controlled pilot study. Explore, 13(6), 367-370.
-
Institute of Child Development
Carmen D. and James R. Campbell Hall
51 East River Parkway
Minneapolis, MN 55455 - mart6495@umn.edu