Kari Visconti is an Associate Teaching Professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University, a position she has held since July 2022 after serving as Lecturer in the same school from October 2014 to 2022. Previously, she was Assistant Professor of Applied Developmental Psychology at George Mason University from 2013 to 2014 and Project Manager for the 4R-Success Research Project at Arizona State University from 2012 to 2013. She earned her Ph.D. in Family and Human Development with an emphasis in Quantitative Research Methods from Arizona State University in 2013, with a dissertation titled "A Latent Profile/Latent Transition Approach to Children’s Coping with Peer Victimization." Her M.S. in Psychology came from North Dakota State University in 2009, and her B.S. in Psychology, magna cum laude with University Honors, from the same university in 2007. Visconti specializes in teaching online undergraduate and graduate courses, including statistics (SOC390), research methods (SOC391/FAS361), early childhood intervention (CDE337), human development (CDE232), infant and toddler development (CDE430, SOC591/FAS591), family cultural and ethnic diversity (FAS370), child dysfunction (CDE450), and understanding bullying (CDE498/SOC498).

Visconti's research focuses on children's peer relationships, victimization, coping strategies, aggression, moral disengagement, and social goals. Notable publications include Conway-Turner, J., Visconti, K., & Winsler, A. (2020). The role of gang involvement as a protective factor in the association between peer victimization and negative emotionality. Youth & Society, 52, 469–489; Troop-Gordon, W., et al. (2019). Allocation of attention to scenes of peer harassment. Development and Psychopathology, 31(2), 525–540; Visconti, K. J., Ladd, G. W., & Kochenderfer-Ladd, B. (2015). The role of moral disengagement in the longitudinal associations between children’s social goals and aggression. Merrill-Palmer Quarterly, 61, 101–123; Troop-Gordon, W., et al. (2016). Visual attention to dynamic scenes of ambiguous provocation and children’s aggressive behavior. Journal of Clinical Child and Adolescent Psychology, 47, 925–940; and Ladd, G. W., et al. (2014). The 4R-SUCCESS Program. Group Dynamics and Organizational Consulting, 45, 25–44. She received the Outstanding Teaching Professor Award from Arizona State University's College of Liberal Arts and Sciences in 2025 and was awarded the Online Undergraduate Research Scholars Program Grant in 2022 to develop online research experiences for undergraduates. Visconti has presented at conferences such as the Society for Research on Child Development and Society for Research on Adolescence.

Professional Email: Kari.Visconti@asu.edu