• PhD, University of Missouri

My primary line of research applies a developmental psychopathology lens to understanding the social context of adolescent internalizing distress and self-destructive behaviors. This work takes a multimethod approach, incorporating observational, physiological, ecological momentary assessment (EMA), and self- and friend-report measures. I am particularly interested in understanding the interpersonal and behavioral mechanisms that help to explain why: a) some distressed adolescents experience an erosion of social support over time (e.g., reduced friendship quality, rejection) and b) some friends of distressed adolescents become increasingly distressed themselves (e.g., peer influence, socialization / contagion effects). This work largely focuses on adolescents’ maladaptive interpersonal behaviors and emotion regulation strategies as exhibited during interactions with friends.

A second line of research focuses on ethics and professional issues in training the next generation of psychologists. This work is grounded in a communitarian, multicultural, and social justice framework and emphasizes psychologists’ ethical responsibilities regarding self- and colleague-care. I am especially interested in understanding how trainees acquire ethical knowledge, awareness, and skills, and how training programs can best support trainees who are struggling with competence problems.

An emerging area of work brings what we are learning in the lab into our community as we implement and evaluate: a) evidence-based social and emotional learning (SEL) curricula in schools, and b) mindfulness-based prevention programming to reduce burnout and increase resilience and competence in health care trainees and professionals.

• Schwartz-Mette, R. A., Hunter, E., & Kaslow, N. J. (2023). Supporting trainees with competence problems: A practical guide for psychology trainers. American Psychological Association.
• Schwartz-Mette, R. A., Duell, N., Lawrence, H. R., & Balkind, E. (2022). COVID-19 distress predicts higher depressive symptoms, non-suicidal self-injury, and suicide risk in rural, US adolescents.             Journal of Clinical Child and Adolescent Psychology. Online ahead of print.
• Schwartz-Mette, R. A., Lawrence, H. R., & Harrington, R. V. (2021). Transactional associations among adolescents' depressive symptoms and self- and friend-reported friendship experiences. Journal of Applied Developmental Psychology, 74, Article 101266.
• Schwartz-Mette, R. A., Lawrence, H. R., Shankman, J., Fearey, E., & Harrington, R. V. (2021). Intrapersonal emotion regulation deficits predict maladaptive interpersonal behavior in adolescence. Journal of Abnormal Child Psychology, 49, 749-761.
• Veilleux, J. C., Schwartz-Mette, R. A., & Gregus, S. (2021). Development of the Standardized Supervisee Framework as a novel approach to supervision training. Training and Education in Professional Psychology,16, 341–353.
• Schwartz-Mette, R. A., Shankman, J., Dueweke, A., Borowski, S., & Rose, A. (2020). Relations of friendship experiences with depressive symptoms and loneliness in childhood and adolescence: A meta-analytic review. Psychological Bulletin, 146, 664-700.
• Schwartz-Mette, R. A., & Lawrence, H. R. (2019). Peer socialization of non-suicidal self-injury in adolescence. Journal of Abnormal Child Psychology, 47, 1851-1862.
• Schwartz-Mette, R. A., Lawrence, H. R., Shankman, J., Fearey, E., & Dueweke, A. (2018). Birds of a feather want to talk together: The impact of depressive symptoms on initial stages of friendship formation in older adolescence. Journal of Social and Clinical Psychology, 37, 769-793.
• Schwartz-Mette, R. A., & Shen-Miller, D. S. (2018). Ships in the rising sea? Changes over time in psychologists’ ethical beliefs and behaviors. Ethics & Behavior, 28, 176-198.
• Schwartz-Mette, R. A., & Smith, R. L. (2018). When does co-rumination mediate depression contagion in adolescent friendships? Investigating intrapersonal and interpersonal factors. Journal of Clinical Child and Adolescent Psychology, 47, 912-924.   
• Schwartz-Mette, R.A., & Rose, A. J. (2016). Depressive symptoms and conversational self-focus in adolescent friendships. Journal of Abnormal Child Psychology, 44, 87-100.
• Rose, A. J., Schwartz-Mette, R. A., Smith, R. L., Glick, G. C., & Luebbe, A. (2014). An observational study of co-rumination in adolescent friendships. Developmental Psychology, 50, 2199-2209.
• Schwartz-Mette, R. A., & Rose, A. J. (2012). Co-rumination mediates contagion of internalizing symptoms within youths’ friendships. Developmental Psychology, 48, 1355-1365.
• Schwartz-Mette, R. A., & Rose, A. J. (2009). Conversational self-focus in adolescent friendships: Observational assessment of an interpersonal process and relations with internalizing symptoms and friendship quality. Journal of Social and Clinical Psychology, 28, 1263-1297.
• Schwartz-Mette, R. A. (2009). Challenges in addressing graduate student impairment in academic professional psychology programs. Ethics & Behavior, 19, 91-102.