Rebecca Schwartz-Mette, PhD
The Peer Relations Lab is directed by Dr. Rebecca Schwartz-Mette.
My program of research in developmental psychopathology focuses on the intersection of emotional adjustment and peer relationships in childhood and adolescence. This work has two primary aims: a) to understand the ways in which distress and health-related behaviors impact the important context of youths’ friendships and vice versa, and b) to understand the mechanisms of positive and negative peer influence. Our lab takes a multi-method approach to tackling these questions (e.g., survey, observational, physiological, and ecological momentary assessment methods).
Additionally, I have a secondary line research focused on ethics and the development of professional competence in graduate students and practicing psychologists. This work is conducted in conjunction with colleagues around the country and as part of the American Psychological Association (APA)’s Workgroup on Students with Problems of Professional Competence.
As a generalist committed to evidence-based practice, I am interested in a wide range of clients and presenting concerns. I have extensive experience working with children, families, adults and couples struggling with mood disorders, anxiety disorders, eating and body image issues, adjustment problems, behavior issues, self-injury and suicidality, grief, and trauma. I also have been fortunate to be able to develop additional specialties in Dialectical Behavior Therapy, interpersonal process group therapy, and forensic assessment, including child custody evaluations. I am also deeply dedicated to clinical training and consider clinical supervision among my favorite activities.
Member, American Psychological Association (APA) Ethics Committee
Co-Chair, American Psychological Association (APA)’s Advisory Committee on Colleague Assistance (ACCA: http://www.apa.org/practice/leadership/colleague-assistance.aspx)
Early Career Representative, American Psychological Association’s Division 17 Supervision and Training Section (STS: http://www.clinicalsupervisor.org/)
Selected Publications (*indicates student co-author)
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.
*Dueweke, A. R. & Schwartz-Mette, R. A. (2018). Social-cognitive and social-behavioral correlates of suicide risk in college students: contributions from interpersonal theories of suicide and depression. Archives of suicide research, 22, 224-240.
Schwartz-Mette, R. A. & Smith, R. L. (2016). When does co-rumination mediate depression contagion in adolescent friendships? Investigating intrapersonal and interpersonal factors. Journal of Clinical Child and Adolescent Psychology, 1-13.
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.
Shen-Miller, D., Schwartz-Mette, R. A., Van Sickle, K., Jacobs, S., Grus, C., Hunter, E., & Forrest, L. (2015). Professional competence problems in training: A qualitative investigation of trainee perspectives. Training and Education in Professional Psychology, 9, 161-169.
Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., Schwartz-Mette, R. A., & Kaslow, N. J. (2014). Preparing trainees for lifelong competence: Creating a communitarian training culture. Training and Education in Professional Psychology, 8, 211-220.
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.
Awards and Honors
National Institute of Mental Health (NIMH) Child Intervention and Prevention Services (CHIPS) Fellow, 2016
National Institute of Mental Health (NIMH) Loan Repayment Program Awardee, 2016
University of Maine Pre-Tenure Faculty Research Fellowship, 2016
University of Maine Faculty Research Award, 2016
University of Maine Foundation Grant, 2017