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Not accepting new graduate students

mazza@uw.edu

Phone

206-616-6373

Office

322M Miller

Mazza-James CV spring 2026.pdf

Area

School Psychology

Research Interests

Development of Children & Youth

Social-Emotional Issues

James Mazza

Professor

My research interests focus broadly on teaching emotion regulation skills to children and adolescents who are experiencing mental health issues, particularly internalizing disorders such as depression, anxiety, posttraumatic stress disorder, self-medicating, self-harming and suicidal behavior. Because many youth mental health problems have a core difficulty of emotion regulation, teaching skills at the universal level has the potential to help students gain emotion regulation strategies, which are often related to academic outcomes. Thus, my research focuses on a multi-tiered system of support (MTSS) that emphasize the need to provide school-based mental health services and SEL programs focused on teaching emotion regulation skills to all students as part of their education.

My current research is focusing on the implementation and evaluation of a social emotional regulation curricula that have been designed at the universal level to helps students in kindergarten through high school learn adaptive coping strategies and decision-making abilities. The curricla, called Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) and Skills Training for Emotional Problem Solving for Elementary (STEPS-E) are developed on the foundation of Dialectical Behavior Therapy (Linehan, 1993) and utilizes the skills component of DBT. My research focuses on the implementation and outcomes for schools utilizing the STEPS-A and STEPS-E curricula. In addition, I am currently developing and revising a similar emotion regulation curriculum for undergraduate students (STEPS-U) and collecting data on that project as well.

Professional Associations:

Education

Ph.D., University of Wisconsin - Madison 1993

Multimedia

Courses Taught

EDPSY 544: Counseling

EDPSY 549: Consultation in the Schools

EDPSY 572: Socio-Emotional Assessment

EDPSY 581: Child and Adolescent Psychopathology

EDPSY 581: Research in School Psychology

Publications

Mazza, J. J. (2006). Youth suicidal behavior: A crisis in need of attention. In F.A. Villarruel, & Luster, T. (Eds.). Adolescent Mental Health (pp. 156-177). Greenwood Publishing Group.

Thompson, E.A., Mazza, J.J., Herting, J.R., Randell, B.P., & Eggert, L.L. (2005). Mediating Roles of Anxiety, Depression, and Hopelessness on Adolescent Suicidal Behaviors, Suicide and Life-Threatening Behaviors, 35 (1), 14-34.

Mazza, J. J. & Eggert, L. L. (2001). Activity involvement among suicidal and nonsuicidal high-risk and typical adolescents. Suicide and Life-Threatening Behaviors, 31 (3), 265-281.

Mazza, J. J. & Reynolds, W. M. (2001). An investigation of psychopathology in nonreferred suicidal and nonsuicidal adolescents. Suicide and Life-Threatening Behaviors, 31 (3), 282-302.

Mazza, J. J. (2000). The relationship between postraumatic stress symptomatology and suicidal behavior in school-based adolescents. Suicide and Life-Threatening Behavior, 30 (2), 91-103.

Mazza, J. J. & Overstreet, S. (2000). Children and adolescents exposed to community violence: a mental health perspective for school psychologists. School Psychology Review, 29 (1), 86-101.

Mazza, J. J. & Reynolds, W. M. (1999). Exposure to violence in young inner-city adolescents: relationships with suicidal ideation, depression, and ptsd symptomatology. Journal of Abnormal Child Psychology, 27 (3), 203-213.

Mazza, J. J. & Reynolds, W. M. (1998). A longitudinal investigation of depression, hopelessness, social support, major and minor life events and their relation to suicidal ideation in adolescents . Suicide and Life-Threatening Behaviors, 28 (4), 358-374.

Reynolds, W. M., & Mazza, J. J. (1998). Reliability and validity of the Reynolds Adolescent Depression Scale with young adolescents. Journal of School Psychology, 36, 353-376.

Reynolds, W. M. & Mazza, J. J. (in press). Assessment of suicidal ideation in young inner- city youth: Reliability and validity of the Suicidal Ideation Questionnaire-JR. School Psychology Review.

Mazza, J. J. (1997). School-based suicide prevention programs: Are they effective? School Psychology Review, 26, 382-396.

Mazza, J. J. (1995, Spring). Assessing suicidal behavior, a necessity for school psychologists. NYSPA - School Notes, 1, 2.

Mazza, J. J. (1995, January). The school psychologist's role in assessing suicidal behavior. NYSPA - Notebook, 7, 25.

Reynolds, W. M. & Mazza, J. J. (1994). Suicide and suicidal behaviors in children and adolescents. In W. M. Reynolds & Hugh F. Johnson (Eds.), Handbook of depression in children and adolescents (pp. 525-580). New York and London: Plenum Press.

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Research & Inquiry: A Doctoral Milestone

The 2026 Research & Inquiry (R&I) Conference brought together 22 doctoral students to share their work and celebrate an important milestone in their Ph.D. journeys. Through thoughtful and compelling presentations, students explored topics ranging from data-informed policy to critically sustaining teacher identity in hegemonic spaces, as well as themes of agency, resistance and collective action.