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Table 13 Chapter IV: Results Percentages of COAD Units Generated by Boys and Girls at Least Once in Each Category and Subcategory of Adolescent Depression, N = 332 Category Subcategory Boys n = 148 % Girls n = 184 % Depressed Mood 84.5% 88.0% Sadness 62.2% 63.6% Irritability 32.4% 39.1% Moody 6.1% 9.8% Somatic Symptoms 0% .5% Inner Pain 11.5% 11.4% Depressed Appearance 10.8% 22.8% Depressed Cognitions Hopelessness 18.9% 12.0% Unmotivated 14.2% 14.7% Bored 6.1% 2.7% Pessimism 7.4% 7.6% Loss of Interest or Pleasure 1.4% 4.3% Appetite/Wt/Sleep Changes 7.4% 10.3% Fatigue or Loss of Energy 10.8% 11.4% Low Self-Worth/Guilt 18.9% 32.1% Indecisiveness/Impaired 13.5% 16.3% Concentration and Attention Feel Trapped 4.7% 6.5% Suicidal 14.9% 25.5% Social Impairment 60.1% 75.5% Behavioral Disconnection 37.8% 45.7% Perceived Disconnection 14.2% 27.2% Lonely 32.4% 37.5% Aggression/Bullied 4.7% 10.9% Functional Impairment/Distress 15.5% 11.4% Retardation/Agitation 8.1% 17.4% Quiet 7.4% 16.3% Anxiety Symptoms 15.5% 22.8% Fear 6.1% 11.4% Anxious/Stressed 10.8% 14.7% Substance Use 4.1% 7.6% Contextual/Causal 22.3% 21.7% Biological 1.4% 3.3% Masking/Stigma 3.4% 10.3% Escaping Reality 2.0% 3.8% As can be seen in Table 13, the majority of boys generated their COAD units in the categories Depressed Mood, Social Impairment, and the subcategory Sadness. Further, about 20% or more boys provided COAD units in the constructs Irritability, Behavioral Disconnection, Lonely, Hopelessness, Low Self-Worth/Guilt, and Contextual/Causal. Although boys generated 92
Chapter IV: Results lower percentages of COAD units than girls in most categories and subcategories of depression, the constructs in which boys had somewhat similar or slightly higher percentages of COAD units than girls included Hopelessness, Inner Pain, Bored, Functional Impairment/Distress, and Contextual/Causal. Similar to boys, the majority of the girls generated COAD units in the constructs Depressed Mood, Social Impairment, and Sadness. However, girls had a greater number of different constructs than boys in which they generated at least 20% of their COAD units. These constructs included Irritability, Depressed Appearance, Low Self-Worth/Guilt, Suicidal, Behavioral Disconnection, Perceived Disconnection, Lonely, Anxiety Symptoms, and Contextual/Causal. To assess the occurrence of boys' and girls' COAD units for each construct of adolescent depression in grade 8 and in grade 11, frequency counts of COAD units of adolescent depression were summed and calculated into percentages (see Table 14). 93
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HOW DO ADOLESCENTS DEFINE DEPRESSIO
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understanding to guide future resea
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Introduction^ 29 Adolescents' Self-
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Remaining Significant Categories an
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APPENDIX F: Self-Recognition of Ado
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LIST OF TABLES Table 1 Developmenta
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Table Al -4 Percentages and Chi-Squ
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ACKNOWLEDGEMENTS There are many ind
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CHAPTER I: INTRODUCTION Chapter I:
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Chapter I: Introduction expected to
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Chapter I: Introduction Bloom, 2001
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Chapter II: Literature Review unspe
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Chapter II: Literature Review This
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Chapter II: Literature Review const
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Chapter II: Literature Review Rutte
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Chapter II: Literature Review throu
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Chapter II: Literature Review et al
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Chapter II: Literature Review exter
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Chapter II: Literature Review Perha
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Chapter II: Literature Review and H
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Chapter II: Literature Review versi
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Chapter II: Literature Review affec
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Chapter II: Literature Review can i
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Chapter II: Literature Review subth
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Chapter II: Literature Review appro
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Chapter II: Literature Review suppo
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Chapter II: Literature Review is a
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Chapter II: Literature Review persp
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Chapter V: Discussion under Depress
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Chapter V: Discussion discussed in
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Chapter V: Discussion Biller, Ruiz,
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Chapter V: Discussion impossible co
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Association of Categories and Subca
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constructs reflect overt characteri
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Chapter V: Discussion definitions i
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Chapter V: Discussion Association o
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Chapter V: Discussion Lifetime Self
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Chapter V: Discussion Social Perspe
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Chapter V: Discussion symptomatolog
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Study Strengths and Limitations Stu
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along with their family's permissio
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Chapter V: Discussion sectional stu
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Chapter V: Discussion development,
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Chapter V: Discussion which include
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Chapter V: Discussion not wait for
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REFERENCES References Achenbach, T.
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Beck, A. T., Rush, A. J., Shaw, B.
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References Byrnes, J. P. (1988). Fo
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school adolescents: A randomized tr
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References Compton, S. N., Burns, B
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References Eisenberg, N., Fabes, R.
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Fombonne, E., Wostear, G., Cooper,
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References Glasersfeld, E. von (197
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Hall, G. S. (1904). Adolescence its
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References Jackson, S. W. (1986). M
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References Keating, D. P. (1988). B
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Kurt, M. D., & Crowley, S. L. (2002
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References Mechanic, D. (1978). Sex
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National Institute of Mental Health
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References Patton, G. C., Hetrick,
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References Reynolds, W. M. (1986a).
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Rutter, M., Kim-Cohen, J., & Maugha
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References Schultz, L. H., & Selman
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Southam-Gerow, M. A. & Kendall, P.
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References Taylor, M. (1996). A the
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References Wentzel, K. R. &, Erdley
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APPENDIX A: Parental or Guardian Co
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APPENDIX B: Student Assent Form UNI
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APPENDIX C: Demographic Information
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APPENDIX E: Conceptions of Adolesce
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APPENDIX G: Thought About Own Need
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Appendices APPENDIX I: Access Colum
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APPENDIX K: Photo Example of Sheet
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APPENDIX M: Intercoder Sheet With R
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Pilot Study APPENDIX 0: Pilot Study
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Appendices UBC is Dr. Kimberly Scho
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APPENDIX Q: Parent or Guardian Info
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Appendices An honorarium of $70 wil
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Appendices It is important for you
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Name: ^ School: ^ Date Your home po
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Appendices * Gab Youth Services (at
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APPENDIX U: Protocol For Referral F
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APPENDIX V: Protocol for Referral f
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Appendices further follow-up. We al
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APPENDIX W: Parental Letter Informi
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Appendices APPENDIX Y: Table Y-2: F
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Appendices APPENDIX Al: Table Al-4:
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APPENDIX Cl: Table C1-6: Percentage
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Appendices APPENDIX El: Table El-8:
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APPENDIX G1: Self-Recognition of De
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Appendices APPENDIX Il: Table I1-11
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Category Subcategory Grade x 2 (1,
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APPENDIX K!: Table K1-13: Associati
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APPENDIX Ml: UBC Ethics Approval fo
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