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Table 16 Percentages, Significant and Near Significant (< .10) Chi-Square Tests in Adolescent Depression Categories and Subcategories by Grade, N = 332 Category / Subcategory Depressed Mood Grade 8 (%) n = 114 Grade 11 (%) n = 218 Chapter IV: Results x 2 (1, N= 332) Inner Pain 16.7% 8.7% 4.67, p = .03 Depressed Appearance 27.2% 12.4% 11.38, p = .00 Hopelessness 10.5% 17.4% 2.79, p = .10 Pessimism 11.40/0 5.5% 3.74, p = .05 Suicidal 28.1% 17.0% 5.60, p = .02 Contextual/Causal 27.2% 19.3% 2.74, p = .10 Note. Categories and Subcategories deleted if N < 5% for this Table and the remaining Tables in this chapter. Results are shown only where p> .00 and < .10 for this Table and the remaining Tables in this chapter. Complete results for this Table and the remaining Tables in this chapter are shown in the Appendices. As can be seen in Table 16, significantly higher percentages of grade 8 adolescents than grade 11 participants provided COAD units in the constructs Inner Pain, Depressed Appearance, Pessimism, and Suicidal. Association between Adolescent Depression Constructs and Gender Table 17 lists the percentage distribution and x 2 analysis results of adolescent depression categories and subcategories by gender. Nine depression constructs differed significantly between boys and girls in the percentages of adolescents who provided COAD units in these areas. A significantly higher percentage of girls than boys generated COAD units in the categories: Low Self-Worth, Suicidal, Social Impairment, Retardation/Agitation, Masking/Stigma; and in the subcategories: Depressed Appearance, Perceived Disconnection, Aggression/Bullied, and Quiet. More than 80% of the boys and girls mentioned COAD units in the category of Depressed Mood, and more than 60% in the category of Social Impairment and in the subcategory of Sadness. Subcategories Irritability, Behavioral Disconnection, and Lonely, contained more than 30% of the students' COAD units for both boys and girls (see Table A1-4 in 100
Chapter IV: Results Appendix Al for complete results). These high percentages of COAD units in these constructs by both boys and girls suggest that they are representative of the adolescent depression concept as understood by the participants. Table 17 Percentages, Significant and Near Significant (< .10) Chi-Square Tests in Adolescent Depression Constructs by Gender, N = 332 Category / Subcategory Depressed Mood Boys °/0 n = 148 Girls % n = 184 X 2 (1, N= 332) Depressed Appearance 10.8% 22.8% 8.21, p = .00 Hopelessness 18.9% 12.0% 3.11, p = .08 Low Self-Worth/Guilt 18.9% 32.1% 7.33, p = .01 Suicidal 14.9% 25.5% 5.68, p = .02 Social Impairment 60.1% 75.5% 9.05, p = .00 Perceived Disconnection 14.2% 27.2% 8.23, p = .00 Aggression/Bullied 4.7% 10.9% 4.14, p = .04 Retardation/Agitation 8.1% 17.4% 6.15, p = .01 Quiet 7.4% 16.3% 5.97, p = .02 Anxiety Symptoms 15.5% 22.8% 2.77, p = .10 Fear 6.1% 11.4% 2.84, p = .09 Masking/Stigma 3.4% 10.3% 5.90, p = .02 As can be seen in Table 17, girls had significantly higher percentages of COAD units than boys in the constructs Depressed Appearance, Low Self-Worth, Suicidal, Social Impairment, Perceived Disconnection, Aggression/Bullied, Retardation/Agitation, Quiet, and Masking/Stigma. The only construct where boys had a higher percentage of COAD units in than girls was Hopelessness (not significant). Association between Adolescent Depression Constructs and Gender in Grade 8, and in Grade 11 Chi-square tests revealed that adolescent depression constructs differed significantly between boys and girls in grade 8, and boys and girls in grade 11. Table 18 lists the percentage 101
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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 versi
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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 II: Literature Review The f
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Chapter II: Literature Review an af
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Emotional Competence Chapter II: Li
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Chapter II: Literature Review Resea
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Page 73 and 74: Chapter III: Methodology for Anger
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Page 77 and 78: Content Analysis of Participants '
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Page 97 and 98: CHAPTER IV: RESULTS Chapter IV: Res
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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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