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Chapter IV: Results As can be seen in Table 19, the only construct that was significant for both boys and girls where the higher percentages were found in grade 8, was in Depressed Appearance. Depressed Mood and its subcategory Inner Pain, were significant findings for boys only where higher percentage of boys in grade 8 than in grade 11 provided COAD units in this construct. Association between Adolescent Depression Constructs and Depressive Symptomatology To address the association between the adolescent depression constructs and depressive symptomatology, I first present univariate analyses findings of depressive symptomatology followed by the x2 tests results. To distinguish the participants into those screened as "Depressed" and "Not Depressed," scores from the RADS-2 measure were transformed and collapsed into two values of "Depressed" and "Not Depressed." The cut-off score for "Depressed" contained potentially mild to severe depression (score of 76 and above; see also Measures section in the Methodology Chapter), and a score of 75 and below represented "Not Depressed." To assess the occurrence of screened depression, frequency counts were tabulated for those individuals with a cut-off score of 76 and above. Thirty (9%) participants were screened as depressed: 23 girls (12.5% of the girls in the study) and 7 boys (4.7% of the boys in this study). In grade 8, seven girls (10.6% of the girls) and five boys (10.4% of the boys) were screened as depressed. In grade 11, a higher percentage of girls (n = 16, 13.6% of the girls) than boys (n = 2, 2.0% of the boys) were screened as depressed. The differences in the percentages between the grade 11 girls and the grade 11 boys screened as depressed are higher than epidemiological community studies on gender differences in depressive symptomatology, which are more often in the ratio of two to three girls to a boy after puberty (see Gender section in the Literature Review). However, the percentage of adolescents screened as depressed and the overall ratio of 23 girls versus 7 boys screened as depressed reflect the findings in the literature (Kessler & Walters, 1998). Chi-square tests results revealed significant differences between adolescent depression constructs and depressive symptomatology in the categories, Feel Trapped and Anxiety Symptoms; and in subcategories, Inner Pain and Anxious/Stressed. Table 20 lists the outcomes of x2 analyses. Thirty percent of "Depressed" participants versus 9.6% of "Not Depressed" adolescents mentioned Inner Pain, a characteristic not discussed as a clinical or threshold criterion for depression in the DSM-IV-TR (APA, 2000), x2 (1, N= 332) = 11.20,p = .001. A 106
Chapter IV: Results significant association was also demonstrated between the category, Anxiety Symptoms, and depressive symptomatology. A higher percentage of "Depressed" students (33.3%) versus "Not Depressed" participants (18.2%) mentioned COAD units in this category, x 2 (1, N= 332) = 3.96, p = .05. This result is in keeping with studies that have shown a link between anxiety symptoms and depression (Compas & Oppedisano, 2000) and Mixed Anxiety-Depressive Disorder in the DSM-IV-TR (APA, 2000). A significantly higher percentage of "Depressed" (16.7%) adolescents than "Not Depressed" (4.6%) respondents mentioned COAD units in Feel Trapped category, x 2 (1, N= 332) = 7.32, p = .01. A significantly higher percentage of "Depressed" participants (26.7%) in contrast to "Not Depressed" adolescents (11.6%) provided COAD units in the Anxious/Stressed subcategory, x2 (1, N= 332) = 5.50,p = .02. This subcategory is not identified as a clinical criterion for depression (DSM-IV-TR, APA, 2000; K-SADS-PL, Kaufman et al, 1996) although studies have found a relationship between stress and mood disorders (Goldberg & Huxley, 1993; Rutter, 2000). More than 80% of both "Depressed" and "Not Depressed" adolescents mentioned COAD units in the category of Depressed Mood and more than 60% in the subcategory of Sadness (see Table D1-7 in Appendix D1 for complete Table results). More than 50% of the participants generated COAD units in the Social Impairment category. Subcategories Irritability, Behavioral Disconnection, and Lonely, contained 30% (or more) of the students' COAD units in both "Depressed" and "Not Depressed" groups. These high percentages in both groups of adolescents suggest that these constructs are representative of the adolescent depression concept as understood by the participants. Of note, a higher percentage of "Not Depressed" adolescents (70.2%) versus "Depressed" participants (53.3%) contributed COAD units in the Social Impairment category, x 2 (1, N= 332) = 3.61, p = .06; however not significant. Regarding subcategory Aggression/Bullied, there were no "Depressed" participants in contrast to 8.9% "Not Depressed" adolescents mentioning COAD units in this area (not significant). 107
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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 affec
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Chapter II: Literature Review appro
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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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CHAPTER III: METHODOLOGY Participan
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Chapter III: Methodology As can be
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Chapter III: Methodology interactio
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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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