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Table 20 Percentage Distribution, Significant and Near Significant (< .10) Chi-Square Tests of Frequency in Adolescent Depression Constructs by Depressive Symptomatology, N= 332 ^ 108 Table 21 Percentage Distribution, Significant, and Near Significant (< .10) Chi-Square Tests of Frequency in Adolescent Depression Constructs by Self-Recognition of Depression in Those Who Self-Recognized Depression Within two Weeks Prior to the Survey versus Those Who Did Not Self-Recognize Depression, N= 174^ 110 Table 22 Percentage Distribution, Significant, and Near Significant (< .10) Chi-Square Tests of Frequency in Adolescent Depression Constructs by Self-Recognition Depression in Those Who Self-Recognized Depression Beyond Two Weeks Prior to the Survey versus Those Who Self- Recognized Depression within the Past Two Weeks, N= 182^ 112 Table 23 Percentage Distribution, Significant, and Near Significant (< .10) Chi-Square Tests of Frequency in Association between Adolescent Depression Constructs and Thinking About Own Need to Talk to Someone When Depressed, N= 233 114 Table 24 Percentages and Chi-Square Tests of Frequency in Adolescent Depression Constructs by Talking to Someone at the Time of Feeling Depressed, N= 180^ 115 Table 25 Significant Chi-Square Tests of Frequency in Adolescent Depression Constructs by Grade, Gender, Gender Differences in Grade 8 and in Grade 11, Grade Level Differences in Boys and in Girls, Self-Recognition of Depression, Thought about Needing to Talk to Someone, and Talking to Someone When Feeling Depressed^ 118 Table 26 Association between Self-recognition of Depression Within the Past two Weeks and Depressive Symptomatology^ 122 Table 27 Descriptives of Measures used in Regression analyses, N= 332^ 127 Table 28 Intercorrelations among Social Perspective Coordination, Emotion Measures, and Depressive Symptomatology^ 129 Table 29 Summary of the Hierarchical Regression Analysis for Social Perspective Coordination, Emotion Awareness, Emotion Expression, and Emotion Regulation, in Predicting Depressive Symptomatology, N= 320^ 130 Table 30 Summary of the Hierarchical Regression Analysis for Social Perspective Coordination, Emotion Awareness, Emotion Expression, and Emotion Regulation, in Predicting Depressive Symptomatology in Boys Only, N= 142^ 132 Table 31 Summary of the Hierarchical Regression Analysis for Social Perspective Coordination, Emotion Awareness, Emotion Expression, and Emotion Regulation, in Predicting Depressive Symptomatology in Girls Only, N= 178^ 133 Table X-1 Frequency Distribution and Percentages of Adolescents Generating a COAD unit At Least Once in Each Category and Subcategory, N= 332^ 256 Table Y-2 Frequency Distribution and Percentages of Greater than or Equal to 5% of Participants Generating a COAD Unit at Least Once in Each Category or Subcategory, N= 332^ 257 Table Z-3 Percentages, and Chi-Square Tests in Adolescent Depression Construct Categories and Subcategories by Grade, N= 332^ 258 xii
Table Al -4 Percentages and Chi-Square Tests of Frequency Distribution for Adolescent Depression Constructs by Gender, N= 332^ 259 Table B 1-5 Percentages and Chi-Square Tests in Adolescent Depression Constructs by Gender in Grade 8 and in Grade 11, N= 332^ 260 Table C1-6 Percentages and Chi-Square Tests of Frequency in Adolescent Depression Constructs by Grade Level in Boys, and in Girls, N= 332^ 261 Table D1-7 Percentage Distribution and Chi-Square Tests of Frequency in Adolescent Depression Constructs by Depressive Symptomatology, N= 332^ 262 Table E1-8 Percentage Distribution and Chi-Square Tests of Frequency in Adolescent Depression Constructs by Self-Recognition Depression in Those Who Self-Recognized Depression Within two Weeks Prior to the Survey Versus Those Who Did Not Self-Recognize Depression, N= 174^ 263 Table F 1-9 Percentage Distribution and Chi-Square Tests of Frequency in Adolescent Depression Constructs by Self-Recognition Depression in Those Who Self-Recognized Depression Beyond two Weeks Prior to the Survey versus Those Who Self-Recognized Depression Within the Past two Weeks, N= 182 264 Table H1-10 Percentage Distribution and Chi-Square Tests of Frequency in Association Between Adolescent Depression Constructs and Thinking About Own Need to Talk to Someone When Depressed, N= 233^ 266 Table Il-11 Percentages and Chi-Square Tests of Frequency in Adolescent Depression Constructs by Talking to Someone at the Time of Feeling Depressed, N= 180^ 267 Table J1-12 Chi-Square Tests of Frequency in Adolescent Depression Constructs by Grade, Gender, Gender Differences in Grade 8 and in Grade 11, Grade Level Differences in Boys and in Girls, Self-Recognition of Depression, Thinking About Own Need to Talk to Someone, and Talking to Someone When Feeling Depressed^ 268 Table K1-13 Association of Self-recognition of Depression (Not Self-recognized, Selfrecognized in the Past Two Weeks, and Self-recognized Beyond the Past Two Weeks) and Depressive Symptomatology^ 271
Page 1 and 2: HOW DO ADOLESCENTS DEFINE DEPRESSIO
Page 3 and 4: understanding to guide future resea
Page 5 and 6: Introduction^ 29 Adolescents' Self-
Page 7 and 8: Remaining Significant Categories an
Page 9 and 10: APPENDIX F: Self-Recognition of Ado
Page 11: LIST OF TABLES Table 1 Developmenta
Page 15 and 16: ACKNOWLEDGEMENTS There are many ind
Page 17 and 18: CHAPTER I: INTRODUCTION Chapter I:
Page 19 and 20: Chapter I: Introduction expected to
Page 21 and 22: Chapter I: Introduction Bloom, 2001
Page 23 and 24: Chapter II: Literature Review unspe
Page 25 and 26: Chapter II: Literature Review This
Page 27 and 28: Chapter II: Literature Review const
Page 29 and 30: Chapter II: Literature Review Rutte
Page 31 and 32: Chapter II: Literature Review throu
Page 33 and 34: Chapter II: Literature Review et al
Page 35 and 36: Chapter II: Literature Review exter
Page 37 and 38: Chapter II: Literature Review Perha
Page 39 and 40: Chapter II: Literature Review and H
Page 41 and 42: Chapter II: Literature Review versi
Page 43 and 44: Chapter II: Literature Review affec
Page 45 and 46: Chapter II: Literature Review can i
Page 47 and 48: Chapter II: Literature Review subth
Page 49 and 50: Chapter II: Literature Review appro
Page 51 and 52: Chapter II: Literature Review suppo
Page 53 and 54: Chapter II: Literature Review is a
Page 55 and 56: Chapter II: Literature Review persp
Page 57 and 58: Chapter II: Literature Review The f
Page 59 and 60: Chapter II: Literature Review an af
Page 61 and 62: 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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Emotion Regulation: Sadness Chapter
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Chapter III: Methodology for Anger
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Chapter III: Methodology of death (
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Content Analysis of Participants '
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Chapter III: Methodology using cont
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Chapter III: Methodology Some categ
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Chapter III: Methodology these unit
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Chapter III: Methodology A total of
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Table 7 Chapter III: Methodology Ca
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Chapter III: Methodology #^Category
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Chapter III: Methodology Category ^
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Chapter III: Methodology to partici
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Chapter III: Methodology pamphlets
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CHAPTER IV: RESULTS Chapter IV: Res
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Chapter IV: Results category and su
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Chapter IV: Results the Methodology
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Table 12 Chapter IV: Results Freque
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Category/Subcategory Defined Units
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Category/Subcategory Defined Units
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Chapter IV: Results lower percentag
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Chapter IV: Results COAD unit in th
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Chapter IV: Results than 5% of part
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Chapter IV: Results presented in pa
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Chapter IV: Results Appendix Al for
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Table 18 Percentages, Significant a
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Table 19 Chapter IV: Results Percen
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Chapter IV: Results significant ass
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Chapter IV: Results variable contai
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Chapter IV: Results Association bet
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ecognition groups, generated COAD u
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Chapter IV: Results More than 80% o
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Chapter IV: Results same variables.
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Category / Subcategory Fatigue/Loss
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Chapter IV: Results Association of
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Chapter IV: Results were screened a
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Chapter 1V: Results girls (n = 67),
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Chapter IV: Results inhibition; wer
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Chapter IV: Results correlated with
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Chapter IV: Results model now with
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Hierarchical Regression Analysis fo
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CHAPTER V: DISCUSSION Depression: A
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Chapter V: Discussion depression in
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Chapter V: Discussion reported more
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Depressed Mood Chapter V: Discussio
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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
Page 289 and 290:
APPENDIX Ml: UBC Ethics Approval fo
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