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Chapter IV: Results adolescents providing COAD units in this construct were in: grade 8 versus in grade 11; girls versus boys; girls versus boys in grade 11; 8 th grade boys versus 11 th grade boys; and girls in grade 8 versus girls in grade 11. The subcategory Hopelessness had one significant x 2 test finding in that those adolescents who did not talk to someone at the time of feeling depressed had a higher percentage of COAD units than the group of students who did talk to someone at that time. In association between Pessimism and grade level, 8 th graders had a higher percentage of COAD units than the 11 th graders in this area. Social Impairment and its Subcategories Concerning the Social Impairment construct, girls more than boys, grade 11 girls more than grade 11 boys, and those students who self-recognized depression beyond a two-week period more than the group of adolescents who self-recognized depression within two weeks, mentioned this category. In association with its subcategory Perceived Disconnection, girls more than boys, and more grade 8 girls than grade 8 boys, provided COAD units in this subcategory. In association with the Aggression/Bullied subcategory, higher percentages of girls than boys, and 8th grade girls than 8 th grade boys, mentioned COAD units in this construct. Remaining Significant Categories and Subcategories In association with the category Low Self-Worth, girls more than boys, and girls more than boys in grade 8, had higher percentages of COAD units in this construct. Regarding the category Indecisiveness/Impaired Concentration and Attention, those adolescents who self- recognized depression within two weeks had a higher percentage of COAD units in this area than the group that self-recognized depression beyond the two-week time frame. In association with the category Feel Trapped, higher percentages were found in the group of adolescents screened as "Depressed" versus those screened as "Not Depressed," and those adolescents who thought of needing to talk to someone versus those who did not think that they needed to talk to someone. In association with the category Suicidal, a higher percentage of 8 th graders versus 11 th graders, and girls versus boys, provided COAD units in this construct. Regarding the Retardation/Agitation category, higher percentages in girls versus boys, and in grade 11 girls versus boys in grade 11, mentioned COAD units in this area. Its subcategory Quiet, which comprised 94% of this category, had significant x2 test results with the 116
Chapter IV: Results same variables. In association with the Anxiety Symptoms category, those adolescents screened as "Depressed" had a higher percentage of COAD than those screened as "Not Depressed." Additionally, a higher percentage of students who self-recognized depression within two weeks versus those who did not self-recognize depression, provided COAD units in the Anxiety Symptoms category. In association with the subcategory Fear, adolescents who self-recognized depression within two weeks had a higher percentage of COAD than those who did not self- recognize depression. A greater percentage of adolescents screened as "Depressed" versus those who were "Not Depressed," provided COAD units in the subcategory Anxious/Stressed. In association with the Contextual/Causal category, a higher percentage of girls in grade 8 versus grade 11 girls; and a higher percentage of adolescents who self-recognized depression within two weeks than those who did not self-recognize depression, had COAD units in this category. Regarding the Masking/Stigma category, more girls than boys provided COAD units in this area. 117
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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 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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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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Page 97 and 98: CHAPTER IV: RESULTS Chapter IV: Res
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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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