how do adolescents define depression? - cIRcle - University of ...

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LIST OF FIGURES Figure 1 School Data Administration^ 78 Figure 2 Self-recognized Depression, Thinking About Own Need to Talk to Someone when Depressed, and Talking to Someone when Feeling Depressed^ 124 xiv
ACKNOWLEDGEMENTS There are many individuals that enabled my doctoral journey come to its fruition. I am deeply grateful to the colleagues, friends, and family who inspired, supported, and contributed in various ways throughout the process of this thesis to whom the amount of thanks that I owe is immeasurable. It has been my good fortune to work with a doctoral committee that both inspired me and demonstrated remarkable patience in waiting for my research to mutate into form. In particular, this project could not be possible without the support and input from my advisor and mentor, Kim Schonert-Reichl, who has deeply inspired my thinking. Her intellectual generosity, wisdom, and guidance were unending and are gratefully appreciated. Jim Frankish has provided continued support, guidance, and the link to population health promotion research as well as the physical space to contain the project — thank you. Jane Garland's understanding of depression in adolescents has been profound, insightful, and practical and I am deeply thankful for the advice and continued thoughtful direction in this project. I would also like to thank Larry Green who propelled me into the doctoral program and provided the initial foundation and gentle guidance, and opened the door to health promotion thinking and space in which to complete this thesis. Bill Reynolds's directive support and advice in assessment criteria for depression in adolescents at the initial phase of the process has been invaluable. There are also a number of people who have facilitated the process in different capacities to whom I extend my warm gratitude. The Interdisciplinary Studies' unique environment for graduate study made possible for my project to take on interdisciplinary flight. Bruno Zumbo has provided amazing methodological advice at a critical time early in the study. Phil Davis has provided statistical guidance and gentle support at the onset of the research journey. Amanda Walker has been my other set of eyes during data administration whose consistency, integrity, and support are appreciated. To my friends, Leslie, David, and Marnelle who would always be ready to listen and provide support particularly in the first phase of the project. I am thankful for my siblings for their pride, and of course my family, Ross, Maiya, and Rebecca who are unwavering in their belief, presence, and love. Finally, I would like to acknowledge the support of the teachers, the school personnel, and above all, the adolescents in this study, who I know, worked so hard at providing me with their written voices to help make this study a reality. XV
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 and 12: LIST OF TABLES Table 1 Developmenta
Page 13: Table Al -4 Percentages and Chi-Squ
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
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Page 59 and 60: Chapter II: Literature Review an af
Page 61 and 62: Emotional Competence Chapter II: Li
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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
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APPENDIX Ml: UBC Ethics Approval fo
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