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Chapter V: Discussion DSM-IV-TR (APA, 2000) highlights irritability as an adolescent depressive symptom. Although Depressed Mood is an integral criterion in determining a MDE diagnosis in the DSM-IV-TR (APA, 2000), adolescents have a more comprehensive definition of what Depressed Mood means to them. Associations of Adolescent Depression Constructs to Grade, Gender, Depressive Symptomatology, Self-Recognition of Depression, and Pathway to Talking to Someone When Depressed Chi-square tests, categories and subcategories developed from adolescents' definitions of depression were examined against grade, gender, presence and non-presence of screened depression, self-recognition of depression, adolescents' thinking about own need to talk to someone, and talking to someone when feeling depressed. Findings were significant in various associations between the constructs of adolescent depression and these different variables. This section presents the specific findings from these analyses. Associations of Categories and Subcategories of Adolescent Depression to Grade and Gender Association of Categories and Subcategories of Depression to Grade Suicidal, Depressed Mood, Inner Pain, Depressed Appearance, and Pessimism were significant findings between the grade levels. In each analysis, a higher percentage of the 8 th versus the 11 th graders provided definitions in these constructs. It seems that students in grade 8 generated their COAD both in overt and covert constructs when defining depression. The covert constructs, such as Inner Pain or Pessimism, reveal both cognitive and emotional understanding in the younger grade students. Cicchetti, Rogosch, Toth, and Spagnola (1997) suggest that cognition provides the structure, but that emotion is a separate developmental domain exerting reciprocal influences. Interacting with adolescents' cognition, emotion may exert its own force, providing the structure at the abstract developmental phase of thinking. These constructs may lead to the detection of specific characteristics that are important in the way students in grade 8 define depression; however, the meanings of these constructs need further elaboration from adolescents. 150
Association of Categories and Subcategories of Depression to Gender Chapter V: Discussion The constructs Low Self-Worth, Suicidal, Social Impairment, Retardation/Agitation, Masking/Stigma, Depressed Appearance, Perceived Disconnection, Aggression/Bullied, and Quiet were significant when differentiated between boys and girls. In each significant construct, girls had generated higher percentages of COAD than boys. These findings suggest that girls have a more mature level of development as seen in the greater number of different constructs girls provided, and their wider range of responses compared to boys. These findings may also have a connection with gender and socialization differences (Gjerde et al., 1988). All these constructs could reflect overt (e.g., Depressed Appearance, Quiet), covert (e.g., Perceived Disconnection), or both overt and covert (e.g., Masking/Stigma) social implications. The higher percentages of girls' versus boys' COAD in the significant category and subcategory findings may be linked with differences in pubertal development. Angold et al. (1998) report that pubertal development, as measured by Tanner stages, predict emergence of gender difference in depression, as girls report increased rates of depressive disorders after Tanner Stage III. Further, Allgood-Merten et al. (1990) report that more adolescent girls than boys are aware of inner states, are more self-reflective, more publicly self-conscious, and exhibit greater social anxiety. The importance of the underlying meaning of these significant constructs, however, are difficult to determine based only on girls' higher percentages than boys' in these significant constructs. Association of Categories and Subcategories of Depression to Gender in Grade 8 In grade 8, significantly higher percentage of girls contributed definitions more than boys, in the category Low Self-Worth, and the subcategories Perceived Disconnection and Aggression/Bullied. These findings suggest that there may be a social link that is more closely associated with girls as shown in their percentages of COAD in these constructs. Low self-worth may involve perceived inequality in relation to others and can overlap with perceived disconnection from others. Aggression/Bullied aspects may extend the perceived disconnection from others to an aversive relationship. Aversive behaviors may elicit negative reactions (Gjerde et al., 1988), may propagate the cycle of perceived low self-worth and disconnection that may lead to hostility in relationships. 151
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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 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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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 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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Page 193 and 194: REFERENCES References Achenbach, T.
Page 195 and 196: Beck, A. T., Rush, A. J., Shaw, B.
Page 197 and 198: References Byrnes, J. P. (1988). Fo
Page 199 and 200: school adolescents: A randomized tr
Page 201 and 202: References Compton, S. N., Burns, B
Page 203 and 204: References Eisenberg, N., Fabes, R.
Page 205 and 206: Fombonne, E., Wostear, G., Cooper,
Page 207 and 208: References Glasersfeld, E. von (197
Page 209 and 210: Hall, G. S. (1904). Adolescence its
Page 211 and 212: References Jackson, S. W. (1986). M
Page 213 and 214: References Keating, D. P. (1988). B
Page 215 and 216: 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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