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Chapter V: Discussion In association with Anxious/Stressed construct, adolescents seem to provide a holistic definition of being stressed, stress, and anxious as part of depression itself. Anxious/Stressed is not identified as a clinical criterion for depression in the DSM-IV-TR (APA, 2000), although studies have found that depressive symptomatology can be precipitated by psychological stressors (Post et al., 2003). Adverse early experiences can have a lasting impact on the way individuals react to future stresses and their vulnerability to depression (Boyce & Essau, 2005). It appears that most adolescents screened as "Not depressed" and "Depressed" have similar definitions of Depressed Mood and Sadness. However, the new construct that "Depressed" adolescents are using significantly more often than "Not Depressed" participants to define depression is Inner Pain. Self-Recognition of Depression and Its Association with Constructs of Adolescent Depression Just over half of adolescents recognized depression in themselves. Out of this group, 17 percent recognized depression within two weeks and the rest beyond the two weeks. Adolescents who self-recognized depression within two weeks had higher percentages of COAD than those who did not self-recognize depression in the constructs Anxiety Symptoms, Contextual, and Fear. As previously noted, significantly more depressed than non-depressed adolescents generated their COAD in Anxiety Symptoms category. In association with the Contextual category, more particularly for those adolescent who self-recognized depression within two weeks, is indicative that the context or environment plays a part in their definition of depression which may have connection to Anxiety Symptoms or Fear in their environment. Concerning Social Impairment and each of its subcategories, the findings are similar to associations found with depressive symptomatology. Higher percentages of adolescents who did not self-recognize depression versus those who self-recognized depression within the past two weeks provided their COAD in Social Impairment and each of its subcategories. Again, no individual in the group who self-recognized depression within two weeks provided a COAD in the construct Aggression/Bullied. These findings suggest that overt and covert social characteristics are integral to the self-recognition of depression, and adolescents seem more aware of Social Impairment when not thinking about the possibility that they may be depressed. A significantly higher percentage of adolescents who self-recognized depression within two weeks versus those who self-recognized depression beyond the two weeks, contributed their 154
Chapter V: Discussion definitions in Indecisiveness/Impaired Concentration and Attention. As a criterion for MDE in the DSM-IV-TR (APA, 2000), this construct may represent an early sign of depressive symptomatology in these adolescents. Perhaps self-recognized depression may foster conceptions that continue to feed upon the interrelationships between an individual's COAD, their self-recognition of depression, and depressive symptomatology. A higher percentage of participants who self-recognized depression beyond two weeks versus those who self-recognized within two weeks, provided their COAD in Social Impairment and in each of its four subcategories. Changes registered in the decreased number of adolescents defining Social Impairment and its subcategories seem important in early detection of self- recognized depression; when depression is self-recognized within two weeks, there may be some loss of social distinctions. Other studies show that altered patterns and meanings of interpersonal interactions can bring about negative experiences or vulnerability to depressive symptomatology (Brown & Harris, 1978; Rutter, 2000). Deficits in social functioning are predictive of antisocial behavior and mental disorders (Schultz & Selman, 2004), and an observed criterion used to assess and diagnose MDE in the DSM-IV-TR (APA, 2000). Association of Adolescents' Thinking About Own Need to Talk to Someone When Depressed to Constructs of Adolescent Depression A significantly higher percentage of adolescents, who thought that they needed to talk to someone when depressed versus those who did not think that they needed to talk to someone, provided definitions in the construct Feel Trapped. Perhaps these adolescents may be having a thoughtful cry for help. However, only 5.7 percent of this study sample provided definitions within this construct. Association of Talking to Someone when Feeling Depressed to Constructs of Adolescent Depression A significantly higher percentage of adolescents who did not talk to someone, versus those who did, contributed definitions in the Hopeless subcategory. It seems that when it comes to the point when adolescents' behavior is examined in an effort to find out how to help them, it may be too late in the process. Perhaps these adolescents may think that, at this stage, there is no hope in talking to someone. The decision whether or not to talk to someone would require 155
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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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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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Page 131 and 132: Chapter IV: Results More than 80% o
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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
Page 217 and 218: References Mechanic, D. (1978). Sex
Page 219 and 220: 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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