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Chapter V: Discussion previous skills and knowledge about the support network, and it appears that when Hopelessness comes into adolescents cognitions, they tend to withdraw from social connectedness. There is less clarity in construct differentiations in connection with approach-oriented coping, specifically via talking to someone when feeling depressed. Similar Percentages in the Constructs Generated by Adolescents' COAD Several constructs of adolescent depression contained similar and high percentages of adolescents' definitions in each of the differentiated groups of participants. The majority of adolescents in all the groups provided definitions within the categories Depressed Mood and Social Impairment, and in the subcategory Sadness. The depressed group was the only group with just over half rather than the majority of adolescents who provided their COAD in the construct Social Impairment. This may indicate that both overt and covert social disconnection is associated with depressive symptomatology. Other constructs defined by at least one in five adolescents (Bigelow & Zhou, 2001) in each group were Irritability, Behavioral Disconnection, and Lonely. These findings suggest that these terms are common for all groups of adolescents. Associations of Self-Recognition of Depression to Depressive Symptomatology, and Pathways to Talking to Someone When Feeling Depressed Frequencies, percentages, and z2 tests were conducted to examine the associations of self-recognition of depression to depressive symptomatology, and to adolescents' thinking about own need to talk to someone and talking to someone at the time of feeling depressed. The finding in associating self-recognition of depression within the past two weeks to depressive symptomatology, extend prior research in this area. Lifetime self-recognized depression to pathways to talking to someone when depressed provides insight into a new territory of research that connects to approach-oriented coping in connection to depressive symptoms. In this section, I discuss the findings separately. 156
Chapter V: Discussion Association ofSelf-Recognition of Depression within the Past Two Weeks to Depressive Symptomatology Thirty one adolescents self-recognized depression within the past two weeks, 13 boys and 18 girls. Out of the 31 adolescents, only 14 or 45% of these 31 participants were screened as "Depressed" using the RADS-2 (see Table 26). Out of the 13 (9% of the boys) boys who self- recognized depression within the past two weeks, 5 (39%) were screened as "Depressed." Out of the 18 (10% of the girls) girls who self-recognized depression within two weeks, 9 (50%) were screened as "Depressed." It seems that the percentage of boys and girls who self-recognize depression within two weeks is fairly equal for boys and girls. Screening out "Depressed" adolescents qualified only about half of the boys and girls who self-recognized depression within two weeks. In other words, the key finding revealed by this calculation is that just under half of these adolescents who self-recognized depression in the same time frame that their depressive symptomatology was assessed qualify into the potential threshold depression criteria based on the DSM-IV-TR (APA, 2000). Hence, this discrepancy raises further questions that need to be addressed. These questions can have relevance to early detection and early intervention of depression in adolescents, as well as possible lessons in how to communicate with them. Several questions that need to be addressed as a result of these findings that the screening tool for depressive symptomatology only picked up less than half of the adolescents who self- recognized depression within the two-weeks, are presented in this paragraph. The findings in this study revealed that the mean and the median for the RADS-2 (Reynolds, 2002) total score were higher in those adolescents who self-recognized depression than in those adolescents who did not self-recognize depression. Hence, are these adolescents who self-recognized depression in the subthreshold state of their depressive symptomatology and can self-recognize their vulnerability to depression but are screened out because the assessment tool can only screen out the potential threshold individuals with depressive symptomatology? How do we want to communicate to these young people when addressing their depressive symptomatology, particularly when they are telling us that they recognize depression in themselves? Do we want to involve all these adolescents who self-recognized or self-diagnosed their depression within the past two weeks or continue to select out only the potential threshold half by simply staying within the boundary of "screened depression" according to a measure? We already know that most adolescents do not access support services and those who do, do not receive adequate care. Hence, we need to think 157
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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 Rutte
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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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Table 18 Percentages, Significant a
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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
Page 221 and 222: 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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