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References Angold, A. (1988a). Childhood and Adolescent Depression II: Research in clinical populations. British Journal of Psychiatry, 153, 476-492. Angold, A., & Costello, E. J. (2001). The epidemiology of depression in children and adolescents. In I. Goodyer (Ed.), The depressed child and adolescent (2nd ed., pp. 143- 178). Cambridge, MA: Cambridge University Press. Angold, A., Costello, E. J., Farmer, E. M., Burns, B. J., & Erkanli, A. (1999). Impaired but undiagnosed. Journal of American Academy of Child and Adolescent Psychiatry, 38, 129- 137. Angold, A., Costello, E. J., & Worthman, C. M. (1998). Puberty and depression: The roles of age, pubertal status and pubertal timing. Psychological Medicine, 28, 51-61. Angst, J., & Merikangas, K. (1997). The depressive spectrum: diagnostic classification and course. Journal of Affective Disorders, 45, 31-40. Armstrong, T. D., & Costello, E. J. (2002). Community studies on adolescent substance use, abuse, or dependence and psychiatric comorbidity. Journal of Consulting and Clinical Psychology, 70, 1224-1239. Ausubel, D. P. (1955). Relationship between shame and guilt in the socialization process. Psychological Review, 62, 378-390. Baird, A. A., Gruber, S. A., Fein, D. A., Mass, L. C., Steingard, R. J., Renshaw, P. F., et al. (1999). Functional magnetic resonance imaging of facial affect recognition in children and adolescence. Journal of American Academy of Child and Adolescent Psychiatry, 38, 195-199. Ball, L., & Chandler, M. (1989). Identity formation in suicidal and nonsuicidal youth: The role of self-continuity. Development and Psychopathology, 1, 257-275. 178
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. New York, NY: Guilford Press. Bigelow, B.J. (1977). Children's friendship expectations: A cognitive-developmental study. Child Development, 48, 246-253. Bigelow, B. J., & Zhou, R. M. (2001). Relational scaffolding of school motivation: References Developmental continuities in students' and parents' ratings of the importance of school goals. Journal of Genetic Psychology, 162, 75-92. Birmaher, B., Ryan, N. D., Williamson, D. E., Brent, D., & Kaufman, J. (1996a). Childhood and adolescent depression: A review of the past 10 years. Part II. Journal of American Academy Child and Adolescent Psychiatry, 35, 1575-1583. Birmaher, B., Ryan, N. D., Williamson, D. E., Brent, D., Kaufman, J., Dahl, R. E., et al. (1996b). Childhood and adolescent depression: A review of the past 10 years. Part I. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1427-1439. Birmaher, B., Brent, D., Bernet, W., Bukstein, 0., Benson, R. S., Chrisman, A., et al. (2007). Practice parameter for the assessment and treatment of children and adolescents with depressive disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1503-1526. Biro, F. M. (2002). Pubertal changes (Tanner stages). UpToDate [On-line]. Available: http://www.utdol.com/application/topic/topicText.asp?file=PediEndo/7624 Bishop, S. J., Dalgleish, T., & Yule, W. (2004). Memory for emotional stories in high and low depressed children. Memory, 12, 214-230. Blaikie, N. (2003). Analyzing quantitative data. London: Sage Publications. 179
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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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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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Page 183 and 184: along with their family's permissio
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Page 193: REFERENCES References Achenbach, T.
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,
Page 223 and 224: References Reynolds, W. M. (1986a).
Page 225 and 226: Rutter, M., Kim-Cohen, J., & Maugha
Page 227 and 228: References Schultz, L. H., & Selman
Page 229 and 230: Southam-Gerow, M. A. & Kendall, P.
Page 231 and 232: References Taylor, M. (1996). A the
Page 233 and 234: References Wentzel, K. R. &, Erdley
Page 235 and 236: APPENDIX A: Parental or Guardian Co
Page 237 and 238: APPENDIX B: Student Assent Form UNI
Page 239 and 240: APPENDIX C: Demographic Information
Page 241 and 242: APPENDIX E: Conceptions of Adolesce
Page 243 and 244: 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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