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References Crockett, L. J., & Silbereisen, R. K. (2000). Social change and adolescent development: Issues and challenges. In L. J. Crockett & R. K. Silbereisen (Eds.), Negotiating adolescence in times of social change (pp. 1-13). Cambridge: Cambridge University Press. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. New York: Cambridge University Press. Davidson, R. J., Ekman, P., Saron, C. D., Senulis, J. A., & Friesen, W. V. (1990). Approach- withdrawal and cerebral asymmetry: Emotional expression and brain physiology I. Journal of Personality and Social Psychology, 58, 330-341. Davis, P. J. (1999). Gender differences in autobiographical memory for childhood emotional experiences. Journal of Personality and Social Psychology, 76, 498-510. de Vaus, D. (2002). Analyzing social science data. London: Sage Publications. Dube, L., & Le Bel, J. L. (2003). The content and structure of laypeople's concept of pleasure. Cognition and Emotion, 17, 263-295. Duffy, A. (2000). Toward effective early intervention and prevention strategies for major affective disorders: A review of antecedents and risk factors. Canadian Journal of Psychiatry, 45, 340-348. Duggal, S., Carlson, E. A., Sroufe, L. A., & Egeland, B. (2001). Depressive symptomatology in childhood and adolescence. Development and Psychopathology, 13, 143-164. Eccles, J. S. (1999). The development of children ages 6 to 14. The future of children WHEN SCHOOL IS OUT, 9, 30-44. 186
References Eisenberg, N., Fabes, R., Murphy, B., Mazek, P., Smith, M., & Karbon, M. (1995). The relations of emotionality and regulation in children's social functioning: A longitudinal study. Child Development, 66, 1360-1384. Elkind, D. (1969). Conservation and concept formation. In D. Elkind & J. H. Flavell (Eds.), Studies in cognitive development essays in honor of Jean Piaget (pp. 171-189). New York: Oxford University Press. Emslie, G. J., Rush, A. J., Weinberg, W. A., Kowatch, R. A., Hughes, C. W., Carmody, T., et al. (1997). A double-blind, randomized, placebo-controlled trial of fluoxetine in children and adolescents with depression. Archives of General Psychiatry, 54, 1031-1037. Essau, C. A., Conradt, J., & Petermann, F. (1999). Progress and unresolved issues in depressive disorders among children and adolescents. In C. A. Essau & F. Petermann (Eds.), Depressive disorders in children and adolescents: Epidemiology, risk factors, and treatment (pp. 461-486). Northvale: Jason Aronson INC. Fabrega Jr., H. & Miller, B. D. (1995). Toward a more comprehensive medical anthropology: The case of adolescent psychopathology. Medical Anthropology Quarterly, 9, 431-461. Farmer, T. J. (2002). The experience of major depression: Adolescents' perspectives. Issues in Mental Health Nursing, 23, 567-585. Federal/Provincial/Territorial Advisory Committee on Population Health (ACPH). (2000). The opportunity of adolescence: The health sector contribution. Ottawa: Minister of Public Works and Government Services. Feehan, M., McGee, R., & Williams, S. M. (1993). Mental health disorders from age 15 to age 18 years. Journal of American Academy Child and Adolescent Psychiatry, 32, 1118- 1126. 187
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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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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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Page 163 and 164: Chapter V: Discussion Biller, Ruiz,
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Page 183 and 184: along with their family's permissio
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Page 189 and 190: Chapter V: Discussion which include
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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: References Compton, S. N., Burns, B
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
Page 245 and 246: Appendices APPENDIX I: Access Colum
Page 247 and 248: APPENDIX K: Photo Example of Sheet
Page 249 and 250: APPENDIX M: Intercoder Sheet With R
Page 251 and 252: 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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