how do adolescents define depression? - cIRcle - University of ...

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References Garland, E. J. (2004b). Managing adolescent depression in the new reality. British Columbia Medical Association Journal, 46, 516-521. Garland, J. (1994). Adolescent depression Part 1. Diagnosis. Canadian Family Physician, 40, 1583-1587. Garland, J. (1997). Depression is the pits, but I'm getting better. Washington, DC: Magination Press. Garrison, C. Z., Waller, J. L., Cuffe, S. P., McKeown, R. E., Addy, C. L., & Jackson, K. L. (1997). Incidence of major depressive disorder and dysthymia in young people. Journal of American Academy of Child and Adolescent Psychiatry, 36, 458-465. Ge, X., Conger, R. D., & Elder, G. H. (1996). Coming of age too early: Pubertal influences on girls' vulnerability to psychological distress. Child Development, 67, 3386-3400. Ge, X., Lorenz, F. 0., Conger, R. D., Elder, G. H. J., & Simons, R. L. (1994). Trajectories of stressful life events and depressive symptoms during adolescence. Developmental Psychology, 30, 467-483. Georgiades, K., Lewinsohn, P. M., Monroe, S. M., & Seeley, J. R. (2006). Major depressive disorder in adolescence: The role of subthreshold symptoms. Journal of American Academy of Child and Adolescent Psychiatry, 45, 936-944. Gjerde, P., Block, J., & Block, J. H. (1988). Depressive symptoms and personality during late adolescence: gender differences in the externalization-internalization of symptom expression. Journal of Abnormal Psychology, 97, 475-486. Gjerde, P. F. (1995). Alternative pathways to chronic depressive symptoms in young adults: Gender differences in developmental trajectories. Child Development, 66, 1277-1300. 190
References Glasersfeld, E. von (1978). Radical constructivism and Piaget's concept of knowledge. In F. B. Murray (Ed.), The impact of Piagetian theory (pp. 109-122). Baltimore, MD: University Park Press. Gohm, C. L., & Clore, G. L. (2000). Individual differences in emotional experience: Mapping available scales to processes. Personality and Social Psychology Bulletin, 26, 679-697. Goldberg, D. (2000). Plato versus Aristotle: Categorical and dimensional models for common mental disorders. Comprehensive Psychiatry, 41, 8-13. Goldberg, D., & Goodyer, I. (2005). The origins and course of common mental disorders. London: Routledge. Goldberg, D., & Huxley, P. (1993). Common mental disorders: A bio-social model. London: Routledge. Goldsmith, H. H., Buss, K. A., & Lemery, K. S. (1997). Toddler and childhood temperament: Expanded content, stronger genetic evidence, new evidence for the importance of environment. Developmental Psychology, 33, 891-905. Gonzalez-Tejera, G., Canino, G., Ramirez, R., Chavez, L., Shrout, P., Bird, H., et al. (2005). Examining minor and major depression in adolescents. Journal of Child Psychology and Psychiatry, 46, 888-899. Good, B., & Kleinman, A. (1985). Culture and Depression. In A. Kleinman & B. Good (Eds.), Culture and depression: Studies in the Anthropology and cross-cultural Psychiatry of affect and disorder (pp. 491-506). London: University of California Press. Goodman, E., Amick, B. C., Rezendes, M. 0., Tarlov, A. R., Rodgers, W. H., & Kagan, J. (1997). Influences of gender and social class on adolescents' perceptions of health. Archives of Pediatric Adolescent Medicine, 151, 899-904. 191
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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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CHAPTER V: DISCUSSION Depression: A
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Chapter V: Discussion depression in
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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 and 202: References Compton, S. N., Burns, B
Page 203 and 204: References Eisenberg, N., Fabes, R.
Page 205: Fombonne, E., Wostear, G., Cooper,
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
Page 253 and 254: Appendices UBC is Dr. Kimberly Scho
Page 255 and 256: 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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