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

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Yang, S. C., & Chen, S.-F. (2006). Content analysis of free-response narratives to personal References meanings of death among Chinese children and adolescents. Death Studies, 30, 217-241. Yule, W. (1993). Developmental considerations in child assessment. In T. H. 011endick & M. Hersen (Eds.), Handbook of child and adolescent assessment, Vol. 167 (pp. 15-25). Boston: Allyn & Bacon. Zaslow, M. J., & Takanishi, R. (1993). Priorities for research on adolescent development. American Psychologist, 48, 185-192. Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Developmental and Behavioral Pediatrics, 27, 155-168. Zeman, J., & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67, 957-973. Zeman, J., & Shipman, K. (1997). Social-contextual influences on expectancies for managing anger and sadness: The transition from middle childhood to adolescence. Developmental Psychology, 33, 917-924. Zeman, J., Shipman, K., & Penza-Clyve, S. (2001). Development and initial validation of the Children's Management Scale. Journal of Nonverbal Behavior, 25, 187-205. Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child and Adolescent Psychiatry, 34, 393-398. Zuckerman, E. L. (2005). Clinician's Thesaurus. (6th ed.) New York: The Guilford Press. 218
APPENDIX A: Parental or Guardian Consent Appendices PARENT/GUARDIAN CONSENT FORM: Adolescents' Understanding of Depression and Help-Seeking Behaviors Principal Investigator: Kimberly Schonert-Reichl, Ph.D Associate Professor Department of Educational and Counselling Psychology and Special Education Phone number: 604-822-2215 Fax: 604-822-3302 E-mail: kimberly.schonert-reichl@ubc.ca Co-Investigator: Czesia Fuks Geddes, R.N., MSW, Ph.D Candidate Interdisciplinary Studies Institute of Health Promotion Research Phone number: 604-822-0634 Fax: 604-822-9210 E-mail: czesia@interchange.ubc.ca PLEASE COMPLETE THIS PAGE FOR YOUR RECORDS AND RETURN THE FORM ON THE FOLLOWING PAGE TO SCHOOL WITH YOUR CHILD. THANK YOU KINDLY. For further information: If you would like more information before giving your permission for your son/daughter to participate in this study or if you have any questions, you may contact the co-investigator at the Institute of Health Promotion Research, Czesia Fuks Geddes, 604-822-0634, or her research advisor and Principal Investigator at the Faculty of Educational and Counselling Psychology, and Special Education, Dr. Kimberly Schonert-Reichl, 604-822-2215. You may also contact your child's Grade Counsellor. If you have any concerns about the treatment or rights of your child as a research participant, you may contact the Director of Research Services at the University of British Columbia, Dr. Sauder, at (604) 822-8581. PARENT/GUARDIAN CONSENT: I have read and understood the details outlined in this letter regarding the study entitled, Adolescents' Understanding of Depression and Help-Seeking Behaviors. I understand that my child's participation in this study is entirely voluntary and that I as well as my child may refuse to participate or withdraw from the study at any time without any consequence. I have received a copy of this consent form for my own records. ^ YES, my son/daughter has my permission to participate. ^ NO, my son/daughter does NOT have my permission to participate. Parent or Guardian's Name: (please print) Parent or Guardian's Signature: ^ Son's or Daughter's Name: ^ (please print) 219
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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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Chapter V: Discussion reported more
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Depressed Mood Chapter V: Discussio
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Chapter V: Discussion under Depress
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Chapter V: Discussion discussed in
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Chapter V: Discussion Biller, Ruiz,
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Chapter V: Discussion impossible co
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Association of Categories and Subca
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constructs reflect overt characteri
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Chapter V: Discussion definitions i
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Chapter V: Discussion Association o
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Chapter V: Discussion Lifetime Self
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Chapter V: Discussion Social Perspe
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Chapter V: Discussion symptomatolog
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Study Strengths and Limitations Stu
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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 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: References Wentzel, K. R. &, Erdley
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
Page 257 and 258: Appendices An honorarium of $70 wil
Page 259 and 260: Appendices It is important for you
Page 261 and 262: Name: ^ School: ^ Date Your home po
Page 263 and 264: Appendices * Gab Youth Services (at
Page 265 and 266: APPENDIX U: Protocol For Referral F
Page 267 and 268: APPENDIX V: Protocol for Referral f
Page 269 and 270: Appendices further follow-up. We al
Page 271 and 272: APPENDIX W: Parental Letter Informi
Page 273 and 274: Appendices APPENDIX Y: Table Y-2: F
Page 275 and 276: Appendices APPENDIX Al: Table Al-4:
Page 277 and 278: APPENDIX Cl: Table C1-6: Percentage
Page 279 and 280: Appendices APPENDIX El: Table El-8:
Page 281 and 282: APPENDIX G1: Self-Recognition of De
Page 283 and 284: 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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