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THIS PORTION IS TO BE RETURNED TO SCHOOL FOR YOUR CHILD'S NEXT CLASS. Appendices PARENT/GUARDIAN CONSENT FORM: Adolescents' Understanding of Depression and Help-Seeking Behaviors 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) Date:^ Telephone Number:^ (best number[s] to contact during the day and evening and the best times to contact) Mailing Address:^ (please print, number, apartment, street name) (city, province) (Postal Code) Please send this form back to school with your son or daughter for the next class. Thank you! 220
APPENDIX B: Student Assent Form UNIVERSITY OF BRITISH COLUMBIA Department of Educational and Counselling Psychology and Special Education Faculty of Education 2125 Main Mall Vancouver, B.C. Canada V6T 1Z4 Principal Investigator: Kimberly Schonert-Reichl, Ph.D Associate Professor Department of Educational and Counselling Psychology and Special Education Room 2310-2125 Main Mall Vancouver, B.C. V6T 1Z4 Canada Phone number: 604-822-2215 Fax: 604-822-3302 STUDENT ASSENT FORM Appendices Institute of Health Promotion Research Faculty of Graduate Studies 2206 East Mall Vancouver, B.C. Canada V6T 1Z3 WWW: http://www.ihpr.ubc.ca Co-Investigator: Czesia Fuks Geddes, R.N., MSW, Ph.D Candidate Interdisciplinary Studies Institute of Health Promotion Research Room 415-2206 East Mall Vancouver, B.C. V6T 1Z3 Canada Phone number: 604-822-0634 Fax: 604-822-9210 The purpose of this form is to give you the information you need in order to decide whether or not you want to be in our research study "Adolescents' Understanding of Depression and Help-Seeking Behaviors." The purpose of this study is to help us learn more about how young people your age think about and describe depression, and make decisions to seek help for it. One of the research questions also explores adolescents' level of depression. To answer this question each participant will complete one set of questions designed to screen, not diagnose, for their level of depression. This study is being organized by Dr. Kimberly Schonert-Reichl and Czesia Fuks Geddes at the University of British Columbia. By taking part in our research project you will help us better understand what is important to young people your age so that we can better communicate with and help all adolescents. If you decide to take part in this study, we will ask you to fill out questionnaires that ask you some questions about your background, your definitions of depression, decisions you make about getting help, your level of depression, and your thoughts and feelings about yourself and others. Due to the nature of this study, Czesia Fuks Geddes will notify you if your answers suggest that you may be feeling depressed or thinking about hurting yourself. Additionally, the school counsellor and your parent or guardian will be informed but will NOT be shown any answers to the questions. All other information will be kept strictly confidential in that no one at school or in your community (not even your parents, teachers, school counsellor, or school principal) will ever see your answers. NO ONE WILL BE IDENTIFIED IN ANY REPORTS. This survey will take I class period. THIS IS NOT A TEST. There are no right or wrong answers-just your answers. Please answer all Questions if you can. Do your best to answer truthfully and honestly. It is your choice whether or not you want to take part in this study. At any time during the study, you may change your mind, and there will be no consequence. If you choose not to participate, it will not 221
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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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along with their family's permissio
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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 and 234: References Wentzel, K. R. &, Erdley
Page 235: APPENDIX A: Parental or Guardian Co
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
Page 285 and 286: 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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