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APPENDIX P: Letter to School Principals THE 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 To: From: Kimberly Schonert-Reichl, Ph.D Principal Investigator 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 Date: 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 Czesia Fuks Geddes, R.N., MSW, Ph.D Cand. Co-investigator and Project Co-ordinator Interdisciplinary Studies Program Institute of Health Promotion Research Phone number: 604-822-0634 Fax: 604-822-9210 E-mail: czesia@interchange.ubc.ca Re:^Research Proposal to conduct the project entitled "Adolescents' Understanding of Depression and Help-Seeking Behaviors" recruiting participants in grades 8 and 11 for one 60 minute session. On the following pages, you will find a brief description of a research project to identify how adolescent girls and boys think about and define depression in others their age and in themselves that my colleagues and I at UBC wish to conduct in your school. This study also explores adolescents' coping strategies for depression including their help-seeking behaviors. Respondents' understanding of depression will be explored in relation to their social and emotional development, level of depression, and physical complaints. It is hoped that the results of this study will help us to improve our understanding of depression in young people to better communicate with them, assist in the design and implementation of successful interventions, and to help educators facilitate an optimal educational environment by considering adolescents' perspectives. In the attached documents, you will find a summary of this project along with necessary appendices (e.g., School Board letter of approval to complete this research, measures, permission slips, school personnel information). This study is being carried out as part of my Interdisciplinary doctoral thesis at the University of British Columbia (UBC). The Chair of my doctoral committee (research team) at 236
Appendices UBC is Dr. Kimberly Schonert-Reichl, Associate Professor of Educational Psychology and Special Education. The other research team members include Dr. Jane Garland, Clinical Professor of Psychiatry and Head of the Mood Disorders Clinic at the BC Children's Hospital, and Dr. James Frankish, Associate Professor of Graduate Studies and Health Care and Epidemiology (Medicine), and Associate Director at the Institute of Health Promotion Research. I have extensive background as a researcher, psychiatric social worker, and a nurse practitioner in adolescent mental and physical health, including eating disorders. I have written the proposal and developed the Prince George Eating Disorders Clinic, and coordinated the clinic for the first year that it was established. My Master's research study, at the University of Melbourne and the Centre for Adolescent Health Research Unit in Melbourne, was based on my Questionnaire developed to investigate adolescents' self-recognition of depression and their help-seeking behaviors for depression. This Questionnaire was linked to a cohort study of adolescent health and depression in Australian secondary schools. The true magnitude of the problem of depression during adolescence and its effect on school environments is now generally recognized. It is a major public health problem that so far remains poorly understood. Only a very small proportion of affected young individuals receive effective treatment or access support services appropriate to their needs. There are recognized reasons for this including definitional ambiguities in the concept of adolescent depression, conflicting theories about causes and therapy, attempts to fit adolescent depression into the adult depression model, ethnic and social differences, and a marked reluctance during the adolescent years to seek help or remain in treatment and support programs. Depression is predicted to show a rising trend in the coming 15 years (World Health Organization [WHO], 2001) and is predicted to be the leading disability in both men and women next to heart disease (National Institute of Mental Health [U.S.], 2002). Mental health problems cost the Canadian economy an estimated 33 Billion a year in lost production (Shaw, 2004). The economic cost of mental illness in Canada was estimated at just over 7 Billion in 1993 (Health Canada, 2002). Thus, an exploration of the developmental mechanisms that may underlie the onset and progression of depression during adolescence is particularly critical. For this project, we need to identify grade 8 and grade 11 classrooms and ask to recruit X (or more if possible) students from your school (half boys and half girls from each participating grade). Approximately 50 minutes will be required to complete the survey for 1 session. The entire study sample consists of 352 participants. The pilot for this study was completed in December 2004. The pilot Questionnaire was administered in 1 secondary school to students in grade 8 (2 boys and 2 girls) and grade 11 (2 boys and 2 girls) for a total of 8 participants and took approximately 50 minutes to complete for all participants. After completion of the Questionnaire and the distribution of the resource pamphlets, the students participated in a 30 minute focus group. Their feedback was gathered to evaluate the resource pamphlet, and the terminology and language of the Questionnaire. This pilot study information was used to refine the Questionnaire and resource pamphlet for this main research project. This project is supported by the Lions Gate Healthcare Research Foundation and has also been reviewed by the Foundation's Research Review Committee. The UBC Ethics approval certificate for this main research study was received from the UBC Ethics Board on March 8, 2005 and is included in the attached documents. Our research team puts a very high premium on sharing research results in a timely and appropriate format. A summary report will be made available to the participating schools and 237
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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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Chapter V: Discussion sectional stu
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Chapter V: Discussion development,
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Chapter V: Discussion which include
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Chapter V: Discussion not wait for
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REFERENCES References Achenbach, T.
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Beck, A. T., Rush, A. J., Shaw, B.
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References Byrnes, J. P. (1988). Fo
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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
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: Pilot Study APPENDIX 0: Pilot Study
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,
Page 287 and 288: APPENDIX K!: Table K1-13: Associati
Page 289 and 290: APPENDIX Ml: UBC Ethics Approval fo
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