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Appendices classrooms. Workshops on adolescent depression, that include delivering the study results and recommendations based on its findings, will be offered to the school counsellors, teachers, principals, and relevant personnel involved in this project. Presentations of these findings will be offered to participating classrooms. Let me know how I can be of help to you. Please contact me at 604-822-0634 if you have any comments or questions. You may also contact my research advisor, Dr. Kimberly Schonert-Reichl, at 604-822-2215. Additionally, if you have any questions or concerns about this research study, you may contact the University of British Columbia Director of Research Services, Dr. Sauder, at 822-8598. Sincerely, Czesia Fuks Geddes 238
APPENDIX Q: Parent or Guardian Information Letter 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 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 Parent/Guardian Consent and Information 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 Dear Parent or Guardian: Co-investigator: Czesia Fuks Geddes, R.N., M.S.W., 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 We are writing to request permission for your son/daughter to participate in an exciting research project that we are conducting at his/her school. The project is entitled Adolescents' Understanding of Depression and Help-Seeking Behaviors. This project is being undertaken by Czesia Fuks Geddes to fulfill the thesis requirements for a Doctor of Philosophy degree in the Interdisciplinary Studies at the University of British Columbia (UBC), under the supervision of Dr. Kim Schonert-Reichl, Associate Professor of Educational Psychology and Special Education at the University of British Columbia; Dr. Jane Garland, Clinical Professor of Psychiatry at the University of British Columbia, and Head of the Mood Disorders Clinic at the Children's and Women's Hospital in Vancouver; and Dr. James Frankish, Associate Professor of Graduate Studies & Health Care & Epidemiology (Medicine), and Associate Director at the Institute of Health Promotion Research in UBC. What is the purpose of the research study? The purpose of this study is to identify how adolescents think about and define depression in others their age and in themselves, and the decisions they make to seek help for depression. 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. 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. Since research in this area using Canadian youth is extremely limited, your child's participation in this 239
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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
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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 and 252: Pilot Study APPENDIX 0: Pilot Study
Page 253: Appendices UBC is Dr. Kimberly Scho
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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