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Appendices Note: If a respondent answers 3 or 4 on the suicide question as well as experiencing potential depression, the suicide ideation protocol supersedes the depression protocol if the respondent answers Yes to Q 1, there is no need to do both. Note: For Depression scores above the cut off rate or a score of 4 on Critical Items 3, 6, 19, 20, and 30, or a score of 3 on all Critical Items including Item #14, the respondents are only referred to the school counsellor for further evaluation of potential depression and a note is sent to the parents. 1.^The interviewer will say, "Based on some of the questions that you answered in the survey, it sounds like you are experiencing levels of distress that suggest that it would be a good idea for to check in with your counsellor for further follow-up. Have you talked to your school counsellor about how you're feeling? (If Yes or No): "It would be a good idea if you check in with your school counsellor and make an appointment to discuss how you are feeling. I have passed on ONLY your name to your school counsellor and send a note to your [parent or guardian] but did NOT provide them with any answers that you provided in the Questionnaire. Meanwhile, you can contact the crisis line or a doctor in case you'd like to get resources or just to talk to someone. The resource pamphlet that we handed out right after the survey, has different resources and their addresses, their contact numbers and hours that you might find helpful." Do you still have it? If not, we can e-mail or fax it to you. Your school counsellor and the office also have some extra copies. 254
APPENDIX W: Parental Letter Informing Referral Made Department of Educational and Counselling Psychology and Special Education Faculty of Education 2125 Main Mall Vancouver, B.C. Canada V6T 1Z4 THE UNIVERSITY OF BRITISH COLUMBIA Appendices Institute of Health Promotion Research Faculty of Graduate Studies 2206 East Mall Vancouver, B.C. Canada V6T 1Z3 http://www.ihpr.ubc.ca 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 Date: Dear 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 Your child participated, with your permission, in a research study on stress and depression in teens. On reviewing their results, we noted that there was higher than average level of distress and potential for depression in your child. Your child has been referred to the school counsellor for further follow up. We have recommended your child to book in with the school counsellor. We encourage you to discuss the situation directly with your child and/or school counsellor. You can also check in with your family doctor or contact the local Mental Health Team for assistance. We are also enclosing a resource pamphlet with some local resources. Sincerely, Czesia Fuks Geddes 255
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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
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References Eisenberg, N., Fabes, R.
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Fombonne, E., Wostear, G., Cooper,
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References Glasersfeld, E. von (197
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Hall, G. S. (1904). Adolescence its
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References Jackson, S. W. (1986). M
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References Keating, D. P. (1988). B
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Kurt, M. D., & Crowley, S. L. (2002
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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
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: Appendices further follow-up. We al
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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