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

More documents

Recommendations

Info

Category Subcategory Grade z 2 (1, N= 332) Gender x2 (1,N=332) Gender iin Gr. 8 X2 (1,N=114) Gender in Gr. 11 x 2 (1,N=218) Grade in Boys x 2 (1, N=148) Grade in Girls Only x 2 1,N=184 D.S.' x 2 (1, N=332) Self-Rec 2^Self-Rec3 2 weeks Beyond vs. Within x2 None vs. within 2 wks. x 2 (1,N=174) (1,N=183) Subjective Thought Need to Talk x2 (1,N=233) Appendices Retardation/ .00, 6.15, .03, 8.54, 1.84, 1.01, 2.82, .94, 1.65, .22, .63, Agitation p= .97 p= .01 p=.86 p=.00 p =.18 p=.32 p=.09 p=.33 p=.20 p=.64 p=.43 Quiet .11, 5.97, .03, 8.44, 2.65, .54, 2.48, .62, 1.45, .38, .90, p= .75 p = .02 p=.86 p=.00 p=.10 p=.46 p=.12 p=.43 p=.23 p=.54 p=.34 Anxiety 1.58, 2.77, .09, 3.38, .05, 2.22, 3.96, 3.88, 2.36, .55, .16, Symptoms p= .21 p= .10 p=.76 p=.07 p=.82 p=.14 p=.05 p=.05 p=.12 p=.46 p=.69 Fear .86, 2.84, 1.03, 1.95, .46, .55, .74, 4.09, .80, .24, .66, p= .35 p= .09 p=.31 p=.16 p=.50 p=.46 p=.39 p=.04 p=.37 p=.62 p=.42 Anxious/ 1.68, 1.09, .06, 2.00, .1, 2.56, 5.50, .17, .43, .86, .00, Stressed p= .20 p= .30 p=.81 p=.16 p=.92 p =.11 p=.02 p=.68 p=.51 p=.36 p=.99 Substance Use 2.32, 1.83, .66, 1.06, .88, 1.32, .02, .98, .12, .06, .12, p= .13 p = .18 p=.42 p=.30 p=.35 p=.25 p=.88 p=.32 p=.73 p=.81 p=.73 Contextual/ 2.74, .02, .77, .89, .2, 4.44, .04, 3.71, 2.68, 2.92, 1.80, Causal p= .10 p= .90 p=.38 p=.35 p =.90 p =.04 p=.85 p=.05 p=.10 p=.09 p=.18 Masking/ .01, 5.90, 3.09, 3.03, .37, .01, .02, .79, .85, .98, .37, Stigma p= .91 p = .02 p=.08 p=.08 p =.55 p =.93 p=.90 p=.37 p=.36 p=.32 p=.54 Note. ' D.S. = Depressive Symptomatology, Gen. = Gender, (df = 1). 2 Self-recognition of depression within two weeks versus no self-recognition of depression groups. 3 Self-recognition of depression within two weeks versus self-recognition of depression beyond two weeks groups. Talking to Someone x 2 (1,N=180)
APPENDIX K!: Table K1-13: Association of Self-recognition of Depression and Table K1-13 Depressive Symptomatology Appendices Association of Self-recognition of Depression (Not Self-recognized, Self-recognized in the Past Two Weeks, and Self-recognized Beyond the Past Two Weeks) and Depressive Symptomatology Self-^Depressive Symptomatology Recognized^Not Depressed^Depressed Depression^(RADS- 2 76) NO^142 (99.3%) 75 boys, 67 girls Within 2^17 weeks (54.8%) 8 boys, 9 girls Beyond 2^136 Weeks (90.1%) 55 boys, 81 girls 1 (0.7%) 1 girl 14 (45.2%) 5 boys, 9 girls 15 (9.9%) 2 boys, 13 girls Totals 143 (100%) 75 boys, 68 girls 31 (100%) 13 boys, 18 girls 151 57 boys, 94 girls Totals^295 30 325 Note. Percentages calculated across rows. N = 332 (-4 missing) = 328 (-3 lost within 2 wks vs beyond 2 wks self-recognition analysis) = 325 271
Page 1 and 2:
HOW DO ADOLESCENTS DEFINE DEPRESSIO
Page 3 and 4:
understanding to guide future resea
Page 5 and 6:
Introduction^ 29 Adolescents' Self-
Page 7 and 8:
Remaining Significant Categories an
Page 9 and 10:
APPENDIX F: Self-Recognition of Ado
Page 11 and 12:
LIST OF TABLES Table 1 Developmenta
Page 13 and 14:
Table Al -4 Percentages and Chi-Squ
Page 15 and 16:
ACKNOWLEDGEMENTS There are many ind
Page 17 and 18:
CHAPTER I: INTRODUCTION Chapter I:
Page 19 and 20:
Chapter I: Introduction expected to
Page 21 and 22:
Chapter I: Introduction Bloom, 2001
Page 23 and 24:
Chapter II: Literature Review unspe
Page 25 and 26:
Chapter II: Literature Review This
Page 27 and 28:
Chapter II: Literature Review const
Page 29 and 30:
Chapter II: Literature Review Rutte
Page 31 and 32:
Chapter II: Literature Review throu
Page 33 and 34:
Chapter II: Literature Review et al
Page 35 and 36:
Chapter II: Literature Review exter
Page 37 and 38:
Chapter II: Literature Review Perha
Page 39 and 40:
Chapter II: Literature Review and H
Page 41 and 42:
Chapter II: Literature Review versi
Page 43 and 44:
Chapter II: Literature Review affec
Page 45 and 46:
Chapter II: Literature Review can i
Page 47 and 48:
Chapter II: Literature Review subth
Page 49 and 50:
Chapter II: Literature Review appro
Page 51 and 52:
Chapter II: Literature Review suppo
Page 53 and 54:
Chapter II: Literature Review is a
Page 55 and 56:
Chapter II: Literature Review persp
Page 57 and 58:
Chapter II: Literature Review The f
Page 59 and 60:
Chapter II: Literature Review an af
Page 61 and 62:
Emotional Competence Chapter II: Li
Page 63 and 64:
Chapter II: Literature Review Resea
Page 65 and 66:
CHAPTER III: METHODOLOGY Participan
Page 67 and 68:
Chapter III: Methodology As can be
Page 69 and 70:
Chapter III: Methodology interactio
Page 71 and 72:
Emotion Regulation: Sadness Chapter
Page 73 and 74:
Chapter III: Methodology for Anger
Page 75 and 76:
Chapter III: Methodology of death (
Page 77 and 78:
Content Analysis of Participants '
Page 79 and 80:
Chapter III: Methodology using cont
Page 81 and 82:
Chapter III: Methodology Some categ
Page 83 and 84:
Chapter III: Methodology these unit
Page 85 and 86:
Chapter III: Methodology A total of
Page 87 and 88:
Table 7 Chapter III: Methodology Ca
Page 89 and 90:
Chapter III: Methodology #^Category
Page 91 and 92:
Chapter III: Methodology Category ^
Page 93 and 94:
Chapter III: Methodology to partici
Page 95 and 96:
Chapter III: Methodology pamphlets
Page 97 and 98:
CHAPTER IV: RESULTS Chapter IV: Res
Page 99 and 100:
Chapter IV: Results category and su
Page 101 and 102:
Chapter IV: Results the Methodology
Page 103 and 104:
Table 12 Chapter IV: Results Freque
Page 105 and 106:
Category/Subcategory Defined Units
Page 107 and 108:
Category/Subcategory Defined Units
Page 109 and 110:
Chapter IV: Results lower percentag
Page 111 and 112:
Chapter IV: Results COAD unit in th
Page 113 and 114:
Chapter IV: Results than 5% of part
Page 115 and 116:
Chapter IV: Results presented in pa
Page 117 and 118:
Chapter IV: Results Appendix Al for
Page 119 and 120:
Table 18 Percentages, Significant a
Page 121 and 122:
Table 19 Chapter IV: Results Percen
Page 123 and 124:
Chapter IV: Results significant ass
Page 125 and 126:
Chapter IV: Results variable contai
Page 127 and 128:
Chapter IV: Results Association bet
Page 129 and 130:
ecognition groups, generated COAD u
Page 131 and 132:
Chapter IV: Results More than 80% o
Page 133 and 134:
Chapter IV: Results same variables.
Page 135 and 136:
Category / Subcategory Fatigue/Loss
Page 137 and 138:
Chapter IV: Results Association of
Page 139 and 140:
Chapter IV: Results were screened a
Page 141 and 142:
Chapter 1V: Results girls (n = 67),
Page 143 and 144:
Chapter IV: Results inhibition; wer
Page 145 and 146:
Chapter IV: Results correlated with
Page 147 and 148:
Chapter IV: Results model now with
Page 149 and 150:
Hierarchical Regression Analysis fo
Page 151 and 152:
CHAPTER V: DISCUSSION Depression: A
Page 153 and 154:
Chapter V: Discussion depression in
Page 155 and 156:
Chapter V: Discussion reported more
Page 157 and 158:
Depressed Mood Chapter V: Discussio
Page 159 and 160:
Chapter V: Discussion under Depress
Page 161 and 162:
Chapter V: Discussion discussed in
Page 163 and 164:
Chapter V: Discussion Biller, Ruiz,
Page 165 and 166:
Chapter V: Discussion impossible co
Page 167 and 168:
Association of Categories and Subca
Page 169 and 170:
constructs reflect overt characteri
Page 171 and 172:
Chapter V: Discussion definitions i
Page 173 and 174:
Chapter V: Discussion Association o
Page 175 and 176:
Chapter V: Discussion Lifetime Self
Page 177 and 178:
Chapter V: Discussion Social Perspe
Page 179 and 180:
Chapter V: Discussion symptomatolog
Page 181 and 182:
Study Strengths and Limitations Stu
Page 183 and 184:
along with their family's permissio
Page 185 and 186:
Chapter V: Discussion sectional stu
Page 187 and 188:
Chapter V: Discussion development,
Page 189 and 190:
Chapter V: Discussion which include
Page 191 and 192:
Chapter V: Discussion not wait for
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 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 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: Category Subcategory Grade x 2 (1,
Page 289 and 290: APPENDIX Ml: UBC Ethics Approval fo
show all

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

Create successful ePaper yourself

Delete template?

Save as template?