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

More documents

Recommendations

Info

ABSTRACT Depression in adolescents is a ubiquitous mental health problem presenting ambiguities, uncertainties, and diverse challenges in its conceptualization, presentation, detection, and treatment. Despite the plethora of research on adolescent depression, there exists a paucity of research in regards to obtaining information from the adolescents themselves. In a mixed method, cross-sectional study, adolescents (N= 332) in grades 8 and 11 provided their conceptions of depression. Adolescents' self-recognition of depression was examined in association with depressive symptomatology and reported pathways to talking to someone. Adolescents' social and emotional competence was also examined in association with severity of their depressive symptomatology. Developed categories and subcategories of adolescent depression were guided by the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV-TR) criteria for Major Depressive Episode (MDE) (American Psychiatric Association [APA], 2000). Adolescents' definitions of depression were dominated by subjective, holistic interpretations and add new information and depth to the previous research on adolescent depression. Depressed Mood and Social Impairment were the core categories, both contained intricate subcategories. The frequencies of these constructs provide a map of the themes and subthemes that pervade adolescents' personal philosophies regarding adolescent depression. About half of the adolescents who self-recognized depression within two weeks (45%), qualify into screened depression (Reynolds Adolescent Depression Scale -2" version [RADS-2]; Reynolds, 2002) criteria based on the DSM-IV-TR for MDE (APA, 2000). However, this study's findings showed that the mean for screened Depression Total Score (RADS-2; Reynolds, 2002) was significantly higher in those adolescents who self-recognized versus those who did not self-recognize depression. The majority of lifetime self-recognizers of depression thought that they needed to talk to someone and reported that they talked to someone when feeling depressed. Poor Emotion Awareness was a strong contributor to increasing vulnerability to depressive symptomatology. This study provides new theoretical insights regarding the concept and detection of adolescent depression, and links between social and emotional competence and depressive symptomatology. These findings extend previous research (APA, 2000), provide new ii
understanding to guide future research, and have direct implications for research, policy, and practice strategies aimed to better communicate with and help young people with and without depression. iii
Page 1: HOW DO ADOLESCENTS DEFINE DEPRESSIO
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 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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?