how do adolescents define depression? - cIRcle - University of ...
how do adolescents define depression? - cIRcle - University of ...
how do adolescents define depression? - cIRcle - University of ...
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Chapter II: Literature Review<br />
et al., 1996b; Pataki & Carlson, 1995; Rutter, 2000). However, several studies reveal that some<br />
depressive symptomatology in a<strong>do</strong>lescents <strong>do</strong> reflect diagnostic criteria according to the DSM or<br />
the ICD-10 (Patton, C<strong>of</strong>fey, Posterino, Carlin, & Wolfe, 2000; Roberts, Lewinsohn, & Seeley,<br />
1995).<br />
Several central concepts and guiding assumptions underpin our current understanding <strong>of</strong><br />
a<strong>do</strong>lescent <strong>depression</strong>. These assumptions are based on the premise that <strong>depression</strong> arises from<br />
complex, multi-layered interactions within the a<strong>do</strong>lescent (including biological and genetic<br />
factors), the a<strong>do</strong>lescents' environment (including family members, peers, neighbors, school,<br />
community, and the larger social-cultural context), and the inter-relationship <strong>of</strong> these factors<br />
(Frankish, Veenstra, & Moulton, 1999; US Department <strong>of</strong> Health and Human Services, 1999).<br />
Developmental changes within the a<strong>do</strong>lescent and in the environment are also important to<br />
discern as both undergo changes.<br />
Factors Associated with Depression in A<strong>do</strong>lescents<br />
During a<strong>do</strong>lescence, there is a rise in mortality due to suicides, increased tobacco,<br />
alcohol, and drug use, and a dramatic increase in the incidence <strong>of</strong> eating disorders (Angold,<br />
Costello, Farmer, Burns, & Erkanli, 1999; Canadian Council on Social Development, 2001;<br />
Hankin & Abramson, 2001; Kessler et al., 2001; Kessler & Walters, 1998; Lewinsohn et al.,<br />
2000a; Newman & Bland, 1998; Parker & Roy, 2001; Patton, C<strong>of</strong>fey, & Sawyer, 2003; Rutter,<br />
2000; Shaffer, Gould, Fisher, & Trautman, 1996; Stewart, Manion, & Davidson, 2002; WHO,<br />
2003; Windle & Davies, 1999). Stressful life events and psychosocial influences are associated<br />
with <strong>depression</strong> (Goldberg & Huxley, 1993; Rutter, 2000; Rutter & Sroufe, 2000). In a study<br />
with more than 1,500 participants in grades 9 to 12, Lewinsohn et al. (1999) found that dysphoric<br />
mood and symptoms, dysfunctional thinking, and psychosocial stress appeared to be the<br />
predictors <strong>of</strong> first onset <strong>of</strong> <strong>depression</strong> in a<strong>do</strong>lescence. Life events, especially their number and<br />
timing, may provoke the onset <strong>of</strong> <strong>depression</strong> in a<strong>do</strong>lescence (Rutter, 2000) and may be mediated<br />
by the individual's response and interpretation <strong>of</strong> <strong>depression</strong>. Further, research indicates that<br />
<strong>depression</strong> in general <strong>of</strong>ten presents itself along with another disorder (Kreuger, 1999; Reynolds<br />
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