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

Emotional Competence
Chapter II: Literature Review
One of the most important developmental tasks adolescents face is gaining competence in
emotional functioning (Saarni, 1999; Shipman, Zeman, Fitzgerald, & Swisher, 2003).
Difficulties in managing emotions have been associated with poor social functioning (Shipman et
al., 2003). Ciarrochi et al. (2002) suggest that adolescents who have strong social support but are
low in emotional competence are still less likely to use that support. Although emotion is
considered a cornerstone of human experience (Southam-Gerow & Kendall, 2002), research into
the role of emotion in contributing to depression is scarce. Emotional and social competence
requires the skills of emotion awareness (Penza-Clyve & Zeman, 2002; Zeman et al., 2006).
Willingness to express emotions is important in social relationships; however, it is not as
essential as awareness of emotion in building emotional competence (Saarni, 1999). The
reluctance to express emotions is critical in disrupting social relationships and can lead to
psychopathology (Lane & Schwartz, 1987; Saarni, 1999).
Zeman et al. (2001) report that participants of their study, who reported using effective
strategies for coping with sadness, tended to experience lower levels of depressive
symptomatology. This report echoes other literature showing that children who do not attain
developmentally appropriate levels of emotional competence are at risk for developing
psychological disturbances (Eisenberg et al., 1995; Zeman et al., 2001).
The Affect Regulation Interview (ARI; Zeman & Garber, 1996; Zeman & Shipman,
1997) and the Sadness Inhibition subscale (CSMS; Zeman et al., 2001) were significantly and
positively correlated with the self-reports of sadness, indicating that the Sadness Inhibition
subscale can distinguish between regulating specific emotions rather than considering it a general
indicator of negative emotional control. Analyses of the Emotion Awareness Scale (EAS; Penza-
Clyve & Zeman, 2002) also showed convergent validity, indicating that the Sadness Inhibition
subscale is related to poor emotion awareness and emotion management. The Sadness Inhibition
subscale was positively associated with higher scores on the Child Depression Inventory (CDI;
Kovacs, 1985; Kovacs, 1992; Zeman et al., 2001).
45