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Association of Categories and Subcategories of Depression to Grade Levels for Boys Only 152 Association of Categories and Subcategories of Depression to Grade Levels for Girls Only 152 Association of Depressive Symptomatology to Constructs of Adolescent Depression ^ 153 Self-Recognition of Depression and Its Association with Constructs of Adolescent Depression^ 154 Association of Adolescents' Thinking About Own Need to Talk to Someone When Depressed to Constructs of Adolescent Depression^ 155 Association of Talking to Someone when Feeling Depressed to Constructs of Adolescent Depression^ 155 Similar Percentages in the Constructs Generated by Adolescents' COAD^156 Associations of Self-Recognition of Depression to Depressive Symptomatology, and Pathways to Talking to Someone When Feeling Depressed^ 156 Association of Self-Recognition of Depression within the Past Two Weeks to Depressive Symptomatology^ 157 Lifetime Self-Recognized Depression to Reported Pathways to Talking to Someone When Feeling Depressed^ 159 Social Perspective Coordination, Emotion Understanding, and Emotion Regulation, as Predictors of Severity of Depressive Symptomatology^ 161 Intercorrelations among Social Perspective Coordination, Emotion Understanding and Depressive Symptomatology^ 161 Hierarchical Regression Analyses Predicting Depressive Symptomatology^ 162 Gender Differences in Social Perspective Coordination and Emotion Understanding as Predictors of Severity of Depressive Symptomatology^ 164 Study Strengths and Limitations^ 165 Study Strengths^ 165 Limitations^ 166 Implications and Considerations for Research, Policy, and Practice^ 169 Research^ 169 Policy^ 172 Practice^ 172 REFERENCES^ 177 APPENDIX A: Parental or Guardian Consent^ 219 APPENDIX B: Student Assent Form^ 221 APPENDIX C: Demographic Information^ 223 APPENDIX D: 4+ Relationship Questionnaire (4+ RE1-Q), v. 4.0^ 224 APPENDIX E: Conceptions of Adolescent Depression (COAD)^ 225 viii
APPENDIX F: Self-Recognition of Adolescent Depression (S-ROAD)^226 APPENDIX G: Thought About Own Need to Talk to Someone^ 227 APPENDIX H: Talking To Someone When Feeling Depressed^ 228 APPENDIX I: Access Columns: Id (Id Numbers Removed), Responses, and Broken Down Responses into COAD Units^ 229 APPENDIX J: Emerging Category and Subcategory of Adolescent Depression For Grades 8 and 11^ 230 APPENDIX K: Photo Example of Sheet with Clusters of Words ^ 231 APPENDIX L: Clustering COAD Units Within a Category and Subcategory^ 232 APPENDIX M: Intercoder Sheet With Randomly Selected COAD Units^ 233 APPENDIX N: Intercoder Instructions for Category Alphabet^ 234 APPENDIX 0: Pilot Study^ 235 APPENDIX P: Letter to School Principals^ 236 APPENDIX Q: Parent or Guardian Information Letter^ 239 APPENDIX R: Student Information Letter^ 242 APPENDIX S: Student Identification^ 244 APPENDIX T: Resource Pamphlet^ 246 APPENDIX U: Protocol For Referral For Suicidality^ 249 APPENDIX V: Protocol for Referral for Depressive Symptomatology^251 APPENDIX W: Parental Letter Informing Referral Made^ 255 APPENDIX X: Table X-1: Frequency Distribution and Percentages of Adolescents' COAD Units at Least Once in each Category and Subcategory^ 256 APPENDIX Y: Table Y-2: Frequency Distribution and Percentages of Greater than or Equal to 5% of Participants Generating a COAD Unit at Least Once in Each Category or Subcategory 257 APPENDIX Z: Table Z-3: Percentages and Chi-Square Tests in Adolescent Depression Constructs by Grade^ 258 APPENDIX Al: Table A1-4: Percentages and Chi-Square Tests of Adolescent Depression Constructs by Gender^ 259 APPENDIX Bl: Table B1-5: Percentages and Chi-Square Tests for Adolescent Depression Constructs by Gender in Grade 8, and in Grade 11^ 260 APPENDIX Cl: Table C 1-6: Percentages and Chi-Square Tests in Frequency for Adolescent Depression Constructs by Grade Level in Boys, and in Girls^ 261 ix
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: Remaining Significant Categories an
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
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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
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National Institute of Mental Health
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References Patton, G. C., Hetrick,
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References Reynolds, W. M. (1986a).
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Rutter, M., Kim-Cohen, J., & Maugha
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References Schultz, L. H., & Selman
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Southam-Gerow, M. A. & Kendall, P.
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References Taylor, M. (1996). A the
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References Wentzel, K. R. &, Erdley
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APPENDIX A: Parental or Guardian Co
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APPENDIX B: Student Assent Form UNI
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APPENDIX C: Demographic Information
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APPENDIX E: Conceptions of Adolesce
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APPENDIX G: Thought About Own Need
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Appendices APPENDIX I: Access Colum
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APPENDIX K: Photo Example of Sheet
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APPENDIX M: Intercoder Sheet With R
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Pilot Study APPENDIX 0: Pilot Study
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Appendices UBC is Dr. Kimberly Scho
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APPENDIX Q: Parent or Guardian Info
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Appendices An honorarium of $70 wil
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Appendices It is important for you
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Name: ^ School: ^ Date Your home po
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Appendices * Gab Youth Services (at
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APPENDIX U: Protocol For Referral F
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APPENDIX V: Protocol for Referral f
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Appendices further follow-up. We al
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APPENDIX W: Parental Letter Informi
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Appendices APPENDIX Y: Table Y-2: F
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Appendices APPENDIX Al: Table Al-4:
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APPENDIX Cl: Table C1-6: Percentage
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Appendices APPENDIX El: Table El-8:
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APPENDIX G1: Self-Recognition of De
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Appendices APPENDIX Il: Table I1-11
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Category Subcategory Grade x 2 (1,
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APPENDIX K!: Table K1-13: Associati
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APPENDIX Ml: UBC Ethics Approval fo
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