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 III: Metho<strong>do</strong>logy<br />
Category ^ Category Definition ^ # Subcategory ^ Examples<br />
18 Miscellaneous Focus <strong>of</strong> descriptors is<br />
distinguished mainly by<br />
responses that did not<br />
answer the question, not<br />
captured by previous<br />
categories, or irrelevant, too<br />
general, or did not make<br />
sense.<br />
Procedures<br />
Harmful, they might<br />
develop mental<br />
illnesses, needs help,<br />
intimidating, rough,<br />
common, needs help<br />
it really depends on<br />
what kind <strong>of</strong><br />
<strong>depression</strong>, not<br />
understanding the<br />
reason, untreated has<br />
a problem / problems<br />
with himself a state<br />
<strong>of</strong> mind, sickness.<br />
This section describes the process in accessing classrooms, and administering the<br />
questionnaire booklets containing the measures and demographic questions utilized in this study,<br />
and follow-up protocol for referrals <strong>of</strong> participants screened as depressed. A one-time, two hour<br />
pilot study was conducted to refine the questionnaire and the process for the main study<br />
(Appendix 0, Appendix N1).<br />
Ethics approval to conduct this project was obtained from the <strong>University</strong> <strong>of</strong> British<br />
Columbia (UBC; see Appendix M1) and two District School Boards. Principals within the<br />
participating school districts were informed <strong>of</strong> the study's approval by their respective School<br />
Boards. I then contacted the principals to provide them with information packages <strong>of</strong> this study<br />
(Appendix P), in order to obtain permission to recruit participants from their schools. Principals<br />
then distributed information about this study to school personnel. Following this, meetings with<br />
the school counsellors and teachers interested in participating in this study were held in order to<br />
schedule classroom presentations and data administration. Data were gathered in classrooms in<br />
the late spring during regular class sessions. Teachers remained in their classrooms while<br />
students completed the questionnaires.<br />
This study was presented to participants as an investigation to learn about a<strong>do</strong>lescents'<br />
understanding <strong>of</strong> <strong>depression</strong> in someone their age, and to provide their voices as to what they<br />
thought <strong>depression</strong> was and what they did about it. One to two weeks prior to administering the<br />
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