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Chapter III: Methodology questionnaires, 15-minute presentations were given to each participating class informing the students about the purpose of the study. Information letters (Appendix Q - Parent or guardian information letter, Appendix R - Student information letter) and Parental consent form (Appendix A-Parental) were distributed to students to take home to their parents. Parents and students were both informed that participation in the study was voluntary, and confidentiality of student responses was emphasized. A $70 gift certificate was presented to each participating classroom teacher to decide with all the students in their respective classes in how to spend the fund. 15 Two research assistants trained by this author, one male and one female, accompanied me for each 15-minute presentation and throughout all the participating classroom data administration to distribute and to collect questionnaires, monitor student contact, and respond to students' questions and concerns. Questionnaires were administered to students in one 60-minute class period during school hours. Before distributing the questionnaires, approximately five minutes were allocated to go over the instructions in how to respond to the COAD item, confidentiality issues, and the post- questionnaire follow-up protocol for referrals (see section Follow-Up Protocol Post Data Administration in this Chapter), and my 20 minute availability to discuss their personal questions in confidence in a defined location in school outside the classroom after data administration. Assent forms were signed by participants just prior to data administration (Appendix B - Student). Questionnaires were identified by number codes rather than student names. Students completed a numbered identification page (Appendix S) attached to the front of the questionnaire which was collected as soon as it was filled out and kept in a separate envelope from the completed questionnaires. This identification page was used to match students' names to their unique ID number in the questionnaires when they were screened as depressed. Throughout data administration, I or the two trained research assistants provided assistance, as needed, to any participant who had questions pertaining to the questionnaires. Each questionnaire was distributed in its own separate envelope which each participant used to insert her or his completed survey. Figure 1 illustrates the sequence of the questionnaire's content administered 15 Some classrooms decided to donate the fund and match it, to a charity, other students and their teacher bought books for the classroom, while another classroom had a pizza lunch. 76
Chapter III: Methodology to participants in the present study. The demographic information was presented at the start of the questionnaire. As previously implemented in a study on personal meanings of death (Holcomb et al., 1993), to keep from biasing the formulation of participants' own personal meanings of adolescent depression, to ensure the potential of an adequate number of responses, and to control the amount of time spent on the survey, the COAD item immediately followed the demographics component. The other instruments followed concluding with the RADS-2. 77
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HOW DO ADOLESCENTS DEFINE DEPRESSIO
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understanding to guide future resea
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Introduction^ 29 Adolescents' Self-
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Remaining Significant Categories an
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APPENDIX F: Self-Recognition of Ado
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LIST OF TABLES Table 1 Developmenta
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Table Al -4 Percentages and Chi-Squ
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ACKNOWLEDGEMENTS There are many ind
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CHAPTER I: INTRODUCTION Chapter I:
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Chapter I: Introduction expected to
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Chapter I: Introduction Bloom, 2001
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Chapter II: Literature Review unspe
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Chapter II: Literature Review This
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Chapter II: Literature Review const
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Chapter II: Literature Review Rutte
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Chapter II: Literature Review throu
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Chapter II: Literature Review et al
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Chapter II: Literature Review exter
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Chapter II: Literature Review Perha
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Chapter II: Literature Review and H
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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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