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

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Figure 1 School Data Administration (^ ( 7 ^ Demographics Conceptions of Adolescent Depression (COAD) Self-Recognition of Adolescent Depression (S-ROAD) Thought Needed to Talk to Someone L ^Talking to Someone When Feeling Depressed Emotional Awareness and Emotion Expression (EESC) Emotion Regulation (CSMS) and (CAMS) Social Perspective Coordination (4+Rel-Q) Depressive Symptomatology (RADS-2) Chapter III: Methodology Students who did not participate in this study worked on independent assignments previously assigned by their teacher, or were given activities (e.g., puzzles, brain-teaser books) that we supplied. Altogether, the administration of the questionnaire was completed within 60 minutes of scheduled class time for both grade levels. Follow-Up Protocol Post Data Administration A resource pamphlet developed for this study (Appendix T) was distributed, immediately after data administration, to all the students in the participating classrooms to provide them with access information to various resources in and outside of their community. Several resource 78
Chapter III: Methodology pamphlets were left with the participating teacher for any students who were away on the day of data administration and the school counsellors of the participating schools. Immediately after the completion of data collection, students were invited to discuss with me any further questions they may have had. I made myself available outside the classroom in a designated spot for 20 minutes. This process afforded confidentiality to any adolescents who wanted to immediately discuss their personal concerns or questions with me outside the classroom. Protocol for Participants Who Were Screened as Depressed Each student participating in the survey was screened for depressive symptomatology using RADS-2, and the referral protocol developed for this study (Appendix U, Appendix V), was implemented for those screened as depressed. Potential depression was assessed after data administration, while still in the school, in an unused room previously allocated by the participating teacher or school personnel for this purpose. For each adolescent who completed the questionnaire that day, I tabulated their total scores twice on the RADS-2. The scores were then again reviewed with one of the research assistants who was present for the scoring of RADS-2 for all participants throughout data administration. Those ID numbers that contained at and above the cutoff score of 76 (screened as depressed) were immediately matched with the same numbers and names on identification pages that were stored separately. These were separated that day in a separate envelope to enable me to follow them up using the follow-up protocol later that day. The students' up-to-date home numbers, work numbers, and cell numbers were provided by the parents or guardians on the returned consent forms that included the students' names (Appendix A). Within 24 hours of data collection, I contacted and communicated directly with each participant who screened with potential depression at their home via telephone. In that same time frame, the students' parents or guardians were sent a resource pamphlet and a note (Appendix T, Appendix W) to inform them that their child was referred to the school counsellor. Referrals to the school counsellors were made within 24 hours of administering the questionnaires for those participants screened with depression. Often, referrals were made to the school counsellors immediately after the scoring of the RADS-2 was completed. If the counsellors were not available that day, I communicated directly with them via the telephone to 79
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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 versi
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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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