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

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
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