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

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Chapter III: Methodology provide only the referred names. The process of immediate referrals was made easier because communication was already established, prior to data collection, with the school counsellors via phone or face to face to confirm my presence in their school the same day, and they had been provided with the list of the classrooms that were participating in the present study. Just prior to the day of data administration, the office front desk personnel were also provided with a list of participating classrooms to ease communication among the school personnel and to inform them about our presence in their school. 80
CHAPTER IV: RESULTS Chapter IV: Results The results of this research are presented in four sections corresponding to the findings related to this study's four questions. The first section begins with a presentation of participants' conceptions of adolescent depression and frequencies at different phases of data reduction. The second section follows with a presentation of the findings of the association of students' conceptions of depression to grade, gender, depressive symptomatology, self-recognition of depression, thinking about own need to talk to someone when depressed, and talking to someone when feeling depressed. In the third section, I present the results of the association of self- recognition of depression to depressive symptomatology, and to pathways to choosing to talk to someone at the time of feeling depressed. The results of regression analyses examining the relations of social perspective coordination, emotion awareness and expression of emotion, and emotion regulation, to dimensions of adolescents' depressive symptomatology, are presented in the final fourth section. Categories and Subcategories of Adolescents' Conceptions of Depression and their Frequencies To address the first question in this study in which the students were asked to generate their own definitions or conceptions of adolescent depression, frequency counts of participants' generated definitions of depression were summed across the categories and subcategories. In the initial part of this section, participants' total frequencies of response units, the sum of identified COAD units, students' range of COAD units, and means of COAD units (for unit definition and its operationalization, see Coding Schemes section in Methodology Chapter), are presented. Next, I report the frequency counts and percentages of students' COAD units of all their definitions of adolescent depression for each category and subcategory. Following is a discussion of the process of deriving definition units of adolescent depression to determine the presence of a COAD unit in a category or subcategory generated by each respondent. The final part of this section ends with a presentation of the data reduction strategies employed. 81
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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 Rutte
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Chapter II: Literature Review et al
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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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