Arts & Social Sciences
Te Kura Kete Aronui

Abstract

Bagby, S.(1994). Depressed mood and coping strategies among adolescents. Unpublished Master of Social Science Thesis. Hamilton: University of Waikato.

Adolescent depression has been recognised as a particularly serious mental health problem for the following reasons:

1. depression originating in the teenage years may affect the development sequence and academic skills crucial at this life-stage;
2. there is substantial danger of teenage depression recurring in adulthood, resulting in negative effects on quality of life and well being;
3. a connection between depression and other problems, such as substance abuse and eating disorders, often exist;
4. a strong link between depressive disorders and suicide has been documented.

This thesis research was conducted with a sample of 26 New Zealand female and male secondary college students, aged 15 - 17. Twenty-one of these students said that they had experienced depressed mood, which was defined as feeling discouraged, gloomy or sad, with low levels of energy and low productivity. The research was concerned with:

1. the frequency and effects of depressed mood;
2. factors related to depressed mood as reported by students;
3. coping strategies employed for depressed mood and factors protecting non-depressed adolescents from this mood;
4. ways in which educational agencies might improve mental health services for students with respect to depressed mood.

The focus of the research was on students' personal experiences of depressed mood and coping. This focus is consistent with the community psychology conviction that people are competent to take self-responsibility for their health, when they are empowered with adequate knowledge based on experience. An empowering approach does not imply that clinical or professional assistance is dispensable. For example, indivduals can be taught both coping skills for depressed mood, and also to recognise when additional professional aid may be required.

The main results are described below.

1. Frequency of depressed mood: Ninety-two percent of females and 71% of males had experienced some degree of depressed mood. Sixty-seven percent of females compared to 21% of males reported their depressed mood level as severe to extreme.
2. Effects of, and assistance for, depressed mood: Lack of motivation for both academic work and social activities occured in the majority of students in the depressed mood group. Nineteen percent said that feeling depressed was a precursor to their substance abuse. Only 14% of this group had received assistance fo depressed mood from a professional source.
3. Factors related to depressed mood: A diversity of factors were reported by students as influencing their depressed moods. These factors, in order of frequency, included family conflict, loss, stress of academic work, rejection, worry about future employment and parental depression.
4. Coping strategies and factors protecting against depressed mood: Coping strategies used by the depressed mood group included exercise, family support, peer support, cognitive strategies (where emotional reactions to stress were altered or situations were defined), social activity, and substance abuse. The first four of these strategies were also identified as protectors by the non-depressed mood group. Cognitive strategies appeared to be particularly useful.
5. Students' proposals for additional educational support to assist in coping with depressed mood:
   • confidentiality: the confidential nature of college counselling services could be reiterated to students more frequently. Teachers could discuss concerns (such as inferior homework) which may be related to mental health issues, with students in private.
   • Social education classes: these could be part of the curriculum through to form 7, and could cover topics such as conflict resolution and coping with depressed mood.
   • Support groups at college: students trained in counselling skills, and with proficiency in leading discussions on mental health issues, could facilitate support groups.
   • Lunchtime events: the frequency of lunchtime sports events could be increased, in order to promote the benefits of exercise for mental and physical well-being. Panel discussions on mental health issues could be scheduled.
   • Family education this could be activated by colleges to provide information about depressed mood to parents and teenager

Given the many negative effects associated with depressed mood it would appear crucial to encourage community interest in this area. Characteristics of depressed mood need to be openly addressed so that appropriate self-coping or assistance can be secured. According to Yoder, Shute and Tryban (1990), "Education may be the key element in enhancing control and empowering the community to deal more effectively with depression" in order to promote an enhanced quality of life for all (p.564). This thesis research was intended to provide knowledge which can be utilised for educational purposes to promote empowering approaches to depression.