Running head: ADOLESCENT DEPRESSION 1 ADOLESCENT DEPRESSION 2 Adolescence is a crucial and significant period of development for understanding the course, treatment and nature of depression. It is not unusual for teens or adolescents to feel down in the dumps or experience the blues occasionally (Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013). For most boys and girls, adolescence is usually a time with many emotional, physical, social and psychological changes accompanying this life stage. It is an unsettling duration and time of life development. Unrealistic social, family and social expectations crease such a strong sense of rejection and develop into disappointment (Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013). When issues are going wrong at home or in school, adolescents often overreact. To worsen the situation, teens are often bombarded with different and conflicting messages from society, friends and parents. Research shows that adolescent depression has heightened in the recent past, and the rate of increase is extremely alarming. Recent studies indicate that one out of five teens develop clinical depression during their life development stages (Oldehinkel, Ormel, Verhulst, & Nederhof, 2014). Health practitioners explain that diagnosing depression in adults can be extremely difficult since most adults usually expect the teens to show moody signs. Despite this, several symptoms can be looked at, and they can be easily detected. Changes in sleeping or eating patterns should not be overlooked, since they can be attached to lack of motivation or energy, and lack of enthusiasm (Stapley, Midgley, & Target, 2016). Extreme cases of rage, anger, and an overreaction to criticism are associated with depression. Thirdly, adults and parents should look out for hopelessness and sadness, with the teens showing signs of withdrawal from the family, friends and activities such as sports (Stapley, Midgley, & Target, 2016). In school, teens experiencing depression have problems with school leaders and authority, and often show poor academic performance. In addition, during class hours, the teen may show signs of forgetfulness, poor concentration and indecision (Stapley, Midgley, & Target, 2016). In extreme cases, depressed teens or adolescents can harbour suicidal thoughts, or take actions towards this direction. Adolescence depression is a time of intense moodiness, stress, and self-preoccupation has permeated professional perspectives on this important developmental period (Gilbo, Knight, Lewis, Toumbourou, & Bertino, 2015). The approaches to the classification and assessment of adolescent psychopathology have been shown and reflected in the literature on adolescent depression: depressive syndromes, clinical depression and depressed mood. There are several key fam ...

1. Running head: ADOLESCENT DEPRESSION
1
ADOLESCENT DEPRESSION
2
Adolescence is a crucial and significant period of development
for understanding the course, treatment and nature of
depression. It is not unusual for teens or adolescents to feel
down in the dumps or experience the blues occasionally
(Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013).
For most boys and girls, adolescence is usually a time with
many emotional, physical, social and psychological changes
accompanying this life stage. It is an unsettling duration and
time of life development. Unrealistic social, family and social
expectations crease such a strong sense of rejection and develop
into disappointment (Gabbay, Ely, Li, Bangaru, Panzer, Alonso,
& Milham, 2013).
When issues are going wrong at home or in school, adolescents
often overreact. To worsen the situation, teens are often
bombarded with different and conflicting messages from
society, friends and parents. Research shows that adolescent
depression has heightened in the recent past, and the rate of
increase is extremely alarming. Recent studies indicate that one
out of five teens develop clinical depression during their life
development stages (Oldehinkel, Ormel, Verhulst, & Nederhof,
2014). Health practitioners explain that diagnosing depression
in adults can be extremely difficult since most adults usually
expect the teens to show moody signs. Despite this, several
symptoms can be looked at, and they can be easily detected.
Changes in sleeping or eating patterns should not be
overlooked, since they can be attached to lack of motivation or
energy, and lack of enthusiasm (Stapley, Midgley, & Target,
2016). Extreme cases of rage, anger, and an overreaction to
criticism are associated with depression. Thirdly, adults and

2. parents should look out for hopelessness and sadness, with the
teens showing signs of withdrawal from the family, friends and
activities such as sports (Stapley, Midgley, & Target, 2016). In
school, teens experiencing depression have problems with
school leaders and authority, and often show poor academic
performance. In addition, during class hours, the teen may show
signs of forgetfulness, poor concentration and indecision
(Stapley, Midgley, & Target, 2016). In extreme cases, depressed
teens or adolescents can harbour suicidal thoughts, or take
actions towards this direction.
Adolescence depression is a time of intense moodiness, stress,
and self-preoccupation has permeated professional perspectives
on this important developmental period (Gilbo, Knight, Lewis,
Toumbourou, & Bertino, 2015). The approaches to the
classification and assessment of adolescent psychopathology
have been shown and reflected in the literature on adolescent
depression: depressive syndromes, clinical depression and
depressed mood. There are several key family issues that
contribute to adolescent depression, and these factors can be
addressed through parenting. Having depressed parents is a
significant risk factor for depression both at childhood and
adolescence (Gilbo, Knight, Lewis, Toumbourou, & Bertino,
2015).
Children of depressed parents and families are more likely to
experience cognitive impairments in childhood and adolescence,
perinatal complications, high rates of depressive disorders, peer
problems, and school problems than offspring of healthy and
steady parents (Lewis, Collishaw, Thapar, & Harold, 2014).
Several mechanisms such as genetic predisposition,
dysfunctional parent-child interactions and emotional
unavailability of parents are involved in transmitting depressive
problems and disorders from parents to children (Lewis,
Collishaw, Thapar, & Harold, 2014).
Additionally, low family expression and cohesion, family
conflict and constant wrangling are key factors contributing to
depression in children, and even in their later stages of life

3. development. According to Petersen (Family- children
relationship expert), parental divorces has detrimental effects
on the developmental stages, especially during adolescence
when children are beginning to separate the good from the bad
(Haroz, Ybarra, & Eaton, 2014). He says, that parental divorce
amplifies the depression and behavioural disturbances in
adolescents (Haroz, Ybarra, & Eaton, 2014). Peer popularity is
detrimental and a significant factor in development of
depression towards adolescence and several years later.
Low or reduced peer popularity is related to depressive
symptoms and depression. For instance, among the younger
adolescents, less contact with friends, more experiences of
rejection, and less closeness with best friends increases the
depressive symptoms over time, and can increase beyond levels
of treatment if the contact and closeness widened over time. On
the other hand, the depression will contribute to poorly
developed relationships (Oldehinkel, Ormel, Verhulst, &
Nederhof, 2014). Conversely, poor relationships with peers
constitute risk factors for depressive symptoms and depression
in early stages of adolescence.
As much as relationship counsellors advocate for it, good
relationships with peers at such a stage do not offer a protective
influence. Psychological factors contribute significantly.
Negative body image, and this is common with females has been
connected to eating and depression disorders (Oldehinkel,
Ormel, Verhulst, & Nederhof, 2014). For instance, in the first
assignment, Tim is constantly talking about how nobody likes
him. Sometimes, low self-esteem if not checked can transition
into adulthood, and can be hugely responsible for depression
and related feelings.
Depression in adolescents is ever preceded with anxiety. For
boys at the age of 18 and have developed depressive symptoms,
they tend to be self-aggrandizing, aggressive and under
controlled in school (Goff, Gee, Telzer, Humphreys, Gabard-
Durnam, Flannery, & Tottenham, 2013). In cognitive
development, since the adolescents start experiencing and

4. showing dramatic increases in reasoning capacity and cognitive
abilities, the heightened capacity to reflect on self-development
and future plays a role in the possibility of developing
depression and experiencing depressive moods (Goff, Gee,
Telzer, Humphreys, Gabard-Durnam, Flannery, & Tottenham,
2013).
The academic performance and grades for both males and
females appear to reduce over adolescence, despite the fact that
part of the decline is attributed to increasingly difficult rating
and grading practice as they move from elementary to high or
secondary school. However, depression has been found to play a
significant role as well. Studies have shown that boys involved
in minor delinquent activities and are depressed had sharp grade
declines relative to those who are either only delinquent or
depressed (Naicker, Galambos, Zeng, Senthilselvan, & Colman,
2013). On the other side, boys showing neither of these
attributes register stable academic performance and achievement
over the course of their adolescence years.
The experience of difficult challenges or changes in
adolescence, predicts the increased depressed impact (Naicker,
Galambos, Zeng, Senthilselvan, & Colman, 2013). On that note,
researchers and mental health providers explain that daily
stressors, such parental restrictions, home chores,
responsibilities, and arguments with peers mediate the
connection between psychological symptoms and major stressful
events (Naicker, Galambos, Zeng, Senthilselvan, & Colman,
2013). Depressed adolescents’ show and report chronic and
more acute stressors than youth with rheumatic disease or
conduct disorder or with healthy youths with several life
stressors.
Teen depression is dangerous, and therefore if left untreated,
can be life-threatening. Therapy can be helpful to the teens
since it helps in understanding why they show depressive
symptoms and learn strategies of coping with the stressful
situations (Piko, Luszczynska, & Fitzpatrick, 2013). Depending
on the seriousness of the situation, treatment may consist of

5. group, family or individual counselling. Medications prescribed
by psychiatrists are necessary in helping teens feeling better.
Some of the effective and common ways to treat depression in
teens are: cognitive-behavioural therapy, interpersonal therapy,
medication, and psychotherapy. Medication is prescribed in
connection with different forms of therapy, depending on the
level of depression since it can help in relieving some
depression symptoms (Piko, Luszczynska, & Fitzpatrick, 2013).
Cognitive-behavioural therapy helps the adolescents in changing
the negative patterns of behaving, thinking, and responding to
criticism.
Interpersonal therapy is extremely important since the focus is
on developing healthier relationships with friends and family
(Piko, Luszczynska, & Fitzpatrick, 2013). Lastly, psychotherapy
gives an opportunity to the teens to explore feelings and events
that are troubling or painful to them, and teach them how to
thrive.
References
Gabbay, V., Ely, B. A., Li, Q., Bangaru, S. D., Panzer, A. M.,
Alonso, C. M., ... & Milham, M. P. (2013). Striatum-based
circuitry of adolescent depression and anhedonia. Journal of the
American Academy of Child & Adolescent Psychiatry, 52(6),
628-641.
Gilbo, C., Knight, T., Lewis, A. J., Toumbourou, J. W., &
Bertino, M. D. (2015). A qualitative evaluation of an
intervention for parents of adolescents with mental disorders:

6. the parenting challenging adolescents seminar. Journal of Child
and Family Studies, 24(9), 2532-2543.
Goff, B., Gee, D. G., Telzer, E. H., Humphreys, K. L., Gabard-
Durnam, L., Flannery, J., & Tottenham, N. (2013). Reduced
nucleus accumbens reactivity and adolescent depression
following early-life stress. Neuroscience, 249, 129-138.
Haroz, E. E., Ybarra, M. L., & Eaton, W. W. (2014).
Psychometric evaluation of a self-report scale to measure
adolescent depression: The CESDR-10 in two national
adolescent samples in the United States. Journal of affective
disorders, 158, 154-160.
Lewis, G., Collishaw, S., Thapar, A., & Harold, G. T. (2014).
Parent–child hostility and child and adolescent depression
symptoms: the direction of effects, role of genetic factors and
gender. European child & adolescent psychiatry, 23(5), 317-
327.
Naicker, K., Galambos, N. L., Zeng, Y., Senthilselvan, A., &
Colman, I. (2013). Social, demographic, and health outcomes in
the 10 years following adolescent depression. Journal of
Adolescent Health, 52(5), 533-538.
Oldehinkel, A. J., Ormel, J., Verhulst, F. C., & Nederhof, E.
(2014). Childhood adversities and adolescent depression: A
matter of both risk and resilience. Development and
Psychopathology, 26(4pt1), 1067-1075.
Piko, B. F., Luszczynska, A., & Fitzpatrick, K. M. (2013).
Social inequalities in adolescent depression: The role of
parental social support and optimism. International Journal of
Social Psychiatry, 59(5), 474-481.
Stapley, E., Midgley, N., & Target, M. (2016). The Experience
of Being the Parent of an Adolescent with a Diagnosis of
Depression. Journal of Child and Family Studies, 25(2), 618-
630.

7. Sociology of Race and Ethnicity: Observation Paper Assignment
Sheet
Due: Thursday, October 6, at the beginning of class
Rationale:
The object of the paper is to explore and observe day-to-day
lives of individuals from a racial/ethnic
group other than your own in order to learn about their
experiences from their perspectives. By critically
analyzing your observation data, this assignment will also help
you sharpen your analytical skills and
exercise empathy.
Instructions:
To conduct the observation, select one racially/ethnically

8. distinct place/organization (places of worship,
ethnic grocery stores/restaurants, etc.) where you would be
considered an outsider based on your racial
and/or ethnic status. Please consult with the instructor if you
are unsure about the appropriateness of the
site you are considering for this project. Also, consider calling
and asking people at the site prior to your
visit to see if they allow you to visit the site, if so, what would
be an appropriate attire/behavior while
conducting observation, and schedule interviews with them.
Visit the site, observe the place, take notes
on how people interact with each other, what’s going on, and
ask people about how this particular place
relates to them. What does it mean for them to have this
particular site available in their community? Is it
important that they have access to the site? If so, why?
Write a 4-5 page paper that includes an introduction and
conclusion as well as the following three
components:
1. Brief summary of your observation
2. Explanation on why you observed what you observed in a
sociohistorically specific ways
3. Analysis of your own feelings and internal responses to the

9. observation
Paper Focus
The main focus of the paper is your application of course
knowledge to analyzing and explaining
experiences of those who have different racial/ethnic
backgrounds from you.
Requirements for the paper:
4-5 pages long without reference; standard 1-inch margins; 12
font; Times New Roman; double-spaced;
STAPLED. Failing to meet these requirements will result in
point deductions.
Grading:
Observation as documented in the essay (richness in details):
15
Analysis as elaborated in the essay: 30
Quality of Writing (no errors, clarity, organization):
5
Total
50