Teen Depression & Suicide
Running head: TEEN DEPRESSION & SUICIDE
Teen Depression & Suicide in the United States
Katheryn Moran
Western Washington University
1
Teen Depression & Suicide
Table of Contents
Introduction & Research Statement
3
Literature Review
3-7
Research Methods
7-9
Results & Discussion
9-11
References Cited
12-13
Appendix
14
Abstract
15
2
Teen Depression & Suicide
3
Introduction & Research Statement
There are a variety of issues that teens in America face on a daily basis
alongside the growing pains that every developing adolescent experiences. Depression
and suicide amongst teens in America are serious issues that are prominent in my mind
and deserve a closer examination of the possible links between the two. There have
been studies done to find reasons for depression and suicide in teens, whether or not
these reasons link to parents or child rearing and the kinds of environments that are
more likely to cultivate depression or suicidal thoughts amongst adolescents. I would
like to research all of these topics and ask the overarching question: What are the
triggers and links in a teenager’s life to bring on depression and/or suicidal thoughts and
are there any ways to prevent them?
Literature Review
Depression is categorized as the most common psychiatric disorder in the
United States and has become increasingly recognized to begin in adolescence (Facts
for Families, 2008). It is a disorder that affects emotions, thoughts, sense of self,
behaviors, interpersonal relations, physical functioning, biological processes, work
productivity and overall quality of life (Hankin, 2006, p.102). There are varying degrees
of depression ranging from mild to severe clinical depression. It is important to
recognize that individuals of all ages can be victims of depression. Categorizing by
degree of severity ignores criteria that are developmentally sensitive over the life span.
For example, preschoolers are less likely to report depressive symptoms than
adolescents who are obviously more educated, developmentally and socially mature
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4
(Hankin, 2006, p. 103). However, we should not assume that different ages experience
depression any more or any less. Rather, their emotions may correspond directly to
their age, knowledge and experience and cause different reactions (Hankin, 2006, p.
104).
There are a variety of triggers for depression in any individual. Hankin (2006)
claims that the most promising approach to understanding causes of depression in
youth is through a vulnerability-stress framework. Almost all individuals with a
depressive disorder have experienced at least one negative event in their life before the
onset of depression. In a three-wave, one year longitudinal study Hankin (2006) found a
dramatic increase in the number of uncontrollable negative life events experienced
starting at age thirteen (p. 105). The most typical stressors that contribute to the onset
of depression include social outcasting, parental divorce, a drastic change in
environment, self-doubt, financial uncertainty and pressure to succeed and fit in (Facts
for Families, 2008).
Stress, however, is not the only link to depression. Lyons-Ruth, Wolfe, &
Lyubchik (2000) believe that parental depression is related to a wide range of impaired
developmental outcomes in children and can be a leading factor in the onset of
depression. Their research shows that “children of depressed mothers show greater
social, behavioral and academic impairment than children of non-depressed mothers,
from infancy to adolescence” (p. 148). Due to the negative interactions and relationships
this child is exposed to, it makes sense that they would be more prone to the
development of similar personality traits and characteristics. “Children of depressed
mothers are more likely to have psychological symptoms, treatment for emotional
Teen Depression & Suicide
5
problems, suicidal behavior and psychiatric diagnoses” (Lyons-Ruth, Wolfe, & Lyubchik,
2000, p. 148).
Other life obstacles and hindrances that teens typically face include substance
abuse; mental illness; impulsive, aggressive, and antisocial behavior; a variety of family
factors; and increased access to firearms by the at-risk population (Centers for Disease
Control, 1995). All of these have been documented as direct causes of increased odds
of depression, suicidal ideation, and suicide attempts population (Centers for Disease
Control, 1995). Depending on the population type, some individuals are more
susceptible to increased depression and suicidal thoughts simply due to their
environment and history. Those teens that do indulge in the use of substances are at a
much higher risk than those who abstain (Hallfors, Waller, Ford, Halpern, Brodish, &
Iritani,, 2004, p. 224). Depending on the age, statistics show that some girls are more
likely to attempt suicide than boys (Gore, 2008).
Whether we are predisposed to it, if it is caused by stress or we were exposed to
it from birth, depression is all around us. Unfortunately, depression is the number one
cause of suicide among teenagers in the U.S. (Facts for Families, 2008). Suicide among
teenagers in America has crept up to the third leading cause of death among individuals
between the ages of fifteen and twenty-four. Each year thousands of teenagers resort to
suicide (“Facts for Families”, 2008). It is important to understand why all of the
previously mentioned triggers so significantly impact the life of a teenager. By
understanding this and recognizing symptoms of depression early on, perhaps we can
begin to decrease the number of people affected by depression and haunted by suicide.
Beginning the installation of a variety of different kinds of educational and
Teen Depression & Suicide
6
preventative programs around the country has already positively effected many people’s
lives in America. McArt., Shulman, & Gajary (1999) proposed the idea of a community
intervention system in New York to begin mending the relationship between community
and teen. They did so by creating an open workshop space for teens to discuss and
share themselves and their experiences. They also offered classes to educate teens
about the resources at their disposal in their own community. This program focused
extensively on “help-seeking strategies” when faced with an emotional crisis and
improving access to mental health crisis services. (McArt., Shulman, & Gajary , 1999,
p. 3). This program allowed for group healing and a social process that brought people
together to create a support system and also taught self help and empowerment
behaviors.
“Many adolescents do not obtain services they need because the services are
not known to them or to their families, and are not perceived to be readily accessible”
(McArt., Shulman, & Gajary , 1999, p. 2). By raising awareness about depression in this
New York community, more teens felt they had a support system to turn to that had not
existed before.
Lyons-Ruth, Wolfe, & Lyubchik believe that this gap in services could be
addressed by developing family-support teams as collaborative services between
psychiatry and pediatric services beginning at the birth of the child (2000, p. 152).
Recognizing that the early environment of a child has a serious impact on their
development, providing services from the beginning may halt any early depression
symptoms and provide the family with the tools necessary to seek help if needed later
on. By combining the expertise of a family psychiatrist and pediatrician, a wrap around
Teen Depression & Suicide
7
service can be implemented for the family and hopefully build a support web of current
developmental knowledge and clinical skill in working with parents and infants (LyonsRuth, Wolfe, & Lyubchik, 2000, p. 152).
Raising awareness of depression and creating supports for families and
individuals to seek out in their own communities have proven to be one of the most
effective tools in exposing the reality of the situation and beginning the healing process
(Lyons-Ruth, Wolfe, & Lyubchik, 2000, p. 148).
Research Methods
I have chosen to focus on the impact of the family and environment on youth
development. I plan to conduct my research using a probability sampling method, much like
the Commonwealth Study mentioned by Lyons-Ruth, Wolfe & Lyubchik (2000). I also plan
to limit my research to the city of Bellingham. By using the cluster sampling method I can
find each household in Bellingham that houses teenagers between the ages of 13-18.
According to current Bellingham demographics, there are approximately 6,000 teenagers in
the city (AreaConnect, 2000). Once I have found these houses I can use a simple random
sampling method to decide which households I will send questionnaires to. I am aiming for
a representative sample of about half of the population, so I plan to send around 3,500
questionnaires.
Questionnaires will be sent not only to the teenager(s) within the home, but also
to the parent(s). I am interested in finding out the current social, emotional and cognitive
status of the adolescent(s) and parent(s) and what experiences or situations may be
affecting that youth’s current lifestyle. The following is a sample of the questions I will
be sending to my participants:
Teen Depression & Suicide
8
Sent to teens:
Do you feel depressed?
Do you feel satisfied?
Have you ever experienced suicidal thoughts or feelings?
Are you often physically active in your current lifestyle?
Do you enjoy social outings?
Do you feel comfortable at home?
Do you feel that you can approach your family or close friends with problems you face?
Sent to parents:
Do you feel depressed?
Do you feel satisfied?
Have you ever experienced any type of depression?
Are you often physically active in your current lifestyle?
Do you enjoy social outings?
Do you ever worry that you child may be facing depression?
Do you sense any links between your child’s behavior and the way you raised them?
Each question will be followed by the numbers one through four and directions
will ask the participant to circle the number that best corresponds to their answer. The
number one will correspond to the answer never, four corresponding to always. I plan
to leave a section at the bottom of the survey encouraging participants to include any
extra information that they desire, but I am aware that this may not accumulate much
response.
Although I plan to survey the adolescent and parent separately, I recognize the
importance of obtaining permission for gathering information from minors and the
sensitivity of this subject. So, I plan to mail both questionnaires in one envelope. The
contents will be headed with a description of the research and a permission slip for the
parent or legal guardian of the participant to sign and return with the survey. This will be
followed by reassurance of the confidentiality of this information and it’s use strictly as a
way of improving services for depression in Bellingham as a whole. I also plan to
Teen Depression & Suicide
9
include information regarding supports and counseling systems that are available to
participants if needed after the involvement in this research.
I feel that the results of this survey will be reliable because these questions are
straightforward and relatively easy to answer. By using the vocabulary always and
never to describe the occurrence of feelings and situations, the choice is made clear
and obvious to the participant. I feel that the questions I am asking are blunt and require
honest answers. I feel that these answers will confirm existing links between adolescent
behaviors and lifestyles and their family members or disprove these beliefs.
I plan to take all collected data and find the average outcome for each answer for
teenager and parent. By randomly selecting my participants I am able to assume that
my sample is representative of the majority of adolescents and families with teens in the
Bellingham area and apply my results to a larger population.
Results & Discussion
I received 2,000 surveys back after mailing 3,500. Each survey returned included
data for both parents and teens along with the consent forms needed. The results were
somewhat surprising in that I had expected a strong link between parental depression
and adolescent depression. Instead, I found depression to be more prominent in adults
alongside lack of satisfaction. However, It did seem that adolescents found themselves
to be less depressed and more satisfied in direct correlation to how active and social
their current lifestyle was. It seemed that a majority of teens felt comfortable at home
and had a feeling of support from friends and family. Those parents that did report
Teen Depression & Suicide 10
feeling worried about their children also reported seeing significant links between their
child rearing practices and their child’s behavior.
Will this data does not necessarily support the link between parental depression
and it’s link to possible causation or influence on teen depression, it does show the
importance of recognizing depression as an issue many people face. With this data I
see depression as a problem that is significant in the Bellingham population and should
be addressed immediately. By installing forms of previously discussed preventative and
educational programs, I think many teenagers and adults would feel more comfortable
discussing their experiences with depression and beginning to sort through those
emotions to find the root problem. I think these programs can lead to a happier,
healthier community and encourage community bonding and understanding.
Adolescent Survey Results
Depressed?
Satisfied?
Suicidal Thoughts?
Physically Active?
Social?
Comfortable at Home?
Support System?
1=Never 2=Sometimes
3=Usually
4=Always
100
900
700
300
800
700
300
900
550
250
500
400
350
1150
250
400
300
1000
350
350
1000
300
200
350
350
250
300
300
Parental Survey Results
Depressed?
Satisfied?
Suicidal Thoughts?
Physically Active?
Social?
Worry About Kids?
Child Rearing Links?
1=Never 2=Sometimes
3=Usually
4=Always
600
600
300
400
600
600
300
900
700
700
400
600
400
800
300
200
900
500
300
700
600
500
400
100
300
500
400
400
Teen Depression & Suicide 11
1400
1200
1000
800
600
400
200
0
1=Never
.
rt.
.
Su
pp
o
Co
m
fo
r t.
..
l?
So
cia
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Ph
ys
i
...
Su
ici
da
l
fie
Sa
tis
De
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es
.
d?
2=Sometimes
..
Number of Teens
Adolescent Survery Results
3=Usually
4=Always
Questions Asked
1000
800
600
400
200
0
1=Never
Questions Asked
e.
..
R
ld
Ch
i
W
or
ry
...
l?
So
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Ph
ys
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Su
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da
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...
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fie
Sa
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..
2=Sometimes
De
pr
es
.
Number of Parents
Parental Survey Results
3=Usually
4=Always
Teen Depression & Suicide 12
References
American Academy of Child & Adolescent Psychiatry. (2008). Facts for families: Teen
suicide. (2008, May). Retrieved July 6, 2009, from
http://www.aacap.org/cs/root/facts_for_families/teen_suicide
AreaConnect (2000). Bellingham city, Washington statistics and demographics. Retrieved
August 8, 2009, from http://bellingham.areaconnect.com/statistics.htm
Centers for Disease Control. (1995). Suicide among children, adolescents, and young
adults. United States, 1980-1992. Morbidity and Mortality Weekly Report, 44, 289291.
Chess, S., & Hertzig, M. E. (1989). Annual progress in child psychiatry and child
development 1989: A selection of the year's outstanding contributions to the
understanding and treatment of the normal and disturbed child. New York:
Brunner Mazel.
Dube, R. S., Anda, R. F., Felitti, J. V., Chapman, D. P., Williamson, D. F., & Giles, W. H.
(2001). Childhood abuse, household dysfunction, and the risk of attempted
suicide throughout the life span: Findings from the adverse childhood experience
study. The Journal of the American Medical Association, 286, 3089-3096.
Retrieved July 5, 2009, from the ProQuest database.
Gore, K. A. (2008). Social integration and gender differences in adolescent depression:
School context, friendship groups, and romantic relations. Retrieved July 3,
2009, from the ProQuest database.
Teen Depression & Suicide 13
Hallfors, D. D., Waller, M. W., Ford, C. A., Halpern, C. T., Brodish, P. H., & Iritani, B.
(2004). Adolescent depression and suicide risk: Association with sex and drug
behavior. American Journal of of Preventive Medicine, 27, 224-231. Retrieved
July 5, 2009, from the ProQuest database.
Hankin, B. L. (2006). Adolescent depression: Description, causes and interventions.
Epilepsy & Behavior, 8(1 ), 102-114. Retrieved July 5, 2009, from the
ProQuest database.
Lyons-Ruth, K., Wolfe, R., Lyubchik, A. (2000). Depression and the parenting of young
children: Making the case for early preventative mental health services. Harvard
Review of Psychiatry, 8(3), 148-153.
McArt, E. W., Shulman, D. A., & Gajary, E. (1999). Developing an educational workshop
on teen depression and suicide: A proactive community intervention. Child
Welfare Journal, 78(6), 793-806. Retrieved July 5, 2009, from the EBSCO
database.
Reifman, A., & Windle, M. (1995). Adolescent suicidal behaviors as a function of
depression, hopelessness, alcohol use, and social support: A longitudinal
investigation. American Journal of Community Psychology: Behavioral Science,
23(3), 329-354.
Solomon, C. (2009). Parent’s depression and its relation to adolescent suicide attempts.
Undergraduate Research Journal for the Human Sciences. Retrieved July 6, 2009,
from http://www.kon.org/urc/v8/solomon.html
Teen Depression & Suicide 14
Teen Depression & Suicide 15
Abstract
Depression and suicide amongst teens in America are serious issues that are
prominent and deserve a closer examination of the possible causes. There have been
studies done to find reasons for depression and suicide in teens, whether or not these
reasons link to parents or child rearing and the kinds of environments that are more
likely to cultivate depression or suicidal thoughts amongst adolescents. I ask the
question: What are the triggers and links in a teenager’s life to bring on depression
and/or suicidal thoughts and are there any ways to prevent them?
Though there are a variety of situations and experiences that can cultivate
depression, stress, environment and sociability have the most significant impacts.
Research done by Hankin (2006) suggests that the only way for us to truly understand a
teen’s depression is through a vulnerability-stress framework. Lyons-Ruth, Wolfe, &
Lyubchik (2000) argue that parental depression and early environment play the most
critical role in the development of depression.
In my own research I could very clearly see the impacts of depression on lifestyle
and satisfaction with one’s own life that brought me to conclude that preventative and
educational systems need to be put in place throughout America to begin the
breakdown of depression and commonality of suicide.
A few different successful approaches to preventative and educational systems
are discussed in this paper alongside facts and results from other similar studies that
suggest something be done, and soon.