Laurel Pulford

IR 1/3/11AP
Compiled Annotations 6/2/16
Cigularov, Konstantin, Peter Chen, Beverly W. Thurber, and Lorann Stallones.
"Investigation of the Effectiveness of a School-Based Suicide Education Program Using
Three Methodological Approaches."Psychological Services 5.3 (2008): 262-74. Print.
The investigation portrays three different methods used by researchers to test the effectiveness
of a suicide awareness program. The three approaches are the rolling group design, the internal
referencing strategy, and the minimum competency approach. All three of these methods
measured the curriculums effectiveness on a basis of change in knowledge, attitudes, and
thoughts on the efficacy of the school-based curriculum called RAPP. However, this article
referenced many approaches and measuring methods that the author only abbreviated as the
RGD, added the citation, and then never explained what the method was and how it helped
reach the outcome. This was very misleading and frustrating at first until the page was turned
and a diagram of the Rolling Group Design evaluation approach was clearly drawn with an
ease of readability. The graphs are helpful in illustrating what the authors are trying to clarify in
the text.

Compas, Bruce E., Jennifer K. Connor-Smith, Heidi Saltzman, Alexandra Harding

Thomsen, and Martha E. Wadsworth. "Coping With Stress During Childhood and
Adolescence: Problems, Progress, and Potential in Theory and Research." Psychological
Bulletin 127.1 (2001): 87-90. Print.
This article delves into different definitions that have been theorized to define coping where
some are based on coping as a volatile and involuntary responses to circumstances, others
describe coping to be goal directed and motivational by nature. There is primary, secondary, and
relinquished control that determine an individuals approach to adaption. Competence, coping,
and resilience all play incredibly large roll in a persons success in adapting to stressful
situations. This source is reliable because it was published by the American Psychological
Association, Inc. The article was organized professionally; however, it grew to be confusing near
the conclusion.

Desrochers, John Edward, and Gail M. Houck. "Depression in Childhood and

Adolescence: A Quiet Crisis." Depression in Children and Adolescents: Guidelines for
School Practice. Silver Spring, MD: National Association of School Nurses, 2013. 11-21.
Print.
This book chapter is a good resource for research on a correlation between increase of socialemotional programs in schools and academic success. The article states that approximately six
out of a classroom of 30 would have experienced some form of diagnosable depressive
disorder. The article draws attention to the stigmas and lack of awareness of mental illnesses
such as depression in school environments and the essentiality of these schools to participate in

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promoting mental health during adolescent periods of development. Speaking of three different
tiers of intervention, the article describes different approaches to intervening adolescence and
their depression. The authors attempt to make key summary points along the article by
distinguishing boxes for Essentials bullet points along with enlarged quotes and classification
of the information. However, the author repeats the information in these Essentials boxes
within the article most likely for emphasis, but the repetition only irks the researcher.

Freed, Heather. "Interview with Heather Freed about Erika's Lighthouse." Telephone
interview. 28 Oct. 2015.
This telephone interview gave insight into the thought processes of a professional who is in
charge of organizing such programs that the researcher is looking into. Mrs. Freed spoke of the
type of programs that her organization, Erikas Lighthouse, provides to students. She also gave
her opinions on the most productive and effective of the organizations programs in which she
replied simply that all of them together make the most effective program. Out of the interview,
the researcher obtained an advisor.

Hankin, Benjamin L., Lyn Y. Abramson, Terrie E. Moffitt, Phil A. Silva, Rob McGee, and
Kathryn E. Angell. "Development Of Depression From Preadolescence To Young
Adulthood: Emerging Gender Differences In A 10-year Longitudinal Study." Journal of
Abnormal Psychology 107.1 (1998): 128-40. Print.
In this article, the researchers sought to find where gender differences emerge in developments
of depression and behavioral differences by studying students and non-students over a 10-year
age span from 10/11 to 20/21. The researchers proceeded to study the overall rates rates of
depression for each age group and created a tentative timeline of development of depression to
study and determine where the differences emerge. The researchers created their own data
through personal psychiatrist/psychologist conducted interviews that followed the same format.
From the timeline graph constructed, which is eloquently created and portrayed, it can be
concluded that male and female depression rates are about equal up to the age of 13.
Furthermore, age 15 appears to be the age where both groups go from a fairly level slope to a
much steeper slope; this continues until age 18 at each groups peak of rate of depression.
Although the data and study are conducted for the purpose of finding the emergence of gender
differences, the study is an excellent source to find student rates of depression and further
support the age argument. The article discusses limitations which shows responsibility for
possible issues of the study.

Horowitz, Jason L., and Judy Garber. "The Prevention Of Depressive Symptoms In
Children And Adolescents: A Meta-Analytic Review." Journal of Consulting and Clinical
Psychology 74.3 (2006): 401-15. Print.

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This meta-analytic review discusses the extensive research the authors had done on 30
different studies on effective prevention of depression in children and adolescents programs.
The researchers determined that selective prevention programs were found to be more effective
than universal programs. The authors specifically suggest for further research to test potential
moderators of adolescent depression such as age, gender, anxiety, and parental depression.
The study found little effect size with age as a factor. The review is formatted in a Question and
Answer format which is helpful when reading over it for the organization of the article. The
article concludes with suggestions for further research and better programs.

"Improving Early Identification & Treatment of Adolescent Depression: Considerations &

Strategies for Health Plans." NIHCM Foundation Issue Brief (2010): 1-9. NIHCM. NIHCM,
1 Feb. 2010. Web. 4 Oct. 2015
This online article gave insight to many statistics about adolescent depression; although out of
date, the percentages give a basis to what they could be today. The article discusses
demographics that are more likely to develop adolescent depression. It defines the importance
in early identification of Major Depressive Disorder in adolescence and methods out there such
as Strengths and Weaknesses Questionnaires and Depression Scales. The source is reliable
because it is published and written by the NIHCM. However, it is out of date and therefore, the
information discussed could very well be inaccurate according to todays statistics.

Jackson, P. Susan, and Jean Peterson. "Depressive Disorder in Highly Gifted

Adolescents SENG."SENG. The Journal of Secondary Gifted Education. Web. 15 Sept.
2015.
This article dives into the research behind whether or not highly gifted children and adolescents
are more susceptible to depressive disorder. The study focuses on really gifted children that
aren't like anyone else their age but the reader found herself comparing it to the highly gifted
minds of students at river hill. The article characterizes what depression is, who highly gifted
adolescents are, and what their experience is with depression. The study states that bright
adolescents have a strong tendency to introversion and that they have a heightened sensitivity
to obvious and subtle external stressors overload them psychologically. The article concludes
with how the study went about studying these adolescents and many primary source case
studies. Because the article is a summary of real research done on real subjects it can be
concluded that the primary information presented is reliable. The article is also stated to be a
reprint of a section within the Journal of Secondary Gifted Education which indicates its value
and reliability.

Jan-Llopis, Eva, Clemens Hosman, Rachel Jenkins, and Peter Anderson. "Predictors of
Efficacy in Depression Prevention Programmes: Meta-analysis." The British Journal of
Psychiatry 183.5 (2003): 384-97. Print.

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This meta-analysis confirms information found in the previously read meta-analyses of
depression prevention programs. The analysis looked at 69 different prevention programs where
44 were directed towards adults which is unhelpful. The analysis found that the longer the
duration of the program the more positive the effect size however each session is most effective
between 60-90 min. A program given by a health professional is more likely to yield positive
effect sizes that one given by lay personnel. The article discusses gender differences and the
correlations between males and level of risk; furthermore, it finds a positive effect size in such
males after intervention. The analysis does not discuss the account of age as a factor to the
results. The data is well displayed so that it can easily be read and understood.

Lazarus, R. S. "From Psychological Stress to the Emotions: A History of Changing

Outlooks." Annual Reviews Psychology 44 (1993): 8-9. Annual Reviews. Annual Reviews.
Web. 29 Sept. 2015.
This article clearly defined Lazarus approach to defining coping. He divided coping into two
different types: problem-focused and emotion-focused. Problem-focused coping is used by
individuals when they have determined that something can be done to change their situation action-based problem solving. Emotion-focused coping is used by individuals when they have
determined that something cannot be done to change their situation so in turn they focus on
changing their outlook on the situation. Lazarus defines coping as an ongoing process in which
an individuals coping methods must change over time in order to maintain successful coping.
The article is reliable because it is the article referred to a previously read article, Coping With
Stress During Childhood and Adolescence: Problems, Progress, and Potential in Theory and
Research." Lazarus is a well known researcher in the topic of psychological stress and coping.

Neil, Alison L., and Helen Christensen. "Efficacy And Effectiveness Of School-based
Prevention And Early Intervention Programs For Anxiety." Clinical Psychology Review
(2009): 208-15. Print.
This meta-analysis looked specifically at anxiety prevention programs and compared the three
types of programs, universal, selective, and indicated, along with their details. This information
was satisfactorily displayed in an easily readable chart. According to the researchers data, the
three highest outcome programs were universal programs that were led by a graduate student
and either a researcher or a mental health personnel while the same and the other two
programs given by other personnel such as teachers trailed tremendously compared to the
effect sizes like 1.37, 1.27, and 1.13. This contradicts conclusions from other research saying
that mental health personnel should produce a high effect size; likewise, selective and indicated
should produce better effect sizes than universal. The researchers offered an explanation for
this that these graduate students would be more up to date on the current research of their time
and be able to offer more innovative ideas for the programs. The chart was helpful so that the
current researcher could conduct her own conclusions from the data.

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Nolen-Hoeksema, Susan, and Joan S. Girgus. "The Emergence of Gender Differences in

Depression During Adolescence." Psychological Bulletin 115.3 (1994): 424-43. Print.
This article explains every possible factor that could possibly contribute the the gender
differences within adolescent depression. It describes three different theoretical models about
why gender differences occur in direct correlation to the factors before adolescence. The latter
half of the paper is an explanation of proven factors that lead to the gender differences and
whether or not they support the three models and if so which ones. Because the article was 15
pages, the words in each paragraph seemed to mesh together so that the authors seemed to be
repeating themselves a lot with a few words changed. It is a reliable article because it was
published by the American Psychological Association, Inc.

Pulford, Laurel. "Reflection of High School and First Term of College Experience." Google
Forms. 30 May 2016.
This survey reveals information about how Maryland high school graduates and specifically
Howard County high school graduates viewed themselves in high school and college compared
to others, how they decided to cope with stress and overwhelm, how they thought different
areas of their life prospered or faltered in college, and how prepared they felt academically and
emotionally for college. The goal of the survey was to better understand the emotional
preparedness of Howard County high schoolers for college. The researcher plans to use this
original surveys results in order to prove her hypothesis that Howard County high school
students are emotionally underprepared for the difficulties of college.
Rivet-Duval, Emilie. "Preventing Adolescent Depression in Mauritius: A Universal SchoolBased Program." Child and Adolescent Mental Health 16.2 (2011): 86-91. Print.
This research paper was significantly useful in shedding light on the effectiveness of universal
school-based program. The researchers targeted Mauritius, a small, densely populated country
with four different cultures inhabiting the country and an official language of English but a
majorly spoken language of French. The country can be concluded to be a culturally confused
one; the purpose of the study was to see if adolescents living in culturally diverse environment
are affected by that diversity in their risk of depression. The study could have been limited in the
fact that it targeted students in the same school which could have limited the effectiveness of
the program. The results of the study led the researchers to conclude that depressive symptoms
decreased at the post-intervention but not at the 6-month follow up; also they concluded that
there were significant changes in self-esteem and coping skills in both the control and
intervention groups in the post-intervention and the 6-month follow up.

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Robinson, Jo, Georgina Cox, Aisling Malone, Michelle Williamson, Gabriel Baldwin, Karen
Fletcher, and Matt OBrien. "A Systematic Review of School-Based Interventions Aimed at
Preventing, Treating, and Responding to Suicide- Related Behavior in Young People."
Crisis: The Journal of Crisis Intervention and Suicide Prevention 34.3: 164-82. Print.
This review of school-based interventions sought to identify and describe all school-based
programs instead of specifically focusing on one type of program. The researchers did not place
a limit on what type of programs that they accepted as qualified which eliminated the review
from being a meta-analysis. The article itself, however, presented no helpful data -- it is unclear
the reason why this is. It seems as the the researchers only cared to look at the overall effect of
the program and what the program contained. This information, however is of minimal value to
the current researcher.

Ruble, Anne E., Phillip J. Leon, Laura Gilley-Hensley, Sally G. Hess, and Karen L.
Swartz. "Depression Knowledge in High School Students: Effectiveness of the Adolescent
Depression Awareness Program."Journal of Affective Disorders 150 (2013): 1025-030.
Web. 26 Oct. 2015.
This research report provided insight as to the effectiveness of the Adolescent Depression
Awareness Program developed by psychiatrists at Johns Hopkins Hospital. The report
describes the methods by which the program is utilized (as a curriculum) and how in 2011 it had
been implemented in 143 schools across the United States. The study found that the program
generally increased adolescence awareness of depression and help-seeking tactics. Although,
all of the statistical data of the intervention group was positive, some of those positive increases
were too few in the places that it counted the most. The report provides easily readable data
and graphs to further convey the researchers findings. The report satisfactorily supplies an in
depth background of adolescent depression and exactly what the program is defined by before
going into the studys results.

Singhal, Meghna, M. Manjula, and K. John Vijay Sagar. "Development of a School-based

Program for Adolescents At-risk for Depression in India: Results from a Pilot Study."
Asian Journal of Psychiatry 1o (2014): 56-61.Asian Journal of Psychiatry. Web. 8 Oct.
2015.
This research paper was significantly useful in shedding light on what school-wide programs
and research of which have been done. The paper describes a pilot study conducted in order to
investigate the efficacy of a school-based group Coping Skills Program and to assess the felt
needs of adolescents vis-a-vis the problems experienced by them (to design intervention
content), and their preferences regarding aspects of the program (to design intervention
structure). The study asserted eight different measurement methods for depression which
would be useful to be understood for the current research. The paper describes the results of
the study with statistical data and analysis and interpretation in order to convey the conclusion

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of the findings support the clinical utility of the Coping Skills Program as an intervention to
reduce or delay the incidence of depression in at-risk adolescents. The study appears to have
been well thought out and the paper well composed. The data provided is difficult to read and
compute into the logical analysis that the paper provides as interpretation.

Solomon, Jonathan. "Interview with Dr. Solomon and Mrs. Tagliaferri on depression
programs in HCPSS." Interview. 28 Nov. 2015.
This interview showed the perspective of a school psychologist on depression in students of
elementary, middle, and high school level. Information about depression and suicide prevention
programs in Howard County Public Schools and the extent of each. Discussion about stigma of
adolescent depression and its origination. It was unexpected to have the intern, Mrs. Tagliaferri,
comment as well; however, her input was helpful in determining certain conclusions.

Sklad, Marcin, Ren Diekstra, Monique De Ritter, Jehonathan Ben, and Carolien
Gravesteijn. "Effectiveness of School-based Universal Social, Emotional, and Behavioral
Programs: Do They Enhance Students Development in the Area of Skill, Behavior, and
Adjustment?" Psychology in the Schools 49.9 (2012): 892-909. Print.
This analysis of universal programs shed light on the different viewpoints of program analysis.
The article relays a semi-meta-analysis of 75 program reports that fell into the researchers
restrictions. The researchers created seven main groups in which they fit the programs into by
outcome: social skills, antisocial behavior, substance abuse, positive self-image, academic
achievement, mental health, and prosocial behavior. The author provided in-depth analyses and
discussions of the statistics and charts to be able to visualize the text. The content relevant to
the current research is the finding of the study that teachers and professional providers both had
similar effect sizes. The author clearly had an opinion to say which was shown through his/her
put downs of other approaches to measuring universal programs. A acknowledgement section
of the studys limitations was provided.

Stice, Eric, Heather Shaw, Cara Bohon, C. Nathan Marti, and Paul Rohde. "A Metaanalytic Review Of Depression Prevention Programs For Children And Adolescents:
Factors That Predict Magnitude Of Intervention Effects."Journal of Consulting and Clinical
Psychology 77.3 (2009): 486-503. Print.
This meta-analytic review evaluated 32 prevention programs and their effect sizes with the
purpose to see correlations between effect sizes and moderators such as participant age,
participant gender, and program duration. The study found positive correlations between all of
these key moderators and effect sizes. The researchers coded every program into four
categories based on the goals of each: reduce negative cognitions, encourage engagement in
pleasurable activities, promote problem-solving skills, promote social skill development. This is

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helpful to assist the researcher in choosing a topic of her prevention program. The authors
suggested at the end of their analysis for further research to conduct studies of if the effect sizes
that they found actually correlate to how the students are actually affected by what is taught in
the programs. An aspect of the paper that was unfavorable was that the authors referred to
themselves in first person.

"THE FIRST-YEAR COLLEGE EXPERIENCE: A Look into Students Challenges and

Triumphs during Their First Term at College." Harris Poll. Online. 8 Oct. 2015. PowerPoint
Slides.
This powerpoint shows the lack of emotional education that first-year college students realized
that they had received in high school. The powerpoint shows the data from a study conducted
online by Harris Poll between March 25 and April 27, 2015. Averaging 20 minutes long, a total of
1,502 interviews were conducted among first-year college students in their second term. The
research found specifically that a majority of students found that they did not have enough
knowledge of their emotional health as they thought they could have had. Students turned to
both positive and negative (22% drugs and alcohol) relievers of stress in college. A majority of
students realized the stresses on academic achievement in high school and not on emotional
development. The powerpoint portrays percentages in interesting and eye-catching way so that
it is not boring. The data is secure in the number of students interviewed. Questions from this
survey will be taken in order to recreate it and direct it toward Howard County high school
graduates. Conclusions from this survey will also be taken into account when the current
research attempts to draw conclusions from her own survey.