Depression: Latinx Adolescent Girls' Perceived Triggers

Autor/inn/en	Rodriguez, Reyna; Rocha, Izbieta; Barrera, Alinne Z.
Titel	Depression: Latinx Adolescent Girls' Perceived Triggers
Quelle	In: Hispanic Journal of Behavioral Sciences, 41 (2019) 3, S.412-426 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986319860509
Schlagwörter	Depression (Psychology); Females; Hispanic American Students; High School Students; Psychological Patterns; Stress Variables; Adolescents; Risk; Parent Child Relationship; Family Environment; Dating (Social); Friendship; Experience + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risiko; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Freundschaft; Erfahrung
Abstract	Research on depression among Latinx populations is increasing; however, a focus on what triggers depression among this community is lacking. This study aims to identify perceived triggers for depression through a secondary analysis of 28 adolescent girls who self-identified as Latinx (mean age = 17.07 years, SD = 0.77). Sixty-one percent of the girls reported being first generation (born in Mexico), having lived in Mexico an average of 8.95 years and the primary language at home being Spanish (63%). Of these, the associated triggers of 20 major depression episodes (MDE) and eight minor depressive episodes (i.e., two to four MDE criteria endorsed) were examined. Seventy-five triggers were identified with a majority reflecting family/parent relationships, romance/friendship issues, and self and others' expectations/pressures. These findings suggest that certain life events and stressors precede depressive symptoms among Latinx adolescent girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01