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Running head: PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 1 Parental Awareness, Identification and Treatment of Adolescent Depression; Teen Readiness towards Treatment through Peer Encouragement John Sutton PSYC3210, Dr. Hill Project B – Unit 7 Attributed Needs, Part II Capella University November, 2023

PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 2 Parental Awareness, Identification and Treatment of Adolescent Depression; Teen Readiness towards Treatment through Peer Encouragement Attributed Needs Part II The following expands beyond the ten core needs adolescents express during conversations about depression, by addressing the relationship factors experienced during community partner interactions, and the connectivity between myself and the peer teens, who volunteer their time to assist other teens in need. Moreover, addressing the felt needs of the community partner, and potential educational issues which may arise when providing information to a teen’s parent, as it pertains to parental awareness and teen readiness when discussing adolescent depression. Interacting with the community partner required establishing an unassuming non presence, as there was a significant age difference between myself and the teens who provided the peer interactions within Teen Line, the community partner chosen to gain knowledge surrounding the viability of parental awareness and teen readiness when discussing in a positive, constructive manner, teen depression. Due to the age difference, communication required suppressing my natural desire to maintain the center of attention, and forgo the adult child dynamic, typically assumed by an adult when in the presence of teenagers (Howell, & McFeeters, 2008). Moreover, by establishing a nonthreatening presence the peer teen counselors were more relaxed and shared easily, their views, experience, and issues surrounding the topic of depression. Once trust was extended, conversation was open and frank, I gained clarity surrounding the misunderstandings contiguous with discussing and admitting teens experience depression. Though there were many conversations, one which established the repertoire necessary, between myself and the peer counselors, was, when I engaged a peer trainer in the issues surrounding their own battle with depression.

PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 3 Where the peer instructor related instances of lying to his parents about his condition, and instead telling the truth to a friend at school. When asked why he lied, an explanation of the parent not really wanting to admit or truly understand the depth of symptoms their children’s experience, was relayed to me. Clarifying that he felt his parents found it easier to view those symptoms as a temporary condition instead of a form of illness which needed to be discussed and addressed, chocking it up to a passing adolescent phase (Friezarian, 2013). Once I related a parent perspective, explaining some of the fears parents experience, about their children, and some reasoning why perhaps a parent would avoid those issues, there was a noticeable relaxing within the atmosphere of the other teens listening and partaking in the conversation. Being able to communicate freely without the pretenses of “oh he’s, the adult, who can’t understand”, I was able to speak along their required comfort zone, (language) and establish a bond of seeking mutual knowledge (Gladstone, Beardslee, & Connor, 2013). The peer counselors understood I was not there to judge or simply be an adult in a teen environment, I was there to learn and help find a way to bridge the gap between the parent and teen. My time at Teen Line became that of “one of the gang” instead of the large older adult male in the corner. Additionally, in that conversational context, I took several necessary topics for further review, away from that discussion, one of the unspoken need for the teen to feel like the parent wants to help, and will become open to dialogs surrounding symptoms of depression without judgment. Moreover, acknowledgment of the education necessary for the parent to relate to the teen on a level closer to peer interaction, instead of a parent child dynamic. Outcome Objectives Formation of informational resources, necessary for a parent to be open towards addressing teen expectations, surrounding discussions, acknowledgment and relating to, issues of

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PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 4 depression or symptoms of depression, requires determining some objective outcomes, which can be fashioned into educational resources for parents of depressive teens. The following is three objective outcomes formed from relevant research, parental assessment, and teen expectations. 1. Accepting their child may have depression or exhibit depressive symptoms, understanding that depression is not simply a passing teenage phase, and will not go away on its own. Accomplishing this task through, providing relevant research based evidence, in the form of accurate information, pertaining to the lack of parental acknowledgment, and acceptance of a child’s illness, and how that lack affects the teens psyche and parent child dynamic. Moreover, allowing for the parent to acknowledge emotional fears, address parental ideologies surrounding custodial failure, and gain an understanding of the generation gap between themselves and their children, where todays teen undergo pressures and environmental crisis not experienced or relevant to the parents’ generation (Meunier, Wade, & Jenkins, 2012). 2. Assess teen behaviors and lifestyle changes, which may indicate depression or symptoms of depression. Most parents do not notice or cannot identify the changes in actions and behaviors their child undergoes when developing depressive symptoms, or depression. This lack of recognition, is often attributed to the emotional disconnect between the parent and child, caused from, stress, career requirements, or a family dynamic which is dysfunctional. By providing a means to connect to their children in a relevant age appropriate manner, through an easy to incorporate nonjudgmental, or doubt casting constructive interaction, through dialoged, will enabling the parent to better assess the real behaviors and actions their adolescents engage in (Gould, 2009).

PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 5 3. Gain accurate insight into what a teen hopes, and expects from a parent when faced with depression or depressive symptoms. A teen wishes for help, perhaps often subconsciously, the need for a parent to assist them is constantly there. It becomes the parent’s responsibility to recognize the adolescent’s needs and address them in order for the teen to be honest, and become involved in their own care, or treatment process. Through relevant teen examples and shared experiences, a parent can gain a level of understanding surrounding the fears, and discomfort a adolescent faces when sharing personal information with their parental unit, and how much easier it is to associate with a peer than with family. Largely caused from an atypical perception of not wanting to disappoint to incur a parents discord (Mental Health Foundation, 2013).

PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 6 References 12 Centers for Disease Control and Prevention (2010). Web-based injury statistics query and reporting system (online). National Center for Injury Prevention and Control, CDC (producer). Retrieved November 2, 2013 from: www.cdc.gov/injury/wisqars/index.html Friezarian, D., (personal communications, November 12, 2013) Garland, A.F.; Lau, A.S., Yeh, M., McCabe, K.M., Hough, R.L. & Landsverk, J.A. (2005). Racial and ethnic differences in utilization of mental health services among high-risk youths. American Journal of Psychiatry , 162, 1336–1343. Gay, Lesbian and Straight Education Network (2006). From teasing to torment: A report on school climate in Illinois . Retrieved November 2, 2013 from: www.glsen.org/cgi bin/iowa/all/news/record/1859.html Gladstone, T. R. G., Beardslee, W. R., & Connor, E. E., (2013). The Prevention of Adolescent Depression. National Institute of Health. Retrieved November 1, 2013 from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3072710/ Gould, H. K., (2009). 20 ways to talk so your kids will listen. Child Development Institute . Published May 2009. (v3) 436. Retrieved November 23, 2013 from: http://childdevelopmentinfo.com/how-to-be-a-parent/communication/talk-to-kids-listen/ Howell, E. & McFeeters, J. (2008). Children’s mental health care: Differences by race/ethnicity in urban/rural areas. Journal of Health Care for the Poor and Underserved , 19, 237– 247.8 Meunier, J., Wade, M., & Jenkins, J. M., (2012). Mothers’ differential parenting behavioral outcomes: Exploring the moderating role of family and social context. Infant & Child Development, 21(1), 107-133. doi: 10.1002/icd.763

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PARENTAL AWARENESS, IDENTIFICATION AND TREATMENT 7 Mental Health Foundation, (2013). Teen stories of anxiety and depression. How peer relation helped. Retrieved November 23, 2013 from: http://www.mentalhealth.org.uk/get- involved/your-stories/ Mosphiagon, H., (personal communications, October 30, 2013) Teen Line, (2013). Support Teen Outreach; Peer Interaction. Retrieved October 25, 2013 from: http://teenlineonline.org/ U.S. Preventive Services Task Force (2009). Screening and treatment for major depressive disorder in children and adolescents: U.S. Preventive Services Task Force recommendation statement. Pediatrics , 123, 1223-28.

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