Byrne Sadhbh J, Swords Lorraine, Nixon Elizabeth
Department of Psychology, Maynooth University, Maynooth, Ireland.
School of Psychology, Trinity College Dublin, Dublin, Ireland.
Child Psychiatry Hum Dev. 2024 Jun 25. doi: 10.1007/s10578-024-01727-w.
This questionnaire-based study aimed to explore depression literacy (DL) and help-giving experiences in 12-18-year-old adolescents (N = 535, M = 14.9 years, 51.8% male) in Ireland. In response to a vignette depicting a character displaying symptoms of depression, 46.7% labelled these symptoms 'depression', with increasing age and empathy associated with increased likelihood of labelling as such. Almost all (92.1%) believed the character needed help, but the perceived helpfulness of potential responses varied. Over one-third (38.2%) indicated they knew someone who had displayed similar symptoms in the past year, with 85.2% of these reporting having helped this person. Reported help-giving responses included comforting the person, encouraging professional help-seeking, and informing an adult. The findings suggest adolescent DL can be best supported by developmentally-sensitive interventions that encourage empathy and the importance of engaging adults' assistance.
这项基于问卷调查的研究旨在探究爱尔兰12至18岁青少年（N = 535，平均年龄M = 14.9岁，男性占51.8%）的抑郁认知（DL）和给予帮助的经历。在回答一个描绘有抑郁症状角色的小插曲时，46.7%的人将这些症状标记为“抑郁”，随着年龄增长和同理心增强，标记为抑郁的可能性增加。几乎所有人（92.1%）都认为这个角色需要帮助，但对潜在应对措施的感知帮助程度各不相同。超过三分之一（38.2%）的人表示他们在过去一年里认识有类似症状的人，其中85.2%的人报告曾帮助过这个人。报告的给予帮助的应对措施包括安慰这个人、鼓励寻求专业帮助以及告知成年人。研究结果表明，对青少年抑郁认知的最佳支持可以通过具有发展敏感性的干预措施来实现，这些措施鼓励同理心以及让成年人提供帮助的重要性。
