A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective

A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective

Bibliographic Details
Main Author: Drew, Hilary Latham
Language:English
Published: The Ohio State University / OhioLINK 2012
Subjects:
Social Work
school climate
adolescents
depression
ecological perspective
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1338087321
id ndltd-OhioLink-oai-etd.ohiolink.edu-osu1338087321
record_format oai_dc
collection NDLTD
language English
sources NDLTD
topic Social Work
school climate
adolescents
depression
ecological perspective
spellingShingle Social Work
school climate
adolescents
depression
ecological perspective
Drew, Hilary Latham
A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective
author Drew, Hilary Latham
author_facet Drew, Hilary Latham
author_sort Drew, Hilary Latham
title A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective
title_short A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective
title_full A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective
title_fullStr A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective
title_full_unstemmed A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective
title_sort multilevel analysis of the association between school climate dimensions and adolescent depressive symptoms using the ecological perspective
publisher The Ohio State University / OhioLINK
publishDate 2012
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1338087321
work_keys_str_mv AT drewhilarylatham amultilevelanalysisoftheassociationbetweenschoolclimatedimensionsandadolescentdepressivesymptomsusingtheecologicalperspective
AT drewhilarylatham multilevelanalysisoftheassociationbetweenschoolclimatedimensionsandadolescentdepressivesymptomsusingtheecologicalperspective
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu13380873212021-08-03T06:05:17Z A Multilevel Analysis of the Association between School Climate Dimensions and Adolescent Depressive Symptoms Using the Ecological Perspective Drew, Hilary Latham Social Work school climate adolescents depression ecological perspective <p>Prevalence estimates indicate 11% of youth meet the criteria for a major depressive disorder with approximately 8% experiencing impairment (Merikangas et al., 2010). Depression in youth is a debilitating condition that is associated with co-morbid conditions such as substance abuse and anxiety and one of the most serious correlates is suicide. Adolescent onset depression often leads to depression in adulthood, truncated educational attainment, poor interpersonal relationships, and increased reliance on social systems. </p><p>Given the extent of impairment related to depression, identifying risk and protective factors is critical. Using the ecological perspective (Bronfenbrenner, 1979), the literature on risk and protective factors for adolescent depression point to individual (e.g., temperament), family (e.g., conflict), peer (e.g., peer victimization), school (e.g., teacher support), community (e.g., violence), and broad societal factors (e.g., poverty) associated with youth vulnerability to depression and depressive symptoms (Dallaire et al., 2008; Gilbert, 2004). The impact of individual and family characteristics on adolescent depression is frequently studied in the literature (Betts et al., 2009; Branje et al., 2010). However, although less explored, the school context also exerts a significant influence on youth development including depression (Gadeyne, Ghesquiere, & Onghena, 2006). As a result, the school context is important for reducing risk for depression among adolescents (Caldwell et al., 2007; Fleming et al., 2007). </p><p>The focus of the current study was the relationship between school climate and adolescent depressive symptoms. School climate was conceptualized with five constructs: perceived school connectedness, perceived teacher support, harshness of discipline policies, presence of mental health and social services, and median school-level income. Data from Waves I and II of the National Longitudinal Study on Adolescent Health were used to examine the extent to which school climate dimensions were associated with depressive symptoms in adolescents and the extent to which this relationship varied for racial and sexual minority youth compared to majority youth. </p><p>All statistical analyses were performed using Stata 12. Multilevel linear regression was employed to answer the research questions. The school climate dimensions primarily associated with depression included: perceived school connectedness, perceived teacher support, and median school-level income. Controlling for individual demographic characteristics, higher perceived school connectedness and perceived teacher support were associated with fewer depressive symptoms among all youth in the study. Median school-level income was associated with fewer depressive symptoms among all youth. Harshness of discipline policies and the presence of mental health and social services were not associated with depression. The relationship between the school climate dimensions and depressive symptoms did not significantly vary for sexual and racial minority youth compared to majority youth.</p><p>The results from the current study provide implications for school social work practice, policy, and research. School social workers play a critical role in promoting adolescent connectedness to school and fostering positive student-teacher relationships. Policies to support school climate initiatives in relation to accountability and technical support are needed. Directions for future research are provided including additional exploration of school discipline policies and depression in youth. Ultimately, school climate is critical to adolescent development and impacts depressive symptoms.</p> 2012-06-25 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1338087321 http://rave.ohiolink.edu/etdc/view?acc_num=osu1338087321 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

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