ABSTRACT
Nonpharmacological treatments for insomnia in adolescents with depression are lacking. This qualitative study was a thematic analysis of the unique characteristics of and preferences for an insomnia treatment in a group of depressed adolescents. Fourteen adolescents with insomnia (age range = 14-19, mean = 17, SD ± 1.7; 71% female) and depression completed a 90-min focus group. Information was elicited about sleep disruptions, insomnia's impact on mood, and preferences for insomnia treatments. Themes included poor daytime functioning affecting sleep, lack of benefit from sleep medication, and bedtime rumination. Most identified sleep diaries as a barrier to treatment regardless of mode of delivery. Participants also preferred an in-person therapy. Insomnia therapy in adolescents should consider the unique characteristics of depression. Larger studies are warranted.
Subject(s)
Depression/complications , Depression/therapy , Focus Groups , Patient Preference/psychology , Sleep Initiation and Maintenance Disorders/complications , Sleep Initiation and Maintenance Disorders/therapy , Adolescent , Affect , Depression/psychology , Female , Humans , Male , Motivation , Patient Compliance/psychology , Pilot Projects , Qualitative Research , Sleep , Sleep Initiation and Maintenance Disorders/psychology , Young AdultABSTRACT
The relation between gender-role percepts and academic goal-setting was explored. An inventory examining the aspects of masculinity that would facilitate or inhibit academic goal-setting was developed based on a literature review of how masculinity relates to academic behaviors. A diverse sample of students (120 male, 147 female, 14 not indicating sex) was measured on three aspects of sex and academic goal-setting behavior. Factor analysis confirmed the content validity of masculine factors having facilitative (Mastery Competitiveness) and inhibitory (Antisocial Competitiveness) academic properties. Regression analyses indicated that sex-role orientations (Competitiveness and Hypermasculinity) significantly predicted academic goal-setting behaviors (R2 = .136). Finally, men scored higher than women on the subscales measuring Hypermasculinity and Antisocial or Competitiveness, while there were no sex differences on the Mastery Competitiveness subscale. The implications of these findings and suggestions for research are discussed.
