Depression, Anxiety, and Stress
Running head: DEPRESSION, ANXIETY, AND STRESS
Depression, Anxiety and Stress in First Year Psychology Students:
Principles of Psychology Lab Report your name your school
Abstract
A laboratory study was conducted to compare first-year university students’ scores on the Depression A nxiety Stress Scales (DASS, Lovibond & Lovibond, 1995, cited in Crawford & Henry, 2003) wit2 h norms based on a general population (Crawford and Henry, 2003). Results replicated findings in Wong, et al. (2006) that the students had higher levels of depression and anxiety than the norm s for a general population, but there were no significant gender differences in depression and anx iety levels. While there were significant relationships between the three DASS subscales, there w ere no significant differences in the relationship of age with the DASS subscales. 3
Depression, Anxiety and Stress in First Year Psychology Students:
Principles of Psychology Lab Report
Did you know that eight years after being diagnosed with Stage 1 breast cancer, there rem ains about a 3% chance you will die of a recurrence within the next two years – compared with a bout a .001% chance that you will die had you been diagnosed with Stage 4 breast cancer, i.e., m etastasis has occurred (Taylor, Davis, & Boyages, 2002)? In another words, after eight years, the
10-year survival rate is higher (almost certain) for those who had been diagnosed with Stage 4 ca ncer than for those diagnosed with Stage 1 cancer. Why? because almost all of those diagnosed w ith Stage 4 cancer have already died. What does this have to do with the finding that first-year un iversity students suffer from greater psychological distress than other students (Adlaf, Gliksman,
Demers, Newton-Taylor, 1998, cited and interpreted in Wong et al., 2006)? The first-year student s who become second-year students may not be any more or less distressed than they were durin g their first year.
Of course, it’s sad when
Depression, Anxiety and Stress in First Year Psychology Students:
Principles of Psychology Lab Report your name your school
Abstract
A laboratory study was conducted to compare first-year university students’ scores on the Depression A nxiety Stress Scales (DASS, Lovibond & Lovibond, 1995, cited in Crawford & Henry, 2003) wit2 h norms based on a general population (Crawford and Henry, 2003). Results replicated findings in Wong, et al. (2006) that the students had higher levels of depression and anxiety than the norm s for a general population, but there were no significant gender differences in depression and anx iety levels. While there were significant relationships between the three DASS subscales, there w ere no significant differences in the relationship of age with the DASS subscales. 3
Depression, Anxiety and Stress in First Year Psychology Students:
Principles of Psychology Lab Report
Did you know that eight years after being diagnosed with Stage 1 breast cancer, there rem ains about a 3% chance you will die of a recurrence within the next two years – compared with a bout a .001% chance that you will die had you been diagnosed with Stage 4 breast cancer, i.e., m etastasis has occurred (Taylor, Davis, & Boyages, 2002)? In another words, after eight years, the
10-year survival rate is higher (almost certain) for those who had been diagnosed with Stage 4 ca ncer than for those diagnosed with Stage 1 cancer. Why? because almost all of those diagnosed w ith Stage 4 cancer have already died. What does this have to do with the finding that first-year un iversity students suffer from greater psychological distress than other students (Adlaf, Gliksman,
Demers, Newton-Taylor, 1998, cited and interpreted in Wong et al., 2006)? The first-year student s who become second-year students may not be any more or less distressed than they were durin g their first year.
Of course, it’s sad when
References: Behar, D. (1980). Familial substrates of depression. The Journal of Clinical Psychiatry, 41, 52-56. Bonano, G. A., Keltner, D., Holen, A., & Horowitz, M. J. (1997). When avoiding unpleasant memories might not be such a bad thing Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture re-conceptualized in developmental perspective Clancy, K., & Gove, W. (1974). Gender differences in mental illness. American Journal of Sociology, 86, 205-216. Coleman, M. P. (2001). Trends and socioeconomic inequalities in cancer survival in England and Wales Crawford J. R., & Henry, J. D. (2003). The depression anxiety stress scales (DASS): Normative data and latent structure in a large non-clinical sample Depression anxiety stress scales – DASS, retrieved October, 1, 2007. Emery, R. E., & Oltmanns, T. F. (2000). Essentials of clinical psychology. Upper Saddle River, NJ: Prentice-Hall. Goldstein, J. M. (1995). The impact of gender on understanding the epidemology of schizophrenia Harris, J. R. (1995). Where is the child’s environment? A group socialization theory of development