Understanding the Lived Emotional and Cognitive Experiences of Adolescents with Depression

Abstract

Objectives: It is now well accepted that depression is a serious psychological disorder which impacts emotional stability, cognitive functioning and social relationships during a pivotal developmental period in adolescent life. Although there has been a great deal of work done on the statistics and treatment of adolescent depression, there is not a lot of information on the lived experience of adolescents with depression. Therefore, the current study sought to explore the emotional and cognitive experiences of adolescents with depression through their personal reflections and lived experiences. Methods: We adopted an interpretivist qualitative research design using semi-structured interviews with five adolescents aged 13-18 years who had previously been diagnosed with depression by mental health specialists. The selection of participants was done using purposive sampling, and data collection continued until thematic saturation was achieved after five interviews. Data collection was done by individual interviews in a supportive, relaxed environment. This allowed for substantive conversations and allowed participants to openly share experiences. The interview data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis. Trustworthiness was enhanced through member checking, peer debriefing, and maintaining an audit trail. Findings: Four themes emerged from the adolescent experiences of depression: emotional turbelence, negative self-perception, cognitive overload, and social retreat. Numerous people reported feelings of sadness, emotional emptiness, excessive self-blame, intrusive thoughts, poor concentration and withdrawal. The study emphasizes that adolescent depression is not only an emotional distress but also is significantly linked with cognitive dysfunction and other social issues that impact daily functioning, interpersonal relationships, and an adolescent's identity. Conclusion: The findings provide valuable insights that may inform future research and counselling practice in adolescent-centred school mental health support.