Socioeconomics
and Its Impact on Adolescent
Mental
Disorders in A School Setting
Daniela
Briguglio
Concordia
University Chicago
Abstract
This paper explores two articles
that conducted research about the difference socioeconomics (SES) makes on adolescent
development. One of the researches took place at middle schools where 7th
graders were interrogated about their family incomes and their feelings. As a
result it was indicated that socioeconomics makes adolescence a difficult time
where depression and low self-esteem starts to develop. It was also said that
depression has been growing in adolescence in the past few years so the need
for a study such as this was more than needed. Depression along with low self-esteem
has increased because of its effects of socioeconomics and the effect that it
has had on a child’s parent. Parents play a crucial part in this study and it
shows that they also contribute to the development of depression during
adolescence. The second study was also
conducted with young adolescents. Both financially stable and those of lower
economic status were tested. Again, like the previous study, it showed that
lower economic standings suffered with mental disorders. The second study had a
different twist to it. Most of those with disorders were mostly White
adolescents. This was concluded to one reason, being that those who had higher
educated parents were being pushed too hard and were given too high of
expectations causing stress and anxiety. Two different studies, one final
conclusion; mental disorder definitely is caused by socioeconomics.
Keywords: Depression, Low Self-Esteem,
Anxiety, Adolescence, Mental Disorders
Socioeconomics
and Its Impact on Adolescent
Mental
Disorders in A School Setting
In
today’s society, it is becoming clearer who is of lower class and who is in a
higher social class. Jobs are becoming harder to obtain and parents are
struggling to keep their families alive. As everyone focuses on the impact
socioeconomics has on the parents of a household, no one tries to think of what
socioeconomics can do to the adolescents who are experiencing the same
struggles. According to an article by M. Kemal Sayar, “Depressive disorders in
childhood and adolescence are characterized by core persistent and pervasive
sadness, boredom or irritability that is functionally impairing, and relatively
unresponsive to usual experiences that might usually bring relief…” (208). This
means that activities that would normally bring children joy and happiness
create no such reactions. Since depression is a mood disorder, activities that
are supposed to be fun are no longer a source of pleasure.
Some may argue that
what a child or adolescent goes through does not compare to the problems
parents deal with. Although the children are not struggling to provide for the
family, they take in everything that goes on and that is where the depression
begins to generate. Depression is something that can happen to all age groups,
but for a child to develop that at such a young age is a real concern. This
will eventually spread to other complications such as anxiety, low self-esteem
and sudden outbursts. What can really be dangerous is if the child has other
psychiatric disorders before depression. They will be at higher risks of adding
the depressive disorder to their list.
The
first article was a research conducted at two different schools (private and
state schools). 7th graders were the targets; therefore 50 girls and
56 boys were asked questions about their economic status and their feelings. They
were given three questionnaires first and then followed with a personal
information sheet. After gathering all the research it was clear that those of
lower income had depression and low self-esteem along with anxiety. Although
predictable, the reasons why caused people to pay attention. Depression was
scored higher at state schools (low economics) verses private schools (higher
economics). A factor in this research that contributes to the depressive
disorder is the amount of school the child’s parents have received. Those who
have had more education are able to provide more for their kids, not only
financially, but academically as well. These students are able to get more time
with a teacher or tutor if need be and their parents are able to help them at
home as well. Those whose parents are not of higher education are not being
helped as much. What exactly is considered high education and low education?
The education level was split up between college graduate (or an advanced
degree), some college, high school, some high school or less than high school.
Obviously, if the parent received a high school, college or an advanced degree
they are capable of providing more. Those who only attended some of high school
or below it cannot give their children the assistance while studying.
These students
feel that they are alone in the process and cannot achieve what they expected
to achieve in school. This is where depression and self-esteem issues start to
grow. According to Sayar, “Self-esteem
refers to how a person perceives and evaluates him or herself within the
context of experiences and the environment “ (209). Adolescents who have
self-esteem issues think that they are not good at whatever they do, leading
them to feeling helpless and insecure. Self-esteem also leads to depression.
The root to all of this is income. The wealthy do not suffer as much, but
low-income families deal with depressive disorder. The thought that all of this
derives from money is insane. It is not only ridiculous, but also very
depressing in itself. Depression is not something that can be gone within a day
or two and to have it at a young age is not the ideal lifestyle. It is
something that is caused by the environment. The way the adolescent views the
world and how they react to the experiences puts them at risk.
What gives a
family an advantage or disadvantage regardless of education is the actual
socioeconomic status of the family. In the second research by Katie A.
McLaughlin, the objective was to see how SES and Adolescent Mental Disorders go
hand in hand. McLaughlin describes that the diagnostic assessment was given to
adolescents who “were administered a modified version of the Composite
International Diagnostic Interview” (1743). The diagnoses were grouped into
four classes “mood disorders (major depression disorder or dysthymia and
bipolar I-II disorder), anxiety disorders (panic disorder with or without
agoraphobia…), disruptive behavior disorders (attention deficit/hyperactivity
disorder…) and substance disorders (alcohol and drug abuse…)” (1743). They too
examined the educational background of parents and where they lived. The end
result was similar to Sayar’s. They were able to find that the parents’
educational background definitely helps or hurts the situation and that those
who are of higher socioeconomic standing usually do not suffer from depression
or other mental disorders.
Something
interesting about this second study was that they did not only test according
to socioeconomic status. They added ethnicity to it as well and what came out
of it would most likely shock many people. For some reason there seems to be a
reputation for African Americans and Hispanics, stating that they would be of
lower economic standing and based on this study they would be the ones who
suffer from mental disorders. What the study showed was the complete opposite.
Although some of them may be struggling financially and considered low class
like many others, the ones who showed to be the most impacted were the White
adolescents. In the article McLaughlin states, “Many, but not all studies of
child and adolescent mental health have noted a stronger association between
poverty and mental disorders among non-Hispanic White youths than among youths
of other racial/ethnic backgrounds” (1748). This outcome includes the fact that
only half of many African American children have parents with a college degree.
What McLaughlin says to be the reason of all of this is the idea of life
expectance. This means that
racial/ethnic groups differ based upon what they expect out of their lives.
Those who have high expectations are the ones who tend to have anxiety and
depression, while those who have low expectations do not. In this study the
ones who did not think much of their futures (African Americans/Hispanics) did
not suffer from mental disorders, and if they did it was not at a high risk.
The Non-Hispanic White adolescents had high expectations and therefore suffered
from depression and anxiety.
This research
continued in saying that those whose parents have a higher educational degree
are sometimes the problem. They tend to have high expectations for their
children and therefore cause stress. This stress then translates to anxiety,
which can spiral into many other mental disorders. Although they can provide
more for their children it can sometimes be the problem. Adolescents who can
afford to go to a better school might be forced to do multiple after school
activities. Getting piano lessons or playing multiple sports can cause a child
to feel overwhelmed and like this research states, the child has high
expectations because that is the mentality they have been brought up with. They
do what they can to please their parents even if it means that they are not
pleased themselves. What I believe this research says about Hispanic and
African American families is not that they do not have enough faith and want
from their children, but that they are more practical with what they expect out
of them.
If the two
researches were combined the final statement would be that yes there is a
definite connection between socioeconomics and mental disorders. What makes the
disorders different in each case is how the individuals tested were treated and
what they had to go through on a daily basis. Everyone is different and capable
of doing what he or she wishes, but sometimes there are rode blocks (in this
case social standings). These adolescents are either pushed too hard to
succeed, do not get enough help or believe that they are not able to do
anything right. The thought that depression, anxiety and other mental disorders
can even begin to develop at a young age such as adolescence is mind blowing.
No child should feel that they have failed at that age because they have their
entire life to live. Within that life, they have time to change what they do
not like and make it better. Those who suffer should be able to receive help
within their schools. It should not be something they need to pay for because
it would be provided for them. The whole problem is money so to charge them to
get help would not make any sense.
Whether the
adolescent struggles financially or not they are all vulnerable to mental
disorders. Those who are of a high social class are sometimes pushed too far
where they are able to develop a mental disorder. Then there are those who are
not provided with enough help because of their economic standing, and they too
are able to develop a mental disorder. In conclusion, these children need
guidance and the right to live a childhood with no worries. No child should
feel like they are not good enough and have to deal with anxiety and
depression. What seems like a non-threatening disorder now can become a major
problem later on in life. Schools should try to prevent as much of that as
possible. Socioeconomics should not be a factor in this problem. Children
should not worry about how much money they have, but rather how they should
grow properly so that they can improve their lives in the future. I believe
that society puts a great amount of pressure on everyone and the “high
expectations” start from there and then slowly slide into the lives of these
children. We should strive to stop the ridiculous behavior going on now and
focus on what truly matters, the lives of these children who will be the future
of this country.
References
Mclaughlin, K. A., Costello, E. J., Leblanc, W.,
Sampson, N. A., & Kessler, R. C.
(2012). Socioeconomic
Status and Adolescent Mental Disorders. American Journal Of Public Health,
102(9), 1742-1750. doi:10.2105/AJPH.2011.300477
Sancakoğlu, S., & Sayar, M. K. (2012). Relation
Between Socioeconomic Status
and Depression, Anxiety,
and Self-esteem in Early Adolescents. Yeni Symposium, 50(4),
207-220.
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