A Grounded Theory: The Process of Managing Self-Identified Depression During the Freshman Year of College.

Abstract

Transitioning from high school to college can be a stressful experience for young adults. While some stress is necessary to successfully adapt during the transition from adolescence to adulthood, many college students may have difficulty adapting and be more prone to significant emotional distress that impacts daily life. Grounded theory methodology was used to examine the process of managing self-identified depression during the first year of college. Purposive sampling was used to recruit first-semester sophomore students who self-identified as being depressed during their freshman year. Thirty-five interviews were completed, each began with one open-ended question: "What was the experience of your freshman year in college?" Participants described the social context of depression during their freshman year. Analysis was completed by four experienced researchers using NVivo. Four themes emerged to form the grounded theory of Managing Self-identified Depression during the Freshman Year of College. These themes included: navigating the day-to-day context; making and maintaining meaningful connections; living with emotions, behaviors, and history of depression; and coping to manage depressive symptoms. As the mental health issues continue to increase in this population, grounded theory provides a better understanding of the needs of students living with depression during their freshman year in college.