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Article Excerpt
Adolescence, defined as the period between childhood and adulthood (i.e., ages 10-19 years in the United States), is marked by dramatic developmental changes in physical, cognitive, and social-emotional capacities (Erikson, 1963). It is well known that psychological distress during the adolescent period of the life span is a common experience that may be due to the innumerable changes adolescents face (Ollendick, Seligman, Goza, Byrd, & Singh, 2003). As early as age 11, young adolescents begin forming their self-concept and must cope with increasing expectations from parents, friends, school, and society (Nolen-Hoeksema & Girgus, 1994; Rosenberg, 1985). The intersection of these experiences, coupled with environmental stressors such as parental divorce, can result in increased psychological distress, such as anxiety and depression (Rapee, Wignall, Hudson, & Schniering, 2000). Although some anxiety and depression is common in early adolescence because of the development rate in this life stage (Ollendick et al., 2003), there also can be frequent forms of serious mental disorders in adolescents (Rapee et al., 2000). In fact, evidence suggests a considerable increase in adolescent anxiety and depression over the past 2 decades, and mental health counselors report an increase in medication prescriptions and counseling services specific to adolescent concerns (U.S. Department of Health and Human Services [DHHS], 1999).
Recent statistics suggest that 1 in 10 adolescents experience anxiety and that 1 in 8 experience depression at some time by the later adolescent period of life (DHHS, 1999); however, these forms of psychological distress are now a more customary occurrence for young adolescents as well. Studies indicate that 1 in 5 young adolescents (ages 11-14 years) have some sort of mental, behavioral, or emotional problem and that 1 in 10 may have a serious emotional problem (DHHS, 1999; Freres, Gillham, Reivich, & Shatte, 2002). Furthermore, 1 in 8 may experience comorbid anxiety and depression (Deas-Nesmith, Brady, & Campbell, 1998). Of these adolescents, only 30% receive any sort of intervention or treatment; the other 70% cope with the challenges of mental illness or emotional turmoil on their own (DHHS, 1999).
Although anxiety and depression in early adolescence is more common today, excessive amounts can become harmful and disabling (Essau & Petermann, 2001; Freres et al., 2002; Nolen-Hoeksema & Girgus, 1994). For instance, adolescents' anxious responses are considered impairments when they are excessive in comparison with appropriate anxiety levels for the situation (Essau & Petermann, 2001). In addition to disturbed thought patterns and altered behaviors, anxiety regularly coexists with depressive disorders in adolescents (Deas-Nesmith et al., 1998) and may result in noteworthy social impairments. For example, adolescents who are anxious and depressed often experience substantial distress in their interpersonal relationships. Therefore, adolescents who have a higher proclivity toward anxiety are more likely to experience dissatisfaction and unhappiness in their relationships with others, resulting in anxiety and/or depression (Essau & Petermann, 2001; Freres et al., 2002; Rosenberg & McCullough, 1981).
Adolescence is a period during life when fitting in and connecting with others are highly valued; thus, interpersonal conflicts in close relationships can lead to even greater anxiety and depression levels (Jenkins, Goodness, & Buhrmester, 2002). Vast amounts of literature highlight adolescents' needs for a sense of belonging and the importance it plays in their daily relationships (Baumeister & Leary, 1995; Erikson, 1963; Maslow, 1968; Rosenberg, 1985). More specifically, all human beings are known to have a fundamental need to form and maintain at least a few important relationships with others, and a lack of this belonging may cause severe ill effects (Baumeister & Leary, 1995). To experience belongingness in one's life is a primary human motivation; humans are social beings who wish to be loved and accepted (Maslow, 1968).
For adolescents, this need to feel as a part of a group and to belong to others seems to be one of the most crucial aspects of their young lives. When he described the consolidation of identity development in adolescence, Erikson (1963) asserted that acknowledgment from others was a critical interpersonal process. In fact, adolescents often report feeling "out of things" (Schlossberg, Lynch, & Chickering, 1989, p. 7) when they do not feel that they fit in with others. Therefore, adolescence may be a phase during which a sense of mattering to specific others is of critical importance (Rosenberg, 1985). Mattering to others, however, is thought to differ from individuals' sense of belonging (Dixon Rayle, 2005), because perceptions of mattering occur through individuals' interpretations of the quality and quantity of others' attending behaviors (Mak & Marshall, 2004). Unlike the sense of belonging, mattering has not received substantial attention in the literature. In addition, although past research highlights the possible links between depressive symptomatology and mattering to others for adults, the possible relationships between mattering to others, anxiety, and depression have not been explored with young adolescents.
Mattering in Adolescence
It is widely held that all individuals want to believe that they are important, to feel appreciated, and to perceive that they matter to others in their lives (F. M. Marcus, 1991; Rosenberg & McCullough, 1981; Schlossberg et al., 1989). Perceived mattering to others is more than simply having regular contact with others; it represents individuals' internal perceptions that they are important and that they matter to those people who are important in their lives (Dixon Rayle, 2005; Rosenberg & McCullough, 1981). During adolescence, being recognized and mattering to others are particularly salient (Dixon Rayle & Myers, 2004; Marshall, 200l; Rosenberg, 1985; Rosenberg & McCullough, 1981). Erikson (1963) stated that adolescents need recognition from others because it is a critical interpersonal process for identity formation, which is the foremost task in this stage of life. Because adolescence is a demanding time when individuals may experience greater anxiety and depression levels (Ollendick et al., 2003), it is conceivable that both may be moderated by a sense of perceived mattering to others.
Mattering to others is one component of individuals' self-concepts that informs them of their relational salience to others (Marshall, 2001; Rosenberg & McCullough, 1981). Following this line of thought, researchers now believe that the relational affiliations humans maintain are central in establishing how their self-concepts form (H. R. Marcus & Kitayama, 1991; Turner, Oakes, Haslam, & McGarty, 1994), and there is evidence that perceiving one is important to others is highly correlated with one's sense of self(Schlossberg, 1989). Although most adolescents experience difficulty in developing positive self-concepts, research indicates that adolescents with positive self-concepts and higher self-esteem tend to report more positive affect (Pelham & Swann, 1989), greater wellness (Dixon Rayle, 2005), more life satisfaction (Myers & Diener, 1995), fewer depressive symptoms (Tennen & Herzberger, 1987),...
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