Introduction
Problem Statement
Depression in teens affects them in their social life. The social life I am focusing on is school. Teens are surrounded by people, friends or foes and with the expectation of knowledge understanding. The pressure of just knowing the education may have stressed the teen into becoming depressed.
Stakeholders
-Depressed Teens: The main stakeholders who are affected and finding a solution will change them first. Depressed Teens are the focus around this issue, when resolve they will be able to live a different way and they will never be the same from how they were in the beginning with depression.
-Family of Depressed Teen: The family is someone who is there when the teen needs help or medical attention. They are always with the teen and if they are close, they are hugely affected, because everything that happens to him/her happens to the family as a whole.
-Friends of Depressed Teen: Depressed teens talk to their friends more than they do with their family, so they have a stronger connection of talking about emotions and feelings. These are the people you go to when you don’t have your family. They are along the ride with you in the passenger seat with you to wherever and whenever it happens.
-School (Teachers, students): School is the social place and this is the where you are 8 hours of 5 days of each week. As a teen, this is your lifestyle and having the issue revolve around teens, schools are to know and understand the process of this solution.
-Researchers: People researching this issue can give me an insight with what’s happening with the teen and the progress and process that is happening. They are currently still trying to understand and if the intervention works, they have a process to test to confirm.
-Social Workers, Counselors, Shrinks and Therapist: Teens going to look for professional help and these people may be able to help the teen control their emotions and actions. They keep things confidential and help the teen overcome the problem with the proper care and resources.
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