Online implementing of the super skills for life educational training program for adolescents in Turkey

In this study, the effect of the Super Skills for Life -Adolescents (SSLA) Programme on the ninth grade adolescents was evaluated according to the mixed design. The evaluation was made in four stages. In the first stage, adolescents' self-assessment was carried out with scales. At this stage, pre-test, post-test and six-month follow-up test measurements were taken from the experimental and control groups. In the second stage, the behavioral measurement of social performance was analyzed by making videos with the experimental group before and after the SSLA programme. In the third stage, teacher assessment and in the fourth stage, parent assessment was taken. Adolescents in measurements; Demographic Questionnaire, Fear of Negative Evaluation Scale-Short Form, UCLA Loneliness Scale-Short Form, Social Anxiety Scale for Adolescents, Self-Efficacy Scale, Strengths and Difficulties Questionnaire were applied. A structured interview form was applied to the teachers and parents, in which the program developed by the researcher and the adolescents participating in the program were evaluated. The experimental design of the research conducted according to the mixed design is a semi/real experimental design with pre-test post-test measurement and experimental-control group (N experiment= 24, N control=20). Participants were assigned to the experimental and control groups using a simple random assignment method. In the second stage of the research, the effect of the first stage was evaluated by the teacher and the parents, and the data were analyzed by descriptive analysis. According to the analysis findings, SSLA did not create a significant variability in students' fear of negative evaluation, loneliness, social anxiety and strengths and difficulties questionnaire scores and their perception of efficacy compared to the control group. In terms of behavioral measurement of social performance, in other words, video evaluation, the students' view of the camera, the quality of the voice in the speech, the length of the speech, the more comfortable behavior and the speech flow characteristics increased significantly as a result of the applied programme. t(23)= -5.286; t(23)= -6.646; t(23)= -3.562; t(23)= -6.029; t(23)= -3.112, p<0.05. Accordingly, the implemented program resulted in a significant improvement. In teacher evaluation, both Anatolian High School (55%) and Science High School teachers (86%) stated that the program was effective. Science high school teachers found the programme more effective (86%). They stated that they observed an increase in students' participation (53% and 32%) and their self-confidence (27% and 44%). In the evaluation of parents, the programme was found to be beneficial (seven of nine parents), and it was stated that the programme contributed most to their children in terms of emotion regulation and time management (six of nine parents). They also observed a difference in their children's relationships and social skills (five out of nine parents). As a result, it was seen that the students benefited from the SSLA programme. Keywords: Life Skills in Adolescents, Life Skills