Adolescent Skills Research Articles

THE CHALLENGES OF OCCUPATIONAL THERAPY INTERVENTION IN SUPPORTING ADOLESCENTS WITH AUTISM TO ACCOMPLISH SELF-CARE ACTIVITIES

Objective: The study aimed to explore occupational therapy intervention approaches to strengthen and enhance the self-care skills of adolescents with autism. Method: This research used qualitative methodology and in total five occupational therapists working in rehabilitation centers were involved in expert interviews. The thematic analysis method was applied for data analysis and main categories were developed to describe occupational therapy intervention approaches used in enhancing the self-care performance of adolescents with autism (Guest, MacQueen, and Namey, 2012). Conclusion: Four themes were developed to describe the main difficulties of adolescents with autism in performing self-care activities: person-based difficulties in performing self-care activities; challenges in providing external assistance to carry out self-care. As well as effective occupational therapy support was formed to strengthen their active participation in self-care: execution of interventions based on adolescents' active involvement; a combination of occupational therapy specified approaches (using visual-verbal cues, chaining teaching, and time visualization).

Integration of Speed and Quality in Measuring Graphomotor Skills: The Zurich Graphomotor Test.

In educational settings, children are under pressure to finish their work successfully within required time frames. Existing tools for assessing graphomotor skills measure either quality or speed of performance, and the speed-accuracy trade-off (SAT) in such tools has never been investigated. We aimed to evaluate a newly developed tool for measuring graphomotor skills, the Zurich Graphomotor Test (ZGT), that assesses both speed and quality of performance. We also explored whether graphomotor tests are affected by the SAT and, if so, the effects it has on graphomotor test results. Cross-sectional study. Educational institutions in Switzerland. Children, adolescents, and young adults (N = 547) ages 4-22 yr (50.3% female). Graphomotor performance was measured with the ZGT and the Developmental Test of Visual Perception, Second Edition (DVTP-2). Standard deviation scores were used to quantify performance. We combined ZGT speed and quality measurements into a performance score adjusted for age and sex. ZGT results indicated a marked developmental trend in graphomotor performance; older children were faster than younger children. Girls showed higher overall performance than boys. The pattern of making more mistakes when being faster and making fewer mistakes when being slower was observed for both graphomotor tests, regardless of time pressure, indicating that the SAT affected the children's scores on both tests. SAT is influential in graphomotor assessment. The ZGT captures this trade-off by combining accuracy and speed measurements into one score that provides a realistic assessment of graphomotor skills. What This Article Adds: The newly developed ZGT provides occupational therapy practitioners with more precise information on graphomotor skills in children, adolescents, and young adults than currently available tools.

Cognitive, Affective and Psycomotoric Aspects Related Risky Sexual Behavior Among Adolescents at the University Level

The current phenomenon shows that teenagers are into the sexually active period quickly. This condition causes adolescents to be more vulnerable to experiencing adolescent reproductive health triad such as premarital sex, STI/HIV infections and drug abuse. Higher education is an educational institution whose students are teenagers who do not rule out experiencing these problems. This study aims to determine the cognitive, affective and psychomotoric factors related to risky sexual behavior among adolescents at the college level using a cross sectional approach. The research analysis sample was 750 students from 4 study programs in one of the universities in South Sumatra which were taken by using cluster random sampling technique. Data analysis includes univariable and bivariable analysis (chi square test). The results showed that 12% of students had risky sexual behavior where 3.5% had vaginal, anal or oral sex. In addition, the results of the bivariate analysis showed that the variables that were significantly related to risky sexual behavior included cognitive factors (knowledge), affective factors (attitudes, perceptions of norms, parental roles and self-efficacy) and psychomotoric factors (negative peer group behavior). This study recommends the need for access to adolescent-friendly reproductive health services with the principle of peer educator as a means of improving soft skills for adolescents related to adolescent reproductive health.

Improving psychosocial distress for young adolescents in rural schools of Pakistan: study protocol of a cluster randomised controlled trial

IntroductionEmotional problems are leading contributors to health burden among adolescents worldwide. There is an urgent need for evidence-based psychological interventions for young people. This study aims to evaluate the effectiveness...

Inisiasi Posyandu Remaja Sebagai Upaya Peningkatan Derajat Kesehatan Di Kelurahan Bandarharjo, Semarang

Bandarharjo is one of the urban villages in the city of Semarang with health problems in adolescents which are quite complex and require comprehensive and integrated treatment that involves all elements from across programs and related sectors. Limited health information, low knowledge of healthy life skills for reproductive health, and limited health infrastructure for adolescents are factors in the low level of health. This needs to be improved through counseling, training, mentoring, and the establishment of a youth posyandu. This community service was carried out in Bandarharjo Village, North Semarang, Semarang City for 8 months. The service method is implemented in four stages, namely preparation, socialization, implementation, and monitoring and evaluation. The initiation of youth posyandu as an effort to improve health status has resulted in the implementation of administrative restructuring training for youth posyandu with youth from Bandarharjo Village as administrators. With the implementation of the youth posyandu initiation program, an increase in the knowledge and skills of adolescents in terms of personal health and environmental health has also been achieved. The activities of the youth posyandu need to be maintained so that they exist and are useful for improving adolescent health.

The Association between Online Game Addiction and Social Skills among High School Students

ABSTRACT 
 Introduction: Online game addiction is an uncontrollable dependence on online gaming. The social skills of adolescents with online game addiction tend to be difficult to develop and will hinder social development. The purpose of this research is to determine the association between online game addition and social skills among students in Tunas Bangsa Junior High School Greenville.
 Methods: This is a cross-sectional study of students in Tunas Bangsa Junior High School Greenville. Social skills was measured with Matson Evaluation of Social Skills with Youngsters and online game addiction was measured with Indonesian Online Game Addiction Questionnaire. Data analysis was performed by using chi-square test.
 Results: There were 73 respondents in this study, most were 14 years old, female, and 9th graders. There are 82.2% of respondents with normal social skills and 60.3% of respondents with online game addiction. There are 56.2% of respondents playing online games ≥4 days/week, 65.8% of respondents playing ≤ 4 hours/day on weekdays, 57.5% of respondents playing ≤ 4 hours/day on weekends, and 27.4% respondents play shooting games. Chi-square analysis shows that there is a significant relationship between gender (p=0.048), frequency of playing online games (p=0.011), duration of playing online games on weekends (p=0.037), and types of online games(p=0.036) with online game addiction.
 Conclusion: There is no significant relationship between online game addiction and social skills among students in Tunas Bangsa Junior High School Greenville.
 Key Words: Addiction, Online Game, Social Skills, Adolescent.

Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective.

Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.

A-295 Visuospatial Skills of Adolescents Involved in Prostitution

Abstract Objective: Adolescents involved in prostitution are exposed to traumatic experiences with long-term adverse effects including symptoms of posttraumatic stress disorder (PTSD). Maltreated children tend to perform poorly on tasks of visuospatial orientation. We hypothesized that adolescents who had been involved in prostitution would have weak visuospatial skills and that those with a diagnosis of PTSD would have worse visuospatial skills than those without a diagnosis of PTSD. Method: Due to academic concerns, comprehensive neuropsychological assessment was conducted in a community mental health center with 22 adolescents (21 female and one trans to female) who had been involved in prostitution. Visuospatial skills were measured using the Rey-Osterrieth Complex Figure Test (ROCF). IQ ranged from 72 to 112 (M = 85.4, SD = 13.27). Sixteen out of the 22 participants were diagnosed with PTSD. Results: Adolescents involved in prostitution scored significantly lower on the copying trial of the ROCF (M = 24.2, SD = 7.89) than the normative sample (M = 33.6, SD = 2.98), t = -5.60, p <.001. However, the results revealed no significant difference on ROCF copy scores between participants diagnosed with PTSD (M = 24.69, SD = 6.41) and those not diagnosed with PTSD (M = 22.84, SD = 11.62), F(1, 20) = 0.23, p = 0.64, even controlling for age and intellectual functioning. Conclusion: The findings suggest that adolescents who experienced the trauma of prostitution may have deficiencies in visuospatial functioning, regardless of PTSD diagnosis. Thus they may distort environmental information, leading to poor decision-making.

Reimagining Assessment of Literacy Skills for Adolescents With Intellectual Disabilities: A Tutorial for an Individualized Approach

Purpose: Reading and writing are foundational skills that provide access to educational, vocational, and social experiences. However, while the gap widens between the literacy skills of individuals with intellectual disability (ID) and those with typical development as they grow into adolescence, little is known about meeting the comprehensive literacy needs of adolescents with ID. This tutorial reimagines the assessment of literacy-specific skills for adolescents with ID as an individualized approach that will reveal a profile of strengths and challenges so they can receive targeted intervention. Method: Extant research investigating literacy achievement for individuals with ID is reviewed, followed by a discussion of emergent to conventional literacy skills and a conceptual framework within which to organize the skills. Then, an individualized assessment approach is presented that addresses considerations for the selection of complementary formal and informal measures and strategic analysis of the results. Results: A clinical case study depicting a literacy assessment of an adolescent diagnosed with ID is utilized to demonstrate the process for determining individual strengths and challenges in emergent and conventional literacy skills. Detailed discussion of assessment results and error analysis provide insight into her level of emergent and conventional reading and writing skills, which is then linked to intervention goal suggestions. Conclusion: Comprehensive individualized assessment batteries enable practitioners to align literacy interventions with each adolescent's needs in order to promote conventional reading and writing development.

Effectiveness of a brief group behavioural intervention on psychological distress in young adolescent Syrian refugees: A randomised controlled trial.

BackgroundMillions of young adolescents in low- and middle-income countries (LMICs) affected by humanitarian crises experience elevated rates of poor mental health. There is a need for scalable programs that can improve the mental health of young adolescents. This study evaluated the effectiveness of a nonspecialist delivered group-based intervention (Early Adolescent Skills for Emotions (EASE)) to improve young adolescents’ mental health.Methods and findingsIn this single-blind, parallel, controlled trial, Syrian refugees aged 10 to 14 years in Jordan were identified through screening of psychological distress as defined by scores ≥15 on the Paediatric Symptom Scale. Participants were randomised to either EASE or enhanced usual care (EUC) involving referral to local psychosocial services (on a 1:1.6 ratio). Participants were aware of treatment allocation but assessors were blinded. Primary outcomes were scores on the Paediatric Symptom Checklist (PSC; internalising, externalising, and attentional difficulty scales) assessed at week 0, 9 weeks, and 3 months after treatment (primary outcome time point). It was hypothesised that EASE would result in greater reductions on internalising symptoms than EUC. Secondary outcomes were depression, posttraumatic stress, well-being, functioning, school belongingness, and caregivers’ parenting and mental health. Between June 2019 and January 2020, 1,842 young adolescent refugees were screened for eligibility on the basis of psychological distress. There were 520 adolescents (28.2%) who screened positive, of whom 471 (90.6%) agreed to enter the trial. Overall, 185 were assigned to EASE and 286 to EUC, and 169 and 254 were retained at 3 months for EASE and EUC, respectively. Intent-to-treat analyses indicated that at 3 months, EASE resulted in greater reduction on the PSC-internalising scale than EUC (estimated mean difference 0.69, 95% CI 0.19 to 1.19; p = 0.007; effect size, 0.38) but there were no differences for PSC-externalising (estimated mean difference 0.24, 95% CI −0.43 to 0.91; p = 0.49; effect size, −0.10), PSC-attentional problem (estimated mean difference −0.01, 95% CI −0.51 to 0.54; p = 0.97; effect size, −0.01) scores, or on depression, posttraumatic stress, well-being, functioning, or school belongingness. Relative to EUC, caregivers in EASE had less psychological distress (estimated mean difference 1.95, 95% CI 0.71 to 3.19; p = 0.002) and inconsistent disciplinary parenting (mean difference 1.54, 95% CI 1.03 to 2.05; p < 0.001). Secondary analyses that (a) focused on adolescents with probable internalising disorders; (b) completed the 3-month assessment; and (c) controlled for trauma exposure did not alter the primary results. Mediation analysis indicated that for caregivers in the EASE condition, reduction in inconsistent disciplinary parenting was associated with reduced attentional (β = 0.11, SE 0.07; 95% CI 0.003, 0.274) and internalising (β = 0.11, SE 0.07; 95% CI 0.003, 0.274) problems in their children. No adverse events were attributable to the intervention. A limitation was that EUC was not matched to EASE in terms of facilitator attention or group involvement.ConclusionsEASE led to reduced internalising problems in young refugee adolescents and was associated with reduced distress and less inconsistent disciplinary parenting in caregivers. This intervention has the potential as a scalable intervention to mitigate young adolescents’ emotional difficulties in LMIC.Trial registrationProspectively registered at Australian and New Zealand Clinical Trials Registry: ACTRN12619000341123.

Interpersonal Adaptation, Self-Efficacy, and Metacognitive Skills in Italian Adolescents with Specific Learning Disorders: A Cross-Sectional Study.

This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11–19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.

A Remotely Delivered Yoga Intervention for Adolescents with Autism Spectrum Disorder: Feasibility and Effectiveness for Improving Skills Related to Physical Activity.

This study evaluated the feasibility of remotely delivered yoga for improving four physical activity-related skills: motor skills, strength, balance, and flexibility in adolescents with autism spectrum disorder (ASD). Nineteen of 20 participants enrolled (age 13.2 ± 2.2years; 60% male) completed the 12-week intervention and attended 83% of the scheduled yoga sessions. Overall, physical activity-related skills improved pre to post intervention (Φ = 0.90, p = 0.005, 95% CI 0.72-1.0). Specifically, significant increases in leg strength (12.5%, p = 0.039), flexibility (40.3%, p = 0.008), and dynamic balance on the right (11.1%, p = 0.001) and left legs (8.1%, p = 0.003) were observed across 12weeks. These results demonstrate the feasibility and potential effectiveness of yoga to improve physical activity-related skills in adolescents with ASD.

Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents.

Genome‐wide polygenic scores for educational attainment (PGS‐EA) and socioeconomic factors, which are correlated with each other, have been consistently associated with academic achievement and general cognitive ability in children and adolescents. Yet, the independent associations of PGS‐EA and socioeconomic factors with specific underlying factors at the neural and neurocognitive levels are not well understood. The main goals of this study were to examine the unique contributions of PGS‐EA and parental education to cortical structure and neurocognitive skills in children and adolescents, and the associations among PGS‐EA, cortical structure, and neurocognitive skills. Participants were typically developing 3‐ to 21‐year‐olds (53% male; N = 391). High‐resolution, T1‐weighted magnetic resonance imaging data were acquired, and cortical thickness (CT) and surface area (SA) were measured. PGS‐EA were computed based on the EA3 genome‐wide association study of educational attainment. Participants completed executive function, vocabulary, and episodic memory tasks. Higher PGS‐EA and parental education were independently and significantly associated with greater total SA and vocabulary. Higher PGS‐EA was significantly associated with greater SA in the left medial orbitofrontal gyrus and inferior frontal gyrus, which was associated with higher executive function. Higher parental education was significantly associated with greater SA in the left parahippocampal gyrus after accounting for PGS‐EA and total brain volume. These findings suggest that education‐linked genetics may influence SA in frontal regions, leading to variability in executive function. Associations of parental education with cortical structure in children and adolescents remained significant after controlling for PGS‐EA, a source of genetic confounding.

Mental Guidance in Improving Life Skills for School Dropout Teens at PSBR Yogyakarta

Adolescence is the transition of children to adulthood. The transition from the period of children to adulthood triggers many problems faced by adolescents. Therefore, adolescents need education as a basis for meeting the needs needed in order to respond and respond to problems as well as a basis in character formation. But in certain conditions teenagers are faced with educational problems that have taken root, namely the problem of dropping out of school. This is where the role of the government provides solutions and provides alternatives for teenagers who experience dropouts. Adolescent dropouts are given guidance and coaching through non-formal educational institutions or social institutions, one of which is in PSBR Yogyakarta. PSBR is one of the UPT that has the task and function of providing coaching for teenagers out of school. The coaching is done by providing various guidance, one of which is mental guidance and training in various skills needed for teenagers to drop out of school in order to have life skills . This research aims to explore the problems of adolescents dropping out of school and find out the pattern of mental guidance provided by PSBR in order to improve the life skills of adolescents out of school with a qualitative research approach. The study findings found that adolescents who drop out of school have difficulty in adjusting, health problems, religious problems, problems playing a role in society and problems of leisure. Efforts to improve the life skills of teenage dropouts are done through mental guidance and skill guidance.

The association and mediation role of Food and Nutrition Literacy (FNLIT) with eating behaviors, academic achievement and overweight in 10–12 years old students: a structural equation modeling

BackgroundFood and nutrition literacy is a key factor in shaping healthy dietary behaviors and may result in decreasing decrease the prevalence of overweight. Empirical research on food and nutrition literacy and its outcomes is limited, especially among children and adolescents. Thus, this study investigates the link between Food and Nutrition Literacy (FNLIT) with eating behaviors, academic performance, and overweight in 10–12 years old students in Tehran, Iran.MethodsThis study was performed through two phases: 1) Proposing a conceptual model of the relationship between FNLIT and its determinants and outcomes, based on the existing evidence and previous models, and 2) Testing the proposed FNLIT model through a cross-sectional study on 803 primary school students (419 boys and 384 girls, from 34 public and 10 private primary schools), aged 10–12 years using structural equation modeling. Demographic, socio-economic, and household food security characteristics were collected by interviewing the students and their mothers/caregivers using a questionnaire. FNLIT was measured by a self-administered, locally designed, and validated questionnaire.ResultsThe fit indices suggested a reasonably adequate fit of the data to the hypothesized model (χ2/df = 2.03, p < 0.001, goodness of fit index (GFI) = 0.90, adjusted goodness of fit index (AGFI) = 0.88, comparative fit index (CFI) = 0.91, incremental fit index (IFI) = 0.91, root mean square error of approximation (RMSEA) = 0.04, standardized root mean residual (SRMR) = 0.06). SES was directly and positively related to FNLIT and its subscale in students. FNLIT score had a positive direct (non-mediated) relationship with healthy eating behavior and academic performance. This pattern was strongly reversed in unhealthy eating behavior. There was a full mediation relationship between FNLIT and overweight/obesity via healthy eating behaviors. SES predicted academic performance partially through the mediating effect of Food Label Literacy (FLL). The results indicated that despite the direct relationship between SES and academic performance, an indirect but negative relationship existed with food insecurity.The finding also revealed the fully mediating role of Food Choice Literacy (FCL) in the relationship between demographic factors and healthy eating behaviors. Our study also found that Interactive Food and Nutrition Literacy (IFNL) protected unhealthy eating behaviors, and FCL predicted healthy eating behaviors in children.ConclusionOur study draws attention to FNLIT, especially the skills domain, including IFNL, FCL, and FLL, as the most important determinant of healthy eating behavior, academic performance, and weight status in school-age children reduces social inequalities in children’s development.To ensure an adequate level of FNLIT, educators should assess and plan to enhance food literacy skills in children and adolescents.

Preparing and validating character strength training package and its effectiveness on assertiveness skills of adolescents

Preparing and validating character strength training package and its effectiveness on assertiveness skills of adolescents

Examining Differences in Noncognitive Skills for State-Level Career Development and Leadership Development Event Participants

Educators are increasingly pressured to include experiences for students which will help develop noncognitive skills. Noncognitive skills lie outside of the physiological ability to process information and encompass adjacent concepts including soft-skills, 21st century skills, or employability skills. Grit, optimism, and self-efficacy are three noncognitive skills which overlap substantially with the three-component model for agricultural education. In agricultural education, Career and Leadership Development Events (CDE/LDE) allow students to work persistently toward a task and develop expectations for ability to perform and outcomes of the competitive event along with other actions researchers have concluded can help build noncognitive skills in adolescents. This study was designed to describe the grit, optimism, and self-efficacy of CDE &amp; LDE competitors in Idaho and determine if differences exist between students who performed at the gold-rank level, and those who did not receive a gold ranking in their respective events. This study was a census of all students (N = 413) who competed at a CDE or LDE at the 2018 Idaho Leadership Development Conference. Results of independent samples t-tests revealed differences between both grit and self-efficacy scores of participants based on ranking and differences in self-efficacy based on event type. The conclusions drawn from this study allow us to recommend areas for continued examination related to noncognitive skills in agricultural education, and practical solutions for agricultural educators to enhance noncognitive skills in their classrooms.

Study on life skills among high school adolescents studying in English and Tamil medium in government school

The present study aimed to assess the level of life skills in high school adolescents and investigate the impact of the medium of instruction on life skills. The objective of the present study was to compare the life skills of high school adolescents in the medium of instruction, namely Tamil and English Chennai, Tamil Nadu. The sample comprised 380 high school adolescents studying in class 8, in the age group 13-14 years from Schools in Chennai, Tamil Nadu. It was hypothesized that the students in the mother tongue medium (Tamil) and those who studied in English medium do not differ significantly on the measure of life skills. To measure life skills, Life skills Assessment scale with 100 items was used. It was found that most of the adolescents had average life skills, very few had high life skills, and some had low life skills, thus indicating the need for including life skills training program as a part of the curriculum. The results from the t-test showed a significant difference in life skills of high school adolescents with the medium of instruction, and the adolescents in Tamil Medium had comparatively better life skills than their English counterparts.

Feasibility and acceptability of a multicomponent, group psychological intervention for adolescents with psychosocial distress in public schools of Pakistan: a feasibility cluster randomized controlled trial (cRCT)

BackgroundChild and adolescent mental health problems are a global public mental health priority. However, there is a lack of evidence-based scalable psychological interventions for adolescents living in low resource settings. This trial was designed to evaluate the feasibility and acceptability of delivering the World Health Organization’s Early Adolescent Skills for Emotions (EASE) intervention at public schools in a rural sub-district in Rawalpindi, Pakistan.MethodsA two arm, single blinded, feasibility cluster randomized controlled trial with mixed-methods evaluation was conducted with 59 adolescents and their caregivers from 8 public schools. In the 4 intervention arm schools, 6 non-specialist facilitators delivered the culturally-adapted EASE group sessions to the adolescents (n = 29) and their caregivers with desired fidelity under the supervision of in-country supervisors.ResultsThe participation rate of adolescents in the intervention sessions was 83%. The intervention strategies were implemented by the adolescents. However, attending biweekly sessions at schools was challenging for caregivers with only 50% caregivers attending the sessions.ConclusionsThe results of this study support the feasibility and acceptability of delivering this culturally adapted intervention through non-specialist facilitators in school settings in Pakistan and pave the way to conduct a fully powered cluster randomized controlled trial to test the effectiveness of intervention to improve psychological outcomes in adolescents.Trial registration Trial registered with Clinicaltrials.gov prospectively; NCT04254393.

Measuring Basic Capabilities of Adolescents Digital Literacy in Medan to Prevent Fake News Exposure

The aim of this study is to measure basic digital literacy skills for adolescents in Medan. The basic digital literacy skills include analyzing, verifying, and finding information obtained. Quantitative method is used in this study to analyzed the findings descriptively. The research design is applied in the form of an online survey. The population used in this study was a group of middle-aged adolescents (15-18 years) in Medan. Taro Yamame formula is used to determine the sample size of this study. Due to Taro Yamame formula, the sample size involved in this study was 300 respondents, with a margin of error of 5.76%. The results shows that teenagers in Medan generally have basic digital literacy skills to ward off fake news at a capable and very capable level. However, there are some records where teenagers are still not very able to implement the ability to analyze and find the information they get from online media.