It was developed by Achenbach and Edelbrock (1987) in order to assess the competence areas and problem behaviors of 11- 18 year-olds in a standardized way in line with the information provided by themselves. The scale consists of 17 competence and 112 problem behavior items. These items related to competencies and problem behaviors are in parallel with the items in the Child Behavior Checklist For Ages 4- 18 (CBCL 4-18) (CBCL 4-18). However, the items were written in the first person so that young people could evaluate themselves. The competence section, which is the first part of the scale, consists of activity, sociability and school subscales. The items related to activity include the sports and non-sports activities that the child or young person enjoys doing and actively participates in, his/her success in these activities, the number of jobs he/she does at home or outside the home and his/her level of activity in these jobs. The rating is based on the quantity and quality of participation. Items related to social functioning include membership in a club, team or group, number of close friends, relationships with parents and friends, and ability to do things on one's own. School-related items reflect school achievement and participation in school activities qualitatively and quantitatively. A Total Competence score is obtained from the sum of the activity, sociability and school subscales. The scale also includes open-ended questions about whether the young person has any physical discomfort or disability, concerns and problems in school and non-school areas, and information about his/her favorite characteristics. These items are not scored. The second part of the scale is the Child Behavior Checklist For Ages 4- 18/CBCL/4- 18 (CBCL/4- 18) (CBCL).) and Teacher's Report Form (TRF) and consists of 112 problem items. 89 problem items are common to all three scales. Problem behaviors are graded as 0 (Not True), 1 (Sometimes or Somewhat True), 2 (Very or Often True) according to the frequency of occurrence in the last 6 months. "Internalizing", "Externalizing" and "Total Problem" scores are obtained from the scale. The Introversion group is defined as "Social Introversion, Somatic Complaints, Anxiety/Depression" and the Externalizing group is defined as "Delinquency".nel Behaviors and Aggressive Behaviors", and the Total Problem is the sum of "Social Problems, Thought Problems and Attention Problems" subtests, which are not included in either group. The items in the Self-Assessment Scale for 11- 18 Year Olds (SASY) were translated separately and the translations were compared and the similarities and differences were reviewed. Afterwards, the scale was reviewed by a Turkish linguist and some corrections were made in Turkish expressions. The scale was administered to 15 young people to test its comprehensibility. Test-retest reliability was calculated by administering the scale to 60 young people twice with a one-week interval. Cronbach Alpha internal consistency coefficients obtained on the scores of 2206 young people who constituted the sample of Erol's (1998) study were calculated. Values, Internalization Problems. 80, Externalization Problems. 81 and Total Problem. 89 in Internalizing Problems, 81 in Externalizing Problems and 89 in Total Problems. In order to determine the internal consistency of the scale in the province, district and village, Cronbach Alpha internal consistency coefficients were calculated on the scores of the children and the results of the Total Problem subscale were calculated as. 89 in the city center. 88 in the city center, 88 in the district, and 89 in the village. 89 in the city center. All these results show that the internal consistency and test-retest correlation of the scale are high and that the scale can be used reliably in the gender and age groups, provinces, districts and villages. (Achenbach, 1991; Erol, 1997; cited in Çekici, 2003).