Adolescent Social Support Scale

Ye Yuemei and colleagues developed the ASSS in 2008 specifically for young people. Its 17 items use five-point ratings and assess subjective support, objective support, and use of support. Unlike the adult-focused Social Support Rating Scale (SSRS), it emphasizes classmates and friends rather than family, neighbors, and coworkers. The ASSS uses a consistent 1–5 scale, while the SSRS uses several scoring formats. The ASSS has shown better psychometric properties in secondary school and university samples and is recommended for a more accurate assessment of this age group.

Ratings run from 1 = not at all true, 2 = somewhat untrue, 3 = unsure, 4 = somewhat true, to 5 = completely true. Subjective support sums items 1, 4, 6, 7, and 9 (maximum 25); objective support sums 8, 10, 11, 13, 15, and 16 (maximum 30); use of support sums 2, 3, 5, 12, 14, and 17 (maximum 30). The total sums all three dimensions and ranges from 17 to 85. Below 52 is low, 52–68 moderate, and 69 or above high. Higher dimension scores indicate stronger support in that area. Research finds a significant negative relationship between support scores and psychological difficulties: greater support is associated with fewer mental health problems.

The ASSS is designed for ages 12–25, including secondary school and university students. It suits youth counseling, school mental health screening, evaluation of support interventions, and research. It has shown good reliability and validity in both student groups, with internal consistency coefficients of 0.836–0.920. It assesses current support, and results vary with developmental stage—for example, greater reliance on peers during adolescence. Support needs and sources also change with age. Adults are advised to use the SSRS.

Support gradually shifts from a mainly family-based network toward peers, making friends and classmates more important. Peer support strongly influences mental health, identity, and social adjustment. Academic pressures, relationships, and identity questions increase the need for support, while young people are still learning to seek and use it. Quality matters more than quantity: close friendships matter more than a broad network alone. Assessment should therefore focus on peer relationships, willingness and ability to seek help, and the balance with family support.

To improve subjective support, help young people notice others' care, practice gratitude, and deepen friendships. For objective support, maintain open parent-child communication and encourage clubs or interest groups to broaden connections. To improve support use, teach them to talk about difficulties and ask for help, work through embarrassment, and see help-seeking as courageous. Build communication, listening, and empathy skills, and encourage them to support others in turn. Parents, teachers, and counselors can all offer guidance.

Consider help if the ASSS total is below 52 with several low dimensions; subjective support is below 12.5 alongside loneliness or feeling misunderstood; objective support is below 15 with little practical help from family or friends; or support use is below 15 because asking for help feels frightening or unfamiliar. Other reasons include depression, anxiety, or social fear linked to limited support; bullying, domestic violence, or other trauma; and high academic stress without support. Counseling can teach friendship skills, build social confidence, address relationship difficulties, encourage active help-seeking, and develop a healthy support network. Seeking help is part of growing, rather than a sign of weakness.