The aim of this research is to examine the validity and reliability of Distress Disclosure Index, which was originally developed by Kahn and Hessling and adapted into Turkish language for college students by Gürsoy and Gizir, on high school students. As long as the individual does not reveal their problems, it is difficult to do something for their solution. If an adolescent does not address the problem in his relationships, the likelihood of this problem is not solve. The problem will continue to disturb the adolescent. Individuals share their thoughts, feelings and beliefs with others in the society in which they live. This situation, which we define as opening subjective problems, can be shaped according to gender, age or the culture of the environment. Self-disclosure is a communication skill that opens its subjective troubles to another person. Disclosure subjective distress; it can be defined as the process of expressing one's own feelings, thoughts, life perspective, beliefs or needs to another person. The data was obtained from 152 (61 female, 91 male) students at a private school in the province of Isparta. The structure validity of the scale was examined by exploratory factor analysis. As a result of the analysis, it was observed that the scale was composed of two sub-factors described as self-opening and self-concealment. As a result of reliability analysis, Cronbach’s alpha internal consistency coefficient was found to be .92, and test-test-retest reliability conducted 6 weeks later was determined to be .76. In light of the data obtained, it was determined that Distress Disclosure Index would yield applicable, valid and reliable results on high school students. In addition, significant differences were found between high school students’ distress disclosure levels and their grade level and grade averages.

Distress Disclosure Index, Disclosure, Self-Concealment, High School Students, Validity and Reliabil