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with built-in and regular routines, etc.) (Weymont & Rae, 2006). Attig (1996) states that the deep loss of death means that life changes forever. Familial losses such as the death and divorce of family member/members are indicated. Among the major life events that most affect adolescents’ well-being during this period (McCullough, Huebner & Laughlin, 2000). Thus, in terms of protecting and strengthening adolescents’ mental health, it is considered an important element of support to provide adolescents with healthy coping skills with lost and grief (Hansen, Cavanaugh, Vaughan, et al., 2009). Therefore, although grief after death and other casualties is considered a universal phenomenon, it should be taken into account how grief is experienced and the reactions shown against grief can become more complex when it comes to adolescents. 2.3 Effects of Loss on Adolescents Adolescence refers to a crisis as a period of life characterized by confusion, confusion and uncertainty. The death of a loved one during this period, unlike adults and children, could create more rebellion in adolescents (Oltejenbruns, 2007). Increasing negative emotions after a significant loss can make identity formation difficult by increasing adolescent’s vulnerability, threatening the meaning or beliefs of his/her life (McCarthy, 2007). However, adolescents can show their grief directly through their behavior and express their distress. Sometimes due to stress caused by the suffering, adolescents may turn to out-of-control behaviors such as anger explosions, crime-related actions, school denial, playback, risk-taking behavior, drug-taking and trying with the aim of drawing attention and reducing tension (Raphael, 1997). Adolescents in the grieving process can withdraw and isolate themselves, depending on the feeling different from their peers. These reactions can also be further enhanced by their feelings of isolation while limiting their opportunities to express their feelings and providing support from others (Davies, 2013). On the other hand, the case of loss includes losses other than death, leading to a number of difficulties in non-death losses, disrupting the well-being of adolescents. Indeed, it is indicated that emotional losses other than parental death cause behavioral and emotional reactions in adolescents, with 63% of adolescents whose mothers are in prison suffer a loss of attachment (Poehlmann, 2005); separation of parents or divorce process also causes grieving reactions in children (ACATLGN_grief_and_loss). Similarly, it is stated that adolescents who lost their homes in the earthquake have intense negative behavioral reactions (Sabuncuoğlu, Çevikaslan, & Berkem, 2003). It is challenging for adolescents in terms of their well-being at the loss of parents’ work or loss of caretaker. It is indicated that, especially after losses, adolescents become more open to abuse, they have difficulty dealing with these losses, and they made direct towards alcohol or violence (Dizer, 2008). It is emphasized that that there is an increase in risky behaviors and criminal behaviors by worsening psychological outcomes with the decrease in post-loss social support (Walker & Shaffer, 2007). In studies carried out with war-torn children and adolescents, among the most severe traumatic lives in terms of multiple losses, the importance of healthy functioning of psychosocial support mechanisms is emphasized in reducing the traumatic effect (Erden & Gurdil, 2009). 2.4 Well-Being in Adolescent The issue of well-being is discussed in conjunction with areas of well-being, goodness, state of goodness, subjective goodness and psychological well-being in positive psychology (Kern, Benson, Steinberg, & Steinberg, 2016). Well-being involves a person’s realization when faced with adversity and his/her potential for a meaningful life (Ryff & Singer, 1996). While well-being is associated with the good life, it emphasizes that negative emotions are part of life and that it is not possible to have a constant well-being. Therefore, it refers to a way of life in which the individual takes on his/her own responsibility for maintaining, continuing and developing well-being in integrity (Rffy & Keyes, 1995). As an auxiliary and partnering resource in dealing with negative emotions and sustaining life, it is clear that well-being (Huppert, 2009) will contribute positively to adolescent health. It will be important to focus on increasing the well-being of adolescents who especially experience loss and who are the process of grieving. 2.5 Social Support in Adolescent Social support plays a highly functional role in human life during particularly stressful events, especially on mental health and together with its effect on emotions, cognition and behavior among individuals (Cohen, 1988). Cohen and Wills (1985) evaluates the impact of social support in two ways: First, in the main effect hypothesis, social relationships are beneficial for people under stress; having large social networks offers people regular positive experiences and socially rewarded roles in society. This type of support provides a positive effect on the The ng in ies.ccsenet.org International Education Studies Vol. 13, No. 12; 2020 31 3.1 Participants Participants of the study consisted of 216 high school students who attended to the 9th, 10th, and 11th grades of a high school determined using easy sample method. The participants consisted of 216 high school students, including 123 girls
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