PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE PREVENTION OF GADGET ADDICTION IN YOUNG ADOLESCENTS

Abstract

This article presents a comprehensive model of psychological and pedagogical support aimed at preventing gadget addiction in young adolescents aged 10–14. An empirical study conducted in comprehensive schools in Aktau, Mangistau Region, demonstrates the effectiveness of integrated methods, including addiction assessment, individual and group consultations, and specialized training with elements of cognitive behavioral therapy. The analysis results show a significant 25% reduction in addiction, a 20% decrease in daily screen time, and an improvement in emotional intelligence.

The novelty of this study lies in its adaptation of the biopsychosocial model to the specific cultural and social context of Kazakhstan, taking into account factors such as low parental awareness of control mechanisms (only 15% use specialized tools) and regional risks of cyberbullying. Practical applicability is demonstrated in the developed recommendations for educational institutions and families on the implementation of digital literacy programs, including the use of monitoring apps and the integration of useful activities. The study highlights the need for an interdisciplinary approach for the harmonious development of adolescents in the digital environment.