ACT-Based Psychoeducation for Youth With Social Media Addiction

The widespread use of technology and early access to digital devices have significantly increased in recent years. Continuous connectivity, mobility, and affordability allow users to interact freely with social media. Young individuals often integrate mobile devices into daily routines, spend excessive time online, and keep devices nearby even during sleep. While social media allows relationship-building and self-expression, excessive and uncontrolled use may lead to social media addiction. Although not officially recognized in psychiatric diagnostic systems, its classification under behavioral addictions reflects its increasing impact on mental health. Behavioral addictions may cause family and social conflicts, stress due to unmet responsibilities, anxiety, and irritability.

Social media addiction is particularly prevalent among young adults. A 2025 meta-analysis reported a prevalence rate of 18.4% among university students and its negative effects on academic performance. Another study with 1,215 students found higher addiction levels associated with increased depression scores. Excessive use also affects body dissatisfaction and self-esteem. These findings show that social media addiction decreases self-esteem, disrupts emotional regulation, and impairs interpersonal functioning. Social comparison tendencies and idealized digital identities may worsen self-perceptions, contributing to low self-esteem and social anxiety.

Multiple studies have shown significant negative relationships between social media addiction and self-esteem. Facebook addiction has been linked to low self-esteem. Similarly, low self-esteem was associated with higher social media addiction scores. Research from Ecuador reported moderate negative effects of social media addiction on self-esteem and well-being. A 2023 adolescent study found that addiction negatively predicted self-esteem and body image. Self-esteem is a fundamental construct related to life satisfaction, self-efficacy, psychological resilience, and interpersonal relationships.

Interpersonal difficulties are defined as "interpersonal problems," while cognitive and behavioral processes intended to reduce tension in these areas are conceptualized as "interpersonal problem-solving." Interpersonal problem-solving skills enable constructive conflict resolution and support social adaptation, relationship quality, and well-being. Social media influences how individuals generate and solve interpersonal problems, though evidence is limited. Excessive use leads to relationship deterioration, communication restrictions, and increased interpersonal conflicts. Social media addiction may impair interpersonal problem-solving due to its negative impact on overall functioning. Additionally, individuals with higher interpersonal problem-solving skills show lower addiction levels. Internet addiction has also been associated with avoidance-oriented coping.

Acceptance and Commitment Therapy (ACT), a mindfulness-based intervention focusing on psychological flexibility, encourages individuals to accept internal experiences and act in accordance with personal values. ACT promotes awareness of thoughts and emotions and engagement in value-driven behaviors. Research demonstrates its effectiveness for anxiety, depression, addictive behaviors, and self-perception. ACT-based interventions have reduced social media use and decreased psychological distress in university students. ACT has also been found effective in reducing FOMO and increasing psychological flexibility.

ACT has improved self-esteem and interpersonal problem-solving in diverse populations, such as individuals with schizophrenia, PCOS, body dysmorphic disorder, and obesity. ACT reduced internet addiction components and interpersonal difficulties among high school students. It also improved adolescents' interpersonal skills and was comparable to CBT in addressing interpersonal problems.

Despite the correlational evidence linking social media addiction to self-esteem and interpersonal functioning, ACT-based interventions remain limited, especially for young adults. Thus, our study offers theoretical and practical innovation by applying a third-wave therapy model to digital-age psychosocial problems. The study aims not only to reduce addictive behaviors but also to improve psychological flexibility, self-esteem, and interpersonal problem-solving skills. Findings are expected to guide mental health professionals, psychiatric nurses, counselors, and university guidance services.

The study also aligns with the 12th Development Plan (2024-2028), which emphasizes informing youth about digital risks, supporting evidence-based policy design, and promoting healthy technology use.

Hypotheses H1a: ACT-based psychoeducation increases self-esteem. H1b: ACT-based psychoeducation reduces ineffective interpersonal problem-solving.

H1c: ACT-based psychoeducation enhances effective interpersonal problem-solving.

H1d: ACT-based psychoeducation reduces social media addiction.

Study Design This randomized controlled trial (RCT) will be conducted at Kahramanmaraş Sütçü İmam University between November 1, 2025, and September 30, 2026. A 2×3 split-plot design (intervention/control × pretest/posttest/follow-up) will be used. Assessments will occur at baseline, post-intervention, and two-month follow-up.

Study Population and Sample The study population includes students aged 18-30 enrolled between 01/05/2025 and 01/06/2026. Based on GPower calculations (effect size d = 0.30; α = .05; power = .90), 31 participants per group were required. With 20% added for attrition, the total sample is 74 (37 per group). Intervention groups will consist of approximately 7-8 participants.

Randomization Participants scoring ≥4 on the SMAS-AF will be randomized using simple randomization (Research Randomizer). A statistician not involved in the study will manage allocation.

Variables Independent variable: ACT-based psychoeducation program

Dependent variables:

Rosenberg Self-Esteem Scale (RSES) Social Media Addiction Scale-Adult Form (SMAS-AF) Interpersonal Problem-Solving Inventory

Data Collection Tools Information Form; Rosenberg Self-Esteem Scale (RSES); Social Media Addiction Scale-Adult Form (SMAS-AF); Interpersonal Problem-Solving Inventory.

Implementation Baseline assessments will be completed face-to-face. The intervention group will attend eight ACT-based psychoeducation sessions administered by psychiatric nurse Zeynep Kekeç, certified in psychoeducation and ACT. Post-test assessments will be completed in the final session. The control group will not receive intervention during the study but will be offered a one-session program afterward.

Data Analysis Data will be analyzed in SPSS. Normality will be assessed using the Shapiro-Wilk test. Descriptive statistics will be calculated. Parametric or non-parametric analyses will be selected based on distribution. Cronbach's alpha values will be computed. Significance level: p \< 0.05.

Ethical Considerations Ethical approval was obtained from the Kahramanmaraş Sütçü İmam University Medical Research Ethics Committee. Permissions for scales were secured. Participation is voluntary, and confidentiality and withdrawal rights will be ensured.