GENERATIVE ARTIFICIAL INTELLIGENCE AND (DYS)EMOTIONAL REGULATION IN ADOLESCENTS: AN INTEGRATIVE LITERATURE REVIEW

Abstract

This study addresses findings on the use of generative artificial intelligence (AI) and (dys)emotional regulation in adolescents, aiming to investigate, through an integrative literature review, evidence of impacts related to this topic. For data collection, internationally recognized databases were consulted, such as PubMed, SciELO, Cochrane, and the Virtual Health Library (VHL), which includes relevant repositories such as LILACS and MEDLINE, considering articles published between 2021 and 2026. For the database search, descriptors from DeCS/MESH were used, in accordance with the established inclusion criteria for study selection. The results showed that the use of generative AI is associated with demographic, cultural, economic, and social contextual factors in which adolescents are embedded. In some cases, this interaction may have positive effects and contribute to mental health. However, aspects such as trust placed in AI or in AI-mediated interventions were also observed, which may represent concerns among adolescents regarding the use of these technologies and their potential future impacts. It is concluded that there is a need for trained professionals to provide mental health care, as well as careful attention to the use of generative AI in this context, in order to prevent risks and potential negative impacts on adolescents’ emotional development.