Background: Excessive gaming among adolescents has emerged as a growing behavioural concern, with implications for psychological well-being, academic functioning, and family dynamics. Despite increasing awareness, culturally appropriate and empirically validated intervention models remain limited, particularly in low- and middle-income contexts such as India.
This research aims to develop and validate an integrated psychosocial intervention module to address gaming addiction among school-going adolescents.
Methods: The study adopted a mixed-methods approach. In Phase I, qualitative data were gathered through focus group discussions with adolescents, parents, teachers, psychologists, and psychiatrists to understand the behavioural, emotional, and social underpinnings of gaming addiction. Thematic analysis informed the development of the intervention module.
In Phase II, the module underwent psychometric evaluation using Lawshe’s Content Validity Ratio (CVR) method with expert reviewers. The pilot phase included implementation with adolescents aged 12–15 years in urban school in Chennai. Standardised psychometric tools were used pre- and post-intervention to assess changes in gaming behaviour,sensation seeking,Impulsivity and overall well-being.
Results: The intervention module showed strong content validity across all components. Preliminary findings indicate a reduction in problematic gaming behaviours and improved emotional regulation, impulsivity and well-being among participants. Feedback from adolescents and caregivers affirmed the intervention's acceptability and relevance.
Conclusion: This study demonstrates the value of context-sensitive, evidence-based psychosocial interventions for addressing digital addictions. The validated module shows promise for integration into school mental health programmes and broader preventive frameworks.
Impact Statement: This research is expected to advance adolescent mental health outcomes by offering a validated, scalable intervention for gaming addiction. It may guide digital well-being policy, support early intervention practices, and inform culturally relevant programme development in education and health sectors.
