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27 - QUEM SOU EU QUANDO A TELA SE APAGA? REDES SOCIAIS, CONSTRUÇÃO DA IDENTIDADE E SAÚDE MENTAL NA ADOLESCÊNCIA: UMA REVISÃO BIBLIOGRÁFICA EM SAÚDE COLETIVA

Doi: 10.47094/IVCOLUBRASC.2026/RS/27

PALAVRAS CHAVE: Alfabetização midiática. Protagonismo juvenil. Autorregulação.

KEYWORDS: Media literacy. Youth agency. Self-regulation.

ABSTRACT:
Introduction: Adolescence is characterized by biopsychosocial transformations and the construction of identity, a process in which a sense of belonging and recognition take on great significance. In this context, social media platforms become integrated into how adolescents interact and present themselves, potentially impacting their well-being and mental health. Understanding these relationships requires considering the complexity of digital experiences, going beyond mere screen time. Objective: To analyze the relationships between social media, identity construction, and mental health during adolescence, identifying risk and protective factors, as well as opportunities for health promotion. Methodology: A literature review was conducted using the PubMed, PePSIC, and Virtual Health Library (VHL) databases, covering publications in Portuguese and English from 2019 to 2026. Search terms—including "adolescence," "mental health," "social media," "identity," and "technology"—were combined using the Boolean operator "AND." The search was supplemented by a manual review of references. After applying criteria regarding language, time period, eligibility, and thematic relevance, 11 studies were included in the final synthesis. Results: The studies revealed a complex relationship between digital experiences, identity construction, and mental health. Higher intensity and problematic usage patterns were associated with poorer well-being indicators, while social comparison, exposure to idealized appearance standards, and cyberbullying emerged as vulnerabilities. Screen time alone proved insufficient to explain these outcomes, which are also influenced by content, purpose, context, and the nature of interactions. Social media platforms also served as spaces for self-expression, belonging, and identity formation. Dialogic parental mediation, media literacy, self-regulation, and critical reflection emerged as potentially protective strategies, whereas purely restrictive approaches proved inadequate given the complexity of the phenomenon. Conclusion: The findings indicate that promoting mental health in the digital environment requires moving beyond responses focused solely on restricting usage and instead recognizing adolescents as active participants in shaping their own well-being. As an outcome of this review, we propose “Who Am I When the Screen Goes Dark?”—a participatory workshop on media literacy and digital health promotion. Designed for use in schools and communities, the workshop explores themes such as identity, social comparison, a sense of belonging, cyberbullying, and self-regulation. The initiative culminates in the collective creation of an “Adolescents’ Charter for a Healthier Relationship with Social Media,” aimed at strengthening critical thinking, youth agency, and conscious digital engagement.

Autores

  • Bruno Leonel Mendes De Abreu

  • Glória Mayra Franco Tonioli Santana

  • Thais Rita Bitencourt Felipe

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