Dysfunctionality of Psychological Boundaries of Personality as a Predictor of Internet-Dependent Behavior of Deviant Teenagers

The relevance of the study is determined by the increasing prevalence of Internet-addictive behavior among adolescents, which leads to social maladaptation. Purpose. The aim of the research is to empirically identify and evaluate the diagnostic potential of indicators of psychological boundaries of personality for predicting the risk of desocialization and Internet-addictive behavior in minors exhibiting deviant behavior. Methodology. The empirical study was conducted from 2020 to 2024 in closed-type educational institutions of the Leningrad and Vologda regions and included 63 male adolescents with deviant behavior. The subject of the study concerned the relationship between the characteristics of psychological boundaries and Internet-addictive behavior in this population. To achieve the research objectives, a set of psychodiagnostic tools was applied, including Caplan’s Problematic Internet Use Scale (modified by Gerasimova A.A. and Kholmogorova A.B.), Nartova-Bochaver’s “Sovereignty of the Psychological Space” questionnaire, Levi’s “Psychological Boundaries of Personality” method, and Pantileev’s Self-Attitude Assessment technique. Data were processed using descriptive and correlation analysis. Results. The results indicate that dysfunctional psychological boundaries in adolescents are expressed in reduced autonomy and impaired emotional regulation, which reflect personality immaturity. These characteristics contribute to the development of Internet addiction, facilitating rapid psychological withdrawal into virtual reality. The authors found that maintaining the integrity and protection of an adolescent’s personal space, which ensures a sense of safety and control, is critically important for preventing Internet-addictive behavior and underscores the role of autonomy in healthy psychological development. Adequate self-esteem and a consistent motivation for self-improvement reduce the risk of Internet addiction, highlighting the importance of critical self-reflection and internally driven behavioral regulation. These conclusions are consistent with existing research on the role of self-regulation and goal-directed activity in preventing addictive behavior. Conclusion. The findings demonstrate the necessity of integrating targeted psychological interventions into the work of educational institutions. Such interventions should aim to develop functional psychological boundaries, enhance self-regulatory competence, support adolescents’ sense of personal security both offline and online, strengthen adequate self-esteem, and cultivate motivation for self-improvement and critical thinking regarding digital content and online interaction. Implementing these measures may help reduce the prevalence of Internet-addictive behavior and improve adolescents’ psychological well-being, which is of particular relevance for individuals exhibiting deviant behavior and is essential for their successful social integration.