From Algorithmic Companionship to Emotional Dependence: The Role of Digital Psychological Literacy in Emotion Regulation, Loneliness Management, and the Prevention of AI Therapeutic Mimicry among Young People: A Structured Narrative Review

Noushin Bahrami; Motahareh Honardoust; Parsa Afsharian; Ebtesam Mahavi; Sara Elahikhah

doi:10.63053/ijhes.209

Authors

Noushin Bahrami M.A. Student in Clinical Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran
Motahareh Honardoust M.A. Student in Clinical Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran
Parsa Afsharian M.A. Student in Clinical Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran
Ebtesam Mahavi M.A. Student in Clinical Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran
Sara Elahikhah M.A. Student in General Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran

DOI:

https://doi.org/10.63053/ijhes.209

Keywords:

algorithmic companionship; emotional dependence; digital psychological literacy; emotion regulation; AI therapeutic mimicry

Abstract

The rapid expansion of conversational artificial intelligence and emotionally responsive chatbots has introduced a new form of human-technology interaction in which young people may seek emotional support, companionship, reassurance, and mental health advice from algorithmic systems. Although these tools can provide immediate, low-cost, and nonjudgmental responses, their growing use also raises psychological and ethical concerns, including emotional dependence, reduced reliance on human relationships, blurred boundaries between general support and professional therapy, and the illusion that artificial intelligence can perform therapeutic functions. This structured narrative review aimed to examine the role of digital psychological literacy in emotion regulation, loneliness management, and the prevention of AI therapeutic mimicry among young people. Evidence from psychology, digital mental health, human-AI interaction, and technology ethics was reviewed and organized within an interdisciplinary framework. The findings suggest that AI-based companions may support short-term emotional expression and perceived social presence, but they may also reinforce avoidance, overdisclosure, attachment-like responses, and delayed professional help-seeking when used without critical awareness. Digital psychological literacy is proposed as a protective capacity that enables users to recognize the limits of AI systems, evaluate the credibility of responses, maintain emotional boundaries, distinguish between supportive dialogue and clinical intervention, and seek professional care in high-risk situations. The review concludes that artificial intelligence may function as a complementary source of psychoeducational and emotional support, but it cannot replace human relationships, clinical judgment, or evidence-based psychotherapy.

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