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Understanding problematic TikTok use: A systematic review of emerging diagnostic and therapeutic implications in clinical psychology.

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Title: Understanding problematic TikTok use: A systematic review of emerging diagnostic and therapeutic implications in clinical psychology.
Authors: Caponnetto P; Department of Educational Sciences, Section of Psychology, University of Catania, Catania, Italy.; Center of Excellence For The Acceleration of Harm Reduction (COEHAR), University of Catania, Catania, Italy., Lanzafame I; Department of Educational Sciences, Section of Psychology, University of Catania, Catania, Italy., Prezzavento GC; Department of Educational Sciences, Section of Psychology, University of Catania, Catania, Italy., Rawashdeh S; Ministry of Education and Higher Education, Doha, Qatar., Moussa MA; Department of Educational Psychology, College of Education, Suez Canal University, Ismailia, Egypt., Fakhrou A; Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar.
Source: Journal of addictive diseases [J Addict Dis] 2026 Apr-Jun; Vol. 44 (2), pp. 144-165. Date of Electronic Publication: 2025 Mar 13.
Publication Type: Journal Article; Systematic Review; Review
Journal Info: Publisher: Informa Healthcare Country of Publication: England NLM ID: 9107051 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1545-0848 (Electronic) Linking ISSN: 10550887 NLM ISO Abbreviation: J Addict Dis Subsets: MEDLINE
Database: MEDLINE Ultimate
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  Data: Understanding problematic TikTok use: A systematic review of emerging diagnostic and therapeutic implications in clinical psychology.
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  Data: <searchLink fieldCode="AU" term="%22Caponnetto+P%22">Caponnetto P</searchLink>; Department of Educational Sciences, Section of Psychology, University of Catania, Catania, Italy.; Center of Excellence For The Acceleration of Harm Reduction (COEHAR), University of Catania, Catania, Italy.<br /><searchLink fieldCode="AU" term="%22Lanzafame+I%22">Lanzafame I</searchLink>; Department of Educational Sciences, Section of Psychology, University of Catania, Catania, Italy.<br /><searchLink fieldCode="AU" term="%22Prezzavento+GC%22">Prezzavento GC</searchLink>; Department of Educational Sciences, Section of Psychology, University of Catania, Catania, Italy.<br /><searchLink fieldCode="AU" term="%22Rawashdeh+S%22">Rawashdeh S</searchLink>; Ministry of Education and Higher Education, Doha, Qatar.<br /><searchLink fieldCode="AU" term="%22Moussa+MA%22">Moussa MA</searchLink>; Department of Educational Psychology, College of Education, Suez Canal University, Ismailia, Egypt.<br /><searchLink fieldCode="AU" term="%22Fakhrou+A%22">Fakhrou A</searchLink>; Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar.
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  Data: <i>Publisher: </i><searchLink fieldCode="PB" term="%22Informa+Healthcare%22">Informa Healthcare </searchLink><i>Country of Publication: </i>England <i>NLM ID: </i>9107051 <i>Publication Model: </i>Print-Electronic <i>Cited Medium: </i>Internet <i>ISSN: </i>1545-0848 (Electronic) <i>Linking ISSN: </i><searchLink fieldCode="IS" term="%2210550887%22">10550887 </searchLink><i>NLM ISO Abbreviation: </i>J Addict Dis <i>Subsets: </i>MEDLINE
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        Value: 10.1080/10550887.2025.2473179
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              Text: 2026 Apr-Jun
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