POSSIBLE SOLUTIONS
Excessive computer use is increasingly becoming a worldwide social problem. The excessive use, otherwise known as Internet Addiction Disorder (IAD) has resulted in a situation where individuals lack adequate socialization skills. Surveys in developed countries such as the US and Europe indicate an alarming prevalence rate among children. There have been numerous proposed solutions aimed at addressing the issue. The aim of this section is to offer a brief overview of these methods and offer reasons for their ineffectiveness.
The main reason for the overall ineffectiveness is that children consider the computer and internet as cool technologies. Thus, one might not notice when they become addicted because both technologies are useful tools and can assist in various chores. Currently, the internet is present in almost all dimensions of a child’s life. It is present at home, in schools and almost all public spaces. Such changes show that children are subject to suffering from potential internet addiction disorder (IAD). Preventing this disorder is more difficult than most adults think.
Also, the methods do not seem to work because IAD is not yet an official health condition. Bursten and Dombeck assert that numerous mental health professionals lack the certainty that would help pin internet addiction to other addiction related disorders thus deeming it an issue worth the scientific research. However, compulsive internet use among children continues to be a serious problem. As a result of this misconception, they have resorted to the following ineffective solutions.
First, some parents choose to talk to their children and scold them about their excessive internet usage. This method aims at stopping the behavior and encouraging more physical socialization. Such parents spend time trying to find the reasons behind the excessive time spent in front of a computer monitor. However, this method rarely works mainly because of the above explanation. Second, parents and other guardians resort to moving computers and other internet-enabled gadgets to open areas to help in monitoring their usage. Such parents may have had internet installed in their children’s bedrooms. However, bedrooms and study rooms may just exist as temporary access points. As a result, children may use other public spaces or even go to a friend’s for unlimited internet access (Dutta).
The third possible solution entails setting a password for the internet to limit accessibility. This idea would mean that children ask for their parents’ assistance to use the internet. Though effective, this solution is a failure in houses with a mixture of older and younger children. Ideally, siblings might collude to obtain a fool proof of getting internet connectivity. Fourth, parents might want to send their children to support groups aimed at solving the problem and encouraging physical communication. However, there exist almost no support groups that effectively take care of the needs of individuals suffering from IAD. This deficiency shows that IAD is majorly an underrepresented area as opposed to other main disorders such as substance, drug, and gambling addiction (Dutta).
The last major yet ineffective solution is cognitive behavioral therapy otherwise known as CBT. Young states that CBT involves transforming undesirable behaviors into desirable actions and behaviors. Under the CBT umbrella exists a series of treatment interventions as follows. First, parents could encourage their children to practice positive internet use. Here, caregivers could identify their children’s patterns of internet use and attempt to cause a disruption through new suggestions. However, children always find a way of defying their parents’ suggestions preferring to stick to their style of usage (Young 209-215).
Second, parents may resort to using external stoppers. This solution involves real activities and events that would prompt children to log off the internet for physical interaction. However, it is almost hard to find a way of getting a child’s attention of the interesting package that creates the internet. Third, parents may set objectives concerning a number of time children spend on the internet. However, it is almost impossible to limit usage given the visible increasing spread of the internet (Cash, Rae and Steel 292-298).
Fourth, parents often seek ways of having their children abstain from the internet or particular applications. However, children are unable to exercise and control the power of abstinence. Sixth, some parents utilize reminder cards as ways of controlling the times and instances of internet use. Reminder cards comprise of cues aimed at reminding the children the disadvantages of IAD as well as the associated benefits of breaking it. However, many would view reminder cards as the disruption that questions their daily schedule (Şenormancı, Kokan and Zihni 172).
Seventh, parents, always look into developing a personal inventory for their children. This method entails the use of a tool that displays all the activities that IAD children can use in a way that limits their internet time. Finally, it seems appropriate to have a family-associated therapy session as a way of addressing relational problems. This method attempts to engage the entire family in physical as opposed to virtual relationships. However, the method is rather time-consuming and could cause discourse among family members. None of these methods have proof of efficacy due to a lack of clinical evidence (Liu, Fang and Yan 1-2).
SOLUTIONS AND JUSTIFICATIONS
This section proposes Motivational Interviewing (MI) as the best possible solution to IAD. Motivational interviewing is a psychological method of behavioral change. It follows the client in a way that helps with their self-actualization process. This description means that MI seeks to process how highly IAD patients perceive themselves and how this perception coincides with their future choices (Miller and Rollnick).
The solution is a client-oriented yet directive technique of enhancing motivation to change. Miller and Rollnick (1991) established this method to help individuals give up addiction and learn new behaviors. It uses cost-effective methods such as open-ended questionnaires, affirmation, reflective listening as well as summarization. Ideally, MI directs that clients express their concerns about the impending change (Miller and Rollnick 325-334).
The conversational approach that follows MI technique would take children with IAD through the following procedures. First, it will let them discover an interest in making a change in life. Second, they will have to express in their words the desire for change through a change-talk. Third, they will explore their personal ambivalence about the proposed change. Fourth, they should plan and start the change process. Furthermore, they could enhance their confidence in talking action and appreciate even the slightest of all incremental changes. Finally, they should enhance their need to have a transformational life change (Cash, Rae and Steel 292-298).
The sole downside of this method that there are no many evidence-based studies that address the efficacy of MI in solving IAD. However, the method has been effective in equally addictive areas such as drug and drug addiction. Furthermore, Cash, Rae, and Steel suggest that the inclusion of family members and friends would enhance the effectiveness of a child addict to reduce internet use. MI is also more effective compared to other methods such as cognitive behavioral therapy (CBT) and Reality Therapy (RT). In essence, MI provides desirable client-centered treatment outcomes, values the client’s quality of life, and engages the client through satisfactory sessions.
Works Cited
Bursten, Julia and Mark Dombeck. "Internet Addiction Treatment." 2004. Mental Help. Web. 16 April 2016. <https://www.mentalhelp.net/articles/internet-addiction-treatment/>.
Cash, Hilarie, et al. "Internet Addiction: A Brief Summary of Research and Practice." Current Psychiatry Reviews, Vol 8 Iss 4 (2012): 292–298. PDF.
Dutta, Saptarishi. "Internet Addiction: How to Help Protect Your Children." 1 September 2015. The Wallstreet Journal. Web. 16 April 2016. <http://blogs.wsj.com/indiarealtime/2015/09/01/internet-addiction-how-to-help-protect-your-children/>.
Liu, Qin-Xue, et al. "Multi-family group therapy for adolescent Internet addiction: exploring the underlying mechanisms." Journal of Addictive Behaviors, Vol 42 Iss 1 (2015): 1-8. PDF.
Miller, William and Stephen Rollnick. "What is Motivational Interviewing." Behavioural and Cognitive Psychotherapy, Vol 23 (1995): 325-334. Web.
Şenormancı, Omer, Ramazan Kokan and Mehmet Zihni. "Internet Addiction and Its Cognitive Behavioral Therapy ." Standard and Innovative Strategies in Cognitive Behavior Therapy (2012): 171-190. PDF.
Young, Kimberly. "Treatment outcomes using CBT-IA with Internet-addicted patients." Journal of Behavioral Addictions, Vol 2, Iss 4 (2013): 209-215. PDF.
