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PATHOLOGICAL INTERNET USE IN UNIVERSITY STUDENTS

PATHOLOGICAL INTERNET USE IN UNIVERSITY STUDENTS. Dr. Elizabeth Tindle Queensland University of Technology. Robert de Castella study – Courier Mail Brisbane, June 29, 2002. Profiled 12,500 children Tested gross motor skills Compared with data from 1985

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PATHOLOGICAL INTERNET USE IN UNIVERSITY STUDENTS

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  1. PATHOLOGICAL INTERNET USE IN UNIVERSITY STUDENTS Dr. Elizabeth Tindle Queensland University of Technology

  2. Robert de Castella study – Courier MailBrisbane, June 29, 2002. • Profiled 12,500 children • Tested gross motor skills • Compared with data from 1985 • Significant decline in coordination, flexibility, cardiovascular fitness and strength. • More time spent sitting (TV, computer, car)

  3. University students – Observations made by counsellors • Potential for erratic diurnal pattern (sleep in day) • Motivation and anxiety/depression roller coaster through semester • Deterioration in physical health and fitness • Deterioration in mental health

  4. First World Congress on Internet Addiction Zurich, 2000 • “Legitimized” a new disorder • Hosted by Dept. Health and Counselling service ZURICH • Title: “Online zwischen faszination und sucht’ (Between fascination and addiction)

  5. Anderson Study (Keith Anderson (1998) Cyberpsychology and behavior 1 (1) New York • Internet use among college students: An exploratory study • Research questions: How much time do students spend on net? : Are there differences amongst academic majors?: does excessive use result in academic, social or lifestyle difficulties? : Are students in some majors, more prone to be dependent on the net?

  6. Anderson study (continued 2) • Sample from 8 universities and colleges : Semester 1 2nd year • 69 item questionnaire • 1302 with 1296 usable • 649 male: 647 female • Ave on- line time 100mins per day

  7. Three groups ( Anderson Study 3) • 1. Hard Sciences N = 494 123 minutes per day • Arts and Sciences N = 513 81 minutes per day • Liberal Arts N = 289 79 minutes per day

  8. Academic, social or lifestyle problems (due to net) (Anderson study cont. 4) • Divided into High, medium & low use groups • High use group spending 400 mins plus per day on net (6%) • Issue of dependence –impact on academic or social life

  9. DEPENDENCE CRITERIA DSM IV (substance dependence) Anderson 5 1.Tolerance 2 Withdrawal 3 Using larger amounts over a longer period than intended 4 The desire to cut down or control use 5 Much time spent obtaining, using or recovering from it. 6 Social, occupational or recreational activities reduced 7 Use continues in spite of negative effects

  10. Results (Anderson study 6) • 9.8% fitted the criteria for net dependence. (93 males; 13 females) (3 or more factors occurring at any time in the same 12 months) Dependents ave 229 mins per day: non dependents 73 mins • Range from 5 to 1200 minutes. • Significant negative effect on: academic performance, meeting new people, sleep patterns.

  11. Findings (Anderson contd 7) • Computer Science majors had 54% of those fitting the criteria for dependency • 74% in hard sciences • 16% in the Arts and Social Sciences • 10% were in the Liberal Arts

  12. Anderson 8 • This study was administered in class time . • Extreme users may not have been in class • Some students remain in their room for long periods and download all lectures

  13. STUDY. (Scherer, K. College Life on Line: Healthy & Unhealthy Internet use) • 13% of university students fitted the dependence criteria • 72% of the dependents students were male • (N =531)

  14. STUDY. (Welsh, L. 1999. Internet use: An exploration of coping styles, locus of control & expectancies. Phd. Thesis. • Sampled 1000 students (Boston) • 8% fit the criteria for dependence (mainly males) • In both the Welsh & the Scherer studies students had difficulty identifying the negative impact of net.

  15. Study. (Young, K 1996 Internet addiction: The emergence of a new clinical disorder) • Used the DSM IV criteria for pathological gambling • Believed it to be an impulse control disorder

  16. Young’s screening instrument (2) • Do you feel preoccupied with the internet? • Have you made unsuccessful efforts to control, cut back or stop net use? • Do you feel restless, moody depressed or irritable when attempting to cut down or stop net use? • Do you stay on line longer than intended? • Do you feel the need to use the net with increasing amounts of time? • Have you risked the loss of significant relationship, job, educational or career opportunity because of the net?

  17. Screening continued (Young 3) • Have you lied to family members, therapist or others to conceal the extent of involvement with the net? • Do you use the net as a way of escaping from problems or of relieving low mood? • If the answer is yes to 5 or more – classified as dependent.

  18. Young (1996)contd 4 • 58% of students reported a decline in study habits, a significant drop in grades, missed classes or being placed on probation due to excessive Internet use.

  19. STUDY. J. Kandell, Uni. Maryland 1998 • “Internet on campus: The vulnerability of college students” Cyber-psychology & Behavior 1 • “Internet addiction is characterized as a psychological dependence regardless of the activity once logged on”.

  20. Richard Ott, Alfred University, reported in Brady, 1996 • Investigated why high scoring SAT students had been excluded from uni. • 43% failed subjects due to a regular pattern of late night log-ons

  21. LOG ON, TUNE IN, DROP OUT. David Greenfield study ABC News. • Surveyed 18000 people: 36 item questionnaire • 6% users dependent (addicted!) • 10% met definition of “abuse” • Has the net forced negative changes in your life? Altered mood? Caused neglect of obligations? Led to legal or financial problems, job or family loss?

  22. Greenfield Study (Contd) • Found that “people who get in trouble with web use often have underlying psychiatric conditions…” (mood disorders)

  23. Study Richard Davis: A Cognitive-behavioral model of Pathological Internet use (PIU) Computers in Human Behavior, 17(2), 187-195 • Queries term “internet addiction” Uses “Pathological” as in DSMIV for gambling. • Says PIU results from thinking which contributes to “abnormal” behaviour. (Shyness, self conscious, low self esteem, social anxiety, depressive cognitions)

  24. Davis (Continued 2) • Existing psychopathology is the predisposing “weakness” plus a stressor produces PIU. • Cognitive distortions about self • “The internet is the only place I am respected” • “ I am only good on the net” • “ I am worthless off line” • “The internet is my only friend”

  25. Davis (Continued 3) • Isolation – lack of social support can result in generalised PIU: The net is used to put off responsibilities resulting in problems with daily functioning :pressures increase. • The internet is the student’s lifeline to the outer world.

  26. Davis: Synptoms of PIU in C-B model • Obsessive thoughts about net • Diminished impulse control • Inability to stop using • Feeling net is only friend

  27. Framework for Therapy • Link with supportive person • Analyse diurnal pattern of behaviour • Discover cognitive distortions • Challenge distortions • Suggest worst case scenario • Look for evidence. Cognitive restructure • Keep records of use, record thinking. • Monitor attendance at tutorials, (even) lectures • Use timer and bell

  28. THE END Thankyou for your attention and interest in this subject

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