PATHOLOGICAL INTERNET USE IN UNIVERSITY STUDENTS

Dr. Elizabeth TindleQueensland University of

Technology

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)

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

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)

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?

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

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

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

DEPENDENCE CRITERIA DSM IV (substance dependence)

Anderson 5

1.Tolerance2 Withdrawal3 Using larger amounts over a longer period than

intended4 The desire to cut down or control use5 Much time spent obtaining, using or recovering

from it.6 Social, occupational or recreational activities

reduced7 Use continues in spite of negative effects

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.

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

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

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)

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.

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

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?

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.

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.

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”.

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

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?

Greenfield Study (Contd)

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

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)

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”

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.

Davis: Synptoms of PIU in C-B model

• Obsessive thoughts about net• Diminished impulse control• Inability to stop using• Feeling net is only friend

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

THE END

Thankyou for your attention and interest in this subject