| Description |
Technological innovations have expanded exponentially since the invention of the internet. Devices that rely on internet usage are at the forefront of our lives including; smartphones, tablets, internet-enabled devices, fitness trackers, and computer-assisted cars are; designed to be simple enough that we do not recognize our dependence on them. Our societal; reliance on internet devices can be effective in helping to simplify our lives while opening opportunities for learning, growth, and connection. For example, information that used to be available only in encyclopedias and libraries, is now readily available to anyone with basic internet access via a quick Google search. This increased accessibility to information positively; compliments numerous aspects of people's lives as they can learn a new hobby, search a recipe,; learn a language, maintain relationships, and collaborate with peers in professional and educational settings. With recent global events our society and families have an increased reliance upon technology for virtual healthcare visits, online primary, secondary, and higher education, and video chats allowed for "face-to-face" visits with friends and families.; Coupled with the ease of function, the bright screens and immediate interactivity of these; devices create instant gratification as dopamine is released into the brain causing users to want to be on devices for longer periods of time, similar to substance use disorders (Weinstein et al.,; 2017). For adolescents specifically, Jacobson et al. (2016) determined that adolescents spend 11 hours each day on technology based on survey data. From texting, to social media, to Netflix, to; internet gaming, there is more adolescent involvement on screens than ever and this increased; screen time comes at a price. While some would categorize all problematic screen use as an internet use disorder, this paper will focus on the adolescents using the internet specifically for gaming. As adolescents spend increased time on internet gaming, they are more likely to stay up; 8; late contributing to inadequate sleep (Nogueira et al., 2019). Additionally, too much screen time; gaming can lead to increased anxiety, depression, lower grades in school, and social isolation; (Han et al., 2018; Torres-Rodríguez et al., 2018b; & Van Den Elijden et al., 2018). When internet gaming becomes continuous and creates disruptions in everyday life, it is considered as Internet Gaming Disorder (IGD) and while it is recognized as a problematic; psychological disorder, IGD has yet to become an official classification in the Diagnostic and; Statistical Manual of Mental Disorders (DSM-5) (Ferguson & Colwell, 2020; Kuss et al., 2017). The lack of an official diagnosis also means there is no standardized evidence-based treatment protocol for IGD. Many studies have been completed to determine treatment options for adolescents with IGD including medication therapy, cognitive behavioral therapy,; psychotherapy, and multidimensional therapy (Bonnaire et al., 2019; Han et al., 2018; Nakayama; et al., 2017; Park et al., 2016; Pluhar et al., 2019; Schneider et al., 2018; Song et al., 2016; Stevens et al., 2019; Throuvala et al., 2019; Torres-Rodriguez et al., 2018a; Torres-Rodriguez et al., 2018b). Many of these treatments have shown improvement in anxiety, depression, and; ADHD scores. In addition, improvement in the parent-child relationship and reduction in the; amount of time gaming have also been reported from these studies. This paper will explore the; effects of internet gaming, current treatments available, and the need for a specific DSM-5 classification for IGD as an addiction. |
