| ObjectiveIn the past, the study on intervention of Internet addiction disorder has been gradually increased, but intervention of netizens and internet users with high-risk factors was less, so the people in risk can not get prevention timely and effectively. In this study, all students in grade one of junior school was discussed, first factor analysis, second counter intervention, then evaluation of impact. Object to provide theoretical support for psychotherapy and precautions of Internet Addition Disorder (IAD).MethodsIn this study, one junior school was selected by whole group sampling in Jinan city district, all students in grade one of junior school was discussed. The classes were given numbers, and the students were randomly divided into the experiment group (473) and the control group (415); in which439(92.8%) of experiment group and400(96.4%) of control group had finished two times investigations of Pre-and Post-intervention. Methods Questionnaire survey was conducted among all subjects. A self-made general information questionnaire was used to collect general data. Internet Addiction Disorder Diagnostic Scale (IADDS) was used to collect the condition of internet addiction. Egna Minnen av Barndoms Uppfostran (EMBU) was used to collect the condition of parental rearing style. Symptom Checklist90(SCL-90) was used to collect the condition of mental health. Study group was received Psychological intervention but control group was not. The entire psychological intervention had been finished for a semester. Before the intervention, risk factors on IAD were analyzed. After the intervention, the effect of intervention was analyzed. All statistical analyses were performed using SPSS17.0software, which was included Chi-square test, Matching Sample T-test, Independent Samples T-test, Matching Sample Parametric Pest, Independent Sample Parametric Test and Multiple Logistic Regression Analysis.Results1. The prevalence of IAD in grade one junior school was6.3%, male higher than female (9.1%>3.3%), discrepancies were statistically significant (P<0.01). The rate of IAD in students with dependence was higher than independence (40%>6.3%>5.2%), the rate of IAD in students with broad-loving was higher than narrow-loving (19.5%>6.9%>5.0%), the rate of IAD in students with ability of self-regulation was higher than inability (18.2%>5.6%), the rate of IAD in students with ability of seeking help was higher than inability (9.1%>5.3%), the rate of IAD in students with ability of self-control was higher than inability (18.9%>4.2%), the discrepancies all above were statistically significant (P<0.01). Discrepancies were not statistically significant between extraverts and introverts in the rate of IAD (P>0.05).2. The rate of IAD in students with father high literacy was higher than low (18.2%>9.9%>3.8%), the rate of IAD in students with mother medium literacy was highest, high literacy higher, low literacy lower (8.7%>4.4%>4.3%), the discrepancies both above were statistically significant (P<0.05). Discrepancies were not statistically significant between students with parent different character and physical quality in the rate of IAD (P>0.05).3. Significant difference was found in all factors of EMBU except for factor EF4between IAD and non-IAD group (P<0.01). 4. Significant difference was found in the total score and all factors of SCL-90between IAD and non-IAD group (P<0.01).5. Multivariate logistic regression analysis showed that the risk factors of IAD were significantly correlated to some factors gender, ability of self-control, family economic conditions, mothers’punishment and fathers’literacy (P<0.01)6. Discrepancies between Pre-and Post-intervention in study group were statistical significant in the total score of IADDS and in the total or all factors of SCL-90(P<0.01), but not statistical significant in control group (P>0.05).7. Discrepancies between two groups were statistical significant in the total score of IADDS and in the total score or all factors of SCL-90after Psychological intervention(P<0.01), but not statistical significant before Psychological intervention(P>0.05).8. Discrepancies between Pre-and Post-intervention were statistical significant in the total score of IADDS, and in the total score or all factors of SCL-90in students with internet addiction disorder(IAD) of study group (P<0.01).9. Discrepancies between Pre-and Post-intervention were statistical significant in the total score of IADDS in students with internet addiction disorder(IAD) of control group (P<0.01), not in the total score and all factors of SCL-90(P>0.05).Conclusion1. The prevalence of IAD in grade one junior school in Jinan was6.3%.2. Independent protective factors of IAD were self-control, family poor economic conditions and father high literacy; independent risk factors of IAD were male and mothers, punishment.3. Psychological intervention can obviously improve the mental health and IAD condition of whole and addict students in grade one of junior school.4. Psychological intervention may be an important way of IAD collective therapy and prevention in middle school. |
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