Positive Psychotherapy Group Intervention In Internet Addiction Of Junior High School Students

Today,network information technology is constantly updated,people's daily life,study,office has been closely linked with the network world.Junior high school students are in the early period of adolescence,their thinking is active and open,they are easily affected by the rich and complex information on the internet,and they are more likely to be hurt in the internet.Therefore,it is more necessary to pay more attention to the problem of internet addiction of junior high school students.The purpose of this study is mainly divided into the following three points :(1)To understand the types of junior high school students' internet addiction;(2)Analyze the causes of internet addiction;(3)To examine whether positive psychotherapy group intervention can effectively improve junior high school students' internet addiction status and improve their academic performance.Firstly,the author found that the types of internet addiction of junior high school students are mainly divided into three types: simple internet addiction,affective internet addiction and informational internet addiction through the questionnaire of parents(N=6)and the interview with the head teacher(N=3).Secondly,junior middle school to grade at the beginning of each grade X in shandong province from a randomly selected two classes,issued 184 Kimberly young self-test questionnaire compiled by the network addiction,found that internet addiction disorder in junior high school students are mainly derived from the feeling of family relationships,academic pressure,junior high school students seeking a wrong cognition of the network and the four factors.Finally,according to the above questionnaires,12 students with the highest scores were selected,and they were matched according to grade,gender and questionnaire scores,and divided into the experimental group(N=6)and the control group(N=6).The authors conducted a weekly,five-week active psychotherapy group in the experimental group and no other intervention in the control group.Process assessment(activity attendance,group performance,activity satisfaction)and outcome assessment(online time,internet addiction degree,changes in academic performance,and classroom performance)were conducted by means of growth record,satisfaction questionnaire,parent questionnaire,class teacher interview,and internet addiction self-test scale.The results showed that the scores of the five dimensions of internet addiction(compulsive internet use,withdrawal response,tolerance,interpersonal and health problems,and time management problems)in the experimental group decreased by 0.2~1 points(104points).The t test between the two groups showed that the positive psychotherapy could help solve the problems of internet addiction and improve the academic performance of junior high school students(all P values < 0.05).According to this research,the author proposed the following suggestions :(1)Parents should strengthen parent-child communication with their children;(2)Schools should increase students' network application and popularization of science education;(3)Junior high school students should develop interpersonal relationships with peers and learn to use school resources such as psychological counseling rooms;(4)Parents and schools should guide students to face up to the advantages of the internet.