For this discussion, you will create and post a PowerPoint presentation that summarizes the key points of your introduction, methods, and results sections. Be sure to include s
For this discussion, you will create and post a PowerPoint presentation that summarizes the key points of your introduction, methods, and results sections. Be sure to include slide notes as well. This is a valuable opportunity for you to share your work so far with your peers and review their work as well. Provide helpful feedback and ask any questions you have about their presentations.
Internet Gaming Disorder: Hypnosis and Mindfulness for Gaming Addiction
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5), released in 2013 by the American Psychiatric Association, proposes IGD as a possible new addiction.
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Topic Overview
Internet gaming became very popular as technology evolved
Excessive online gaming may impact personal and professional life
Symptoms of IGD are similar to the symptoms of chemical addictions
Middle school kids with IGD may become more impulsive, suffer cognitive changes and develop attention issues.
5/29/23
Sample Footer Text
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IGD symptoms are like those of substance addiction
IGD has specific neural patterns, and the severity of IGD could be understood better than with other methods.
This study on the severity of IGD prediction was performed on young adults
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Study proposal thesis/ hypothesis
Hypnosis and mindfulness may successfully treat symptoms of gaming addiction in kids
Hypnosis has been successfully used in treating anxiety
Research shows that Mindfulness meditation and Hypnotherapy treatment may help people feel better, more grounded, and in control
Mindfulness and hypnosis treatment should help middle school kids suffering from online gaming addiction
Based on what we know, hypnosis and mindfulness may successfully treat symptoms of gaming addiction in kids
Mindfulness and hypnosis treatment should help middle school kids suffering from online gaming addiction to reduce or eliminate their IGD symptoms, become more motivated to improve their academic achievements, less preoccupied with online gaming, and more interested in their previous hobbies
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Proposed research overview
We aim to use hypnosis and mindfulness to treat symptoms of IGD in middle school kids that manifest at least five of the nine proposed impairments of IGD identified by the American Psychiatric Association in the revised version of DSM-5
The eligible participants played online games more than more than 6 hours per week.
The study participants were selected using a stratified random sampling method from the population of middle school kids that endorsed at least five criteria of the nine, provided the proper consent forms, and wished to change the destructive behavior
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We aim to use hypnosis and mindfulness to treat symptoms of IGD in middle school kids
The sample includes middle school students
The selective process entails completing a series of questionnaires to determine the gravity of IGD symptoms
The sample was divided into two groups, the control group, and the experimental group, which will be treated with hypnosis and mindfulness
We expected improvements in the behavior of the experimental group
Lilterature review
3.1% of the general population and 6.4% of video game players have IGD
The pandemic and its conditions like extended isolation and social distancing created a need for entertainment that started being fulfilled by online gaming
A study showed positive results in reducing decisional impulsivity in teens by using mindfulness meditation strategies
Playing less than 1.5 hours per day on average and four days per week or less could help prevent the risk of gaming addiction
The emotional problems caused by compulsive gaming teens can be aggravated by harassment, cyberstalking, and denigration
This review is relevant to our study because finding a reliable IGD method of treatment is imperative in clinical practice
Extended isolation and social distancing created a need for entertainment that started being fulfilled by online gaming
Knowing if there is a difference between genders regarding IGD could be beneficial for further research
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Design and methods
One suburban middle school in Houston, Texas.
A sample of 30-50 students
Proper consent forms was obtained
Researchers excluded students already involved in the type of counseling or therapy.
The sample was divided into two groups, the experimental and the control group.
The experimental group received online mindfulness and hypnosis treatment for five weeks, twice a week
The control group received only basic counseling, twice a week, from a Certified Addiction Counselor
The mindfulness and hypnosis treatment was provided by a Clinical Psychologist, who is also a certified hypnotherapist, and a member of the American Society of Clinical Hypnosis
The total population included all students willing to participate in the study, provided the proper consent form, completed the questionnaires, and watched a video tutorial explaining the methods used and debunking possible hypnosis myths and misconceptions.
The sample was selected using a stratified random sampling method from the population represented by the middle schoolers who presented all conditions needed for participation
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Data collection
The data collection process included tools to measure the participants' IGD symptoms, motivation to improve their academic achievements, hours spent playing and interest in their hobbies, mental distress, and the use of cognitive coping strategies to deal with negative feelings and stress
The changes in IGD symptoms were measured using the IGDS9-SF test
The scores showing the students' motivation to improve their academic achievements was calculated using the Children's Academic Intrinsic Motivation Inventory
Mental distress was measured using the Brief Symptom Inventory 18
Data analysis
The data was analyzed using data sets for the psychological assessment tools' post-treatment scores.
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We grouped the data based on variables
We used a t-test to look for differences in the outcomes of the experimental group compared to the control group
A t-test worked well since our sample size exceeds 30
Results
T-test
| t-Test: Two-Sample Assuming Unequal Variances | ||
| Variable 1 | Variable 2 | |
| Mean | 22.85 | 32.25 |
| Variance | 46.0794872 | 54.6025641 |
| Observations | 40 | 40 |
| Hypothesized Mean Difference | 0 | |
| df | 77 | |
| t Stat | -5.9249109 | |
| P(T<=t) one-tail | 4.1347E-08 | |
| t Critical one-tail | 1.66488454 | |
| P(T<=t) two-tail | 8.2694E-08 | |
| t Critical two-tail | 1.9912544 |
Our null hypothesis is H0: μ1= μ2. The claim is that Treatment 1 is more efficient than Treatment 2. The alternative hypothesis is Ha: μ1< μ2. The t-value is -5.92491. The p-value is < .00001. The result is significant at p < .05. According to the results, we have enough information to reject the null hypothesis.
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Expected outcomes
May be an excellent treatment tool that clinicians can successfully use to curb kids' addicted behavior and improve their personal and academic life when affected by IGD
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using mindfulness and hypnosis for IGD symptoms in middle schoolers may be an excellent treatment tool
After treatment, kids improved their academic achievement, better cognitive ability to cope with stress and lower mental distress.
The total number of hours of playing online games at the end of the treatment of the experimental group was significantly lower than the number recorded before treatment compared to the control group
Conclusion
The results could be significant for the present research.
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the present proposal adds to the existing literature on gaming addiction among middle school students
hypnosis treatment helps middle school kids suffering from online gaming addiction behaviors in kids is imperative for the clinical field nowadays
Thank you for your attention!
References
American Psychiatric Association. (2017). Diagnostic and statistical manual of mental disorders: Dsm-5.
Anthony, W. L., Mills, D. J., & Nower, L. (2022). Evaluation of the psychometric properties of DSM–5 internet gaming disorder measures: A Cosmin systematic review and meta-analysis. Clinical Psychology: Science and Practice. https://doi.org/10.1037/cps0000123
APA. (2023). Ethical principles of psychologists and code of conduct. American Psychological Association. https://www.apa.org/ethics/code
ASCH. (2023). American Society of Clinical Hypnosis. ASCH. https://www.asch.net/aws/ASCH/pt/sp/home_page
Bennett, J. O., Briggs, W. L., & Triola, M. F. (2023). Statistical reasoning for everyday life. Pearson.
Dong, G.-H., & Potenza, M. N. (2022). Considering gender differences in the study and treatment of internet gaming disorder. Journal of Psychiatric Research, 153, 25–29. https://doi.org/10.1016/j.jpsychires.2022.06.057
Fitoussi, G. (2021). Hypnosis and virtual addictions. BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE, 12(2). https://doi.org/10.18662/brain/12.2/209
Gan, X., Qin, K.-N., Xiang, G.-X., & Jin, X. (2023). The relationship between parental neglect and cyberbullying perpetration among Chinese adolescent: The sequential role of cyberbullying victimization and internet gaming disorder. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1128123
Imataka, G., Sakuta, R., Maehashi, A., & Yoshihara, S. (2022). Current status of internet gaming disorder (IGD) in Japan: New lifestyle-related disease in children and adolescents. Journal of Clinical Medicine, 11(15), 4566. https://doi.org/10.3390/jcm11154566
ISD, H. (2022). Demographics / Home. / Home. https://www.houstonisd.org/demographics
NIH. (2016). Brief symptom inventory. National Institutes of Health. https://datashare.nida.nih.gov/instrument/brief-symptom-inventory
Office for Human Research Protections (OHRP), S. A. C. H. R. P. (2021, June 16). Attachment D – parental permission in research involving children. HHS.govhttps://www.hhs.gov/ohrp/sachrp-committee/recommendations/attachment-d-november-13-2018/indes.html
Pontes, H. M., & Griffiths, M. D. (2015). Internet Gaming Disorder Scale–9-Item Short Form (IGDS-SF9, IGDS9-SF) [Database record]. APA PsycTests.
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