A Meta-Analysis of Psychological Interventions for Internet/Smartphone Addiction Among Adolescents

Background and aims: Although the peculiarities of problematic Internet use and Internet addiction have been analyzed previously by researchers, there is still no general agreement in the literature as to the effectiveness of psychological interventions for Internet addiction deployed among adolescents. This study sought to investigate the effects of intervention programs for Internet/smartphone addiction among adolescents through a meta-analysis. Methods: We searched MEDLINE (PubMed), EbscoHost Academic Search Complete, ProQuest, and PsycARTICLES using a combination of “Internet addiction or phone addiction” AND “intervention or treatment” OR “therapy” OR “program” AND “adolescents,” and a combination of the following search terms: “patholog_,” “problem_,” “addict_,” “compulsive,” “dependen_,” “video,” “computer,” “Internet,” “online,” “intervention,” “treat_,” and “therap_.” The studies identified during the search were reviewed according to the criteria and a meta-analysis was conducted on the six selected papers published from 2000 to 2019. Only studies with a control/comparison group that performed preintervention and postintervention assessments were included. Results: Included studies showed a trend toward a beneficial effect of intervention on the severity of Internet addictions. The meta-analysis suggested significant effects of all included randomized controlled trials (RCTs) and their educational programs. Conclusions Psychological interventions may help to reduce addiction severity, but further RCTs are needed to identify the effectiveness of cognitive behavioral therapy. This study provides a basis for developing future programs addressing addiction problems among adolescents

Sporto pedagogų socialinės parengties raida socialinio rengimo kontekstu

The paper seeks to reveal the development of social preparedness of sport pedagogues in the context of social training. The work outlines the dependency of students’ (future sport pedagogues’) social preparedness upon pedagogic practice as one of the most important forms of social training. The research problem originates from the lack of data on what is the role of social training (in our case – pedagogic practice) in the development of social preparedness of future sport pedagogues in the context of social training. The goal of the research is to reveal the development of social preparedness of spurt pedagogues in the context of social training. The object of the research is the development of social preparedness before and after social training. Research tasks: 1) to establish by the method of questioning whether the level of components (social competence, aiming for status, and disposition for escaping failures) of sport pedagogues’ social preparedness is different before and after social training; 2) by the method of observation to compare the level of sport pedagogues' social preparedness before and after social training. The investigation was organised in two stages. In 2000, 139 future sport pedagogues of the Faculty of pedagogy, Lithuanian Academy of Physical Education, were tested. In 2001, the same investigation was repeated. The investigation was provided with the same 139 students. It was defined that after the pedagogic practice students (future sport pedagogues) were statistically reliably more competent socially. Statistically reliable differences were revealed regarding the capability of sport pedagogues to create emotionally positive and business-like relations connected to the problem solution: during the second pedagogic practice future sport pedagogues were striving more for solidarity, communicating more easily, approving more often, proposing more frequently, indicating the direction of activity, expressing personal opinion and explaining more frequently.Straipsnyje siekiama atskleisti sporto pedagogų socialinės parengties raidą socialinio rengimo kontekstu. Darbe išryškinta studentų (būsimųjų sporto pedagogų) socialinės parengties priklausomybė nuo pedagoginės praktikos kaip vienos iš svarbiausių socialinio rengimo formos. Nustatyta, kad, atlikę pedagoginę praktiką studentai (būsimieji sporto pedagogai), yra statistiškai patikimai socialiai kompetentingesni. Išryškėjo statistiškai patikimi (p < 0,05) skirtumai pagal sporto pedagogų gebėjimą kurti emociškai teigiamus ir dalykinius santykius, susijusius su problemos sprendimu: per antrąją pedagoginę praktiką būsimieji sporto pedagogai labiau siekė solidarumo, lengviau bendravo, dažniau pritarė, siūlė, nurodė veiklos kryptį, dažniau išreiškė savo nuomonę, aiškino

Būsimųjų sporto pedagogų socialinės atsakomybės ypatumai socialinio rengimo požiūriu

Scientific problem refers to the lack of investigations that provide answers to the question what social responsibility of sport pedagogues before social training and after it is. The purpose of the research is to define the peculiarities of social responsibility of future sport pedagogues in the context of social training. The following research methods have been applied in the study: Rotter scale (questionnaire), modified Dembo-Rubinstein method, which was offered to estimate peculiarities of social responsibility. The investigation was organised in two stages. In 1997, 142 future sport pedagogues of the Faculty of Pedagogy, Lithuanian Academy of Physical Education, were tested. In 2000, the same investigation was repeated. The investigation was performed with the same students. In general, 139 future pedagogues returned the questionnaires. Statistically, it has been established that control of interpersonal relations, control of career of the students were significantly high (p < 05) after the social training. Research data prove that after social training the social responsibility of future pedagogues were estimated positively (p < 05).straipsnyje analizuojami būsimųjų sporto pedagogų socialinės atsakomybės ypatumai prieš socialinį rengimą ir po jo. Buvo tirti šie studentų socialinės atsakomybės komponentai: karjeros kontrolė, tarpasmeninių santykių kontrolė, veiklos sėkmės kontrolė. Remiantis reprezentatyvios Lietuvos kūno kultūros akademijos studentų imties tyrimo duomenimis, nustatyta, kad po socialinio rengimo būsimieji sporto pedagogai skyrėsi pagal du socialinės atsakomybės požymius - karjeros kontrolę ir tarpasmeninių santykių kontrolę

Socialinio rengimo įtaka sporto pedagogų socialiniams įgūdžiams

The factors of social skills of sport pedagogues are researched not sufficiently enough. The problem of the research work is that data, which would reveal the level of social skills of sport pedagogues, is still leaking. The objective of the work is to define the influence of social training on the social skills of sport pedagogues (basing on the experience of Lithuanian Academy of Physical Education). The subject of the research is the level of social skills of sport pedagogues. The research was based on questionnaire (24-item Social Skills Inventory). The Social Skills Inventory was generated after providing an exploratory survey at Lithuanian Academy of Physical Education. The Social Skills Inventory demonstrated internal validity and test-retest reliability. The experiment was performed from 1998 till 2002. The experiment was performed with 230 students of the Faculty of Sport Education, Lithuanian Academy of Physical Education, whom we divided in experimental group (136 students) and control group (94 students). In 1998 future sport pedagogues were tested. In 2002, the same investigation was repeated. The investigation was provided with the same students. With the help of c2 test it was proved that distribution of the students in experimental group below listed social skills differ statistically significant (p < 0.05) before experiment and after it according to emotional expressivity, emotional sensitivity, social expressivity, social sensitivity. By comparing evaluations of the level of social skills with t test, it is possible to assume that the level of social skills of sport pedagogues in experimental group differs statistically significant (p < 0.05) before experiment and after it according to emotional expressivity, emotional sensitivity, social expressivity, social sensitivity.Ugdomojo eksperimento duomenimis, nustatyti ženklesni eksperimentinės grupės socialinių įgūdžių lygio pokyčiai, palyginti su kontrolinės grupės. Po socialinio rengimo eksperimentinės grupės tiriamųjų emocinio ekspresyvumo, emocinio jautrumo, socialinio ekspresyvumo ir socialinio jautrumo lygis buvo statistiškai patikimai aukštesnis

The Dynamics of Values among Future Sport Pedagogues in the Last Decade

Straipsnyje siekiama atsakyti į probleminį klausimą, kokia yra būsimųjų sporto pedagogų vertybių dinamika pastarąjį dešimtmetį. 2004 m. atliktas tyrimas užfiksavo tam tikrus būsimųjų sporto pedagogų vertybių ypatumus. 2014 m. atliktu tyrimu buvo siekta atsakyti į klausimą, ar pastaruoju metu kitusi socialinė aplinka ir vykdoma švietimo reforma yra susijusi su būsimųjų sporto pedagogų vertybių pokyčiais. Tiriant vertybes buvo taikoma Rokeacho svarbiausių vertybių įvertinimo metodika, Leontjevo gyvenimo prasmės vertybių įvertinimo metodika ir Š. Šniro parengta dorovinių vertybių vertinimo metodika. Buvo pasirinktas tyrimo modelis apklausiant reprezentatyvią I kurso studentų imtį (N=168) 2004 m. ir po dešimties metų I kurso studentų imtį (N=163). Tyrimo duomenys parodė, kad materialinė gerovė (materialiai aprūpintas gyvenimas) ir visuomenės pripažinimas (pagarba, autoritetas) 2014 m. tirtiems I kurso studentams yra reikšmingai svarbesnės vertybės nei I kurso studentams 2004 metais. 2014 m. I kurso būsimiesiems sporto pedagogams aiškumas dėl rytojaus (gyvenimo tikslų aiškumas) svarbesnė gyvenimo prasmės vertybė nei I kurso studentams 2004 metais. 2014 m. I kurso būsimiesiems sporto pedagogams atlaidumas yra reikšmingai mažiau svarbi vertybė nei I kurso studentams 2004 metais.The problem of this research can be defined by the following research question: what is the dynamics of values held by future sport pedagogues in the last decade? The study in 2004 documented number characteristics of values among future sport pedagogues. The study conducted in 2014 aimed to answer the question of whether the changing social environment and educational reform in the last decade is related to the future sports pedagogues’ values change. It was presumed that students in 2004 and students in 2014 have different values. Three surveys used were the Rokeach Value Survey for identification of the most important personal values, Leontiev Life Meaning Orientations Test for the evaluation of values pertaining to the meaning of life (defined as ideas about life goals, processes, results and control of life circumstances), Sniras Moral Value Survey for identification of the most important moral values. Not the same first year students were investigated twice: the first time in the year 2004 (N=168) and the second time in the year 2014 (N=163). The research findings revealed that "material well-being" (financially secure lifestyle) and "public recognition" (respect and authority) were the most important values among future sport pedagogues in the year 2004 compared to them in year 2014. "Clear life goals" was the value pertaining to the meaning of life that was most significant to future sport pedagogues in 2014 compared to them in 2004. Forgiveness (not to diminish, not to revenge) was a significantly less important value for the first-year future sport pedagogues in 2014 than it was for them in year 2004

Razlike u socijalnim vještinama i osobnoj odgovornosti između učenika srednjih škola i učenika škola za mladež

The current study explored two constructs (social skills and personal responsibility) in the context of two different types of schools (high and youth schools), and strives to explain the differences in social skills and personal responsibility between students of high and youth schools. The sample comprised 408 students (203 males, 205 females). The mean age of the students was 16.72 years (SD = 0.96). Students completed measures of social skills (Riggio Social Skills Inventory) and personal responsibility (Personal Responsibility Scale (PRS)). Multivariate analysis of variance (MANOVA) was used to investigate how school type and gender affected social skills and dimensions of personal responsibility. Multivariate analysis showed the main effect of the school type and gender on social skills and personal responsibility in students. Univariate analysis indicated that students\u27 social skills and personal responsibility were higher in high schools than in youth schools and in women than in men.U ovome istraživanju ispitana su dva konstrukta (socijalne vještine i osobna odgovornost) u kontekstu dviju različitih vrsta škola (srednje škole i škole za mladež) i pokušalo se odgovoriti na pitanje koje razlike postoje između učenika srednjih škola i škola za mladež s obzirom na socijalne vještine i osobnu odgovornost. Uzorak se sastojao od 408 učenika (203 muškog i 205 ženskog spola). Prosječna srednja dob učenika bila je 16,72 godine (SD = 0,96). Učenici su ispunili upitnike o socijalnim vještinama (Riggijev Inventar socijalnih vještina) i osobnoj odgovornosti (Skala osobne odgovornosti). Koristila se multivarijatna analiza varijance (MANOVA) kako bi se ispitalo kako vrsta srednje škole i spol utječu na socijalne vještine i dimenzije osobne odgovornosti. Mutivarijatna analiza pokazala je glavni utjecaj vrste škole i spola na socijalne vještine i osobnu odgovornost kod učenika. Univarijatna analiza pokazala je da su socijalne vještine i osobna odgovornost veći kod učenika u srednjim školama nego kod učenika u školama za mladež, kao i da su veći kod žena nego kod muškaraca

Pedagogų parengtis atlikti socialinius vaidmenis

This article gives the preparement of the teacher for lifelong learning to fulfil social roles. The reform of teacher training in Lithuania is waiting professional cooperating pedagogues. That's why it is very important to discuss the lifelong learning of teacher's in the new social structure of Lithuania. The teacher is a creator of another person, therefore he is to be his „self' creator in the first place. In the research there were examined 338 students of Lithuanian Institute of physical education. The following roles were investigated: teacher, class manager, organiser, counsellor, collaborator. 64% students are prepared for lifelong learning of teachers role, 43% - of class manager role. One third of the students are prepared to fulfil the roles of counsellor and collaborator.Lietuvos švietimo reformos sąlygomis mokyklos laukia profesionalių, pasirengusių bendrauti ir bendradarbiauti mokytojų. Kuriant Lietuvoje mokymo sistemą, būtina ugdyti mokytojo poreikį nuolat mokytis ir įkvėpti kitus. Šiame straipsnyje analizuojama, kokius socialinius (profesinius) vaidmenis tobulai atlikti yra svarbiausia. Parengti pedagogą šių laikų visuomenei yra naujas ir sudėtingas uždavinys. Taip pat labai svarbūs ne egoistiniai, o altruistiniai jo socialinio aktyvumo motyvai. Tyrimo objektas – pedagogų parengtis atlikti socialinius vaidmenis. Darbo tikslas -atskleisti pedagogq parengties atlikti socialinius vaidmenis ypatumus

Peculiarities of Social Competence of Future Specialists of Physical Education and Sports

The article reveals the peculiarities of social competence of future specialists of physical education and sports. To solve the objectives, the poll has been carried out. 263 student have been selected (135 future teachers of physical culture and 128 future coaches). The results show that future teachers of physical education have higher level of responsiveness (the ability to console, the ability to help) than future coaches. Future teachers of physical education have higher level of ability to avoid insul

Socialinio rengimo poveikis sporto pedagogų empatijai

The factors of empathy of sport pedagogues are researched not sufficiently enough. The problem of the research work is that data, which would reveal the level of empathy components of sport pedagogues, is still lacking. The objective of the work is to define the influence of social training on the empathy of sport pedagogues (basing on the experience of Lithuanian Academy of Physical Education). The subject of the research is the level of empathy components of sport pedagogues. The research was based on questionnaire (Raigorodsky Empathy Scale ). The Social Skills Inventory was generated after providing an exploratory survey at Lithuanian Academy of Physical Education. The Empathy Scale demonstrated internal validity. The experiment was performed from 1998 till 2002. The experiment was performed with 230 students of the Faculty of Sport Educology, Lithuanian Academy of Physical Education, whom we divided in experimental group (136 students) and control group (94 students). In 1998 future sport pedagogues were tested. In 2002, the same investigation was repeated. The investigation was provided with the same students. With the help of x-2 test it was proved that distribution of the students in experimental group below empathy components differ statistically significant (p 0.05) before experiment and after it according to cognitive and affective empathy. By comparing evaluations of the level of empathy components with t test, it is possible to assume that the level of empathy components of sport pedagogues in experimental group differs statistically significant (p < 0.05) before experiment and after it according to cognitive and affective components of empathy.Ugdomojo eksperimento duomenimis, nustatyti ženklesni eksperimentinės grupės empatijos pokyčiai, palyginti su kontroline grupe. Po socialinio rengimo eksperimentinės grupės tiriamųjų empatijos kognityvaus ir emocinio komponentų lygis buvo statistiškai patikimai aukštesnis