The rapid evolution of technology has transformed the landscape of adolescent entertainment, with internet gaming becoming a popular pastime. However, for some, this hobby can develop into an internet gaming disorder (IGD), a condition now recognized by both the DSM-5 and ICD-11. Recent research from South Korea has shed light on the factors contributing to IGD, particularly focusing on adverse childhood experiences (ACEs) and stress as outlined in the Interaction of Person-Affect-Cognition-Execution (I-PACE) model.
The I-PACE Model: A Framework for Understanding IGD
The I-PACE model provides a comprehensive framework for understanding how various factors contribute to internet-related disorders like IGD. It considers core characteristics such as personality and early childhood experiences (Person), affective and cognitive responses to stress (Affect and Cognition), and specific behavioral outcomes (Execution). This model is instrumental in identifying how ACEs and stress interact to influence IGD development.
Adverse Childhood Experiences: A Critical Factor
ACEs encompass a range of negative experiences during childhood, including emotional and physical abuse, neglect, and household dysfunction. These experiences can significantly impact an individual's mental health and increase vulnerability to disorders like IGD. The South Korean study highlighted that adolescents with higher ACE scores were more likely to exhibit symptoms of IGD.
The Role of Stress in Mediating IGD
Stress plays a pivotal role in mediating the relationship between ACEs and IGD. The study found that stress not only directly affects IGD severity but also acts as a mediator between ACEs and IGD. This insight underscores the importance of stress management in preventing and treating IGD.
Practical Implications for Educators and Therapists
- Early Identification: Educators should be trained to recognize signs of ACEs and stress in students, as these can be early indicators of potential IGD development.
- Stress Management Programs: Implementing stress reduction techniques such as mindfulness-based stress reduction (MBSR) or cognitive behavioral therapy (CBT) can be beneficial in mitigating the impact of ACEs on students.
- Parental Involvement: Encouraging positive communication between parents and children can help reduce stress levels and prevent the escalation of gaming behaviors into disorders.
- Policy Development: Schools should develop policies that address ACEs proactively, offering support systems for affected students to prevent long-term psychological impacts.
Encouraging Further Research
This study opens avenues for further exploration into the dynamics of ACEs, stress, and IGD. Researchers are encouraged to conduct longitudinal studies to better understand these relationships over time. Additionally, exploring cultural differences in these dynamics can provide a more global perspective on addressing IGD.
Conclusion
The findings from this research emphasize the importance of addressing ACEs and stress in educational settings to combat IGD effectively. By integrating these insights into practice, educators and therapists can play a crucial role in supporting adolescents at risk. For those interested in delving deeper into this research, the original paper provides comprehensive insights into these findings.
