AN EFFECTS COMPARISON OF COGNITIVE BEHAVIORAL THERAPY PROGRAM, SATIR MODEL THERAPY PROGRAM, AND PSYCHOEDUCATION PLUS PROBLEM SOLVING AMONG CHILDREN AND ADOLESCENTS WITH ONLINE GAME ADDICTION

Abstract

               Objective: To investigated the effectiveness of the online program based on the cognitive behavioral therapy (CBT) compared to the online program based on Satir model and the psychoeducation plus problem solving on game addiction behaviors, depressive symptom, and quality of life of children and adolescents with online game addiction.

               Methods: Three-group experimental research with a pre-test, post-test, and follow-up month 3. This study was conducted between October 2020 through February 2022. Samples were children and adolescents diagnosed as having game addiction or met the criteria of online game addiction. They were randomly drawn into the online cognitive behavioral therapy (CBT) program (25 subjects) with attended the 8–sessions, twice a week, 45-60 minutes for each session, online Satir transformational systemic therapy (STST) program (25 subjects) with attended the 8–sessions, twice a week, 45-60 minutes for each session, and the psychoeducation plus problem solving (online treatment as usual [TAU]) program (25 subjects) with attended the 4–sessions, once a week, 30-45 minutes for each session. The data were collected at baseline, at the end of the program and at 3 month-follow up session using the Game Addiction Screening Test (GAST), Patient Health Questionnaire for Adolescent (PHQ-A), and the quality-of-life form based on EuroQoL group – 5 Dimensions – 5 Levels. The data were analyzed using independent-t test, Friedman test, Wilcoxon Sign Ranks test, One-Way Repeated Measures ANOVA, and Two-Way ANOVA with Repeated Measures.

               Results: 1) There was no significant difference between the online CBT group, the online STST group, and the online TAU group between the baseline, immediately end the trial, and at 3-month follow-up (P = .938). 2) Depressive symptoms between the 3 groups at 3 stages of measurement were significant difference (p = .020). 3) There was no significant difference in quality of life in terms of utility values indicating satisfaction with one's own health status between the three groups at baseline and three-month follow-up (p = .674). 4) Comparison within group in term of the game addiction behavior: There was a difference in three stages of measurement in the online CBT group, in the online STST group, and in the online TAU group. Depressive symptoms were found to be different only within the online TAU group. There was no significant difference in the quality of life in terms of utilities within of each group.

               Conclusion: Psychosocial therapy services to reduce online gaming addiction should consider choosing a CBT model or the Satir model or psychoeducation plus problem solving. In case of reducing depressive symptoms, psychoeducation plus problem solving should be emphasized.