Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN20 Proceedings
Publication year: 2020
Pages: 1360-1370
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.0448
Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference
Nowadays, the Internet is becoming a necessary part of culture, science and education. Modern teenagers spend most of time online. The results of the Internet World Stats study illustrate the phenomenon of Internet addiction disorder among a significant number of adolescents. Internet addiction is defined as compulsive use of the internet. There are problems of hypodynamics, deformation of interpersonal relations, problems in studies and intrapersonal conflicts. A survey of teachers from Chelyabinsk region (Russia) in 2019 revealed a lack of competence in preventing Internet addiction among adolescence. The same pattern is typical for parents of teenagers. This fact is the reason for the actualization of comprehensive support of parents, teachers and schoolchildren to overcome Internet addiction disorder.

The research goal is development, scientifically substantiation and implementation of technology to prevent Internet addiction in adolescence. According to the authors, this prevention will be successfully implemented in the interaction of family, educational organization and adolescent's society. The three main strategies for preventing Internet addiction among adolescents are the most common in world practice:
1) conducting public lectures for parents of teenagers on methods of preventing Internet addiction;
2) increasing the time of interaction between parents and children; 3) developing school curricula for teaching adolescents to use the Internet in a healthy way. However, the resource capacity of the social environment in proposed prevention measures is underestimated.

E. Erikson's theory of personality development about the content of human life stages is the research methodology. The ideas of social impact theory, as well as the statement about the importance of multiplicative social factors impact on an individual are valuable for the development of the presented technology (B. Latane). The authors of the article also take into account the reference group theory (G. Mead, G. Hyman, T. Newcomb).

The authors of the article developed a matrix technology of Internet addiction prevention in adolescence. The diagram and description of this technology are presented. The presented technology of prevention assumes work with subjects of educational relations (parents, teachers, schoolchildren). The technology is implemented during 3 consecutive stages: diagnostic, educational, reflexive and consists of 7 semantic components. At the first stage, these components are diagnosis, motivation and counseling. The second stage includes training events and practical sessions. The third stage is to discuss and plan further work. The technology was tested by specialists according to the efficiency criteria proposed by the authors. According to the expertise, the presented technology can serve as a promising tool to reduce Internet addiction in adolescence.

The methods used in the study were: expert assessment, statistical data analysis, modeling, survey and questionnaires. The technology has an important social and pedagogical effect and provides a comprehensive impact on the adolescent by teachers, psychologists and parents. Currently the technology is applied in some regions of Russia. Attention is drawn to several limitations, the underestimation of which can reduce the efficiency of the technology. The technology can be successfully applied in wide educational practice in Russia and in other countries, taking into account these limitations.
Internet addiction disorder, adolescence, Internet, school children, prevention technology for Internet addiction disorder.