CE Credit Hours: 1.00 Continuing Education Credit Hours
CE Course Description
In recent decades, increased technology use has become a part of daily life for adolescents, and intensive gaming and social media use have frequently been linked to the development of addictive-like behaviors among youth. The purpose of this intermediate level continuing education course, developed using information from the Journal of Behavioral Addictions, is to analyze findings from a longitudinal study that examined whether internet gaming disorder (IGD) and social media disorder (SMD) predict a decline in life satisfaction, perceived social capability, and learning outcomes over time among adolescents. A discussion of whether IGD and SMD should be regarded as behavioral addictions and whether the current IGD and SMD criteria adequately distinguish highly engaged, non-disordered users of games and social media from disordered users is included as well as an overview of the symptoms of IGD and SMD.
CE Course Objectives
1. Evaluate the need to better understand the impact of internet gaming disorder (IGD) and social media disorder (SMD) on adolescent development.
2. Describe the core criteria used to define IGD and SMD along with the negative consequences of these disorders.
3. Summarize methods and findings from a longitudinal study examining whether IGD and SMD predict a decline in life satisfaction, perceived social capability, and learning outcomes over time among adolescents.
4. Discuss whether IGD and SMD should be regarded as behavioral addictions and whether the current IGD and SMD criteria adequately distinguish highly engaged, non-disordered users of games and social media from disordered users.
5. Differentiate between the symptoms of internet gaming disorder and social media disorder and discuss how boys and girls are impacted differently.
6. Identify study conclusions and implications for further research.
The Mindful team consists of numerous behavioral health professionals with a plethora of clinical experience as well as backgrounds in higher education, including teaching at the university level. Our three consulting psychologists review the appropriate course material, based on their experience and expertise that aligns with program content, to ensure that it enhances interdisciplinary understanding and is consistent with a systematic, research-based approach to promoting continued education and for synthesizing new knowledge into the clinician’s professional environment.
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