This course examines the treatment efficacy of Cognitive Behavioral Therapy (CBT) versus Program Individualized Psychotherapy for Addiction of Technology Information and Communication (PIPATIC) for gaming disorder treatment in adolescent Spanish males ages 12-18 diagnosed with Internet Gaming Disorder (IGD). It includes an overview of video game use in adolescence, a comparative evaluation measuring anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention, problems, rule-breaking behavior, aggressive behavior, internalizing problems, and externalizing problems.
This course is based on the reading-based online article, Treatment Efficacy of a Specialized Psychotherapy Program for Internet Gaming Disorder created by Alexandra Torres-Rodríguez and Mark D. Griffiths, PhD in 2018.
Publication Date:
Journal of Behavioral Addictions 7(4), pp. 939–952 (2018)
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Alexandra Torres-Rodríguez
Alexandra is a PH D student at Psychology Department, FPCEE Blanquerna, Universitat Ramon Llull, Barcelona, Spain. Her research has focused on internet gaming disorder and she has published 10 articles in peer reviewed journals.
Mark D. Griffiths, PhD
Professor Griffiths is a Chartered Psychologist and Director of the International Gaming Research Unit. He mostly teaches on areas related to his research interests on various undergraduate and postgraduate Psychology programmes. His main teaching interests are in the areas of abnormal, social and health psychology with particular emphasis on behavioural addictions (e.g. gambling addiction, videogame addiction, Internet addiction, sex addiction, exercise addiction, work addiction, etc.), cyberpsychology and the psychology of sexual behaviour. Professor Griffiths is highly research active and has published over 760 refereed papers, five books, 150+ book chapters, and over 1200 other articles mostly in the area of behavioural addictions (gambling addiction, videogame addiction, internet addiction, exercise addiction, sex addiction). His current research projects include (but not limited to) (i) questionnaire and interview studies into online gaming addictions, (ii) behavioural tracking projects examining online gambling and the utility of social responsibility tools, (iii) national prevalence surveys on various addictive behaviors including gambling, exercise and video game playing, and (iv) online studies of various aspects of video game playing behaviour (e.g., game transfer phenomena, online trolling, etc.).
L.A. Rankin is a social worker with experience in many different settings with a variety of clients. She has worked with dementia and Alzheimers patients, dual diagnosis MH/MR, in a battered women’s shelter, and a rape crisis center. She also has 11 years of experience as a child protective social worker, where she earned certificates in domestic abuse/family violence and substance abuse.
Recommended For:
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
Describe the prevalence of video game use, misuse, and Internet Gaming Disorder in adolescents.
Identify the more effective treatment, CBT or PIPATIC.
Summarize the benefits of each approach.
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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