| Summary: | 碩士 === 國立東華大學 === 教育行政與管理學系 === 100 === With the popularization of information technology and Internet use, modern society has formally entered into a new digital network generation. All levels of excessive internet use among children, from excessive Internet use to severe addiction, have been increasing. Additionally, these situations are influencing their lives and their school work more frequently than they used to. Many parents, teachers, and related counseling staff worry about this phenomenon. The purpose of this study is to develop counseling and coping strategies for an Internet addicted child in the case’s school, and to provide strategies for implementation as references when teachers and counselors face Internet addicted children in the future. In this study, the methods adopted were focus group discussions, Analytic Hierarchy Processes (AHP), and Interpretive Structural Models (ISM).
After reviewing relevant literature and opinions from subjects, thirty-five counseling strategies were devised. Participants filled out priority choice questionnaires by selecting eight preferred counseling strategies in order. This study also compiled analytic hierarchy process questionnaires and then processed the results using weight values analysis with the Expert Choice software program. These results were sorted in order as follows: paying close attention to psychological needs as well as listening attentively with active and empathic attitudes (23.7%), developing multiple interests and finding alternative activities (17.6%), increasing parent-teacher communications and strengthening parenting educations (13.5%), developing time management strategies and planning clear goals (13.5%), learning effective communications and enhancing parent-child relationships (13.0%), emphasizing the concept of laws and strengthening education guidance (8.4%), designing equipment placement and participating in the students’ interaction with the Internet (5.2%), and lastly using information power and developing children's programs (5.1%). After discussion, this study suggested amending and merging the following two strategies. The first is increasing parent-teacher communications and strengthening parenting educations and the second is learning effective communications and enhancing the parent-child relationships.
Based on the analysis results from this study, a draft of a table of recommended Internet addiction counseling strategies was compiled. Through focus group discussions and interpretive structural models, the strategies were discussed and deliberated on; finally the table of recommended Internet addiction counseling strategies suitable for the case’s school was constructed. This table is expected to enhance the counseling knowledge of school teachers and counseling staff when they face Internet addicted children, and also to provide a reference for other schools that wish to develop their own strategic choice model.
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