With the continuous progress of electronic technology and the popularity of the Internet and mobile phones, mobile phones are not only limited to calls and information functions, but can obtain information quickly, massively and anytime and anywhere through the mobile phone network, and can also be used through various software to carry out entertainment games, shopping, chat and other activities.
The use of mobile phones is gradually changing the way we live, bringing changes to the way we live our daily lives and make friends. The use of mobile phones has shortened the spatial distance between people and changed the way of leisure and entertainment.
While bringing us convenience, people's dependence on mobile phones has gradually deepened, so that its negative problems have gradually been exposed.
Whether it is school notifications, communication and contact with classmates, or the dissemination of various activity information, etc. can be completed through mobile phones and the Internet. At the same time, college students' dependence on mobile phones continues to deepen, and the current situation is not optimistic.
They use mobile phones excessively, mobile phones are used for much longer than expected or reasonable time, and some students have a very negative impact on their lives, studies and interpersonal communication due to mobile phone dependence.
Therefore, the research on the psychological mechanism of mobile phone dependence formation and its solution of college students is of great practical significance.
With the gradual attention of mobile phone dependence, the research on this problem at home and abroad has gradually increased in recent years, and most of the research focuses on the description of the current situation, influencing factors, causes, etc.
Therefore, it is of great practical significance to explore a psychological intervention technology that can effectively solve the problem of mobile phone dependence of college students. While there are few specific treatments for people to use and reference, studies have attempted to use metacognitive intervention techniques to make clinical diagnosis and technical interventions for mobile phone dependence, and evaluate the effects.
1. Metacognitive intervention techniques
Metacognitive intervention technology is a set of psychological intervention technology independently developed by Professor Jin Hongyuan of Liaoning Normal University after years of theoretical research and clinical practice, absorbing the active ingredients of cognitive therapy, behavioral therapy, psychoanalytic therapy and other clinical psychological technologies, and constantly innovating.
This technology abandons the inefficient part of existing psychological therapy, grasps the important influencing factors in the formation of psychological problems, and uses effective behavioral intervention methods, which is an efficient psychological intervention technology that can solve a variety of psychological problems.
This technology first allows the visitor to master the correct metacognitive knowledge, so that the visitor can start from the principle and correctly analyze his own problems. Before the implementation of clinical intervention, the client mainly learns metacognitive knowledge, and finds the leverage solution to complex psychological problems through the understanding and mastery of knowledge.
Then, through relaxation practice technology, the client can carry out a relaxed and pleasant metacognitive emotional experience, and gradually eliminate the symptoms of the client's psychological problems through specific scenes and successful experiences and the imagination of adaptive emotions and behaviors, and change the visitors' irrational concepts, wrong cognitions and unadaptive behaviors.
The whole process is not only the learning process of metacognitive knowledge, but also the process of metacognitive wisdom formation. Through the client's mastery of technology and continuous self-practice, the acquired behavior can be gradually internalized, and the personality can be shaped, so as to achieve the purpose of healing.
Metacognitive intervention technology sees the important role of the subconscious, Professor Che Wenbo proposed in the book "Consciousness and the Unconscious" that "unconscious phenomena are a conditioned reflex", Professor Jin Hongyuan expanded the concept of the subconscious, the subconscious is not only unconscious, but also includes the situation of being aware but uncontrollable.
It is a conditioned reflex that is acquired through acquired learning.
Conditioned reflexes are easy to establish and eliminate, so explaining the behavior of various types of psychological problems of visitors from the perspective of the subconscious is a subconscious, automated response formed by the acquired.
That is, the individual is unaware or aware of the inability to control a set of programs that run automatically, which are acquired through learning, or habituated behavioral responses. At the same time, we see the important role of conditioned emotional responses in the overall process, and emotions are often the catalysts for the formation and occurrence of behavioral responses.
Then, when the visitor is relaxed and pleasant, through suggestive learning, the visitor can carry out efficient learning to obtain new procedures, and the degree is constantly internalized through external behavior, and finally reaches a stable state. Through more than 20 years of clinical practice, it has been proved that the use of metacognitive intervention technology to solve various psychological disorders is very efficient.
Second, the effect of metacognitive intervention technology on the intervention effect of mobile phone dependence in college students
The results of metacognitive intervention technology on 6 college students with mobile phone dependence problems in Liaoning Normal University showed that metacognitive intervention technology had a significant effect on the intervention of mobile phone dependence problems in 6 college students participating in the experimental study, which was highly efficient and not easy to recur.
At the beginning of the study, the top 6 participants were judged to be mobile phone dependent, and the scores obtained were higher, indicating that the degree of mobile phone dependence was deep. The subjective satisfaction evaluation results of the A, B, and C mobile phone use showed that the participants were less satisfied with their mobile phone usage.
Through 8 interventions, the subjective satisfaction of the mobile phone use of the three participants was greatly improved, the mobile phone use time scale showed that the mobile phone use time of the three participants was significantly reduced, and through the conversation, it was learned that the learning efficiency of the three participants was significantly improved.
The time spent playing mobile phones before bed decreased from the initial 2.5 hours to 0.5 hours, the time that participant B spent playing mobile phones in a day decreased from the first 5 hours to 1 hour, and the time that participant C spent playing mobile games in a day decreased from the first 5 hours to 0.5 hours. After the intervention, the scores of the three participants on the mobile phone dependence scale were 25 points, 24 points, and 21 points, respectively.
Participants D, E and F all improved significantly in terms of time and number of times they used their mobile phones. Participant D's use of mobile phone time in class and mobile phone time in self-study time were significantly reduced. Participant E's time to obtain information and communicate with people through mobile phones was greatly reduced, and the number of face-to-face communication with classmates in real life increased.
The number of times the participant F mobile phone was used was significantly reduced, and the time spent playing with the mobile phone before going to bed was greatly shortened. The scores of the mobile phone dependence scale showed that there was no mobile phone dependence problem in the return visit of 6 participants at 1 month, 2 months, and 3 months after the end of the consultation, and none of the 6 participants had relapse after the end of the consultation.
Through the learning of metacognitive intervention techniques, they formed a set of highly excited, positive and correct procedures to accurately apply to the stimulus situation and play a role.
At the same time, it can use existing metacognitive knowledge to solve similar situational problems in learning life, and the effect is remarkable. This shows that metacognitive intervention technology has obvious intervention effect on college students' mobile phone dependence problem, which is efficient and not easy to recur.
Third, metacognitive intervention technology to intervene in college students' mobile phone dependence on high efficiency
Firstly, metacognitive intervention technology intervenes in college students' mobile phone dependence from emotions, taking emotions as the core factor, and seeing the conditional emotions that lead college students' mobile phone dependence in different situations. Taking the two subjects as an example, the dependence of the participant C mobile phone is mainly the result of the continuous amplification of pleasant emotions experienced in the process of playing mobile games.
The anxiety of mobile games and the self-responsibility of participant C became the motivation for him to come to seek help, based on cognitive adjustment, and grasped the change of motivational emotions in the process of intervention.
Subject C's emotions and self-responsibility for successfully countering his own idea of playing games are constantly cycled and amplified, and new conditioned emotional responses become the dominant emotions in continuous learning.
Subject D used his mobile phone for a long time during class, mainly because he misunderstood the meaning of the teacher telling him to answer the question, and linked the embarrassment and anger towards the teacher when he did not answer the question and was not allowed to sit down with the situation of playing with the mobile phone during class, forming a conditioned emotional response.
As a result, every time participant D picks up the mobile phone on this subject, he experiences the emotional state at that time, which promotes his behavior of using the mobile phone, thus forming a negative complex system circulation enhancement system.
In the process of intervention, starting from emotions, the subject's cognitive evaluative emotions of the events that occurred in class on the same day were changed through cognitive adjustment, and then the pleasant experience and class behavior of subject D had a pleasant experience in class and the class behavior established a positive conditioned emotional response, and eliminated the original negative conditioned emotional response.
Secondly, in the intervention process, the combination of relaxation training and suggestive learning was adopted, so that the subjects could enter a peaceful and pleasant state through the progressive tension of the muscles and relaxation and landscape imagination, and then mobilize the participants' positive emotions through the emotional organizers, and input new degree knowledge to the participants through suggestive learning under the positive emotions.
Implied learning allows the participants to learn the new program in this relaxed state more than ten times the usual learning effect, so only a few interventions in the relaxed state can achieve the usual learning effect dozens of times, and the change of behavior is efficient.
In the process of intervening on mobile phone dependence, a positive migration effect will occur, and when the intervention is carried out in the context of participant D's playing mobile phone during class, the time spent playing with mobile phones during self-study also decreases, and this positive migration improves the intervention efficiency to a certain extent.
Finally, metacognitive intervention technology is inseparable from the high-efficiency and non-relapse prevention guidance of college students' mobile phones.
The whole process of counseling is also the process of learning metacognitive intervention technology, the participants learn metacognitive intervention technology, can use technical principles to analyze the problems they encounter in real life, supplement knowledge, adjust emotional states, input new program knowledge, and finally form metacognitive wisdom.
Finally, the participants can monitor their emotional state at any time, and can immediately use small strategies to adjust themselves when their emotions fluctuate, and are not easy to relapse.
The formation of metacognitive wisdom can enable participants to adjust their emotional state in time when encountering new problems and new situations, and always maintain a calm and relaxed psychological state, which is not easy to produce new problems, and the original problems are not easy to recur.