Categories: Student Populations

Gamer Addiction
Categories: Student Populations
Overview of issues surrounding advising at risk students
Colleges reach out to addicted students via The Chicago Tribune
Advising Students in Recovery from Addiction via Academic Advising Today

Addicted Students
Gamer Addiction: A Threat To Student Success! What Advisors Need To Know
By Lee Kem
Introduction

A 19 year old freshman male walks into your office looking disheveled, lacking personal hygiene, with red eyes, and has lost weight. The student avoids eye contact, seems uncomfortable, angry, and anxious to leave your office. The academic report on your desk shows that he is frequently absent, falls asleep in class, and his assignments are late or nonexistent. During the interview,
you learn the student has few friends, procrastinates, isolates himself in his room, has carpel tunnel syndrome, eats irregularly, sleeps two hours each night, has migraines and backaches. A 40 year old senior female wants help studying for the GRE exam she is taking - tomorrow. Procrastination is a pattern with this student. Although her GPA and ACT are high, she admits to exhaustion because she sleeps two or three hours each night and lives on chocolate and caffeine. Assignments are turned in on time but only after pulling several 'all nighters. ' What do these two students have in common? Insights garnered from answers to your questions lead you to believe that the source of both problems is overuse of the internet and the playing of computer or video games: Gamer Addiction. WHAT IS GAMER ADDICTION?

Gamer Addiction is an obsession with video game playing that usually begins in elementary and middle school. By college, the individual progresses from simple to elaborate games and the student is game-hooked. An activity becomes an addiction when it is used to change an individual 's mood. It becomes abuse when it interferes with 'one 's work or school, or disrupts personal or family relationships, and becomes increasingly necessary to feel good ' (Orzack, 2005a, p. 1). Addiction takes away from life and reduces motivation to do anything beyond the focus of the addiction (IGDA panel). Niolosi (2002) found that video games are part of the daily routine for 65% of American girls and 85% of American boys. NBC News ( 5-19-05 ) reported that one in eight gamers develops patterns similar to other types of addiction and abuse. Tournemillie (2002) noted that a survey of 1500 teenagers indicated 25% were compulsive video gamers. Fifty per cent of those surveyed used the word 'addiction ' to describe a friend 's gaming behaviors. Today 's video games are available in a plethora of venues that draw individuals into the world of the game. Games are designed to keep the player riveted to action. Players experience a sense of control when they enter into the fantasy world of speed, realism, violence, new morals, and interoperability. Many games offer on-line anonymous interaction with other people; a 'hook ' is a sense of family or belonging in the form of a pseudo persona the player develops when repeatedly playing the game. The longer the game is played, the more the pseudo persona can replace reality.

CHARACTERISTICS OF ADDICTION It is important to understand that Gamer Addiction has the basic identifying characteristics of all addictions. These tend to be progressive and cyclic.
Intense pleasure/guilt
More pleasure derived from playing video games than anything else
Sense of well-being or euphoria while playing
Guilt because of the amount of time spent playing the games and the lack of attention to other issues
Obsessing
When not engaging in the activity, individual constantly thinks about the activity; gaming controls the thoughts
Craves more and more time with activity
Neglecting
Neglects everything to play the video games: studies, work, hygiene, sleep, relationships, food, family and friends
Lying
Denies and lies about the amount of time devoted to playing and expenses involved
Will lie to protect source of pleasure and good feelings
Anger/Depression
Angry when something/someone interferes with activity
Feels empty, depressed, irritable when not at computer or gaming
Unable to Control
Engages in game playing after deciding not to do so; decides to play one hour; plays three, four, or all night
Compulsively keeps investing time and money
Debt
Money spent on addiction before paying for food/rent/etc.
Will go in debt to pursue and engage in addiction
Dependency
A high followed by a low; cure is to play again and regain the high A deeper low follows and the cycle is repeated Symptoms: The two major indicators of Gamer Addiction are withdrawl and isolation. The common thread in addiction is an emotional dysregulation. Individuals are often depressed, lonely, angry, shy, afraid to go out, in a high family conflict situation, and have low self-esteem. This affects significant relationships with roommates, fellow students, parents, friends, faculty, and advisors. Players can have difficulty separating the game or fantasy world and reality. The compulsive playing tends to cover these underlying psychological problems (Cromie, 1999).
COLLEGE AND GAMING Nicolosi (2002) found that 65% of girls and 85% of boys are game players and one in eight gamers develops patterns of addiction. In a college/university with 10,000 students, that would mean that 960 students are addicted.
For many students, choosing gaming over academics has become the norm. Students stay up too late or all night, miss class, skip assignments, and if confronted, can exhibit belligerent behavior with instructors/advisors. Orzack (2005b) noted that 'Many counselors and deans of students report an increased association between inappropriate and excessive computer use and rule infractions, relationship problems, and academic difficulties (p. 1). ' Game playing often begins from boredom; the excitement becomes the reward. This behavior is reinforced on an intermittent reinforcement schedule - the most powerful type of reinforcer. The college classroom comes into direct competition with the daily reinforcement from the video games. Playing provides an alternate reality in which problems are solved and success and reward is possible. When life seems out of control, the game provides a sense of control. If life becomes difficult or stressful, the game will provide an avenue of escape from responsibility and reality. RESPONSIBILITIES FOR ADDRESSING GAMER ADDICTION Gamer Addiction - also referred to as Stimulus Addiction, Narcissistic Self-Stimulation or Feelings Management Technology (Meunier, 2003) - is a very complex issue and requires professional psychological treatment. The lines between work/play/school have become unclear and vague. The student needs professional help to develop adequate coping skills and address underlying issues hidden by Gamer Addiction. In the academic environment, the responsibility for dealing with Gamer Addiction falls in three separate but overlapping functional areas. Individuals within these groups must coordinate, cooperate, and communicate effectively to ensure success in reducing Gamer Addiction:
Function
Responsibility
1) Identification of potential gamer addicts
Academic advisors, counselors and faculty members
2)Establishment of policies, programs, and procedures related to Gamer Addiction
School administration and management employees
3)Understanding of the addiction process, its consequences, and self-control
Students
1. The following chart(with its list of four focus areas) can assist in identification of possible addicts
Attitude
Physical Appearance
Behavior
Academic Performance
Lack of interest in attending class
Nervous
Anxious
Belligerent
Lying
Angry
Absorbed
Uncomfortable
Disheveled
Unkempt
Red-eyed
Lack of personal hygiene
Weight loss
Back problems
Carpal tunnel syndrome
Migraines
Withdrawn
Isolated
Aggressive
Sleeps in class
Avoids eye contact
Lack of sleep
Doesn 't eat regularly
Games for up to 20 hours at a time
Belligerent
Missing class
Assignments not completed
Sleeps in class
Argumentative with professors
Failing
Probation or suspension
2. School administration is responsible for establishing policies, programs, and procedures to ensure that identified gamer addicts have the available resources and adequate psychological services. Services for Gamer Addiction could be an expansion of already existing services for drug and alcohol abuse. Information about Gamer Addiction needs to be distributed on the institutional web sites, provided to parents of incoming freshmen, and students must be informed about the addiction to aid in identification with themselves and others. 3. Students must understand the importance of addictions.They need to develop the self-discipline and prioritization skills necessary for successful work/school/academics.Accepting help for the addiction is imperative! Therapy should focus on the underlying cause of the addiction and development of appropriate and effective coping skills. IMPLICATIONS FOR ADVISORS

Academic advisors need to add Gamer Addiction to our 'Advising Tool Kit! ' Utilizing a Gaming Addiction Screening Questionnaire I developed, I administered the questionnaire to a graduate class. Results showed 1 in 8 of these students were addicted to gaming. Further organization-wide administration of the questionnaire is planned for the 2005-2006 academic year. Identification and referral are the required dual approaches to identify students with Gamer Addiction. Orzack (2005a) noted that 'Normalizing computer uses is more and more a requirement in our modern society (p. 1). ' The challenges that face academic advisors are manifold in this world where the lines between academics, work, home, relationships, and gaming - the real and the fantasy worlds - can become vague and unclear. We must identify gamer addiction early in the students ' college career if we are to help ensure students ' academic and life success.
Lee Kem
Murray State University
College of Education

References
Cromie, W. (1999) Computer Addiction is coming On-Line. Retrieved from http://www.news.harvard.edu/gazette/1999/01.21/computer.html Orzack, M. (2005a). Q&A with Dr. Orzack. Retrieved from http://www.computeraddiction.com/peter.htm Orzack, M. (2005b) Cyberkids: Overdosing On Computers. Retrieved from www.fcd.org/admin/cgi-bin/file.asp?id=52 International Game Developer Association (IGDA) http://www.igda.org­­­­
IGDA Austin Chapter (2003). Panel on Game Addiction. Retrieved from http://www.igda.org/panel-game-addiction Meunier, V. (2003). Panel on Game Addiction, IGDA Austin Chapter. Retrieved from http://delivery.acm.org/10.1145/1250000/1240749/p829-seay.pdf?key1=1240749&key2=0300174031&coll=DL&dl=ACM&ip=129.130.223.162&CFID=19614288&CFTOKEN=51367846 Nicolosi, B (2002). Video Game Culture: A Harmless Addiction? Retrieved from http://www.catholiceducation.org/articles/media/me0031.html Tournemille, D. (2002). First-person shooter: The video gamer 's addiction. Retrieved from http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/1030135158281_3?s_name=&no_ads Resources
Berman, J., and Bruckman, A. 2001. The Turing Game: Exploring Identity in an Online Environment. Convergence Vol. 7 (3) 2001 http://www.cc.gatech.edu/~asb/papers/convergence-tg-01.pdf. Computer Addiction Is Coming On-line: http://www.churchofvirus.org/virus.1Q99/0247.html International Game Developers Association (IGDA) http://www.igda.org/
A non-profit professional membership organization that advocates globally on issues related to digital game creation including student and academic relations.
Trapped in the Web: http://cms.psychologytoday.com/articles/index.php?term=pto-19980301-000048.xml&print=1 Video Games: Cause for Concern? http://news.bbc.co.uk/1/hi/uk/1036088.stm

http://www.time.com/time/asia/asia/magazine/1999/990510/video3.html
Gaming in Asia http://news.bbc.co.uk/1/hi/uk/1036088.stm
Gaming in Britain

Cite this resource using APA style as:
Kem. L. (2005). Gamer addiction: A threat to student success! What advisors need to know Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Gamer-Addiction.aspx
- See more at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Gamer-Addiction.aspx#sthash.lTvPZgvW.dpuf

Computer games are ruining my life.
If I’m not playing, I’m thinking about playing. I have, like, no real friends.”
—High School student addicted to Everquest

Young 's 10-Item Questionnaire
A person is defined as "Internet dependent" if he/she shows four or more of the following attributes:
1. Feeling preoccupied with the Internet or online services and thinking about it while off-line
2. Feeling a need to spend more and more time online to achieve satisfaction
3. Being unable to control online use
4. Feeling restless or irritable when attempting to cut down or stop online use
5. Going online to escape from problems or relieve feelings such as helplessness, guilt, anxiety, or depression
6. Lying to family members or friends to conceal excessive Internet use
7. Risking the loss of a significant relationship, job, or educational or career opportunity because of online use
8. Keeping on using the Internet even after spending too much money on online fees
9. Showing withdrawal when off-line, such as increased depression, moodiness, or irritability
10. Staying online longer than originally intended
Young 's 7-Item Questionnaire
A person is defined as "Internet dependent" if he/she shows three or more of the following
characteristics:
1. Experiencing tolerance in that one needs for increased amounts of Internet use to achieve the desired effect or there is a diminished effect with continued use of the same time spent on the Internet
2. Spending longer periods of time on the Internet than intended
3. Spending a great deal of time in activities to stay online longer
4. Giving up any social, occupational, or recreational activities because of the Internet
5. Continuing to use the Internet despite knowledge of having a persistent or recurrent problem that is likely to have been caused or exacerbated by the Internet
6. Having made unsuccessful attempts to cut down time spent online or lack of desire to cut down on the amount of time spent online
7. Experiencing withdrawal symptoms (e.g., depression, irritability, moodiness, anxiety) when off-line
Besides Young, Goldberg also proposed seven criteria to assess Internet addiction by modifying the DSM-IV criteria for psychoactive substance dependence. A person is defined as having "Internet addiction disorder" if his/her Internet use behavior meets three or more of the following criteria:
Criteria I - Tolerance.
Criteria II - Withdrawal.
Criteria III - The Internet is accessed more often or for longer periods of time than was intended.
Criteria IV - There is a persistent desire or unsuccessful efforts to cut down or control Internet use.
Criteria V - A great deal of time is spent in activities related to Internet use.
Criteria VI - Important social, occupational, or recreational activities are given up or reduced because of Internet use.
Criteria VII - Internet use is continued despite knowledge of having a persistent or recurrent physical, social, occupational, or psychological problem.

Prevalence of Internet Addiction
There are a growing number of prevalence studies on Internet addiction in different parts of the world in which different methodologies were used (Shek et al. 2009). In the United States, a national telephone survey (N = 2,513 adults with a response rate of 56.3%) showed that 5.9% of the respondents suffered from excessive Internet use, 3.7% felt preoccupied by the Internet when off-line, 13.7% found it was difficult to stay away from the Internet for several days at a time, and 12.4% was found to stay online longer than intended very often or often. In the United Kingdom, a study based on 371 randomly selected students showed that 18.3% of the sample was diagnosed as problematic Internet users.
Research studies in the Scandinavian counties suggest that the risk of Internet addiction among young people is increasing. In a study with a sample of 3,237 adolescents from Norway, it was found that 1.98% and 8.68% could be regarded as having Internet addiction and at risk of Internet abuse, respectively. Among the frequent Internet users, which accounted for 49.6% of the whole sample, the percentages of participants classified as Internet addicts and being at risk of Internet abuse rose to 4.02% and 17.66%, respectively. However, in another recent national research in Norway with a random sample of 9,638 individuals aged 16-74 years, only 35 respondents (0.36%) were classified as addictive Internet users. In a study with a sample of 7,292 adolescents from Finland, it was reported that 1.4% of girls and 1.7% of boys were classified as Internet addicts. Among the daily Internet users (26% of the respondents), 4.7% of girls and 4.6% of boys were categorized as Internet addicts.
There were a few Internet addiction prevalence studies conducted in Mediterranean countries. In a study in Turkey (N = 983), 38% of Internet users thought their Internet use might lead to an addiction, compared to 55% who did not. A study in Northern Cyprus showed that 1.1% and 11% of the respondents (N = 686) could be classified as having "pathological usage" and "limited symptoms" (i.e., great risk of pathological Internet usage), respectively. In South Africa, a study was conducted on a sample of university students (N = 1,795) using Young 's Diagnostic Questionnaire for Internet addiction and a Problematic Internet Use Questionnaire (PIUQ) adapted from Young 's 20-item Internet Addiction Test (IAT). It was shown that the prevalence of Internet addiction ranged from 1.67% to 5.29%, depending on different evaluative criteria used.
Prevalence studies on Internet addiction have also been carried out in Asian countries, including different Chinese communities. In a study examining Internet behavior in 2,620 high school students in mainland China, 2.4% of them were diagnosed as Internet addicts. In another study where 3,557 first-year university students in Shanxi were recruited, 6.44% of the respondents were classified as Internet addictive users. In Taiwan, a study with a sample of 1,708 high school adolescents showed that 13.8% of the respondents were identified as Internet addicts, who were found to have lower self-esteem, higher level of depressed mood and feelings of sadness, poorer interpersonal relationship, and negative self-concepts when compared to their nonaddicted counterparts. Chinese researchers have also tried to adapt existing Internet addiction scales for their use in Chinese culture and, meanwhile, develop indigenous instruments to specifically apply within Chinese context. In a study in Taiwan, researchers have developed and utilized a Chinese Internet-Related Addictive Behavior Inventory to examine the prevalence of Internet addiction on a sample of college students. Based on Young 's criteria, 5.9% of the participants were categorized as Internet addicts. In the case of Hong Kong, Young 's screening instrument for addictive Internet use was administered on a random sample of 976 adolescents and found that 37.9% can be identified as Internet addicts. In another study with a sample of 699 high school students, it was reported that a 3.9% rate of Internet addiction using Young 's Internet Addiction Test was found. Besides, in a comparative study involving Chinese and US students, Chinese students rated significantly higher on different dimensions of Internet addiction than did US students, including time spent online and frequency of Internet use.
Substantial studies on the prevalence and correlates of Internet addiction have been carried out in South Korea due to the considerable concerns about the issue by the government. While most Korean studies employed a Korean translation of Young 's 20-item Internet Addiction Test, different cutoff scores were utilized. Using a more lenient cutoff, a study reported an Internet addiction rate of 13.80% among elementary school students (N = 455) and a rate of 20.33% among high school students (N = 836). However, another study reported on a sample of 1,573 high school students that only 1.60% can be classified as Internet addicts by using a stringent cutoff criterion, and 37.9% of the respondents were considered as possible Internet addicts. Efforts were also made to develop indigenous instrument to assess Internet addiction. Lee and his associates devised a 40-item Korean Internet Addiction Test based on which they found 4% and 20.4% of the adolescent respondents (N = 627) were high-risk Internet users and potential-risk Internet users, respectively. With reference to adolescents identified as being at high risk, 28% of them did not recognize the degree of severity of Internet addiction, and 24% of them had difficulty in controlling the amount of time playing online game. In Japan (N = 242), a study using Young 's Internet Addiction Scale test and criteria revealed that 9.1% of the sample can be diagnosed as Internet addicts.
To sum up, the prevalence figures of Internet addiction vary substantially across different parts of the world, ranging from 0.36% (in the Norwegian study) to 37.9% (in the Hong Kong study). There are several reasons that may account for the large varying rate of Internet addiction reported. First, different measures were used in different studies. While Young 's Internet Addiction Test is most commonly employed, there are other newly developed instruments. Second, inconsistent cutoff criteria were utilized by different researchers to diagnose Internet addiction. Third, samples recruited in various studies were also different. This again points to a critical need of developing standardized measures for the assessment of Internet addiction, based on which the reported prevalence data can be meaningfully and validly compared. In addition, it is important to develop norms and cutoff scores for different populations through methodologically sound empirical studies.
Theories of Internet Addiction
Scientific theories play an important role in helping health professionals to understand the nature of Internet addiction and formulate intervention strategies. There are several functions of theories. First, they provide languages for health professionals to describe the phenomena related to Internet addiction (e.g., Internet addiction as a manifestation of personality problem or family problem). Second, theories help health professionals to explain and make sense of Internet addiction particularly with regard to its origin, maintenance, and treatment. Third, based on theoretical propositions, health professionals can predict Internet addiction behavior of the clients. Finally, theories have therapeutic implications regarding how Internet addiction can be treated and prevented. While theories provide "spectacles" through which health professionals look at the world, they also constitute blind spots if health professionals use them in an uncritical manner. Moreover, when using theories, it is necessary to understand the degree of empirical support for them and the extent to which the theories can be applied in real-life settings.
There are many theoretical perspectives from different disciplines of psychology and sociology that can be used to understand Internet addiction.
These theories ranged from micro analyses (e.g., genetic explanation of Internet addiction) to macro analyses (e.g., Internet addiction as a result of social construction). It is noteworthy that few theories have explicitly addressed Internet addiction, although Internet addiction can be understood in terms of their related theoretical propositions. Finally, health professionals should understand the strengths and limitations of different theories of Internet addiction and the assumptions of man intrinsic to different
theories.
Biological Perspective
From the biological perspective, Internet addiction, as with other mental disorders, can be understood through a medical model, in which biological mechanisms are believed to be the major cause of the problem and psychotropic drugs are considered useful in treating Internet addicts. Research has shown that some genes are related to the general risk of addictive behavior whereas some are related to the vulnerability (or invulnerability) of individuals to develop a specific addiction. Moreover, different types of gene are involved in different stages under various mechanisms in order for the addictive behavior to occur. Hence, rather than investigating a single behavioral gene, many genes are identified at the same time in order to find the genetic cause of addiction. Empirical studies in genetics and neurobiology have provided support for the biological understanding of Internet addiction. In a recent study, genetic polymorphisms of the serotonin transporter gene (SS-5HTTLPR) have been identified in Internet addicts. Given that this polymorphism is associated with other psychiatric problems, such as mood disorder and anxiety disorder, as well as other substance addictions, further replications are needed for validation. Using voxel-based morphometrical technique, some researchers reported that adolescent Internet addicts had lower gray matter density in the left anterior cingulated cortex, left posterior cingulated cortex, left insula, and left lingual gyrus, as compared with healthy controls. This finding suggests individuals who are addicted to the Internet may have deficits in decision-making function and strategy learning lag. With the development of more advanced neuroscience and genetic techniques, it can be foreseen that new insights into the etiology of Internet addiction will emerge.
Other biological theorists attempt to link addictive behaviors with excessive secretion of a neurotransmitter such as dopamine. Neurological studies have shown that both drug and addictive behaviors (e.g., gambling) could elevate dopamine levels and cause a feeling of euphoria in the addicts. Excessive Internet use may affect this neurotransmitter system of the brain in much the same way as other addictive substance and behaviors. However, there is evidence showing that an increased level of dopamine can cause addictive-like behaviors. It has also been suggested that Internet addictive behavior and the secretion of dopamine may mutually reinforce one another, whereby the addicts can continuously enjoy the pleasure by excessively browsing the Internet. Therefore, the cause-and-effect relationship between excessive dopamine secretion and Internet addiction has yet to be established. Besides, such medical-model-based addiction studies are mostly conducted in the area of substance addiction while limited research attempt to address behavioral addiction such as Internet addiction. Hence, empirical support for the biological theory of Internet addiction is still at its infancy.
Biological explanations of Internet addiction appears to be scientific and objective with wide applications in the medical field. Nevertheless, there are several questions that need to be considered. First, the notion of biological determinism neglects the role of other psychosocial factors in the development of Internet addiction, such as one 's personality, family relationship, peer influence, as well as the sociocultural environment. Second, genes generally act probabilistically rather than deterministically, and genetic factors are always associated with environmental factors. It has been claimed that inherited predispositions plus adverse environmental conditions trigger mental disorders, as described in the diathesis-stress model. Some authors further propose that nongenetic/environmental factors are likely to trigger the genetic risk and cause addictive behaviors. As it is difficult to identify their effects on addictive behaviors separately, simply using a biological model to understand Internet addiction is apparently insufficient. Finally, while medical treatment based on the biological theory can remove some addictive symptoms temporarily, its long-term effects tend to be poor when psychosocial factors are not taken into account, and prolonged drug taking may also lead to other problems.
Psychoanalytic Perspective
Originally developed by Sigmund Freud, psychoanalysis has a long history and can be regarded as the first theory on personality, psychopathology, and psychotherapy. In contrast to the rational image of men since the Enlightenment era, Freud 's emphasis on the irrationality of human behavior constitutes a radical change in the view of human nature.
According to classic psychoanalytic theory, all abnormal behaviors are unconsciously caused, which involves unresolved intrapsychic conflicts existing among various personality structures (i.e., the "id," "ego," and "superego"). In Freud 's famous structural model of the psyche, the human mind can be divided into three theoretical constructs in terms of whose activities and interaction mental life is described: the irrational and impulsive id (a representation of primal animal desires), the judgmental superego (a representation of society inside the mind), and the rational ego (which functions as a bridge between id and superego, attempting to coordinate the two parts). According to this model, Internet addiction can be seen as the result of an over-strong id (which seeks pleasure and gratification via Internet activities), a weak superego (which has low ego ideal and conscience), and a weak ego (which cannot rationally mediate the demands of the id and the constraints of the superego).
The concept of psychosexual development is another key element of Freudian theory, which posits that humans have instinctual libidinal drives from birth which unfold in a series of stages: oral, anal, phallic, latency, and genital. Overinvestment or underinvestment of psychic energy on a specific psychosexual developmental stage during childhood would lead to the fixation at that stage and result in different adulthood psychopathology. The emergence of addiction is deemed as the result of fixation at the anal stage and the representation of the anal expulsive character, such as being disorganized and defiant and lack of self-control. This explains why Internet addicts have poor skills on time management and unable to control themselves from excessive Internet use.
In the neo-Freudian perspectives (e.g., Erik Erikson, Carl Jung, Sullivan), changing foci on human rationality, interpersonal relationships, family, and psychosocial environment are presented, based on which different psychopathological theories are stipulated. According to different psychoanalysts, addictive behaviors are seen as a result of identity crisis, lack of love, family dynamics, and weakness in the formation of the "self." One contemporary psychoanalytic view considers addiction as a defense against anxiety. Addicts are indulged in a particular behavior or substance to protect themselves against overwhelming anxiety and other painful experiences (e.g., trauma) and feelings such as depression and loneliness. A common acronym, "H-A-L-T" meaning hungry, angry, lonely, and tired, is often used to represent for the four emotions that lead to vulnerability and subsequent addictive behaviors. Therefore, the Internet is used by its addicts as a way to dampen anxiety and avoid any potentially threatening situations such as various personal, familial, and social activities.
Sullivan 's interpersonal theory is another influential psychoanalytic theory that is often used to further understand Internet addiction. This theory states that people can never be disengaged from the complex of interpersonal relations in which they live and have their own being. Frustrated or unpleasant interpersonal relationship during childhood results in the rise of social anxiety. For people with high social anxiety, the Internet may well fulfill their social needs, add their social connectedness, and provide them a sense of belonging. These people are most likely to become Internet addicts.
While psychoanalytic theory focuses on the importance of the unconsciousness and childhood experience that is largely neglected in other theories, there are several criticisms upon this perspective. The first criticism is that concepts in psychoanalytic theory are hard to operationalize, which makes verification difficult if not impossible. Second, there is the problem of unfalsifiability because childhood trauma/experience as an explanation can be always true. Third, psychoanalytic theories are basically developed on abnormal samples, thus raising the question of whether it is possible to generalize the findings to normal populations.
Behavioral Perspective, Cognitive Perspective, and Cognitive-Behavioral Perspective
As one of the dominant schools of thoughts in psychology, behavioral theories state that environmental events determine human behavior through the process of learning. Learning theory with its foci on classic conditioning and operant conditioning is commonly used to explain the development of addictive behavior. Classical conditioning is a form of associative learning, i.e., when a conditioned stimulus and an unconditioned stimulus are repeatedly paired, the two stimuli would eventually become associated and the conditioned stimulus would elicit the unconditioned response. In the case of Internet addiction, it is believed that Internet use behavior may be repeatedly paired up with some emotional experiences and/or environmental cues and thus formulate an association with these factors. As such, while individuals are exposed in similar environment and experiences that are associated with Internet use, they may automatically/unconsciously wish to use the Internet. Operant conditioning refers to the principle that consequences of a behavior influence the likelihood of that behavior being repeated. Surfing on the Internet may produce a variety of desirable consequences including approval, relaxed feeling, tension reduction, avoidance of withdrawal symptoms, and disappearance of negative emotions. Under this principle, all these desirable consequences may positively reinforce the Internet use behavior and eventually lead to Internet addiction.
In contrast to behavioral theory 's emphasis on simple associative learning, cognitive theories are based on the assumption that humans are logical beings who make the choices that make the most sense to them. Cognitive theorists attempt to explain human behavior by understanding the thought processes and focus on the importance of the active role of the perceiver and mental transformation of sensory information. To the extent that one 's thinking processes (including beliefs, attitudes, perceptions, and interpretations) are faulty and biased, one 's emotional and behavioral responses to different life events will be problematic, which leads to different psychological problems including Internet addiction.
There are two general versions of cognitive theories. In those models adopting a more mechanistic view (i.e., man is likened to a computer or thinking machine), errors in information processing lead to abnormal behavior. According to this view, biases in individuals ' perceptions and memory processes associated with Internet use are the causes of Internet addiction. Internet addicts tend to pay greater attention to or selectively remember some Internet-use-related information than others. For example, while an Internet addict may experience both positive and negative outcomes caused by Internet use, he/she chooses to remember the positive experiences rather than those negative ones. Another school of cognitive theories view psychological disorders as the results of problems in people 's active thinking processes, such as understanding, interpretation, evaluation, and prediction. It has been found that Internet addicts usually expect Internet use behavior to be a way of demonstrating one 's power and have the effects of obtaining social approval. Based on an initial cognitive model of depression postulated by Beck, researchers have proposed a similar cognitive model of addiction. In this model, it is believed that repeatedly replaying (ruminating) the cognitive distortion of stressors creates unpleasant thoughts and that addictive behaviors serve as a coping strategy for the individual to escape from these unpleasant experiences. In other words, Internet addictive behavior, like a distraction, allows the individual to turn off the unpleasant thoughts of rumination about their stressors. Such a maladaptive strategy prevents the individual from facing and dealing with their real problems in a healthy manner and often produces more problems. Thus, to treat people who are addicted to the Internet, their cognitive distortions must be corrected and rumination needs to be stopped.
While behavioral theories are reprimanded for solely emphasizing the importance of environmental factors but ignoring the role of the human being 's cognitive ability, cognitive theories, to the contrary, are criticized as overstressing the importance of rationality and conscious thinking process in the formation of Internet addictive behaviors. In response to these criticisms, researchers have attempted to integrate both cognitive and behavioral factors in explaining the etiology of Internet addiction. As a result, different cognitive-behavioral models have been proposed.
Among various cognitive-behavioral models, one leading theory about Internet addiction is the cognitive-behavioral theory of pathological Internet use proposed by Richard A. Davis. This model argues that certain cognitive symptoms may come before or cause behavioral symptoms. Davis believes that there are two distinct forms of pathological Internet use: specific and generalized, with only the generalized pathological Internet use can be regarded as the real case of Internet addiction. According to Davis, specific pathological Internet use is defined as content specific. Individuals demonstrating this pattern of use are in fact dependent upon a particular function of the Internet, for example, online shopping, pornography, and online gambling. In such cases, the Internet is merely a tool for exhibiting maladaptive behaviors that would also be exhibited without Internet. In contrast, generalized pathological Internet use is characterized by overuse of Internet for multiple purposes. This is considered the genuine and more problematic form of the disorder and is assumed to be related to the more social characteristics of the Internet. Under this cognitive-behavioral theory, both specific and generalized pathological Internet uses are explained as a result of distal and proximal contributory causes. The nature of distal contributory causes is explained in this theory by the diathesis-stress model of abnormal behavior. For Internet addiction, the diathesis is represented by pre-existing or underlying psychopathology which may not directly cause excessive Internet use but serves as a necessary factor to its development. The stress in the model is one 's exposure to the Internet. When the individual receives reinforcement from an experience with the Internet, the process of operant conditioning begins and the individual becomes vulnerable to secondary reinforcers (e.g., the sound of typing). These secondary reinforcers may contribute to the development of Internet addiction symptoms, which then are maintained or further strengthened by the proximal contributory causes. Proximal contributory causes are represented by specific maladaptive cognitions such as rumination, i.e., constantly thinking about problems associated with one 's Internet use, as well as negative self-appraisal.
There are other cognitive-behavioral perspectives that can be used to explain Internet addiction. It has been proposed that Internet addiction is caused by accessibility to Internet and beliefs associated with its use. When individuals can access the Internet whenever and wherever they want, it increases the probability of them becoming Internet addicted (i.e., external reinforcement). Similar to Davis ' model, some theories emphasize that psychosocial problems such as depression and loneliness predispose Internet users to develop maladaptive cognitions, such as Internet surfing can solve their problems. For example, Internet addicts may be aware of the damaging effects brought by excessive Internet use, but they will do anything to "feed their addiction." According to the social-learning theory postulated by Bandura, low self-efficacy (i.e., the belief that one has abilities to control or make something happens) and poor coping strategies elicit the risk of developing addictions to cope. Cognitive-behaviorists also suggest that disruption in the areas of identity formation and developing meaningful relationships or intimacy may lead the individual to use the Internet as a means of escape and emotional numbing or fulfilling developmental intimacy needs. Besides, there is research evidence showing that self-efficacy, modeling effects, and outcome expectancies (i.e., believing that the Internet brings certain rewards) are related to Internet addictive behavior. To date, Davis ' etiology model of pathological Internet use is considered the most encompassing theory of Internet addiction using the cognitive-behavioral approach.
Humanistic Perspective
Representing another force in psychology, humanistic theory distinguishes itself from other psychological approaches by focusing on subjective meaning, rejection of determinism, and concern for positive growth rather than pathology. Humanists, representatively by Abraham Maslow and Carl Rogers, advocate a positive view of man 's inner nature with the emphasis on man 's creative potentials, subjective experiences, and feelings.
Based on Abraham Maslow 's hierarchy of needs theory, Internet addictive behavior can be explained as an attempt to satisfy one 's interpersonal needs, self-esteem needs, and self-actualization needs in a virtual world when the individuals fail to meet these higher-ordered needs in reality. In other words, failures on fulfilling one 's love and belongingness needs in reality can cause Internet addiction because the Internet provides a more comfortable and safer place for the individual to fulfill these needs. In terms of Carl Rogers ' humanistic theory, addictive behavior may exist as a way to enhance one 's low self-worth and self-regards resulting from the lack of unconditional positive regard from others and oneself. The Internet acts as an alternative for individuals who have difficulties in expressing real self in a traditional world that allows them to deal with problems on self-expression which may not be essentially bad.
In the flow theory, "flow" is defined as a mental state in which individuals are so involved in an activity that nothing seems to matter. Flow theory is assimilated by humanistic theorists who focus on the intrinsic motivation and interest behind an action such as Internet addiction. Under this view, Internet addicts are seen as being in a "flow" because nothing seems to matter when they are involved in online activities. The flow state is intrinsically rewarding and enjoyable that individuals will seek for replicated experiences. Individuals are willing to sacrifice in order to gain the happiness experiences during Internet use.
Closely related to the humanistic perspective is the existential perspective which maintains that problems in human existence such as lack of meaning of life, inauthentic life, alienation, and inadequacies of human nature contribute to addictive behavior. Existentialists propose that all kinds of addiction are rooted in meaninglessness, fear of alienation, and loss of freedom. Using the notion of "existential vacuum" proposed by Viktor Frankl, it is proposed that whenever an individual lacks meaning in life, psychopathologies including Internet addiction will rush in to fill it. Also, existential theorists believe that unauthentic life may lead to life anxieties which may further lead to Internet addiction.
Although humanistic approach is widely applied in clinical settings and its emphasis on the positive attributes of human beings is endorsed by many health professionals, scientific studies on the humanistic perspective in the context of addiction are sparse. However, from a psychotherapeutic point of view, humanistic principles of acceptance and empathy are important in understanding the subjective experiences of Internet addicts.
Interpersonal and Family Perspectives
Besides theories which attempt to explain addiction in terms of intrapersonal mechanisms, there are theories focusing on the interpersonal factors in the Internet. From the interpersonal perspective, abnormal behavior is seen as a reflection of the problem in the interpersonal systems.
As reviewed in previous sessions, Harry Stack Sullivan 's interpersonal psychoanalysis is the foundation of many interpersonal theories. According to Sullivan, interpersonal factors are important in one 's life, notably peers and parent-child relationships. Parent-child relationship as a primary experience of a child shapes the formation of one 's self-image and has significant effects on the child 's later social relationships. With the awareness of alienation rising during adolescence, interpersonal sensitivity and conflicts among peers are taken very seriously by young people. It is believed that interpersonal factors especially peer relationship have particularly important effects on adolescents ' development. There are many studies showing that undesirable peer influence leads to addictive behavior. Through peer influence, norms and expectations about "acceptance" of Internet use are defined. Peer influence also provides incentive through social approval of Internet-related behavior.
Family structures and processes are believed to be another determinant of human behavior. Family theorists propose that different systemic family functioning processes, such as communication, emotional expression, and conflicts, are related to addictive behavior. Different dyadic processes are also related to addictive behavior in adolescents. These dyadic family processes include parental marital problems, improper parenting such as loose parenting, prolonged parent-child conflicts, and problematic parent-child relationship. According to family systems perspective, habitual behavior within relationships such as parental overcontrol or over-detachment leads to adolescent developmental problems. In structural family therapy models, such as the one developed by Salvador Minuchin, intergenerational conflict can lead to Internet addiction problem in adolescents. In terms of treatment, multidimensional family intervention programs are developed to treat clients with Internet addiction problem.
There are views suggesting that family history of having addiction can offer modeling and facilitate addiction belief systems of individuals. Besides, conflicts with family can create an atmosphere where Internet use will be used as a means for individuals to escape from family tension (i.e., negative reinforcement). According to Sullivan 's interpersonal theory, adolescents who had poor relationships with parents will later develop poor social skills and social relationships. Adolescents will choose to spend excessive time on the Internet in order to escape from real social interaction and conflicts with families. In addition, family cohesion and increased parental involvement can serve as protective factors for addictive behavior. Of course, one should be aware of the possibility that increased family interaction may lead to a higher possibility of parent-child and family conflicts.
Sociocultural Perspective
In the sociocultural perspective, several explanations for Internet addiction have been proposed. First, Internet addiction can be seen as a reflection of social pathology such as social alienation, social stress, and inequality where people cope with social stress and inequality through addiction. Second, it is suggested that different social factors, such as religiosity, subcultures, and social class, are related to addictive behavior. Finally, according to social constructionist thoughts, Internet addiction is a concept constructed by scientists which may not exist in the reality.
Different theories have their respective foci while explaining Internet addiction, ranging from micro reductionist focus in the biological perspective (e.g., genetic emphasis) to macro holistic focus in the sociocultural perspective. Empirical research also provides varying extent of support for the validity of different theoretical accounts. Generally speaking, there is less support for humanistic and psychoanalytic perspectives than for cognitive and behavioral theories. Furthermore, the degree of application of these theories in treatment tends to be different. Finally, there are distinct assumptions of human existence associated with theories of Internet addiction. For example, human beings are seen as determined (unconscious determinism) and irrational under the psychoanalytic perspective while they are seen as free and rational under the humanistic perspective.
Ecological Perspective
How can theoretical perspectives with different emphases be integrated? In the past few decades, there is a growing awareness of adopting an ecological perspective to understand and treat Internet addiction. In the ecological perspective, it is proposed that risk factors in different systems, including the individual level (e.g., high sensation seeking, meaninglessness), family level (e.g., growing up in non-intact families), school level (e.g., low academic achievement, poor peer relationships), and community level (e.g., growing up in deprived communities), increase the chance of Internet addiction. On the other hand, it is also proposed that protective factors in different systems, including personal level (e.g., healthy attribution style, self-efficacy, hope, faith, and optimism), interpersonal level (e.g., supportive home environment and parental guidance), and community level (e.g., good schools, community assets, and other external support systems), will reduce the probability of Internet addiction in young people. Historically, the utilization of risk and protective factors has shaped the "prevention science" perspective. Based on this perspective, developers of positive youth development programs attempt to reduce the impact of risk factors but promote the influence of protective factors via the developed programs.
One example of such an integrative and ecological model is the addiction syndrome model proposed by Shaffer and colleagues. According to this model, there are factors in different systems which are common to different forms of addiction. These include biological predisposition (such as genetic influences and neural mechanisms like excessive dopamine level), personality traits, and environmental opportunities such as families with addictive behavior.
To be more specific, in the addiction syndrome model, addiction is understood as a syndrome with multiple opportunistic expressions, i.e., various forms of substance addiction (e.g., alcohol, cigarette, or marijuana) and behavioral addiction (e.g., gambling, Internet use, or pathological shopping). Each outwardly unique addiction disorder is a distinctive expression of the same underlying addiction syndrome. Not all types of addiction disorders are present in every expression of the syndrome, and some manifestations of the addiction syndrome have unique signs and symptoms, which serve as the identifying characteristics of the underlying condition and may have their respective temporal progression. Different addictive disorders share some common neurobiological antecedents (e.g., genetic risk, neurobiological system risk), common psychosocial antecedents (e.g., psychological and social risk factors), and common experiences. These commonalities reflect their shared etiology.
In terms of the addiction syndrome model, people encounter and accumulate specific combinations of neurobiological and psychosocial elements that can influence their behavior throughout the course of developing addiction. Exposure and access to an object of addiction increase an individual 's likelihood of interacting with that object, which in turn can expose at-risk individuals to neurobiological consequences that are both common to all objects of addiction and unique to specific objects of addiction. When individuals engage in repeated interactions with a specific object or objects of addiction, and the neurobiological or social consequences of these interactions produce a desirable subjective shift that is reliable and robust, the premorbid stage of the addiction syndrome emerges. During this stage, people are like standing on a seesaw that may shift them toward either more or less healthy behavior, determined by different risk or protective factors. Some risk biopsychosocial factors (e.g., genetic factor, poor social support) would influence the process and lead to further development of the addiction syndrome. Dependent upon the object with which people interact, the addiction syndrome can manifest itself in different ways (i.e., expression of different addictive disorders). More importantly, the addiction syndrome can be recursive, and its sequelae can generate an entirely new vulnerability profile, for example, provoke reward-system malfunction in a previously normal system. Therefore, the development of the addiction syndrome places people with the syndrome at increased risk for continuing addictive behavior and for developing new addictive behaviors.
The addiction syndrome model presents researchers and clinicians a new way to rethink Internet addiction and holds important implications for both research and practice. As suggested by Shaffer et al. (2004), the syndromal view of addiction advances an improved understanding of both proximal and distal influences of different addiction disorders, promotes the development of an etiologically based diagnostic criterion, and encourages the utilization of pharmacological and psychological non-object-specific treatments for addiction.
Psychosocial Correlates
In view of the growing Internet addiction problem in adolescents, one obvious question is how Internet addiction in adolescents could be prevented. From the prevention science perspective, there are two approaches dominating the development of preventive strategies. The first approach adopts the "traditional" conception which includes three levels of strategies dealing with the problem: (1) primary prevention (the elimination of the occurrence of problems), (2) secondary prevention (the early identification of high-risk groups and early intervention), and (3) tertiary prevention (the prevention of further deterioration of the problem). The second approach adopts the "changing" conception which includes three target groups: (1) universal prevention (targeting all adolescents regardless of their risk status), (2) selective prevention (targeting adolescents who have above-average risk of behaviors but there is no indication that their participation in risky behaviors is a problem), and (3) indicated prevention (targeting adolescents with noticeable signs and markers of a behavioral problem even they are not diagnosable). The focus on primary prevention and universal prevention initiatives have been commonly used to prevent adolescents ' risky behaviors such as substance abuse and Internet addiction.
According to the ecological perspective, a popular strategy used in adolescent prevention programs is to identify the risk and protective factors in the development of problem behavior. The purposes are to minimize the risk factors and to maximize the protective factors in young people. This strategy could be very useful in preventing Internet addiction because reducing the risk factors involved in Internet addiction and strengthening its protective factors can work simultaneously and reinforce the effects of each other. Hence, it is important to examine the psychosocial correlates of Internet addictive behavior with reference to different ecological systems.
To begin with, research findings have shown that Internet addiction is related to a few demographic factors. First, gender is correlated with Internet addiction. A common finding is that there are significantly more males than females who are identified as Internet addicts, although the number of females involving in excessive Internet use is increasing. This is in accordance with literature on other addictive behaviors. However, this finding may simply be due to the fact that more males than females use the Internet across the world. Second, age has been consistently reported as an important factor relevant to Internet addiction. Individuals who are in the developmental stages such as adolescence and young adulthood are more likely to become Internet addicts, as compared to other age groups. Some researchers explain that adolescents who are in the process of psychological development and solidifying their personality may be particularly vulnerable to developing addictive behaviors. Researchers have also pointed out some other risk factors specific to this age group, including a strong desire to develop a sense of identity, a need to build up intimate relationship, and easily having access to the Internet either at home or in school. As the behaviors shaped in adolescence are likely to develop into lifetime patterns, it is particularly important to prevent such problems in this population. Third, occupation is found to be another predictor of Internet addiction. White-collar workers are more likely to become addicted to Internet than are blue-collar workers. This may be explained by the higher salary and time for wider access to the Internet in white-collar workers than in blue-collar workers. The nature of different jobs also requires different amount of time spent on the Internet, which inevitably influence the likelihood of developing Internet addiction.
Next, at family and interpersonal level, several factors have been identified as either protecting against or increasing the likelihood of developing Internet addiction among adolescents. As far as family protective factors are concerned, family monitoring, family cohesion, and positive parenting attitudes are negatively related to Internet addiction. Some studies show that participative and supportive parental monitoring can help to protect adolescents from becoming Internet addicts. Good parent-child relationship is another protective factor which is positively related to the child 's interpersonal relationship while negatively related to Internet addiction. In fact, the quality of interpersonal relationship is another predictor of Internet addiction. Research suggests that poor quality of interpersonal relationships exposes adolescents to an increased risk of developing Internet addiction. In addition, lack of interpersonal skills is often associated with adolescents ' overdependence on Internet use. These adolescents are unable to make friends in real life, so they spend much time on the Internet to compensate for the satisfaction that cannot be fulfilled in reality. Other risk factors for Internet addiction include negative parental rearing style, family violence, parental marital discords, family dissatisfaction, and substance abuse of family members. It has been reported that Internet addiction is more prevalent among adolescents who grow up in single-parent families, have high parent-adolescent conflict, have high interparental conflict, live with family members with alcohol abuse, and have overprotective parents. It should be noted that in one study, conversation time with family members had no effect on Internet addictive behaviors, which may suggest that the quality of interfamily communication is more important than the time spent.
Finally, on the individual level, several personal factors are found to be related to Internet addiction. Personality characteristics that have most frequently been associated with Internet addiction include shyness, low self-esteem, lack of social and emotional skills, and lack of locus of control. Shyness refers to the apprehension to meet people and the distress associated with the presence of others, which is closely related to the anxiety about negative evaluation by others. Compared with those who are not shy, shy individuals usually have poor interpersonal relationships and social support. As a result, they are much more likely to gain social comfort via alternative ways, and the Internet is an attractive alternative. Low self-esteem and lack of emotional and social skills are the same factors that put individuals at high risk for other psychological problems such as depression. Researchers have suggested that the Internet may provide individuals a safe place to decrease a perceived deficit in their real social interaction because of its anonymity and lack of face-to-face interaction. Locus of control means whether one believes that one 's life is controlled by themselves or events beyond their control. Those who think they have no control of their real lives (i.e., external locus of control) may turn to Internet in order to gain control.
There are consistent empirical findings suggesting that Internet addiction occurs with other psychopathology, such as depression, anxiety, attention deficit hyperactivity disorder (ADHD), substance use, and other addictive behavior. It was found that Internet addicts have higher neuroticism, psychoticism, emotional symptoms, hyperactivity, and conduct problem but lower level of pro-social behavior, as compared to non-Internet addicts. One specific study in the area reported that all 20 individuals diagnosed as having Internet addiction also had at least one DSM-IV Axis I diagnosis (Shapira et al. 2000). In another study, nearly 50% of participants reporting excessive Internet use met the diagnostic criteria for a psychological disorder, with the most commonly reported disorders being substance use, mood disorder, and anxiety disorder. However, the causal pathway between Internet addiction and psychopathology is uncertain. It is difficult to determine whether these psychological problems/disorders promote the development of Internet addiction or are caused or accentuated by excessive Internet use.
Research findings also support the associations between time management skills, coping style, risk-taking behaviors, and Internet addiction. Studies have revealed that adolescents who are addicted to the Internet tend to adopt negative coping styles such as fantasy or retreat, instead of problem solving or rational approaches. Time management skill is another correlate of Internet addiction, with those who have poor time management skills being more likely to overuse the Internet. Moreover, risk-taking behavior appears to be related to Internet addiction as well. One study in Taiwan shows that Internet addicts score higher on novelty seeking and harm avoidance and lower on reward dependence compared to nonaddicts. Novelty seeking is the strongest predictor of Internet addiction among these factors. Similarly, it has been reported that Internet addiction is positively related to boredom susceptibility and sensation seeking but negatively related to participation in other leisure activities. For some researchers, boredom avoidance is the main motivation for adolescents to use the Internet. In addition, stressful events such as academic pressures and workloads have been identified as a key factor triggering Internet addiction.
Several points should be noted when examining the psychosocial correlates of Internet addiction. First, probably because of conceptual and methodological differences, findings on the psychosocial correlates of Internet addiction (such as gender and depression) are not strictly consistent. As such, replications and studies with different sample characteristics should be carried out. Second, there are different possible interpretations about the relationship between Internet addiction and other psychopathological symptoms. Taking depression as an example, depression may lead to the development of Internet addiction while it is also possible that excessive Internet use causes depressive symptoms, or depression and Internet addiction mutually influence each other. Another possibility may be that the relationship between depression and Internet addiction is due to a third variable (i.e., spurious correlation), for example, genetic vulnerability to psychopathology. Ideally, longitudinal designs should be used to test the above possibilities. However, longitudinal studies utilizing multiple indicators are almost nonexistent in this area, and even if such studies are available, the sample sizes are usually small. This gap points to the direction for future research.

Here are Han 's top 5 warning signs of gaming or Internet addiction:
1. Disrupted regular life pattern. If a person plays games all night long and sleeps in the daytime, that can be a warning he or she should seek professional help.
2. If the potential gaming or Internet addict loses his or her job, or stops going to school in order to be online or to play a digital game.
3. Need for a bigger fix. Does the gamer have to play for longer and longer periods in order to get the same level of enjoyment from the game?
4. Withdrawal. Some Internet and gaming addicts become irritable or anxious when they disconnect, or when they are forced to do so.
5. Cravings. Some Internet and gaming addicts experience cravings, or the need to play the game or be online when they are away from the digital world.