Addictive internet use in university students: A psychodynamic group intervention
DOI:
https://doi.org/10.31391/GVJS1159Keywords:
addictive internet use, mental health, psychodynamic group intervention, university students, reflection group, qualitative studyAbstract
This article analyzed the subjective meanings associated with addictive internet use among university students, as well as the reflective processes that emerged during a psychodynamic group intervention. A qualitative exploratory study was conducted, with an initial diagnostic assessment and a final evaluation carried out through focus groups. Eleven university students participated, of whom 10 completed the process, with a mean age of 21 years, and were selected through a preliminary questionnaire. The intervention was conducted in three phases: diagnosis, implementation, and evaluation. The findings showed a shift from predominantly ego-syntonic internet use, associated with habit and entertainment, toward a more reflective understanding linked to emotional avoidance and patterns of use that were difficult to regulate. Processes of de-idealization of the digital object and greater flexibility in defensive responses such as denial and rationalization were also identified, along with indications of a more explicit critical appraisal and affect regulation processes. In the group studied, the intervention was accompanied by processes of self-reflection, affective symbolization, and emotional awareness, suggesting the relevance of these types of interventions in university settings.
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