*2.5. Solution-Focused Group Counseling Programs*

The Solution Focused Brief Therapy Association listed three elements of SFBT [39]. First, there are the overall topics. SFBT conversations are centered on client concerns: who and what are important to the clients; a vision of a preferred future; clients' exceptions, strengths, and resources related to that vision; scaling of clients' motivational level and confidence in finding solutions; and ongoing scaling of clients' progress toward reaching the preferred future. Second, SFBT conversations involve a therapeutic process of co-constructing altered or new meanings in clients. Third, therapists use a number of specific responding and questioning techniques that invite clients to construct a vision of a preferred future and draw on their past successes, strengths, and resources to make that vision a reality. Based on the above factors we designed five focused-solution group counseling sessions (Table 1), with the purpose of assisting college students to establish the goal of alleviating IA (e.g., Ask group members: what changes about IA do you want to make after our group counseling sessions?), reconstruct the problem (e.g., Let group members reflect on the pros and cons of the internet through the group counseling sessions, discussing and sharing with each other), expand positive resources and exceptional experience (e.g., Ask group members: in your past life, to some extent, did you ever think that your internet usage has reached the target state?), and actively seek and enrich solutions (e.g., Let the group members list obstacles they may encounter when using the internet in the future, proving better solutions, after brainstorms.). In group counseling, the leader encouraged and assisted group members to share their experiences (e.g., All members were invited to participate in the group counseling sessions, freely expressing their views and feelings.), and actively adopt a variety of questions (e.g., When group members share twice regarding their changes, the leader will ask more details about what caused these changes.), compliments (e.g., At the end of each session, praise is given to the group members on their efforts to solve and conquer the problems of IA.), other techniques in SFBT (e.g., miracle question: When you go back to sleep in the dormitory tonight, a miracle will happen and all the problems that you brought here have all been solved. (Pauses) But because you are sleeping, you don't know that a miracle has happened. When you wake up the next day, what will you pay attention to, in order to know that a miracle has happened?).




**Table 1.** *Cont*.

#### **3. Results**

#### *3.1. E*ff*ects of Group Counseling Programs*

The change in scores between t1 and t2 was used to compare the treatment and the control group changes ( = post-test score − pre-test score). We compared the scores with the non-parametric Mann-Whitney U test. The changes in both groups are shown in Table 2. As can be seen, both groups showed reduction in IA symptoms, but the reductions in the experimental group were larger. Specifically, the intervention produced significantly larger reductions, compared to the control group, in two IA symptoms: compulsive use and withdrawal (Sym-C & Sym-W) and tolerance (Sym-T), as well as in the total IA score. The small reduction in the control group may manifest from learning and social desirability.


**Table 2.** Comparison between the Experimental and Control Groups.

Note: Sym-C: compulsive use; Sym-W: withdrawal; Sym-T: tolerance; RP-IH: interpersonal and health-related problems; RP-TM: time management problems; \* *p* < 0.05.

#### *3.2. Long-term E*ff*ects of the Intervention*

To examine long-term effects of the intervention, beyond the immediate post-intervention effects, we followed up with participants six months after t1. The results of the non-parametric Friedman test showed that significant effects existed in all dimensions of IA (Table 3). Statistical analysis of the data using the Wilcoxon signed-rank test revealed that the IA scores in the pre-test were significantly higher than those in the post-test and follow-up tests for three dimensions of IA: compulsive and withdrawal

(Sym-C & Sym-W), tolerance (Sym-T) and time management problems (RP-TM), as well as for the total IA score. In the dimension of interpersonal and health-related problems (RP-IH), the scores of the pre- and post-test were significantly higher than those of the follow-up test. As shown in Figure 1, the change trend of the total score of the CIAS-R was similar for all subjects in the experimental group.

**Table 3.** Comparison of the Differences among Pre-test, Post-test and Tracking Scores in the Experimental Group (x ± s). χ


Note: Sym-C: compulsive use; Sym-W: withdrawal; Sym-T: tolerance; RP-IH: interpersonal and health-related problems; RP-TM: time management problems; \*\* *p* < 0.01.

**Figure 1.** The Total IA Score in the Experimental Group (*n* = 9).

#### *3.3. Survey Score in Group Counseling of Experimental Group*

As shown in Table 4, the satisfaction degree of the experimental group for each group counseling was above 8.5. Paired-samples t-test revealed that the score of the experimental group on the scaling question at the last group counseling was significantly improved, compared with the first group counseling session (t = 8.00, *p* < 0.01).



#### *3.4. The Change Questionnaire after Group Counseling of Experimental Group*

Based on the change questionnaire after group counseling, the changes of college students can be summarized as "changes related to Internet use" (i.e., changes are directly related to Internet use, including Internet use time, Internet use attitude, Internet use form, etc.) and "changes related to daily life" (i.e., changes in other aspects of daily life that are not directly related to Internet use, such as schedule, interpersonal communication, studying, etc.) (Table 5).


**Table 5.** Benign Changes after Group Counseling of Experimental Group Members.

#### **4. Discussion**

This pilot study explored the intervention effect of solution-focused group counseling for college students' IA. The results of the comparison between the two groups found that the change in total IA scores as well as in the dimensions of compulsive use, withdrawal (Sym-C & Sym-W) and tolerance

(Sym-T) were significantly larger in the intervention compared to the control group. Within the experimental group, the scores in the four IA dimensions were significantly decreased and the change trend of the total IA score was similar for all subjects in the experimental group. In the dimension of time management problems (RP-TM), the follow-up test was significantly lower than the scores in the pre- and post-tests. In the other dimensions, the post-test was significantly lower than the pre-test, and the follow-up test was significantly lower than the pre-test. The score on the scaling question in the post-test in the experimental group was significantly higher than that in the pre-test, indicating that the members of the group subjectively felt improvements in IA after the group counseling. In addition, the open-ended responses revealed that Internet use time, attitudes toward Internet use and Internet use form, as well as many aspects of daily life of group members, have changed. Moreover, the satisfaction score of the experimental group for every-week group counseling was above 8.5 points, which showed that members valued the provided group counseling. Overall, the results described above indicated that solution-focused group counseling intervention has a positive effect on college students' IA and can lead to healthier Internet use and lifestyles.

After group counseling, the experimental group experienced more significant changes than the control group in IA-Sym, including but not limited to compulsion and withdrawal symptoms (Sym-C & Sym-W), and tolerance symptoms (Sym-T). However, there were no significant differences between the experimental group and the control group with regards to interpersonal and health-related problems (RP-IH), time management problems (RP-TM), and other related IA issues. These results indicated that the characteristics and advantages of SFBT make this therapeutic approach highly targeted, symptom specific, and efficient. Specifically, SFBT helps group members to clarify their goals and find clues to realize their goals by helping them visualize themselves after they use the Internet in a healthier and responsible fashion and avoid IA symptoms. SFBT is effective for several reasons. It guides group members to actively think about the function of the Internet, and to restructure their negative attitudes about the Internet towards more positive views of Internet use. SFBT encourages members to actively explore positive experiences and coping strategies for rational uses of the internet, and to search for past successful experiences to help discover and replicate effective methods of overcoming IA and uncontrolled use. All of this is done in combination with brainstorming, interpersonal communication and sharing, and other related processes to enrich the treatment milieu. SFBT stimulates group members to put various methods into practice through homework, thus gradually boosting changes in members' core IA symptoms. It should be noted here that the change in the experimental group is more significant and may be related to the effect of social desirability. Specifically, in the process of participating in group counseling, the experimental group establishes relationships with leaders and other members, and become eager for recognition and praise. This, coupled with clear goals of group counseling, may stimulate members to actively perform in line with group goals. Of course, this is also one of the motivations of the group. From the perspective of SFBT, the socially desirable responding of the parties is an important psychological resource, which can be used for achieving better results. Through asking questions, the parties can express their abilities and efforts in the process of answering, so that the parties can have a clearer understanding of how to make progress.

Research findings within the groups showed that the experimental group experienced positive significant changes in IA. The classification we employed is based on a study of a sample of 388 college students who completed the CIAS-R revised. They found that a cutoff of 46 separates normal from at-risk groups, and a cutoff of 53 separates at-risk from the Internet addiction group [32]. According to this standard, the average Internet addiction score of the experimental group in this study belongs to the range of Internet addiction before intervention, the range of Internet addiction risk after intervention, and the normal range after six months. Although it is only a rough comparison of the average value, it reflects the clinical significance of the intervention effect to a certain extent. However, the experimental group showed different changes in different aspects of Internet addiction. In terms of core IA symptoms (IA-Sym), such as compulsion (Sym-C), withdrawal (Sym-W) and tolerance symptoms (Sym-T), and time management problems (RP-TM), the immediate effect of group counseling was

quite positive and lasted to the follow-up test, six months later. In the Interpersonal and health-related problems (RP-IH) domain, there was no significant change after group counseling, but there was a significant improvement six months later. In addition, the open-ended reports after the follow-up period supported the quantitative data, indicating that experimental group members had experienced positive changes in Internet use and daily life. An earlier study [29] found that the application of SFBT in China can have positive immediate effect. Extending this view, the current study demonstrated that in the form of group counseling SFBT can have both short-term and long-term effects. Additionally, the solution-focused group counseling of this study first stimulated changes in core problems, and those changes were mostly maintained after group counseling. While changes in other dimensions were not as rapid and obvious as changes in core problems, there was still the possibility of change after the group counseling. De Jong and Berg [40] suggested that the professional value of SFBT is multidimensional. It encourages clients' involvement, improves clients' self-determination, maximizes their sense of empowerment, and promotes transferability. Specifically, SFBT helps clients to help themselves, maximizes client potential and resources in solving problems, and makes clients responsible for their own lives by applying what they got from the counseling to other scenarios through the process of creating solutions with counselors. Therefore, solution-focused group counseling not only achieved significant outcomes in treating core IA symptoms, but also had positive longer-lasting impacts on interpersonal relationships, learning, work and other life domains.

Many researchers have also conducted intervention studies on college students' Internet addiction, but follow-up tests are often conducted within six or eight weeks after the intervention [34,41]. We extend such studies in this paper, by focusing on long-term follow-up changes. Moreover, Cognitive-Behavioral Therapy has been widely applied to treatment of IA [42], but the existing cognitive behavioral therapies mostly draw on results of well-developed studies in substance addiction and intervention treatments of other mental disorders. These treatments may not be as efficacious with college students, which is a specific clinical group that needs to use the Internet, but needs to learn to do so responsibly, even under conditions of total freedom. These reasons may account for the limited success of these therapies with IA cases [43]. Besides shedding factors that have controlled their life, many college students lack self-control and behavior-selection strategies. Even if students make positive changes, these can be difficult to maintain. Moreover, each relapse to an addictive behavior will further undermine their self-efficacy [44], thus leading to increased engagement in addictive behaviors and further loss of control. Based on the concept of SFBT, the current pilot study respected the subjectivity of college students and helped them dig deeper into their own resources and strengths to solve the problem. In addition, the form of group counseling promoted positive feedback among members. This is not only conducive to the improvement in the core IA symptoms, but also helps to maintain the change and to generalize the change to other life domains.

Several limitations of the current study are noteworthy. First, the sample size is small. The reliability and validity of major measurement tools such as CIAS-R cannot be fully verified, and the generalizability of the results may be limited. Future studies can consider increasing the sample size to verify the reliability and validity of the measurement tools and improve generalization of the research results. Second, the variables in this study are all self-reported, subjective and easy to be influenced by the effect of social desirability. Future research can consider obtaining more objective data from different approaches such as multi-subject evaluation by consultants, classmates, etc., and/or control for social desirability bias. Third, the sample included college students. The design of the focus solution group counseling program is based on college students' cognitive development level and other psychological characteristics, and the Internet addiction level of the subjects is controlled. In the future, when the group counseling program is applied to other age, identity or Internet addiction level groups, it needs to be revised according to the specific situation. Fourth, changes brought by group counseling may be subtle and even unconscious. More sensitive indicators, such as using neurophysiology related technologies to explore brain structure and functions following SFBT [43], can be used in future research to lay a foundation for improving IA interventions.
