The Effects of Play-based Reality Therapy Program with Parent Education on Reduced Risk of Smartphone Addiction in Children

Abstract

Objective The purpose of this study was to examine the effect of play-based reality therapy program on children’s self-control, mother–child relationship, and the risk of smartphone addiction. Methods The subjects of this study were 18 mother–child pairs who complained of difficulty in their relationship. Subjects were sampled from children found to have a potential risk of smartphone addiction, as assessed by the smartphone addiction proneness scale, and were divided into an experimental group (N = 8) and a control group (N = 8). The play-based reality therapy program was applied to the children for a total of 16 sessions, twice a week, 50 minutes per session, and parent education was applied to the mothers for a total of 8 sessions, once a week, 90 minutes per session. Results First, play-based reality therapy program with parent education had a positive effect on the children’s self-control. Second, play-based reality therapy program with parent education caused positive changes in the subjects’ mother–child relationship. Finally, play-based reality therapy program with parent education positively improved the use of smartphone in the children with a risk of smartphone addiction. Conclusion This study designed a play-based reality therapy program with parent education and proved that the program had positive effects for children with a risk of smartphone addiction and their mothers. Further, by executing parent education for the mothers of children with a risk of smartphone addiction, this study is meaningful in sustaining the therapeutic effect observed in children and in preventing smartphone addiction. Keywords: smartphone addiction, play-based reality therapy program, parent education