Parents Emotional Parenting Practices and Self-Control Influence on Online Gaming Behavior in Male and Female Adolescents

Online gaming is an action of playing the game with multiple player using internet connection. This study aims to analyze parent's emotional parenting practice and adolescent self-control on online gaming behavior among adolescents. The population in this research are vocational high-school students in Bekasi City. The school used in this research is chosen purposively that is State Vocational High-school 2 in Bekasi City. After 204 adolescents chosen, non-proportional random sampling was conducted to 60 respondents as sample between 16 until 18 years old who enrolled in vocational high school in Bekasi city. Data were collected by questionnaire with self-report technique. Most of the male and female adolescent emotional parenting practices are in a low category. Most male adolescent self-control are in the low category and females are in the middle category. Female adolescent self-control is higher than male adolescent. Most of the respondents are in the low category of online gaming. Male adolescents have higher rate of online gaming than female adolescent. There's a negative correlation between age, sex difference, negative and self-control with online gaming. There are direct influence of self-control and positive indirect effect of emotional parenting practice through self-control to online gaming.

UP-C Session 5: Look at My Thoughts

Chapter 15 introduces the idea of flexible thinking. This session teaches children to recognize that their initial negative or threatening interpretation of an ambiguous situation may not be realistic or accurate. The parent session introduces the concept of cognitive flexibility, emphasizing that their child’s first interpretation of a situation may not be the most realistic or accurate. Parents learn about the four thinking traps covered in the child component of the session (jumping to conclusions, mind reading, thinking the worst, and ignoring the positive) so that they can help their children identify thinking distortions. This session also covers an additional emotional parenting behavior (inconsistency) and its opposite parenting behavior (consistent reinforcement and discipline).

UP-C Session 2: Getting to Know Your Emotions

Chapter 12 provides education about the structure and function of emotions. Child group members begin to practice identifying and rating the intensity of their emotions, as well as breaking emotions down into their component parts (thoughts, body clues, behaviors). Children also learn to understand the course of their emotional experiences by examining what happens “Before, During, and After” a given emotion. The cycle of avoidance and other emotional behaviors are also covered. The parent session introduces the idea that parenting behaviors used in response to a child’s strong emotions may accidentally maintain or amplify the child’s distress. An overview of one common emotional parenting behavior (criticism) and its opposite parenting behavior (praise/positive reinforcement) is presented.

Experience My Emotions for Parents

Chapter 16 covers a number of sessions, all of which focus on teaching parents to help their children experience their emotions without using unhelpful emotional behaviors. Session 8 teaches parents to understand the importance of experiencing emotions rather than avoiding or suppressing them. Parents learn about and practice present-moment awareness and non-judgmental awareness. In Session 9, parents learn about situational emotion exposures as a different type of science experiment, as well as their role in helping their child practice exposures at home. This session also covers the emotional parenting behavior of excessive modeling of intense emotions and avoidance and the opposite parenting behavior of healthy emotional modeling. Session 10 teaches about using situational emotion exposure to face various strong emotions. During Session 10 parents also learn about safety behaviors and how to reduce their child’s use of them. Importantly, this session teaches parents how to use their opposite parenting behaviors to support their children during situational emotion exposures. In Sessions 11 through 14, parents learn what to expect as their child begins situational emotion exposures and how to manage common challenges that arise during exposure activities.

UP-C Session 9: Introduction to Emotion Exposure

Chapter 19 introduces the concept of a new type of science experiment, one in which children are encouraged to face strong emotions using situational emotion exposure. The children learn that exposure is one way for them to learn how to sit with uncomfortable sensations and make helpful choices going forward. This technique is demonstrated using a practice situational exposure in session. The parent session introduces parents to the concept of situational emotion exposure. Parents learn about how they can adjust the emotional parenting behavior of excessive modeling of intense emotions and avoidance with its opposite parenting behavior, healthy emotional modeling.

Consider How I Feel for Parents

Chapter 13 covers four sessions. In Session 1, parents learn about the structure of the UP-C treatment, the three-component model of emotions, and the cycle of avoidance. In Session 2, parents learn how to connect their child’s emotional experiences and the parents’ own reactions. They learn about four emotional parenting behaviors and learn how to decrease criticism and use positive reinforcement. Session 3 covers the concept of acting opposite to an emotional behavior. This session covers ways parents can reinforce positive behaviors or effective attempts at coping. Session 4 focuses on how children express and experience emotions in their bodies. Parents are taught to help children scan their bodies to become aware of body sensations. Parents learn about sensational exposures and the importance of supporting their children in completing them at home. Parents learn about the opposite parenting behavior of expressing empathy when children are struggling with strong emotions.

UP-C Session 6: Use Detective Thinking

Chapter 16 presents the skill of cognitive reappraisal, also referred to here as Detective Thinking. The Detective Thinking steps are coming up with an idea or a “best guess” of what might happen in a situation that elicits strong emotions, gathering facts and clues to find out whether this best guess is likely to be true, going over the clues, and coming to a final decision about what might realistically happen and how likely the initial best guess is to be true. Children learn how to apply Detective Thinking strategies to personally relevant emotional situations, treating their emotional thought as a guess and gathering evidence to see what else might be true. The parent session teaches the skill of cognitive reappraisal so that parents can support their child’s use of the skill at home. Parents learn about the emotional parenting behavior of overcontrol/overprotection and its opposite parenting behavior, healthy independence-granting.

Use Detective Thinking and Problem Solving for Parents

Chapter 15 covers two sessions. Session 6 teaches parents about the purpose of Detective Thinking. They learn how to help their children use the steps of Detective Thinking to gather evidence for emotional thoughts. They are also taught about the emotional parenting behaviors of overcontrol and overprotection and the opposite parenting behavior of healthy independence-granting. In Session 7, parents are taught to identify the differences between Detective Thinking and Problem Solving and how to help their child apply Problem Solving to conflicts with other people. Parents are taught how to promote independent use of Detective Thinking and Problem Solving skills at home.