Myths or/and frequent questions about Addiction to the Internet

Reality: Although Internet addiction is more frequent in adolescents, it can affect people of any age, including adults who use technology for work, entertainment or socialising.

Reality: Although most adolescents use the Internet daily, only some of them do so in a way that could be considered problematic or addictive.

Reality: Drug addiction undoubtedly has dire consequences for many people, but the impact of Internet addiction should not be underestimated, as it can seriously impair a person’s daily life. 

Reality: The time spent online is not so important, as a person can be diagnosed with an Internet addiction if using it negatively affects important areas of life, such as work, studies, mental health or personal relationships.

Reality: When addictive behaviours develop, changes in the brain that hinder the control of some actions and activities can occur. Social, psychological and biological factors are often involved.

Reality: While limiting screen time is useful, Internet addiction generally requires a broader approach that addresses underlying causes, such as stress, anxiety or the search for instant gratification.

Reality: Although the most common Internet addictions are related to online video games and social networks, behaviours such as compulsive information seeking, binge-watching series, pornography use or online shopping can also lead to addiction.

Reality: Although not all forms of Internet addiction are recognized in diagnostic manuals such as the DSM-5, some variants - such as video game use disorder - are. Research on this topic is still developing.

Reality: Problematic or addictive Internet use has a complex origin and results from a combination of factors that contribute to its development. Families can play a fundamental role in treatment and recovery, especially for children and adolescents.

Reality: Schools, together with families and society, have the opportunity to teach reasonable, healthy use of devices: ensuring they are used when necessary, but not as the sole means of work or play. Thus, schools regulate when screens are used - by time of day, class, age or grade level - and for what purpose.

Reality: Children and adolescents will surely use screen devices for the rest of their lives, and so have to learn to make healthy use of them. The process of teaching and learning is still being established and must be agreed upon by families, educators, health professionals and society as a whole.