Electronic and Gaming Over-Consumption/Addiction in Children, Adolescents and Young Adults, a New Crisis: Practical Strategies for Clinicians, School Professionals, Parents and Clients

New! Filmed Summer 2020

Presented by Jay Berk Ph.D.

On-Demand | Available Now


5.5 Hours  |  Pre-approved for 5.5 CEUs


This On Demand course and will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience.

All course content (quiz, certificate, videos) will be available until August 1, 2021. Extensions cannot be granted under any circumstances. 

Registration will close on July 1, 2021. 

This NEWLY RECORDED Five and a half hour webinar will emphasize practical information from clinician Jay Berk, Ph.D., Psychologist, with over 30 years experience working with children, adolescents and young adults.  Dr. Berk has become fully aware that over the years there has been a growing area of concern for individuals and was pleased to see that recently the World Health Organization recognized a diagnosis of electronic gaming addiction.

With Dr. Berk’s over 30 years of experience, he will guide individuals taking this course through the issues that lead to electronic addiction, co-morbiidities, the susceptibility factors, interventions and treatment modalities/techniques that clinicians, school professionals and others can use.

This seminar, as in Dr. Berk’s other seminars, stresses practical strategies and implementation rather than theory.  Although he will touch on statistics, he will focus more on strategies that truly work for intervention. Dr. Berk narrates the entire program whilse powerpoint slides reinforce his points

Dr. Berk’s seminars are time and time again reviewed by professionals in attendance and rated highly as some of the best seminars even seasoned professionals have ever attended.

Online Course Format

  • Online Training –Presented by Jay Berk Ph.D.
  • 5.5 CEUs
  • Non-Interactive – registrants will have access to lectures, PowerPoint presentation, demonstrations, video clips, and experiential exercises.
  • Recordings Available – Sessions will be pre-recorded and available for participants to access after the live date. All recordings will be available until two weeks after the online course is complete.

Introduction to Electronic and Gaming Addiction.

  1. What is gaming addiction according to the World Health Organization?
  2. What is the difference between gaming as recreation and those with a gaming addiction?
  3. What makes gaming and electronics so addictive?
  4. What populations are more susceptible to addictive behaviors?
  5. What is the progression generally seen with individuals who have these gaming problems?
  6. What are some of the accompanying diagnoses, such as anxiety, depression, autism and how do these challenges impact treatment?
  7. What are some special considerations regarding the specific populations with electronic/gaming over-consumption/addiction?
  8. Comparison of electronic and gaming addiction to other addictions, such as alcohol and eating disorders

Treatment implications for clinicians

  1. How to assess the level of gaming addiction an individual has
  2. Taking into account the whole picture; i.e., how did they get this way and why this etiology matters
  3. Treating not only gaming over-cosumption/addiction, but accompanying disorders
  4. Multisystemic approach treatment, including group, individual and family care
  5. Why integrated care is important in terms of success
  6. “Cold turkey” versus limited use
  7. How to work with those who have denial regarding the problem that others say they have
  8. Other factors to take into consideration for treatment success
  9. Medication considerations

School professionals

  1. Even if you are a clinician, you need to understand how school impacts individuals with electronic and gaming over-consumption/addiction, since they have access to electronics at school.
  2. What schools can do to educate children and adolescents regarding use
  3. Outline for digital citizenship; i.e., what children and adolescents need to learn to be successful in the electronic world
  4. Helping intervene in the electronic crisis; i.e., when outside factors come into the school building from conflict with children and adolescents online
  5. Recommendations for teachers in managing electronics in the classroom
  6. Recommendations for schools in managing electronics in the building
  7. Encouraging healthy use of electronics

Parent recommendations.  If you are a clinician or school district, you may be wondering how to work with the parents and if you are a parent, looking for suggestions yourself.

  1. Rage, rage, rage when taking away the games is one of the biggest issues.
  2. How much is too much?
  3. “Pay to play” and suggestions for balancing other activities
  4. Loss of friends and outside interests, how to encourage a healthy balance
  5. Techniques to manage electronics in the home
  6. What you need to know about devious activities
  7. Inappropriate content and how to handle these discussions
  8. How to handle when the child says, “My other friends are allowed to do this”.
  9. How to handle when the child is at other people’s homes

The Client Themselves

  1. The person who admits they have an issue versus those who don’t.
  2. How to deal with individuals who are not cooperative in terms of trying to help themselves
  3. How to help the person see what an addiction is and when it occurs
  4. How to prevent addiction and promote healthy use
  5. How to create a balance
  6. How to keep outside interests active
  7. What is “normal”?
  8. Electronics are here to stay, how do I manage them?
  9. The future of electronics, who knows?  But, there are guesses.

At the end of the seminar, participants should be able to:

  • Identify specific differences between those who use electronics in a healthy manner, those who are borderline, versus those who are addicted or have over-consumption.
  • Participants will be able to have a variety of intervention tools to utilize directly with their clients/students.
  • School personal or those working with school personal will have strategies to be able to help introduce healthy use of electronics and a balance.
  • Participants will be able to learn how to coach parents in better creating a balance or intervening with children or adolescents struggling with electronics.
  • Participants will be able to create for strategic plans for families to utilize with children and adolescents to prevent electronic over-usege/addiction and to intervene with those already addicted.
  • Participants will be able to identify strategies to use to prevent rage reactions and to interact when clients have rage reactions to games being taken away.
  • Participants will be able to identify at risk factors for future difficult behaviors, such as gambling addiction.
  • Participants will be able to help individuals develop better social skills needed as they relate to the reducing the likelihood of electronic and gaming over-consumption/addiction.
  • Participants will be able to help reduce the possible exploitation of children and adolescents on video games and electronics.
  • Participants will be able to reduce contagion factor of individuals being exposed to inappropriate online activity.
  • Participants will be able to identify specific strategies that can be taught and implemented in clinical, home, and/ or school settings.
  • Participants will receive up-to-date information regarding research that is applicable to treatment and intervention with this population.
  • Participants will be able to have specific strategies regarding populations that are at specific risk, such as autism, anxiety disorder and depression.
  • Participants will be able to help create gaming/internet contracts for families.
  • Participants will be able to help with designing both rewards and consequences for appropriate internet and gaming usage.

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Jay Berk, Ph.D., is a licensed clinical psychologist and an internationally recognized expert in the child/adolescent behavioural field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk has been treating clients with ODD, ADHD, autism, anxiety and stress, depression, learning disabilities, Tourette’s Syndrome and individuals who have Autism Spectrum Disorder. He conducts 15 social skills/mental health groups for children and adolescents and works daily with school and community professionals, families and parents. Dr. Berk continually consults for several school districts. In his private practice, in Beachwood, Ohio, he provides therapy for children, adolescents, families, testing and evaluation, school consultation as well as designed and facilitates alternative educational program.

RegistrationEarly bird FeeRegular Fee
Individual Enrollment229.00N/A
Full-Time Student179.00N/A

All fees are in Canadian dollars ($CAD).

For group and/or student rates please view our Terms & Conditions and contact webinars@jackhirose.com for more information and registration. 

  • Canadian Psychological Association
    The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved continuing education credits