Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Enrollment
- 252
- Locations
- 1
- Primary Endpoint
- Emotional Intelligence
Study Overview
Brief Summary
This study aims to explore ways to reduce cyberbullying among male high school students in Tehran by comparing two types of training: direct instruction from a psychologist and peer-led training. Cyberbullying is a serious problem that affects many teenagers, causing stress, emotional difficulties, and social challenges. Learning effective strategies to prevent and respond to cyberbullying may help improve students' emotional skills and overall well-being.
The study includes 252 male students from grades 9 to 11 in three high schools. School staff first attend a short session to learn about cyberbullying and its consequences. Students are then randomly assigned to one of three groups:
Direct Training Group: A psychologist leads six two-hour sessions teaching social skills such as empathy, problem-solving, and stress management.
Peer Training Group: A smaller group of volunteer students attends the same sessions and then shares the information with their classmates. Their progress is monitored weekly.
Control Group: Students receive no special training.
Assessments are conducted before the program and three months after it ends. All students complete a questionnaire that measures emotional intelligence and experiences with cyberbullying.
This study will provide information on the design, implementation, and feasibility of social skills training programs aimed at addressing cyberbullying in high school settings.
Detailed Description
The rapid growth of Internet use among adolescents has introduced both opportunities and risks. One significant concern is cyberbullying, defined as intentional, repeated harm inflicted through electronic communication. Male high school students may be particularly vulnerable to engaging in or being targeted by cyberbullying, and schools often lack structured programs to address these behaviors. Previous research suggests that social skills training, including empathy development, problem-solving, and stress management, may improve emotional regulation. Peer-led interventions have also been proposed as a strategy to leverage social influence to reinforce positive behaviors.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Prevention
- Masking
- None
Masking Description
This study was conducted as an open-label trial. Neither the participants, the peer or psychologist trainers, nor the outcome assessors were blinded to group assignments. All parties were aware of which intervention each participant received, as blinding was not feasible for this behavioral and educational intervention.
Eligibility Criteria
- Ages
- 15 Years to 20 Years (Child, Adult)
- Sex
- Male
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Male students in grades 9-
- •Age between 15 and 20 years.
- •Enrolled in one of the participating high schools in Tehran.
- •Parental/guardian consent and student assent provided.
- •Willingness to participate in training sessions and complete questionnaires.
Exclusion Criteria
- •Prior participation in intensive social skills or anti-cyberbullying training programs.
- •Diagnosed psychological disorders that would interfere with participation.
- •Inability to attend intervention sessions or follow-up assessments.
Arms & Interventions
Direct Psychologist-Led Training
participants received six two-hour social skills training sessions delivered directly by a licensed psychologist. The sessions focused on problem-solving, empathy, stress management, and strategies to counteract cyberbullying. Outcomes were assessed at baseline and three months post-intervention.
Intervention: Direct Social Skills Training (Behavioral)
Peer-Mediated Training
A small volunteer group of students attended six two-hour sessions with a psychologist and then delivered the same curriculum to their peers. Weekly progress reports were submitted to the psychologist to ensure fidelity. Emotional intelligence and cyberbullying outcomes were measured at baseline and three months post-intervention.
Intervention: Peer-Led Social Skills Training (Behavioral)
Control Group
Participants received no training during the study period. Outcomes were measured at baseline and three months post-intervention to serve as a comparison for the intervention groups.
Intervention: Control No Training (Other)
Outcomes
Primary Outcomes
Emotional Intelligence
Time Frame: Baseline (pre-test) and theree months post-intervention
Emotional intelligence will be measured using the Bar-On Emotional Intelligence
Secondary Outcomes
- Cyberbullying Roles (Bully, Victim, Both, Neither)(Baseline (pre-test) and three months post-intervention)
Investigators
Fereshteh Javanmardi
PhD, Principal Investigator
Ahvaz Jundishapur University of Medical Sciences