Peer Group Training vs Direct Instruction to Reduce Cyberbullying Among High School Boys"
- Conditions
- Cyberbullying
- Registration Number
- NCT07204730
- Lead Sponsor
- Ahvaz Jundishapur University of Medical Sciences
- 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.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- Male
- Target Recruitment
- 252
- Male students in grades 9-11.
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.
- 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.
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Primary Outcome Measures
Name Time Method Emotional Intelligence Baseline (pre-test) and theree months post-intervention Emotional intelligence will be measured using the Bar-On Emotional Intelligence
- Secondary Outcome Measures
Name Time Method Cyberbullying Roles (Bully, Victim, Both, Neither) Baseline (pre-test) and three months post-intervention Emotional intelligence will be assessed using the Bar-On Emotional Intelligence Inventory (EQ-i), which evaluates intrapersonal, interpersonal, stress management, adaptability, and general mood domains. Scores range from 0 to 100, with higher scores indicating greater emotional intelligence.
Trial Locations
- Locations (1)
Ahvaz Jundishapur University of Medical Sciences
🇮🇷Ahvāz, Iran
Ahvaz Jundishapur University of Medical Sciences🇮🇷Ahvāz, Iran