Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 252
- 试验地点
- 1
- 主要终点
- Emotional Intelligence
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
盲法说明
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.
入排标准
- 年龄范围
- 15 Years 至 20 Years（Child, Adult）
- 性别
- Male
- 接受健康志愿者
- 是
入选标准
- •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.
排除标准
- •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.
结局指标
主要结局
Emotional Intelligence
时间窗: Baseline (pre-test) and theree months post-intervention
Emotional intelligence will be measured using the Bar-On Emotional Intelligence
次要结局
- Cyberbullying Roles (Bully, Victim, Both, Neither)(Baseline (pre-test) and three months post-intervention)
研究者
Fereshteh Javanmardi
PhD, Principal Investigator
Ahvaz Jundishapur University of Medical Sciences