NCT07204730

Peer Group Training vs Direct Instruction to Reduce Cyberbullying Among High School Boys"

Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 252 (actual)
• Sponsor: Ahvaz Jundishapur University of Medical Sciences · Academic / Other
• Sex: Male
• Age: 15 Years – 20 Years
• Healthy volunteers: Accepted

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.

Conditions

• Cyberbullying

Interventions

Type	Name	Description
BEHAVIORAL	Direct Social Skills Training	Participants attended six two-hour sessions led by a licensed psychologist. Sessions focused on social skills, including empathy, problem-solving, stress management, and strategies to prevent and counteract cyberbullying. Outcomes were measured at baseline and three months post-intervention.
BEHAVIORAL	Peer-Led Social Skills Training	A volunteer group of students attended six two-hour sessions with a psychologist and then taught their peers the same curriculum. Weekly progress reports were submitted to the psychologist to ensure fidelity. Outcomes on emotional intelligence and cyberbullying were assessed at baseline and three months post-intervention.
OTHER	Control No Training	Participants in the control group received no intervention during the study period. Outcomes were assessed at baseline and three months post-intervention to provide a comparison for the experimental groups.

Timeline

• Start date: 2024-02-20
• Primary completion: 2024-04-01
• Completion: 2025-04-01
• First posted: 2025-10-02
• Last updated: 2025-10-02

Locations

1 site across 1 country: Iran