Cyberbullying
Conditions
Keywords
Cyberbullying, Peer Education, Social Skills Training, Emotional Intelligence, High School Students, Adolescent Behavior, Virtual Harassment, School-based Intervention, Peer-led Training, Direct Instruction
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.
Interventions
BEHAVIORALDirect 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.
BEHAVIORALPeer-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.
OTHERControl 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.
Sponsors
Ahvaz Jundishapur University of Medical Sciences
Study design
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.
Intervention model description
Participants were randomly assigned to one of three groups: direct psychologist-led training, peer-mediated training, or control (no intervention). Each group received its assigned intervention (or no intervention) simultaneously, and outcomes were assessed at baseline and three months post-intervention to compare effectiveness across groups.
Eligibility
Sex/Gender
MALE
Age
15 Years to 20 Years
Healthy volunteers
Yes
Inclusion criteria
* 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.
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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Emotional Intelligence | Baseline (pre-test) and theree months post-intervention | Emotional intelligence will be measured using the Bar-On Emotional Intelligence |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| 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. |
Countries
Iran
Outcome results
None listed