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

NCT07204730 | Completed

• 2 other identifiers: ORG-2025-001CB-TEHRAN-2025
• Study Type: interventional
• Target: 252
• Locations: 1 country
• Sites: 1

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.

Conditions

Cyberbullying

Keywords

Cyberbullying; Peer Education; Social Skills Training; Emotional Intelligence; High School Students; Adolescent Behavior; Virtual Harassment; School-based Intervention; Peer-led Training; Direct Instruction

Outcome Measures

Primary Outcomes (1)

• Emotional Intelligence

  Emotional intelligence will be measured using the Bar-On Emotional Intelligence

  Baseline (pre-test) and theree months post-intervention

Secondary Outcomes (1)

• Cyberbullying Roles (Bully, Victim, Both, Neither)

  Baseline (pre-test) and three months post-intervention

Study Arms (3)

Direct Psychologist-Led Training

EXPERIMENTAL

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.

Behavioral: Direct Social Skills Training

Peer-Mediated Training

EXPERIMENTAL

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.

Behavioral: Peer-Led Social Skills Training

Control Group

SHAM COMPARATOR

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.

Other: Control No Training

Interventions

Direct Social Skills Training BEHAVIORAL

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.

Direct Psychologist-Led Training

Peer-Led Social Skills Training BEHAVIORAL

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.

Peer-Mediated Training

Control No Training OTHER

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.

Control Group

Eligibility Criteria

• Age: 15 Years - 20 Years
• Sex: male
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• 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.

You may not qualify if:

• 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.

Sponsors & Collaborators

• Ahvaz Jundishapur University of Medical Sciences: lead

Study Sites (1)

Ahvaz Jundishapur University of Medical Sciences

Ahvāz, Iran

Location

Related Publications (5)

• Palladino BE, Nocentini A, Menesini E. Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggress Behav. 2016 Mar-Apr;42(2):194-206. doi: 10.1002/ab.21636.

  PMID: 26879897 RESULT

• Fousiani K, Dimitropoulou P, Michaelides MP, Van Petegem S. Perceived Parenting and Adolescent Cyber-Bullying: Examining the Intervening Role of Autonomy and Relatedness Need Satisfaction, Empathic Concern and Recognition of Humanness. J Child Fam Stud. 2016;25:2120-2129. doi: 10.1007/s10826-016-0401-1. Epub 2016 Mar 9.

  PMID: 27375346 RESULT

• Clonan-Roy K, Jacobs CE, Nakkula MJ. Towards a model of positive youth development specific to girls of color: Perspectives on development, resilience, and empowerment. Gender Issues. 2016; 33:96-121.

  RESULT

• Bandura A. Social cognitive theory: an agentic perspective. Annu Rev Psychol. 2001;52:1-26. doi: 10.1146/annurev.psych.52.1.1.

  PMID: 11148297 RESULT

• Zhu C, Huang S, Evans R, Zhang W. Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures. Front Public Health. 2021 Mar 11;9:634909. doi: 10.3389/fpubh.2021.634909. eCollection 2021.

  PMID: 33791270 RESULT

MeSH Terms

Conditions

Cyberbullying; Adolescent Behavior

Condition Hierarchy (Ancestors)

Bullying; Aggression; Behavioral Symptoms; Behavior; Harassment, Non-Sexual; Social Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: 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.
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD, Principal Investigator

Model Details: 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.

Study Record Dates

• First Submitted: September 13, 2025
• First Posted: October 2, 2025
• Study Start: February 20, 2024
• Primary Completion: April 1, 2024
• Study Completion: April 1, 2025
• Last Updated: October 2, 2025

Record last verified: 2025-09

Locations

IR (1)