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Completed

NCT Number: NCT07204730

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

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.

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Key information

Conditions

Cyberbullying Adolescent Behavior Aggression Behavior Behavioral Symptoms Bullying Harassment, Non-Sexual Social Behavior

Age range

15 year–20 year

Sex eligibility

Male

Study type

Interventional

Phase

Not applicable

Primary location

Ahvaz Jundishapur University of Medical Sciences

Ahvāz, Iran

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

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.

Treatment and study plan

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.

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.

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.

Primary outcomes

  1. Emotional Intelligence

    Time frame: Baseline (pre-test) and theree months post-intervention

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

Secondary outcomes

  1. Cyberbullying Roles (Bully, Victim, Both, Neither)

    Time frame: 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.

Sponsors and collaborators

Lead sponsor

Ahvaz Jundishapur University of Medical Sciences

Other

Registry information

Official study title

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

Acronym: CyberPeer

Important dates

Study start
2024
Primary completion
2024
Study completion
2025
First posted
Oct 2, 2025
Registry last updated
Oct 2, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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