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

Ahvaz Jundishapur University of Medical Sciences

Status: Completed

Conditions: Cyberbullying

Treatments: Behavioral: Peer-Led Social Skills Training; Behavioral: Direct Social Skills Training; Other: Control No Training

Study type: Interventional

Funder types: Other

Identifiers

NCT07204730

CB-TEHRAN-2025 (Other Identifier)

ORG-2025-001

Details and patient eligibility

About

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.

Full 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.

Enrollment: 252 patients

Sex: Male

Ages: 15 to 20 years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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252 participants in 3 patient groups

Direct Psychologist-Led Training

Experimental group

Description:

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.

Treatment:

Behavioral: Direct Social Skills Training

Peer-Mediated Training

Experimental group

Description:

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.

Treatment:

Behavioral: Peer-Led Social Skills Training

Control Group

Sham Comparator group

Description:

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.

Treatment:

Other: Control No Training