At a glance
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Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran
In Brief
A clinical study evaluating Direct Social Skills Training, Peer-Led Social Skills Training, and 1 other intervention for Cyberbullying. Completed, enrolled 252 participants across 1 site.
Detailed 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.
Study Details
Timeline
Interventions
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.
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.
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.