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

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

252 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-02-20

Study Completion Date

2025-04-01

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

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.

Related Clinical Trials

Explore similar clinical trials based on study characteristics and research focus.

Cyberbullying, Empathy, and Storytelling in Adolescents

NCT06508736

Cyberbullying

NOT_YET_RECRUITING NA

Motivational Interviewing-Based Training

NCT06972030

Social Exclusion Aggression Bullying of Child

NOT_YET_RECRUITING NA

Group Social Work Intervention in Improving Peer Relationships

NCT07057960

Bullying

ACTIVE_NOT_RECRUITING NA

The Effect of the Self-compassion Development Program on Bullying and Victimization in Middle School Students

NCT06656910

Bullying Bullying Victimisation

NOT_YET_RECRUITING NA

Educational Intervention on Promoting Fruit and Vegetable Consumption Among Students

NCT07124637

Promoting on Fruit and Vegetable Consumption

COMPLETED NA

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

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.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Cyberbullying

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

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.

Primary Study Purpose

PREVENTION

Blinding Strategy

NONE

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.

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

Direct Psychologist-Led Training

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.

Group Type EXPERIMENTAL

Direct Social Skills Training

Intervention Type 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-Mediated Training

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.

Group Type EXPERIMENTAL

Peer-Led Social Skills Training

Intervention Type 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 Group

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.

Group Type SHAM_COMPARATOR

Control No Training

Intervention Type 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.

Interventions

Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.

Direct 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.

Intervention Type BEHAVIORAL

Peer-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.

Intervention Type BEHAVIORAL

Control 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.

Intervention Type OTHER

Eligibility Criteria

Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.

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.

Minimum Eligible Age

15 Years

Maximum Eligible Age

20 Years

Eligible Sex

MALE

Accepts Healthy Volunteers

Yes