Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran
Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran
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.
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.
Inclusion Criteria:
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:
Diagnosed psychological disorders that would interfere with participation.
Inability to attend intervention sessions or follow-up assessments.