CyberbullyingCyberPeerNCT07204730
Peer Group Training vs Direct Instruction to Reduce Cyberbullying Among High School Boys"
A study testing Direct Social Skills Training and Peer-Led Social Skills Training in people with Cyberbullying, run by Ahvaz Jundishapur University of Medical Sciences at 1 site in Iran.
Trial 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. Read more about this study
- Who is it for?
- Ages 15 to 20 years, men onlyHealthy volunteers can take part
- Conditions the study is for
- Cyberbullying
- What is being tested?
- Direct Social Skills Training and Peer-Led Social Skills Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- Yes, some participants may receive a placebo
- How many people
- 252 participants
- Where
- 1 siteIran
- Study dates
- 20 Feb 2024to 1 Apr 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 15 to 20 years
- Men only
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- 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.
Who cannot join
- 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 locations and contacts
1 site in 1 country.
About this study
Official title: 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:
Read more
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.
Read the detailed 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.
- Conditions
- Cyberbullying
- Being tested
- Direct Social Skills Training, Peer-Led Social Skills Training, Control No Training
- Keywords
- Cyberbullying, Peer Education, Social Skills Training, Emotional Intelligence, High School Students, Adolescent Behavior, Virtual Harassment, School-based Intervention, Peer-led Training, Direct Instruction
- Medical subject headings
- Cyberbullying, Adolescent Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Direct Social Skills TrainingBehavioural
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 TrainingBehavioural
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 TrainingOther
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.
| Study group | Role | What they receive |
|---|---|---|
| Direct Psychologist-Led Training | Experimental | 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. Receives: Behavioral: Direct Social Skills Training |
| Peer-Mediated Training | Experimental | 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. Receives: Behavioral: Peer-Led Social Skills Training |
| Control Group | Sham comparator | 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. Receives: Other: Control No Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Emotional Intelligence
Emotional intelligence will be measured using the Bar-On Emotional Intelligence
Measured: Baseline (pre-test) and theree months post-intervention
Secondary outcomes (1)
Cyberbullying Roles (Bully, Victim, Both, Neither)
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.
Measured: Baseline (pre-test) and three months post-intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Oct 2025
- Study start20 Feb 2024
- Primary completion1 Apr 2024
- Study completion1 Apr 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (5)Papers the sponsor has linked to this study.
- Other trials for CyberbullyingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- 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.
- Masking
- None (open label)
- Enrolment
- 252 participants (actual)
Sponsor and investigators
- Lead sponsor
- Ahvaz Jundishapur University of Medical Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Fereshteh Javanmardi, Ahvaz Jundishapur University of Medical Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07204730
- Sponsor's protocol ID
- ORG-2025-001
- Other IDs
- CB-TEHRAN-2025
- Acronym
- CyberPeer
- Status last verified
- Sep 2025
- First submitted
- 13 Sep 2025
- Last updated
- 2 Oct 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided: At this time, a plan for sharing individual participant data (IPD) has not been finalized. The study involves data from high school students, including sensitive behavioral and emotional information. Any future sharing of data would follow strict de-identification procedures and comply with ethical guidelines and school policies to protect participant privacy.
Publications
Palladino BE, Nocentini A, Menesini E. Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggress Behav. 2016 Mar-Apr;42(2):194-206. doi: 10.1002/ab.21636.
PubMed 26879897Fousiani K, Dimitropoulou P, Michaelides MP, Van Petegem S. Perceived Parenting and Adolescent Cyber-Bullying: Examining the Intervening Role of Autonomy and Relatedness Need Satisfaction, Empathic Concern and Recognition of Humanness. J Child Fam Stud. 2016;25:2120-2129. doi: 10.1007/s10826-016-0401-1. Epub 2016 Mar 9.
PubMed 27375346Clonan-Roy K, Jacobs CE, Nakkula MJ. Towards a model of positive youth development specific to girls of color: Perspectives on development, resilience, and empowerment. Gender Issues. 2016; 33:96-121.
Bandura A. Social cognitive theory: an agentic perspective. Annu Rev Psychol. 2001;52:1-26. doi: 10.1146/annurev.psych.52.1.1.
PubMed 11148297Zhu C, Huang S, Evans R, Zhang W. Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures. Front Public Health. 2021 Mar 11;9:634909. doi: 10.3389/fpubh.2021.634909. eCollection 2021.
PubMed 33791270
Study at a glance
From the registry record, last updated by the sponsor on 2 Oct 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Comparing the Effect of Peer Group Training and Direct Instruction on Mechanisms to Counteract Cyberbullying Among Male High School Students in Tehran
- ClinicalTrials.gov ID
- NCT07204730
- Acronym / sponsor ID
- CyberPeer / ORG-2025-001
- Conditions
- Cyberbullying
- Keywords
- Cyberbullying, Peer Education, Social Skills Training, Emotional Intelligence, High School Students, Adolescent Behavior, Virtual Harassment, School-based Intervention
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 252 participants (actual)
- Lead sponsor
- Ahvaz Jundishapur University of Medical SciencesUniversity, hospital or other
- Study start
- 20 Feb 2024 (actual)
- Primary completion
- 1 Apr 2024 (actual)
- Study completion
- 1 Apr 2025 (actual)
- First posted
- 2 Oct 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed 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.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
- Model description
- 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.
| Arm | Type | Receives |
|---|---|---|
| Direct Psychologist-Led Training | Experimental | Behavioral: Direct Social Skills Trainingparticipants 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. |
| Peer-Mediated Training | Experimental | Behavioral: Peer-Led Social Skills TrainingA 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. |
| Control Group | Sham comparator | Other: Control No TrainingParticipants 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. |
Who may qualify
- Ages
- 15 to 20 years
- Sex
- Male only
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (5 listed)
- 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.
Key exclusion criteria (3 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Direct Social Skills TrainingParticipants 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. | Behavioural | Direct Psychologist-Led Training |
| Peer-Led Social Skills TrainingA 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. | Behavioural | Peer-Mediated Training |
| Control No TrainingParticipants 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. | Other | Control Group |
Primary outcome
Emotional Intelligence
Time frame: Baseline (pre-test) and theree months post-intervention
Emotional intelligence will be measured using the Bar-On Emotional Intelligence
1 secondary outcome
Cyberbullying Roles (Bully, Victim, Both, Neither)
Time frame: Baseline (pre-test) and three months post-intervention
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Oct 2025.
- Results publication: PubMed 26879897Palladino BE, Nocentini A, Menesini E. Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggress Behav. 2016 Mar-Apr;42(2):194-206. doi: 10.1002/ab.21636.
- Results publication: PubMed 27375346Fousiani K, Dimitropoulou P, Michaelides MP, Van Petegem S. Perceived Parenting and Adolescent Cyber-Bullying: Examining the Intervening Role of Autonomy and Relatedness Need Satisfaction, Empathic Concern and Recognition of Humanness. J Child Fam Stud. 2016;25:2120-2129. doi: 10.1007/s10826-016-0401-1. Epub 2016 Mar 9.
- Results publicationClonan-Roy K, Jacobs CE, Nakkula MJ. Towards a model of positive youth development specific to girls of color: Perspectives on development, resilience, and empowerment. Gender Issues. 2016; 33:96-121.
- Results publication: PubMed 11148297Bandura A. Social cognitive theory: an agentic perspective. Annu Rev Psychol. 2001;52:1-26. doi: 10.1146/annurev.psych.52.1.1.
- Results publication: PubMed 33791270Zhu C, Huang S, Evans R, Zhang W. Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures. Front Public Health. 2021 Mar 11;9:634909. doi: 10.3389/fpubh.2021.634909. eCollection 2021.
- Individual participant dataSharing planned: Undecided. At this time, a plan for sharing individual participant data (IPD) has not been finalized. The study involves data from high school students, including sensitive behavioral and emotional information. Any future sharing of data would follow strict de-identification procedures and comply with ethical guidelines and school policies to protect participant privacy.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Direct Social Skills Training and Peer-Led Social Skills Training in people with Cyberbullying, run by Ahvaz Jundishapur University of Medical Sciences at 1 site in Iran.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 2 Oct 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Iran. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. Some participants in this study may receive a placebo. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Emotional Intelligence (time frame: Baseline (pre-test) and theree months post-intervention). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07204730, which also lists 5 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 2 Oct 2025.