Effectiveness of Traditional (Face to Face) and Web-Based Cyberbullying Psychoeducation Programs Based on Cognitive Behavioral Therapy

Abstract

This study investigates the effectiveness of traditional (face-to-face) and web-based psychoeducation programs grounded in Cognitive Behavioral Therapy (CBT) on adolescents’ levels of cyberbullying and cognitive distortions. A total of 52 high school students were assigned equally to four groups: traditional, web-based, placebo, and control. Both psychoeducation programs consisted of nine parallel sessions/modules, covering CBT principles, cyberbullying dynamics, cognitive distortions, and coping strategies. Quantitative analyses revealed that both traditional and web-based programs significantly reduced cyberbullying behaviors and cognitive distortions, with these effects sustained at a six-week follow-up. ANOVA and t-tests confirmed that the traditional group outperformed placebo and control groups, while the web-based group significantly differed from the control. However, no significant difference was found between traditional and web-based groups in post- and follow-up scores, indicating equal effectiveness. The study contributes to the literature by introducing a CBT-based web intervention specifically targeting cyberbullies—a first of its kind—and demonstrates the feasibility of scalable, tech-integrated school counseling approaches. The structured, interactive design of the web program enhanced participant engagement and skill generalization. Limitations include the lack of a web-based placebo group and inability to apply homework assignments online. Future research should expand the scope with mobile versions, parent modules, AI integration, and application across different age groups. These findings support embedding both intervention types in school curricula to improve accessibility, efficiency, and long-term outcomes in combating adolescent cyberbullying.