Bilişsel Davranışçı Terapiye Dayalı Geleneksel (Yüz Yüze)ve Web Tabanlı Siber Zorbalık Müdahale Psikoeğitim Programlarının Etkililiğinin İncelenmesi

Abstract

Bu çalışma, Bilişsel Davranışçı Terapi (BDT) temelli geleneksel (yüz yüze) ve web tabanlı psikoeğitim programlarının ergenlerin siber zorbalık düzeyleri ile bilişsel çarpıtmaları üzerindeki etkisini incelemektedir. Çalışmada 9. ve 10. sınıftan 52 öğrenci, eşit sayıda dört gruba (geleneksel, web tabanlı, plasebo, kontrol) atanmıştır. Her iki müdahale programı dokuz oturum/modülden oluşmuş, eşdeğer içerikler sunulmuştur. Bulgular, hem geleneksel hem de web tabanlı programların siber zorbalık ve bilişsel çarpıtmaları azaltmada etkili olduğunu ve bu etkinin altı hafta sonra da sürdüğünü göstermektedir. Geleneksel grup, plasebo ve kontrol gruplarına kıyasla anlamlı düzeyde gelişim gösterirken, web tabanlı grup da kontrol grubuna göre benzer şekilde anlamlı fayda sağlamıştır. Müdahaleler arasında son test ve izleme testi sonuçlarında fark görülmemiştir; bu da iki programın eşit derecede etkili olduğunu ortaya koymuştur. Bu çalışma, BDT’yi temel alan, yalnızca siber zorbalara yönelik geliştirilen ve teknolojiyle uyumlu ilk web tabanlı müdahale programlarından biri olması açısından alanyazına özgün katkı sunmaktadır.

Keywords

• Bilişsel Davranışçı Terapi (BDT)
• siber zorbalık
• bilişsel çarpıtmalar
• web tabanlı müdahale

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.

Keywords

• Cognitive Behavioral Therapy (CBT)
• Cyberbullying
• Cognitive Distortions
• Web-Based Intervention

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