Introduction
... [1]. Self-destructive behaviors are any type of behavior that endangers a person's physical, mental and social health and ultimately leads to incompatibility with the current situation in the educational, work and family situations [2]. ... [3, 4]. Social media plays the most important role in capturing the heart, soul and mind of the audience through psychological operations, and in this way, they can capture emotions, motivations and finally, influence the behavior of groups and individuals [5]. ... [6]. One of the media methods for influence the audience is known as Technique of Throwing to the Wolves [7]. ... [8-11]. Interactive media use the poor media literacy and critical thinking of the audience to shape self-destructive feelings and behaviors in the user [12]. ... [13-15].
Aim(s)
This study aimed to evaluate the effectiveness of the intervention-support protocol on self-destruction and media literacy in the staff of a military university.
Research Type
The method of the present study is applied in terms of purpose and in the group of quasi-experimental designs with the control and experimental groups, which was performed as a pre-test and post-test.
Research Society, Place and Time
The statistical population of this study was all staff of a military university in 2021-2022.
Sampling Method and Number
After people agree, media literacy and self-destruction tests were held among those who had a score higher than 62 in the self-destruction test and less than 60 in the media literacy test (limited media literacy), 40 people were selected as a sample through non-probability sampling method. In the next step, the participants were divided into two groups of 20 according to the table of random numbers.
Used Devices & Materials
The Agha Mohammadian Sherbaf and Moradian Self-Destructive Behavior Questionnaire with [1] (Cronbach's alpha coefficient 0.89) and the Media Literacy Questionnaire of Falsafi [16] (Cronbach's alpha coefficient 0.91) were the data collection tools in this study. Questionnaires were provided to statistical samples in a closed form for data collection. The supportive intervention protocol consisted of group training workshops for 10 sessions and 2 sessions per week for five consecutive weeks (one session per week for supportive intervention sessions and one session per week related to media literacy) which was implemented for the experimental group (Table 1 and 2). The experimental group also completed the questionnaires after the designed intervention protocol. The collected data were statistically analyzed after filtering the data and discarding the incomplete questionnaires. … [17, 18].
Ethical Permissions
The research was conducted by observing the ethical principles and confidentiality of the information of the questionnaire and observing the rights of the participants regarding the ability to leave the research at any time at the discretion of the individuals themselves.
Statistical Analysis
First, the basic defaults of analysis of covariance were examined, including multiple linearity, homogeneity of variances, homogeneity of regression slopes, and normality of dependent variables. In order to correctly use of tests and statistical methods, the distribution of the studied variables was determined using skewness and elongation coefficients. The default of the multivariate analysis of variance approach was examined before examining the main hypothesis on effectiveness of the intervention-support protocol on self-destruction and media literacy in the study population. In order to measure the vector compliance of dependent variables from a normal multivariate distribution and parity of variance-covariance matrices, box's M test was used. Due to the normality of data distribution, analysis of covariance was used to test the hypotheses and research questions. This study was performed using SPSS 26 software.
Finding by Text
Among the 40 participants in the study, 57.5% were between 20 and 30 years old (23 people), 25% were between 31 and 45 years old (10 people) and 17.5% were over 45 years old. 57.5% (n=23) of the samples were male and 42.5% were female. 75% (30 people) were married and 25% were single. The highest frequency of education was related to those with a bachelor's degree, which accounted for 50% of the total scale. After that, respectively people with master's degree (27.5%; 11 people), associate degree (15%; 6 people) and PhD (7.5%; 3 people) had the highest frequency. The mean of self-destructive scores of the control group in the two conditions of pre-test (107.45±20.85) and post-test (109.85±17.05) were almost the same and no significant difference was seen. However, in the experimental group, the mean of self-destructive scores in the post-test mode (77.75±15.09) was significantly different from the pre-test (115.50±14.35) (Table 3). Also, in the control group and in the pre-test condition, the mean score of media literacy was 47.35±8.71 and in the post-test stage was 45.70±6.85. In the experimental group, in the pre-test condition, the average score of media literacy was 45.30±7.81 and in the post-test was calculated as 62.60±7.12 (Table 4). All statistical test defaults were reviewed and confirmed (Table 5). The data distribution of all variables was also normal. According to the self-destructive scores of the samples in the control and experimental groups (Table 1), the significance level of the group variable (test statistic equal to 70.417 and significance level equal to 0.01) was less than 0.05 and with pre-test control, the mean score Self-destruction was different in the control and experimental groups. Also, the square of ETA and the effect or difference of the experimental group was equal to 0.656, which meant that 65.6% of the individual differences in the scores of the self-destructive dependent variable were related to the group variable. Also, the statistical power was equal to one, which determined the high power of this test. Also, based on the research findings, the mean scores of self-destruction after the intervention-support protocol in the experimental group decreased and was found to be statistically significant. Therefore, the first hypothesis on the effect of intervention-support protocol design on self-destruction with 95% probability was confirmed (Table 6). Also, according to the media literacy scores of the samples in the control and experimental groups (Table 2), based on the results, the significance level of the group variable (test statistic equal to 133.996 and significance level equal to 0.01) was less than 0.05 and with pre-test control, the mean score of media literacy was different between the control and experimental groups. In addition, the square of ETA and the effect or difference of the experimental group was equal to 0.784, which meant that 78.4% of the individual differences in the scores of the media literacy dependent variable were related to the group variable. Statistical power was also calculated to one, which characterized the high power of this test. Findings showed that the mean scores of media literacy after the intervention-support protocol in the experimental group increased significantly. Therefore, the second hypothesis of the research on the effect of intervention-support protocol design on media literacy was confirmed with 95% probability (Table 7). The significance level of box's M test was 0.903 and greater than 0.05 which indicated the equality of the observed covariance matrices of the dependent variables between the different groups and the default of using multivariate analysis of covariance was confirmed. Based on the results of multivariate analysis of covariance (test statistic equal to 76.849 and significance level equal to 0.01); the significance level of all tests (Pillay, Wilks' Lambda, hoteling effect and the Roy's Largest Root) were less than 0.05, the group effect in the model was significant by controlling the experiments. Eta squared was also equal to 0.874. Statistical power was also calculated equal to one, which characterized the high power of this test. Therefore, the general hypothesis of the research on the effectiveness of the intervention-support protocol on self-destruction and media literacy was confirmed.
Main Comparison to the Similar Studies
Although no research has been done on an intervention program to reduce self-destruction of social media users, in the sections related to the effects of media storms on mental health and self-destructive behaviors, studies have been conducted that will be mentioned. This part of the findings is consistent with many studies [19-28]. The findings also confirmed the hypothesis stating the intervention-support protocol had a significant effect on media literacy. These results are consistent with the findings of Bahadori, Khosroshahi and Barghi [30] and Hosseini and Jahed research [31]. There is a positive and significant relationship between parental media literacy and social identity with media consumption in adolescents [30]. Soft warfare in various formats (media, intellectual and cultural, religious and value) and using a variety of tools including the press, books, blogs, internet groups, satellite networks, fashion and clothing markets, virtual and real color revolutions and sects has been formed the impact of which is greater among elites and academics due to their greater and more direct connection to the information society [31]. In explaining this result, we can refer to the theories of Cultivation, Crystallization and Social learning. The theory of crystallization states that the media influence the readers to determine the importance of events by highlighting a small event and obtaining strategic results from it. Accordingly, by publishing news based on it, the media overvalue consumption and make it the focus of the audience's thinking [29].
Limitations
Due to the limitations of stationery, it is recommended to use complementary collection methods such as interview and observation in order to access additional findings. Due to time and space constraints, research should be conducted in other geographical areas and time periods and other universities and the results should be compared.
Suggestions
It is suggested that more studies be conducted in this regard due to the lack of studies on the destructive effects of interactive media and the phenomenon of Throwing to the Wolves on self-destruction and media literacy,
Conclusions
The intervention-support protocol on self-destruction and media literacy is effective in society influenced by the media storm. Therefore, using this protocol to control the damage caused by storm media is practical.
Clinical & Practical Tips in Police Medicine
Due to the fact that lack of media literacy of university staff leads to self-destruction and psychological effects, it is suggested that in-service courses for university staff and courses in the student program be considered to promote media literacy. Also, preparing and distributing brochures and posters related to self-destruction improvement and media literacy promotion can be helpful.
Acknowledgments
This article is taken from a PhD dissertation at the Islamic Azad University, Tabriz, Iran.
Conflict of Interest
The authors state that there is no conflict of interest in the present study.
Funding Sources
The present study had no financial support.

Table 1) Intervention-support group meetings for self-destruct [17]

Table 2) Outline of the content of the media knowledge workshop [18]

Table 3) Descriptive indicators of self-destructiveness in pre-test and post-test times

in control and experimental groups (n=20)

Table 4) Descriptive indicators of media literacy in pre-test and post-test times
in two groups of control and experiment

Table 5) Results of regression slope homogeneity test

Table 6) Tests of effects between subjects on self-destructive variable
in control and experimental groups

Table 7) Tests of effects between subjects on media literacy variable
 in two groups of control and experiment