@article{Aizenkot_Kashy-Rosenbaum_2024, title={The effectiveness of safe surfing, an anti-cyberbullying intervention program in reducing online and offline bullying and improving perceived popularity and self-esteem}, volume={14}, url={https://cyberpsychology.eu/article/view/12580}, DOI={10.5817/CP2020-3-6}, abstractNote={<p>Schools have been fighting cyberbullying through intervention programs, yet few interventions have been empirically evaluated. This study evaluates the effectiveness of a Safe Surfing anti-cyberbullying intervention program that is based on the theory of planned behavior in reducing bullying online and offline and improving student-perceived popularity and self-esteem. It was hypothesized that from pre- to post-intervention online and offline bullying rates will decrease; students’ negative perception of popularity will decrease; students’ self-esteem will increase, and; in classrooms where there has been a greater decrease in online and offline bullying following the intervention there will be a greater improvement in students’ negative perception of popularity and self-esteem. Data were collected from 1,550 students (53% males) in 3<sup>rd</sup> to 11<sup>th</sup> grades from 69 classes in 19 primary (68%), middle and high (32%) public schools in Israel. The students answered online questionnaires pre- and post-intervention. Results indicated a significant decrease in bullying online and offline post-intervention. Also, a significant improvement in perceived popularity and self-esteem was obtained among primary school students. The decrease in bullying online and offline was significantly associated with an improvement in perceived popularity and self-esteem. The study provides support for the positive role that school-based interventions against cyberbullying can have, and demonstrates that schools can make a difference in the way their students consume social networks. The findings also contribute to the debate about the co-occurrence between traditional bullying and cyberbullying. The findings may encourage school principals to approach peer victimization with a broader view and to develop intervention programs that capture students’ social experiences more holistically.</p&gt;}, number={3}, journal={Cyberpsychology: Journal of Psychosocial Research on Cyberspace}, author={Aizenkot, Dana and Kashy-Rosenbaum, Gabriela}, year={2024}, month={Feb.}, pages={Article 6} }