Abstract—The current study presents an intervention program for coping with cyberbullying (CB) that has been developed and implemented among teachers. The paper presents the key elements of the program that provides teachers with knowledge and tools to cope effectively with CB events, as well as the findings of the study conducted to assess the program’s impact on the teachers’ knowledge, perceptions, and sense of self-efficacy. The study included 59 teachers (76% females) of students in grades 7-9, who were included in a workshop focusing on imparting knowledge and raising awareness of CB, its implications and risks, and skills for coping. When the teachers' perceptions and attitudes were examined after the program, findings show they knew more about CB, were better able to identify its signs, and reported higher levels of self-efficacy and the acquisition of concrete tools to assist their students. The study pointed toward the need to pay special attention to students with attention deficit hyperactivity disorder (ADHD), and providing coping tools to teachers who integrate students with ADHD in their classes seems. An expansion of the implementation of the program for additional, larger population of teachers is recommended.
 

Index Terms—cyberbullying, intervention program, teachers, ADHD

Cite: Dorit Olenik-Shemesh, Tali Heiman, and Denise Koppel Ben-Ari, "Developing, Implementing, and Evaluating an Intervention Program on Cyberbullying for Teachers," International Journal of Learning and Teaching, Vol. 4, No. 4, pp. 299-305, December 2018. doi: 10.18178/ijlt.4.4.299-305