Adolescent bystander behaviour in the school and online environments and the implications for interventions targeting cyberbullying
Document Type
Journal Article
Publication Title
Journal of School Violence
Publisher
Taylor & Francis
School
School of Arts and Humanities / Office of the Vice-Chancellor
RAS ID
20608
Abstract
The aim of this study was to add to the emerging knowledge about the role of bystanders in cyberbullying. To differentiate online versus offline bystander behaviours, 292 Australian children (mean age=15.2y; female=54.4%) reviewed hypothetical scenarios experimentally manipulated by bystander sex, relationship to target and perpetrator; and severity of bullying incident. In both environments, bystander helping behaviours were more likely when the target was a close friend, perceived harm to the target was high, and when bystanders were female. Bystanders also reported being less likely to approach teachers or publicly defend targets in online versus offline environments. This suggests programs designed to encourage positive bystander behaviours online can be similar to face-to-face approaches but need to recognise some aspects unique to the online environment
DOI
10.1080/15388220.2016.1143835
Access Rights
subscription content
Comments
Patterson, L. J., Allan, A., & Cross, D. (2017). Adolescent bystander behaviour in the school and online environments and the implications for interventions targeting cyberbullying. Journal of School Violence, 16(4), 361-375. https://doi.org/10.1080/15388220.2016.1143835