The key to intervention may be personal relationships

In considering what might be done about cyberbullying, one of the researchers with a relatively long-time focus on the problem proposes that schools have placed too much emphasis on discipline and punishment rather than addressing root causes. This researcher proposes that we more carefully examine attitudes and power differentials. Schools are expected to do something, but more attention should be focused on what is not being discussed as a related target for intervention - homophobia, sexism, racism, and other “differences”. Why do we watch as these and other factors percipitate attacks and we remain quiet? Change based on punishment alone will be difficult unless values and attitudes are addressed.

This author proposes some specific reasons for the inaction of those with an awareness of cyberbullying (Sharif, 2008). Included are the following:

• diffusion of responsibility,
• feelings of intimidation,
• lack of strategies, and
• concern for the support of adults.

The “diffusion of responsibility” issue is classic social psychology as might be discussed in an Introduction to Psychology course. In that context this issue might be described as the “bystander effect” (Darley & Latane, 1968). The bystander effect proposes that the likelihood of any given observer stepping forward to assist a victim decreases as the number of bystanders increases. So, if you understand that you are the only observer in a social situation and there is a problem, you understand that responsibility falls on you. If you know or assume that others are present, this burden diminishes. This might apply to cyberbullying as it might often be assumed that the number of other observers is unlimited. Why get involved? Let someone else take care of the problem.

It might also be assumed that siding with a victim would make you vulnerable to similar attacks from the perpetrator. Hence, observers may be inhibited by a sense of intimidation. Then, there is the concern for what one should do. What should be said? What technological protections are available and how are they implemented? What is likely to work, with what type of aggressor and in what situations?

Finally, victims may express concern that they will not be assisted if they bring their plight to the attention of adults. It is clear from many studies (e.g., Holfeld & Grabe, 2012) that students seldom turn to their teachers for assistance. We commonly urge students to report when they are cyberbullied, but they do not do so. Understanding this reality is important when you consider the common recommendation in schools that students report their experiences to school personnel. It seems there is the perception among many adolescents that adults will expect young people to learn to take care of their own problems or that adults will respond by limiting student opportunities to use technology. Why bother to report if you expect that adults will regard your claims as tattling or to treat you as inept and unable to handle your own business?

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