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A Qualitative Exploration of Cyber-Bystanders and Moral Engagement

Published online by Cambridge University Press:  11 September 2013

Deborah Price ,
Deborah Green ,
Barbara Spears ,
Margaret Scrimgeour ,
Alan Barnes ,
Ruth Geer  and
Bruce Johnson
Deborah Price*
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
Deborah Green
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
Barbara Spears
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
Margaret Scrimgeour
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
Alan Barnes
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
Ruth Geer
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
Bruce Johnson
Affiliation:
University of South Australia, Adelaide, South Australia, Australia
*
address for correspondence: Dr Deborah Price, School of Education, University of South Australia, Mawson Lakes Campus, Mawson Lakes Boulevard, Mawson Lakes SA 5095, Australia. Email: [email protected]
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Abstract

Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.

Keywords

cyberbullyingcyberbystandercyber-bystanderhybrid-bystandermoral engagementyouthqualitativecase studycyberbullying education
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 24 , Issue 1 , June 2014 , pp. 1 - 17
Copyright
Copyright © The Author(s), published by Cambridge University Press on behalf of Australian Academic Press Pty Ltd 2013 

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