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Sean Carlino
Professor Kate Reed
English 101
7 August 2014
The Phenomenon of Cyberbullying:

Empowering the Bystander to Break the Cycle

Inherent in many schoolyards across America, is a tug-of-war struggle for power in the form
of bullying. Advancement in the world of technology has added a new layer to this problem and
has created a trend that has become known as cyberbullying. Hostile or hateful messages
distributed by bullies through emails, text messages or social media have lead to devastating
effects on childrens self esteem and sense of well being (Padgett and Notar 33). While anyone
can become a victim of cyberbullying, most are targeted because they are perceived to have a
vulnerability or a difference that the bully can take advantage of (33). There is, however, a third
party in this bullying process. Bystanders are often-overlooked participants who observe from the
sidelines as the abuse takes place. While little attention has been paid to the role of the bystander,
current research has shown that that they may be a key player in this phenomenon (Barlinska et
al. 39). It is only by examining their role that we can begin to appreciate some unique
opportunities that can be used to break the cycle of cyberbullying.
In cyberbullying, the role of the bystander has many of the same features as face-to- face
encounters, but the very nature of the cyberspace environment leads to some significant
differences. Most importantly, is the fact that cyberbullying usually occurs under the guise of
online anonymity, which can increase the bystander behavior that supports cyberbullying
(Barlinska et al. 39). Barlinska, Szuster and Winiewski suggest that bystanders often do not view
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themselves as participating in the cyberbullying process when in fact they do (39). For example,
the bystanders simple act of commenting on or forwarding derogatory messages, pictures or
videos that were originally designed by the bully to humiliate another child, helps to perpetuate
the cyberbullying process (39). Even the bystanders act of doing nothing can be interpreted by
both the victim and the bully as showing approval of the bullys online aggression (Machackova
et al. 27). Moreover, the mere fact that the bystander does not have to physically see the victim
can lead to a reduced sense of responsibility (Barlinska et al. 39). Barlinska, Szuster and
Winiewski suggest that this occurs as a result of Internet disinhibition, which they describe as,
the loss of self-control and the absence of restraints in social behavior (39). This more private
form of violence increases the likelihood that unacceptable social norms will go unpunished
because it is now easier to contribute to the harm of others without being noticed (39).
Furthermore, the large audience that cyberbullying can potentially attract, puts those who are
watching the bullying encounter into an unusual position (Machackova et al. 28). Viewers most
typically sit alone in front of their computer screen, so they are never sure how many others are
also watching (27). These conditions contribute to the bystander effect, in which the diffusion
of responsibility leads an individual to perceive that someone else will intervene when, in fact,
nobody does (27). In addition, this lack of face-to-face interaction does not allow for the
observation and interpretation of non-verbal cues from the victim. Information such as facial
expression, eye contact, body language and physical distance is normally used by observers to
interpret the impact that a confrontation is having on a victim (Barlinska et al. 39). Online
communication prevents these cues from getting through, leading to what Barlinska, Szuster and
Winiewski call the cockpit effect where, bystanders are often unaware of the actual harm being
done to the victim (39).
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Among the reasons that bystanders give for not supporting a victim of cyberbullying, is the
excuse of self-preservation (Machackova et al. 27). Bystanders often choose not to intervene
between the bully and their victim because they are worried that they will become the bullys
next target (27). This reaction is usually reported by bystanders who share the same traits as the
victim. Those with low self-esteem or who find themselves on the borders of the social hierarchy,
often choose a passive reaction when they witness cyberbullying (27). Some studies have shown
that those who lack self-efficacy, prosocial behavior and empathy, are also less likely to come to
the victims aide (27). These features are most often seen in older children and in boys (27).
Just when it seems like we have reached an impasse in finding hope for the victim of
cyberbullying, a small ray of hope begins to shine through. A group of researchers have now
begun to focus on those instances when the bystander does indeed step up and come to the aid of
the victim. But what are the features of these bystanders who decide to intervene? Barlinska,
Szuster and Winiewski have found that, in the context of cyberbullying, the role of empathy in
mitigating negative bystander behavior is of particular importance (40). They distinguish
between two different types of empathy: affective empathy and cognitive empathy. Affective
empathy is, the ability to effortlessly sense and powerfully experience the emotions of others
(40). Cognitive empathy is, the ability to understand the beliefs, feelings and intentions of
others (40). Cognitive empathy, in particular, has been found to be especially important in
promoting positive social relationships (40). It reduces behaviors that lead to prejudices and
increases an individuals tolerance for those who are viewed as different in society (40). Both
types of empathy have been shown to decrease aggressive behavior and violence towards peers
and are, potentially important inhibitors of bystander behavior that supports bullying (40).
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To examine this point, Machackova et al. completed a research study to determine the role of
empathy as an intervention to cyberbullying. The focus of their study was, to examine factors
which effect supportive bystander behaviors in the form of emotional support and advice given to
the victim of cyberbullying (28). They examined one hundred and fifty-six children across
thirty-four primary and secondary schools (28). The children completed questionnaires
anonymously in school computer labs and under the supervision of moderators (28). Participants
reported on their experiences with cyberbullying by answering questions specifically designed to
look at the relationships between the bully, the victim and the bystander (28). Several key pieces
of information were attained from this study. Those bystanders who had a prior, positive
relationship with the victim or who developed, upset feelings while witnessing the victimization
were more likely to come to the victims aid (25). In addition, bystanders were more likely to
intervene when victims directly asked for help but they were less likely to intervene if they had a
strong relationship with the bully (25). While it was previously felt that bystanders feared
retaliation, this study showed that bystanders were more likely to intervene in cyberbullying
because the anonymity of online communication left them feeling protected from the bully (25).
This research study points to several key interventions that could effectively help the victim of
cyberbullying. Firstly, it highlights the need to educate children to do the right thing; even during
times that they believe nobody else is watching (33). The encouragement of this prosocial
behavior, as well as educating children to act upon the negative feelings they develop when
observing aggressive behavior, will help to promote the empathetic traits required to counter
cyberbullying (33). Secondly, Machackova et al. point out that children should be, educated
about the effects of invisibility and anonymity in on line environments[so that] they can
evaluate the situation more adequately and react accordingly (33). Finally, one of the most
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important findings from Machackova et al.s research study is that bystanders are more likely to
intervene when asked by the victim directly and this intervention is usually effective in shutting
down the bullying behavior (33). School-aged children, therefore, should be encouraged to ask
for help if they are being victimized by a cyberbully (33). While this is not an exhaustive list,
these suggestions for intervention offer encouragement to the victims of cyberbullying and
promote the development of further ways of utilizing the bystander to break the cyberbullying
cycle.
The advancements of computers, cell phones and the Internet have swept the world at
lightning speed; however, it has not come without a price. This technology has allowed for a
destructive form of bullying to grab hold of many school-aged children. Cyberbullying has
allowed aggressive behavior to flourish within the anonymity of the online environment
(Barlinska et al. 39). While bystanders can help to perpetuate the victimization initiated by the
bully, they can also prove to be the answer in intervening and stopping it (Barlinska et al. 39).
Encouraging new research has shown the benefits of educating our youth on the importance of
empathy and the development of prosocial behaviors in combating cyberbullying (Machackova et
al. 33). In addition, this research has pointed to the importance of victims asking for help from
the bystanders of cyberbullying as an effective means of stopping the bullying behavior
(Machackova et al. 33). These early findings should encourage us to continue to explore the
effect of bystanders on the cyberbullying process. Several interventions and strategies could be
developed based on these results. This information would be of particular interest to educators,
school counselors, parents and student leaders. Focused attention to the impact of cyberbullying
can only be beneficial, because even if we only save one child from this pain, it would be worth
the effort.
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Works Cited
Barlinska, Julia, Anna Szuster, and Mikolaj Winiewski. "Cyberbullying among Adolescent
Bystanders: Role of the Communication Medium, Form of Violence, and Empathy." Journal
of Community & Applied Social Psychology 23.1 (2013): 37-51. Web.
Eitzen, D. Stanley, Maxine Baca Zinn, and Kelly Eitzen Smith. Social problems. 12
th
ed. Boston:
Allyn & Bacon, 2011. Print.
Machckov, Hana, et al. "Bystanders' Support of Cyberbullied Schoolmates." Journal of
Community & Applied Social Psychology 23.1 (2013): 25-36. Web.
Padgett, Sharon, and Charles E. Notar. Bystanders are the Key to Stopping Bullying. Universal
Journal of Educational Research 1.2 (2013): 33-41. Web.