DON’T BE A BYSTANDER
CYBERBULLYING is a global phenomenon. It affects all age groups. Schoolchildren are easy
“preys”.
Cyberpsychologist Dr Mary Aiken’s book, The Cyber Effect, explains how human behaviour changes online. She devotes three chapters to discussing the impact of digital technology on children and young adults.
We recognise, understand and apply some of Aiken’s perspectives and findings on cyberbullying as we devise ways to guide our children in this hyperconnected world.
Cyberbullying is defined as “repeatedly critical remarks and teasing, often by a group”.
In a poll involving 24 countries, it was found that 12 per cent of parents reported that their children experienced cyberbullying.
Two factors that contribute to cyberbullying are “online anonymity” and “online disinhibition”.
Human behaviour is often amplified and accelerated online. You can do things anonymously online so much so you feel less restrained and bolder in your acts. This is also the reason bullies thrive in cyberspace.
Social media allows children to make “friends” online easily. A child who is active online and interested in social media could have thousands of contacts.
However, these are not friends in the real-world sense. These “friends” don’t know or care about you. They may be operating under a false name, age and identity.
Children who grow up spending most of their time online with thousands of these “friends” may not get enough experience to handle social groups in real world.
Spending more time on social media renders the child socially less competent.
Parents need to take heed that children who are immersed online may not necessarily be techsavvy or creative.
In the real world, it is bad enough if a few friends turn on you.
In the cyberworld, a mean and intentionally destructive text targeted at you can mean thousands of “friends” turning on you. This may cause one to turn inward and hide.
Schoolgoing children are hypersensitive to criticism. Not many have the social skills to deal with this onslaught. If help or counselling is not provided to children, there may be dire consequences.
One reason for cyberbullying to propagate, said Aiken, is the “bystander effect”. It is observed that the greater the number of people who witness a crime or emergency, the less likely one of them will respond. This is because everyone thinks someone else will act.
In cyberbullying, hundreds of “friends” may witness the bullying, yet no one steps forward. The victim is left to fend for himself or herself. This can be devastating to a child. As such, Aiken proposes a “Don’t Be a Bystander — Stand Up and Do Something” campaign.
Another reason cyberbullying thrives is the “theory of planned behaviour”.
This means “the more you mention something, the more you normalise it”.
Repeatedly detailing a cyberbullying case may have the unintentional effects of having would-be cyberbullyers copying the tactics and practice.
To address this, Aiken proposes the “Be a Cyber Pal” campaign, whereby schoolchildren are encouraged to be kind, considerate, supportive and loyal friends in cyberspace.
Parents and educators should know that “every contact leaves a trace, and nowhere is this more true than online”.
Cyberbullying is traceable as there are permanent digital records. This is not to suggest that parents and teachers play detectives.
But it is essential that they cultivate trust with their charges. When children open up and share their online texts, parents and teachers should scrutinise themfor insidious texts.
In a revolutionary move, Aiken proposes a computerised algorithm approach to identify antisocial behaviour, bullying and harassment online. For this to materialise, the cooperation of bigdata “social analytics”, social media and telecom companies is needed.
As Aiken says, a 21st-century problem requires a 21st-century solution.