Technology-enabled bullying and adolescent resistance to report: The need to examine causal factors

Abstract

Purpose

This paper aims to highlight the need to examine the factors that influence adolescents' resistance to report their cyberbullying experiences to adults.

Design/methodology/approach

It outlines key factors that need to be considered when defining, operationalizing and examining adolescent cyberbullying as well as providing an examination of the literature on non-reporting behaviour both internationally and in the specific context of Ireland.

Findings

By doing so, it provides justification for the need to examine the causal factors that influence adolescent resistance to report their cyberbullying experiences.

Research limitations/implications

As the purpose of the paper is to provide a synthesis of the literature on cyberbullying and specifically the literature that point to the phenomenon of adolescent non-reporting of cyberbullying experiences, its contribution is necessarily non-empirical. Instead, it provides guidance that will assist other researchers seeking to build on this work through empirical data collection.

Social implications

Adult interventions to address adolescent cyberbullying can only take place if adolescents report their experiences to adult caregivers, be they parents or teachers. By outlining the factors that need to be considered when examining cyberbullying, this study will assist researchers who wish to examine this issue as well as teachers, parents and policy makers who seek to eliminate cyberbullying behaviour.

Originality/value

Research on cyberbullying and on the factors influencing adolescent non-reporting is remarkably limited. This study provides a strong academic framework contribution for other researchers seeking to progress the understanding of an emerging issue.

Citation

Connolly, J., Hussey, P. and Connolly, R. (2014), "Technology-enabled bullying and adolescent resistance to report: The need to examine causal factors", Interactive Technology and Smart Education, Vol. 11 No. 2, pp. 86-98. https://doi.org/10.1108/ITSE-04-2014-0003