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Cyberbullying as a Learned Behavior: Theoretical and Applied Implications.

Christopher P Barlett¹

¹Department of Psychological Sciences, Kansas State University, 492 Bluemont Hall, Manhattan, KS 66506, USA.

Children (Basel, Switzerland)

|February 25, 2023

Summary

Learning theories like social learning and operant conditioning can explain cyberbullying perpetration. This study explores these theories and the Barlett Gentile Cyberbullying Model for intervention strategies.

Keywords:

cyberbullying learning theory

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Area of Science:

Psychology
Criminology
Sociology

Background:

Cyberbullying perpetration is a significant global problem.
Effective interventions require updated theoretical frameworks.
Learning theory offers a robust lens for understanding cyberbullying.

Purpose of the Study:

To review applicable learning theories for cyberbullying perpetration.
To examine the Barlett Gentile Cyberbullying Model.
To propose a learning-based perspective for interventions and future research.

Main Methods:

Literature review of learning theories (social learning, operant conditioning, general learning model).
Analysis of the Barlett Gentile Cyberbullying Model.
Theoretical integration of learning principles with cyberbullying dynamics.

Main Results:

Social learning, operant conditioning, and general learning models provide frameworks for understanding cyberbullying.
The Barlett Gentile Cyberbullying Model integrates learning theory and differentiates cyber from traditional bullying.
A learning perspective can inform intervention design.

Conclusions:

Learning theories are crucial for understanding the mechanisms of cyberbullying perpetration.
The Barlett Gentile Cyberbullying Model offers a valuable theoretical integration.
Future interventions and research should leverage learning theory principles.