Still a rite of passage? A perspective on current therapeutic attitudes and interventions in relation to cyberbullying
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Abstract This paper examines cyberbullying concerning therapeutic interventions. A section on bullying and how bullying impacts the therapeutic environment is included. The author provides his definition of bullying to incorporate cyberbullying and how it is no longer a “new issue” but an evolving one. The current status of therapeutic interventions used to support victims of cyberbullying has been explored, emphasising their effectiveness in assisting those experiencing bullying. A segment has been implemented to comprehend whether practitioners fully understand the potential implications of cyberbullying on clients, whether bullying is still seen as a “rite of passage” and what the possible consequences of this could be. Peer interventions and support groups concerning cyberbullying have been referenced, including The KiVa Programme, the Shared Concern Method and The Circle of Friends Method. These have highlighted specific examples of therapeutic and nontherapeutic approaches to intervene with cyberbullying. A section on potential further training is presented for practitioners working within educational environments. Moreover, physical, psychological, sexual and relational bullying are discussed in the article when applicable, with the umbrella term “bullying” used to discuss all forms of bullying at once. The paper has uncovered two key messages: (1) cyberbullying requires more awareness in counselling and is no longer a new issue and (2) more extensive training is required to assist therapists to work with cyberbullying victims.
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Similar knowledge gaps were found with therapeutic practitioners.
“Similar knowledge gaps were found with therapeutic practitioners (105).”
From A thematic analysis of adolescents’ perceptions of cyberbullying and cyberaggression: definitional distinctions and educational gaps (2026) · cites this paper as [105]
Teachers have also been found to blame adolescent victims, despite receiving training on recognizing and managing cyberbullying.
“Moreover, these inclinations are not confined to peers as teachers have also been found to blame adolescent victims, despite receiving training on recognizing and managing cyberbullying (105).”
From A thematic analysis of adolescents’ perceptions of cyberbullying and cyberaggression: definitional distinctions and educational gaps (2026) · cites this paper as [105]
The Practitioner Attitudes section (p. 7) says teachers may regard other forms of bullying as more pressing than cyberbullying, but does not say they blame adolescent victims. The Further Training section (p. 13) recommends training for therapists; it does not report that teachers received training and blamed victims afterward. Searches for teacher victim-blaming and training found no passage establishing the claim. (LLM, conf=0.74)
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“Moreover, these inclinations are not con fi ned to peers as teachers have also been found to blame adolescent victims, despite receiving training on recognizing and managing cyberbullying (105).”
- Authors
- Jones, C.
- Affiliations
- University of Chester (GB)
- Corresponding author
- Jones, Callum
- ORCID
- Jones, Callum
- Venue
- Counselling and Psychotherapy Research
- Publisher
- Wiley
- Published
- 2023-03-15
- Volume
- 24
- Issue
- 1
- Pages
- 9-15
- ISSN
- 1473-3145 (ISSN-L)
- 1746-1405
- OpenAlex
- W4324382890
- Cited by
- 2
- References
- 40
- Citations by year
- 2026: 1 · 2025: 1
- FWCI
- 0.59
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Counselling and Psychotherapy Research (publishedVersion)
- ChesterRep (University of Chester) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Psychology › Social Psychology › Counseling Practices and Supervision
- Keywords
- cyberbullying, bullying, therapeutic interventions, cyberbullying victims, rites of passage, peer intervention, support groups, practitioner training, counseling, physical bullying, sexual bullying, relational bullying, psychological bullying
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