From theory to practice: Cyberbullying theory and its application to intervention

Cyberbullying perpetration has emerged as a world-wide societal issue; however, the majority of the research testing the predictors of cyberbullying behavior and the interventions that claim to reduce cyberbullying have inadequately applied sound theoretical reasoning. To assist education administrators, intervention specialists, social scientists, and others, we review the postulates of a recently developed theory that is unique to cyberbullying - the Barlett and Gentile Cyberbullying Model (BGCM). Specifically, we delve into the need for such a theory and how other similar theories may be inadequate in predicting cyberbullying above and beyond traditional bullying. Then we describe the learning-based theoretical foundation that helped to build the BGCM before reviewing research that validates such theoretical tenants. Finally, we conclude with how the BGCM can inform intervention efforts to hopefully reduce cyberbullying.