Ringrose Jessica, Ging Debbie, Mishna Faye, Milne Betsy, Horeck Tanya, Mendes Kaitlynn
IOE, UCL's Faculty of Education and Society, University College London, London WC1H 0AL, UK.
School of Communications, Dublin City University, D09 E432 Dublin, Ireland.
Behav Sci (Basel). 2025 Jan 18;15(1):81. doi: 10.3390/bs15010081.
In this paper, we report on creative- and arts-based sexual violence and bystander intervention workshops we developed and researched in England, Ireland, and Canada, through evaluation surveys, observations, and focus group interviews with nearly 1200 young people (aged 13-18). Whist the young people generally reported benefitting from the intervention, in the context of increasing use of digital technologies amongst youth, we explore the context-specific challenges they faced in learning about and being supported through bystander strategies across a wide range of diverse school spaces. We use the term postdigital bystanding to explicitly explore how teen's digital networks are often connected to the school-based 'real life' peer group, in ways that complicate clear distinctions between online and offline, arguing that these postdigital dynamics have not yet been adequately considered in bystanding interventions. We analyse how the intersectional community, cultural, and identity-specific factors in particular schooling environments shape responses to bystanding in postdigital environments, including how factors of sexism, defensive masculinity, elitism, racism, and a reluctance to report digital issues played out in the responses to the workshops. Finally, following young people's suggestions, we recommend that schools need to cultivate better safety and support strategies for youth in order to make postdigital bystander interventions more responsive and therefore effective in challenging and preventing sexual violence in society.
在本文中，我们报告了我们在英格兰、爱尔兰和加拿大开发并研究的基于创意和艺术的性暴力及旁观者干预工作坊，这些工作坊通过对近1200名青少年（年龄在13至18岁之间）进行评估调查、观察和焦点小组访谈展开。尽管青少年普遍表示从干预中受益，但鉴于青少年中数字技术的使用日益增加，我们探讨了他们在广泛多样的学校环境中学习旁观者策略并获得相关支持时所面临的特定背景挑战。我们使用“后数字时代旁观者”这一术语来明确探讨青少年的数字网络通常如何与基于学校的“现实生活”同龄人群体相联系，这种联系使得线上和线下之间的清晰区分变得复杂，我们认为这些后数字时代的动态在旁观者干预中尚未得到充分考虑。我们分析了特定学校环境中交叉性的社区、文化和身份因素如何塑造对后数字环境中旁观者行为的反应，包括性别歧视、防御性男子气概、精英主义、种族主义以及不愿报告数字问题等因素在对工作坊的反应中是如何体现的。最后，根据青少年的建议，我们建议学校需要为青少年培养更好的安全和支持策略，以使后数字时代的旁观者干预更具响应性，从而在挑战和预防社会中的性暴力方面更有效。
