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Article
Open AccessHel** School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention
Cross-age tutoring and co-operative group work have been shown to help student tutors and tutees acquire academic and non-academic skills and knowledge. A novel intervention (Cross-Age Teaching Zone, CATZ) tha...
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Article
Open AccessPromoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention
In tackling the widespread problem of bullying victimisation, researchers have acknowledged the value of focusing on changing bullying-related beliefs and using peer-based interventions. In three studies (N = 419...
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Article
Open AccessComparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender
Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. Th...
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Article
Predicting children’s liking of school from their peer relationships
Prior studies have established that children’s peer relationships and school adjustment are associated. The main aims of the current study were to test if four measures of peer relationships (Peer Acceptance, ...
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Article
Cross-Sectional and Longitudinal Relations Among Children's Trust Beliefs, Psychological Maladjustment and Social Relationships: Are Very High as Well as Very Low Trusting Children at Risk?
Four hundred and thirty-four children enrolled in school years 5 and 6 in the United Kingdom were administered measures of trust beliefs in peers/best friends and psychosocial functioning (internalized maladju...
