4 Result(s)
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Peter J. R. Macaulay
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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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Chapter and Conference Paper
Perceptions and Understanding of Digital Self-Harm: A Qualitative Analysis of Mental Health Practitioners and Parents of Adolescents
The proliferation of digital technology has provided considerable connectivity benefits for young people due to the growth of social media platforms and applications. However, there is growing concern regardin...
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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...
