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Perceptions and Understanding of Digital Self-Harm: A Qualitative Analysis of Mental Health Practitioners and Parents of Adolescents

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  1. Article

    Open Access

    Hel** 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...

    Michael J. Boulton, Peter J. R. Macaulay in International Journal of Bullying Prevention (2024)

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  2. Article

    Open Access

    Promoting 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...

    Michael J. Boulton, Peter J. R. Macaulay… in International Journal of Bullying Preventi… (2023)

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  3. Article

    Open Access

    Comparing 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...

    Peter J. R. Macaulay, Michael J. Boulton… in Journal of Technology in Behavioral Science (2019)

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