Loading...
Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students
Boulton, Michael J. Macaulay, Peter J. R.
Boulton, Michael J.
Macaulay, Peter J. R.
Advisors
Editors
Other Contributors
Affiliation
EPub Date
Publication Date
2023-03-13
Submitted Date
Collections
Files
Loading...
Article - VoR
Adobe PDF, 951.76 KB
Other Titles
Abstract
Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. One approach is the CATZ Cross-age Teaching Zone anti-bullying intervention. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9ā15-year-olds in a pre-post experimental design (Nā=ā817, of which 546 experienced CATZ). Overall, participants expressed moderately positive views of the CATZ anti-bullying intervention, and these became significantly stronger following direct experience of it. Among participants who experienced the CATZ anti-bullying intervention, social validity ratings predicted a greater willingness to engage in it in the future. Alongside the extant data for its effectiveness, our findings support the wider use of the CATZ anti-bullying intervention in schools, and suggestions for how this might be brought about are discussed.
Citation
Boulton, M. J., & Macaulay, P. J. R. (2024). Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students. Research Papers in Education, 39(4), 629-649. https://doi.org/10.1080/02671522.2023.2189289
Publisher
Taylor & Francis
Journal
Research Papers in Education
Research Unit
DOI
10.1080/02671522.2023.2189289
PubMed ID
PubMed Central ID
Type
Article
Language
Description
Ā© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Series/Report no.
ISSN
0267-1522
EISSN
1470-1146