Speaker
Description
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. 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) that combined them has reported positive effectiveness across a number of bullying domains. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9–15-year-olds in a pre-post experimental design (N = 817, 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.
Keywords
Bullying; Intervention; CATZ
| Please indicate what type of scientific contribution it is | Quantitative method study |
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| Please also indicate what kind of contribution it is: | Scientific |
