• A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: similarities and differences and implications for practice

      Boulton, Michael J.; Hardcastle, Katryna; Down, James; Fowles, John; Simmonds, Jennifer A.; University of Chester (Sage, 2013-11-11)
      Prior studies indicate that teachers differ in how they respond to different kinds of traditional bullying, and that their beliefs predict their intervention intentions. The current study provided the first extension of this work into the realm of cyber bullying. Preservice teachers in the United Kingdom (N = 222) were presented with vignettes describing three subtypes of traditional bullying as well as cyber bullying, and the latter was directly compared with the former. Dependent variables were perceived seriousness, ability to cope, empathy, and intentions to intervene. Results showed that responses to cyber bullying were most similar to verbal traditional bullying, but distinct from physical and relational traditional bullying. For cyber bullying, willingness to intervene was significantly predicted from the other three dependent variables (collectively and each one uniquely). No gender differences were observed. The implications of the results concerning how teacher educators could help teachers to deal with cyber bullying were discussed
    • Enhancing primary school children’s knowledge of online safety and risks with the CATZ co-operative cross-age teaching intervention: Results from a pilot study

      Boulton, Michael J.; Boulton, Louise; Camerone, Eleonora; Down, James; Hughes, Joanna; Kirkbride, Chloe; Kirkham, Rachel; Macaulay, Peter; Sanders, Jessica; University of Chester (Mary Ann Liebert, 2016-10-01)
      Children are heavy users of the internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the Cross-Age Teaching Zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n= 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.
    • Perceived Barriers that Prevent High School Students Seeking Help from Teachers for Bullying and their Effects on Disclosure Intentions

      Boulton, Michael J.; Boulton, Louise; Down, James; Sanders, Jessica; Craddock, Helen; University of Chester (Elsevier, 2017-01-29)
      Many adolescents choose not to tell teachers when they have been bullied. Three studies with 12-16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting. Three perceived negative outcomes were common; peers would disapprove, disclosers would feel weak/undermined, and disclosers desired autonomy. In study 2, students (N = 297, 153 females/134 males/10 unspecified) indicated how much they believed that the perceived negative outcomes would happen to them, and a substantial proportion did so. Perceived negative outcomes significantly predicted intentions to disclose being bullied. Study 3 (N = 231, 100 females/131 males) tested if the perceived negative outcomes would be strong enough to stop participants from telling a teacher even though the teacher would stop the bullying. This was the case for many of them. Participants did not report disliking peers who disclosed bullying. Theoretical and practical implications are discussed.
    • Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom

      Macaulay, Peter J. R.; orcid: 0000-0003-4891-9940; Boulton, Michael J.; Betts, Lucy R.; orcid: 0000-0002-6147-8089; Boulton, Louise; Camerone, Eleonora; Down, James; Hughes, Joanna; Kirkbride, Chloe; Kirkham, Rachel (Informa UK Limited, 2019-11-27)