• Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils

      Boulton, Michael J.; Trueman, Mark; Murray, Lindsay; University of Chester ; Keele University ; University of Chester (Wiley, 2008)
      This article discusses a study of 485 pupils aged 10-11 (from 11 junior schools in the UK) and levels of, and associations between, physical, verbal, and social exclusion victimization, fear of future victimization, and disrupted classroom concentration.
    • Concurrent and short-term longitudinal associations between peer victimization and school and recess liking during middle childhood

      Boulton, Michael J.; Chau, Cam; Whitehand, Caroline; Amataya, Kishori; Murray, Lindsay; University of Chester ; Middlesex University ; Keele University ; Keele University ; University of Chester (Wiley, 2009)
      This article discusses a study of 429 pupils (aged 9 - 11 years) in the UK which examined concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment (school liking and recess liking), and test if these associations were moderated by year and sex.
    • The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students

      Platt, Ian Andrew; Kannangara, Chathurika; Tytherleigh, Michelle; Carson, Jerome; University of Chester; University of Bolton
      Mental health in schools has attracted a lot of attention in recent years. Positive Psychology Interventions (PPIs) in secondary schools have been shown to improve mental health outcomes for students. Previous PPIs have tended to be delivered by trained Psychology specialists or have tended to focus on a single aspect of Positive Psychology such as Mindfulness. The current study involved 2 phases. Phase 1 was a pilot PPI, delivered by current university students in Psychology, which educated secondary school students (N = 90) in a variety of Positive Psychology concepts. Phase 2 involved delivering the PPI to secondary school students (N = 1,054). This PPI, the Hummingbird Project, led to improvements in student well-being, as measured by the World Health Organization Well-Being Index (WHO-5). The intervention also led to improvements in student resilience, as measured by the Bolton Uni-Stride Scale (BUSS), and hope, as measured by the Children’s Hope Scale (CHS). Results are discussed in the context of their implications for the future of psychological intervention in secondary school settings.
    • Predicting children’s liking of school from their peer relationships

      Boulton, Michael J.; Don, Jacqui; Boulton, Louise; University of Chester (Springer, 2011-05-01)
      Thhis article discussed a study which tested if four measures of peer relationships (peer acceptance, presence/absence of best friend, number of friends, and perceived peer support) could predict school liking concurrently and longitudinally across a 6 month period, and if gender moderated any of those associations.
    • Resistant to the message: Are pupils unreceptive to teachers’ anti-bullying initiatives and if so why?

      Boulton, Michael J.; Boulton, Richard; University of Chester ; Independent Researcher (Taylor & Francis, 2012)
      This article discusses a study of 227 8–11 -year-old junior school pupils and their response to teachers’ anti-bullying lessons.