Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students
AffiliationUniversity of Chester; University of Derby
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AbstractBullying 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 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.
CitationBoulton, M. J., & Macaulay, P. J. R. (2023). Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students. Research Papers in Education, vol(issue), pages. https://doi.org/10.1080/02671522.2023.2189289
PublisherTaylor & Francis
JournalResearch Papers in Education
DescriptionThis article is not available on ChesterRep