Helping School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention

Journal article


Boulton, M. and Macaulay, P. 2024. Helping School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention. International Journal of Bullying Prevention. pp. 1-13. https://doi.org/10.1007/s42380-024-00245-6
AuthorsBoulton, M. and Macaulay, P.
Abstract

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 was tested for its effects on student tutors’ thinking skills associated with (i) dealing pro-socially with peer provocations and (ii) avoiding hostile attribution bias. Small co-operative groups of 11- and 15-year-old students (N = 228) designed a CATZ lesson on these themes and delivered it to younger students. The CATZ tutors, but not matched controls (N = 189), showed significant improvements on both outcome measures. Participants aged 9 to 15 years (N = 469) were also asked about: (1) their willingness to act as CATZ tutors/tutees, (2) how effective they think such CATZ activities would be, (3) how much they valued autonomy in how they might deliver CATZ, and (4) their relative preference for being taught by older students versus teachers. Overall, participants expressed positive views of CATZ, which also helped students learn patterns of thinking that can help them avoid aggressive and conflict behavior. This initial evidence on the effectiveness of CATZ calls for further research to use CATZ across a range of social, emotional, and behavioral domains to support its wider uptake in schools.

KeywordsCATZ; Hostile Attribution Bias ; Peer Provocations ; Intervention; Social Validity
Year2024
JournalInternational Journal of Bullying Prevention
Journal citationpp. 1-13
PublisherSpringer Link
ISSN2523-3661
Digital Object Identifier (DOI)https://doi.org/10.1007/s42380-024-00245-6
Web address (URL)https://link.springer.com/article/10.1007/s42380-024-00245-6
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Open
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File Access Level
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Output statusPublished
Publication dates
Online20 Mar 2024
Publication process dates
Accepted05 Mar 2024
Deposited27 Mar 2024
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