Peter J. R. Macaulay- Doctor of Philosophy
- Senior Lecturer in Psychology at University of Derby
Peter J. R. Macaulay
- Doctor of Philosophy
- Senior Lecturer in Psychology at University of Derby
About
40
Publications
9,748
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
340
Citations
Introduction
My main research interests lie within the area of social developmental psychology. In particular, my work focuses on the perceptions and experiences of cyberbullying, face-to-face bullying, and bystander intervention. One current area of research explores how teachers and young people perceive and respond to cyberbullying in the school environment. A second strand of research examines how young people perceive personal and situational factors in bullying as a bystander.
Current institution
Additional affiliations
September 2019 - July 2021
November 2016 - September 2019
Position
- Lecturer
Description
- Responsibilities of an hourly paid lecturer are inherently of a professional nature and wide-ranging, which include: Direct and supportive teaching in lectures across a variety of modules including research methods and skills.
October 2016 - present
Position
- PhD
Description
- Peter has specific research interests surrounding e-safety training and cyber bullying. Peter is currently studying his PhD, exploring educators conceptualisations, response and prevention to cyber bullying.
Education
October 2015 - September 2016
September 2012 - July 2015
Publications
Publications (40)
The rise and availability of digital technologies for young people have presented additional challenges for teachers in the school environment. One such challenge is cyberbullying, an escalating concern, associated with wide-reaching negative consequences for those involved and the surrounding community. The present systematic review explored teach...
Those in the teaching profession are facing additional challenges when responding to
cyberbullying due to the unique features of publicity and severity. Such features are known to negatively impact on young people’s cyberbullying experiences. Teachers’ views on publicity and severity of cyberbullying are currently unknown. The current research draw...
Cyberbullying often occurs in group-based situations; therefore, how young people respond when they witness cyberbullying is important in the process of combating the issue. This study examined how young people perceive the severity of cyberbullying incidents and how they respond as a bystander according to different factors associated with cyberbu...
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. In three studies (N = 419, 237 intervention and 182 controls), we tested the effectiveness of the CATZ cross-age teaching programme by inviting small groups of 11-...
Children are spending increasing amounts of time online prompting practitioners and parents to raise concerns about their online safety. However, the impact of children’s subjective versus objective knowledge on their perceived online safety and attitudes towards e-safety education remain unclear. Questionnaires were used to assess children’s (N =...
Bullying research is often based upon Bronfenbrenner’s socioecological model, focusing on contextual level aspects associated with individual bullying experiences. Thus, various relevant contextual determinants of bullying have been identified, including classroom climate and school climate. However, even if interpersonal relationships are defined...
Individuals hold optimistic beliefs about the likelihood of experiencing cyberbullying relative to others. However, how cyberbullying experiences and technology use influence these perceptions remains unclear. Data was collected from 444 (371 female, 71 male, 2 non-disclosed) students (M age = 20.38, SD age = 3.51) recruited from two Universities i...
Individuals believe that negative events are less likely to happen to them than others – termed optimistic bias. The research aimed to explore developmental differences in comparative optimism for online identity theft (Study 1) and the impact of previous experiences of identity theft and representativeness of comparator groups for such judgements...
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...
Purpose-In response to growing concerns over the negative consequences of Internet addiction on adolescents' mental health, coupled with conflicting results in this literature stream, this meta-analysis sought to (1) examine the association between Internet addiction and depressive symptoms in adolescents, (2) examine the moderating role of Interne...
The proliferation of digital technology has influenced the growth of social media platforms and applications, transforming the way young people interact online. The global rise of social media also presents unintended consequences for young people, which can influence and impact their behavior. Cyberbullying is a serious issue among young people th...
Given the crucial role of bystanders in combating bullying in schools, there is a need to understand the reasons why children may or may not intervene on behalf of a victimised peer. The aim of the present study was to explore the association between children’s expectations of general peer reactions versus the reactions of their friends on three su...
Cyberbullying negatively impacts students and is a concern in educational settings. This chapter first reviews the context of cyberbullying, the impact it has on young people, and how its negative consequences spill into the school environment. We then discuss the role of teachers in addressing and preventing cyberbullying and the challenges they e...
This book is a compilation of the best papers presented at the 2022 edition of the Singapore Conference of Applied Psychology (SCAP), led by East Asia Research in Singapore in collaboration with the University of Derby in the UK and the Singapore University of Technology and Design. Chapters include research conducted by experts in the field of app...
The proliferation of digital technology has provided considerable connectivity benefits for young people due to the growth of social media platforms and applications. However, there is growing concern regarding the online behaviour ‘digital self-harm’. This study explored perceptions of digital self-harm held by key stakeholders—mental health pract...
The socio-ecological model is often used as a foundation for bullying prevention and intervention measures; parents and teachers both play an invaluable role in addressing bullying. Effective prevention and intervention tools should be collaborative between these two groups, but a comprehensive review of the nature and effectiveness of these has no...
Bullying 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-ol...
Background
Bullying victimization is a risk factor for social anxiety and disrupted classroom concentration among young people. Self‐esteem has been implicated as a protective factor, but extant literature is sparse.
Aims
Aim of present study was to test if a new measure of authentic self‐esteem can buffer the negative effects of bullying victimiz...
Despite cyberbullying being regarded as a new form of bullying, it is also contextualised within the broader bullying literature. This chapter will provide a review of the literature concerning cyberbullying, to offer an insight on its conceptualisation. The chapter will discuss the development of digital technologies and opportunities to communica...
Background: A large theoretical and empirical literature indicates that parenting practices affect young people’s well-being and resilience, but there is much still to learn about psychological mechanisms, especially beyond infancy/early childhood. A recent model of authentic self-esteem argues that it arises out of experiences of challenge situati...
Due to the rise and availability of digital technologies, the nature of
bullying has moved from traditional face-to-face bullying to via
communication technologies. These bullying behaviours online are
collectively known as cyberbullying. Cyberbullying results in negative
outcomes for those involved and is increasingly presenting a cause for
co...
Global development of digital technologies has provided considerable connectivity benefits. However, connectivity of this scale has presented a seemingly unmanageable number of potential risks to psychological harm especially experienced by children and adolescents; one such risk is cyberbullying. This chapter will initially address the origins of...
Chapter 1. Factors leading to cyber victimization investigates the unique characteristics of online spaces that may increase the risk of victimization, including the individual and social factors that cyber aggressors focus on when selecting targets. Suggestions are made as to how to promote policy changes and best practice to protect individuals f...
Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. The present study examined 868 (47.2% female) 11-13-year-old early adolescent pupils’ bystander responses across a series of hypothetical vigne...
Those in the teaching profession are facing additional challenges when responding to cyberbullying due to unique features of publicity and severity. Such features are known to negatively impact on young people’s cyberbullying experiences. Teachers’ views on publicity and severity of cyberbullying are currently unknown. The current research draws on...
To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers (PSTs). Thematic analytical approach revealed three themes: (a) evolving nature of bullying, (b) involvement in cyberbullying and (c) management of cyberbullying. PSTs discussed how cyberbullying wa...
This study investigated children's (N = 329) perceived online safety, subjective and objective knowledge of online safety/dangers, and attitudes to e-safety education. Participants completed a questionnaire that measured these constructs, and responses were shown to have satisfactory internal and test-retest reliability. While participants on the w...
Young people are vulnerable to online risks such as cyberbullying due to the increased accessibility of digital technologies. Although cyberbullying often occurs outside of the school environment, it can have a detrimental impact on academic achievement and attainment. To gain an insight into how those entering the teaching profession regard cyberb...
Cyberbullying presents many challenges for educators across a variety of educational levels (pre-service; primary; secondary & college). To assist in understanding cyberbullying in the school environment, it is important to consider educators conceptualisation and perceptions towards the growing phenomena. A systematic review was conducted to inves...
Background: Traditional and cyberbullying has been a concern amongst educators. Bystanders contribute a significant role between the bullying dyad, providing an active or passive influence on the (cyber) bullying outcome. The current study aimed to explore bystander behaviour according to the type of bullying (traditional vs cyber), bullying severi...
The current study aimed to explore bystander behaviour according to the type of bullying (traditional vs cyber), bullying severity (mild, moderate & severe) and bystander empathy. Gender was also explored. A total of 868 adolescent pupils’ (males: N = 458, females: N = 410) across two year groups (year 7: N = 405, year 8: N = 463) participated in t...
The current study aimed to explore bystander behaviour according to the type of bullying (traditional vs cyber), bullying severity (mild, moderate & severe) and bystander empathy. Gender was also explored. A total of 868 adolescent pupils’ (males: N = 458, females: N = 410) across two year groups (year 7: N = 405, year 8: N = 463) participated in t...
This systematic review will synthesize evidence across the cyberbullying literature considering educators' perspectives on cyberbullying. The empirical research, both qualitative and quantitative will be systematically appraised and reviewed to collate evidence and research examining educators' perceptions towards cyberbullying. The main research o...
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...
