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Peter Macaulay

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Lecturer in Psychology, University of Derby

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 reperceive and respond to cyberbullying in the school environment. A second strand of research also examines how young people perceive personal and situational factors in bullying, and how this may impact on their bystander intervention.

Previously, I have also been involved in projects exploring children’s online safety and anti-bullying interventions.

Experience

  • 2021–present
    Lecturer In Psychology, University of Derby
  • 2019–2021
    Lecturer in Psychology, Staffordshire University
  • 2016–2019
    Lecturer in Psychology, Nottingham Trent University

Education

  • 2020 
    Nottingham Trent University , PhD
  • 2016 
    University of Chester , MSc Family and Child Psychology
  • 2015 
    University of Chester , BSc (Hons) Psychology

Publications

  • 2020
    Factors leading to cyber victimisation, Emerging Cyber Threats and Cognitive Vulnerabilities. 1st ed
  • 2019
    Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: the impact of severity and gender, Journal of Technology in Behavioral Science
  • 2019
    Subjective versus objective knowledge of online safety/dangers as predictors of children's perceived online safety and attitudes towards e-safety education., Journal of Children and Media
  • 2019
    How psychology became a science, Essential psychology. 3rd ed
  • 2019
    “It’s so fluid, it’s developing all the time”: Pre-service teachers’ perceptions and understanding of cyberbullying in the school environment, Educational Studies
  • 2018
    Perceptions and responses towards cyberbullying: a systematic review of teachers in the education system, Aggression and Violent Behavior
  • 2016
    Enhancing primary school children's knowledge of online safety and risks with the CATZ Cooperative Cross-Age Teaching Intervention: results from a pilot study, Cyberpsychology, Behavior, and Social Networking