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Children's Explanations of Aggressive Incidents at School Within an Attribution Framework
Trish Joscelyne1, Sue Holttum2
1CAMHS, Homeopathic Hospital, 41 Church Road, Tunbridge Wells TN1 1JU, UK.
Background:
Previous research suggests children use different types of attribution to explain bullying. The research, however, has not explored links between children's attributions.
Method:
This study explores the types of, and links between, attributions made by children about bullying situations. Seventeen 9- and 10-year-olds were interviewed at school. Types of attributions and links between attributions were categorised using content analysis.
Results:
The results suggest that children make a range of linked attributions that can be coded into characterological and behavioural and a new category named 'feelings'.
Conclusions:
The findings are linked to previous research, and implications for clinical and school interventions are discussed.
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