Attributions for Improvement in Children Bullied at School

Autor/inn/en	Healy, Karyn L.; Grzazek, Olivia Y.; Sanders, Matthew R.
Titel	Attributions for Improvement in Children Bullied at School
Quelle	In: Journal of School Violence, 19 (2020) 2, S.219-233 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2019.1653313
Schlagwörter	Victims; Bullying; Intervention; Comparative Analysis; Attribution Theory; Correlation; Family Programs; Cognitive Restructuring; Behavior Modification; Outcomes of Treatment; Elementary School Students; Emotional Disturbances; Measures (Individuals); Teacher Attitudes; Educational Environment; Self Esteem; Personal Autonomy; Parent School Relationship; Peer Relationship; Foreign Countries; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Victim; Opfer; Mobbing; Korrelation; Family program; Familienprogramm; Behaviour modification; Verhaltensänderung; Gefühlsstörung; Messdaten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Individuelle Autonomie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Peer-Beziehungen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This mixed methods study describes attributions for improvement following reductions in victimization for children who were bullied at school. It also tests hypotheses from attribution theory about attributions associated with improvements. The sample was a subset of families who participated in an RCT of a family cognitive-behavioral program to reduce victimization; to be included, both the parent and child needed to report reductions in child victimization at 9 months. Attributions were compared across conditions, respondents (parents versus children) and time. Both parents and children attributed improvements most often to actions by the target child. Intervention families were more likely than control families to attribute changes to their own efforts than to external factors. The relevance of internal attributions for the success of interventions is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01