An Attributional Approach to Understanding Contemporary In-School Victimization

• In Event: New Developments in Conflict Resolution

Abstract

Researchers and policy makers are concerned with developing in-school victimization prevention strategies given that in-school victimization has been linked with a myriad of negative consequences. They believe that effective prevention strategies reflect contemporary students’ victimization experiences. Given the ever-changing nature of in-school victimization, this study employs an attribution theoretical framework to assess open-ended qualitative responses from 12,998 high school students from across a southern state. A rigorous and reliable coding process was used to identify 38 different reasons for why students indicated that they were victimized. Each reason was assessed using the attribution theoretical framework and implications for research, public education, and professional practice are discussed.

Authors

• Joseph H. Gardella, Vanderbilt University - Peabody College

• Benjamin Fisher, Vanderbilt University

• Abbie Rose Teurbe-Tolon, Vanderbilt University - Peabody College