An Exploration of Causal Attributions for Challenging Behaviour in Primary-School-Aged Children

Weiner's attributional theory of interpersonal motivation (1985, 1995) proposes that attributions are followed by a consideration of mitigating circumstances, an associated judgement of responsibility (JoR), then emotional and behavioural responses.

Chapter 1 presents a systematic literature review exploring parents and carers' attributions for, and behaviour management responses to, children's challenging behaviour.

The aim was to understand the role of mitigating circumstances and the JoR within this context. Ten articles were identified which met the inclusion criteria.

Findings revealed no conclusive pattern of results regarding the attributions made about challenging behaviour other than that these appear to be affected by the presence and type of special educational needs of children.

The findings suggested that adults consider mitigating circumstances and that the relationship between attributions and behaviour management is mediated by the JoR.

Chapter 2 presents a study of the attributions made, and wider explanations given, by foster carers and teachers regarding the challenging behaviour they encountered in primary-school-aged children who are looked after.

Ten foster carers and eight teachers took part in semi-structured interviews.

Using a mixed methods approach, transcripts were inductively thematically analysed and coded for attributions.

The majority of attributions made were internal, stable and uncontrollable.

Children's previous experiences were a key consideration of both groups in explaining the challenging behaviour, and, along with children's age and SEN, appeared to be considered a mitigating circumstance absolving children of responsibility for their behaviour.

Findings are discussed in terms of the implications for practice and research.

It was identified that teachers would benefit from training aimed at increasing their self-efficacy.

Future research should further explore the role of SEN in attribution theory, factors that impact on the controllability dimension, and the gathering of the child's voice and perspectives regarding their own challenging behaviour.