Abstract
Previous research suggests children use different types of attribution to explain bullying. The research, however, has not explored links between children's attributions. 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. 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'. The findings are linked to previous research, and implications for clinical and school interventions are discussed.
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