Attributions of child behavior have been shown to influence discipline responses and ultimately, child developmental trajectories. Research highlights various social-psychological factors in the formation of attributions, largely characterized as stable. However, research also demonstrates the efficacy of attribution retraining (AR) programs in restructuring individuals’ explanations for various outcomes. This study examined a trauma-informed training intervention with an AR component designed to evoke balanced and contextual attributions of child behavior among child-serving professionals. Of particular interest was the malleability and stability of attributions, and their influence on discipline responses. From pre- to post-training, there was a significant decrease in hostile attributions (stable after one week), significant decrease in unsupportive intervention preference, and significant increase in attitudes related to trauma-informed care. Offered as a feasible and scalable method, continued dissemination of the training intervention may improve the quality of child-serving professionals’ attributions, prompting more adaptive discipline responses and positive child interactions.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-6666 |
| Date | 09 December 2022 |
| Creators | Russo, Jenna E. |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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