Parent and Child Attributions for Child Behavior: Distinguishing Factors for Engagement and Outcome

Abstract

Attribution theory (e.g., Gotlib & Abramson, 1999) was used to inform this process-based research on the spontaneous attributions children and parents make to explain children's appropriate and inappropriate behaviors. Attribution patterns from 29 transcribed 1st sessions of solution-focused therapy were found to relate to treatment dropout and good and poor outcome. In addition, children made many more attributions for positive behavior than did parents, who made many more attributions for children's negative behavior. Implications of this study for social work practice are explored.