Speaker
Description
This qualitative study investigates how former bullying victims make sense of their most significant bullying experiences and how these experiences shaped their psychological adjustment. Guided by Attribution Theory (Weiner, 1985), this study explores two key questions: (1) How do former victims attribute causation to their bullying experiences? (2) How did these incidents impact their mental health and adjustment? The study aims to elevate the voices of Chinese American youth, to provide a focused understanding of their unique experiences with victimization and recovery.
Data were collected through 60-minute semi-structured interviews with seven young adults who reported bullying victimization as adolescents in Summer 2024. Interviews focused on participants’ attributions, adjustments, and perceived post-traumatic growth. Participants, selected based on survey responses indicating prior victimization and diverse attribution styles, represent a range of perspectives on how they have processed their bullying victimization experiences. All transcripts will be analyzed using MAXQDA.
Thematic analysis, guided by pattern-matching logic (Yin, 2018), is expected to reveal insights into how attribution styles are shaped and which factors—such as school climate, family and peer support, and media influences—impact the cognitive process of making sense of bullying. Attribution styles are anticipated to shape adjustment outcomes, with behavioral attribution potentially serving as a protective factor. Deductive and inductive coding will identify patterns linking attribution styles and adjustment.
Findings are expected to inform culturally responsive interventions by addressing both attribution styles and contextual influences, ultimately guiding school and clinical practices to support resilience and mental health recovery among Chinese American youth facing bullying.
Keywords
case study, bullying victimization, attributions, Chinese American
| Please indicate what type of scientific contribution it is | Qualitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Mixed |
