The purpose of this study is to consider the role of causal attribution of isolation and humiliation from classmates in the coping of young people with mild intellectual disability.,The R-PI test (Kurtek, 2018) was administered to a sample of 151 transition-age students (age 18-22 years) in Poland. It consists of vignettes that describe stressful situations in which classmates might engage in isolating or humiliating behavior directed at the respondents. The respondents’ coping responses were interpreted according to a coding system based on a multi-axis approach by Hobfoll (1998) and Kelley’s attribution theory (1973).,The results have revealed that a majority of attributions are of defensive character. However, it was found that the justifying attributions were significantly associated with prosocial coping and the accusing attributions were related to antisocial coping.,Because a vignette study is not based on actual interactions, the results refer to cognitive rather than behavioral performance.,The implications for supporting coping skills through attribution training, especially for youth with aggressive and passive behaviors, are discussed.,Promoting positive and situational attributions to stressful interactions with classmates increases the likelihood of prosocial coping.,Applied cognitive approaches emphasize each respondent’s subjective perspective in attempting to explain humiliating and isolating incidents from classmates and the various coping strategies they personally considered effective in these situations. The present study contributes to the relatively small current literature available in this area.

中文翻译：

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因果归因和应对轻度智力障碍的年轻人的同学的孤立与羞辱

这项研究的目的是考虑与同学隔离和羞辱的因果归因在应对轻度智力残疾的年轻人中的作用.R-PI测试（Kurtek，2018）被用于151个过渡期的样本，波兰年龄适中的学生（18-22岁）。它由简短的短剧组成，这些短剧描述了压力大的情况，在这种情况下，同学可能从事针对受访者的孤立或侮辱性行为。Hobfoll（1998）和Kelley的归因理论（1973）根据基于多轴方法的编码系统解释了受访者的应对方式。结果表明，大部分归因具有防御性。然而，