Learned Helplessness
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[edit] Learned Helplessness
[edit] Definitions:
Myers (2002) defines learned helplessness as "the hopelessness and resignation learned when a human or animal perceives no control over repeated bad events."?
Comer (2004) defines learned helplessness as "the perception, based on past experiences, that one has no control over one’s reinforcements."?
"Learned helplessness is a phenomenon in which individuals gradually, usually as a result of repeated failure or control by others, become less willing to attempt tasks." (D.D. Smith, 2001)
Learned helplessness is a well-established principle in psychology, a description of the effect of inescapable punishment (such as electrical shock) on animal (and by extension, human) behavior. Learned helplessness may also occur in everyday situations where continued failure may inhibit somebody from experiencing agency in the future, leading to many forms of depression.
"Learned helplessness" offered a model to explain human depression, in which apathy and submission prevail, causing the individual to rely fully on others for help. This can result when life circumstances cause the individual to experience life choices as irrelevant.
Widipedia, the free encyclopedia: http://en.wikipedia.org/wiki/Learned_helplessness
[edit] Descriptions:
Martin Seligman developed this theory of depression in the mid 1960s. The theory has two main points (Comer, 2004): 1) "people become depressed when they think that they no longer have control over the reinforcements (the rewards and punishments) in their lives, and 2) that they themselves are responsible for this helpless state"?
Seligman developed his theory through in his research with conditioning dogs (Comer, 2004). In this research, he placed dogs into hammocks and gave them periodic shocks which they could not escape. The next day, he placed the dogs into a box divided by a barrier that the dogs could easily jump over, and shocked the side that the dogs were on, expecting that the dogs would escape by jumping the barrier. However, most of the dogs made no attempt to escape and simply accepted the shocks. This caused Seligman to theorize that the dogs had learned that they had no control over the shocks because of the inescapable hammock shocks the day before, and because of this, when they were placed in a situation where they could control the situation, they believed that they were still helpless.
In another experiment, rats who were injected with cancerous cells became ill more often if they were given inescapable shocks than if they are given escapable ones (Myers, 2002). In general, these animals have a weakened immune system. The same applies to humans; highly stressful experiences make you more vulnerable to sickness.
[edit] Types of Learned Helplessness:
The learned helpless theory has been revised somewhat in the past twenty years to try to explain why some people become helpless and depressed and others do not. A reasoning behind this phenomenon is that when an event occurs that a person thinks is beyond their control, they attribute this lack of control to something that is internal or external, specific or global, and stable or unstable. If they perceive the cause to be internal, global, and stable (I’m bad at everything and I will always be this way) then they are more likely to become helpless and feel depressed. If instead, the cause is attributed to something specific, unstable, or external, then the person is less likely to feel helplessness and depressed.
Studies have supported this new version of learned helplessness theory. In one study, patients were asked to fill out a questionnaire before and after successful therapy (Comer, 2004). Before therapy, patients were more likely to attribute their problems to internal, global, and stable attributes. After therapy, and a year later, their mental attribution styles had changed and were less likely to be internal, global, and stable.
Following is an example of "Internal and External Attributions"?, taken from Comer, 2004, pg. 254.
Event: "I failed my psych test today"
| Internal Stable | Unstable | External Stable | Unstable | |
| Global | I have a problem with test anxiety | Getting into an argument with my roommate threw my whole day off | Written tests are an unfair way to assess knowledge | No one does well on tests that are given the day after vacation |
| Specific | I just have no grasp of psychology | I got upset and froze when I couldn't answer the first two questions | Everyone knows that this professor enjoys giving unfair tests | This professor didn't put much thought into the test because of the pressure of her book deadline |
Another revision to the theory of learned helplessness adds the focus that attributions can cause depression only when they also produce hopelessness (Comer, 2004). By adding this factor, depression is better able to be predicted.
[edit] Application:
As Myers (2002) puts it "Research on self-control gives us greater confidence in traditional virtues such as perseverance and hope."?
In his experiments, Martin Seligman produced depression-like symptoms (giving up, loss of initiative, sadness, etc.) in the laboratory by giving subjects shocks, loud noises, and task failures, all of which lead to the conclusion that loss of control can lead to depression.
Later researchers shoved the same response in humans. A group of subjects was exposed to a loud abrasive noise that they were unable to shut off (Comer, 2004). Later, they were placed in a situation where they could shut off the noise by moving a handle. Many however, did not learn to move the handle and shut off the noise.
"Human and animal subjects who undergo helplessness training also display other reactions that are similar to depressive symptoms"? (Comer, 2004). Researchers have found that after being placed in an inescapable situation that human subjects scored higher on a depression survey. Animals trained in helplessness exhibit depression-like symptoms such as a loss in sexual and social activities, and decreased amounts of certain neurotransmitters.
Some researchers have suggested that learned helplessness may be "preventable or reversible by teaching people to attribute losses of control to external causes or to internal causes that are specific or unstable"? (Comer, 2004). Look at the way that teachers assign blame to student’s performances. When a child succeeds, they take credit: "Missy did well because of my help."? When a child fails, the blame falls on any shoulder but the teachers: "John flunked because he wasn’t dedicated enough."? (Myers, 2002). Studies have helped prevent helplessness in grade school children by helping them attribute their problems and failures to different causes.
Teachers should take this research very seriously. Many people feel that stress is a healthy part of growing; heralding that famous quote "what doesn’t kill you makes you stronger"?.
This may be true, in small amounts. However, any college teacher knows that students get sick right around and after a highly stressful time, such as midterms and finals.
For students to succeed, they should be given control over their learning experience to help them to stay happy and healthy, which will help them to learn more (personal experience answer? Maybe when happier, more interested, more likely to take learning into your own hands). Too much stress is bad for (reasons above).
This phenomenon can also be applied to human situations. A variety of studies have shown that loss of control can lead to depression, feelings of extreme stress, and eventual loss of health (Myers, 2002). On the other hand, in situations where subjects felt that they had even a small amount of control, they reported being happier and healthier (Myers, 2002). This phenomenon can be seen the amount of self-help books out in the market, most of which take a positive thinking approach – if you think you can do it than you can do it. Perhaps by simply reminding people that they have a small form of control – choosing to think positively about a situation – causes a change in perception of the problem so that people are happier and view it better. As Bandura has expressed, to be successful, one must experience success (Myers, 2002).
Institutions can benefit from this knowledge. In hospitals, patients are taught to not ask for help, ask questions, or have any amount of control over what’s happening. (Myers, 2002). Although this may help make the hospital more efficient, it may be detrimental to a patient’s health and potential survival. In fact, some studies have shown that when hospital patients are allowed to have some amount of control over their amount of stress they require fewer pain killers and have less anxiety (Myers, 2002). Other studies have shown similar results in other systems (Myers, 2002): - Prisoners given control over the placement of furniture, TV channels, and light operation have less stress and are less problematic - Institutionalized individuals allowed to choose what they want for breakfast and what activities they want to participate in may live longer and are happier - Residents of homeless shelters with little to no control over when to eat, sleep, etc. are more passive about finding homes and work - In organizations, workers who are allowed to carry out tasks are their own discretion and make decisions have higher morale
This same philosophy can apply to schools. When children are given freedom to choose between various activities, they may be happier, healthier, and better-behaved.
There can however, be such a thing as too much freedom. Other studies have shown that when a person is given an excess of choices (for example, being forced to choose between 30 different types of chocolate), he or she expresses less satisfaction as a whole than if they have to choose between just a few choices (Myers, 2002). An expression of this is that studies have shown that back when marriages were final, people expressed more satisfaction with them than total, when people have a choice to end a marriage or not. Now, one could propose that this is partially due to the fact that perhaps knowledge of this freedom to escape a marriage that is less than perfect leads people to enter into a marriage agreement with less certainty, after all, they can ‘always get out of it.’ However, the principle of learned helplessness is also a possibility that should be considered.
[edit] Critics:
The theory has some weaknesses however. First of all, the characteristics of the theory do not apply to everyone is every situation (Comer, 2004). For example, laboratory shocks always produce anxiety along with helplessness, but anxiety doesn’t always occur alongside human depression. Secondly, much of the learned helplessness theory is built of research conducted on animals, thus, the results may not always be transferred to human experiences. In addition to this, the question arises if animals are even capable of attributing a lack of control to global, internal, or stable causes.
[edit] Personal Testimonies:
I had a student this year that had suffered from cancer as a young child. She had been cancer free for over 5 years by the time I met her, yet she was still suffering from the effects. Learned helpness plagued her both at home and school. People around her had thought her fragile for so long that they did everything for her. So, when she came to school, keeping her accountable and independent was a HUGE task. She would sit until I came to help her, refusing to admit that she could possibly to it on her own. It was difficult, but I finally had to confront her mother, who was continually calling in to excuse her for things like forgetting her homework (claiming the blame for herself). I told her I would not allow for such excuses and relayed the problems I was seeing during the school. It took a long time, but things began to get better as I stayed persistent and continued to state my expectations of her.--KK
There has been research supported evidence that a person can take measures to combat depression. One of these findings suggests that people with little to no social support systems are much more likely to become depressed in times of stress (Comer, 2004). Other research has supported the fact that the companionship of dogs, cats, and other pets can help prevent loneliness and feelings of isolation, which in turn reduce the occurrence of stress. I have a personal anecdote to support this fact. The school year of 2003 was a particularly stressful period in my life. My classes were very time-consuming and I rarely saw my friends. All of this, on top of a long-distance relationship, was causing me to become depressed on a dangerous level. Then, one of my friends and roommate took me to the local pet shop, where we bought two pet rats. Small, clean, and very intelligent, they were perfect dorm pets. They learned to sit on my shoulder while I worked on the computer and scurried safely about my bed as I read. Whenever I needed a break, they were there to play with, and when I would come home after a long day they would great me with their excitement and soft fur. In short, those rats offered me endless comfort and love, and I was able to make it through the year successfully and happily.
I am not sure if this is learned helplessness because I still ask for help sometimes. When I tranfered to a university, after getting my associates degree, I took an upperlevel class, an undergrad/grad class, and it was my first class where I had to do an APA paper. I had done MLA but not APA. The teacher said if we had any questions or did not understand to let her know. I asked for help formatting the APA paper, she said, No, why did anyone take this class not knowing how to do it? I have since learned that when teachers offer to help or answer questions most either won't or don't help. I usually do not ask but sometimes I still try. --Teresa Hibler
Unfortunately I have a large number of special education students who have acquired the trait of learned helplessness. They have learned because of their label, people saying they can’t do it, and teachers in previous years providing them the answer key to copy, they don’t have to be accountable for their work. I often hear things like "I can’t"?, instead of I will try. This is aggravating to a teacher who already adapts the work that is done. If they are not held accountable, then they will not learn any skills other than copying. --?
I too have had special education students who I feel have acquired this trait. They feel because of their lablel that they can't do anything without help. They forget to use the accommodations that they have been taught. I sub a lot in special education classes and it amazes me the amount of "learned helplessnes" that I see. --Sharon Morrisette
You're never too old to learn helplessness, but it's never too late to unlearn it either, fortunately. The last four or so years of my grandmother's 80 years were marked with frequent trips to the hospital and bouts with pneumonia. At Thanksgiving about two years into that period, she said she was thankful for stumblinlg on the concept of learned helplessness in one of the books she was reading for the blind. A person can fall into that trap, she realized, and so had she, to some extent, when she found herself in the hospital and the like. While her newfound optimism was no match for some of the illnesses that took over during those last two years, it did give her a stronger spirit and greater determination up until the end. --Steve Hetzel
I worked with several ice skating students. One particular girl I believe had acquired learned helplessness. She constantly made comments like I am not good enough, or I'll never be able to do that. Her teachers said she had this attitude about everything, not just ice skating. I truly wanted to try and help her, but never seemed to be able to find the right words to help her believe in herself. She had several friends who would ask her what was wrong and try to make her feel better, but this was a regular thing for her. How would you handle this? I think when it becomes pretty severe regular counseling would be necessary. -Lisa Adamo
I work in an area known for its welfare benefits. Actually, we're the most well known for welfare benefits in my state. The mantra of learned helplessness runs rampant in my area. This transfers to the classroom. Many students are more ready with an excuse than with a solution. After my first year, I even put up a poster stating, "Make an Effort, not an Excuse." People can un-learn helplessness, and we as teachers must battle this epidemic to pull our kids up from the depths of depression and poverty. S. Luxbacher
It is not that I think that people are trying to be helpless but very often they get forced into it. For example, with my students, when they come into the high school for the first time, they expect all types of things to be handed to them. For example, at the MS they are given reeds for their instruments or they are at supplied specific items. When they get to the HS, they expect the same things. When they go home they are given all types of special treatment for being the son or daughter. When I got home, I had to take care of myself when I got to that age or early high school. Students are very used to being taken care of. I encourage my students to start acting like adults and take care of things that do not really effect me. For example, making sure they have reeds, have an instrument that works appropriately for them, and many other things that others have given them. To me, when people do things for early high school students, they are teaching them to be helpless and not do things on their own. -Jeremiah Kramper-
In all of the special education classes that I teach, I notice the trait of "Learned Helplessness" more and more. It just seems that all Special Ed. students posses this trait and all teachers are willing to accommodate them. I understand that their are many students who just don't understand or are not able to do work on their own, but they at least need to be able to try. If a student is able to give an effort on something we will know where their skills are and build upon that. I always will make a student try their best even if they will fail at it, but at least I know that they gave every ounce of effort that they could. If they are unable to complete the task, then that is when the teaching begins. -Brian Bucciarelli- (January 30, 2006)
I have a student who has learned helplessness. He has many talents and abilities but will not use them. The sad effects of this is that he will not graduate with his classmates this year. Breaking through to a student like this is challenging and difficult. B McArthur
I have many students who have acquired learned helplessness. Many of these students are special education students. For their entire grade school career they were told that they were special and needed extra help. I have no problem with this. Except for the fact that now that they are in 7th grade, they do not believe that they have to do anything. They only do homework during their L.D. study hall. They do not take any homework home. Their grades are on an adjusted scale and even if they do not pass 7th grade, they will still be promoted. I find this aggrevating, because many of these students have the ability to pass these classes, but since they know that they will go on no matter what, they do not try. ~J. Herrmann
As with most teachers who have commented above, I too have students who have "acquired learned helplessness." Many of them blame their ADHD or ADD on their inability to complete any assignment, stay seated or earn a good grade in class. I often find it frustrating dealing with these seniors because all their high school career, at least, they have blamed their poor behavior and grades on a behavior disorder that many seek treatment for. I wish there was a way to break through to all of them; some realize that they can do anything they want, once they stop enabling themselves. I wish I had more professional training on how to reach these students. JB
[edit] Other Sites:
- ATHERTON J S (2003) Learning and Teaching: Learned helplessness
- Learned Helplessness
- Learned Helplessness and Attribution for Success and Failure in LD Students
References:
1) Comer, Ronald J., (2004). Abnormal Psychology. 5th Edition. Worth Publishers, New York.
2) Myers, David G., (2002). Social Psychology. 7th Edition. The McGraw-Hill Companies, Inc., New York.
3) Personal Testimony. (2003). Junior Year at Iowa State University.
