Relevant bibliographies by topics / Helplessness

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Helplessness'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Helplessness"

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Vercors and Lawrence W. Lynch. "Helplessness." Antioch Review 45, no. 3 (1987): 315. http://dx.doi.org/10.2307/4611755.

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Arifin, Andrew J. "Helplessness." Canadian Medical Association Journal 192, no. 21 (May 24, 2020): E591—E592. http://dx.doi.org/10.1503/cmaj.191617.

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Nuvvula, Sivakumar. "Learned helplessness." Contemporary Clinical Dentistry 7, no. 4 (2016): 426. http://dx.doi.org/10.4103/0976-237x.194124.

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LeSage, Joan, Lynda W. Slimmer, Martita Lopez, and Janet R. Ellor. "Learned HELPLESSNESS." Journal of Gerontological Nursing 15, no. 5 (May 1, 1989): 8–9. http://dx.doi.org/10.3928/0098-9134-19890501-04.

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Murphy, Shirley A. "LEARNED HELPLESSNESS." Perspectives in Psychiatric Care 20, no. 1 (January 16, 2009): 27–32. http://dx.doi.org/10.1111/j.1744-6163.1982.tb00147.x.

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CHRETENSENA, V. "LEARNED HELPLESSNESS." Behavioural Pharmacology 3, Supplement (April 1992): 34. http://dx.doi.org/10.1097/00008877-199204001-00099.

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Lifshin, Uri, Mario Mikulincer, and Mabelle Kretchner. "Motivated Helplessness in the Coronavirus Pandemic: Experimental Evidence that Perceived Helplessness to Avoid the Virus Reduces Fear of Covid-19." Journal of Social and Clinical Psychology 41, no. 2 (April 2022): 176–97. http://dx.doi.org/10.1521/jscp.2022.41.2.176.

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Introduction: According to the motivated helplessness hypothesis, thinking that there is nothing to do to avoid the coronavirus may make people less afraid of being infected (Lifshin et al., 2020). Previous correlational evidence indicated that high levels of helplessness were associated with diminished fear of COVID-19 (Lifshin et al., 2020; Lifshin & Mikulincer, 2021). Method: We tested if manipulated perceived helplessness to avoid the virus using bogus messages (high, low or moderate helplessness) would reduce fear of COVID-19, state anxiety, and motivation for protective actions. Results: Supporting the hypothesis, in the high helplessness condition, higher perceived helplessness related to less fear of COVID-19, but this did not occur in the low and moderate helplessness control conditions. Perceived helplessness in the helplessness condition also indirectly reduced state anxiety and motivation for protective actions. Discussion: This research may advance the psychological study of helplessness and our understanding of human behavior during the COVID-19 pandemic.
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Ozment, John M., and David Lester. "Helplessness and Depression." Psychological Reports 82, no. 2 (April 1998): 434. http://dx.doi.org/10.2466/pr0.1998.82.2.434.

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Ozment, John M., and David Lester. "Suicidality and Helplessness." Psychological Reports 83, no. 2 (October 1998): 718. http://dx.doi.org/10.2466/pr0.1998.83.2.718.

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In a sample of 70 undergraduate men and women, scores on prior suicidal ideation were associated with scores on a helplessness scale based on an internal locus of control but not a helplessness scale based on an external locus of control.
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Hoy, Cheri. "Preventing Learned Helplessness." Academic Therapy 22, no. 1 (September 1986): 11–18. http://dx.doi.org/10.1177/105345128602200102.

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Dissertations / Theses on the topic "Helplessness"

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Moll, Sara Hooks. "Helplessness in battered women." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056569013.

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Rourke, J. A. "Learned helplessness and individual differences /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr862.pdf.

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Randall, Scott. "Learned helplessness, a collection of short stories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/MQ52730.pdf.

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GALLAGHER, IRIS MASSENA. "THE KANGAROO GENERATION: BETWEEN COMFORT AND HELPLESSNESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28996@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O fenômeno do prolongamento da convivência familiar pode ser compreendido como uma forma de organização familiar que responde à instabilidade do contexto atual. O jovem contemporâneo convive com a ausência de segurança no campo profissional e afetivo, encontrando suporte na vida em família. Assim, ele se depara com o contraste entre o desamparo do mundo lá fora e o conforto na casa da família, uma vez que esta tem oferecido cada vez mais diálogo entre os membros. Esta dissertação tem como objetivo investigar as motivações, os obstáculos, a vida profissional, a vida afetiva e os planos para o futuro dos jovens adultos que moram com os pais. Para isto, recorremos ao campo da psicologia, da psicanálise, da sociologia e da história. Utilizamos metodologia qualitativa e entrevista semi-estruturada, que contemplou temas relevantes, relativos ao prolongamento da convivência familiar. Entrevistamos 8 sujeitos das camadas médias da população carioca, com idades entre 26 e 35 anos e que moram com os pais. Verificamos que os sujeitos destacam como vantagens de viver com os pais a questão econômica, a organização, a praticidade, o diálogo e o alento. Como desvantagens, eles apontam para a falta de privacidade e o sentimento de não pertença à casa da família. A vida profissional dos sujeitos é marcada por experiências de curto prazo e pelo medo em relação ao futuro. Porém, alguns sujeitos buscam no emprego público a garantia de uma vida mais estável. Já a vida amorosa dos entrevistados, é caracterizada principalmente pela flexibilidade dos laços amorosos. O quadro instável da atualidade, enfim, produz medo e insegurança nos sujeitos. Constatamos que diante dessa realidade, é comum que o jovem evite fazer planos para o futuro a fim de proteger-se contra possíveis frustrações.
The phenomenon of delayed home-leaving can be understood as a new family structure that responds to the instability of the current context. The contemporary youth cope with the lack of security in their professional and emotional lives, and find support in family life. Thus, they face the contrast between the helplessness of the outside world and the comfort of the family home, since contemporary families tend to have an open dialogue. This study aims to investigate the motivations, obstacles, professional life, emotional life, and plans for the future of young adults living with their parents. To this end, we turned to the fields of psychology, psychoanalysis, sociology and history. Qualitative method and semi-structured interview were used, which included relevant issues concerning the phenomenon of delayed home-leaving. The subjects of our study were 8 middle class adults living with their parents in Rio de Janeiro, between the ages of 26 and 35. We found that the subjects highlight the economic issues, organization, practicality, dialogue, and support as advantages of living with their parents. As disadvantages, they point out the lack of privacy, and feeling that they do not belong to the family home. Their professional lives are characterized by short-term employment and fear of the future. However, some subjects seek public employment to ensure a more stable life. Yet, the love life of interviewees is characterized primarily by the frailty of bonds. The instability of our time produces insecurity and fear in the subjects. We verified that given this reality, it is common for young adults to avoid making plans for the future in order to protect themselves from potential frustrations.
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Helena, Soares Elza. "Metacognitive intervention for the alleviation of learned helplessness." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/51961.

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The goal of this study was to investigate if participation in collaborative professional development workshops - on learned helplessness, self-efficacy, and metacognition - would impact teachers' beliefs in their capacity to address students' helplessness. The underlying assumption was that, with deeper understanding of the theoretical background upon which instructional practices should be constructed, teachers would develop a stronger belief that, through their pedagogical practices, they could impact students' individual learning outcomes as well as the classroom environment. In order to achieve this endeavor, an eight-week intervention was conducted in a low-achieving and low SES public school in Rio de Janeiro, Brazil. The study's design, development, implementation, and evaluation were oriented by guidelines derived from the formative and design experiment methodology. The study benefited from quantitative and qualitative data collection and analysis methods. Triangulation of data showed strong consistency between quantitative and qualitative findings. After the intervention, participating teachers acknowledged implementing the theories in their classrooms. Reported impacts included (a) strengthened teachers' beliefs about their capacity for effective teaching in this school environment; (b) increases in teachers' instructional efficacy and metacognitive abilities; (c) increased capacity to exercise reflective practice through evidence- based self-evaluations; (d) increased capacity to create comprehensive lesson plans including the Nine Events of Instruction (Gagne, 1985), the MUSIC Model of Academic Motivation (Jones, 2009), and metacognitive strategies (Schraw, 1998). As teachers implemented the strategies in their classes, they reported positive impacts on the students' interests, attitudes towards classroom activities, and efforts to achieve.
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Fortin, Madeleine. "Pariah, Florida: Helplessness in the Face of Bureaucracy." FIU Digital Commons, 2002. https://digitalcommons.fiu.edu/etd/3630.

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This thesis is a case study of a small agricultural community located along the eastern edge of Everglades National Park, The purpose of this study was to document the way land use decisions have been made and how these decisions have affected this community and the Everglades ecosystem. This research demonstrated that decisions made by the involved agencies have negatively affected both the community of Pariah, Florida and the Everglades ecosystem. Research methods included extensive document research, participant observation and formal and informal interviews. It appears that public concern over “saving the Everglades” has been used to provide a legitimating framework for the achievement of a plurality of personal goals and unstated agency agendas that have little or nothing to do with either the Everglades or the environment in general.
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Corcoran, Carolyn. "A paper folio on the topic of learned helplessness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ55497.pdf.

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Barber, James G. "Competing accounts of the learned helplessness effect in humans /." Adelaide, 1985. http://web4.library.adelaide.edu.au/theses/09PH/09phb234.pdf.

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O'Donnell, Katherine. "The developmental origins of a helplessness endophenotype in children." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104558.

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Research has demonstrated the link between helplessness cognitions and the development of anxiety and depression. However, there is a paucity of research on the origins of such thinking styles in children. There is mounting evidence for an interactive influence between the polymorphism within the promoter region of the serotonin transporter gene (5-HTTLPR) and early life adversity on the risk for anxiety, depression and their intermediate phenotypes. We hypothesized that children with one copy of the S allele of the 5-HTTLPR gene and an insecure attachment would manifest increased helplessness and stress reactivity when faced with a challenge. The data are drawn from a sub-sample of mother-child dyads from the MAVAN study. The pairs completed the laboratory measure of attachment security and buccal cheek swabs taken when the child was 18 and 36 months, respectively. At 60 months, the child performed a Response to Challenge Puzzle (RCP) task. The task was designed to assess the child's response to "failure", as some puzzles were impossible to solve. The child's self-report, behavioral response and average heart rate were assessed during the RCP task. Multivariate analyses revealed significant effects of attachment and 5-HTTLPR on multiple dimensions of helplessness. The results suggest a potential pathway between child genotype, environment and risk for anxiety and depression.
La litérature scientifique endosse un lien entre les cognitions qui accompagnent un sentiment de résignation et le développement de l'anxiété et la dépression. Toutefois, il existe peu d'études sur les origines de telles cognitions chez les enfants. De plus en plus, les recherches au sein de ce champ d'investigation suggèrent que l'intéraction entre le gène transporteur de sérotonine, qui comporte une région promotrice dont le siège est un polymorphisme fonctionnel (5-HTTLPR), et l'adversité vécue durant l'enfance sont associés avec un risque accru pour l'anxiété, la dépression et leurs phénotypes intermédiaires. Dans la présente recherche, nous avons émis l'hypothèse que les enfants portant une copie de l'allèle court du gène 5-HTTLPR et ayant un attachement insécure manifesteront davantage de résignation et de réactivité au stress lorsque confrontés par un défi, comparés aux enfants ne possédant aucune de ces caractéristiques. Les données proviennent d'un sous-échantillon de dyades mère-enfant issues du projet MAVAN. Chaque paire a complété la mesure d'attachement en laboratoire à 18 mois. Des échantillons d'ADN furent receuillis par l'entremise d'une serpillère de joue (prélèvement buccal) à 36 mois. À 60 mois, l'enfant exécuta un Casse-Tête Impossible (CI). Cette tâche, qui comporte des casse-têtes insolubles, fut conçue dans le but d'évaluer la réaction de l'enfant à "l'échec". L'auto-évaluation, les réponses comportementales ainsi que la fréquence cardiaque de l'enfant furent mesurés lors du CI. Des analyses multivariées démontrèrent des effets significatifs de l'attachement et du 5-HTTLPR pour diverses composantes de la resignation. Les résultats suggèrent une avenue potentielle entre le génotype de l'enfant, l'environnement et le risque pour l'anxiété et la dépression.
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Corber-Wiltzer, Cheryl Lisa. "Learned helplessness in gifted, gifted underachieving, and unselected children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.

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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positive scores (attributing success to external factors). Negative IAR scores did not differ or change across trials. Positive IAR scores for both gifted groups declined considerably over trials. The unselected group's positive IAR scores differed from those of both groups of gifted children in that they declined but not as drastically at posttest. All three groups' positive scores decreased to varying degrees across trials, indicating that nobody took personal responsibility for success after imagining themselves as a failure. In this respect, one aspect of learned helpless behavior was elicited. The results suggest that gifted children are capable of showing behavior which might indicate learned helplessness.
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Books on the topic "Helplessness"

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Mikulincer, Mario. Human Learned Helplessness. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-0936-7.

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Human learned helplessness: A coping perspective. New York: Plenum Press, 1994.

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Seligman, Martin E. P. Helplessness: On depression, development, and death. London: Freeman, 1992.

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Seligman, Martin E. P. Helplessness: On depression, development, and death. New York: W. H. Freeman, 1992.

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Brunstein, Joachim C. Hilflosigkeit, Depression und Handlungskontrolle. Göttingen: Verlag für Psychologie, 1990.

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Meyer, Wulf-Uwe. Gelernte Hilflosigkeit: Grundlagen und Anwendungen in Schule und Unterricht. Bern, Switzerland: Huber, 2000.

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Rumbold, Bruce D. Helplessness and hope: Pastoral care in terminal illness. London: SCM Press, 1986.

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Helplessness and hope: Pastoral care in terminal illness. London: SCM Press, 1986.

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Implizite Begabungstheorien und erlernte Hilflosigkeit. Frankfurt am Main: P. Lang, 1998.

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La détresse aux sources de l'éthique. Paris: Éditions du Seuil, 2011.

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Book chapters on the topic "Helplessness"

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Orbell, Sheina, Havah Schneider, Sabrina Esbitt, Jeffrey S. Gonzalez, Jeffrey S. Gonzalez, Erica Shreck, Abigail Batchelder, et al. "Helplessness." In Encyclopedia of Behavioral Medicine, 953. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100786.

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Odent, Michel. "Learned Helplessness." In Sexual Mutilations, 121–24. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-2679-4_10.

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Fischer, Gabriele, Annemarie Unger, W. Wolfgang Fleischhacker, Cécile Viollet, Jacques Epelbaum, Daniel Hoyer, Ina Weiner, et al. "Learned Helplessness." In Encyclopedia of Psychopharmacology, 692. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_458.

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Sedek, Grzegorz, and Daniel N. McIntosh. "Intellectual Helplessness." In Personal Control in Action, 419–43. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4757-2901-6_17.

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Morgan, Theresa A. "Learned Helplessness." In Encyclopedia of Behavioral Medicine, 1277–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1201.

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Malik, Jamil A., Theresa A. Morgan, Falk Kiefer, Mustafa Al’Absi, Anna C. Phillips, Patricia Cristine Heyn, Katherine S. Hall, et al. "Learned Helplessness." In Encyclopedia of Behavioral Medicine, 1147–48. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1201.

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Minor, Thomas R., and Traci N. Plumb. "Learned Helplessness." In Encyclopedia of the Sciences of Learning, 1740–43. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_277.

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Peterson, Christopher, and Lisa M. Bossio. "Learned Helplessness." In Self-Defeating Behaviors, 235–57. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-0783-9_10.

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Benko, Ester, Katarina Babnik, and Sofia von Humboldt. "Learned Helplessness." In Encyclopedia of Gerontology and Population Aging, 1–3. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_75-1.

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Johnson, Leah E., and Matthew C. Lambert. "Learned Helplessness." In Encyclopedia of Child Behavior and Development, 871–72. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1627.

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Conference papers on the topic "Helplessness"

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"Learned Helplessness." In March 20-21, 2017 London. URUAE, 2017. http://dx.doi.org/10.17758/uruae.uh0317028.

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Derhami, Vali, and Zahra Youhannaei. "Demonstration of Learned Helplessness with Fuzzy Reinforcement Learning." In 11th Joint Conference on Information Sciences. Paris, France: Atlantis Press, 2008. http://dx.doi.org/10.2991/jcis.2008.8.

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Jędryszek-Geisler, Aleksandra. "ON-LINE LEARNING AND BURNOUT OF TEACHERS AND THE INTELLECTUAL HELPFULNESS OF STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact094.

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"Introduction: The coronavirus pandemic has made a huge difference in everyday life around the world. In the education sector, there was a need to rapidly adapt teaching methods and learning to the remote system. In a short time, teachers and students had to switch to online teaching and learning. Research purpose: The purpose of the study is to identify (research questions): 1) Does teachers' well-being and experience in on-line teaching are related to professional burnout? 2) Does the well-being of students and their online learning experience correlate with intellectual helplessness? 3) Are there any differences between teachers and students in terms of well-being during distance learning? 4) Are there any differences in the intensity of teachers 'professional burnout and students' intellectual helplessness due to the duration of on-line learning? Material and methods: 1000 people have been tested so far. By the time of the conference, the number of people surveyed is likely to increase. The variables will be measured using the Maslach Burnout Inventory and the scale of intellectual helplessness of Grzegorz S?dek and personal records. Results: In order to obtain answers to the research questions, analysis of the correlation and differences between the studied groups will be carried out."
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Zinovyeva, Elena, Elena Kuznetsova, and Natalia Iskra. "THE PHENOMENOLOGY AND MARKERS OF HELPLESSNESS EXPERIENCE BY COUNSELING PSYCHOLOGISTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1529.

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Çiçek, Berat, and İnan Kaynak. "Do Negativities Also Influence Entrepreneurship?" In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.s.p.2021.71.

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Entrepreneurship is seen as the main factor of development and growth in all countries. Therefore, numerous studies related to entrepre­neurship are performed. The studies aimed at the factors that affect entre­preneurship usually pursued the way that the occurrence of entrepreneurial intention is explained by positive premises. This study was carried out by starting from the idea that there can be negative factors influencing the entrepreneurial intention such as hopelessness, helplessness, haplessness, and nepotism. In this context, a survey was conducted with the students from universities located in the provinces in eastern Turkey. According to the results of the study, the feeling of hopelessness and haplessness has no influence over entrepreneurial intention. It is concluded that the feeling of helplessness affects the entrepreneurial intention adversely while nepotism influences it positively. In light of the findings, some recommendations were made to decision makers.
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Nováková, Lenka, Ivana Hrubešová, Jan Michalík, Zuzana Haiclová, and Petra Tomalová. "RELATIONSHIP FIELDS IN INCLUSIVE EDUCATION - POWER AND HELPLESSNESS: AN OVERVIEW STUDY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2462.

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Ponomareva, Irina V. "Developing Ethnic Identity As A Condition Of Foreign Students’ Learned Helplessness Correction." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.15.

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Yasan, Ayhan. "Beyond Transaction Cost Economics: Commercial Helplessness Of Small-Scale Animal Producers In Turkey." In Joint Conference ISMC 2018-ICLTIBM 2018 - 14th International Strategic Management Conference & 8th International Conference on Leadership, Technology, Innovation and Business Management. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.02.11.

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Herer, Bertrand, Nathalie Commaille, Isabelle Tondeur, and Eva Germain. "Assessment of patients’ self-management after pulmonary rehabilitation using the COPD Helplessness test." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa681.

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GARCIA, ADAM, Garrett B. Powell, Davis Arnold, Luis Ibarra, Matthew Pietrucha, Michael Kelland Thorson, Abigail Verhelle, Nathan B. Wade, and Samantha Webb. "Learned helplessness and mental health issues related to distance learning due to COVID-19." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411763.3451526.

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Reports on the topic "Helplessness"

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Bunde, Tobias, Sophie Eisentraut, Natalie Knapp, Randolf Carr, Julia Hammelehle, Isabell Kump, and Luca Miehe. Munich Security Report 2022: Breaking the Tide – Unlearning Helplessness. Edited by Amadée Mudie-Mantz. Munich Security Conference, February 2022. http://dx.doi.org/10.47342/qawu4724.

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You might also be interested in the extended bibliographies on the topic 'Helplessness' for particular source types:
Journal articles Dissertations / Theses Books
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