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Dissertations / Theses on the topic 'Helplessness'

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Published: 4 June 2021
Last updated: 21 February 2023

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1

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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2

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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3

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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4

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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5

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.
Ph. D.
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6

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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7

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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8

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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9

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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10

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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11

Wieland, Douglas Scott. "A NEUROPHARMACOLOGICAL ANALYSIS OF LEARNED HELPLESSNESS IN RAT (GENETICS)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184251.

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The purpose of this research project was to look for a neuropharmacological correlate to the behavioral deficits seen in learned helplessness (LH). The fact that antidepressant drugs reverse the deficits seen in a helpless rat, strongly suggests that the deficit is due to some neurochemical imbalance. This imbalance could be due to either the uncontrollable stressor or genetically induced. The three experiments suggest that there are fundamental differences in the way the CNS of helpless-prone rats and helpless-resistant rats cope with unpredictable and inescapable footshock. The goal of Experiment I was to search for a correlation between LH and receptor changes in the frontal cortex. The results did not support the hypothesis. The use of a heterogeneous stock of rat may have masked any basic differences between helpless-prone and helpless-resistant rats with regard to the 5-HT₂ and β-adrenergic receptors in the frontal cortex. Based on previous studies and the results from Experiment I, one could argue that there exists a genetic component in LH. The results from Experiment II suggest a strong genetic component to LH, not unlike that found in certain forms of human depressive disorders. Accordingly, rats from eight different stocks were tested for susceptibility to LH training. Of the eight stocks tested, Kyoto and Charles River Holtzman rats were the most susceptible at 53% and 55%, respectively. Overall, the variability ranged from 0% to 50%. These results indicate that wide differences in susceptibility to LH training exist in rats from different stocks or suppliers. The results of Experiment II suggested that the Kyoto Wistar rat would be a reliable inbred strain in which to study LH. With regards to the original goal of this research, it was decided that an evaluation of different neuro-transmitter systems during the LH paradigm would yield a potential for success in finding a biochemical marker that would differentiate LH-prone from LH-resistant rats. The results of Experiment III suggest, at least in hippocampus, that the serotonin (5-HT) and norepinephrine (NE) systems are differentially affected in the LH-prone and LH-resistant rat. In particular 5-HT levels are not affected by stress alone, but are increased in LH-prone rats following a frustrating test session. Also, the NE metabolite MHPG, is not affected by stress, but does increase in the LH-prone rat following testing. Both of these results differentiate the LH-prone and LH-resistant rat. In conclusion, the three experiments suggest that there is a genetic component in LH and that the NE and 5-HT systems are differentially affected by uncontrollable and inescapable shock in LH-prone and LH-resistant rats.
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12

Jones, Portland. "Seeing the elephant: Learned helplessness and Vietnam War fiction." Thesis, Jones, Portland (2014) Seeing the elephant: Learned helplessness and Vietnam War fiction. PhD thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24538/.

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The major part of this dissertation (70%) is a work of fiction titled Seeing the Elephant: a novel set mostly in the Vietnamese Highlands in the period 1962-65. In 2009, Minh, a Vietnamese refugee who is recovering from cancer in Australia recalls memories of his work as a translator for Frank, a member of the Australian Army Training Team Vietnam (AATTV). The two men work closely together and, through their shared experiences, form a relationship that will have a lasting impact on both of their lives. The thesis, Everything will always do nothing: Learned helplessness, trauma and the Vietnam War novel, argues that the concept of learned helplessness adds to the scope of what is currently perceived as traumatic response in literary theory, contributing to resolving the tension between literary trauma theory and the study of trauma within other academic disciplines. Learned helplessness is a condition that can affect trauma sufferers, leading to the belief that “no amount of effort can lead to success” (Eggen and Kauchak, 412). The thesis analyses several Vietnam War novels and examines the issues that are foregrounded by reading representations of trauma through the lens of learned helplessness. The thesis offers insights into the role that culture, gender and place play in traumatic representation. It also examines the role of silence in the text, not as a neurobiological symptom of trauma, but as an outcome of cultural censorship. Finally the thesis examines how, when the concept of learned helplessness is employed in literary analysis different representations of healing allow the analysis to move beyond abreactive, linguistic methods to encompass all behaviour that leads to the restoration of contingency.
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13

Travers, Katrina M. "The Reformulated Learned Helplessness Theory: A Review and Investigation." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365636.

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The reformulated learned helplessness (RLH) theory and its associated construct of explanatory style have been extensively tested against variables such as depression, short term health, and achievement, particularly since a measure of explanatory style, the Attributional Style Questionnaire (ASQ), was developed in 1982. Despite being extensively investigated, results can only be best described as mixed and inconclusive. It is argued that this is because: (a) the internality dimension of explanatory style is poorly defined and the items within the ASQ written to measure internality are not reliable or valid; (b) the ASQ itself has not been demonstrated to have structural validity, and (c) the definition of explanatory style in the literature is not uniform. For this reason, a series of seven studies was conducted in order to address these weaknesses. Specifically, three aims were nominated, including (a) to develop a valid and reliable measure of all dimensions of explanatory style, (b) to establish the construct validity of the new measure of explanatory style against variables already investigated in this line of research (depression, short term health, and achievement), and (c) to extend the RLH theory to novel variables, using the new measure of explanatory style.
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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14

Jarvis, Sharon. "Work avoidance as a manifestation of anger, helplessness, and boredom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36140.pdf.

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15

Bush, N. E. "Human learned helplessness : An investigation of cognitive and motivational deficits." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372782.

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16

McLaurin, Shamla L. "Childhood Experiences of Sibling Abuse: An investigation into learned helplessness." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27272.

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As various forms of interpersonal family violence receive more attention in the literature, sibling abuse is still in the background. Despite the increasing knowledge about the prevalence, causes, and effects of sibling abuse, many of us continue to relegate it to a childhood occurrence. Sibling abuse symptoms continue to go unrecognized and its demoralizing effects continue to be ignored (Wiehe, 1990). Minimization and denial of sibling abuse have also contributed to constraining the extent of knowledge related to this phenomenon. The present study seeks to add to the existing research confirming the existence of sibling victimization and its long-term impacts. This study has two primary purposes: 1) to capture the beliefs, feelings, and firsthand account of the abusive sibling experiences from the perspective of victims, and 2) to investigate the potential learned responses associated with sibling abuse and their possible impact on adult relationships by exploring participantsâ emotional and relational histories, and belief systems. This study presents data taken from a clinical sample of six adult female sibling abuse survivors. Individual semi-structured interviews were conducted and data analyzed using cross case analysis, constant comparison, and analytic induction techniques. Data suggests the long-term impacts of learned responses associated with sibling abuse can be detrimental to both interpersonal relationships and mental health. Emergent themes related to family functioning and environment and resiliency after abuse are also presented. Implications of findings and suggestions for future research are discussed.
Ph. D.
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17

Armstrong, Barbara. "Instructed human imagining behavior effectiveness for reducing experimentally induced learned helplessness." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5187.

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18

Lindemann, Bernadette B. "Etiology of eating disorders within a learned helplessness model of depression." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ62395.pdf.

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19

Faulkner, Mark. "The onset and alleviation of learned helplessness in older hospitalised people." Thesis, Oxford Brookes University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322179.

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20

Landuyt, Noel Gerald. "Employee perceptions of organizational quality and learned helplessness in higher education /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Knight, Jennifer. "The unresourceful organisation : the persistence of 'group helplessness' in the workplace." Thesis, University of Brighton, 2006. https://research.brighton.ac.uk/en/studentTheses/b547ce53-7c83-4eaf-9fd2-b1d599c82024.

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This dissertation is about how an organisation can get 'stuck' in an unresourceful state. It is based on research that focused on an organisation delivering important public services, including housing, education and public safety. The organisation's clientele covers all groups in the local region including the most vulnerable and those most at risk. Underperformance by such an organisation is of great significance to those who rely on its services. The main aim of the research was to explore the nature of the organisation's apparent inability to escape this state. The research comprised a single case study with 50 research interviews with people working in the organisation. On average, each interview lasted an hour. A feature of the methodology was an approach to interviewing most commonly used for therapeutic purposes in 'neurolinguistic programming'; this approach enabled critical questioning within the interviews. The research found that employees felt helpless to change the situation yet were able to maintain their self-esteem intact; moreover this state was being transferred to new employees. The main outcome of the research was the development of a model embodying a particular form of learned helplessness that is applicable to whole organisations. The model explains the persistence of 'group-helplessness' over time.
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22

Palmer, William Gambill. "Social connectedness, learned helplessness, and alienation characteristics as related to graduate." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2175.

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Social connectedness, learned helplessness, and alienation characteristics as related to graduate/dropout behavior for residents in alcohol abuse programs. Purpose The purpose of the study was to determine the extent to which a set of predictor variables would discriminate between a group who successfully completed an alcohol substance abusers program from the group who failed i.e. (relapsed) to complete the program. The predictor variables were cognitive and affective measures for social connectedness, learned helplessness, and alienation characteristics. A preliminary step compared the total sample to the norm groups from the FIRO-B and the MMPI. Sample and Measurements Sixty-three subjects from two intermediate treatment groups from San Joaquin County (CA.) programs were selected as the sample group. Three months sobriety post treatment was selected as the successful completion criterion. The FIROB measured social connectedness, the MMPI measured alcohol addiction, alienation characteristics, and defensive response set. The ASQ was employed to measure "learned helplessness". Findings One sample t-test disclosed deviance between the sample group and the norm group for five of six scales of social connectedness. The respondents reported less need for inclusion and affection and more "control wanted" than the norm group on indicators from the FIRO-B. The sample also indicated greater addiction (MAC scale), "defensiveness" (validity scales), and alienation characteristics (Pd. clinical scale and Pd. research scales) from the MMPI. The sample group endorsed more familial discord, authority problems, social imperturbability, social alienation, and self-alienation. Three MMPI measures, the MacAndrew Alcoholism scale, the K scale (defensiveness), and the self-alienation research scale reliably differentiated graduates from dropouts using the t-test for independent means. The highest correlations between variables were indicated for alienation characteristics and defensiveness as indicated by the validity scales. A multiple regression analysis disclosed that addiction (MacAndrew Alcoholism Scale) correlated r = .34 with graduate status. Conclusions Within this sample those variables most predictive of at risk behavior (relapse potential) were addiction, defensiveness, and self-alienation characteristics. The graduate means were more aberrant than the dropouts in each of these categories.
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De, Villiers Desiree. "A hermeneutic of learned helplessness : the Bible as problem in pastoral care /." Link to the online version, 2006. http://hdl.handle.net/10019/297.

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Logan-Smith, Lauraine G. "A study of learned helplessness and attribution in children with attentional deficits." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23763.pdf.

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MIZRAHI, BEATRIZ GANG. "A COUNTERPOINT TO BIOPOWER AND HELPLESSNESS IN THE CONTEMPORARY CONTEXT: WINNICOTTIAN REFLEXIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11500@1.

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FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
O presente estudo aborda o pensamento de Winnicott, buscando nele uma outra concepção da relação indivíduo/ sociedade distinta daquela que predomina hoje em nosso cenário social. A sua idéia de uma vitalidade espontânea e das condições necessárias para sua plena expressão contrasta com os dispositivos do biopoder descritos por Foucault que se apropriam da vida de modo a maximizar sua utilidade econômica. Ao mesmo tempo, a sua suposição de uma subjetividade que só pode emergir e diferenciar-se a partir da consistência do ambiente contrasta com a experiência de desamparo e vulnerabilidade descrita por Castel como característica do homem contemporâneo. Além disso, a noção winnicottiana de uma capacidade de preocupação com o outro que não depende de coerções e controles, mas de um ambiente cuidadoso internalizado, muito se aproxima das últimas análises de Foucault que tratam do cuidado de si antigo. Em tais análises, a ética greco-romana é entendida como expressão de liberdade, sendo retomada no presente sob a forma da amizade. Tanto Winnicott quanto Foucault sustentam a idéia de uma abertura potencial do indivíduo para o outro, mas é o primeiro autor quem, reconhecendo claramente as necessidades e tendências naturais da vida criativa, sem fechá-la em padrões normativos, nos permite criticar, por outro lado, o novo ideal de um sujeito totalmente aberto às demandas externas.
The current study deals with Winnicott`s thought, searching in it another conception of the individual/society relationship, different from the one that prevails today in the social scenario. His idea of a spontaneous vitality, and the necessary conditions for its full expression, opposes the biopower mechanisms described by Foucault that take life in a way to maximize its economic use. At the same time, his assumption of a subjectivity that can only emerge and differentiate itself supported by a consistent environment opposes the helplessness and vulnerability experience described by Castel as characteristic of the contemporaneous man. Besides that, Winnicott´s notion of a capacity of concern with the other that does not depend on coercion and controls, but on an internalized careful environment, seems very close to Foucault latest analysis that deals with the concern of self in antiquity. In such analysis, the Greek-Roman ethics is understood as the expression of freedom, being recovered to the present in the form of friendship. Both Winninicott and Foucault support an idea of a potential openess of the individual to the other, but the former is the one who, clearly recognizing the needs and natural trends of creative life, without closing it in normative standards, allows us to criticize the new ideal of a subject completely open to the external demands.
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Beard, Paula R. "Learned Helplessness in Children and Families in Rural Areas - School Counselor's Perceptions." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811491.

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This study focused on the perceptions of K-12 school counselors on learned helplessness in children and families in rural areas. There has been research on learned helplessness, children in rural areas, and studies on school counselors; however, there is a lack of research on the counselor's perceptions of learned helplessness in children and families in rural areas. Therefore, this study was different than previous studies on learned helplessness, and it fills a gap in the literature. This study used the interpretive-constructivist approach. The experiences and perceptions of participants provided answers to the central research question, by providing their subjective observations of learned helplessness in the children and families in their rural areas. Data was collected for this study through face-to-face interviews with volunteer participants privately to ensure protection and confidentiality of participants. Bracketing was used to reduce the impact of research bias in this study, along with note-taking techniques and audio tapes, transcribed by the researcher using NVIVO software. Transcripts were reviewed, patterns were identified, and themes were categorized using codes as the researcher looked for connections among the themes. Themes that emerged included parental involvement, generational cycles and patterns, grandparents raising grandkids, poverty, helping agencies, cultural and community norms and lifestyles, beliefs and value systems, and drugs and substance abuse. The theme most discussed by the eight participants was in relation to parental involvement in the child's life, both positive and negative. Parental involvement was discussed by participants 70 times during the eight hours of face-to-face interviews. According to participants of this study, both the positive and the negative involvement by the parent is the number one influence of learned helplessness in the child's life.

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De, Villiers Desiree. "A hermeneutic of learned helplessness : the Bible as problem in pastoral care." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3468.

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Thesis (MPhil (Old and New Testament))--University of Stellenbosch, 2005.
This paper attempts an exploration and description of a hermeneutic of learned helplessness. Drawing on insights from both psychology and theology, it problematises the interaction that an individual believer can develop with the Bible and living a life of faith. Attempts to account for this situation involve biblical interpretation, the church and the pastoral care context. The body of the paper consists of four chapters, describing the four pillars supporting a hermeneutic of learned helplessness. The first chapter highlights certain of the difficulties that develop when the authority of the Bible is abused. The second chapter looks at the vocation of the pastor, and notes how lack of accountability and limited self-awareness can result in inadequate and harmful biblical interpretation. The third chapter highlights the negative effects of the neglect of emotion on individual faith and interaction with the biblical text, referring specifically to women. Finally, the fourth chapter identifies the tendency to regard morality as expressed primarily through behaviour, and to use the Bible as a book of rules. The combination of these four factors generates an environment in which a hermeneutic of learned helplessness can quickly develop in a Christian believer. This paper is an attempt to more clearly define my observations following work in the context of pastoral care and counselling. It is hoped that by clarifying the nature of the problem, this will prove to be the first step toward finding possible solutions.
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Kovacs, Nicholas Carroll. "Developing a Nomological Network to Incorporate Learned Helplessness into Industrial-Organizational Psychology." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1556200975370749.

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Kovacs, Nicholas. "Developing a Nomological Network to Incorporate Learned Helplessness into Industrial-Organizational Psychology." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1612439750475266.

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Susic, Paul Lynn. "Learned Helplessness and Depression: Comparison of Skilled Nursing and Assisted Living Facilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/312.

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Research with geriatric populations suggests high levels of clinical depression and greater financial and psychological costs of treatment in long-term care facilities with more restrictive care. Research on learned helplessness, a construct separate from depression, suggests learned helplessness and perceived control are useful theories for the study of elder depression, but the relationship between depression and learned helplessness in this population is not clear. This cross-sectional quantitative study examined the relationship between depression and learned helplessness by comparing residents over age 65 in less restrictive assisted living (n =42) versus those in more restrictive skilled nursing facilities (n =63). Data were collected using the Geriatric Depression Scale, the Helplessness subscale of the Cognitive Distortion Scales, and the Learned Helplessness and Instrumental Helplessness subscales of the Multi-Score Depression Inventory. Between-group ANOVA results confirmed a higher level of depression and state learned helplessness, but not trait learned helplessness, in restrictive skilled nursing residents when compared to those in less restrictive assisted living residents. There were positive correlations between learned helplessness, instrumental helplessness, and depression regardless of level of nursing care, and a positive correlation between perceived control and depression regardless of level of facility care. Identifying state learned helplessness and depression in long-term, restrictive care facilities can promote positive social change through increased awareness, intervention, and treatment to improve individual quality of life and maximize internalization of perceived control of the decision making process for elders.
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Mayo, Albert Elton. "Children's Perceived Contingency of Teacher Reinforcements Measured with a Specific Scale, Helplessness and Academic Performance." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277831/.

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A specifically oriented instrument was used to partially replicate a study by Dietz (1988) in an effort to compare the utility of the phi coefficient and Rescorla index measures of perceived contingency of reinforcement in children and examine the relationship of these measures to locus of control, teacher ratings of helplessness and academic performance.
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Baldner, Conrad. "Communication and attributions: The interrelations of parent and peer support, disclosure, and learned helpless attributions." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/41735.

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Previous research has shown benefits of adolescentsâ disclosure of activities to parents in reducing risk of deviant child behavior (Kerr & Stattin, 2000; Stattin & Kerr, 2000). In the current study I examine the effect of disclosure on learned helpless attributions, through the mediators of paternal, maternal, and peer support in sample of college undergraduates enrolled in psychology classes. In two online data collection points, participants completed measures on peer, paternal, and maternal support, disclosure, and negative attributions. In order to examine associations among these variables, I tested three general models: 1) disclosure would predict negative attributions through support, 2) support would predict negative attributions through disclosure, and 3) support would moderate the relations between disclosure and learned helpless attributions. Results demonstrated interrelations of disclosure with peer, maternal, and paternal support. Disclosure, peer support, and maternal support were negatively correlated with learned helpless attributions. However, the first and second models were not supported. The third model was partially supported in regard to maternal support. When maternal support was low, greater disclosure was associated with greater learned helpless attributions. Future longitudinal and experimental research is needed to further discern pathways of association for these constructs.
Master of Science
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Ellis, Rachel M. Bakken Linda. "Relationship between parenting styles and children's motivational style the development of learned helplessness /." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1117.

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Thesis (M. Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology
"May 2007." Title from PDF title page (viewed on Dec. 20, 2007). Thesis adviser: Linda Bakken. Includes bibliographic references (44-48 leaves).
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Greenwood, Benjamin N. "A role for serotonin in the prevention of learned helplessness by wheel running." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3165817.

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Hejka, Eugene. "The effects of stimulus intensity and task complexity on learned helplessness in humans /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09PH/09phh473.pdf.

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Carrillo, Luna Sandra. "Self Concept and Learned Helplessness in a group of teachers from Lima Metropolitana." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99793.

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86 teachers from Lima Metropolitana trained by PLANCAD were assessed with the Self Perception Profile for Adult~ (Messer y Harter, 1986) and with a Learned Helplessness Scale (Macassi, 1988). Correlations between the different domains from Self Concept (SC), Learned Helplessness (LH) and sorne social-demographic variables were analyzed. The result~ showed that the LH exhibits significan! and inverse correlations with sorne domains of SC such a~: lntelligence, Job Competence (JC). Sociability, Adequate Provider (AP), Physical Appearance (PA), lntimate Relationships (IR), Academic Achievement (AA) and the Job Satisfaction Degree. They also showed significan! correlations between the variable age and two domains of SC: Sociability and IR; between Career Satisfaction and the SC domains of Sociability, AP, JC and IR; also between Job Satisfaction and the SC domains of lntelligence, Household Management, JC, AP, PA and IR. Finally significan! correlations were showed between Academic Achievement with the domain of Sociability. The results also showed significan! Differences between the punctuation obtained from the variables of sex, the institutions.
Se evaluó a ochenta y seis maestros de Lima capacitados por el PLAN CAD con el Perfil de Autopercepción para Adultos (Messer y Harter, 1986) y con la Escala de Desesperanza Aprendida (Macassi, 1988). Se analizó las correlaciones entre los distintos dominios del autoconcepto (AC), la desesperanza aprendida (DA) y algunas variables sociodemográfica. Los resultados mostraron que la DA presenta correlaciones significativa~ e inversas con los dominios del AC de inteligencia, competencia laboral (CL), sociabilidad, adecuación como proveedor de apoyo (APA), apariencia física (AF) y relaciones cercanas (RC); así como con el rendimiento académico y grado de satisfacción con el trabajo. Se presentaron correlaciones significativas de la edad con los dominios del AC de sociabilidad y RC; satisfacción con la carrera, con los dominios del AC de sociabilidad, APA, CL y RC; satisfacción con el trabajo, con los dominios del AC de inteligencia, administración del hogar, CL, APA, AF y RC; y el rendimiento académico, con el dominio de sociabilidad. Asimismo, se presentaron diferencias significativas entre los puntajes obtenidos según sexo, institución en la que terminaron sus estudios y si han recibido o no otra capacitaciones.
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Tobin, Jonna Jean. "An application of the reformulated theory of learned helplessness with sheltered homeless adults." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298495772.

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Bortz, Jennifer Jean 1956. "Depression in Parkinson's disease: An investigation of learned helplessness and illusion of control." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291329.

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23 patients with idiopathic Parkinson's disease (PD) and 22 healthy control subjects participated in an experimental investigation of learned helplessness and illusion-of-control phenomena. Subjects were divided into depressed and non-depressed groups according to scores on the Beck Depression Inventory. Each completed four problems associated with an instrumental learning task in which they judged the degree of control their responses exerted over repeated green-light onset. Degree of contingency varied from 0% to 75% and subjects utilized both verbal and motor response modes. Subjects also estimated frequency of green light onsets for each problem. Contrary to expectation, PD subjects did not differ from relevant comparison groups in their contingency or frequency estimates. Tests of the prediction that depressed subjects' contingency ratings would be more accurate than non-depressives' approached significance (p < .064), although the pattern of mean differences was not consistent with an illusion-of-control interpretation.
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Kirby, Kyle Joseph. "The effects of subchronic and chronic SSRI treatments on learned helplessness behavior in rats." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1433498.

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Harris, Joy Elise. "The impact of gender socialization on women's learned technological helplessness and its andragogical implications." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3261.

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Kunsak, Nancy Elizabeth. "Factors of Depression in the Elderly: Assessment and Implications for Diagnosis." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331201/.

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The problem of assessment and diagnosis of depression in the elderly begins with the definition of depression being indefinite. In this study, the theory of learned helplessness was chosen because of its value in organizing research within a learning theory framework. The Beck Depression Inventory, measures of fluid and crystallized intellectual ability, locus of control, and attribution of success and failure were chosen as variables for an exploratory factor analysis. The purpose of selecting these variables was to assess the cognitive, motivational, and affective components of learned helplessness as they affected the responses of elderly subjects to depression items. Self report measures of income, education, and health, were included to assess the relationship of these variables to depression. A somatic factor was predicted to correlate with an affective factor of depression.
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Sun, Selisik Zeynep Eda. "The Dimensions Of Perfectionism And Their Relations To Helpless Explanatory Style." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217678/index.pdf.

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This study aimed at examining the association between perfectionism and helpless explanatory style as a function of gender in a Turkish university sample. The sample consisted of 331 undergraduate students from 35 departments of Middle East Technical University. Turkish version of Multidimensional Perfectionism Scale (MPS, Oral, 1999) and Depressive Attribution Style Questionnaire (DASQ, Aydin, 1988a) were used to collect data. Factor analysis was employed to the MPS scores to investigate the dimensions of perfectionism as perceived by the participants. MANOVA was conducted to examine a possible relationship between perfectionism and helpless explanatory style as a function of gender. Results of the factor analysis revealed four factors, termed self-oriented, socially prescribed, other-oriented perfectionism, and perfectionist expectations. With regard to the results of the MANOVA no significant associations emerged between perfectionism and helpless explanatory style as a function of gender.
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Grant, Polly Walker. "The Influence of Running on Women's Self-Esteem and Attributional Style." Thesis, Boston College, 1987. http://hdl.handle.net/2345/2769.

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Thesis advisor: Carolyn Thomas
A quasi-experimental study was done to investigate the relative influence of running on the self-esteem and attributional styles of a group of 623 women in Boston. Volunteers from the participants in the 1983 Bonne Bell 10K race formed the runners group while the two control groups, athletic non-runners and non-athletic women, were composed of volunteers randomly self-selected from among patrons in various Boston service organizations. Study participants were tested using Seligmans Attribution Style Questionnaire (1981) and Hudson's Index of Self-Esteem (1982). Results of the ASQ showed that the women who ran consistently tended to have a more internal than external locus of control and had an attributional style associated with an empowered sense of self. Results of the ISE showed that women who run consistently have a significantly higher level of self-esteem than do either the women who are athletic but who do not run or the non-athletic women, with the non-athletic women scoring with lower self-esteem than the athletic non-runners. On a subjective rating for degree of happiness, the consistent runners scored significantly higher than those women in the control groups. Both clinical and policy implications of these findings were discussed
Thesis (PhD) — Boston College, 1987
Submitted to: Boston College. Graduate School of Social Work
Discipline: Social Work
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44

Norman, Paul Deon. "An investigation of the significance of learned helplessness on membership participation in co-operative movements." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002059.

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In this study the psychological phenomenon of learned helplessness is investigated to determine its significance as a characteristic of members of progressive co-operatives within the South African context . Most of the members of these co-operatives are black South Africans. It is argued that because of the country's racial policy, many of the members have become accustomed to a passive response to events in their lives and this gives rise to their failure to utilise the freedom and opportunities of the co-operative structure. The researcher hypothesises that this passive response could be explained in terms of a high level of learned helplessness among co-operative members. Two hypotheses are investigated in this study: Hypothesis 1: Passive co-operative members will have higher levels of learned helplessness than active members. Hypothesis 2:The level of learned helplessness decreases as the length of co-operative members involvement increases. Data collection for this study was carried out by combining a personal interview and a standardised questionnaire (the Attributional Style Questionnaire). To distinguish between the passive and active members, a Participation Index was constructed. The ASQ was translated into Xhosa, adapted for the sample and two translators were employed to conduct the interviews in Xhosa . The sample consisted of 50 black South Africans, many with limited education and was drawn from six co-operatives in the Eastern Cape. No significant differences were found between the active and passive groups in terms of their levels of learned helplessness. Furthermore, the length of involvement in the co-operative had no effect on the level of learned helplessness. No support was found therefore for Hypothesis l and 2 . A significant difference, however, was found between active and passive members and the number of months of involvement. This suggests that the length of involvement has an effect on how active members will be in the co-operative . The results of this study indicate that generally the sample does not suffer from learned helplessness . It is argued that Hypothesis 2 is not supported due to confounding variables. The study raises many doubts as to the reliability of the ASQ and the Participation Index used in the study.
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Moore, P. J. "Learned helplessness in developmentally disabled adults : An examination of the mediating influence of normalization processes." Thesis, Queen's University Belfast, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374229.

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Crowe, Helen P. "Effects of a learned helplessness task and infant temperment on mothers' responsivity to infant cry sounds." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39801.

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Mothers' susceptibility to the effects of learned helplessness as a function of the perception of her own infants' temperament and exposure to varying degrees of control over infant crying was explored. Seventysix mothers were classified as having a difficult or easy infant based upon ratings of their infant on the Infant Characteristics Questionnaire. Using an adaptation of the learned helplessness paradigm, a relatively equal number of mothers from each group were exposed to an escape, inescape, or control pretreatment condition and subsequently tested on a solvable shuttle box task. Mothers of easy infants who were pretreated with inescapable crying demonstrated more failures and trials to criterion than mothers of easy infants in the escape and control conditions. In contrast, mothers of difficult infants did not demonstrate performance differences across the 3 pretreatment conditions. Mothers of difficult infants performed significantly better on the shuttle box task than mothers of easy infants following exposure to uncontrollable crying. Mothers of difficult and easy infants did not differ on measures of depression, perceptions of control over adult-child interactions, and potential for child abuse. Mothers did not respond more rapidly to the cries produced by unfamiliar difficult or easy infants. Findings suggest mothers of difficult infants may initially be less adept at terminating infant crying, but are more resilient to these failure experiences. Indeed, mothers of difficult infants responded more effectively following exposure to uncontrollable infant cry sounds. Results are discussed in terms of the importance of mothers' perceptions of their different caregiving experiences in mediating their responsivity to salient infant cues.
Ph. D.
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Robein-Dobremez, Marie-José. "Mise au point d'un modèle comportemental de dépression chez le rat : le test de Learned Helplessness." Clermont-Ferrand 1, 1993. http://www.theses.fr/1993CLF1PP04.

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Shaw, Jessie G. "Lack of perceived choice and development of learned helplessness in institutionalized, elderly persons with mental retardation." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392903294.

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Martin, Victoria Anne. "Relationships between learned helplessness factors, child abuse, combat exposure, and severity of chronic combat-related PTSD /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018381.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 86-96). Also available for download via the World Wide Web; free to University of Oregon users.
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Fallqvist, Carolina, and N. Jennifer Persson. "Att vårda patienter i rättspsykiatrisk vård som uppvisar självskadebeteende : sjuksköterskors erfarenheter och upplevelser." Thesis, Högskolan Dalarna, Vårdvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12702.

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Deliberate self harm as defined pathologically as well as socially is becoming an increasing phenomenon within forensic psychiatry. Nurses working with patients who have self harm behaviour and are confined to forensic psychiatry face different challenges which affect their feelings and attitudes in different ways, in their nursing practice. Purpose: To explore nurses’ experiences of caring for patients who suffer from deliberate self harm behaviour and are confined to forensic psychiatry. Method: Qualitative semi- structured interview s from eight nurses working within the forensic psychiatric clinic. Interviews were analysed by using a qualitative content analysis. Results: They worked strategically and emphasized the importance of teamwork, good communication and urged for the need to get necessary education, staff focused tutoring and patient focused therapy. Conclusion: Need for necessary education, patient focused therapy and staff focused tutor is needed to empower staff working with patients who are confined within forensic psychiatry and suffer from deliberate self harm behaviour.
Introduktion: Självskadebeteende beskrivs vanligtvis utifrån ett patologiskt perspektiv och är allt vanligare inom rättspsykiatrisk vård. Beteendet anses ofta vara socialt oacceptabelt i samhället. Sjuksköterskor ställs ofta inför olika emotioner och synsätt i mötet med patienter med självskadebeteende. Dessa känslor och attityder påverkar både sjuksköterskan och patienter på olika sätt. Syfte: Examensarbetets syfte var att belysa sjuksköterskors erfarenheter av att vårda patienter med självskadebeteende, som vårdas inom rättspsykiatrisk vård i Sverige. Metod: Studien har genomförts med hjälp av kvalitativa semi-strukturerade intervjuer, som analyserats med innehållsanalys. Åtta sjuksköterskor deltog i studien. Resultat: Från intervjuerna framkom det att sjuksköterskorna upplevde olika känslor och reaktioner gentemot patienter med självskadebeteende. Känslorna var av frustration, hjälplöshet, ilska, ångest och rädsla. Sjuksköterskorna betonade vikten i att ha en god kommunikation i omvårdnaden med sina kollegor, samt efterlyste behovet av utbildning och handledning till personalen samt patientfokuserad terapi. Slutsats: För att stärka sjuksköterskorna i deras omvårdnadsarbete och professionella roll gentemot patienter med självskadebeteende, som vistas inom den svenska rättspsykiatriska vården, krävs det faktabaserade utbildning och handledning för att kunna ge en god vård. Deliberate self harm as defined pathologically as well as socially is becoming an increasing phenomenon within forensic psychiatry. Nurses working with patients who have self harm behaviour and are confined to forensic psychiatry face different challenges which affect their feelings and attitudes in different ways, in their nursing practice.
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