Dissertations / Theses: 'Helplessness (Psychology)'

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Sommers, Brittany Kay. "A Model of Distress Tolerance in Self-Damaging Behaviors| Examining the Role of Emotional Reactivity and Learned Helplessness." Thesis, Andrews University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604195.

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Problem: Although the literature is clear that low emotional distress tolerance is associated with a myriad of self-damaging behaviors, very little is known about individual difference factors in distress tolerance. Both theoretical and empirical support suggest that emotional reactivity and learned helplessness may be individual difference factors in distress tolerance. Specifically, individuals with high emotional reactivity and high learned helplessness may be at risk for low distress tolerance. Further research was needed to clarify the role of emotional reactivity and learned helplessness in distress tolerance in the context of self-damaging behaviors.

Method: Participants completed surveys which measured their (a) emotional reactivity, (b) learned helplessness, (c) distress tolerance, (d) two-week frequency of self-damaging behaviors, and (e) lifetime frequency of self-damaging behaviors. Structural equation modeling was used to test two models for the role of emotional reactivity and learned helplessness in distress tolerance. The first model was in the context of two-week frequency of self-damaging behaviors and the second model was in the context of lifetime frequency of self-damaging behaviors.

Results: Structural equation modeling indicated that the original models were a poor fit for the data. So, both models were revised on the basis of theory and modification indices. The revised models revealed that emotional reactivity and learned helplessness had negative direct effects on distress tolerance. Together, emotional reactivity and learned helplessness explained 70% of the observed variance in distress tolerance. Distress tolerance had a negative direct effect on two-week frequency of self-damaging behaviors, explaining 7% of the observed variance. Distress tolerance had a negative direct effect and depression had a positive direct effect on lifetime frequency of self-damaging behaviors, together explaining 36% of the observed variance.

Conclusions: This study confirmed emotional reactivity and learned helplessness as important individual difference factors in emotional distress tolerance. It suggests that high emotional reactivity and high learned helplessness contribute to low distress tolerance. This study also demonstrated that distress tolerance explains a small amount of variance in two-week frequency of self-damaging behaviors. Whereas, distress tolerance together with depression explains a larger amount of variance in lifetime frequency of self-damaging behaviors. These results have implications for researchers studying distress tolerance and self-damaging behaviors, clinicians treating clients with difficulty managing distress or with self-damaging behaviors, and individuals developing preventative initiatives to reduce the development of self-damaging behaviors. In particular, this study suggests that emotional reactivity may be an important target of clinical intervention and preventative education.

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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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Ollis, Cindy L. "The Ability of the Coping Competence Questionnaire to Predict Resilience Against Learned Helplessness Among Undergraduate College Students: An Experimental Study." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/626.

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The Coping Competence Questionnaire (CCQ), based on the reformulated learned helplessness theory, was designed to assess a general stress resistance versus a propensity towards learned helplessness with a brief, 12-item self-report questionnaire. In this study the CCQ was administered to 247 undergraduate students, who were then paired, in groups of around 24 at a time, and then randomly assigned to either success or failure conditions on the computer game TetraVex. Mood was pretested using the Profile of Mood States (POMS) depression subscale; the experimental condition, success or failure at TetraVex was conducted; then outcome measures including 20 five letter anagrams to test performance and a posttest of the POMS depression subscale testing mood were administered. The first n = 80 participants were administered the anagrams then POMS; then the next n = 167 participants completed the POMS then anagrams. Findings indicate helplessness was induced. A statistically significant main effect of group was found for both performance and mood measures, suggesting those who were exposed to success on the TetraVex puzzles performed better on the anagrams and had lower levels of depressed mood than those who were exposed to failure. A statistically significant main effect of CCQ on mood, indicating high CCQ scores were correlated with better mood, was also found. Three way interactions of CCQ, group, and the order in which the outcome measures were administered suggested that when performance was measured first, the CCQ moderated the relationship between performance outcomes and group in the predicted direction, but when mood was measured first no interaction between performance and group resulted. Additionally, when mood was measured first, the mood effects were greater; however, coping competence, as measured by the CCQ, was inadequate to immediately overcome the frustration induced in the treatment group by TetraVex failure.

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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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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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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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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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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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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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Andreozzi, Stern Lucille L. "The pros and cons of the learned helplessness construct and the battered woman syndrome : a critical analysis and possible reformulation /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135917.

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Hart, Kathleen J. "The performance and cognitive self-statements of normal, depressed and bulimic women exposed to learned helplessness training." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52295.

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The current study investigated the impact of Learned Helplessness (LH) training on normal (N), depressed (D), and bulimic (B) female college students (N=135). Participants were selected through a screening procedure using an eating behavior questionnaire and the Beck Depression Inventory (BDI; Beck, 1971) as the primary instruments. Bulimic subjects met the DSM-III criteria for that disorder, and depressed subjects met a criterion of 20 or above on the BDI. Normal subjects had BDI scores below 10 and endorsed 1 or less of the critical items regarding eating behavior which had been used to select bulimic subjects. A11 three groups were matched for weight, height, and age. Each category of subjects was divided into three groups which were exposed to Learned Helplessness (LH), Contingent Feedback (CF), or No Training Control (NTC) conditions. Dependent measures included performance on an anagram test (latency and errors), performance prediction and performance satisfaction questionnaires, and a Self-Statement Test. Results indicated no difference in anagram performance following LH training relative to CF and NTC conditions for normal and bulimic subjects, although depressed subjects demonstrated longer response latency and more errors as a function of training (LH>CF). NTC subjects did not differ significantly from the other conditions, however. Ratings of performance satisfaction differed as a function of training condition in the expected directions. Bulimic subjects demonstrated an interesting pattern of declining ratings of performance satisfaction across training trials within the CF condition. Also, bulimic subjects were found to make more errors on anagrams of nonfood words relative to food words, although this pattern was not reliably related to training condition. Self-Statement Test items did not produce the expected group x training condition effects. The present findings provide limited support for the experimental hypothesis that ineffective coping in stressful situations, mediated by cognitive self-statements, is a useful model for understanding bulimia. Methodological issues are discussed, particularly issues related to subject classification. The present study was likely confounded by the presence of depression (i.e., high BDI scores) among the bulimic subjects. Future research should systematically‘ address the relationship between bulimia and depression.
Ph. D.

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Sanchez, Jenny, and Rondek Majid. "Hur uppfattar individer att arbetslöshet påverkar hälsa och välbefinnande?" Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35330.

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Tidigare studier visar att arbetslöshet har negativ påverkan på individens hälsa och välbefinnande och att en minskning av ekonomin är en av de starkaste orsakerna som kan leda till isolering, stress och frustration. Syftet med denna studie var att få en djupare förståelse om hur individens upplever arbetslöshet och hur detta påverkar deras hälsa och välbefinnande. Undersökningen utgick utifrån en kvalitativ studie där respondenterna var 11 individer både män och kvinnor mellan 25-55 år, och arbetslöshetsperioden varierade mellan 1 till 9 månader. Respondenterna intervjuades ca 20 minuter med semistrukturerade frågor. Den fyra temana som var centrala i denna undersökning var: negativ påverkan på familj och hem, känsla av utanförskap, känsla av maktlöshet och psykisk ohälsa. Resultaten visade att respondenterna lever i en konstant osäkerhet på grund av minskning av ekonomi, känslan av hopplöshet dyker upp bland sysslolösa och att familjemedlemmar drabbas. De olika undertemana gav bättre förståelse kring respondenternas vardagssituationer.

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Costa, Veridiana Alves de Sousa Ferreira. "Lei simbólica, desamparo e pânico na contemporaneidade: um estudo psicanalítico." Universidade Católica de Pernambuco, 2005. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=62.

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O contexto atual apresenta mudanças nos modos de organização subjetiva. Em meio a isso, as redefinições dos papéis do homem e da mulher, as novas formas de filiação, assim como as novas configurações familiares têm levado a uma crise de referências que atinge diferentes setores da vida humana. Dentre outros aspectos, isso tem implicado o redimensionamento do lugar do pai, tradicionalmente concebido como representante da lei simbólica. O papel social do pai passou a ser questionado e, muitas vezes, confundido com o declínio da função paterna, porém, se há um declínio, é do poder do patriarcado, e não de sua função, que permanece como estrutural. Fundamental à estruturação do humano e à convivência social, a lei se apresenta como um modo de amparo simbólico. Diante de tal quadro, questionamos como fica a referência à lei simbólica, que, no panorama atual, parece deixar lacunas importantes em seu exercício. Ineficiente na função de interdição e limite, a lei falha, como falham também as vantagens que ela deveria assegurar. Não mais interditado, o sujeito se vê convocado ao excesso e, paradoxalmente, sem referências, desamparado. A condição humana de desamparo constituinte do sujeito , em razão das circunstâncias de vida das pessoas, vem sendo exacerbada, o que revela a constante situação de desamparo na qual vivem os sujeitos atuais. Isso os leva a novas formas de desorganização psíquica e faz emergir novas configurações sintomatológicas, cujas formas de expressão estão vinculadas a contextos específicos. Dentre elas, o transtorno de pânico se destaca como uma ilustração do desamparo mais freqüentemente evocado na contemporaneidade, promovido pela fragilidade com que a lei se apresenta
The current context presents changes in the subjectives organization ways. Inside this, the redefinitions from the man and woman roles, the new filiation forms, as the new familiar configurations, have brought to a references crisis that reaches different sections from the human life. Among others aspects, this has been implied on redimensionment of the fathers place, traditionally conceived as representing from the symbolic law. The father social role is so questioned and, many times, confused with the decline from the paternal function, but, is there is a decline, it is from the patriarchal power, and not of its function, that stays as structural. Fundamental to the structuring of human being and to the social coexistence, the law presents itself like a way of symbolic support. In front of this, we question how stays the reference from the symbolic law, that in the current panorama, it seems leave important blanks in its duties. Inefficient in the limit and interdiction function, the law fails, as well the advantages that should assure of her. No more interdicted, the subject sees himself summoned to the excess and, paradoxally, without references, unsupported. The human condition of unssuporting constituent of the subject due to the life circumstances of people have been exacerbated, what reveals a constant unssuporting situation in which live the nowadays subjects. This leave them to new psychic disorganization forms and makes emerge new symptomatologic configurations, in which expression forms are linked to specific contexts. Among them, the panic disorder highlights as a illustration of the unssuporting more often evocated in the contemporary times, due to the fragility which the law presents itself

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Christian, Patrick James. "Between Warrior and Helplessness in the Valley of Azawa - The struggle of the Kel Tamashek in the war of the Sahel." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/22.

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This dissertation is an Investigation into the Tuareg involvement in violent conflict in the Sahara and the Sahel of North Africa from a sociological psychological perspective of unmet human needs. The research begins by establishing the structure and texture of the sociological, psychological, and emotional life patterns of their existence when not involved in violent conflict. This is followed by an examination of the pathology of Tuareg social structures that are engaged in intra and inter communal violence as perpetrators, victims, and bystanders. The first part of the research establishes normal conditions of the sociological life cycle and highlights natural areas of conflict that arise from exposure to rapid and/or external changes to their physical and social environment. The second part establishes parameters of expected damage from trauma, extended conflict, and failure to adapt to rapid environmental, social and political changes. The research methodology relies on a case study format that uses collaborative ethnography and phenomenological inquiry to answer the research questions and validate propositions made from existing literature and pre]existing research. The research questions focus on aspects of the sociological structure and failing psychological and emotional needs that are relevant to the subjectfs involvement in violent conflict. The research propositions are in part shaped from existing knowledge of tribal sociological structures that are related to the Tuareg by ethnicity, environment, and shared psycho]cultural attributes. The expected contribution of this research is the development of an alternative praxis for tribal engagement and village stability operations conducted by the United States Special Operations Command.

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Almeida, Nathália Augusta de. "Desamparo em pacientes com dor lombar crônica: estudo psicanalítico e neurocientífico." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-14112018-101323/.

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Introdução: A dor é uma experiência emocional e sensorial desagradável, associada ao dano real ou potencial de alguma região do corpo. Segundo a International Association for the Study of Pain, ela é sempre subjetiva, pois sua percepção é aprendida com a vivência pessoal de cada indivíduo. Estima-se que a hérnia de disco atinge de 2 a 3% da população brasileira, considerando uma prevalência de 2,5 em mulheres e 4,8% em homens, acima de 35 anos. Ao longo da vida, o sujeito pode entrar em contato com o desamparo inerente à natureza humana em vivências traumáticas e pós-traumáticas, remetendo-o à impotência do recém-nascido humano, como no exemplo de uma vivência de dor. Este projeto também pretende abarcar alguns princípios básicos das Neurociências e aproximar-se das possíveis relações da ocitocina na experiência subjetiva de desamparo e, posteriormente, na percepção da dor. Objetivo: Compreender a experiência subjetiva de desamparo em pessoas com dor crônica decorrente de hérnia de disco lombar e estudar a interação da ocitocina na vivência de desamparo e percepção da dor. Método: Tratou-se de estudo clínico randomizado controlado composto por 10 participantes do sexo masculino, idade entre 35 e 59 anos e com diagnóstico médico de hérnia de disco lombar. Foram realizadas, nesta ordem, anamnese, entrevista clínica semi-dirigida, e aplicação da Escala Visual Analógica de Dor (EVA) e do Teste de Apercepção Temática (TAT). Na reavaliação, entrevista clínica semi-dirigida e reaplicação da EVA e do TAT. No primeiro encontro, além da avaliação, foi fornecido aos participantes, por um médico treinado da equipe médica, ocitocina (no grupo experimental) ou soro fisiológico (grupo controle) na forma de spray nasal, para ser ministrado diariamente por 28 dias, até o dia da reavaliação psicológica dos mesmos participantes. A escolha do tipo de intervenção que os participantes receberam foi randomizada e duplo cega. Considerações: Mesmo inicialmente vivida em suas primeiras vezes em estágios muito primitivos do desenvolvimento, a experiência subjetiva do desamparo deixa marcas que permanecem presentes em todos os períodos de vida, podendo ser revivida pelo indivíduo em situações como a da dor. A dor compele ao indivíduo isolamento social, mas também pela dificuldade em conseguir se expressar ao outro e perceber-se compreendido. Com a redução dos sentimentos de isolamento e negativismo e do abrandamento da percepção de dor pelo uso de ocitocina, observou-se uma correlação positiva da ocitocina com a redução dos sentimentos de isolamento, negativismo com abrandamento da percepção de dor e do sentimento de desamparo. Por outro lado, os resultados corroboram achados de nossas pesquisas, ou seja, a maneira da pessoa lidar com sua dor expressa a sua forma de lidar com a vida e com o mundo. Estes dados contribuem na busca de estratégias para lidar com o fenômeno álgico
Introduction: Pain is an unpleasant emotional and sensory experience associated with actual or potential damage to a region of the body. According to the International Association for the Study of Pain, it is always subjective because its perception is learned from the personal experience of each individual. It is estimated that disc herniation affects 2 to 3% of the Brazilian population, considering a prevalence of 2.5 in women and 4.8% in men, over 35 years. Throughout life, the subject can come into contact with the inherent helplessness of human nature in traumatic and post-traumatic experiences, referring to the impotence of the human newborn, as in the example of an experience of pain. This project also intends to cover some basic principles of neurosciences and to approach the possible relations of oxytocin in the subjective experience of helplessness and, later, in the perception of pain. Objective: To understand the subjective experience of helplessness in people with chronic pain due to lumbar disc herniation and to study the interaction of oxytocin in the experience of helplessness and pain perception. Method: This was a randomized controlled clinical study composed of 10 male participants, aged between 35 and 59 years and with a medical diagnosis of lumbar disc herniation. Anamnesis, a semi-guided clinical interview, and the application of the Visual Analog Pain Scale (EVA) and the Thematic Apperception Test (TAT) were performed. In the re-evaluation, semi-directed clinical interview and reapplication of EVA and TAT. At the first meeting, in addition to the evaluation, the participants were given, by a physician trained in the medical team, oxytocin (in the experimental group) or saline (control group) as a nasal spray, to be administered daily for 28 days, until the day of the psychological reevaluation of the same patients. The type of intervention the participants received was randomized and double blind. Considerations: Even when initially experienced in its earliest stages in very primitive stages of development, the subjective experience of helplessness leaves marks that remain present in all periods of life, and can be revived by the individual in situations such as pain. Pain compels the individual to be socially isolated, but also because of the difficulty in being able to express himself to the other and to perceive himself understood. With the reduction of the feelings of isolation and negativism and the slowing of the perception of pain by the use of oxytocin, a positive correlation of the oxytocin with the reduction of the feelings of isolation, negativism with slowing of the perception of pain and the feeling of helplessness was observed. On the other hand, the results corroborate findings of our research, that is, the way the person deals with their pain expresses the way of dealing with life and with the world. These data contribute to the search for strategies to deal with the pain phenomenon

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Van, Schalkwyk Heidi. "Tendency towards learned pessimism in the South African industrial multinational sector industry / Heidi van Schalkwyk." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1705.

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Miorim, Rinaldo. "A alma desassossegada da cidade de São Paulo e o desamparo de seus habitantes: um estudo psicossocial sobre os sentidos do espaço urbano visto por meio do imaginário e da literatura." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-21092018-162257/.

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A presente tese realizou uma investigação sobre os sentidos e imagens acerca do mal-estar e da experiência psíquica na cidade de São Paulo visto por meio da literatura urbana contemporânea, mais especificamente, tomando como material de análise a ficção Tango, com violino de Eduardo Alves da Costa. Partindo do pressuposto que relaciona os sofrimentos, desassossegos e desconfortos gerais sentidos na cidade com uma perda de sentido junto ao ambiente e sua paisagem, na sua interferência nos vínculos sociais e em suas relações intersubjetivas, utilizamos em nossa análise uma perspectiva imaginativo-interpretativa fundamentada em referenciais teóricos como Gilbert Durand, James Hillman, Gaston Bachelard e Augustin Berque, entre outros, abordando como a imaginação organiza o campo psicossocial e sua relação com os sentidos do espaço. Foi observado o papel da narrativa literária como um instrumento transformador do sofrimento em um incômodo capaz de estimular uma ampliação da percepção frente à cidade e seus problemas, mas também concluímos que o desconforto investigado poderia traduzir uma espécie de mal-estar da cidade. Sobre o desassossego e desamparo que relaciona os habitantes à cidade, notamos uma fenomenologia cuja variância, traz estados de aceleração e euforia em contraste com aspectos depressivos e melancólicos. Características que apontam para um modo civilizatório que em seu voo ideacional conflita com a necessidade de um lastro de valor, medida e sentido, tendo no retorno à sua imagem mítica uma aproximação para a compreensão da relação entre a experiência subjetiva e o sofrimento que atravessam o espaço urbano, o que aponta para a necessidade de habitar os atravessamentos entre as perspectivas que relacionam o novo com o antigo, o corpo, a cidade e a paisagem
The present thesis has carried out some research into the senses and images about malaise and psychic experience in the city of São Paulo seen through contemporary urban literature, more specifically taking the fiction Tango, with violin by Eduardo Alves da Costa as an analysis material. Starting from the assumption that relates the sufferings, restlessness and general discomforts felt in the city with a loss of sense nearby the environment and its landscape, in its interference in social ties and their intersubjective relations, we use in our analysis an imaginative-interpretive perspective from theoretical references such as Gilbert Durand, James Hillman, Gaston Bachelard and Augustin Berque, among others, approaching how the imagination organises de psychosocial field and its relationship with the meanings of space The role of the literary narrative was seen as a transformative instrument of suffering into a nuisance capable of stimulating an amplification of perception of the city and its problems, but we also concluded that the discomfort researched could translate a kind of malaise of the city. About the restlessness and helplessness that relates the inhabitants to the city, we note a phenomenology whose variance brings states of acceleration and euphoria in contrast to depressive and melancholic aspects. Features pointing to a civilizing mode that in its ideational flight conflict with the need for a ballast of value, measure and sense, having in the return to its mythic image an approximation for the understanding of the relationship between subjective experience and suffering that cross the urban space, which points to the need to inhabit the crossings between the perspectives that relate the new to the old, the body, the city and the landscape

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Cumbie, Emily Harbison Mize Jacquelyn. "Young children's vulnerability to achievement goals a validation study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CUMBIE_EMILY_53.pdf.

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Doyle, Meredith C. "Gender Inequality in the Law: Deficiencies of Battered Woman Syndrome and a New Solution to Closing the Gender Gap in Self-Defense Law." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/149.

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Dr. Lenore Walker developed battered woman syndrome to address the issue of domestic violence and to give battered women a defense in situations in which they kill their abusive partners when they are not overtly threatening them. Self-defense law is based on male on male combat. Women are less able to protect themselves in an attack by a man, and so they may preemptively attack their sleeping partners to avoid a situation in which they cannot adequately protect themselves. Battered woman syndrome explains why these battered women act in a way that is irrational to a non-battered person. Walker's theory of learned helplessness explains why the woman does not leave the abusive relationship, and the cycle of violence theory explains why she perceives an imminent threat. Battered woman syndrome is problematic in its legal application because of problems with its scientific validity and reliability. It also furthers gender stereotypes and blurs the line between a justification and an excuse defense. While, Dr. Walker's intentions were good, battered woman syndrome is inadequate. Women's difference from men still have to be acknowledged in cases in which battered women kill their husband's, but social agency framework is a more effective way to acknowledge gender differences. This framework takes into account social circumstances that would explain a woman's actions rather than including pathology. This would explain why the woman did not leave an abusive relationship. To avoid the pathology of BWS while explaining why the woman felt an imminent threat, the defense can turn to a pattern of abuse that helps her reasonably recognize when violence is likely.

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Nabb, Cajsa-Stina Matilda, and Rebecca Diana Taylor. "En longitudinell studie av psykologiska riskfaktorer för depression och ångest." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183382.

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Tidigare forskning pekar på att det kan finnas samband mellan vissa psykologiska faktorer och utveckling av depression och ångest. Därför var syftet med denna studie att undersöka huruvida olika psykologiska faktorer påverkar risken att utveckla depression samt ångest vid en uppföljning efter tre år. Studien baserades på data som insamlats vid det första (T1) och det andra (T2) mättillfället i den longitudinella populationsbaserade Miljöhälsostudien i Västerbotten. Samplen i denna undersökning bestod av deltagare som inte hade ångest (n=1930), och deltagare som inte hade depression (n=2120) vid T1. I studien undersöktes i vilken utsträckning upplevelse av utmattning, insomni, känsla av hjälp- och hopplöshet, stress, självskattad ohälsa, ångest och depression vid T1 ökade risken för depression respektive ångest vid T2. Logistiska regressionsanalyser visade på en signifikant ökad risk för att utveckla depression vid T2 (Oddskvot; OK=1.99-3.64) för samtliga riskfaktorer. Riskfaktorerna depression, utmattning, hjälp- och hopplöshet och självskattad ohälsa ökade risken för att utveckla ångest vid T2 signifikant (OK=2.37-3.78). Sammanfattningsvis visar resultaten att riskfaktorerna indikerar en i varierande grad ökad risk för att utveckla depression och ångest. Kännedom om riskfaktorer kan vara ett betydelsefullt stöd för att i ett tidigt skede sätta in interventioner och därmed förhindra senare insjuknande i depression och ångest.
Previous research suggests that there may be a link between certain psychological factors and development of depression and anxiety. The purpose of this study was therefore to investigate how different psychological factors affect the risk of developing depression and anxiety in a follow-up three years later. The study was based on data from baseline (T1) and follow-up (T2) in the Västerbotten Environmental Health Study, a longitudinal population- based study. The sample consisted of participants who did not have anxiety (n = 1930), and participants who did not have depression (n = 2120) at T1. The study examined the extent to which experience of exhaustion, insomnia, feelings of helplessness and hopelessness, stress, low self-rated health, anxiety and depression at T1 increased the risk of depression and anxiety at T2, respectively. Logistic regression analyses showed a significantly increased risk of developing depression at T2 (Odds ratio; OR = 1.99-3.64) for all risk factors. The risk factors depression, exhaustion, feelings of helplessness and hopelessness and low self-rated health significantly increased the risk of developing anxiety at T2 (OR = 2.37-3.78). In conclusion, the results show that the risk factors indicate a varying degree of increased risk of developing depression and anxiety. Knowledge of risk factors is important as support for initiating interventions at an early stage and thus preventing later onset of depression and anxiety.

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Fais, Connor. "Mediators and Moderators of the Association between Stalking Victimization and Psychological Distress." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1418439579.

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McClintock, Andrew S. "Mindfulness-Based Treatment for Maladaptive Interpersonal Dependency: A Randomized Controlled Trial with College Students." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1481106552730154.

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Teaster, Fred Jackson III. "Positive Self-Talk Statements as a Self-Esteem Building Technique among Female Survivors of Abuse." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/975.

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The purpose of this integrated review of literature was to explore the relationship between and among females in abusive relationships, self-esteem, and positive self-talk. Various models are discussed that provide possible explanations in the understanding of the complex social and psychological nature of cyclic abuse. These models are: learned helplessness, psychological entrapment, self-verification theory, and feminist theory. It is suggested that positive self-talk statements used by the female survivor as a basis for cognitive restructuring can act as a self-esteem building technique, thus promoting healthier cognitions over time. Furthermore, it is argued that self-esteem enhancement can assist females in developing strengths necessary to abandon abusive relationships. In summary, a review of the literature suggests that self-esteem is an important construct in understanding how individuals evaluate and ultimately determine their own sense of competency, self-worth, and success.

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Nelson, Megan E. "Predicting Posttraumatic Stress Disorder Among Stalking Victims." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533558167223466.

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Andrieu, Clement. "De la prise de parole au silence, une interprétation en termes d'impuissance apprise dans le contexte organisationnel." Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ2048.

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Les individus ont un besoin intrinsèque de ressentir un certain contrôle de leur environnement, de pouvoir influencer les situations en vue d'éviter les dangers, de limiter les expériences négatives ou de provoquer des situations positives. Ce besoin est généralisable à l'ensemble des organisations dans lesquelles les individus évoluent : travail, associations, université, etc. Dans ces organisations, face à des événements négatifs, les personnes peuvent chercher à agir, notamment en prenant la parole auprès de certaines autorités, gestionnaires ou responsables. L'action, quoi qu'indirecte, a pour vocation d'atténuer ou d'empêcher ces événements. Face à ces mêmes événements négatifs, si la prise de parole est jugée futile, le silence est une option possible (i.e., silence acquiescent). Ce silence va à l'encontre du besoin de contrôler l'environnement et peut entraîner des conséquences préjudiciables, à la fois pour les personnes et pour les organisations. Dans la littérature sur les comportements organisationnels, le silence acquiescent est souvent considéré comme un exemple d'impuissance apprise mais l'est-il réellement ? L'impuissance apprise est un état sévère pour une personne qui peut se rapprocher de la dépression et qui ne se limite pas à une simple passivité. Dans la présente thèse, nous développons les concepts théoriques de sentiment de contrôle et d'impuissance apprise que nous transposons concrètement au contexte de la prise de parole et du silence en organisation. L'objectif est de comprendre comment les individus en viennent à rester silencieux, résignés et quelles en sont les conséquences. Les études menées dans ce cadre mettent le silence acquiescent à l'épreuve du paradigme de l'impuissance apprise impliquant l'examen systématique de ses antécédents, médiateurs et l'ensemble de ses conséquences (i.e., comportementales, émotionnelles et cognitives). Les résultats obtenus permettent de réaliser un lien explicite entre silence acquiescent et impuissance apprise. Ils contribuent ainsi à la compréhension des facteurs amenant les personnes à rester silencieuses et des conséquences qui en découlent. Plus généralement, l'application du concept d'impuissance apprise aux recherches en psychologie des organisations y est discuté ainsi que les apports théoriques de ce travail et les questions qui restent en suspens
Individuals have an intrinsic need to experience a certain degree of personal control over their environment, the ability to influence situations to prevent hazards, mitigate negative experiences, or create positive outcomes. This basic need also holds true within organizations where individuals operate, whether it's in the workplace, in associations, at the university, etc. In these contexts, when negative events occur, people may seek to voice their concerns to authorities, managers, or decision-makers in an attempt to indirectly affect these events they wish to influence, either to prevent or alleviate them. However, there are instances when, faced with a negative event, individuals remain silent and accept it, believing that acting is futile (i.e., acquiescent silence). This silence contradicts their need to control their environment and can lead to detrimental consequences for both individuals and organizations. In the literature on organizational behavior, this state of silence is often considered as an example of learned helplessness, but is it so? Learned helplessness is a severe state for individuals, which can resemble a depressive state and goes beyond mere passivity. In this thesis, we expose the theoretical concepts of control perception and learned helplessness, which we concretely apply to the context of voice and silence within organizations to understand how individuals come to stay silent and resigned, and what the consequences are. The studies conducted within the framework of this thesis experimentally examine all the required components of the learned helplessness paradigm, including its antecedents, mediators, and the full scope of its consequences (behavioral, emotional, and cognitive) in the context of voice within organizations. The results obtained in these studies show that acquiescent silence is indeed similar to learned helplessness, thus contributing to an understanding of the factors that lead people to remain silent and the resulting consequences. More broadly, the application of the concept of learned helplessness to social issues is discussed, as well as the theoretical contributions of this work and the remaining questions to be addressed

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Luan, Xinchang. "Examiner les rôles des styles explicatifs des enseignants liés à leur expérience d'enseignement sur les élèves souffrants de difficultés émotionnelles et comportementales (EBD)." Thesis, Université de Lorraine, 2022. http://www.theses.fr/2022LORR0047.

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L'émotion et le comportement impulsif des élèves peuvent créer de nombreuses difficultés aux enseignants. Les attitudes des enseignants à l'égard de ces élèves couvrent un large spectre, allant du positif au désagréable. Les enseignants expriment leur épuisement à devoir faire face aux élèves présentant des problèmes émotionnels et comportementaux (ou EBD pour « Emotional-Behavioral Difficulty » en anglais). Parallèlement, les enseignants des écoles spécialisées manifestent leur grande confiance dans leur capacité à gérer les besoins particuliers de ces élèves. Pour expliquer les différences entre ces deux styles, notre recherche analyse de manière critique les rôles de médiation des styles explicatifs des enseignants. Notre travail repose sur deux études complémentaires. La première est une étude quantitative visant à traduire et à valider une nouvelle échelle adaptée aux élèves et enseignants chinois. Les résultats issus de cette première étude démontrent que la nouvelle échelle adaptée aux élèves et enseignants chinois semble fiable. La deuxième étude repose sur une approche méthodologique mixte pour vérifier les hypothèses de recherche afin de répondre aux trois questions de recherche présentées ci-dessous. Pour le volet de recherche qualitative de la deuxième étude, neuf enseignants de deux écoles classiques et d'une école spécialisée ont participé. Leurs opinions sur leurs expériences d'enseignement ont été explorées lors d’entretiens individuels. Sept d'entre eux ont également été observés in situ dans leur classe, durant leurs activités pédagogiques. Pour la partie quantitative de la recherche, un échantillon de 198 enseignants a été recruté dans des écoles primaires et secondaires classiques, ainsi que dans des écoles primaires et secondaires spécialisées de Hong Kong. Nos résultats montrent que les enseignants ont un faible niveau de détresse concernant leur travail et leur vie, y compris lorsqu'ils enseignent à des élèves ayant des problèmes émotionnels et comportementaux (EBD). Il n'y a pas de différence entre les différents types d'écoles. Le niveau d'anxiété des enseignants est faible et les enseignants des écoles spécialisées présentent des niveaux d'anxiété significativement plus faibles que ceux des écoles classiques lorsqu'ils enseignent à des élèves atteints de troubles du comportement. Les styles explicatifs des enseignants, qui sont des facteurs internes, ont été analysés et présentent de fortes corrélations positives avec leurs anxiétés. La dimension interne et externe des styles explicatifs est un bon intermédiaire entre les différentes anxiétés des enseignants
The explicit emotion and behaviour of students can create a lot of challenges and difficulties for teachers. Teachers’ attitudes toward these students cover a wide spectrum, from positive to struggling. Teachers have expressed their exhaustion of having to cope with the students with emotional and behavioural difficulties (EBD). Meanwhile, the teachers from special schools have indicated their high level of confidence in managing students’ special needs. To explain the differences between these two styles, this research critically examines the mediation roles of teachers’ explanatory styles. The project involved two studies. Study One was a quantitative study aimed at translating and validating a new Chinese scale. The new Chinese measurement was with good reliabilities. Study Two used a mixed methods approach to test the research hypotheses in order to address the three research questions. For the qualitative research aspect of Study Two, nine teachers from two ordinary schools and one special school took part. Their opinions about their teaching experiences were explored through individual interviews. Seven were also observed in their classroom. The findings reveal that behavioural and emotional problems of students were marked more in special schools than in ordinary schools. Teachers from all schools have optimistic explanatory styles about the difficulties and challenges they face. For the quantitative research part, a sample of 198 teachers was recruited from ordinary primary schools, ordinary secondary schools, special primary schools and special secondary schools in Hong Kong. It was found that teachers had low helplessness levels concerning their work and life, and low helplessness levels when teaching EBD students. There were no differences found amongst the different types of schools. Teachers’ anxiety levels were low. Teachers from special schools had significantly lower levels of anxiety than those from ordinary schools when teaching EBD students. Teachers’ explanatory styles, which were internal factors, were examined with strong positive correlations to their anxiety emotions. The Internality-Externality dimension of explanatory styles was a good mediator of teachers’ different anxieties

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42

Shumake, Jason Dee. "The functional neuroanatomy of helplessness vulnerability." Thesis, 2004. http://hdl.handle.net/2152/1408.

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Shumake, Jason Dee González-Lima Francisco. "The functional neuroanatomy of helplessness vulnerability." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1408/shumakej22782.pdf.

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Stonestreet, Mark Patrick. "Self-efficacy and learned helplessness in depression." Thesis, 2014. http://hdl.handle.net/10210/9398.

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Stewart, Katherine H. "Learned helplessness and self-efficacy measurement in persons with arthritis : a research report submitted ... for the degree of Master of Science ... /." 1991. http://catalog.hathitrust.org/api/volumes/oclc/68795351.html.

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46

"dimensionality of learned helplessness =: 「習得無助」的向度性硏究." 1999. http://library.cuhk.edu.hk/record=b5889965.

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by Ma Yuen-kwan.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 82-93).
Text in English; abstracts in English and Chinese.
by Ma Yuen-kwan.
LIST OF TABLES --- p.i
ABBREVIATIONS AND FULL DESCRIPTION OF THE EVENTS --- p.iii
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background and problem of the study --- p.1
Chapter 1.2 --- Purpose of the study --- p.4
Chapter 1.3 --- Significance of the study --- p.4
Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE
Chapter 2.1 --- The phenomenon of learned helplessness --- p.6
Chapter 2.2 --- The original learned helplessness model --- p.7
Chapter 2.2.1 --- The experiment -- an animal research --- p.8
Chapter 2.2.2 --- Effects found in the animals of the experiment --- p.9
Chapter -- --- Motivational deficit
Chapter -- --- Cognitive deficit
Chapter -- --- Emotional deficit
Chapter -- --- Performance deficit
Chapter 2.2.3 --- The human research --- p.10
Chapter 2.2.4 --- Inadequacies of the original model --- p.12
Chapter 2.3 --- The reformulated learned helplessness model --- p.13
Chapter 2.3.1 --- Causal attributions in learned helplessness --- p.13
Chapter 2.3.2 --- Internality in learned helplessness --- p.13
Chapter -- --- "Self-esteem loss, personal helplessness and universal helplessness"
Chapter 2.3.3 --- Stability in learned helplessness --- p.14
Chapter -- --- Chronic helplessness and temporary helplessness
Chapter 2.3.4 --- Globality in learned helplessness --- p.15
Chapter -- --- Pervasive helplessness and specific helplessness
Chapter 2.4 --- Instruments of measuring attributional styles and their psychometric properties --- p.16
Chapter 2.4.1 --- The Attributional Style Questionnaire (ASQ) --- p.17
Chapter -- --- Internal consistency
Chapter -- --- Consistency across goal areas (achievement-affiliation)
Chapter -- --- Consistency across outcomes (good-bad)
Chapter -- --- Intercorrelations of dimensions (internal-stable-global)
Chapter -- --- Stability
Chapter -- --- Validity
Chapter 2.4.2 --- The Expanded Attributional Style Questionnaire (Expanded ASQ) --- p.23
Chapter 2.4.3 --- The Children's Attributional Style Questionnaire (CASQ) --- p.24
Chapter 2.4.4 --- The Content Analysis of Verbatim Explanations (CAVE Technique) --- p.26
Chapter CHAPTER 3 --- METHOD
Chapter 3.1 --- Definitions --- p.28
Chapter 3.1.1 --- Learned helplessness --- p.28
Chapter 3.1.2 --- Dimensionality --- p.29
Chapter 3.2 --- Hypotheses --- p.30
Chapter 3.3 --- Subjects --- p.33
Chapter 3.3.1 --- The preliminary investigation --- p.33
Chapter 3.3.2 --- The pilot study --- p.34
Chapter 3.3.3 --- The main study --- p.34
Chapter 3.4 --- Instrument --- p.35
The Chinese Attributional Style Questionnaire (CHASQ)
Chapter -- --- A critical examination on the applicability of the ASQ
Chapter -- --- The identification and categorization of hypothetical events
Chapter -- --- The item construction of the CHASQ
Chapter -- --- The pilot study of the CHASQ
Chapter -- --- The scoring system of the CHASQ
Chapter 3.5 --- Procedure --- p.42
Chapter 3.5.1 --- The preliminary investigation --- p.43
Chapter 3.5.2 --- The pilot study --- p.43
Chapter 3.5.3 --- The main study --- p.43
Chapter 3.6 --- Analyses --- p.43
Chapter 3.7 --- Limitations --- p.44
Chapter CHAPTER 4 --- RESULTS AND DISCUSSION
Chapter 4.1 --- The pilot study --- p.46
Chapter 4.2 --- The main study --- p.51
Chapter -- --- Reliability of the CHASQ
Chapter -- --- Means and standard deviations
Chapter -- --- Factor structure of the CHASQ
Chapter -- --- Intercorrelations among the individual dimension scoresin aversive events
Chapter -- --- Intercorrelations among the individual dimension scoresin positive events
Chapter -- --- Group difference (between high-banding and low-banding subjects) of individual dimensions in both achievement and affiliative events
Chapter -- --- Attributional styles of the sampled subjects with the real life experiences
Chapter CHAPTER 5 --- "CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS"
Chapter 5.1 --- Conclusion --- p.77
Chapter 5.2 --- Implications --- p.78
Chapter 5.3 --- Recommendations --- p.80
Chapter 5.3.1 --- The evaluation of the validity of the contextualized CHASQ (Chinese Attributional Style Questionnaire) --- p.80
Chapter 5.3.2 --- Qualitative studies on the phenomenon of learned helplessness --- p.81
REFERENCES --- p.82
APPENDIX
Chapter A. --- Questionnaire of the preliminary investigation --- p.94
Chapter B. --- Categorization of the good and bad events in achievement- related and affiliative domains --- p.100
Chapter C. --- Suggestions of the hypothetical events for the Chinese Attributional Style Questionnaire --- p.101
Chapter D. --- A preliminary draft of the Chinese Attributional Style Questionnaire (CHASQ;華人歸因模式問卷初稿） --- p.102
Chapter E. --- A final draft of the Chinese Attributional Style Questionnaire (CHASQ;華人歸因模式問卷定稿） --- p.114

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Barber, James G. 1954. "Competing accounts of the learned helplessness effect in humans / James G. Barber." 1985. http://hdl.handle.net/2440/21443.

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Includes bibliographical references
1 v. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1985

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Hejka, Eugene. "The effects of stimulus intensity and task complexity on learned helplessness in humans / Eugene Hejka." 1995. http://hdl.handle.net/2440/21550.

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References : leaves 328-355.
vi, 355 leaves ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1995?

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Eddington, Angelica R. "An examination of learned helplessness, cortisol, and stress reactivity in college students with asthma." 2009. http://digital.library.okstate.edu/etd/Eddington_okstate_0664M_10674.pdf.

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"The effects of diazepam on the development of learned helplessness and depression." Thesis, 2015. http://hdl.handle.net/10210/13334.

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M.A. (Clinical Psychology)
This study was undertaken in an attempt to validate the hypothesis that anxious subjects who ingested diazepam (Valium) and were subjected to a helplessness inducing situation,would become more depressed and more hopeless than people who were subjected to the same situation and obtained anxiety relief by means of a response-contingent behaviour - a muscle relaxation exercise. Twenty-nine male and female students were selected from the undergraduate and post-graduate student population at the Rand Afrikaans University on the basis of scores on the IPAT Anxiety Scale and the Beck Depression Inventory. The subjects were randomly assigned to one of the three experimental groups and the one control group and were subjected to the helplessness inducing situation. A wide spectrum of measures were performed and the results subjected to analyses of variance. The results indicated support for the hypothesis that people who received response contingent anxiety relief became less depressed than people who obtained non-response-contingent anxiety relief. No support was found for the hopelessness construct. The lack of results of this were discussed in terms of the effectiveness of the measuring instruments and that hopelessness and helplessness might be different concepts.

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Dissertations / Theses on the topic 'Helplessness (Psychology)'

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