How to reach the hard-toreach students. Shedding Some Light on Learned Helplessness. Learned Helplessness: The Resigned Learner

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1 7/13/16 How to reach the hard-toreach students Dr. Jeff Sapp TED 414 Shedding Some Light on Learned Helplessness Dr. Jeff Sapp Learned Helplessness (LH) is a behavior that is characterized by apathy, lack of motivation, and helplessness in the face of normal everyday problems and challenges. LH is the result of feeling chronically powerless over a situation or believing that a negative outcome will occur independent of one s response. We used to call these students lazy. Now we know better. LH isn t genetic; it s learned, so it can be unlearned! Do NOT make the mistake of assuming that the student can willfully control the situation. The root of the problem, in fact, is lack of control. In other words, the student with LH believes that no matter what they do, they can t succeed; thus, a pattern of passivity and withdrawal occurs and the recognition that potential solutions exist is totally lost. Pull yourself up by your bootstraps! 1

2 In human studies, unsolvable tasks induce mild learned helplessness quite easily, and providing tangible rewards actually induces greater helplessness. LH can be unlearned with the help of a vigilant teacher and parents). Without intervention, though, the LH sufferer runs the risk of sinking into vicious cycles of failure that can lead to a long-term disorder, such as depression. Your goal as the teacher is to ensure the LH child experiences many consistent successes. Once the LH sufferer s feelings of accomplishment outweigh their feelings of failure, they ll be on the road to recovery. Classroom Management Issues If the LH student s needs are ignored, they might commonly disrupt the entire class. Negative behavior can be an unconscious plea for help or a means of disguising inadequacy. Although medication and behavioral therapy are sometimes needed in the treatment of LH, sound teaching practices are paramount when dealing with the sensitivities of the LH child. Overview: Chronic and serious disorder Issue is perceived control Under 5% of the total population Subpopulations are at a greater risk (80%) - i.e. epileptics, displaced populations, individuals suffering from depression Overview: Higher in grades 7-12 than in K-6 Higher in males than females Individuals with LH may also suffer from depression (The highest subset of LH was found in depressives.) In animal subjects, it is the most rather than least aggressive who are at risk for LH. It is possible that this is also true in humans. LH among white and black high-school females has been shown to be positively associated with weightrelated psychological conditions. 2

3 LH is not Apathy LH is different from temporary apathy or lack of motivation, common characteristics of our students. There are many reasons for apathy and it s important to rule out temporary situational causes. Only symptoms that are chronic and persistent are indicative of LH. Even then, a more serious disorder, such as depression, may be the root diagnosis. LH can be confused with other conditions: Apathy and inactivity are evident among depressed individuals. A teacher/student conflict or mismatch in learning and teaching styles can elicit symptoms like those of LH. The use of irrelevant or inappropriate curriculum can cause apathy. Apathy is a typical response to drug use, malnutrition, and/or trauma. Fatigue and/or sleep disorders affect motivation levels. Typical LH Comments I m just not good at math. I was unlucky, it was Friday the 13th. I don t get along with the teachers. The system is fixed. I m never alert at test time. The tests are always hard. I never have time to study. There are always students that beat the curve. 3 Categories of Perceived Causes: Internal vs. External - a personal trait vs. an environmental or circumstantial situation Specific vs. Universal - Mr. Jones talks too fast for me to understand what he means vs. Math is just too hard for me. Temporary vs. Permanent - I didn t do as well as I would have liked to on the test vs. I ll never pass math. Pessimism vs. Optimism The more pessimistic, the greater the likelihood of LH. I am stupid is internal or personal, universal, and permanent. I could have studied more for a better grade is external or circumstantial, specific, and temporary. 3

4 LH student s response to a good event? Boy was I ever lucky that day! LH vs. Depression LH sufferers stop trying as a means of coping with their perceived loss of control: I can t change the circumstances, so why try? Depressives internalize past failures to the point that their thinking becomes distorted and global: Nothing I do works, and everything sucks anyway. Symptoms: Statements of Powerlessness: What s the point? Who cares? Why bother? So what? Passivity/apathy/listlessness Sarcasm/Disconnect Unwilling to participate Not hostile or aggressive (even when it s warranted), just listless Automation - Just going through the motions Lack of appetite and weight-loss Likely Causes: Weak role models; surrounded by caretakers who feel helpless = becoming helpless yourself; some say LH is contagious Trauma-Induced Debilitation - Trauma + (1) intense negative experience (2) perceived lack of control (3) stops trying Personal ( The problem is me. ) Global ( It happens in all areas of my life. ) Permanent ( It will always happen, so why try? ) Likely Causes: Unconscious Enabling - Teachers (or parents) who do too much for students can over time inadvertently reinforce, or induce, helplessness. Children need to be taught how to take care of themselves. Wellmeaning parents who believe they re saving their children from failing by doing their homework, rather than helping them with their homework, remove the natural consequences of failure and feedback necessary for growth. Likely Causes: Internalized Oppression - A student who overhears a teacher or parent say they are lazy or incapable or behind their classmates in a subject may internalize the comment so that it becomes a selffulfilling prophecy. 4

5 What You Can Do: Teach and role model optimism! Deepen your appropriate relationship with them. Emphasize what a difference each person makes in your class and life. Encourage social relationships through cooperative learning. Provide appropriate choice to create a greater sense of control. Journal thoughts and feelings. Encourage involvement in school activities. Increase movement and physical activity. Get them involved in activism so they see they make a difference. What You Can Expect CHALLENGE LEVEL: ( ) Piece of Cake (x) Work Smart, Learn Fast ( ) You ve Got Your Work Cut Out For You SUPPORT NEEDED: ( ) Just You (x) Work with Colleagues ( ) Get All the Help You Can EXPECT POSITIVE RESULTS: ( ) In Days ( ) In Weeks (x) Over the Long Haul Book Resources A Theory for the Age of Personal Control by Peterson Learned Optimism by C. Peterson Human Learned Helplessness by Mikulincer Learned Helplessness and School Failure by Gordon Web Resources Okay, let s review Healthy brains make healthy learners. And with healthy learners and a positive learning environment, you have a good shot at high achievement scores. Say whaaaaaaa? But what happens when a learner is exposed to chronic stress, trauma, or drugs? What happens when a student s brain is impacted by developmental delays, abnormality, or chemical imbalances? 5

6 While some learners will improve academically and behaviorally merely through your recognition, caring, and outreach, others will require therapeutic interventions and interdisciplinary care. The good news: There is hope! Oppositional Disorder (OPD) (The Argumentative Learner) The Overview OPD runs in families and is 3x more likely if the child has an alcoholic parent Serious and chronic disorder Verbal aggressiveness where they constantly bother others; has a confrontational attitude and a disregard for how others feel; they re rarely aggressive or violent though There is evidence that it is on the increase There is a high overlap with A.D.D. (30-40%) and mood/anxiety disorders (15-20%) Occurs in 8-15% of the population (more in boys, but balances out in gender by adolescence) The Symptoms Swearing Against nearly everyone else s plans, ideas, actions Defiant, easily angered, a temper! Complies with requests less than 3 out of 10x Unable to switch gears or states; will not let go of it Is touchy and easily annoyed Randomly spiteful and vindictive They blame others for their mistakes and do not learn from the past When they re annoyed by others their perception is that it s intentional and, thus, they think it s an act of aggression; they hit someone and don t feel regret but brag to their friends about it Likely Causes Specific cause unknown at this time Higher incidence with childhood trauma (I.e. head trauma, neglect, environmental toxins, abuse) Chemical dysregulation of serotonin (induces relaxation and regulates mood and sleep); oversupply of adrenaline Fear system dysregulation In many cases, Mother s say the problem was evident since birth: He was always like this! CREATE A TEAM - school administration, other teachers, parents, grandparents, relatives, doctor, mental-health professionals. Face-to-faces are important because their favorite thing to do is play one adult against another. 6

7 DEVELOP A PLAN - If you react on the spur of the moment, your emotions will guide you in the wrong direction with these students. They re trying to provoke intense feelings in everyone. Thus, a written and agreed upon plan can be adhered to be everyone. Everyone has the same response because it s written out. USE A BEAHVIOR-MODIFICATION APPROACH - Awards and punishments, too, have to be mutually agreed upon and based on the student s individual temperament. In other words, a formula approach won t work with OPD. The rewards shouldn t be money and things, but rather privileges or activities. For example, a positive reinforcer might be later bed time and a negative reinforcer could be revoking TV privileges. RESPOND IN NON-OPPOSITIONAL WAYS - Inflexible teachers who react with intense emotions will fail. If they scream, You can t make me do this! it s better to agree with them. In other words, use reverse psychology. You WILL be challenged over and over again. Seek common ground. Change their states. Pull an OMG! I forgot something! and see if they forget their drama by the time you come back. In other words, learn to distract instead of confront. CONFIRM STORIES - Remember that these students never take ownership of what the problem is; it s always someone else s fault. Some try to convince the teachers that their parents mistreat them; others convince their parents that their teachers are out to get them. This keeps all the adults off balance and delays or prevents the proper intervention. BE CONSISTENT - Don t bend the rules ever! A firm, authoritative style does not have to be in conflict with a loving, affectionate approach. The key is to be consistent in your expectations and to voice them in a loving, affectionate way. Consequences are fairly and dispassionately administered. ISOLATE AND PRIORITIZE BEHAVIOR ISSUES - Figure out what you want to address first and then focus on that targeted behavior. Try and be good today doesn t cut it. Be specific. Don t cuss today. 7

8 ENCOURAGE WRITING, JOURNALING, AND ARTISITC EXPRESSION BE SPECIFIC WITH YOUR RESPONSES - Don t be vague. Instead of saying, Listen when I tell you something, say Please sit down and look at me when I ask you to listen. If they can read, create a list of simple, declarative ground rules that you can make for a poster for school or home. It can be their contract for behavior. GIVE CHOICES - Don t give ultimatums. Say, Would you rather do it this way or another way? Use double binds where both ways work: Would you rather finish this today or later this week? MONITOR YOUR STRESS AVOID BECOMING OBSESSED WITH THIS STUDENT UNDERSTAND YOUR GOAL IS SLOW AND STEADY PROGRESS What parents/guardians can do Consider psychotherapy Consider drug therapy Consider natural supplements Encourage exercise Make dietary changes The 3 most important beliefs you can foster in the OPD student are: 1. A sense that they have some control over their lives. 2. A sense that what they do is different from who they are. 3. A feeling that they are loved despite their condition. 8

9 What You Can Expect CHALLENGE LEVEL: ( ) Piece of Cake ( ) Work Smart, Learn Fast (x) You ve Got Your Work Cut Out For You SUPPORT NEEDED: ( ) Just You ( ) Work with Colleagues (x) Get All the Help You Can EXPECT POSITIVE RESULTS: ( ) In Days ( ) In Weeks (x) Over the Long Haul Book Resources If My Kid s So Nice Why Is He Driving Me Crazy? By James Sutton Antisocial Behavior in School: Strategies and Best Practices by Geoffrey Colvin Change Your Brain, Change Your Life by Daniel G. Amen Ghosts from the Nursery by Robin Karr-Morse and Meredith Wiley Brain Lock by Jeffrey Schwartz Website Resources (A support message board filled with personal stories) (Go to Directory Search to access mental health topics) (Rosie s Page: Designed to offer help to parents who have children suffering from OPD) So what? The big AHA! I ll take away from tonight s session is 3 strategies I know I can implement 9