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Is is possible to train for Grit, Resilience & Hardiness?

Overcoming Learned Helplessness through Training and Intervention

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Overcoming Learned Helplessness

Learned Helplessness

Through Training and Intervention

Our Team

Cameron Cunningham

Gavin Ball

Nadine Josephs

Learned Helplessness

Learned Helplessness

"The cornerstone of the hypothesis is that learning that outcomes are uncontrollable results in three deficits: motivational, cognitive and emotional. The hypothesis is "cognitive" in that it postulates that mere exposure to uncontrollability is not sufficient to render an organism helpless; rather, the organism must come to expect that outcomes are uncontrollable in order to exhibit helplessness."

(Abramson, Seligman & Teasdale, 1978)

In studying learned helplessness we referenced research by Abramson, Seligman & Teasdale (1978), which defines learned helplessness as an individual’s learnt perception that the results they get are independent of their actions. Essentially, that they have no control over avoiding negative outcomes or producing positive ones in certain situations. This leads to a state of perceived helplessness. It is an important distinction that learned helpless must be just that; learned. In order for an individual to enter a state of learned helplessness, they must first experience a situation where their efforts have no bearing on the outcomes produced. When the individual makes an attribution as to the reason for the disconnect between their efforts and the results they experience, the type of attribution they make is crucial to whether or not they will enter a depressed state of learned helplessness or not, and whether or not the state of learned helplessness will be specific to one particular area of their life or more global, (i.e. affecting many or all areas of their life). There is also an important distinction as to whether or not an individual makes an attribution that is stable or uncertain which will make a difference between whether the state of learned helplessness is temporary and short-term or long-term and chronic. If the individual attributes the lack of results to their own inability, it may or may not result in a state of learned helplessness. If they believe that their efforts make no difference, but the efforts of relevant peers would in the same situation, the individual might attribute the lack of desired results to their own incompetence (e.g. I am stupid, everyone else can do this, but I’m not smart enough). When this happens the individual will enter a state of learned helplessness and depending on other factors such as specificity - whether the attribution is specific such as mathematics(e.g. I’m dumb when it comes to math) or global - applies to to all aspects of life (e.g. I’m an idiot, I can’t do anything right). This is further illustrated in Table 2 on the following slide.

(Abramson, Seligman & Teasedale, 1978)

Proposed ideas for overcoming learned hoplessness

In their research Abramson, Seligman & Teasdale (1978) further posit that it is likely that once the nature and source of a person’s learned helplessness can be identified that they will can be treated through intervention (i.e. someone correcting their false narrative, or working with them to overcome the gap that exists), they also suggest that it is likely that people who don’t succumb to learned helplessness as readily have at some point been inoculated by experiences of overcoming difficult situations in the past, or having been coached to bounce back quicker from learned helplessness depressive states. Table 3 in the following slide illustrates these hypothesis.

Possible methods for overcoming learned helpless proposed by Abramson, Seligman & Teasday (1978)

Grit, Resilience & Hardiness

Personality Traits

Grit, Resilience & Hardiness for Battling Learned Helplessness

What are they?

Grit

Grit is a measure of persistence and passion for long term goals.

Grit

  • hardworking
  • belief/faith in eventual attainment of goal based on hard work and applied effort - potentially over very long periods of time
  • passion
  • persistence
  • never give up attitude

Learned Helplessness

  • unmotivated
  • lack of faith/belief in positive outcomes base on effort
  • don't believe that actions are connected to results
  • expectation of negative results
  • no control over positive results

Resilience

Resilience is a measure of mental wellbeing and the ability to withstand and even thrive in adverse or stressful situations.

Resilience

  • able to bounce back from difficult life events
  • see trials as opportunities for growth
  • good mental health
  • in control of own destiny

Learned Helplessness

  • unmotivated
  • lack of faith/belief in positive outcomes based on effort
  • don't believe that actions are connected to results
  • expectation of negative results
  • no control over positive results

Hardiness

Hardiness is very similar to Resilience - and a measure of Hardiness is included in the CD-RISC resilience scale which was the model we reference in our review.

Hardiness

  • courage to grow from stress
  • commitment, courage and challenge
  • hardy people are less likely to develop PTSD and similar conditions

Learned Helplessness

  • unmotivated
  • lack of faith/belief in positive outcomes based on effort
  • don't believe that actions are connected to results
  • expectation of negative results
  • no control over positive resultst

Can if be taught?

Training Methods

Training for all three personality traits - grit, resilience and hardiness - has been shown to be effective in combating learned helplessness. Hardiness, however is the only one in our model that had a formal training system. Whereas in the case of grit and resilience, the training to this point is much less formalized and instead consists of intervention from others, such as a parent, parental figure or teacher and was targeted to children and youth in the examples we reviewed. This differs from hardiness training which is geared towards young adults and adults. The key takeaway from all three theories however is that they are teachable and can improve approaches to life for challenging situations that will inevitably arise.

Grit Training should...

  • Focus on providing a non-negotiable task for children to learn over time. Child/Student should be encouraged to persist no matter how difficult. It will good if the task is something that they have an interest in.
  • Regular progress checks
  • Share relatable examples of individuals who have overcome similar obstacles through hard work and determination

Resilience Training should...

  • Good to begin training in childhood
  • Can inoculate against learned helplessness later on or or overcome it once experienced
  • Training is in the form of intervention, talking about how they've handled difficult situations in the past
  • Discuss how challenges help them gain strength for future hardships
  • Help children see the temporary nature of hardship
  • Put things in perspective

Hardiness Training

  • Six-week training program
  • Pre-test at outset
  • 2hr training session once/week
  • Post test at the end
  • Hardiness scores improved and perceived stress levels went down
  • Trained to believe it is only up to them to change their lives
  • Sessions cover real life situations concentrated on problem resolution skills
  • Training outlined here is more for adults and young adults

Case study of Grit and Learned Helplessness

Case study of Grit and Learned Helplessness

  • Poor and Rich children suffer from learned helplessness for different reasons
  • School training has students focus on grit and learning to help oneself
  • Blaming turns under-performers into victims of circumstance rather than creators of opportunity. (Ris, 2015, p.2)
  • Lower class students blame themselves for their struggles (effort, attentiveness, etc.)
  • Upper class and middle class tend to blame outside factors (things outside their control) This can lead to feelings of helplessness when actions don't lead to favorable results. (Abramson et al, 1978)
  • Advantages can be counter productive in the development of grit.
  • When you have access to every advantage, an individual can begin to look outside for solutions instead of inside.
  • When they don't achieve, they will blame external factors outside their locus of control. Thereby increasing feelings of helplessness.

Summary,

Further Questions & Conclusion

Discuss

What further areas of research would you explore after watching this presentation?

If you relate to grit, resilience or hardiness, was there a moment you can identify as the catalyst

for developing the trait(s)?

How does learned helplessness relate to activity theory?

How does it relate to Self Determination Theory?

Results of training

Teaching Grit and Hardiness allow for people to stick to one goal. People who successfully learn these things do a lot better in the future, and these attributes are associated with positive life outcomes, and academic success.

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