Developing Successful Students by… Encouraging Independence Discouraging “Learned...

Developing Successful Students by…

Encouraging Independence

Discouraging “Learned Helplessness”

What is “Learned Helplessness” Symptoms Contributing Factors Tips for Fostering Independence Self-Determination Research

What is “Learned Helplessness?”

a conditioned response effect of failure: student believes past failure

predicts future failures student fears rejection and ridicule in a learning

or performance context student resigned to feeling of having no

positive impact on his/her environment, no matter the effort put forth.

feel they are not responsible for their thinking or for their behavior changes

Student Signs of “Learned Helplessness”

in the early grades …. show “learned helplessness” tendencies

as part of larger patterns of emotional immaturity

low frustration tolerance or avoidance, inhibition, adult dependency in reactions to stress

focus on dependency-related desires for attention from teacher rather than trying to learn academic activity

in adolescence…. becomes more serious self-defeating behavior is entrenched;

habitual stops trying, yields completely to

feelings of incompetence feels more adaptive to conserve energy,

keep a low profile, stop trying fear and/or avoidance of new situations

(threat of further failure or embarrassment)

adolescence (cont.)

abandons serious attempts to master tasks; concentrates on preserving self-esteem in their own eyes and their reputations in the eyes of others (Ames, 1987; Rohrkemper & Corno, 1988, 2012).

in general…. approaches assignments with low expectations of

success

only accomplishes tasks that require little effort

passive, afraid to try, withdrawal, lack of persistence

does not complete work; tends to give up at early signs of difficulty

procrastinates, often appears to others as lazy or incapable

listless and inattentive and sometimes disruptive

can exhibit anger, aggression, running away, truancy and other rebellious acts 

Parents, teachers, and paraprofessionals clearly must provide extra support for children with special needs. But support should be provided as to not disempower or create overdependence.

Factors that Contribute to “Learned Helplessness”

lack of early identification of learning disabilities

shaped by criticism from parents, teachers, and other adults

parents/teachers communicating low expectations directly and indirectly

excessive use of external reinforcement belief in a fixed static intelligence lack of reward for individual effort versus

achievement negative life crises (death, divorce, etc. )

Unintended Effects of Paraprofessional Supports

“Overdependence on paraprofessionals can adversely affect the social and academic growth of students with disabilities, resulting in inadequate instruction and peer interactions.”

Students with disabilities may feel stigmatized because they receive targeted paraprofessional support.

“In some cases, for students with behavior problems,paraprofessional support put in place to assist them may actually provoke behavioral outbursts.”

Supports that Foster Student Independence

seating students with disabilities among classmates to encourage ongoing access to teacher and peers

avoiding unnecessary close proximity to the student

providing assistance to non-disabled students encouraging peer to peer support use of cooperative learning groups

Tips for Combating Learning Helplessness

Tips include… set high expectations for

student; emphasize student strengths and

uniqueness let student know you see them as

capable encourage student to try on own provide multiple opportunities for

student trials positively reinforce student's efforts

Tips (cont.) if completing entire task not a

possibility, encourage student to complete parts he/she can do

encourage student to try a bit more with each success

if you must complete a task due to time constraints, let student know he/she will be expected to do task when time not an issue

allow student to see you struggle with a difficult task

Tips (cont.) Parents/teachers model skills:

When problem solving, verbally go through thought processes in solving the problem

When modeling behaviors: verbalize and articulate the steps have child repeat the instructions have student verbalize steps while working with

you, helping when necessary Be sure child understands process

before student attempts on own

Teacher/Para Behaviors that Assist Students to

Develop Positive Views of Ability

Teachers and paraprofessionals should…

act more as resource persons than judges

focus students on learning processes rather outcomes

react to errors as natural and useful parts of the learning process rather than evidence of failure,

stress effort over ability attempt to stimulate achievement

efforts through intrinsic rather than extrinsic motivational strategies

Self-Determination

PromotesIndependence

What is Self-Determination?

Self-Determination is: “…combination of skills, knowledge, and beliefs

that enable a person to engage in goal-directed, self-regulated, autonomous behavior…

…understanding of one's strengths and limitations, together with a belief of oneself as capable and effective …

…skills and attitudes that enable individuals to have greater ability to take control of their lives…” (Field, Martin, Miller, Ward, and Wehmeyer, 1998)

We Need to Teach, Model, and Encourage Students to:

•identify and express his or her own needs, interests, and abilities

•set expectations and goals to meet his or her needs and interests;

•make choices and plans to meet goals and expectations;

•take action to complete plans;

•evaluate results of actions

•adjust plans and actions until goal is achieved.

“Children with learning problems need to be able to evaluate and acknowledge their own strengths and weaknesses. With a clear understanding of these strengths and weaknesses it can be truly remarkable to observe how well students can help themselves, this can go a long way towards restoring motivation and aspirations.”

(Gross, 1996/1997/2012).

“When the subject of learning disabilities is approached in a positive manner, parents (staff and teachers) who have experienced learning difficulties can offer empathy to the child who is having learning difficulties in ways that can be uniquely validating and supportive. They have a key advantage in knowing first hand the discouragement and frustration of living with learning disabilities.”

(Gross, 1996/1997).

Research Findings: Limited frequency of opportunities to learn

and practice decision making leads sense of powerlessness and inhibits development of self-determination (West & Parent, 1992)

professionals may inhibit learning and a desire to master a skill if they do not provide a high level of specific (descriptive) positive or corrective feedback during learning (Dattilo and Kleiber, 1993)

overprotection is related significantly to defensive and provoking behaviors, as well as to low self-concept and school functioning

Some professionals fail to afford opportunities for self-determination in the interest of time…. seems easier and quicker to make decisions for individuals rather than spending the time…relegating students to mere respondents

providing opportunities for self-determined behavior have revealed decreases in maladaptive and disruptive behaviors

Students with self-determination skills tend to complete high school and have successful post secondary outcomes.

SourcesBeach Center on Disability. (2003). Importance of early planning of self-determination.

Retrieved March 1, 2007 from www.beachcenter.org/default.asap.

Dweck, C. and Elliot, E. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 512.

Educational Leadership 2003). Working with Paraprofessionals. 61(2). 50-53.

Gordon, R. and Gordon, M. (2005). The Turned Off Child. Millenial Mind Publishing: Salt Lake City, UT (www.turned-offchild.com)

Hoffman, A. (2003). Teaching decision making to students with learning disabilities by promoting self-determination. ERIC Digest (ED481859): ERIC Clearinghouse on Disabilities and Gifted Education.

Levy, Z. (2004) Learned helplessness. Retrieved March 1, 2007 from www.nldline.com/zoe_levy.html.

Wehmeyer. M. (2002). Self-determination and the education of students with disabilities. ERIC Clearinghouse on Elementary and Early Childhood Education.Retrieved March 1, 2007 from http://www.athealth.com/Consumer/disorders/selfdetermine.html.