Learned Helplessness or Learned Autonomy?
Three Evidence Informed Strategies to Boost Children’s Self-Reliance.
Jason entered the school building and stood at the doorway looking around. It was 8:00 am on a Wednesday morning in September. A school aide rushed over and took him by the hand, leading him to his 2nd grade classroom. Once inside, he stood near the doorway. Miss Norma, his paraprofessional, hurried over and removed his backpack and jacket. “Let’s get ready for school!” she said. Miss Norma hung up his coat and brought Jason’s backpack to his desk.
Children were busy unpacking their books and hanging up coats. Unzipping Jason’s backpack, Miss Norma retrieved his homework folder and put the assignment on the teacher’s desk. “Okay, Jason – your first lesson is science. Where is your science book?” Jason looked confused so Miss Norma pulled the science book out, opening to the required page. It was 8:15 and the science lesson was about to begin.
Do you know a child – like Jason – who waits for others to do things for them? Does the child depend on adults or peers for daily tasks and decision making? These are signs of “learned helplessness,” a psychological state of an individual subjected to frequent events that they believe are beyond their control (Buzzai et al., 2021). Lack of opportunity and experiences of failure confirm their inability to succeed. A state of learned helplessness may develop when students experience ongoing difficulties that detract from their perceptions of self-efficacy. The difficulties may be subtle, such as having a hard time keeping up with the pace of classroom activities. These events lead some children to believe that they are unable to learn and have little control over their lives (Filippello et al., 2015; Filippello et al., 2017).
Parents’ role in supporting children’s autonomy begins at birth. When parental autonomy support is given at age two, toddlers’ willingness to attend to parents is observed 18 months later, whereas controlling strategies predict a deterioration in positive behavior (Laurin & Joussemet, 2017). Autonomy-supportive environments have been shown to foster greater internalization of independence across age and life domains including school, work, and leisure (Ryan et al., 2021).
Parents, teachers, and therapists play an important role in supporting student autonomy, rather than helplessness, as they are often the most impactful adults who can either promote or obstruct students’ achievement by their choice in teaching style. Self-determination theory views adults’ context as either controlling or supportive, depending on whether it contributes to or detracts from a child’s needs (Costa et al., 2016).
In the case of disabled children, educators and parents may offer fewer choices or decision-making opportunities for children with disabilities. Instead, these children are provided with assistance with tasks throughout their day to help them keep up with their peers. When an adult treats a child as if they are helpless, the child may perceive difficult tasks as a challenge that cannot be overcome. These children prefer to avoid tasks or to perform simpler tasks so as not to encounter failure (Filippello et al., 2017). Research points out, on the other hand, that promoting students’ self-determination skills may foster learning opportunities and achievements (Carter et al., 2011).
How can we promote autonomy and minimize the occurrence of learned helplessness? Here are three evidence informed strategies to change our approach and change the outcome for children:
1. Ask questions.
By asking children open-ended questions throughout their day about what matters to them, we show them we care, and we promote engagement and motivation.
2. Give choices.
When children have the opportunity to make choices, it’s the first step toward leading a meaningful, independent life.
3. Be a partner.
Instead of teaching, we can help children teach themselves. By partnering with them, instead of directing their learning, we are giving children the greatest gift – a life of self-efficacy and confidence!
Takeaway: We can combat learned helplessness and promote self-reliance by giving child choices and being a partner in their learning!
References
Buzzai, C., Sorrenti, L., Tripiciano, F., Orecchio, S., & Filippello, P. (2021). School alienation and academic achievement: The role of learned helplessness and mastery orientation. School Psychology, 36(1), 17–23. https://doi.org/10.1037/spq0000413
Carter, E. W., Lane, K. L., Crnobori, M., Bruhn, A. L., & Oakes, W. P. (2011). Self-determination interventions for students with and at risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 36(2), 100–116. https://doi.org/10.1177/019874291103600202
Costa, S., Cuzzocrea, F., Gugliandolo, M.C., & Larcan, R. (2016). Associations between parental psychological control and autonomy support, and psychological outcomes in adolescents: The mediating role of need satisfaction and need frustration. Child Indicators Research, 9, 1059-1076.
Filippello, P., Larcan, R., Sorrenti, L., Buzzai, C., Orecchio, S., & Costa, S. (2017). The mediating role of maladaptive perfectionism in the association between psychological control and learned helplessness. Improving Schools, 20(2), 113–126. https://doi.org/10.1177/1365480216688554
Filippello, P., Sorrenti, L., Buzzai, C., & Costa, S. (2015). Perceived parental psychological control and learned helplessness: The role of school self-efficacy. School Mental Health: A Multidisciplinary Research and Practice Journal, 7(4), 298-310. https://doi.org/10.1007/s12310-015-9151-2
Laurin, J. C., & Joussemet, M. (2017). Parental autonomy-supportive practices and toddlers’ rule internalization: A prospective observational study. Motivation and Emotion, 41(5), 562–575. https://doi.org/10.1007/ s11031-017-9627-5
Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97–110. https://doi.org/10.1037/mot0000194
