Some individuals, more specifically children, suffer from a condition known as learned helplessness. Learned helplessness is a condition where individuals feel they have no control over reaching sufficient achievements in academic or personal tasks. These individuals believe that they cannot help themselves be successful and solve problems that they come across. In this particular case, a 13-year-old girl is observed two times a week for a total of two weeks in various settings where learned helpless actions are most prominent. These settings include school, home, and around peers. To be more specific, the young girl was observed in classes such as science, math, and physical education. Along with observing her behavior in the school setting, …show more content…
There are many issues and goals presented with those involved in this specific case. To begin, there are several issues with the young girl’s family relationship, more importantly, her mother. With this said, although there are no signs of abuse, and the relationship seems to be positive, her mother shows several signs of neglect (Martinek & Walling, 1995). One example of the present signs of neglect include the young girl attending school wearing dirty clothes and showing a dirty appearance. The young girl is also known to go to school unprepared and does not attend class with the needed materials (Martinek & Walling, 1995). Mothers are known to be nurturing to their kids and always look out for them while providing the necessary care for them. These qualities are not present in the young girl’s mother who may have led to her condition of learned helplessness. Along with the young girl’s family relationship, her relationship involving her teachers are observed as well. Her teachers face several concerns dealing with her behavior and her problem for learning. Particular difficulties and concerns her teachers often come across …show more content…
The recommended solutions are relevant when it comes to the young girl’s case. For instance, the case suggests that the young girl participates in after school sessions involving other learned helplessness kids (Martinek & Walling, 1995). This solution will not only help her in her difficulties with her school work but will also help her social skills as well. All in all, if an individual with learned helplessness attempts different solutions to their condition, their feelings of failure may
In the video presentation of How Difficult Can This Be? The F.A.T. City Workshop, Richard Lavoie is able to simulate several of the difficulties that a student with a learning disability has to face at school. Some of the difficulties experienced by the students are intrinsic to the disability itself, but many other difficulties are directly related with the emotions that the student experiences when attending a class, and as a result of his or her interactions with teachers and classmates. Both the United States law and the education system, have the opportunity to make a huge difference in the learning experience of every student with disability. Students with disabilities need to be guided to a path to education that is both feasible and accessible for them; with achievable goals, and by being provided what they need in order to succeed, and to be able to overcome any obstacles.
Mental illness in the classroom has become an issue that is important for teachers, not just parents, to look out for. According to Cinda Johnson, “Studies indicate that 1 in 5 adolescents have some sort of serious emotional, behavioral, or mental health problem”(Johnson). When adolescents spend half of their days in school, it is important that their teachers take the time to notice unusual signs their students may be showing them. Teachers have the opportunity and the influence to help students work toward a better future. In Graziano’s article, however, the teacher’s influence was spun the wrong way and led to mistreatment of the six-year-old boy and his learning disability. Johnson explains, “Effective teachers are “responsive to students’ problems and…emphasize reciprocity and the value of their students’ perspectives and feelings”(Johnson). The issue of disability in the classroom coincides with the issue of teacher and student trust in the classroom. In both articles there...
For such families, “sustaining children’s natural growth is viewed as an accomplishment” (Lareau 34). Lareau also reported that many working class and poor parents feel that educators hold the expertise, and usually fear doing the “wrong thing” in school-related matters (Lareau 357). What this usually leads to is trying to maintain a separation between school and home (Lareau 358).
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
After reviewing the Sanchez Family case study, I have chosen to review Emilia Sanchez with Erikson’s Theory of Psychosocial development, Operant Conditioning, and Social Learning Theory. In her case study, Emilia is described as being the oldest daughter in the Sanchez family, she helped her mother a great deal with housework and with helping care for the younger children and was a good quiet child who never gave her parents any problem, however at the age of 14, things changed, and she got involved in drugs. Now at 28, she has lost custody of her son due to her problems with drugs, and she is estranged from her parents due to having an abortion shortly after her son was born because her parents have very strong religious beliefs and they
Aragona, J., & Eyeberg, S. "Neglected children: Mothers' reports of child behavior problems and observed verbal behavior." Child Development 52 (1995): 596-602.
A hundred years later, Goerge Fredrick Still, a British child professor talked in his lectures about certain abnormal behavior in children’s. He expended on the description from Christen by ...
Per Reporter: The children are unkempt when arriving to school; their clothes are dirty and are too little. The children do not wear socks, but have worn jackets. Several teachers (unknown) have provided assistance to get Kailee and Kyndel’s hair done. Kailee’s hair was matted. Maliki and Marquell are bullied because of their appearance. As a result, Marquell and Maliki self-esteem has been impacted. Maliki has anger spells; however, the father (unknown) informed that there will be consequences for misbehaving. Either Maliki or Marquell has an odor of urine. Maliki has been witnessed eating fast and asking others for their food. Maliki mentioned that they don’t eat every night; they’ll sometimes eat cereal. Maliki becomes angry if he misses
Recently, a child named Jake has joined the Grasshopper classroom. Since he is new to the class, he clearly has no understanding of the rules and routines of the classroom. He always seems agitated, often has temper tantrums and has difficulty sharing and initiating play with other children which correlates with some of the behaviors described in the article we read on trauma (Bassuk, Konnath and Volk, 2006, p. 13). At one point, Kathy mentioned to me that Jake is homeless which explains his behaviors because as Jani Koester mentioned in her presentation “every homeless child has experienced trauma” (Koester, 2014, p. 3). As Kathy is well aware of Jake’s circumstances, she provides him the safety, stabilization and support he needs. Firstly, Kathy always patiently handles Jake when he has a temper tantrum, fights over a toy with another child or refuses to do something she asks him to do. Secondly, she keeps a routine and has a schedule clearly posted on the wall for all of the students to see. Lastly, she has developed an environment that encourages learning and cooperation. The children who have been in the classroom from the beginning of the year know all the rules and expectations. Jake on the other hand is continuing to learn how to follow these expectations. Therefore, the other children can get frustrated with Jake as he will sometimes push over the tower they built or skip
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
Data collected from all these sources would help the school psychologist identify, diagnose, and develop a treatment plan specifically tailored to Sheila, her difficulties, and her needs. Should intervention prove ineffectual for Sheila, she should then be referred for a more comprehensive evaluation. Progress must be clearly defined, with specific goals, documented, and in the absence of acceptable progress longer than two years should receive more intensive assessment (Holdnack,
Learned helplessness is defined as the idea that clinical depression and similar mental illnesses could result from the real or perceived lack of control (Hock, 2013). This concept has been studied immensely throughout the years. One of the first psychologists to pursue this phenomenon was Martin E. P. Seligman, who in 1972 used dogs to examine the effect of a controllable versus uncontrollable situation and the effect that had on learning (Hock, 2013). Several years later, two psychologists, Carol Diener and Carol Dweck, used the information that Seligman discovered and attempted to see the effects of failure on helpless and non-helpless children (Diener & Dweck, 1980). In the following two years, Lauren
Skowronski, Marina. 'Parenting Perspectives." Teachers and Families. National Association of School Psychologists, 2005. Web. 16 Nov. 2014.
Mercer, C.D., Mercer, A.R, & Pulen, P.C. (2011). Teaching students with learning problems. New Jersey: Pearson. Page 4.
With the chronic issue of child abuse still affecting children’s education today. It is a key importance that people must not give up on children who are victims of child abuse, but make it their personal goal to help them prosper. School is not just a place where children go in the morning, but a social learning environment that provides students with a lifelong tool of knowledge. As children grow older and into different developmental stages the demand for love, support, leadership, and positive role models are crucial. Abused children are missing these essential needs; this is why the famous saying “It takes a community to raise a child” still holds true today. The education of abuse children is not a lost cause and with proper treatment and teaching they will grow up to be just as successful if not more successful than any other non- maltreated child.