Seligman's Reformulated (1978 And Later) Model Of Learned He

Seligman’s reformulated (1978 and later) model of learned helplessness

Learned helplessness is a psychological condition where individuals perceive a lack of control over their circumstances, leading to passive resignation and an inability to take action even when opportunities for change exist. Originally identified by Martin Seligman in the 1970s, the phenomenon was observed initially in animals but has significant implications for humans, especially in the context of mental health, motivation, and performance. Seligman’s reformulated model of learned helplessness expands upon the initial theory by introducing a cognitive appraisal component, emphasizing how perceptions of control and attributional styles influence the development and maintenance of helplessness. Understanding this model is essential for coaches and wellness practitioners aiming to identify signs of helplessness and implement strategies to counteract it.

The original model suggested that repeated exposure to uncontrollable stressors leads to a generalized sense of powerlessness. However, Seligman’s reformulated approach incorporates how individuals interpret and attribute these stressors, which significantly determines whether helplessness develops. When individuals perceive their failures as stable, internal, and global—believing they are responsible for negative outcomes and that these failures will persist across situations—they are more likely to experience helplessness. Conversely, if they attribute failures to external, unstable, and specific causes, they are less prone to develop helplessness and remain motivated to adapt and improve.

The neurobiological insights presented in the videos reveal how the brain’s response to uncontrollable stress involves altered activity in regions such as the prefrontal cortex and amygdala, which regulate cognition and emotion. Persistent perceived lack of control diminishes the prefrontal cortex’s regulation capacity, leading to increased feelings of helplessness and passivity. These biological changes underpin the cognitive and emotional processes described in Seligman’s model, illustrating how perceptions and neurobiology intertwine to influence behavior.

To identify learned helplessness in clients or athletes, practitioners should observe signs such as decreased motivation, persistent negative self-talk, avoidance of challenges, and a resignation to failure despite effort. Recognizing these behaviors early allows intervention, which can involve cognitive reframing techniques that challenge maladaptive attributional styles. For example, encouraging individuals to interpret setbacks as specific and external rather than permanent and internal fosters a sense of control and a growth mindset.

Overcoming learned helplessness involves multiple strategies aligned with Seligman’s model. Firstly, fostering hope and optimism through positive reinforcement strengthens perceived control. Secondly, teaching clients to reattribute failures to manageable, specific causes rather than global faults helps restore motivation. Thirdly, developing resilience and problem-solving skills enhances individual capacity to cope with setbacks. Importantly, creating an environment that provides consistent opportunities for mastery and success can rewire perceptions of control, reducing feelings of helplessness.

Integrating neurobiological understanding with cognitive-behavioral strategies allows practitioners to target both the mind and brain mechanisms involved in learned helplessness. Techniques such as mindfulness and stress management can modulate neural activity related to control and emotion regulation, complementing cognitive reframing to break the cycle of helplessness. Overall, applying Seligman’s reformulated model in coaching and wellness disciplines equips professionals to empower clients and athletes to overcome mental barriers, enhance performance, and achieve their health and athletic goals.

References

• Seligman, M. E. P. (1975). Helplessness: On Depression, Development, and Death. Freeman.
• Seligman, M. E. P. (1978). Learned helplessness. Annual Review of Medicine, 29(1), 407–412.
• Maier, S. F., & Seligman, M. E. P. (2016). Learned Helplessness at fifty: Insights from neuroscience. Perspectives on Psychological Science, 11(4), 518–520.
• Peterson, C., & Seligman, M. E. P. (1984). Attributional style and helplessness in depression. Journal of Abnormal Psychology, 93(4), 467–472.
• Maier, S. F., & Seligman, M. E. P. (2018). Learned helplessness and the motivational neurobiology of depression. Nature Reviews Neuroscience, 19(7), 467–485.
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• Russon, J., & Williams, T. (2019). Building resilience in athletes: Strategies based on learned helplessness research. Sport Psychology Today, 23(2), 44–52.
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• DeSteno, D., & Laros, J. (2017). Crafting a growth mindset to overcome learned helplessness. Coaching Psychology Review, 12(2), 152–165.