Learned helplessness in children and adolescents with juvenile rheumatic disease

• Published in: Journal of psychosomatic research 2006, Vol.60 (1), p.73-81
• Main Authors: Hommel, Kevin A., Chaney, John M., Wagner, Janelle L., Jarvis, James N.
• Format: Article
• Language: English
• Subjects: Adolescent; Affect; Arthritis, Juvenile - epidemiology; Arthritis, Juvenile - psychology; Attitude to Health; Attributional style; Child; Childhood depression; Depression; Depression - diagnosis; Depression - epidemiology; Depression - psychology; Female; Helplessness, Learned; Humans; Juvenile rheumatic disease; Learned helplessness; Male; Reinforcement (Psychology); Rheumatic diseases; Self Efficacy; Selfefficacy; Sick children; Surveys and Questionnaires
• ISSN: 0022-3999; 1879-1360
• DOI: 10.1016/j.jpsychores.2005.07.001

To examine a learned helplessness conceptualization of psychological sequela in children and adolescents with juvenile rheumatic diseases (JRD) via an experimental procedure utilizing behavior–outcome contingent and noncontingent feedback. Thirty-eight children and adolescents with JRD completed measures of transient affect, self-efficacy for functional ability, and causal attributions prior to and immediately following a computerized learned helplessness induction procedure. Children across contingent and noncontingent feedback conditions experienced decreased positive affect with a slightly more pronounced decline in the noncontingent condition. Noncontingent feedback resulted in poorer internalization of success for problem solving, while contingent feedback resulted in greater internalization of success for problem solving. Additionally, posttreatment control self-efficacy was significantly greater for children in the contingent condition that initially endorsed higher levels of internal task attributions. Children with JRD who experience behavior–outcome contingency in their environment may develop increased perceptions of control over functional ability. Furthermore, environmental noncontingency may result in poorer internalization of success, whereas contingent reinforcement may enhance cognitive appraisal mechanisms (i.e., causal attributions) associated with favorable disease outcome. Despite a modest decline in positive affect for children in the noncontingent condition, mood dysfunction is not entirely explicable within the context of noncontingent reinforcement.