Executive Function and Learned Helplessness in Adolescents with Chronic Illness

Previous research has revealed that children with chronic illnesses are significantly more likely to experience academic, behavioral, and emotional difficulties. The current study hypothesized that these difficulties could be impacted by the development of learned helplessness and/or difficulties with executive functioning. The proposed theoretical model suggests that chronic illness variables have an effect on learned helplessness and executive functioning. In addition, it was hypothesized that these factors lead to an increased risk of depressive symptomatology. The current study revealed significant differences between the chronic illness and control group in parent-reported executive function abilities; however, there were no significant differences in self-reported executive function, learned helplessness or depressive symptomatology. Parent-reported control of illness predicted parent- and self-reported executive function and parent-reported depression. It did not predict learned helplessness or self-reported depression. The number of medications taken by the chronic illness group did not predict executive function, learned helplessness, or depression. In addition, learned helplessness predicted parent- and self-reported depression. Several strong correlations were found, including associations between parent-reported executive function and self-reported executive function, and parent-reported depression and parent- and self-reported executive function. In addition, there were strong associations between self-reported executive function and parent- and self-reported depression. The model of learned helplessness, executive function, and parent-reported control of illness did not significantly predict parent-reported depression. This information may be used to improve intervention efforts directed at children with chronic illnesses