Temporary Specific Explanatory Model

According to Thomas Martinek’s Fostering Hope learned helplessness can occur in an individual because of the individuals need for control which is impacted by others and the environmental conditions which can then cause certain explanatory styles. Parents, teachers, weather conditions, gender, hair, race, peers, and the culture all contribute to a helplessness unique to youth. To overcome this condition, I would include a temporary/specific explanatory style which mostly optimistic and mastery-oriented. People with this mindset view failure as temporary and as a challenge instead of an uncontrollable concept. Also form the Making hope happen article I would include strategies such as encouraging and demonstrating hope to all student, finding out what each child is passionate or likes and helping them work towards that, and just stressing the value of perseverance and effort. To get towards a more temporary/specific explanatory style I would
Using the Expectancy Model describe:
a) How Garfield High School (and ETS) played a role in creating a self-fulfilling prophecy effect (Pygmalion) with students. Describe this using each of the processes in the expectancy model.
The expectancy model loop includes impression cues, impression information, expectation, dyadic interaction, interpretation, and behavior. Some impression information and cues from the school include the gender’s represented, the race represented in the movie, also the settings, the physical attractiveness of the school. The expectation of the school for the students was for them to pass the average math class, so it wasn’t very high. The dyadic interaction between the school and the students was nonexistent, the school didn’t even give the student a classroom in the summer so they would learn instead they had to suffer in a hot cramped room. This lead to a behavior of rebellious, uninterested