An attributional model that conceptualizes the pressures that reduce professors' personal and career vitality is presented. The model is based primarily on the locus of control literature and especially the reformulated model of learned helplessness by Lynn Abramson, Martin Seligman, and John Teasdale. The analysis deals only with the cognitive component in conceptualizing aspects of mild, subclinical depression likely to be experienced by professors. It is suggested that self-devaluing perceptions from the basis of feelings of learned helplessness or uncontrollability. Perceived loss of control may be linked to decreased numbers of students enrolling in one's courses, a feeling of malaise about one's discipline, or a felt loss of prestige from peers. It is proposed that crises or states of imbalance in the lives of adults can serve as viable bases for future development, and that efforts to enhance development should be structured to enable individuals to use crises as opportunities for growth. Such growth may be conceptualized as restructured perceptions of causes, or attributions, of uncontrollability. It is recommended that a number of institutional policies that could be examined in view of the attributional model include: early retirement, employment after retirement, leaves without pay, sabbaticals, off-campus consulting, and "growth contracting" or "professional development plans." (SW)