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Enabling Objectives
• Discuss how aviators are selected
• Discuss the student aviator training path
• Discuss stress coping skills used by successful aviation students
• Discuss signs of poor adaptation to aviation
Enabling Objectives (cont.)
• Discuss interventions for aviation adaptation problems
• Discuss unique challenges advanced aviation training and operational flying
How are Naval Aviator Officers Selected?
• Aviator Selection Test Battery (ASTB):
- measures personality style, motivation for
military and aviation, and cognition
- minimum score required
• Flight Physical - no formal questions to
assess suitability for aviation (“AA” __ )
• Selection Boards for ROTC, USNA, OCS applicants
How are Enlisted Aircrew/Air Traffic Controllers Selected?
• Armed Services Vocational Aptitude Battery (ASVAB) - minimum score needed to enlist in the Navy/Marine Corps
• You are selected for the aviation rate if there is as position available (quota system)
Student Naval Aviator (SNA) Flight Training
• OCS, USNA, ROTC• Aviation Preflight Indoctrination (API)• Ground School• Primary Flight Training (16% attrition)• Intermediate Flight Training• Advanced Flight Training• WINGS!• Replacement Air Group (RAG)
Student Naval Flight Officer (SNFO) Flight Training
• OCS, USNA, ROTC
• Aviation Preflight Indoctrination (API)
• Basic NFO Training
• Intermediate NFO Training
• Advanced NFO Training
• WINGING!
Successful Aviator Needs:
• Ability• Motivation• Stability:
- PQ - no Axis I diagnosis
- AA- no Axis II diagnosis (personality
disorder or maladaptive personality traits
that adversely impact aircrew coordination,
mission execution, or flight safety)
Stress Coping Defenses for Student Aviators
• Flight (withdrawal coping mechanism):
- “drop on request” (DOR),
- somatization
- conversion reaction
• Fight (aggressive coping mechanism):
- denial (I didn’t make a mistake”)
- projection (“It was the instructor’s fault”)
Stress Coping Mechanisms (cont.)
• Compromise (healthy coping mechanism):
- suppression (of fear of death or of making a mistake)
- denial (“I won’t get a down”)
- rationalization (“If I get a down, it was the
instructor’s fault. I will still get jets!”)
- magical thinking (“I won’t get a down”)
• Compartmentalization - total of above
Student Aviator Adaptation
• Most adapt to flying within 5 flights, or less
• Goal is to achieve comfort in (and ability to excel in) a multidimensional environment
Signs of Poor Adaptation
• Discomfort flying (fear, severe anxiety)
• Anticipatory anxiety (before the flight)
• “Thrill is gone” (does not enjoy flying; prays for rain)
• “Behind the aircraft” ( slow responses, lack of anticipation, “brain lock”)
• Impulsive (but incorrect) control inputs
Poor Adaptation (cont.)
• Chronic fatigue (often occurs when the student eschews exercise , socializing, proper nutrition - and despite adequate sleep)
• Airsickness:
- initially physiologic (vestibular response)
- performance anxiety component
- conditioned response (e.g., fuel smell)
Interventions for Poor Adaptation
• Stress Management Training (e.g., NOMI
Psychiatry Department)
• Self-Paced Airsickness Desensitization (SPAD) - at NOMI Internal Medicine - 80% success rate (after unsuccessful trial of phenergan, ephedrine)
• Performance Enhancement Program - uses stress management training, relaxation, etc.
Proposed Study
• NEO-PI-R (personality inventory) given to all Student NFOs (and some winged NFOs for comparison)
• Certain response profile will result in assessment by the Flight Surgeon - and possible referral to NOMI Psychiatry for stress management and evaluation
• MAY reduce DORs and attrites
• NOT a “select out” tool
Challenges in Advanced Student Training
• Resuming junior student status - may be difficult for narcissists
• Solo flights - cause anxiety in dependant students who need excessive reassurance
• More complex aircraft (e.g., prop to jet)• More complex mission (e.g., carrier ops, night
and adverse weather, more challenging mission)
Challenges in Advanced Training (cont.)
• Increased responsibility (e.g., aircraft commander, section leader, flight leader, mission commander)
Challenges in Operational Flying … and Beyond
• “Nugget” - the junior aviator in his/her first fleet assignment
• Collateral duties
• More frequent deployments - but fewer flight hours
• Supervisory and leadership challenges
• “Dissociated tour” - nonflying tour (“fly a desk”)
Challenges in Operational Flying (cont.)
• Military flying vs. civilian airlines (“drive a bus”)
• Military career vs. family
Challenges for the Flight Instructor
• Constant “caretaker” responsibility
• Personal problems (e.g., marital strife, career disappointments)
• Nostalgia for the Fleet
• Narcissistic students - argue about undesired grades
• Dependant students - need excessive nurturing