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conditions, work may be a source of satisfaction and,
if so, it is performed voluntarily. On the other hand,
when work is a form of punishment, it is avoided, if
possible.
• People exercise self-direction if they are committed
to the goals (they are not lazy).
• Commitment to goals relates directly to the rewards
associated with their achievement.
• People learn to accept and seek responsibility. Shirking
responsibility and lack of ambition are not inherent
in human nature, but are usually the consequences of
experience.
• Creativity, ingenuity, and imagination are widely
distributed among the population. People are capable
of using these abilities to solve problems.
• People have potential.
Since it is human nature to be motivated, the responsibility
for discovering how to realize the potential of the student lies
with the instructor. How to mold a solid, healthy, productive
relationship with a student depends on the instructor’s
knowledge of human behavior and needs. Being able to
recognize factors that inhibit the learning process also helps
the instructor in this process.
Human Factors That Inhibit Learning
Defense Mechanisms
Defense mechanisms can be biological or psychological. The
biological defense mechanism is a physiological response that
protects or preserves organisms. For example, when humans
experience a danger or a threat, the “fight or flight” response
kicks in. Adrenaline and other chemicals are activated and
physical symptoms such as rapid heart rate and increased
blood pressure occur.
An example of this might occur when an anxious student pilot
is learning to place the aircraft (helicopter) in an autorotative
descent, which is used in the event of engine failure or tail
rotor failure. Emergency procedure training is necessary
to practice as the outcome of a true emergency is directly
related to the pilot’s ability to react instantly and correctly,
and in taking the proper corrective action since there may
be limited time to analyze the problem. The anxiety that the
student pilot may feel while practicing such maneuvers may
resolve itself into a “fight or flight” response.
The instructor needs to recognize the student’s apprehension
about performing the autorotation and help the student gain the
necessary skill level to feel comfortable with the maneuver.
In this case, the instructor could take the procedure apart
and demonstrate each stage of an autorotation. Allowing the
student to then practice the stages at various heights should
instill the confidence needed to perform the autorotation.
Sigmund Freud introduced the psychological concept of the
ego defense mechanism in 1894. The ego defense mechanism
is an unconscious mental process to protect oneself from
anxiety, unpleasant emotions, or to provide a refuge from
a situation with which the individual cannot currently cope.
For example, someone who blots out the memory of being
physically assaulted is using a defense mechanism. People use
these defenses to prevent unacceptable ideas or impulses from
entering the conscience. Defense mechanisms soften feelings
of failure, alleviate feelings of guilt, help an individual cope
with reality, and protect one’s self-image. [Figure 1-4]
When anxiety occurs, the mind tries to solve the problem
or find an escape, but if these tactics do not work, defense
mechanisms are triggered. Defense mechanisms share two
common properties:
• They often appear unconsciously.
• They tend to distort, transform, or otherwise falsify
reality.
Because reality is distorted, perception changes, which allows
for a lessening of anxiety, with a corresponding reduction
in tension. Repression and denial are two primary defense
mechanisms.
Repression
Repression is the defense mechanism whereby a person
places uncomfortable thoughts into inaccessible areas of the
unconscious mind. Things a person is unable to cope with
1-7
now are pushed away, to be dealt with at another time, or
hopefully never because they faded away on their own accord.
The level of repression can vary from temporarily forgetting
an uncomfortable thought to amnesia, where the events that
triggered the anxiety are deeply buried. Repressed memories
do not disappear and may reappear in dreams or slips of the
tongue (“Freudian slips”). For example, a student pilot may
have a repressed fear of flying that inhibits his or her ability
to learn how to fly.
Denial
　
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