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anger or ignores it. The student is allowed to express anger
without risking failure in a class.
Psychology textbooks or online references offer more
in-depth information about defense mechanisms. While
most defense mechanisms fall within the realm of normal
behavior and serve a useful purpose, in some cases they
may be associated with mental health problems. Defense
mechanisms involve some degree of self-deception and
distortion of reality. Thus, they alleviate the symptoms, not
the causes, and do not solve problems. Moreover, because
defense mechanisms operate on an unconscious level, they
are not subject to normal conscious checks and balances.
Once an individual realizes there is a conscious reliance on
one of these devices, behavior ceases to be an unconscious
adjustment mechanism and becomes, instead, an ineffective
way of satisfying a need.
It may be difficult for an instructor to identify excessive
reliance on defense mechanisms by a student, but a personal
crisis or other stressful event is usually the cause. For
example, a death in the family, a divorce, or even a failing
grade on an important test may trigger harmful defensive
reactions. Physical symptoms such as a change in personality,
angry outbursts, depression, or a general lack of interest
may point to a problem. Drug or alcohol abuse also may
become apparent. Less obvious indications may include
social withdrawal, preoccupation with certain ideas, or an
inability to concentrate.
An instructor needs to be familiar with typical defense
mechanisms and have some knowledge of related behavioral
problems. A perceptive instructor can help by using common
sense and discussing the problem with the student. The main
objective should be to restore motivation and self-confidence.
It should be noted that the human psyche is fragile and could
be damaged by inept measures. Therefore, in severe cases
involving the possibility of deep psychological problems,
timely and skillful help is needed. In this event, the instructor
should recommend that the student use the services of a
professional counselor.
Student Emotional Reactions
While it is not necessary for a flight instructor to be a
certified psychologist, it is helpful to learn how to analyze
student behavior before and during each flight lesson. This
ability helps a flight instructor develop and use appropriate
techniques for instruction.
Anxiety
Anxiety is probably the most significant psychological factor
affecting flight instruction. This is true because flying is a
potentially threatening experience for those who are not
accustomed to flying and the fear of falling is universal
in human beings. Anxiety also is a factor in maintenance
training because lives may depend on consistently doing
the job right the first time. The following paragraphs are
primarily concerned with flight instruction and student
reactions.
Anxiety is a feeling of worry, nervousness, or unease, often
about something that is going to happen, typically something
with an uncertain outcome. It results from the fear of
anything, real or imagined, which threatens the person who
experiences it, and may have a potent effect on actions and
the ability to learn from perceptions.
The responses to anxiety range from a hesitancy to act to the
impulse to do something even if it’s wrong. Some people
affected by anxiety react appropriately, adequately, and more
rapidly than they would in the absence of threat. Many, on the
other hand, may freeze and be incapable of doing anything
to correct the situation that has caused their anxiety. Others
may do things without rational thought or reason.
Both normal and abnormal reactions to anxiety are of concern
to the flight instructor. The normal reactions are significant
because they indicate a need for special instruction to relieve
the anxiety. The abnormal reactions are even more important
because they may signify a deep-seated problem.
Anxiety can be countered by reinforcing the students’
enjoyment of flying and by teaching them to cope with their
fears. An effective technique is to treat fears as a normal
reaction, rather than ignoring them. Keep in mind that
anxiety for student pilots is usually associated with certain
types of flight operations and maneuvers. Instructors should
introduce these maneuvers with care, so that students know
what to expect and what their reactions should be. When
introducing stalls, for example, instructors should first
　
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