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review the aerodynamic principles and explain how stalls
affect flight characteristics. Then, carefully describe the
physical sensations to be expected, as well as the recovery
procedures.
Student anxiety can be minimized throughout training by
emphasizing the benefits and pleasurable experiences that can
be derived from flying, rather than by continuously citing the
unhappy consequences of faulty performances. Safe flying
practices should be presented as conducive to satisfying,
efficient, uninterrupted operations, rather than as necessary
only to prevent catastrophe.
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Figure 1-5. A student with marked changes in mood during different
lessons, such as excellent morale followed by deep depression, is
indicative of an abnormal reaction to stress.
such a person does not continue flight training or become
certificated as a pilot. To accomplish this, the following steps
are available:
• If an instructor believes that a student may have a
disqualifying psychological defect, arrangements
should be made for another instructor, who is not
acquainted with the student, to conduct an evaluation
flight. After the flight, the two instructors should
confer to determine whether they agree that further
investigation or action is justified.
• The flight instructor’s primary legal responsibility
concerns the decision whether to endorse the student
to be competent for solo flight operations, or to make
a recommendation for the practical test leading to
certification as a pilot. If, after consultation with an
unbiased instructor, the instructor believes that the
student may have a serious psychological deficiency,
such endorsements and recommendations must be
withheld.
Normal Reactions to Stress
As mentioned earlier in the chapter, when a threat is
recognized or imagined, the brain alerts the body. The adrenal
gland activates hormones, which prepare the body to meet the
threat or to retreat from it—the fight or flight syndrome.
Normal individuals begin to respond rapidly and exactly,
within the limits of their experience and training. Many
responses are automatic, highlighting the need for proper
training in emergency operations prior to an actual emergency.
The affected individual thinks rationally, acts rapidly, and is
extremely sensitive to all aspects of the surroundings.
Abnormal Reactions to Stress
Reactions to stress may produce abnormal responses in
some people. With them, response to anxiety or stress may
be completely absent or at least inadequate. Their responses
may be random or illogical, or they may do more than is
called for by the situation.
During flight instruction, instructors are normally the only
ones who can observe students when they are under pressure.
Instructors, therefore, are in a position to differentiate between
safe and unsafe piloting actions. Instructors also may be able
to detect potential psychological problems. The following
student reactions are indicative of abnormal reactions to
stress. None of them provides an absolute indication, but the
presence of any of them under conditions of stress is reason
for careful instructor evaluation.
• Inappropriate reactions, such as extreme overcooperation, painstaking self-control, inappropriate
laughter or singing, and very rapid changes in
emotions.
• Marked changes in mood on different lessons, such
as excellent morale followed by deep depression.
• Severe anger directed toward the flight instructor,
service personnel, and others.
In difficult situations, flight instructors must carefully
examine student responses and their own responses to the
students. These responses may be the normal products of a
complex learning situation, but they also can be indicative
of psychological abnormalities that inhibit learning or are
potentially very hazardous to future piloting operations.
[Figure 1-5]
Flight Instructor Actions Regarding Seriously
Abnormal Students
A flight instructor who believes a student may be suffering
from a serious psychological abnormality has a responsibility
to refrain from instructing that student. In addition, a flight
instructor has the personal responsibility of assuring that
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• Recognize the student’s need to control pace and
start/stop time.
• Take advantage of the adult preference to selfdirect and self-design learning projects by giving
the student frequent scenario based training (SBT)
　
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