Key Terms/Concepts Flashcards
Energy
Can be group or individual instructor energy. Ensure the energy is high enough to foster student engagement, but not too high to increase risk of safety or learned helplessness.
Gender Modesty
Male and Female students will never change clothes in the same space. Ensure female students are moved to the latrine to change for water pressures. Ensure female students never stripped to underwear at any point in training.
Instructor’s Student Assessment/Awareness
Ensure instructors are monitoring student’s emotional responses throughout interactions and that they are monitoring body language and posturing.
Language
Excessive profanity, inappropriate verbiage/comments, overly-degrading terminology
Outright Defiance
Students may become overly-emotionally engaged and disregard training objectives. This i usually demonstrated by student’s verbal, and sometimes physical, outright refusal to comply with a direction from the instructors.
Pressure Application
Ensure instructors are applying pressures IAW OI 10-4
Problem Progression
Development of the problem after introduction. Monitor student responses to determine if the problem will be solved or escalated. Ensure instructors are receptive to student responses and are escalating or ending problems appropriately.
Safety
Consider removal of bulky items, risk for falling/slipping, and other general unsafe practices that pose an unnecessary risk to students or instructors
Sensory Overload
Occurs when the body experiences over-stimulation from the environment and/or during periods of heightened stress
Student Behavior
Student engagement or emotional response throughout training. Monitor for overly-emotional students who may pose a risk to students or instructors, or who are likely to initiate a Flight Surgeon Call.
Student Compliance
Students following directions of instructors. Can be safety driven or learning objective specific.
Student Transportation
Students will be hooded during transportation around the RT compound and grounded when stationary.
Behavioral Trends
A repeated pattern of behavior(s) observed in instructors and/or students, individually or a s a group throughout training. Trends can develop for a number of reasons such as class leadership, changes in RT ops, attitudes, personal experiences
Behavioral Drift
The continual re-establishment of new, often unstated, and unofficial standards. Occurs when official standards of behavior are not enforced. Contributors include ambiguous guidance, poor supervision/oversight, and lack of training, and psychological/social pressures.
Abstinence Violation Effect
This occurs when an individual, having made a personal commitment to cease engaging in an unwanted behavior (propaganda), has an initial lapse whereby the behavior is engaged in at least once. The AVE occurs when the person views their failure to maintain their commitment as a complete failure in their overall abilities or control and continue to engage in the unwanted behavior.
Cognitive Dissonance
The stress or discomfort experienced by an individual who holds conflicting beliefs, ideas, values or behaviors
Learned Helplessness
Students lose the will to resist after experiencing repeated failure or perceive they have little or no control over their situation
Fundamental Attribution Error
The tendency for people to place undue emphasis on personal characteristics to explain someone else’s behavior without considering the situational factors.
Bystander Effect
Individuals are less likely to help a victim when other people are presents. This is typically observed during group interactions in RT. Many factors contribute to this phenomenon, like ambiguity, group cohesiveness, and diffusion of responsibility
Moral Disengagement
The process of mentally altering ones negative behavior as being moral without changing the behavior or moral standards depending a particular context. This can be observed in instructors and students during RT.
