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 learner. 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 learner use the services of a professional counselor.  While it is not necessary for a flight instructor to be a certified psychologist, it is helpful to learn how to analyze learner behavior  before and during each flight lesson. This ability helps a flight instructor develop and use appropriate techniques for instruction yet to  occur.  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. While anxiety  is a factor associated with aviation activities where lives depend on consistently doing the job right, the following paragraphs are  primarily concerned with instruction and learner 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 learners’ 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 learner pilots is usually  associated with certain types of flight operations and maneuvers. Instructors should introduce these maneuvers with care, so that  learners know what to expect and what their reactions should be. When introducing stalls, for example, instructors should first 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.  Learner 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.  Impatience is a greater deterrent to learning pilot skills than is generally recognized. For a learner, this may take the form of a desire  to make an early solo flight, or to set out on cross-country flights before the basic elements of flight have been learned.  The impatient learner fails to understand the need for preliminary training and seeks only the ultimate objective without considering  the means necessary to reach it. With every complex human endeavor, it is necessary to master the basics if the whole task is to be  performed competently and safely. The instructor can correct learner impatience by presenting the necessary preliminary training one  step at a time, with clearly stated goals for each step. The procedures and elements mastered in each step should be clearly identified  when explaining or demonstrating the performance of the subsequent step.  Impatience can result from instruction keyed to the pace of a slow learner when it is applied to a motivated, fast learner. It is just as  important that a learner be advanced to the subsequent step as soon as one goal has been attained, as it is to complete each step before  the next one is undertaken. Disinterest grows rapidly when unnecessary repetition and drill are requested on operations that have  already been adequately learned.  2-12  Impatience  Anxiety  Learner Emotional Reactions 