In order for a learner to self-examine behaviors during flight, the learner should be taught the potential risks caused from hazardous  attitudes and, more importantly, the antidote for each.  [Figure 1-12]  For example, if a learner has an easy time with flight training  and seems to understand things very quickly, there may be a potential for that learner to deve l op a hazardous attitude regarding their ability. A successful  flight instructor $_{ }$points out the potential for the behavior and teaches the learner the antidote for that attitude. Hazardous attitudes need to be noticed immediately and corrected with the proper antidote to minimize the potential for any flight  hazard.  Learning how to recognize and cope with stress is another effective ADM tool. Stress is the body’s response to demands placed upon  it. These demands can be either pleasant or unpleasant in nature. The causes of stress for a pilot can range from unexpected weather  or mechanical problems while in flight to personal issues unrelated to flying. Stress is an inevitable and necessary part of life; it adds  motivation and heightens an individual’s response to meet any challenge.$_{ }$ Everyone is stressed to some degree all the time. A certain amount of stress is good since it keeps a person alert and prevents  complacency. However, the effects of stress are cumulative and, if not coped with adequately, they eventually add up to an intolerable  burden. Performance generally increases with the onset of stress, peaks, and then begins to fall off rapidly as stress levels exceed a  person’s ability to cope. The ability to make effective decisions during flight can be impaired by stress. Factors, referred to as  stressors, can increase a pilot’s risk of error in the flight deck.$_{ }$ [Figure 1-13]  1-23 Stress Management  Figure 1-12.  Learners in training can be asked to identify hazardous attitudes and the corresponding antidotes when presented with  flight scenarios. 