u/13/91

AC 60-22

CHAPTER

4. STRESS AND FLYING

18. WHAT IS STRESS? Stress a term used is to describethe bodys nonspecific response to demands placed it, whether on thesedemands are pleasant unpleasant nature. demands or in The on a pilot can range from unexpected windshear encountered a landing a lostwallet. Piloting on to the aircraftis thepilotsresponsibility. Therefore, a healthypilot should performat his/heroptimum level and makedecisions the best of his/her to ability. Numerousphysicaland physiological conditions a pilots personal professional in and life, as well as the natureof flight itself, can hamper ability. Eventhougha pilot holdsa this medical certificate stating the pilot meets that the healthrequirements a particular for type of flight operation, decision the whetherthe pilot is fit to fly is strictlythe pilots. 19. HOW MUCH STRESS IS IN YOUR LIFE?

stress-adaption limitations.Whenwe exceed this level, stress overload leadto poor healthor may -illness. 20. IS STRESS BAD? Stress a response a is to set of circumstances induces changein a that a pilotscurrentphysiological and/orpsychological patterns functioning of forcingthepilot to adapt to thesechanges. Stress an inevitable necesis and sarypart of life that addsmotivationto life and heightenspilotsresponse meetanychallenge. a to In fact, performance a task will generally of improvewith the onsetof stress, will peakand but then begin to degrade rapidly as stresslevels exceed pilots adaptive a abilitiesto handlethe situation
21. HANDLING STRESS IN FLYING. Acci-

dentsoften occurwhenflying task requirements exceed pilotscapabilities. superior a A pilot uses a. If you hop to succeed reducing at stress superiorjudgmentto avoid stressfulsituations associated crisis management the air or whichmight call for useof superior with in skills. The with yourjob, it is essential beginby making to a difference between pilot capabilities task reand personal assessment stress all areas your quirements the marginof safety(figure 5). In of in of is life. Youmay facemajorstressors asa loss this example, marginof safetyis minimaldursuch the of income, seriousillness,death of a family ing the approach underidealconditions.For this member, change residence, birth of a baby, pilot, a coldandfatiguemay reduce minimal in or the plus a multitudeof comparatively minor positive marginof safetyaswell asthe over%ll marginof andnegative stressors.Thesemajor and minor safetythroughout flight. the stressors acumulative have effectwhichconstitutes yourtotalstress-adaption capability whichcanvary a. Wess is insidious. Stress a gradual has from year to year. To enhance your awareness and cumulative effect that develops slowly, so aboutthe sources stressin your life, the life slowly that stress .bewell established of can before change profile questionnaire (appendix is pre- becoming 5) apparent. pilot maythink that he/she A sented.Place check the Happened columnif is handlingeverything a in quite well, when in fact you haveexperienced eventdescribed the there are subtlesignsthat the pilot is beyond the in last 12months.Totalyour scoreat the endof the his/herabilityto respond appropriately. questionnaire. b. Stress cumulative. A generalized is stress b. The more change you have, the more reactioncan develop a result of accumulated as likely you areto suffera decline health. As a stress.There a limit to a pilotsadaptive in is nature. ruleof thumb,if youscore over20 checks, mostly Thislimit, the stress tolerance level,is based a on in the top half of the checklist, you have an pilots ability to copewith the situation. If the 80 percent chance a serious of healthchange.If number intensity the stressors or of becomes too you have about20 checksdistributedover the great,the pilot is susceptible an environmental to checklist, haveabouta 50 percent you chance of overload. At this point, a pilots performance illness thenearfuture. Eachof ushaspersonal begins decline judgment in to and deteriorates.

Chap 4 Par 18

17

AC 60-22

12/13/91

REQUIREMENTS

PRE FLIGHT

HOVER

TAKE

OFF

CRUISE

APPROACH

&LANDING

HOVER

TIME

I----==

FIGURE

5. THE MARGIN OF SAFETY

of symptoms:(1) emotional, physical, (3) (2) and (2) Takea realisticassessment yourof behavioral. Thesesymptomsdiffer depending self. upon whether aggression focused is inwardor outward. Thoseindividuals typicallyturn their who (3) Takea systematic approach probto aggressive feelingsinwardoften demonstrate the lem solving. emotional symptoms depression, of preoccupation, sadness, withdrawal.Theindividual typiand who (4) Develop life style that will buffer a cally takesout frustrationon otherpeople ob- againstthe or effectsof stress. jects exhibitsfew physicalsymptoms. On the otherhand,emotional symptoms showup as may (5) Practice behavioral management techovercompensation, denial, suspicion,paranoia, niques. agitation, restlessness, defensiveness, sensiexcess tivity to criticism, argumentativeness, arrogance, (6) Establishand maintain a strong andhostility. support network.
d. Life StressManagement. There aremany techniquesavailable that can help reducethe stress in yourlife or helpyoucopewith it better.Not all of the following ideasmay be the solution,but some of themshould effectivefor you. be e. Cockpit Stress Management. Good cockpitstressmanagement beginswith good life stressmanagement.Many of the stress coping techniques practiced life stress for management are not usuallypracticalin flight. Rather,you must conditionyourselfto relax and think rationally

c. Signs of inadequate coping. The indicators of excessive stress often showasthreetypes

(1) Become knowledgeable stress. about

18

Chap 4 Par 21

12/13/91

AC 60~ 22

when stressappears.The following checklist outlines somethoughtson cockpit stressmanagement. (1) Avoid situations that distract you from flying the aircraft. (2) Reduce your workload to reduce stress levels. This will create a proper environment in which to make good decisions. (3) Xan emergencydoes occur,becalm. Think for a moment,weigh the alternatives,then act. (4) Maintain proficiency in your aircraft; proficiency builds confidence. Familiarize yourself thoroughly with your aircraft, its systems, and emergencyprocedures. (5) Know and respectyour own personal limits. (6) Do not let little mistakes bother you until they build into a big thing. Wait until after you land, then debrief and analyzepast actions. (7) If flying is adding to your stress, either stop flying or seek professional help to manageyour stresswithin acceptablelimits. f. Flight Fitness. A Go/No-Go decision is made before each flight. The pilot should not only preflight check the aircraft, but also his/herself on each and every flight. A pilot should ask, Could I passmy medical examination

right now? If the pilot cannot answer with an absoluteyes, then the pilot should not fly. The following checklist is intended for a pilots personal preflight use. A pilot may elect to caky a copy in his/her flight bag and onboardthe aircraft. (1) Do I feel well? Is there anything wrong with me at all? (2) Have I taken any medication in the last 12 hours? (3) Have I had as little as one ounce of alcohol in the last 12 hours? (4) Am I tired? Did I get a good nights sleep last night? (5) Am I under undue stress? Am I emotional right now? (6) Have I eaten a sensible meal and taken in a good load of protein? Do I have a protein snack, such as cheese, meat or nuts, aboard? (7) Am I dehydrated?Do I needto take noncarbonated liquids such as wateror fruit juices? (8) Am I equipped with sunglasses,ear protectors,appropriateclothing?

Chap 4 Par 21

19 (and 20)

12/13/91
.

AC 609 22

CHAPTER

5. RISK MANAGEMENT

b. The six elements of the DecideModel representcontinuous decision a loop process which canbeused assist pilot in thedecision to a making process whenhe/she facedwith a change a is in situationthat requires judgment. This Decide a Modelisprimarilyfocused theintellectual on component, canhave impactonthemotivational but an component judgment well. If a pilot pracof as 23. THE DECIDE MODEL. ticesthe Decide Modelin all decision making,its usecan become very naturalandcouldresult in a. A good fool to usein makinggoodaero- better decisions beingmadeunderall types of nautical decisions theDecideModel (figure6). situations. is

22. ASSESSING RISK. Riskmanagementthe is responsibility everyone of involvedin aviation. Theflight operations manager, example, is for who faced with thedecision tojust howhardto push as a pilot to go, becomes partyto the risk managea ment process. It is understandable from an economic of viewthatthemail,checks, point boss, passenger, whatever,must get through. This questionIs the success the task worth the of risk?mustalways keptin mindduringdecision be making. Risk management ADM is discussed in in detail in DOT/FAA/PM-86/43, Aeronautical Decision Makingfor Instrument Pilots.

The DecideModel,comprised a six stepproof cess, intended provide pilot with a logical is to the wayof approaching decision making.TheQecide Model is described in greater detail in DOT/FAA/PM-86/43, Aeronautical Decision Makingfor Instrument Pilots.

1. Detect. Thedecision makerdetects fact that change occurred. the has 2. Estimate.Thedecision makerestimates needto counter reactto the change. the or 3. Choose.Thedecision makerchooses desirable a outcome termsof success) the flight. (in for 4. Identify. Thedecision makeridentifies actions whichcouldsuccessfully controlthe change. 5. Do. Thedecision makertakesthenecessary action. 6. Evaluate.Thedecision makerevaluates effect(s)of his actioncountering change. the the FIGURE 6. The DECIDE MODEL

Chap 5 Par 22

21 (and 22)

12/13/91 CHAPTER 24. GENERAL. a. Most preventable accidents have one common factor: human error, rather than a me: chanical malfunction. Pilots who are involved in accidentsgenerally know what went wrong. Very often, the pilot was aware of the possible hazards when the decision the pilot made led to the wrong course of action. In the interest of expediency, cost savings, self-gratification, or other often irrelevant factors, the incorrect course of action was chosen. This cycle of decisions began at the flight planning desk with decisions made on how much fuel to carry, the route, the alternateroute, and adequate weather conditions. This cycle continues throughout the flight with decisions made on speed, altitude, and when to descend. Each flight is a sequenceof choices with certain milestones in the sequencethat require particular determination and discretion. b. Flying is rapidly changing from a physical to a mental task. Initial instruction to manipulate and control an aircraft requiresapproximately 1 to 2 years. However, training to command an aircraft intelligently involves a decadeor two of experienceand periodic recurrenttraining. ADM is designedto reducethe extremely long andsometimes painful process of learning how to make good judgment decisions based upon experience alone. While it is true that simple errors of equipment operation are seldom serious, mistakes in judgment can be fatal.
CHECKLIST. One essential decision point before a flight is the checklist of basic principles that cannotbe compromised. This personal checklist should include the fundamental tenets applicable to every flight. Once a pilot decideswhat not to do, the decision on what needs to be done becomesclear. Consider the following nevers as factors that contribute significantly to unsafe flight: 25. PERSONAL

AC 60-22

6. IDENTIFYING

THE ENEMY

approximately 24 hours, while heavy drinking will have lingering effects for up to 36 hours or longer. Effects from the use of marijuana remain in the system for at least a week. The concept should be obvious that flight safety is measurably compromised within thosetime periods. The side effects and duration of all prescription drugs are well documentedand available from a local pharmacist, the family physician, a drug addiction agency,or the SurgeonGeneral. b. Flight with a known medical deficiency is never expedientor legal (FAR 6 61.53). c. Flight outside the certified flight envelope is never safe. Weight, balance,speed,maneuvers, G-loading, and flight in known icing should be limited to flight manual parameters. Beyond that, you are in the wilderness and all discoveriescould be unhappyexperiences. d. Flight with less than the required minimum fuel is never reasonable. The applicable FARs are sufficiently liberal. Twenty or 30 minutes fuel in VFR conditions (dependingon aircraft category) and acceptable IFR reserves should be adequate provide for contingencies. to e. VFRjZight into instrumentmeteorological conditions is neverjustified. f. Descent below the applicable minimum enroutealtitude anywhereis neverjustified.
g. Casual neglect of any applicablechecklist is never justified. A checklist may be larger or smaller, however, certain standards should be establishedfor all flights so that the first decision point is whether or not to begin the flight. This can be the toughestdecision.

a. Flight while under the influence of alcohol or drugs, including applicable prescription drugs, is a never. Several drinks of an alcoholic beveragewill influence thought and reaction for

h. Aircraft accident statistics show that pilots should be conducting preflight checklists on themselvesas well as their aircraft. Pilot impairment contributesto many more accidentsthan failures of aircraft systems. The following version of the IM SAFE personalchecklist (figure 7) contains all of the most common categoriesof pilot

Chap 6
Par 24 23

AC 60-22

12/13/91

impairmentand can easily be committed to memory.

26. HOW

smoking, speeding, overeating, etc.), the pilot is, nonetheless, drivenby his or her own emotions. d. Existing rules would go a long way to remedythe accidentrate; however,personality traitsthatcause irrational behavior makepilots also pmneto disregard rulesthatwouldassure the safe operations.

TO BE A SAFE PILOT.

a. A p&t doesnot haveto bea genius be to a safepilot. However, pilot should anemoa be

1. Illness. 2. Medication.
3. Stress. 4. Alcohol.

5. Fatigue. 6. Eating.

Do I haveanysymptoms? HaveI beentakingprescription over-the-counter or drugs? Am I underpsychological pressure from the job? Do I havemoney,health,or family problems? Have-I-been drinkingwithin 8 hours?Within24 hours? Am I tired andnot adequately rested? HaveI eatenenough the properfoodsto keepadequately of nourished duringthe entireflight? FIGURE 7. The YM
SAFE

Checklist

tionallystable person canaccept fact that who the e. When a pilot exhibits oneor moreof the he/she not in possession all factsor skillsfor five hazardous is of attitudes irrationalbehavior, or that all situations be willing to accept recom- pilot may alsobe exposing emotional and the any weakmendations those of who specialize evaluating, nesses his/her in in personality. assessing, administering and aviation procedures. 27. DEVELOPMENTOF GOOD DECISION b. Reaching QI consensus on all matters MAKING SKILLS. within the aviation community provedifficult, can if not impossible. Eventhough rulesandprothe a. The developmentof gooddecision makcedures designed servemostof the people ing skills is far more difficult than developing are to mostof thetime, a pilot canalways arguefor dif- goodflying skills,but it canbedone. Goodjudgferentwaysof doingthings. An experienced, ma- mentmaymeannot flying while underthe influturepilot will accept follow therulesandpro- enceof anymedication, and whenit is too windy,or cedures whichwill benefit aviation the community. refusinga revenue flight when it would require The immature,emotionally unbalanced has flying in marginal pilot weather. strong tendencies satisfy a personalneed to regardless the consequences. of b. Many pilots fuil to make proper decisions; sometimes to a lack of knowledge, too due but c. Some pilots break rules simply for the oftentheresultof a human tendency rationalize to immediate gratification someemotional of need. a situation it appears until justifiable.Whena pilot Eventhoughthe pilot may know that this emo- reallywantsto do something (suchasloading that tionalneed not consideredhealthy is a habit(e.g., onelastpassenger closeto maximumgross when

24

Chap 6 Par 25

12/13/91
.

AC 600 22

When a pilot operatesan aircraft, human lives are held in the balance. Therefore,a pilot has a moral responsibility to operate in the safest possible manner. -c. In addition to the FAR, ACs, articles in e. Aviation has reacheda new plateau. Acmagazines, books written by expert pilots and quiring aeronauticalknowledge, airmanship skills, instructors, Pilot Proficiency Programs, Airmans and proficiency arerelatively easy. Navigation has Information Manual, NOTAMs, Airworthiness been reduced to calculator simplicity. Modem Directives, and Biennial Flight Reviews, there are autopilotsandelectronicdisplays havesignificantly some dos and do nots that can ensurethe preven- reduced a pilots workload. Todays technology tion of most accidents. All of this information is requiresadministrativemanagementand aeronautisafety-oriented.Not following this safety-oriented cal decision making skills as prerequisites for information is similar to not following the advice safety and efficiency. of a doctor or lawyer. d. The most important decision a pilot will make is to learn and adhere to published rules, procedures, and recommendations. Pilots, by learning and adheringto thesepublished rules and procedures,can take most hazardsout of flying. 28. SUCCESSFUL DECISION MAKING. Successful decision making is measured by a pilots consistent ability to keep himself/herself, any passengers, the aircraft in good condition and regardlessof the conditions of any given flight.

weight, or performing a high speed,low altitude pass),the pilot can generally make himself/herself believethat it was all right to do it. A pilot can be his/her own worst enemy.

Chap 6 Par 27

25 (and 26)

12/13/91
..

AC 609 22

CHAPTER

7. TEACHING

ADM

29. PURPOSE. TheADM manual Instructor 32. PRINCIPLES for OF ADM TRAINING. Pilots (DOT/FAA/PM-86/W) contains of the all necessary background material teach to effectively a. The ADM manual forstudentandprivate the subject materialof the companion publication pilotsis simpleandrepetitive two reasons: for entitled Aeronautical Decision Making Student for andPrivatePilots (DOT/FAA/PM-86/41). This (1) The simplicity provides frequent chapter provides brief introduction overview positivereinforcement; a and and on the process teaching of ADM. (2) Therepetition buildsgoodjudgment 30. BACKGROUND. The instructorsADM habitsand&reshesmemoryso that information trainingmanual a resultof 10years research, canbe readilyrecalled a varietyof circumstanis of in development, testing, evaluation the effec- ces,evenwhenunderstress. and of tiveness judgment decision of and making. It is a revisionof the prototypepublication Judgment Training Manual Instructor for Pilots,whichwas b. The scenatios in the student private and developed jointlyby theFederal Aviation Adminis- pilot ADM manual shouldstimulate students the tration, General Aviation Manufacturers interest appreciation the need goodpilot and of for Association, Transport and Canada an effort to judgmentandADM. in improvegeneral aviation safety. c. The instructor hasa profound effecton a 31. THE FLIGHT INSTRUCTORS ROLE IN student a rolemodelandasanopinionshaper. as ADM TRAINING.

a. Although the information in this chapter is designed helppilots overcome varietyof to a circumstances mayresult poorpilotjudgwhich in ment,theflight instructor thekeyelement this is of program. The flight instructorsattitude and approach flying may often influence to students morethananyspecific lesson.By always setting a goodexample by givingstudents and support and encouragement throughout program,a flight this instructorhelpsstudents develop goodjudgment andsound flying practices. b. To help prepare for this role, thought shouldbe given to the differences between the instructoras an evaluator the instructoras and coach. Theevaluator his/herrole as oneof sees tellingthe student whatto do,thenmonitoring the students performance.In contrast, think of the instructor a slightlydifferentperspective; in someone who activelystimulates learning, suchas a coach. The instructornot only makesassignmentsandobserves results, the he/she helps also the student learnthroughdemonstration perand sonalized instruction.

(1) Use of the ADM concepts guide to conversations the student with focuses instructhe tion onjudgment-related trainingandincreases the students abilityto provide self-generated feedback.
(2) Knowinghow to recognize reand spond hazardous to attitudes highstress very and is important exercising to goodpilotjudgment. The instructor should encourage student develop the to theseskillsbut, in doingso, should neverattempt to analyze modifythe students or personality.

(3) The student learns conceptsand behavioral techniques repeatedly and applies this learning relevant to flight situations duringground andflight training. d. The basic instructional principles which follow aresimple, application takesome but does practice. Whenyou first try to applythem you mayfeelsomewhat awkward, youwill become but morecomfortable with them eventually.After a few months, the use of theseprinciples will become automatic.

Chap 7 Par 29

27

AC 60-22

12/13/91

(1) Behaviorpositivelyreinforcedwill continue.

(1) Preflight AircraftSystems and after aircraftandaircraftsystems.

, .

(2) Behaviorfollowed by punishment (2) Weight/Balance Performance and maydecrease. after performance wei@ andbalance. and tives. (3) Beveryspecific about leaming objec(3) OfficialPxwedures Communicaand tions afterairports communications, and aviation regulations, theAirmans and Information Manual in Canada the AIR -

(4) Reinforcegenerously the early in stages learning. of

(4) Cross-Country Flying after basic (5) Shiftslowlyfromcontinuous occa- navigation radionavigation. to and sionalreinforcement. (5) Physiological Factors and Night (6) Shape existingbehavior desired Flying after medicalfactors and cross-country into behavior. flying. 33. TEACHING THE ASPECTS OF ADM. BEHAVIORAL

a. Generali Students must be exposed to this materialearly in their pilot training,ideally during the first quarterof the studentstandard privatepilot trainingcourse. b. Description of Mate&l in the Student and P&ate Manual (DOTlF~lPM-86l41). 7&e

approaches presented thismanual improve are in to the pilotsjudgmentand decision makingskills. The first approach presents analytical an method for making decisions evaluating (Chapters and risk 2 and3). Thesecond approach (Chapters and 4,s 6) addresses pilots hazardous the attitudesand 35. IN-FLIGHT INSTRUCTION: THE LESsubstitutes oneswhich promotegoodjudgment. SON PLANS. The third approach (Chapter dealswith over7) cominghigh stresswhich reduces judgmentand a. General. How doesa flight instructor decision makingabilities. combine educational principles with the concepts in thismanual improve students to a judgment and 34. TEACHING THE APPLICATION EXERdecision making?By givingthestudent series a of CISES. practical, hands-on lessons whichyouobserve in performance response specific and to behavior. Do a. GeneraL The followingmaterial,con- not comment intentions motivations. Use on or tained in Chapter 8 of DOT/FAA/PM-86/41, rewards(praise)frequentlyand avoid criticism Aeronautical DecisionMaking for Studentand (punishment) much as possible. Errors or as PrivatePilots,shouldbe integrated, whereappro- misjudgments the student by should viewedas be priate,into the topicsof the conventional ground opportunities learning,not as occasions for for trainingsyllabus. criticism.

b. Description of Mate&L Eachsection of Chapter of theAeronautical 8 Decision Makingfor Student and Private Pilots documentpresents exercises which test the students judgmentand decisionmaking knowledgein the previously mentioned areas.These topic exercises require the student usethetermsandconcepts to learned all in previous lessons. Encourage students review the to earliermaterial necessary. as After thestudent has completed section, each discuss answers;No the answerkey is provided,but bear in mind that, although responses mostof the questions to may be relatively obvious, thereareno absolutely right or wronganswers.

12/13/91

AC 60922

student makean unsafe to judgmentor decision. Why? Because is importantfor the studentto it (1) In thisunit, whileon routinetraining become skilled recognizing replacing at and hazarflights, you will give your studentsactivities dous attitudesand unsafetendencies with good designed furtherdevelop to their appreciation for. judgment behavior. -thedecision making concepts based uponanactual preflightor in-flighthands-on experience. 37. TYPICAL TRAINING SCENARIOS. This (2) Take15minutes so for your own section the instructors or of manual providesa narpreparation first few timesyouwork with each rativeof a typicaljudgment the trainingsession.You lesson. mightfind it usefulin formulating your own ideas for conducting ownjudgment your trainingflights. (3) Startthelessons thestudent when has As mentioned earlier,all necessary preparation theabilityto controltheaircraftconfidently during should completed be beforethestudents expected the most basic maneuvers. Use your own arrivaltime. judgment, a suggested but startingpoint is about threeflight lessons beforeyou expectthe student 38. MANAGEMENT OF ADM TRAINING. to solo.
(4) At leastthree lessons areneeded each to teach risk assessment decisionmaking, in hazardous attitude recognition, stress and management, for a total of nine lessons. Eachlesson should no morethan5 minutes should take and be integrated thenormall-to-2 hourflight traininto ing period.

b. The Lessons.

a. This training program is morethanjust a collection related of factsandideasfor students to learn. It is a carefully designed educational system. Using this integrated systemproduces an overallresultgreaterthanthat attainable ranby dom presentation the individudlparts. To of achieve maximum the benefits this system, of you mustmanage instruction the carefully.

(5) The instructors ADM manual of provides18 lesson plansfor in-flight teaching of b. The material&presentedin this chapter the instructors manual listedbelow. Theyare are thesemental processes. designed aid both the individual to instructorand 36. IN-FLIGHT INSTRUCTION: THE thetraining supervisor a groupof flight instrucfor tors; i.e., the chiefpilot engaged decision in makTRAINING SCENARIO. decision ing trainingactivities. The aeronautical are: a. Purpose. Thepurpose this chapter of of makingtrainingmaterials theinstructors manual to furtherencourage is the studentto use judgment and decisionmaking skills. Yourduties two-fold; (1) youmustset are (1) Scheduleof StudentWork. A master trainingactivities students. for up situations stimulate students to the decision planfor scheduling makingprocess, (2) you must respond and to student behavior a manner encourages in that safe (2) Set of Master Copies. Original documents all the instructional of materialsand judgments decisions. and formsrequired teachthis trainingcurriculum. to b. The Scenarios. Practice situations, providedin this sectionof the manual,create (3) Answer Keys for the Postcheck Exercises. circumstances may actually that encourage the

Chap 7 Par 35 (and

29 30)

? a? PP

? a9

PP

? a9

PP

IIIII

IIIII

IIIII

? p1? PP

? a? PP)
0 =I
Y.

? a9

PP

? a9

PP

,cDa9

Fe>

IIIII

IIIII

IIIII

IIIII

IIIII

AC 60-22

12/13/91

Appendix 2

APPENDIX2. SCORING FORM

SITUATION SCALE I 1. 2. 3.
4.

SCALE II
e

SCALEIII

SCALEIV a e d
C

SCALE V d
C

d
C

15 15 15 15 15

b a e e

e a a

5.

b b

6. Items1-6 Subtotal 7. 8. 9. 10 . Items7-10 Subtotal Items l-10 GrandTotal

a e d b

15 15 15

12/13/91

AC GO-22 Appendix 3

APPENDIX 3. ATTITUDE PROFILE

SCALE I 50 SCALE II SO SCALE III 50

SCALE IV 50

SCALE V 50 c Mark Xs hclow this line il you answered ;rll ten situations

40

40

40

40

40

30

30

30

30

30 t Mark Xs hclow this line if you only answcrcd situations one thru
SiX

20

20

20

20

20 t

Mark Xs below this line il you

only answcrcd situation scvcn ten

thru

10

10

10

10

10

Antiauthority

Impulsivity

Invulnerabflity

Macho

Resignation

12/13/91 APPENDIX 4. ANTIDOTE

AC 60-22 Appendix 1

RECALL EXERCISE

HAZARDOUS

THOUGHT .

ANTIDOTE

--

ANTIAUTHORITY= IMPULSIVITY= INVULNERAB&ITYz

J

MACHO:

AC 60-22
.

12/13/91 APPENDIX Item No. 1. 2. 3 4: 5. 6. 7. 8. 9. 10 . 11 12: 13 14: 15. 16. 17 . 18 . 19 . 20 . 21 . 22 . 23 . 24 . 25 . 26 . 27 . 28 . 29 . 30 . 31 . 32 . 33 . 34 . 35 . 36 . 37 . 38 . 39 . 40 . 41 . 42 . 43 . 44 . Total number of checks for the past 12 months Happened (X) 5. LIFE EVENTS Life Event STRESS TEST

Appendix

Death of a spouse Divorce Marital Separation Jail term Death of close family member Personal injury Marriage Lost your job Marital reconciliation Retirement Change in health of family member Pregnancy Sex difficulties Gain of new family member Business - budgets, schedules, deadlines Change in fmancial state Family member on drugs or alcohol Death of close friend Change to different line of work Change in number of arguments with spouse or partner Mortgage or loan over $10,000 Foreclosure of mortgage or loan Change in responsibilities at work Son or daughter leaving home Trouble with in-laws or partners family Outstanding personal achievement Spouse or partner begins or stops work You begin or end work Change in living conditions Revision of personal habits Trouble with boss or instructor Change in work hours or conditions Change in residence Change in school or teaching institution Change in recreational activities Change in church activities Change in social activities Mortgage or loan less than $10,000 Change in sleeping habits Change in number of family social events Change in eating habits Vacation Christmas Minor violations of the law .

1
*U.S. Government Printing Office: 1996 - 405571/55733

U.S. Depaftment

of TransportaM Federal Am Adminis?rufion

800 Independence Ave., S.W. Washington, D.C. 20591

FORWARDING AND RETURN * POSTAGE GUARANTEED

--

Official Business Penalty for Private

Use $300