scholarly journals Contributions to Operational Psychology: Psychological Training Model in the Context of Stress Management for Specialized German Military Police Personnel and Specialized Police Personnel

2021 ◽  
Author(s):  
Anne-Marie Steingräber ◽  
Nick Tübben ◽  
Niels Brinkmann ◽  
Felix Finkeldey ◽  
Slava Migutin ◽  
...  
Keyword(s):  
Stress Management ◽  
High Stress ◽  
Armed Forces ◽  
Training Model ◽  
Military Police ◽  
Diverse Range ◽  
Police Personnel ◽  
E Learning ◽  
The Individual ◽  
Expert Ratings

AbstractThe service of specialized and special forces of the Federal Armed Forces and police is characterized by complex situations. Such personnel often face numerous difficulties and extreme danger and experience periods of high stress when fulfilling their tasks. In the context of social and technological changes, it is necessary to explore the individual components of stress management in further detail, i.e., stress prevention, stress control, and stress coping mechanisms, and furthermore to consider these elements in the fields of training and service. For this purpose, a stress management model was created based on participant observations, expert ratings, and problem-centered interviews with specialized members of military police and special police forces. The results of the validation can be interpreted as suggesting that effective stress management requires a diverse range of techniques and methods, including the use of digital means such as e-learning, digital reality, and eye tracking, in order to be able to address new demands appropriately.

scholarly journals Deployment-Related Traumatic Events and Suicidal Behaviours in a Nationally Representative Sample of Canadian Armed Forces Personnel

2017 ◽  
Vol 62 (11) ◽  
pp. 795-804 ◽  
Author(s):  
Jitender Sareen ◽  
Tracie O. Afifi ◽  
Tamara Taillieu ◽  
Kristene Cheung ◽  
Sarah Turner ◽  
...  
Keyword(s):  
Child Abuse ◽  
Mental Disorders ◽  
Suicidal Behaviour ◽  
Traumatic Events ◽  
Armed Forces ◽  
Canadian Armed Forces ◽  
Increased Risk ◽  
Nationally Representative ◽  
The Individual ◽  
Suicidal Plans

Objective: Worldwide, there has been substantial controversy with respect to whether military deployment is a risk factor for suicidal behaviour. The present study examined the relationship between lifetime exposure to deployment and deployment-related traumatic events (DRTEs) and past-year suicidal ideation (SI), suicidal plans (SP), and suicidal attempts (SA). Method: Data were analysed from the 2013 Canadian Forces Mental Health Survey (8161 respondents; response rate, 79.8%; aged 18-60 years). A total of 12 individual items assessed exposure to DRTEs (e.g., combat, witnessing human atrocities, feeling responsible for the death of Canadian or ally personnel, knowing someone who was injured or killed). We examined each individual DRTE type as well as the number of types of DRTEs in relation to suicidal behaviour. Results: Lifetime deployment was not significantly associated with suicidal behaviour. In models adjusted for sociodemographic variables, most of the individual DRTE items and the DRTE count variable were significantly associated with suicidal behaviours (adjusted odds ratio ranged between 1.10 and 5.32). When further adjusting for child abuse exposure, these associations were minimally attenuated, and some became nonsignificant. In models adjusting for mental disorders and child abuse, most DRTEs and number of types of DRTEs became nonsignificant in relation to SI, SP, and SA. Conclusions: Active military personnel exposed to increasing number of DRTEs are at increased risk for SI, SP, and SA. However, most of the association between DRTEs and suicidal behaviour is accounted for by child abuse exposure and mental disorders.

scholarly journals Management of workplace health & safety risks in new disability care arrangements

2014 ◽  
Vol 9 ◽  
Author(s):  
Sofia Stavropoulos
Keyword(s):  
Support Services ◽  
Service Providers ◽  
Health And Safety ◽  
Community Services ◽  
Online Information ◽  
Training Models ◽  
E Learning ◽  
Direct Guidance ◽  
The Individual ◽  
Types Of Information

The NDIS introduces changes to the level of control, choice and flexibility that persons with a disability can exercise over the services they require to support their individual needs. One of the main stays of NDIS is the ability for persons with a disability to utilise allocated funding how and with whom they choose to create a package of supports. Coinciding with the move towards the NDIS has been the introduction of the NSW WHS Act 2011. This Act introduces and broader new definitions relating to persons with responsibilities for ensuring health and safety at work. In some circumstances the individual person with a disability will be a direct employer, or an “other” in the workplace, and will take on responsibilities for health and safety for persons working in their home. For government organisations making funding decisions and allocating funds for the purchase of support services, there continues to be an obligation to ensure that services are conducted safely with risks to health adequately managed. NSW FACS can not “contract” out of their obligations. Instead we must work in partnership with all stakeholders to manage WHS risks as far as is reasonably practicable. Our role in government means we have the resources, experience, and must respond to the community expectation that we will support persons with a disability to understand and discharge their WHS obligations as far as is reasonably practicable. This is a way of operating presents the following questions: Do persons with disability understand the WHS obligations and risks associated with their care and supports? How to individuals with disability obtain sound advice and information on WHS risks that may be associated with their care arrangements? Can WHS information and resources that organisations like NSW Department of Family and Community Services (Ageing Disability and Home Care) have established be leverages to share with our “clients”? As Government partners in NDIS are we obligated to share our knowledge and information? What is the best way to bridge the gap in understanding and what types of information, tools and training can be made available on WHS for persons with a disability.A Joint WHS project currently underway within NSW FACS seeks to address the information and resources gap for all clients who participate in self directed funding arrangements (including NDIS). Our project will demonstrate how products and advice developed for internal staff use can be “reframed” and made accessible to persons with disability, their carers and individual service providers. The approach being applied within NSW FACS will potentially reduce costs in persons with disability being required to engage additional services to seek and develop WHS direct guidance and tools. The project being undertaken will deliver face to face training models, e-learning components and online information and tools to assist stakeholders in the NDIS and other Direct Funding Arrangements within NSW, to make informed decisions regarding WHS risk in the provision of care and support services. Guidance and information is provided on key risk areas utilising tested tools & WHS resources within the disability sector. E-learning solutions are made available to inform and train stakeholders of WHS obligations and potential risk management approaches. NSW FACS works with NGO stakeholders to ensure consistent advice and assistance is provided in the area of WHS obligations and performance expectations.

Individual variation in response to altitude training

1998 ◽  
Vol 85 (4) ◽  
pp. 1448-1456 ◽  
Author(s):  
Robert F. Chapman ◽  
James Stray-Gundersen ◽  
Benjamin D. Levine
Keyword(s):  
Cell Volume ◽  
Sea Level ◽  
Interval Training ◽  
Training Model ◽  
Individual Response ◽  
Altitude Training ◽  
Moderate Altitude ◽  
Red Cell ◽  
Red Cell Volume ◽  
The Individual

Moderate-altitude living (2,500 m), combined with low-altitude training (1,250 m) (i.e., live high-train low), results in a significantly greater improvement in maximal O2 uptake (V˙o 2 max) and performance over equivalent sea-level training. Although the mean improvement in group response with this “high-low” training model is clear, the individual response displays a wide variability. To determine the factors that contribute to this variability, 39 collegiate runners (27 men, 12 women) were retrospectively divided into responders ( n = 17) and nonresponders ( n = 15) to altitude training on the basis of the change in sea-level 5,000-m run time determined before and after 28 days of living at moderate altitude and training at either low or moderate altitude. In addition, 22 elite runners were examined prospectively to confirm the significance of these factors in a separate population. In the retrospective analysis, responders displayed a significantly larger increase in erythropoietin (Epo) concentration after 30 h at altitude compared with nonresponders. After 14 days at altitude, Epo was still elevated in responders but was not significantly different from sea-level values in nonresponders. The Epo response led to a significant increase in total red cell volume andV˙o 2 max in responders; in contrast, nonresponders did not show a difference in total red cell volume or V˙o 2 maxafter altitude training. Nonresponders demonstrated a significant slowing of interval-training velocity at altitude and thus achieved a smaller O2 consumption during those intervals, compared with responders. The acute increases in Epo and V˙o 2 maxwere significantly higher in the prospective cohort of responders, compared with nonresponders, to altitude training. In conclusion, after a 28-day altitude training camp, a significant improvement in 5,000-m run performance is, in part, dependent on 1) living at a high enough altitude to achieve a large acute increase in Epo, sufficient to increase the total red cell volume andV˙o 2 max, and 2) training at a low enough altitude to maintain interval training velocity and O2 flux near sea-level values.

The recognition and management of body temperature disturbances in Royal Navy personnel

2014 ◽  
Vol 100 (3) ◽  
pp. 259-267
Author(s):  
DJC Angus ◽  
EHN Oakley
Keyword(s):  
United Kingdom ◽  
Body Temperature ◽  
Armed Forces ◽  
Initial Presentation ◽  
Royal Navy ◽  
The United Kingdom ◽  
Chain Of Command ◽  
The Individual ◽  
Return To Duty ◽  
Navy Personnel

AbstractThis article discusses hypothermia and hyperthermia, described together as thermal illness. These conditions are seen within the United Kingdom (UK) Armed Forces population at home and abroad and may endanger life, with significant implications for both the individual and the chain of command. Recognition and management from initial presentation to return to duty is discussed and guidance given on occupational considerations.

scholarly journals Crowd behaviour during high-stress evacuations in an immersive virtual environment

2016 ◽  
Vol 13 (122) ◽  
pp. 20160414 ◽  
Author(s):  
Mehdi Moussaïd ◽  
Mubbasir Kapadia ◽  
Tyler Thrash ◽  
Robert W. Sumner ◽  
Markus Gross ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Human Subjects ◽  
High Stress ◽  
Three Dimensional ◽  
Real Life ◽  
Social Conventions ◽  
Emergency Situations ◽  
Crowd Behaviour ◽  
The Individual

Understanding the collective dynamics of crowd movements during stressful emergency situations is central to reducing the risk of deadly crowd disasters. Yet, their systematic experimental study remains a challenging open problem due to ethical and methodological constraints. In this paper, we demonstrate the viability of shared three-dimensional virtual environments as an experimental platform for conducting crowd experiments with real people. In particular, we show that crowds of real human subjects moving and interacting in an immersive three-dimensional virtual environment exhibit typical patterns of real crowds as observed in real-life crowded situations. These include the manifestation of social conventions and the emergence of self-organized patterns during egress scenarios. High-stress evacuation experiments conducted in this virtual environment reveal movements characterized by mass herding and dangerous overcrowding as they occur in crowd disasters. We describe the behavioural mechanisms at play under such extreme conditions and identify critical zones where overcrowding may occur. Furthermore, we show that herding spontaneously emerges from a density effect without the need to assume an increase of the individual tendency to imitate peers. Our experiments reveal the promise of immersive virtual environments as an ethical, cost-efficient, yet accurate platform for exploring crowd behaviour in high-risk situations with real human subjects.

scholarly journals Team Resilience Training in the Workplace: E-Learning Adaptation, Measurement Model, and Two Pilot Studies (Preprint)

2017 ◽  
Author(s):  
Joel B Bennett ◽  
Michael Neeper ◽  
Brittany D Linde ◽  
Gale M Lucas ◽  
Lindsay Simone
Keyword(s):  
Intervention Group ◽  
Measurement Model ◽  
Control Group ◽  
Pilot Studies ◽  
Working Model ◽  
Team Resilience ◽  
Two Samples ◽  
Program Efficacy ◽  
E Learning ◽  
The Individual

BACKGROUND The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. OBJECTIVE The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies. METHODS The authors took an established evidence-based program (Team Resilience) and modified it based on these needs. A working model for brief intervention evaluation distinguishes outcomes that are proximal (perceptions that the program improved resilience) and distal (dispositional resilience). A total of 7 hypotheses tested the model and program efficacy. RESULTS Two samples (n=118 and n=181) of engineering firms received the Web-based training and provided immediate reactions in a posttest-only design. The second sample also included a control condition (n=201). The findings support the model and program efficacy. For example, workplace resilience was greater in the intervention group than in the control group. Other findings suggest social dissemination effects, equal outcomes for employees at different stress levels, and greater benefit for females. CONCLUSIONS This preliminary research provides evidence for the capabilities of e-learning modules to effectively promote workplace resilience and a working model of team resilience.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Model of Group Peer Assessment on E-Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 56
Author(s):  
Komang Oka Saputra ◽  
Putu Arya Mertasana ◽  
Pratolo Rahardjo
Keyword(s):  
Student Motivation ◽  
Peer Assessment ◽  
Student Interest ◽  
Self Assessment ◽  
Final Grade ◽  
Group Assignment ◽  
Individual Solution ◽  
E Learning ◽  
Personal Skills ◽  
The Individual

Student motivation at class takes major role on achieving courses’ learning outcomes. Multimedia based content, game-based quiz, or self-assessment can maintain student interest to follow the learning process. Apart from the individual solution, working in group is one way to improve student motivation, however without proper arrangement, putting students in groups can degrade the competitive atmosphere of class, as less-smart students hang up to the more-smart students. Another alternative is implementing collaborative learning such as peer assessment that allows students to grade their fellows. However, objectivity between students must be concerned as students tend to give high-grade for their fellows. Combining group mode and peer assessment, this work proposed group peer assessment to improve student motivation on e-learning. Proposed method started by teacher open a group assignment on e-learning. Students then work on group to create solution. After the solutions are submitted, the extra-group peer assessment begins, where each group examines another group work. To maintain the objectivity of the peer assessment, final grade of each group obtained by combining grade from another group and grade from teacher.  In the meantime, cooperation atmosphere in each group is maintained by intra-group peer assessment, where each member asses all his/her teammates in terms of intra-personal and inter-personal skills.

scholarly journals Stress Management Amidst of the Covid-19 Pandemic of Public Junior High School Teachers in Selected High School of Aborlan North District

2021 ◽  
Vol 3 (5) ◽  
pp. 39-53
Author(s):  
Eliza Panis
Keyword(s):  
High School ◽  
High Schools ◽  
Stress Management ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
High Stress ◽  
Survey Method ◽  
School Teachers ◽  
Junior High School Teachers

This study was conducted from February 2021 to March 2021 to determine the stress management amidst the covid - 19 pandemics of the junior high school teachers in selected high schools of Aborlan North. The descriptive research design, specifically the survey method, was used in this study. Data were gathered through survey questionnaires. A total of 39 permanent teachers were enumerated from the selected high schools as the respondents of the study. The result showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 11.3 years and almost three fourth (74.4%) of them were Secondary School Teacher I with a mean teaching load of 26.4 hours per week. The perceived sources of stress such as work, family, personal, and environmental were considered distinctly part of the respondents’ lives. The level of perceived stress of the respondents was noted to be “high stress”. The activities engaged in very often to manage stress by a majority of the respondents were walking, praying, attending church/religious service, planting, gardening, and watering plants, washing domes, cooking/baking, evaluating oneself, watching the news, watching entertainment programs, watching “teledramas”, “telenovelas”, listening to music, texting, going to the internet, and talking with a family member.

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