Human Behaviour and Performance Training: Lessons from Antarctica and Space N. Pattyn 1,2 , S. Buckle 3 , L. Bessone 3 , 1 VIPER Research Unit, Royal Military Academy, BELGIUM 2 Vrije Universiteit Brussel, BELGIUM 3 Astronaut Training Division, European Astronaut Centre, Directorate of Human Spaceflight and Operation, European Space Agency BACKGROUND From our experience in the field, we noticed a discrepancy between Human Behavior and Performance (HBP) training for space (even for short duration missions), and HBP training for overwintering in Antarctica. This is striking because both the scientific literature (e.g. Levesque, 1991; Suedfeld & Weiss, 2000, Bishop, 2013) and experience teach us that the main problems on the ice are human factors related. The aim of the present investigation was thus to compare the HBP training approaches from the national Antarctic programs and the space agencies, in order to foster further collaboration and synergies between these different partners on the topic of Human Behavior and Performance Training, by making a state of the art available to all parties. METHODS - Antarctic part = an exploratory qualitative questionnaire survey on voluntary basis. Participants: national delegates to the Joint Expert Group on Human Biology and Medicine from the Scientific Committee on Antarctic research. Only nations with overwintering presence. Respondents: France, Germany, New Zealand, UK and Ukraine. Questionnaires => general information on program and station; information based on environment, habitat, and mission; training provided to crews before their mission (HBP and any other team trg). - Space part = Interagency Working Group on Human Behavior and Performance Training material; personal interviews with national experts in the field. RESULTS: SPACE ISS HBP training Flow - all International Partners (IP) - HBP Basic Training: provided by each IP agency to own astronauts before certification as astronauts. Requirements see Basic Training Requirements for the ISS astronaut/cosmonaut candidate, ISS Program - HBP Team Training: offered by ESA, NASA, Roskosmos to astronauts and cosmonauts from all IP agencies after basic training completion during non- assigned training phase, requirements see Bessone et al., 2008b. - HBP reinforcement during technical training: provided during scheduled technical training as reinforcement by HBP trained observers (ESA), SFRM observers (NASA), and psychologists (Roskosmos). -ISS emergency crew training, provided to all members of two 3-people crews: realistic simulation of ISS emergencies with participation of 2 subsequent crews and flight control personnel, performed prior to launch for all ISS crews ESA specific: Interlab space station control simulation 5 sessions integrated into100 hours HBP seminar Land and Sea Survival training 10 days HBP Integrated within technical survival training Daily and end of course behavioural debriefings Peer feedback ESA CAVES: Team Training (offered to all IP astronauts and cosmonauts) 12 days (5 days preparatory training, 6 days underground scientific expedition run according to ISS operation, 1 day scientific reporting) 6 ISS astronauts and cosmonauts from all partners mentoring by experienced astronauts Integrated technical and HBP training: multicultural influences, teamwork, situational awareness, decision making Daily team debriefings: instructors and peer feedback ROSKOSMOS specific Isolation chamber – 5 days and nights no audio communication with external world, of which 2-3 days of sleep deprivation, cognitive tasks are performed throughout Task loaded Parachute training 120 hours Cosmonauts perform chute jumps while performing cognitive tasks Survival training (winter and sea Soyuz survival) – 108 hours all IP astronauts as part of assigned crew training technical survival training on Soyuz landing, 3 team-members, mentoring by experienced Russian cosmonaut commander, observations by Russian psychologist feedback to team during final debriefing NASA specific HBP reinforcement during simulations ISS simulations in mission control Moon-base table top simulation Basic NOLS expedition 10 days Outdoor expeditions with integrated behavioural training Advanced NOLS – 10 days (cold weather expedition) DISCUSSION Unlike the standardization and collaboration efforts undertaken by space agencies, no international initiatives exist so far to pool resources to cope with these phenomena in Antarctica. The similarity between the challenges of long duration spaceflight and overwintering warrant that similar approaches may be needed in the psychological preparation of both. The aim of the present study was to be a first step towards this common goal. As is often the case when comparing conceptual sources in the scientific literature and realities from the field, there seem to be some discrepancies between the ideal situation and what occurs on the work floor. Indeed, despite the widely acknowledged similarities in mission challenges between spaceflight and Antarctica, there is no relationship to be found in HBP management between both environments, except for the Concordia station, where the HBP training is supported by the same ESA team responsible for astronauts’ training. It should be noted that, despite the very strong similarities in environment and challenges, there are very few similarities in crew types between spaceflight environments and Antarctic environments. This is a major caveat in the use of Antarctica as an analogue in space related research on psychological processes, since both the individual characteristics and the team processes are completely different between both environments. An additional caveat is the lack of experimental evidence to justify strategy changes from programmatic decision makers. There is a clear cultural impact on the HBP approach as well, ranging from an experience based, informal German strategy applying selection and training in the same environment, to a formalized and outsourced to an accountable external partner NZ strategy for the psychological selection. With regard to psychological training, some nations do not include any formalized approach to it, whereas Ukraine uses both classroom teachings and a psychophysiological approach. As such, we find a far less “unified” view on HBP in the different national Antarctic programs than in space agencies, where the common work environment (ISS) has pushed the international partners towards collaboration. These findings further underline the need for a common approach, not only between nations, but also between the space and Antarctic communities, to bring the best of both worlds together: the extensive experience of Antarctic programs in long duration missions in ICE; and the conceptually driven approach towards HBP from space agencies. RECOMMENDATIONS A stepwise approach could be adopted for the mutual benefit of all partners 1.Adapt the ISS competency model to an “overwintering competency model” in a consensual way between all partner nations. 2.Include real-life experience from Antarctic partners in the adaptation of the space agencies training. 3.Operationalize the features of the ISS competency model in outcome variables suited for the study of the efficiency of HBP management approaches, both for spaceflight and Antarctica. The already detailed operationalization in Bessone et al. (2008b) lays a foundation for this. 4.Set up, in a collaborative effort, a comparative study to measure the effect of HBP management in both long duration spaceflight and Antarctic overwintering, taking into account the cultural differences between programs. BIBLIOGRAPHY Altman I. and Haythorn, W.W. (1967): The ecology of isolated groups. Behavioral Science, 32:169-182. 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ISS Program, (2009) Basic Training Requirements for the ISS astronaut/cosmonaut candidate, SSP50325, Revision B Levesque, M. (1991). In Harrison, Clearwater & McKay (Eds): From Antarctice to Outer Space. Life in Isolation and Confinement. New York: Springer-Verlag, Inc. NASA Human Research Program Integrated Research Plan: HRP-47065 Rev C, 2011 Nicholas, J. M. and Penwell, L. W. (1995): A Proposed Profile of the Effective Leader in Human Spaceflight Based on Findings from Analog Environments. Aviation, Space and Environmental Medicine, January 1995, 63-72. Noe, R.A., Dachner,A., Sexton, B., Keeton, K.E. (2011): Team Training for Long-duration Missions in Isolated and Confined Environments: A Literature Review, an Operational Assessment, and Recommendations for Practice and Research. NASA/TM-2011-216162. Palinkas, L.A. (1986). Health and performance of Antarctic winter-over personnel: a follow- up study. Aviation, Space, and Environmental Medicine, 57, 549–559. Palinkas, L. 1992. Going to extremes: the cultural context of stress, illness and coping in Antarctica. In Palinkas, L. 2001. Psychological issues in long-term space flight: Overview. Gravitational and Space Biology Bulletin 14(2), 25-33 Palinkas, L. 2001. Psychological issues in long-term space flight: Overview. Gravitational and Space Biology Bulletin 14(2), 25-33. Palinkas, L. A. (1987): A Longitudinal Study of Disease Incidence Among Antarctic Winter-Over Personnel. Aviation, Space and Environmental Medicine, November, 1987.1062-1065 Palinkas, L. A. (2000): Summary of Research Issues in Behavior and Performance in Isolated and Confinfined Extreme (ICE) Environments. Aviation, Space and Environmental Medicine, Vol. 71, No. ). Section II, September,2000. A48-A50 Palinkas, L. A., Suedfeld, P. and Steel, D. C. (1995): Psychological Functioning Among Members of a Small Polar Expedition. Aviation, Space and Environmental Medicine, October, 1995. 943-950 Palinkas, L., & Suedfeld, P. (2008). Psychological effects of polar expeditions. The Lancet, 371, 153-163. Suedfeld, P. & Weiss, K. (2000). Environment and Behavior, 32, 7-17. Taylor, D.A., Altman, I. and Wheeler, L. (1973): Self-disclosure in Isolated Groups, Journal of Personality and Social Psychology, 1973, Vol. 25, No. 1, 39-47. Zhukov, S.А. (2011) To become a cosmonaut! Personal history with feedback, Moscow, RTSoft, ISBN 978-5-903545-15-5 INTRODUCTION HBP training Most approaches on HBP training target team training (e.g. Noe, Dachner, Saxton & Keeton, 2011). Indeed, in team-based work environments, the individual knowledge, skills, and abilities (KSAs) may not be sufficient to allow team members to efficiently and successfully communicate and coordinate with each other and to perform complex tasks that require integration of team members’ competencies (Delise et al., 2010). As emphasized by Ellis et al. (2005) for team training, the success of any training program depends on the quality of the skills inventory to identify needed competencies. HBP training for spaceflight - Necessary competencies? - Working Group on the “International Space Station Human Behavior & Performance Competency Model” (Bessone et al., 2008a). - HBP competencies = requirements to participate in international long duration missions => 8 categories of task- and team-generic competencies: 1) self-care and self management; 2) communication; 3) cross cultural; 4) teamwork and group living; 5) leadership; 6) conflict management; 7) situational awareness; 8) decision making and problem solving. - Application in training or evaluation => Bessone et al., 2008b Antarctica vs spaceflight - Spaceflight = multistressor environment. - ISS HBP competency model => target for training of space agencies = recognize stressors and cope with them. - Antarctica: specificity of these stressors differ, but similar categorization => environment, habitat, mission and social situation. - Space agencies => Antarctica = analogue environments - ESA: Life Science research campaign at Concordia station (a French-Italian continental station). -ESA: Behavioral training since 2006 for the Concordia winter-over crews, adapted from similar training conducted for International Space Station (ISS) astronauts and ground support personnel. The need for HBP training in Antarctic overwintering - Individual-oriented research of the psychology in ICE => on psychological and somatic symptoms (sleeping disturbance, depression, irritability and anxiety); achievement issues; after-effects, difficulties of reintegrating into society and the related coping mechanisms (Palinkas, 1986, 1987, Palinkas, et al., 1995); winter- over syndrome including insomnia, mild depression, irritability and social withdrawal (Suedfeld & Weiss, 2000). - Group-oriented research => social monotony; interpersonal conflicts; social roles; communication; gender imbalance in group composition; advantages and drawbacks of self-disclosure (Altman & Haythorn, 1967; Taylor, et al., 1973); and leadership issues (Nicholas & Penwell, 1995, Palinkas, 2000). - Dealing with interpersonal conflicts and individual issues = major showstopper! => needs to be addressed through thorough selection processes, pre-departure training, in-mission support, and post-mission debriefings. - Findings from analogues (Concordia, Haughton-Mars Project, Flashline Mars Arctic Research Station, Mars Desert Research Station) identify three main points for intervention to improve psychosocial issues: => Selection (having a reliable and valid method to select at both individual and group level); => Training (on interpersonal skills, including self-monitoring and adaptation); and ⇒Support (prevention first, then proactive intervention if needed) (Bishop, 2013). Concordia Station (ESA/IPEV/PNRA/A. Salam) ESA CAVES (ESA/V. Crobu) RESULTS: ANTARCTICA Country # Bases (popula1on) Psychological Selec1on Psychological Training Technical Trg teamwork Trg dura1on UK Bird Island (4) Rothera (18) Halley (15) : Interview during medical selecAon : Select in & out, not performed by psychologist :No formal HBP trg :Experience briefs & informal discussions :WriMen informaAon on life in ICE First Aid Emergency response 1 week residenAal France Dumont d'Urville (26) Concordia (15) :Performed by psychologists < polar insAtute : Select in & out Concordia selecAon more stringent, : emphasis on conflict mgmt & coping : QuesAonnaires, Rohrsach, semi:structured interview :DDU: No formal HBP trg; wriMen informaAon on life in ICE :Concordia: HBP trg ESA covering teamwork; communicaAon; conflict mgmt : WriMen documentaAon :DDU: firefghAng & First Aid :Concordia: none 1 week residenAal of which 2,5 days HBP (only for Concordia) Germany Neumayer III (9) : Real:life selecAon during mountaineering course. : Quality < individual & group funcAoning assessed. : Decision on group constellaAon & leader assignment. :Team building < selecAon trg :Experience briefs & informal discussions :WriMen documentaAon ResidenAal trg where winter crew lives together 3 months residenAal Ukraine Vernadsky (12) : Performed by psychologists < polar insAtute : Select in & out Psychophysiological approach: use of biofeedback and relaxaAon techniques Emphasis on coping FirefighAng First Aid Emergency response 10 days residenAal New Zealand ScoM (10) : Performed by psychologists < outsourced : Select in & out : No formal HBP trg FirefighAng First Aid AntarcAca awareness Survival trg