Comprehensive soldier fitness: A vision for psychological resilience in the U.S. Army.

The stress and strain on the U.S. Army's community due to nearly a decade of protracted war is well documented in the press and in scientific literature. In response, the Army's Comprehensive Soldier Fitness (CSF) program is a preventive program that seeks to enhance psychological resilience among all members of the Army community, which includes soldiers, family members, and Department of the Army civilians. CSF is not a medical treatment program. Rather, CSF helps those community members who are psychologically healthy face life's adversities—including combat and prolonged separation from loved ones—by providing evidence-based training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comprehensive Soldier Fitness and the future of psychology.

Psychology responded to the national needs in World War I and World War II and was itself transformed. National need calls a third time: unprecedented levels of posttraumatic stress disorder, depression, suicide, and anxiety along with a need for a resilient Army capable of meeting the persistent warfare of the foreseeable future. As a large part of the Comprehensive Soldier Fitness program, positive psychology is meeting this need with new tests, with new fitness courses, and with resilience training. These developments may transform the practice of psychology and psychology's relation to medicine and education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment for the U.S. Army Comprehensive Soldier Fitness program: The Global Assessment Tool.

Psychology and the U.S. military have a long history of collaboration. The U.S. Army Comprehensive Soldier Fitness (CSF) program aims to measure the psychosocial strengths and assets of soldiers as well as their problems, to identify those in need of basic training in a given domain as well as those who would benefit from advanced training, and then to provide that training. The goals of the CSF program include the promotion of well-being as well as the prevention of problems. Assessment is the linchpin of the CSF program, and the Global Assessment Tool (GAT) is a self-report survey that measures psychosocial fitness in emotional, social, family, and spiritual domains. We review the history of psychological assessment in the military and the lessons taught by this history. Then we describe the process by which the GAT was developed and evaluated. We conclude with a discussion of pending next steps in the development and use of the GAT. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bringing science to bear: An empirical assessment of the Comprehensive Soldier Fitness program.

This article outlines the U.S. Army's effort to empirically validate and assess the Comprehensive Soldier Fitness (CSF) program. The empirical assessment includes four major components. First, the CSF scientific staff is currently conducting a longitudinal study to determine if the Master Resilience Training program and the Comprehensive Resilience Modules lead to lasting resilience development in soldiers. Second, the CSF program has partnered with other researchers to conduct a series of longitudinal studies examining the link between physiological, neurobiological, and psychological resilience factors. Third, the CSF program is also incorporating institutional-level data to determine if its material influences health, behavioral, and career outcomes. Fourth, group randomized trials are being conducted to ensure that resilience training incorporated under the CSF program is effective with soldiers. A specific rationale and methodologies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social resilience: The value of social fitness with an application to the military.

Resilience has been regarded narrowly as a quintessential individual property by most investigators. Social resilience, however, is inherently a multilevel construct, revealed by capacities of individuals, but also groups, to foster, engage in, and sustain positive social relationships and to endure and recover from stressors and social isolation. Emergent levels of organization, ranging from dyads, families, and groups to cities, civilizations, and international alliances have long been apparent in human existence, but identifying the features of individuals, relationships, and group structures and norms that promote social resilience—and determining effective interventions to build social resilience—represent some of the most important challenges facing the military as well as contemporary behavioral science. We identify nine personal resources that foster social resilience, and we describe an educational, computer-based program that builds on these resources in an effort to improve the social resilience among troops in the U.S. Army. Data from this program should provide valuable evidence regarding the challenge of building social resilience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Master resilience training in the U.S. Army.

The U.S. Army Master Resilience Trainer (MRT) course, which provides face-to-face resilience training, is one of the foundational pillars of the Comprehensive Soldier Fitness program. The 10-day MRT course is the foundation for training resilience skills to sergeants and for teaching sergeants how to teach these skills to their soldiers. The curriculum is based on materials developed by the University of Pennsylvania, the Penn Resilience Program (PRP), and other empirically validated work in the field of positive psychology. This “train the trainer model” is the main vehicle for the dissemination of MRT concepts to the entire force. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Building spiritual fitness in the Army: An innovative approach to a vital aspect of human development.

This article describes the development of the spiritual fitness component of the Army's Comprehensive Soldier Fitness (CSF) program. Spirituality is defined in the human sense as the journey people take to discover and realize their essential selves and higher order aspirations. Several theoretically and empirically based reasons are articulated for why spirituality is a necessary component of the CSF program: Human spirituality is a significant motivating force, spirituality is a vital resource for human development, and spirituality is a source of struggle that can lead to growth or decline. A conceptual model developed by Sweeney, Hannah, and Snider (2007) is used to identify several psychological structures and processes that facilitate the development of the human spirit. From this model, an educational, computer-based program has been developed to promote spiritual resilience. This program consists of three tiers: (a) building awareness of the self and the human spirit, (b) building awareness of resources to cultivate the human spirit, and (c) building awareness of the human spirit of others. Further research will be needed to evaluate the effectiveness of this innovative and potentially important program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

Three groups of 40 college students were each given different treatments in an experiment designed to investigate the effect of systematic physical fitness training combined with counseling on measured self-concept. One experimental group received a fitness program consisting of flexibility training and systematic distance running; a 2nd group received the same physical training plus 1 hr/wk of group counseling designed to reinforce progress made in the fitness program; and a 3rd group (control) received no physical fitness training or counseling. After a 10-wk program, the group receiving fitness training and running made a significant gain in self-concept as measured by the Tennessee Self-Concept Scale. The Ss were divided into low and high self-concept groups for statistical analysis. It was found that the students who received fitness training and counseling and had low self-concepts on the pretest measure made significant positive changes in self-concept. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The dark side of comprehensive soldier fitness.

Comprehensive Soldier Fitness (CSF), the focus of the January 2011 special issue of the American Psychologist, is a $125 million resilience training initiative designed to reduce and prevent the adverse psychological consequences of combat for soldiers and veterans. These are worthy goals. Soldiers and veterans deserve the best care possible, and military psychologists have critically important roles to play. But the special issue is troubling in several important respects. Elsewhere, we have offered a detailed review (Eidelson, Pilisuk, & Soldz, 2011). Here we offer only a summary of our concerns. The CSF program is a massive research project launched without pilot testing to determine, first, the effectiveness of the training in a military environment. This is highly irregular and obviously worrisome considering the stakes. No evidence was provided indicating that CSF received preliminary review by an independent ethics review board. There are other ethically fraught possibilities.This special issue reveals much about current moral challenges facing the profession of psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Shock without awe.

In January 2011, the American Psychologist ran a special issue on “Comprehensive Soldier Fitness,” edited by Martin Seligman and Michael Matthews. Thirteen articles described a collaborative effort by the U.S. Army and positive psychologists to “improve our force’s resilience” (Casey, 2011, p. 1). If successful, one assumes, these efforts will make military engagements shorter (though not less frequent) and more victorious, while reducing human suffering on all sides. How can one object? Yet, the contributors themselves anticipated criticism. To justify their engagement with the military, they argued that psychological science has been relevant throughout its history, most notably during the world wars (Seligman & Fowler, 2011). They further noted that although the deployment of psychology may seem rushed, the exigency of the situation in the field demands it. Like other groups in conflict, the Army has an interest in standardizing the behavior of its members. To achieve this, the Army can threaten and deliver punishment. From the group’s perspective, this interest is necessary and legitimate. It is, in the author's view, not legitimate for psychologists to obfuscate the conflict of interest between Army and soldier and to act as though they care, above all, about the well-being of the soldier. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Character and Fitness Requirements for Professional Psychologists: Training Directors' Perspectives.

Do directors of psychology training programs consider whether program applicants and students possess essential moral character and psychological fitness characteristics? A survey revealed that directors of clinical training (DCTs) in clinical and counseling psychology training programs are very concerned about both character and fitness. DCTs reported that evidence accrued during interviews and from undergraduate references is most salient preadmission and that behavior in the program and in clinical situations is most meaningful postadmission. The authors highlight the practices and perspectives of DCTs when it comes to evaluating character and fitness and conclude with several recommendations for training programs, licensing boards, and psychology training organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology specialist training in the Army.

In recent years, the problem of training the psychological worker who does not hold the doctorate has received considerable attention in the pages of the American Psychologist (3, 5). Owing to a shortage of clinicians with the PhD, the Army has utilized specialists, possessing limited but useful technical skills in clinical psychology, who work under the supervision of fully qualified psychologists. This paper is a report on the program conducted by the Army to train these specialists. It is offered as a contribution to the general discussion of subprofessional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flexible emotional responsiveness in trait resilience.

Field studies and laboratory experiments have documented that a key component of resilience is emotional flexibility—the ability to respond flexibly to changing emotional circumstances. In the present study we tested the hypotheses that resilient people exhibit emotional flexibility: (a) in response to frequently changing emotional stimuli and (b) across multiple modalities of emotional responding. As participants viewed a series of emotional pictures, we assessed their self-reported affect, facial muscle activity, and startle reflexes. Higher trait resilience predicted more divergent affective and facial responses (corrugator and zygomatic) to positive versus negative pictures. Thus, compared with their low-resilient counterparts, resilient people appear to be able to more flexibly match their emotional responses to the frequently changing emotional stimuli. Moreover, whereas high-trait-resilient participants exhibited divergent startle responses to positive versus negative pictures regardless of the valence of the preceding trial, low-trait-resilient participants did not exhibit divergent startle responses when the preceding picture was negative. High-trait-resilient individuals, therefore, appear to be better able than are their low-resilient counterparts to either switch or maintain their emotional responses depending on whether the emotional context changes. The present findings broaden our understanding of the mechanisms underlying resilience by demonstrating that resilient people are able to flexibly change their affective and physiological responses to match the demands of frequently changing environmental circumstances. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Supervised relaxation training: A model for greater accessibility of behavioral interventions.

Developed a method of relaxation training—supervised relaxation training—to address (1) problems of cost and availability, which limit the applicability of such training to relatively few individuals, and (2) the inherent limitations of self-help programs. Although this training method required less professional involvement than other methods, it was not intended as a self-help approach to relaxation. Using 55 volunteers (aged 19–67 yrs), 2 treatment groups and 1 control group were formed: One treatment group consisted of self-selected Ss from the community at large; the other represented Ss from a specific work site in the community. The procedure consisted of the use of a self-study manual in conjunction with professional training. Outcome was determined on the basis of changes in blood pressure, scores on the State-Trait Anxiety Inventory, and emotional indicators on human figure drawings. MANOVA indicated a positive effect for both treatment groups. Potential applications of the program are discussed, with recommendations for the use of this procedure as a model for other skill-developing interventions. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating potential officer effectiveness in a training situation.

A situational performance test was developed for evaluating potential Air Force officer effectiveness during the officer training program. For the 480 members of an AF Candidate School graduating class reliability of scoring (examiner-observer agreements on a behavior check list) was .75. Correlations between the total test score and Officer Candidate School evaluation measures were in the range .21—.25. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Happiness unpacked: Positive emotions increase life satisfaction by building resilience.

Happiness—a composite of life satisfaction, coping resources, and positive emotions—predicts desirable life outcomes in many domains. The broaden-and-build theory suggests that this is because positive emotions help people build lasting resources. To test this hypothesis, the authors measured emotions daily for 1 month in a sample of students (N = 86) and assessed life satisfaction and trait resilience at the beginning and end of the month. Positive emotions predicted increases in both resilience and life satisfaction. Negative emotions had weak or null effects and did not interfere with the benefits of positive emotions. Positive emotions also mediated the relation between baseline and final resilience, but life satisfaction did not. This suggests that it is in-the-moment positive emotions, and not more general positive evaluations of one’s life, that form the link between happiness and desirable life outcomes. Change in resilience mediated the relation between positive emotions and increased life satisfaction, suggesting that happy people become more satisfied not simply because they feel better but because they develop resources for living well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Department of Defense Psychopharmacology Demonstration Project: An evolving program for postdoctoral education in psychology.

In 1991, the Department of Defense (DoD) initiated a program designed to train doctoral-level psychologists to prescribe psychotropic medications. The program is housed in the psychology department at Walter Reed Army Medical Center (WRAMC); trainees receive didactic instruction at the Uniformed Services University of the Health Sciences and clinical training through the departments of psychology and psychiatry at WRAMC and Malcolm Grow Air Force Medical Center. Since its inception, the training curriculum has evolved from a standard medical school, basic sciences sequence to a tailored program designed specifically to meet the goal of training psychologists to become proficient in the independent use of psychopharmacological agents. To date, the program and its curriculum have not been described in detail in the literature. This article provides an archival reference of the DoD program by means of a review of successive versions of the curriculum and a comparison of these versions to other published models for training psychologists to this end. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tests for success in diver training.

46 20–30 yr old male US Navy personnel were tested with measures from 5 physical fitness batteries prior to beginning a rigorous physical and diving training program in order to develop a new model of physical performance. Results show that cardiovascular fitness, muscular endurance, and flexibility were most highly related to finishing the program. Findings highlight the need for a more inclusive conceptual framework for understanding and predicting performance in a wide range of occupational categories. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dog training, reinforcement, and behavior in unrestricted environments.

Both Army and commercial dog trainers often use both positive (food, petting) and negative reinforcements. Also frequently used are preliminary discipline procedures involving the use of appropriate consequences to restrict the dog's activity during training and stimuli that indicate when the consequences are strictly in effect. For training in unrestricted (home) environments, aversive and positive social reinforcers may be most appropriate. Later in training, verbal stimuli may be included both as secondary reinforcers and as conditioned stimuli (CS) associated with aversive stimulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A systems framework for field training in school psychological services.

Describes a framework consisting of 3 concepts—service providers, service recipients, and service delivery process—that is seen as important to field-based training in several respects: It provides a systems perspective from which various roles and service functions of the school psychologist can be conceptualized; it allows for the coordination of effort among university trainers, field supervisors, and trainees toward the development and implementation of an individual field training program (ITP); and it requires systematic evaluation of the ITP as a basis for the planning of additional training experiences. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)