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The Experiences of Sailors with Antiterrorism Force Protection Training at Off-Installation Sites

机译：在安装地点进行反恐部队保护训练的水手的经验

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摘要

Enhancing antiterrorism force protection (ATFP) training at off-installation sites to allow employees to survive a life threatening situation is a necessity after recent events at such military installations. However, little is known about how service members perceive their current ATFP training experiences and how those experiences impact their self-confidence for responding to a threat. The purpose of this qualitative study was to explore how current training experiences impact confidence levels in learning basic security fundamentals to respond to a threat, as well as possible training changes that might improve confidence levels. This study used social constructivism, andragogy theory, heutagogy, and problem-based learning as the conceptual frameworks. Participants were 15 sailors from 5 off-site locations. Data sources were semistructured interviews. Data were analyzed using provisional and open coding strategies to identify themes of supports and barriers to learning ATFP concepts. Results indicated that existing instruction resulted in sailors engaging in supplemental self-training activities to reach what they believed were strong preparedness levels. They also indicated that instruction that emphasizes authentic adult education practices such as learner-center instruction and hands-on drills under the framework of problem-based learning and heutagogy were necessary to increase self-reported levels of confidence in responding to a threat. This study impacts positive social change by providing guidelines for effective terrorist and threat preparedness instruction, regardless of organization, institution, or location that can be used by administrators to improve their confidence and ability to deal with terrorist actions.
机译：在此类军事设施最近发生事件之后，有必要在离地安装地点加强反恐部队保护（ATFP）培训，以使员工能够度过危及生命的状况。但是，对于服务人员如何看待他们当前的ATFP培训经验以及这些经验如何影响他们对威胁做出响应的自信心，人们所知甚少。这项定性研究的目的是探讨当前的培训经历如何影响学习基本安全基础知识以应对威胁的置信度，以及可能提高信任度的可能的培训变更。本研究使用社会建构主义，人类学理论，阐释学和基于问题的学习作为概念框架。参与者是来自5个场外地点的15名水手。数据来源是半结构化访谈。使用临时和开放式编码策略对数据进行了分析，以确定支持ATFP概念的支持和障碍的主题。结果表明，现有的指导导致水手们参加补充性自我训练活动，以达到他们认为强大的准备水平。他们还指出，强调真实成人教育实践的教学，例如以问题为基础的学习和综合学的框架下的学习者中心教学和动手练习，对于提高自我报告的对威胁的信心水平是必要的。这项研究通过为有效的恐怖分子和威胁防范指示提供指导，从而影响了积极的社会变革，而无论管理员可以使用哪种组织，机构或位置，来提高管理者的信心和能力，以应对恐怖行为。

著录项

  • 作者

    Harrison, Jessica L.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Adult education.;Military studies.;Higher education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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