parent guide.pdf

7/27/2019 Parent Guide.pdf

1/40

C

on

ten

ts

Tableo

f

Introduction: Wlcom to teenSMART 3

Program Overview 4

Or Goal: Hlpg Yor T B a Sar Drr 4

Th Mthod: How th Program Wors 6Yor Rol: Hlpg Ma th Program a Sccss 7

Loog at th Bottom L 8

Working Through the Program 9Step 1: Part-T Actty LOOkinG AT THe BiG PiCTuRe 10

Step 2: Comptr Tm LOGGinG On 15

Step 3: Part-T Actty SeARCHinG fOR HAzARDS 16

Step 4: Comptr Tm unDeRSTAnDinG RiSk, SPeeD, AnD SPACe 20

Step 5:Part-T Actty DRivinG THe DRive 21Step 6:Comptr Tm RAMPinG iT uP 26Step 7: Part-T Actty STAYinG THe COuRSe 27

Step 8:Comptr Tm CeRTifiCATiOn TeST(Hlpg Yor T Gt Rady) 34

Extending the teenSMART Program 35

References 39

Parent Guide


2/40

teenSMART/Parent Guide2


3/40

This Parent Guideis organized as follows:

Program Overview gives you a summary of why theprogram is important, how it works, and the role you

play in making it all happen for your teen.

Working Through the Program provides you with

step-by-step guidance for the Parent-Teen Activitiesthat form a key part of the program, as well asinformation on what your teen is working on during

the Computer Time sessions.We recommend that you look over the material to getup to speed as soon as possible.

Wlcom to teenSMART!

Congratulations on taking

a big st towar rucing

th chancs that your tn

will gt in a car collision

uring his/hr first fw

yars bhin th whl.

AdepT drivr crat

th teenSMART rogram

with th blif that your

involvmnt is critical for

succss. You n to b

ngag an hans-on

to mak sur your tn is

alying th lssons larn

in th rogram an translating

thm from th comutr to

th ral worl.

Thats why wv crat

this Parent Guide to hl

you mak th bst us of

your tim in a way that

wont a to your alray

busy schul.

teenSMART/Parent Guide 3

W h a t W e ' r e A l l A b o u t

I n t r o u c t i o n

Welcometo


4/40

teenSMART/Paret Guide4

Our GOal: HelPinG YOur Teen Be a Safer Driver

Why Was teenSMarT Created?

The teenSMART program was created for oe reaso: to reduce the chaces thatyoug drivers will get i car crashes!

Thats a tall order especially i light of the major risks facig youg drivers.The research from the natioal Safety Coucil shows:1

Teenage drivers have the highest crash rate of any age group

Teen drivers are four times more likely to get into a collision than a 25-to-34-

year-old driver

Death and injury rates for teen drivers are 300% higher than other age groups

Over 80% of teen drivers will be in a police reported collision in the first three

years of drivig

The questio becomes, Do we have to accept this, or is there somethig thatca be doe to reduce these odds?

We believe the aswer is Yes. We also believe that the best way to help your

tee begis with lookig at the dramatic differece i crash rates betwee teedrivers ad drivers with just a few more years of experiece. This differece iscaptured i the chart below.1

c r a s h R a t e B y A g e a n d E x p e r i e n e

driver Age

Collisionsper10

0License

drivers

16 25 35 45 55 65 75

new to road

after one year

after two yearsafter three years

63 out of 100 newdrivers get into a

crash the first year

5

10

15

20

25

30

35

40

45

50

55

60

0

Overview

Program

For those who startdriving at age 18, the

crash rate is still closeto that of 16-year-oldswho are just starting.


5/40


Clearly, more experienced drivers are doing something dierent that puts themat much less risk o getting into an accident. The keys to reducing young driver

crashes are:

To understand what these more experienced drivers are thinking and doing

to stay sae To find a way to teach these behaviors and techniques in a way that will help

your teen right now

What Do More Experienced Drivers Do?

So what do good drivers do that younger, less experienced drivers do not?from our research and our interaction with some o the worlds oremostauthorities in both driving skills and liestyle issues, we identiied six criticalactors involved as shown in this model:

Speed SpACe

HAZARd

ReCOGNITION

V

I

SU A

L S eA

RC

H

RI

SK

/ B e Ne

FI

T

LI F

e S T Y L e

More experienced drivers:

Constantly use their visual

search skills to check their

mirrors, to look for possible

signs of trouble, and to stay

alert to the changing conditions

around them

Always adjust their speed

to fit road conditions and the

flow of traffic in order to avoid

the twin pitfalls of going either

too fast or too slow

Actively manage the space

around them so they do not get

too close to other vehicles

in front, to the rear, and to

the sides

Recognize hazards and

take appropriate action to

reduce danger

Analyze the riskinvolved in

any given situation and dont

take unnecessary chances

Know that lifestyle issues

can impact how safe they are

behind the wheel.

For most of us, these behaviors

are such an ingrained part of

good driving that we are not

aware of doing them. For young

drivers, though, these can

all seem new and unfamiliar.

So how can these concepts be

taught to teens in a way thats

effective and fresh? That was the

next challenge in the creation ofthe teenSMARTprogram


6/40

teenSMART/Parent Gude6

The Method:H o w t h e P r o g r a m W o r k s

A Blend of Teaching Methods:

teenSMART uses a varety o teachng methods to reach your teen.

Prent-Teen activitiesfour Parent-Teen Actvtes are made up o parent-teen dscusson, vdeo revewand n-car drvng exercses. They allow the teen to apply what he/she has

learned to real-world drvng stuatons, and to do so under your supervson.

Computer Time

There are three Computer Time sessions. Each lasts about 60 minutes. These

sessons provde hands-on practce where the teen s asked to demonstratea drvng-related skll and s provded wth mmedate eedback. There arealso dramatc scenaros where typcal teens talk about sae drvng sklls.

Certifiction Test

The nal element s the Certcaton Test. it lets your teen see how well he/shehas mastered the crtcal drvng sklls and knowledge tems. Ths test wll takeabout 60 minutes. Your teens results will be captured on the computer as he/she

completes the exam.


7/40

What Do You Need to Do?

Your nvolvement n the teenSMART program s crtcal. To be fully nvolved,take the followng steps:

Prepare for the Parent-Teen Activities by reading this guide

Make the time to conduct the activities

Talk with your teen about the program, respond to questions, and reward thedesred behavors

Help your teen prepare for the Certification Test

Reinforce the concepts taught in the program after your teen has completed it

What About a Designated Driver?

There may be tmes when nether parent wll be able to supervse a gvenParent-Teen Actvty. if so, you mght want to desgnate someone you trust tocarry out ths role. if the actvty nvolves gong out on the road, ths desgnateddrver should be a lcensed drver who s over twenty-fve years of age. ingeneral, ths knd of delegatng should be the excepton, not the rule. Consdert when:

You know someone whose expertise in an area of driving might add somethingto your teens learnng experence.

It will be difficult to keep the program on schedule if you dont delegate thetask. if you do pck a desgnated drver, show hm/her the approprate pagesn ths Parent Guidefor detaled nstructons. Once the actvty s done, ask yourdesgnated drver to tell you how the experence went for your teen.

teenSMART/Parent Gude 7

Your Role:H e l p i n g M a k e t h e P r o g r a m a S u c c e s s


8/40


What Will My Teen Be Doing Differently Behind the Wheel?

Typically, teens who work through the program demonstrate the following

behaviors:

They are better at using their eyes (and their cars mirrors) to spot trouble onthe roadand they see it faster.

They are better at maintaining a safe distance between themselves and othertraffic, and they dont tailgate.

They are smoother drivers. Because they see potential hazards sooner, theydont have to make sudden, last-minute changes.

They are better at analyzing the risk of a course of action and select betterstrategies than driving fast or cutting in and out of traffic.

They are better at making mature driving decisions and defending them.

What Benefits Can Be Expected Here?

Your teen will be a safer driver who is at less risk of being hurt or killed in anaccident.

Your teen will pose less of a safety (and liability) risk to others.

As your teens driving record improves, he/she is likely to see lower insurancepremiums.

If your teen is less likely to be in an accident, that means fewer and lessexpensive repair bills.

LineBottomTheLooking at


9/40

Creating a teenSMarT Schedule: Covering the Steps

Your teen will need to work through all of the teenSMART program steps.These steps include a mixture of:

Parent-Teen Activities Computer Time Sessions

So How Can You Help As a Parent?

Before your teen begins the teenSMART program, read through the Parent-TeenActivities in this guide. Get a sense of what they involve and how you can workthem into your schedule.

Then sit down with your teen and complete the Mste Schedule providedin the Student Workbook. This means discussing the Parent-Teen Activities andfactoring in the rate at which your teen wishes to complete the program. When

working out a schedule, keep in mind that these Parent-Teen Activities need tobe coordinated with the dates when your teen is completing the Computer Timesessions. The Roadmap on the computer will guide you and your teen.

You teen should tke thee to fou weeks to complete the teenSMarTpogm. This allows enough time for him/her to learn the material and makeit his/her own. At the same time, it keeps the program moving forward and allows yourteen to retain the material in order to complete the Certification Test at the end.


12 12

3

45

678

9

10

11WorkingThrough the

Program


10/40

1StepOneParet-Tee Ativity:

LOOkInG AT THE BIG PIcTuRE

Objectives

Deepen your understanding of program content and reinforce what will betaught and how

Get parents and teens talking about safe driving and the issues challengingteens today

Build a sense of involvement and partnership around safe and skillful drivingand your teens partcpaton n the teenSMART program

What Do You Do?

Install the teenSMART program on your computer and regster your teen's

Student iD

Watch the teenSMART vdeo Lookng at the Bg Pcture wth your teen

Talk about what you saw in the video

Let your teen interview you for That Was Then/This Is Now

Take and review the Teen Driver Facts and Fictions Quiz with your teen

Create a master schedule with your teen

How Long Should It Take?

The entre actvty should take about one hour and ffteen mnutes.



11/40

Big PictureL o o k i n g a t t h e

Video & Discussion

The goals of the Parent-Teen Actty deo Lookng at the Bg Pcture areto dscuss the program and hghlght the dfferences between more and less

experenced drers. The deo preews what the teen s gong to learn n theprogram. Your role s to help your teen wth any questons he/she mght haefrom watchng the materals.

Watching the Video

Be sure to watch ths deo together. its a way of gettng you both famlar wththe look and feel of the program. As you watch the deo, the camera stylemay strke you as beng on the herky-jerky sde. Ths s ntentonal. We wantedthe flm to reflect the contemporary look that teens are accustomed to fromteleson programs and musc deos. As you watch the deo, thnk aboutthe sx key factors: vsual Search, Space Management, Speed Adjustment,

Hazard Recognition, Risk Analysis, and Lifestyle Issues. Think about whereyour teen mght already be strong and where he/she mght need help.

Questions for Discussion

After the deo s oer, ask your teen the followng questons and prode gudanceand feedback, as you feel comfortable.

What questions do you have about what you saw?

Which of the six key factors do you feel are your strongest?

Which of the six areas do you feel you need the most help with?

A Final Word of Advice

Rememberyour job snt to sole any or all problems your teen has at thspont. You just want to ge your teen a chance to express hs/her feelngs sofarand to ge hm/her a sense that you care. Most of the ssues andproblems that come up here wll be dealt wth n the program. So concentrateon lstenng to your teen, and remndng hm/her that youre there to play asupporte role.



12/40

That Was Then/This Is Now

Interview

Your tee wll be tervewg you to get a sese o how beg a tee drverow compares ad cotrasts wth what you wet through at that age. Thequestos you wll be asked by your tee are outled the Student Workbook.Look them over beore the tervew begs.

Interview Questions

Thk about these questos beore your tee begs the tervew. Whe aswerg,try to gve meagul resposes. Avod Yes or no aswers. focus o howyou elt ad how you grew. What scared you? Who ecouraged you? How does

all that compare to what tees are acg ow? Your goal s to let your tee seeyour ow tee experece a way that wll buld uderstadg betwee you.At the same tme, try to get a sese o the dcultes that your tee s acgad how that puts hm/her more at rsk tha you were at that age.

The pot o ths exercse s to let your tee compare ad cotrast what t slke to lear to drve ow wth what t was lke the past. i you have learedto drve oly the last ve to te years, you should desgate ths task tosomeoe else. ideally, that perso should have leared to drve at least teyears ago, ad preerably more tha that.

Enlarging the DiscussionThe purpose o ths exercse s to look at learg to drve rom deret potso vew. You may wat to have more people volved tha just you ad yourtee. Maybe a gradparet ca take thgs urther back tme. Maybe a ucleor cous ca talk about learg to drve a deret stateor eve aothercoutry. Aga, the pot s to compare expereces to see where we all have thesame problems ad where thgs chage depedg o tme ad locato.

teenSMART/Paret Gude12

Directio

ns


13/40

teenSMART/Paret Gude 13

i ths exercse, you ad your tee wll take a look at some o the stereotypesabout how tees behave behd the wheel.

Complete the quiz as your teen does the same in the space provided them inthe Student Workbook.

Quiz

Facts and

Fictions

Teen Driver

Whe shed, revew the aswers o the ollowg page ad dscuss themwth your tee.

YourWork

Stereotype Crcle Your Aswer

1. Tees are more lkely to drk ad drve fACT OR fiCTiOn

tha adults.

2. Teens cant hold their liquor as well as FACT OR FICTIONadults so they are more at rsk whethey drk ad drve.

3. Teens must be safer because they have FACT OR FICTIONsharper ad qucker reactos tha mostdrvers, especally older oes.

4. Teens are inherently reckless drivers FACT OR FICTION

because they lke to take rsks.

5. When teens are involved in a serious FACT OR FICTIONcollso, t s usually ther ault.

6. The tee crash problem s caused just by fACT OR fiCTiOnyoug male drvers.

7. Tees are more lkely to be dstracted fACT OR fiCTiOnwhle drvg.


14/40

AnswersFacts and FictionsTeen Driver

2


1. Teens are more likely to drink anddrive than adults.

2. Teens cant hold their liquor as well as

adults, so they are more at risk whenthey drink and drive.

3. Teens must be safer because they have

sharper and quicker reactions thanmost drivers, especially older ones.

4. Teens are inherently reckless driversbecause they like to take risks.

5. When teens are involved in a seriouscollision, it is usually their fault.

6. The teen crash problem is caused justby young male drivers.

7. Teens are more likely to be distractedwhile driving.

Stereotype: Fact or Fiction?

fiCTiOn: Adults are more likely to drink anddrive. However, teens have less experience drivingwhile intoxicated, and havent yet learned how tohandle it as well.

faCT: Teens who drink and drive are at fargreater risk of being involved in a fatal collisionthan older drinking drivers. Their judgment ismore impaired by just one or two drinks thanolder drivers.

fiCTiOn: Teens do have quicker reaction times,better eyesight, and hearing than older drivers,and this would seem to make them safer drivers.However, it does not usually work out this waybecause teens have not learned how to use theseskills to their advantage.

fiCTiOn: While some teens do take risks toshow off, most teens try to be responsible drivers.However, even responsible teens still have a

much greater likelihood of being in a crashbecause they lack the advanced skills that willhelp them to identify and react to hazards.

faCT: Research has shown that teen drivers arefar more likely to be responsible for the collisionthan older drivers. Driver error and speeding areoften cited as the causes.

fiCTiOn: Although teenage males do have ahigher risk of collision than their female peers,the risk of collision for teenage females is still veryhighmuch greater than that for older drivers.

faCT: Teens use cell phones to talk and textmore frequently than older drivers. They alsoadjust in-car music systems more frequently thanolder drivers. While older drivers compensateby slowing down or allowing more followingdistance when engaged in distracting activities,teens do not. These distractions significantlyincrease teen crash risk.


15/40

2StepTwocomputer Time:

LOGGInG On


in your teens frst Computer Tme, he/she took three computer-basedtutorals (CBTs):

Introduction: Preview and Practice

CBT 1: Driving With Your Eyes Wide Open CBT 2: Taking a Closer Look

What Your Teen Learned in This Step:

Your teen was ntroduced to a number of vsual search technques, ncludng:

Search ahead

Search to the sides

Search behind

Your teen was gven practce n ntegratng these search technques nto an

organized approach, including using mirrors properly. Your teen was taughtthat begnnng drvers tend to focus on the car mmedately n front, whlemore experienced drivers look at least 10-15 seconds ahead of where they are

gong n order to antcpate trouble and avod t. Your teen was gven a chanceto apply this information on the computer to a number of typical hazards.

How This Affects the Next Parent-Teen Activity:

in the next Parent-Teen Actvty, be sure to renforce these good searchtechnques and proper mrror use as you and your teen complete theHazard Mapping Driving Exercise.


16/40

3StepThreeParet-Tee Ativity:

SEARcHInG FOR HAzARDS

Objectives

Practice identifying potentially hazardous real-world environments,and discuss possible coping strategies

Help your teen build awareness of potential hazards Reinforce the sense of partnership around safe and skillful driving

with your teen

What Do You Do?

Watch the teenSMART video Searching For Hazards with your teen andbriefly discuss

Take part in the Hazard Mapping driving exercise

Complete the Worst of the Worst exercise

Youll find directions for each of these activities on the following pages of this guide.


The activity should take about two hours. Most of this time should be taken upwhile driving routes that you travel on an ongoing basis.



17/40

i ths exercse, yo ad yor tee shold drve several of the rotes yor teemost ofte faces, for example, to school, to work, to bad practce, to a best fredshose, etc. Drve these rotes at the tmes yor tee feels are most stressfl, forexample, at ght, drg rsh hor, whe school lets ot, etc. As yo drve eachrote, yo ad yor tee shold take trs drvg. The perso who st drvgwll act as a otetaker. Ths meas drawg pctres of, ad jottg dow a fewwords on, hazardous environments/situations for later discussion. As examples of ahazardous environment or situation, you might identify:

An intersection where traffic merges from several angles into one lane

A stretch of road where people drive aggressively or thoughtlessly (outside a

local fast food frachse or a shoppg mall parkg lot)

A place where pedestrians and bike riders can add to the sense of hazard

A hangout where teen drivers may be more involved in looking at each other

tha lookg at the road

natrally, the more factors that cotrbte to a gve stato, the more complexthe sense of hazard will be. That, in itself, is a major learning point for thisactivity. Build an awareness in your teen that hazards can come in many shapes

ad forms ad ca preset mltple threats.

Getting Started What Routes Should You Drive?

St dow wth yor tee ad detfy the rotes that he/she drves most ofte.Take ot a map ad let yor tee descrbe to yo the exact rote(s) he/she takes,the pla whe yo are gog to drve them together.

Yo shold dvde ths actvty to three separate drves, wth each oe begabot thrty mtes log. That wold gve yo abot a hor ad a half behdthe wheel.

Yo shold also dscss how yo wll alterate the drver ad otetaker roleso each drve. A good dea s for yo to play the drver frst so yor tee caconcentrate on watching for hazards. If you wish, you can drive the same route

a mber of tmes wth the two of yo takg trs playg the otetaker. usethese qestos for selectg rotes:

How often does your teen drive the route in a week?

Are there sections of the route that feel particularly challenging or scary to

yor tee?

teenSMART/Paret Gde 17

D

irec

tions

nHazard MappingDriving Exercise


18/40

Are there sections that have a bad reputation for causing accidents or being

dffcult to handle?

Are there sections that provide a variety of potential hazards that you can discuss?

Are there multiple factors contributing to the sense of hazard?You mght also seek gudance from your local polce department and/or nsuranceagent on areas that tradtonally pose problems for less experenced drvers.

When You Are Driving

Rule #1 is drive safely. Dont get so wrapped up n what you are dong thatyou forget to follow the normal rules of the road.

As you look for hazards, be sure to reinforce with your teen the visual search

sklls that were dscussed earler. Ths means lookng ahead, behnd, and tothe sdes.

Whenever you feel that you are entering a situation that feels a little morehazardous, ask your notetaker to start writing.

Without compromising your safety, tell the notetaker exactly what it is abouta given situation that makes it feel more hazardous to you.

Pull over any time (safely!) when you want to discuss what youve seen with

the notetaker.

When You Are Taking Notes

Whenever you get to an environment that your driver feels is hazardous,

observe as much as possible in order to complete one of the Hazard Mapworksheets that are found n your teens Student Workbook.

From time to time, try to reinforce good visual search behaviors by

askng the drver to tell you what he/she s seeng n front, to the sdes, andbehnd. Make sure ths doesnt dstract the drver from dealng wth thestuaton at hand. Try to tme these questons so they occur when the drver sfeelng relatvely calm and unstressed.

If you sense that your teen is getting too overloaded or stressed by conditions,

ask hm/her to pull over and stop the car. Agan, safety s the number-oneconcern here.

If you feel the need, ask the driver to pull over (when it is safe) so you cancomplete your map for any given hazardous area. Feel free to ask the driver

for help n provdng the detals f youre not sure what you encountered.in your teens Student Workbook, you will find a completed Hazard Mapworksheet as an example to refer to before you begn drawng your own. Youwll also fnd a number of blank worksheets to use when you are n the car together.

Hazard Mappingcontinued



19/40

Picking the

Exercise

Worst of the Worst

After you complete the Hazard Mapping driving exercise, you and yourteen should sit down, discuss the hazards you saw, and pick out the mostchallenging ones.

follow these steps to complete this activity:

1. Together, review all of the Hazard Map worksheets that you and your

teen drew.2. Agree upon the situation that was the toughest.

3. Help your teen make a clean drawing in his/her Student Workbookonthe Worst o the Worst worksheet.

4. As you finish the picture, review some of the strategies and techniquesyou could use to minimize the danger involved. These can includesuch things as slowing down, anticipating trouble, or avoiding theintersection altogether.

When you have completed these steps, you have also completed this

Parent-Teen Activity.



20/40

4StepFourcompter Time:

unDERSTAnDInG RISk, SPEED AnD SPAcE

in your teens second Computer Tme, he/she completed these computer-based tutorals:

CBT 3: Understanding Risk

CBT 4: Key Concepts of Speed and Space


Basic principles of risk perception that can impact how we drive, includingthe noton of cumulatve rsk that bulds up over tme.

Important lessons about speed adjustment and space management,ncludng defnng sght dstance, creatng a two-to-four-second spacecushon wth the vehcle n front, and dealng wth lmted vsblty.


When you do the interactve Drvng exercse n the next Parent-Teen Actvty,pay partcular attenton to how well your teen s dong n matchng hs/herspeed wth the flow of traffc. You should also montor how well your teen sdong n mantanng a safe followng dstance behnd the car n front of hm/her.



21/40

5StepFiveParet-Tee Actiity:

DRIvInG THE DRIvE


Objectives

Introduce you and your teen to the idea of interactive driving as a positive,realistic, and non-threatening way to improve your teens driving

Reinforce with your teen some of the key concepts discussed thus far inthe teenSMART program

Continue building a sense of your involvement and partnership aroundsafe and skillful driving

What Do You Do?

Watch the teenSMART video Driving the Drive with your teen and discuss it

Carry out at least two rounds of interactive driving with your teen


The activity should take about ninety-five minutes. However, the more time youcan spend with your teen doing interactive driving, the better.


22/40

The Goal of This Video is Twofold:

First, it describes the technique we call interactive driving. This is a powerfulway to get both you and your teen nvolved n practcng sae drvng.

Next, it reinforces the ideas and concepts taught in the program.

Your goal s to learn the proper technques or conductng an nteractve drvngsesson. Ths means actng both as a drver and observer n a seres o rounds.As you play these parts, you also renorce key concepts taught n the course.

Watching the Video

St down wth your teen and watch the vdeo. Make sure you understand howths method works, especally n areas such as gvng eedback n a supportve,

non-threatenng manner. Ater the vdeo s over, ask your teen he/she has anyquestons, and talk about them. feel ree to watch the vdeo as many tmes asyou wsh to make sure youre both clear on how to proceed.

its best that you do ths actvty mmedately ater watchng the vdeo. i youallow too much tme to go by, youre both lkely to orget some o the mportantdetals o how ths actvty works.

On the ollowng pages, youll nd gudelnes or the nuts and bolts o conductngan nteractve drvng sesson.

Looking at the

Video & Discussion

Driving the DriveI n t e r a c t i v e D r i v i n g



23/40

InteractiveDrivingExercise

The goal here s for you and your teen to get a chance to play both roles:

A driver who does commentary driving

An observer who offers feedback and coaching

Getting Started What Routes Should You Drive?

Talk wth your teen about what routes youd lke to drve. They should bedifferent from the ones you drove in Hazard Mapping. That way, youll be facedwth new stuatons and challenges. Also, pck routes that wll present a varetyof stuatons. Try for a mxture of:

Residential/suburban

Downtown/commercial

Highway/ freeway

Rural/country

its a good dea to start wth a relatvely relaxed and stress-free envronment.As you get more comfortable wth nteractve drvng, you can select routes thatare more challengng.

This exercise should take at least 75 minutes. Its our recommendation that youdo t all at one tme. However, you can break t up nto smaller trps, f you

prefer. For example, you could do it in 45-minute and 30-minute segmentson consecutve days. The man pont s that you get n the tme together. Wesuggest that a given round should take about 15-20 minutes, and proceed roughlylke ths:

About 10-15 minutes for the driver to do commentary driving

About 5 minutes for the observer to share feedback

You should have the opportunity to fit four rounds into the 75 minutes.Ths means each of you would drve twce and play observer twce.D

irection

s



24/40

teenSMART/Paret Gde24

GuidelinesGuidelines for Being the Driver

Rule #1 is drive safely. Dot get so wrapped p descrbg what yo aredog that yo orget to ollow the rles o the road.

As you drive, dont try to comment on everything you see and hear. Instead,

restrct yorsel to thgs that really mpact yor drvg decsos. its goodto say, i ca see that someoe s comg p too close o my rear bmper. imgog to sgal ad move over a lae so he ca go by. O the other had, yodot eed to say, That car two blocks away rom me s a stato wago. itlooks lke ts good codtoi lke the color

In your driving commentary, stress the following:a. How yo are adjstg yor speed to match the low o trac, road codtos,

ad vsblty

b. The kd o space csho yo are keepg relato to the cars arod yo

c. How yo are sg vsal search techqes (lookg ahead, to the sdes, adbehind) to identify hazards

Whe yo are lsteg to eedback rom yor tee, accept t wth good grace.its best to lste ad ot to arge or prove ayoe rght or wrog. Part o thegrowg experece or yor tee s to st the observers char ad to se hs/her evalatve sklls. Also, model the same costrctve behavors o lstegad learg that tees shold dsplay whe yo gve eedback to them.

Guidelines for Being the Observer

Whe yo play the observer role, yo wat to gve eedback to the drver a waythat s helpl. nobody lkes to eel that they are beg attacked. Ad, as we allkow, the teeage ego ca be sestve. To help yo, weve developed some Observerfeedback sheets. Yoll d copes the Student Workbook. use these sheets tostrctre yor eedback sessos. They are based o the ollowg gdeles:

Ask your teen to pull over safely to the side of the road before you start givingfeedback. Yo dot wat yor tee to attempt to lste to yo ad drve saely at

the same tme. That may be too mch o a overload!

Always begin with saying two or three positive things about what your teendid right. Dot beg by jmpg to a crtcsm o what yo elt wet wrog.istead, stress the postve rst. Ths s jst hma atre. We all lke to hearsomethg good p rot that wll reassre s that the other perso s o or sde.


25/40

Be Safe

Ask the driver for his/her own brief take on what went well and not so well.

By gvng the drver the chance to express hs/her own eelngs rst, youllreduce any sense o conrontaton. Youll also reduce your own burden nterms o tryng to cover everythng. fnally, youll lessen the rsk o belaborngthe obvous. (Oten, we know as drvers what weve done wrong wthout theneed or urther promptng.) instead, you can ocus on those areas where thedrver s truly unaware o what he/she s dong.

When you give corrective feedback, concentrate on just two or three things. The more you criticize, the less your teen will hear. Some of this is just losingtrack o whats beng sad and becomng overloaded. Also, ths can open youto a charge of nitpicking. Try to prioritize what youve seen, and pick out the

two or three thngs that seem most mportant.

Limit your comments to things that your teen can do something about. Ths means ocusng on behavors and not on personal comments. i we

are told, You need to adjust your sde mrror so you can see better behndyou, the approprate response s clear. On the other hand, lets say weretold, Youre drvng carelessly. Dont you care you ht someone? Theresnothng that we can do n response to such a statementother than argueor stew n resentment.

Try to stay in your own chair. Ths means ocusng on talkng about howyou eel, rather than actng lke you are judgng (and condemnng) the otherpersons actons. You may want to try ths ormat or your eedback to your

teen: i eltwhen youbecause its better to say, i was eelng a lttlescared when we got so close to that red Toyota, because i thought there was achance we mght ht hm than to say, You drve recklessly because you dontcare you scare people or not!

End on a positive note. Always nsh up by remndng your teen o what he/she dd well, and o how much you apprecated the eort. You dont wantthe experence to end wth your teen havng a btter or negatve eelng. Onelast word: n the vdeo, you may get the dea that the observer snt supposed to

talk whle the car s n moton. in general, ths s a good dea. You dont wantto dstract the drver wth a lot o comments or nterrupt the commentary

drvng. O course, you do see somethng dangerous or threatenng, youshould speak up! Remember, the rst rule s always be safe.

A Word about Follow-Up

When the interactve Drvng sesson s over, recommend that your teencontnue to practce those areas where mprovement s needed. You can usethe completed Observer feedback sheets as an ongong reerence and memoryjogger about what areas to keep workng on and mprovng.


More Guidelines for Being the Observer


26/40

6StepSixcompter Time:

RAMPInG IT uP

in your teens thrd and fnal Computer Tme before the Certfcaton Test, he/she completed these computer-based tutorals:

CBT 5: More on Speed and Space

CBT 6: Putting It All Together (Practice Test)


Your teen focused on a number of safe drvng technques, ncludng dealng wth:

Merging into traffic

Blind spots

Multi-lane streets

Cars merging into ones lane

Exiting a highway


in the next Parent-Teen Actvty, youll spend some drve tme practcngthese same stuatons and technques. Make sure you feel comfortable dongthese knds of thngs yourself, or assgn a desgnated drver.



27/40

7StepSevenParet-Tee Ativity:

STAYInG THE cOuRSE

Objectives

Help your teen practice the driving techniques taught in the finalComputer Time

Give your teen a chance to practice emergency stopping techniques in a safeenvironment

Help your teen do some goal setting in areas where he/she needs to improve

Continue building a partnership around safe and skillful driving and yourteens implementation of concepts taught in the teenSMART program

What Do You Do?

Participate in the final Drive Time exercise, including practice in emergencystopping techniques

Complete the Lifestyle Issues exercise

Watch and discuss the teenSMART video Staying the Course

Help your teen do some goal setting


The entire activity should take about one hour and forty-five minutes. Again,the length will depend on the amount of time that you and your teen spendbehind the wheel in the Drive Time exercise.



28/40

D

irections

Drive TimeExercise

Getting Started

Ask your teen to review what was covered in the inal Computer Time. focuson the ollowing:

Was there anything he/she didnt understand and would like to discuss?

What would he/she most like to go out and practice?

Emergency Stopping and Antilock Brake Systems (ABS Brakes)

Ask your teen about the reading assignment on emergency stops (with orwithout ABS brakes) in the Student Workbook. Be sure to:

Cover whether or not your car has ABS brakes.

Check his/her understanding of the material. You might ask, Based on thekind o brakes we have, what braking method would you use in an emergency?Cadence braking (pumping the brakes) versus ull-out pressure?

Answer any other questions he/she might have.

Your goal is to practice with your teen the driving techniques that were coveredin the last Computer Time:

Entering a lane of traffic and merging

Maintaining a space cushion ahead and to the sides of the vehicle

Dealing with traffic in multi-lane streets

Dealing with other cars merging into traffic

Dealing with blind spots

Anything else covered earlier in the program that might still be giving your teenproblems. Also, give your teen a chance to apply what was learned about emergencystopping techniques rom a reading assignment in the Student Workbook.



29/40

practice

Picking a Good Place to Practice

You should dcd on som drvng routs that wll allow your tnopportunts to practc. Slct routs that provd:

A number of opportunities to practice merging and dealing with cars trying

to mrg. Try to nclud hghway on-ramps, roads that atur multpl lansmrgng nto wr, aras whr constructon workrs mght hav put upbarrrs orcng thr lans nto two, tc.

Multiple lanes of traffic to practice maintaining a good space cushion aheadand to th sds, and lookng or cars that mght b n ons blnd spot

A good place to practice emergency stops safely. Try using a parking lot wherethr wll b no rsk to any othr cars, and whr you wont run th rsk oscarng or ondng th nghbors. (i you us a parkng lot, you can st thstoppng ponts, masur n rough trms th dstancs nvolvd, and gt a rall or how long t took to brng th car to a stop.)

Additional Practice

You should also look at ths nal drv tm togthr as a chanc to do somlss structurd practc. follow ths gudlns:

Ask your teen if there are any driving skills that he/she would like torevisit, e.g., Visual Search, Hazard Recognition, Speed Adjustment, or SpaceManagmnt. Buld your ssson around hs/hr rsponss.

Ask your teen if there are other hazard areas that he/she would like to drive.for xampl, thr mght hav bn a gvn ntrscton that h/sh mght

hav lt ntmdatd by bor, prhaps vn to th pont o lng t wastoo dangrous to try. Mayb now your tn mght l rady to tak t on. Asalways, th goal s to stay sa and wthn your tns comort lvl.

Use some of the commentary and observer feedback techniques from theintractv Drvng exrcs. You mght ask your tn to talk you through twhl mrgng nto trac or mantanng a sa spac cushon n havy trac.Thn you could gv dback on what was don wll, somthng that mghtb mprovd, and how you lt ovrall.

teenSMART/Parnt Gud 29


30/40

?

RightQuestionsa s k i n g t h e

teenSMART/Parent Gde30

?

To gve more strctre to yor drve tme, ask yor teen some gded qestons.These qestons are based on the Compter Tme practce exercses. Theyllgve yor teen a chance to apply what he/she has learned.

How Risky Does This Feel?

from tme to tme, ask yor teen whether the rsk o the staton has gone por down. Then ask yor teen to explan why he/she eels ths way. Yo mghtpose ths qeston to yor teen when yo notce that trac s gettng morecongested as a nmber o cars merge onto the hghway. Another example mghtbe to ask this question when you enter a construction zone where the lanes

narrow down or merge together. Whatever the prompt, the overall pont sholdbe to renorce the dea that yor teen shold always be on the lookot whenths sense o rsk s ncreasng. in that way, he/she can be more alert to possbledangers and be consderng how to deal wth them saely.

Whats the Clue?

As yo are drvng together, yo mght see cles that a staton cold begetting more hazardous or challenging, e.g., a flashing red light at an intersection,a road constrcton sgn, a car makng a u-trn ahead, a car slowng down andpttng on ts lashers, someone gettng ot o a car wth a lot o packages andnot payng mch attenton, etc. At sch tmes, yo mght ask yor teen to se

hs/her vsal search sklls to detect sch a cle and tell yo what t s.

What/Where Is It?

in an exercse to test yor teens vsal search sklls, ask where somethng sn hs/her eld o vson. Yo mght ask, i see a school bs. Where s t? in arelated way, yo mght ask yor teen to denty what knd o car s nvolved na certan staton, e.g., What knd o car s passng s on the rght? or Whatcolor s t? Agan, yo want to get yor teen nto the reglar habt o lookngarond n an actve way, checkng all o the mrrors perodcally, and not jstocsng on the car ahead.

What Would You Do?

Ask yor teen rom tme to tme what he/she wold do troble shold occr.Ths s especally helpl n terms o yor teen thnkng abot escape rotes ntimes of emergency or hazard. You might say, If the car ahead of us slammedon the brakes, where wold yo go to avod a collson? in another statonyo mght say, i someone started honkng and talgatng yo rght now, coldyo move over to the rght lane saely?


31/40

IssuesLfstyle x r c s

teenSMART/Parnt Gud 31

in th Computr Tm sssons, your tn has bn ntroducd to th da thatlfstyl chocs mpact drvng. in ths xrcs, wll xpand on th concpt"How you lv s how you drv."

How You Live Is How You Drive

in th spac blow, jot down your dfnton of "How you lv s how youdrv." Ask your tn to do th sam n th spac provdd for thm n thr

Student Workbook.

Risky Lifestyle Choices

Rsky lfstyl chocs apply to vryon, vn adults! in ths xrcs wd lk youto tak a short trp back n tm to your tnag yars. What wr som of th rskylfstyl chocs that tns wr makng back thn? Wrt down som xampls ofwhat you consdr to b rsky lfstyl chocs for tns n th spac blow. Yourtn wll do th sam n th spac provdd for thm n thr Student Workbook.

CHOiCe:

CHOiCe:

CHOiCe:

CHOiCe:

CHOiCe:

Rvw th statstcal vdnc provdd n th Student Workbook. Dscuss thsnformaton wth your tn. As you can s, lfstyl chocs do ndd mpactour drvng.


32/40

the Course

Looking at the

video & Discussion

Staying

teenSMART/Part Gud32

now that youv compltd th Lfstyl issus xrcs, you ad your tshould watch th teenSMART vdo "Stayg th Cours" Ths vdo furthr

xpads upo th lfstyl ssus your t has b troducd to so far thteenSMART program. Th objctvs of ths vdo sgmt ar to:

Expand upon the idea that "How you live is how you drive"

Encourage your teen to think about the benefits associatedwth matur bhavor

Encourage your teen to think about what kinds of risks teenstak ad why

Identify the kinds of risky behaviors that can be correlated

to rsky drvg

Allow your teen to start thinking about how to identify possible copingstratgs ad to vrbally dfd thr chocs

Rmmbr, th teenSMART program s ot tdd to tach what s rght orwrog wh t coms to takg rsks. Th fal choc s up to your t. Thprogram dos, howvr, wat to mak t clar that rsky lfstyl chocs DOcorrlat to usaf drvg. extsv rsarch shows that rsky bhavors (orlfstyl) som aras ca traslat to rsky drvg ad collso volvmt.Th arrator wll act as a gud durg ths xrcs. W blv that ts gvough formato ca mak good dcsos! Your rol ths xrcs s to

provd support.


33/40

Your goal s to work wth your teen to plan what to do now that the teenSMARTprogram s comng to a close. Ths nvolves two types of plannng:

First, review the two or three improvement goals that your teen has set forhm/herself n the Student Workbook; these are areas where your teen stll needsto mprove.

Next, revisit your basic "rules of the road" with your teen to see if they needto be changed/adapted based on what has happened durng the teenSMARTprogram.

A Few Words About Setting Goals

When you revew the mprovement goals your teen has set, keep thesethoughts n mnd:

The goals should be as specific as possible, and tied to concrete behaviors.

The goals should have a time frame.

There should be some practical way to practice getting better and meetingthe goal. it wouldnt make much sense to say, Get better at dealng wth downtowntraffc f you lve n a rural area and the nearest bg cty s hours away.

There should be some way of observing if the goal has been accomplished.

Looking at the Rules of the Road

After you have revewed your teens mprovement goals, work together totest your mutual understandng of the current rules of the road, and dentfy

any changes that you feel should occur based upon your teen completng theteenSMART program.

This may involve extending your teens driving privileges when he/she hasdemonstrated a greater level of maturty and skll behnd the wheel.

However, if you feel it wise, it can also mean restricting driving privileges ifyou thnk your teen s currently takng on more than he/she can comfortablyhandle. As an example, you mght decde that drvng at nght poses too greata rsk to your teen at hs/her current level of drvng skll.

You will find a worksheet for working on these rules in your teens

Student Workbook.


Parent-Teen

ActionPlanning


34/40

8StepEightcomputer Time:

cERTIFIcATIOn TEST


Helping Your Teen Get Ready

Your goal s to help make the Certfcaton Test panless, stress-free, and successfulfor your teen. You can do ths by supportng hm/her n the process of studyngfor the test.

Guidelines for Preparing Your Teen

1. Remnd your teen that there are two types of questons on the Certfcaton Test:a) Multple choce questons where your teen has to choose the best answerb) Drvng scenaros where your teen has to respond to what he/she sees

on the screen

2. Assure your teen that all of the multiple-choice questions in the CertificationTests are covered in the REVIEW: Practice Questions included in Step 8 on thecomputer. There are no addtonal tems! if your teen has made a good effortto work though these tems and can answer them correctly, he/she should not

have any problems wth the multple-choce porton of the Certfcaton Test.

3. Monitor your teens studying. Ask your teen if he/she has any questions aboutthe Practice Questions in Step 8 in particular, check on which items seemdffcult and provde coachng as approprate.

4. There is also a REVIEW: Greatest Hits CBT summary included in Step 8.Ths s a memory jogger for topcs covered n the Computer Tme sessons.Consder schedulng some tme to st down wth your teen, watch the vdeotogether, and see f your teen has any questons.


35/40

extnding th

teenSMarT PogmOnce your teen has completed the Certfcaton Test, he/she may thnk the programs over. in truth, completon of the program represents a sgnfcant mlestone nhs/her ongong progress. We suggest takng the followng steps wth your teen:

Ongoing Practice

Whenever your teen gets behnd the wheel, he/she should try to practce and applywhat was learned n the program. The Addtonal Drvng Practce secton n yourteen's Student Workbookhas been provded wth ths n mnd. it gudes you and

your teen through addtonal practce exercses that revew and renforce the skllsprevously taught n the program.

States With Graduated Licensing

Many states requre teens and a supervsng adult to spend a certan amountof tme engaged n supervsed drvng practce n order to become fullylcensed. The Addtonal Drvng Practce secton provdes meanngful n-carexercses to do durng ths mandated practce tme.

Monitoring the Action Plan

Check n wth your teen to see how well he/she s meetng the goals that thetwo of you agreed upon. You should keep ths up untl the goals are met or youfeel they need to be changed. As you montor progress and work together, youand your teen should be workng through the followng types of questons:

Were the goals meaningful?

Were the goals too much of a stretch?

Were the goals specific enough?

Should any of the rules of the road be changed based upon your teens

progress towards accomplshng these goals?



36/40

Rewarding the Right Behaviors

As you ad your tee work to cotue to apply what was leared the

teenSMART program, dot orget that postve reorcemet ca mea a lotto youg people. i you see your tee dog somethg rght, dot hestate toackowledge t. Sometmes ths ca take the orm o a smple way to goor youre dog great whe you see somethg you lke. As your teemproves ad grows more resposble, you may also wat to thk aboutextedg some addtoal drvg prvleges.

Looking for Trouble Signs and Areas for Improvement

Observg how your tee s dog s a bg part o makg sure he/she cotuesto mprove ad doest slde back to bad habts. We suggest that you play theobserver role as much as you ca whe your tee s behd the wheel. You may

eve wat to go so ar as to schedule the occasoal roud o teractve drvgwth your tee oly as a reresher course.

Reviewing the Materials

i you see that your tee s alg to apply a mportat cocept, or orgettgwhat was covered durg the program, you have some optos you ca cosder:

Repeat the related Parent-Teen Activity with your teen. If he/she is havingproblems with a certain difficult intersection, go out and do the hazard mapping

actvty or that specc spot. focus o whats ew or dcult about the area,ad dscuss copg strateges. As we suggested earler, a roud or two o

teractve drvg ca be doe wheever you wshad ca be taloredto deal wth a specc dculty.

Have your teen review the related computer-based tutorial (CBT).

Revisit the teenSMART program vdeos or materal o the area questo.

Looking for Additional Resources

There are may other resources that you ad your tee ca tur to or moreormato o a gve area. We suggest you cotact your state agecy thatprovdes drvers lceses to the publc. You ca also cotact your surace

carrer.naturally, the iteret has become a powerul ad coveet source oormato. The natoal Hghway Trac Saety Admstrato ca provde thelatest trac statstcs ad vdeo clps wth saety tps (www.htsa.dot.gov). Topcareas that you mght search or are sae drver, trac saety, ad tee drvers.

ExtendingtheteenSMARTProgram

continued...

teenSMART/Paret Gude36


37/40

Wed lke to conclude ths Parent Guideby gvng you a round of applause forall of your hard work n makng your teen a safer drver. its somethng youcertanly should feel great about! We know that the added work and dlgence

requred by ths program may have added to your already busy lfestyle.However, the payoff for you and your teen, and for all of us, s substantal andcant be underestmated! Thanks agan!


Thanksword

A finalof


38/40



39/40

R

eferen

ces1. natoal Saty Cocl, Injury Facts, 2004 Edition, Page 104.

2. TeeN dRIVeR FACTS ANd FICTIONSKim, K., Li, L., Richardson, J. and Nitz, L. (1998). Drivers at fault:Influences of age, sex, and vehicle type. Journal of Safety Research 29(3): 11-179.

Massie, D.L., Campbell, K.L., and Williams, A.F. (1995). Traffic accidentvolvmt rats by drvr ag ad gdr. Accdt Aalyss adPrevention 27 (1): 73-87.

Mayhew, D.R., Donelson, A.C., Beirness, D.J. and Simpson, H.M. (1986).

Yoth, alcohol ad rlatv rsk o crash volvmt. Accdt Aalyss adPrevention 18 (4): 273-287.

McKnight, A.J. (1996). Causes of the problem: the role of experience-relatedactors th collsos o yog drvrs. i H. Smpso (ed.), nw to thRoad: Rdcg th Rsks or Yog Motorsts. uvrsty o Calora: LosAngeles, 35-40.

National Highway Traffic Safety Administration (1998). Youth, Fatal Crashad Alcohol facts. Dpartmt o Trasportato: Washgto, D.C.

Williams, A.F. (1996). Magnitude and characteristics of the young drivercrash problm th utd Stats. i H. Smpso (ed.), nw to th Road:Rdcg th Rsks or Yog Motorsts. uvrsty o Calora: LosAngeles, 19-26.

Williams, A.F., Preusser, D.F., Ulmer, R.G. and Weinstein, H.B. (1995).Charactrstcs o atal crashs o 16-yar-old drvrs: mplcatos orlicensure policies. Journal of Public Health 16 (3): 347-360.

3. CBT 3 Understanding Risk

Rttg, R.A., ulmr, R. G. ad Wllams, A. f. "Prvalc ad Charactrstcso rd lght rg crashd th utd Stats": israc isttt or

Highway Safety, Arlington, Virginia, 1988

teenSMART/Part Gd 39


40/40

parent guide.pdf

Documents