safer young drivers

44
SAFER YOUNG DRIVERS A GUIDE TO BEST PRACTICE EDUCATION

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These guidelines aim to summarise what research and road safety experts - both here and overseas - consider best practice in terms of road safety education for young novice drivers.

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Page 1: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

SA

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

safe

r you

ng d

river

s FIN

AL•.i

ndd

i6/

20/0

8 9

:38:

17 A

M

Page 2: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

ii

The N

ational R

oad S

afe

ty C

om

mitte

e c

om

prise

s:

The C

hie

f E

xecutive o

f th

e M

inis

try o

f T

ran

sp

ort

The C

om

mis

sio

ner

of

Polic

e

The C

hie

f E

xecutives o

f: L

an

d T

ran

sp

ort

Ne

w Z

eala

nd

, T

ran

sit N

ew

Ze

ala

nd

,

The A

ccid

ent

Com

pensation

Co

rpo

ratio

n a

nd

Lo

cal G

ove

rnm

en

t N

ew

Ze

ala

nd

The S

ecre

tary

of

Labour,

th

e S

ecre

tary

fo

r Ju

stice

, th

e S

ecre

tary

fo

r E

du

catio

n a

nd

th

e

Directo

r-G

enera

l of

Health a

re a

sso

cia

te m

em

be

rs o

f th

e C

om

mitte

e.

June 2

008

ISB

N:

978-0

-478-0

7229-7

safe

r you

ng d

river

s FIN

AL•.i

ndd

ii6/

20/0

8 9

:38:

17 A

M

Page 3: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

iiiC

on

ten

ts

Intr

od

uct

ion

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....i

v

Su

mm

ary

chec

klis

t ....

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.6

1

Bu

ildin

g o

n o

ther

ro

ad s

afet

y ed

uct

ion

......

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..8

2

Mee

tin

g t

he

nee

ds

of

ind

ivid

ual

par

tici

pan

ts ..

......

......

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13

3

Tak

ing

a p

arti

cip

ant-

cen

tred

ap

pro

ach

.....

......

......

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......

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.14

4

Ed

uca

tin

g t

he

wh

ole

dri

ver .

......

......

......

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......

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15

5

Bei

ng

res

po

nsi

ve t

o t

he

nee

ds

and

rea

litie

s o

f yo

un

g p

eop

le ..

......

......

......

......

......

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...22

6

Usi

ng

an

ap

pro

pri

atel

y q

ual

ifi ed

tra

iner

.....

......

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24

7

Em

po

wer

ing

par

ents

an

d s

up

ervi

sors

.....

......

......

......

......

......

......

......

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......

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..26

8

Off

erin

g e

ffec

tive

del

iver

y m

eth

od

s ...

......

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..28

9

Pro

mo

tin

g ‘e

co d

rivi

ng

’ an

d a

lter

nat

ive

tran

spo

rt c

ho

ices

.....

......

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......

......

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34

10 H

avin

g a

fo

cus

on

qu

alit

y an

d im

pro

vem

ent .

......

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..36

Ap

pen

dix

- u

sefu

l res

ou

rces

.....

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.37

safe

r you

ng d

river

s FIN

AL•.i

ndd

iii

6/20

/08

9:3

8:17

AM

Page 4: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

ivIn

tro

du

ctio

n

Pu

rpo

se o

f th

ese

gu

idel

ines

These g

uid

elin

es a

im t

o s

um

marise

wh

at

rese

arc

h a

nd

ro

ad

safe

ty

expert

s –

both

here

and o

ve

rse

as –

co

nsid

er

be

st

pra

ctice

in

te

rms o

f

road s

afe

ty e

ducation f

or

you

ng

no

vic

e d

rive

rs. T

he

ir p

urp

ose

is t

o

dis

sem

inate

this

know

ledge

to

eve

ryo

ne

with

an

in

tere

st

in r

oad

safe

ty e

ducation.

The g

uid

elin

es a

re a

key p

art

of

imp

lem

en

tin

g t

he

Ro

ad

Safe

ty

Education S

trate

gic

Fra

mew

ork

th

at

was r

ele

ase

d b

y t

he

Natio

nal

Road S

afe

ty C

om

mitte

e in D

ece

mb

er

20

06

.

They a

re inte

nded a

s a

reso

urc

e f

or

train

ing

pro

vid

ers

, sch

oo

ls a

nd

com

munity g

roups t

o u

se in d

eve

lop

ing

or

mo

difyin

g c

ou

rse

s. F

or

org

anis

ations t

hat

fund r

oad s

afe

ty e

du

catio

n, su

ch

as t

err

ito

rial

auth

orities a

nd c

om

munity t

rusts

, th

ey o

ffe

r g

uid

an

ce

as t

o t

he

sta

ndard

s t

hat

train

ing p

rogra

mm

es a

nd

pro

vid

ers

sh

ou

ld b

e a

imin

g

to m

eet

to b

e c

onsid

ere

d s

uitab

le f

or

fun

din

g.

By d

issem

inating b

est

pra

ctice

, th

e g

uid

elin

es s

ee

k t

o h

elp

:

• r

ais

e t

he o

vera

ll qualit

y o

f ro

ad

safe

ty e

du

catio

n, p

art

icu

larly t

hat

off

ere

d t

o y

oung n

ovic

e d

rive

rs;

• incre

ase t

he lik

elih

ood o

f yo

un

g n

ovic

e d

rive

rs e

njo

yin

g a

gre

ate

r

level of

road s

afe

ty a

nd

• e

nsure

that

the v

alu

able

go

ve

rnm

en

t an

d c

om

mu

nity r

eso

urc

es

investe

d in r

oad s

afe

ty e

du

catio

n a

re d

ire

cte

d t

o w

he

re t

he

y a

re

likely

to g

ive t

he h

ighest

so

cia

l re

turn

s.

Fo

r th

e p

urp

oses o

f cla

rity

, ‘y

oung d

rivers

’ are

drivers

aged b

etw

een

15

to

24

ye

ars

. ‘Y

oung n

ovic

e d

rivers

’ re

fers

to p

eople

within

this

gro

up

wh

o a

re in t

heir fi r

st

two y

ears

of

learn

ing t

o d

rive.

Th

e t

erm

s ‘tr

ain

ing’ and ‘education’ are

used inte

rchangeably

in t

he

gu

ide

line

s i.e

. no d

istinction is m

ade b

etw

een t

hem

. In

this

way, th

e

gu

ide

line

s a

re r

ele

vant

to p

eople

and o

rganis

ations w

ho a

re p

rim

arily

invo

lve

d in

deliv

ering t

echnic

al, s

kill

s-b

ased t

rain

ing, as w

ell

as t

hose

run

nin

g b

roader

road-s

afe

ty e

ducation p

rogra

mm

es.

Wh

at is

‘ro

ad s

afet

y ed

uca

tio

n’?

Ne

w Z

eala

nd’s

Road S

afe

ty E

ducation S

trate

gic

Fra

mew

ork

was

de

ve

lop

ed

to h

elp

every

one in t

he c

om

munity u

nders

tand t

he

co

ntr

ibu

tio

n e

ducation c

an m

ake t

o im

pro

vin

g r

oad s

afe

ty. It

sta

tes

that

the

prim

ary

expecta

tion, or

role

, of

road s

afe

ty e

ducation is t

o

rais

e a

ware

ness o

f ro

ad s

afe

ty a

s a

pers

onally

rele

vant

issue a

nd t

o

incre

ase

kn

ow

ledge a

nd im

pro

ve s

kill

s. The F

ram

ew

ork

envis

ages

road

safe

ty e

ducation p

ositiv

ely

infl uencin

g b

ehavio

ur

in t

he w

ider

road

en

viro

nm

ent

by:

• p

rom

oting a

nd d

evelo

pin

g a

ppro

priate

know

ledge a

nd

un

de

rsta

ndin

g o

f tr

affi

c r

ule

s a

nd r

oad s

afe

ty c

oncepts

;

• p

rio

ritisin

g, develo

pin

g a

nd im

pro

vin

g a

ppro

priate

skill

s o

f all

road

tran

sp

ort

netw

ork

infl uencers

, pro

vid

ers

and u

sers

;

‘Fo

r th

e p

urp

ose

s o

f cl

arit

y, “

you

ng

dri

vers

” ar

e d

rive

rs a

ged

bet

wee

n 1

5 to

24

year

s. “

Yo

un

g n

ovi

ce d

rive

rs”

refe

rs t

o p

eop

le w

ith

in t

his

gro

up

wh

o a

re in

th

eir

fi rs

t tw

o y

ears

of

lear

nin

g t

o d

rive

.’

safe

r you

ng d

river

s FIN

AL•.i

ndd

iv6/

20/0

8 9

:38:

17 A

M

Page 5: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

1

• s

trength

enin

g a

nd im

pro

vin

g a

ppro

priate

co

mm

un

ity a

ttitu

de

s

tow

ard

s r

isk a

ware

ness a

nd o

ptim

um

tra

nsp

ort

syste

m u

se

,

pers

on

al safe

ty a

nd indiv

idual re

spon

sib

ilitie

s f

or

the

safe

ty o

f

ours

elv

es a

nd o

thers

, cultura

l valu

es (su

ch

as c

are

, co

urt

esy a

nd

consid

era

tion f

or

oth

ers

), life-s

kill

s,

su

rviv

al te

ch

niq

ue

s; an

d

• p

rom

oting s

upport

for

road s

afe

ty r

ela

ted

activitie

s.

Within

this

conte

xt,

these g

uid

elin

es h

ave

a s

pe

cifi c

fo

cu

s o

n t

he

road s

afe

ty c

ours

es o

r pro

gra

mm

es o

f le

arn

ing

th

at

eq

uip

yo

un

g

novic

e d

rivers

with t

he s

kill

s,

know

ledge

, m

otivatio

n a

nd

att

itu

de

to

use t

he r

oads s

afe

ly.

The g

uid

elin

es c

ove

r p

re-d

rive

r an

d d

rive

r

train

ing c

ours

es,

as w

ell

as o

ther

road s

afe

ty e

du

catio

n t

hat

su

pp

ort

s

young d

rivers

as t

hey learn

to d

rive a

nd p

rog

ress t

hro

ug

h t

he

Gra

duate

d D

river

Lic

ensin

g S

yste

m.

As t

he g

uid

elin

es a

re c

oncern

ed w

ith a

ssis

tin

g y

ou

ng

pe

op

le t

o le

arn

to d

rive s

afe

ly,

they h

ave a

heavy f

ocus o

n y

ou

ng

no

vic

e d

rive

r

education a

nd t

rain

ing.

This

is b

ecause le

arn

ing

to

drive

a m

oto

r

vehic

le s

afe

ly a

nd g

ain

ing a

drivin

g lic

ence

are

typ

ically

th

e k

ey

motivato

r fo

r young d

rivers

’ part

icip

ation in

ro

ad

safe

ty e

du

catio

n.

The g

uid

elin

es d

o n

ot

apply

to e

ducation in

itia

tive

s t

hat

dis

se

min

ate

info

rmation

and r

oad s

afe

ty m

essages w

ith

ou

t p

ers

on

al in

tera

ctio

n,

such a

s a

dvert

isin

g c

am

paig

ns.

As w

ell,

it

is r

eco

gn

ise

d t

hat

the a

ge r

ange o

f 15 t

o 2

4 y

ears

inclu

des

so

me

yo

un

g p

eo

ple

wh

o a

re n

ot

‘novic

e d

rivers

’ such a

s p

olic

e

offi

ce

rs a

nd

arm

y p

ers

on

nel and p

eople

work

ing in t

he t

ransport

ind

ustr

y. T

he

gu

ide

line

s s

till

have r

ele

vance t

o t

he t

rain

ing t

hat

is

de

live

red

to

th

ese

pe

op

le. It

needs t

o b

e r

ecognis

ed, how

ever,

that

the

se

pe

op

le w

ill h

ave

sp

ecifi c

tra

inin

g n

eeds in t

erm

s o

f acquirin

g

ad

van

ce

d t

ech

nic

al skill

s a

nd s

kill

s o

n t

he h

igher

levels

of

the G

DE

matr

ix (se

e s

ectio

n 4

, p

age 1

7).

Wh

y fo

cus

on

yo

un

g n

ovi

ce d

rive

rs?

Yo

un

g p

eo

ple

pay t

oo

hig

h a

price f

or

the o

pport

unity t

o d

rive. Tra

ffi c

cra

sh

es a

re t

he

sin

gle

gre

ate

st

kill

er

of

15 t

o 2

4 y

ear

old

s in N

ew

Ze

ala

nd

an

d t

he

le

ad

ing

cause o

f perm

anent

inju

ry f

or

that

age g

roup.

As a

gro

up

, yo

un

g d

rive

rs a

re s

ignifi c

antly o

ver-

repre

sente

d in r

oad

cra

sh

es. In

20

06

, yo

un

g d

rivers

aged b

etw

een 1

5 t

o 2

4 y

ears

rep

rese

nte

d 1

6 p

erc

en

t o

f all

licensed d

rivers

, but

they w

ere

involv

ed

in 3

4.8

pe

rce

nt

of

the

fata

l tr

affi

c c

rashes, 38 p

erc

ent

of

the s

erious

inju

ry c

rash

es a

nd

42

.8 p

erc

ent

of

the m

inor

inju

ry c

rashes. O

f th

ese

cra

sh

es y

ou

ng

drive

rs w

ere

at

fault a

round 7

7 p

erc

ent

of

the t

ime.

Th

e t

ota

l so

cia

l co

st

of

cra

shes w

here

15 t

o 2

4-y

ear-

old

drivers

were

at

fau

lt in

20

06

was n

early $

1 b

illio

n. This

is a

lmost

one t

hird o

f th

e

so

cia

l co

st

asso

cia

ted

with a

ll in

jury

cra

shes.

‘Mal

e d

rive

rs a

ged

15

to 1

9 ye

ars

are

app

roxi

mat

ely

seve

n t

imes

mo

re li

kely

to

cr

ash

th

an t

hei

r 45

to

49

year

-old

co

un

terp

arts

.’

‘Fem

ale

dri

vers

ag

ed 1

5 to

19

year

s ar

e ap

pro

xim

atel

y si

x ti

mes

mo

re li

kely

to

cr

ash

th

an f

emal

e d

rive

rs in

th

e 45

to

49

year

-old

ag

e g

rou

p.’

safe

r you

ng d

river

s FIN

AL•.i

ndd

16/

20/0

8 9

:38:

18 A

M

Page 6: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

2

0

50

100

150

200

250

-60

612

18

0

50

100

150

200

250

15-1

920-2

425-2

930-3

435-3

940-4

445-4

950-5

455-5

960-6

465-6

970-7

4

Fem

ale

s

Male

s

Fig

ure

1 -

Nu

mb

er o

f d

rive

rs in

volv

ed in

inju

ry c

rash

es p

er 1

00

mill

ion

km

dri

ven

, by

gen

der

As c

an b

e s

een f

rom

fi g

ure

11, m

ale

drive

rs a

ge

d 1

5 t

o 1

9 y

ears

are

appro

xim

ate

ly s

even t

imes m

ore

lik

ely

to

cra

sh

th

an

th

eir 4

5 t

o 4

9

year-

old

counte

rpart

s.

Altho

ug

h f

em

ale

drive

rs a

ge

d 1

5 t

o 1

9 y

ears

have a

low

er

cra

sh r

ate

than m

ale

s o

f th

e s

am

e a

ge

, th

ey a

re s

till

appro

xim

ate

ly s

ix t

imes m

ore

lik

ely

to

cra

sh

th

an

fe

male

drive

rs in

the 4

5 t

o 4

9 y

ear-

old

age g

rou

p.

Young d

rivers

aged 2

0 t

o 2

4 y

ears

are

ap

pro

xim

ate

ly t

hre

e t

ime

s

more

lik

ely

more

lik

ely

to c

rash

th

an

45

to

49

ye

ar-

old

s.

It is g

enera

lly a

ccepte

d t

hat

the

re

lative

ly h

igh

er

cra

sh

rate

fo

r yo

un

g

drivers

is p

art

ly a

n e

ffect

of

lack o

f kn

ow

led

ge

, in

sig

ht,

ris

k

aw

are

ness a

nd e

xperience a

nd

part

ly a

n e

ffe

ct

of

ag

e-r

ela

ted

facto

rs

such a

s lifesty

le,

peer

gro

up

s a

nd

matu

rity

2.

Fig

ure

2 -

Cra

sh p

rofi

le o

f n

ew d

rive

rs 3

(sh

ow

ing

dri

vers

wh

o h

eld

a r

estr

icte

d li

cen

ce f

or

18 m

on

ths

or

mo

re)

As c

an

be

seen f

rom

fi g

ure

2, th

e g

reate

st

risk p

eriod f

or

young

no

vic

e d

rive

rs is in t

he fi r

st

six

month

s o

f solo

drivin

g i.e

. in

the fi r

st

six

mo

nth

s o

f gain

ing a

restr

icte

d lic

ence. This

suggests

that

if

ed

ucatio

n is t

o m

ake g

reate

r safe

ty g

ain

s f

or

young d

rivers

, w

e n

eed

to f

ocu

s o

n im

pro

vin

g t

he q

ualit

y a

nd r

ele

vance o

f th

e t

rain

ing t

hat

is

de

live

red

du

ring t

he learn

er

phase. This

inclu

des t

he t

rain

ing t

hat

is

giv

en

to

a y

oung p

ers

on’s

drivin

g c

oach o

r superv

isor.

Drivers involved/100 million km

Age g

roup

Casualty crashes per month

Mo

nth

s f

rom

gain

ing

re

str

icte

d lic

en

ce

Note

: A

dju

ste

d f

or

change in t

he u

nderlyin

g c

rash r

ate

1 F

rom

Young D

rivers

Cra

sh F

acts

heet

2007.

Min

istr

y o

f Tra

nsport

, W

elli

ngto

n,

2007.

2 E

ngstr

om

, I, G

regers

en, N

.P., H

ern

etk

oski,K

., K

eskin

en,

I &

Nyberg

, A

. (2

003):

Young n

ovic

e d

rivers

, driver

education a

nd

tra

inin

g. L

ite

ratu

re r

evie

w. V

TI-re

po

rt 4

91

A. L

inko

pin

g, V

TI. S

ee

als

o O

EC

D (O

rganis

ation f

or

Econom

ic C

o-o

pera

tion a

nd D

evelo

pm

ent)

(2006) Y

ou

ng

Dri

vers

Th

e R

oad

to

Saf

ety

pp 6

7 - 1

14

, O

EC

D, P

aris.

3 B

ased o

n L

ew

is-E

vans, B

. Lukkie

n, C

. (2

007)

Cra

sh P

rofi le

of

New

Zeala

nd N

ovic

e D

rivers

, M

inis

try o

f Tra

nsport

, W

elli

ng

ton

, N

ew

Ze

ala

nd

availa

ble

at

htt

p://w

ww

.ro

ad

safe

tyco

nfe

ren

ce

20

07

.co

m.

au/P

resenta

tion/L

ukkie

n_C

aro

lina.p

df

safe

r you

ng d

river

s FIN

AL•.i

ndd

26/

20/0

8 9

:38:

18 A

M

Page 7: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

33

The r

isk o

f cra

shin

g d

eclin

es s

ignifi c

antly d

urin

g t

he

fi r

st

few

ye

ars

of

drivin

g b

ut

ove

rse

as r

ese

arc

h, as c

an b

e s

een f

rom

fi g

ure

3 4

, suggests

that

the learn

ing c

urv

e t

o a

chie

ve t

he r

isk p

rofi le

of,

say a

n a

ve

rag

e 3

0 y

ear

old

, is

lo

ng

, ta

kin

g m

ore

th

an

10 y

ears

to fi n

ally

level off

.

4 V

lakveld

, W

.P. (2

004) in

OE

CD

(2006) op c

it p

38. T

his

gra

ph s

how

s r

esults f

or

novic

e d

rivers

in t

he N

eth

erlands in 2

003.

New

Zeala

nd r

ese

arc

h c

on

fi rm

s t

he

se

re

su

lts f

or

the

fi r

st

few

ye

ars

of

drivin

g. T

here

is, how

ever,

no longer

term

New

Zeala

nd r

esearc

h t

hat

replic

ate

s t

he D

utc

h r

esearc

h.

Fig

ure

3 A

ge

and

dri

vin

g e

xper

ien

ce -

cra

shes

fo

r d

rive

rs w

ho

att

ain

lice

nce

s at

ag

es 1

8, 2

1, 2

3-27

an

d 3

0-40

th

e N

eth

erla

nd

s 20

03

1819

2021

2223

2425

2627

2829

3031

3233

3435

3637

3839

4041

4243

4445

05101520253035

Crashes per million kilometres

Age

and

yea

rs o

f driv

ing

So

urc

e:

Vla

kve

ld,

20

04

Lice

nce

at 1

8

Lice

nce

at 3

0-40

Lice

nce

at 2

1

Aut

onom

ous

age

effe

ct

Lice

nce

at 2

3-27

safe

r you

ng d

river

s FIN

AL•.i

ndd

36/

20/0

8 9

:38:

18 A

M

Page 8: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

4

Th

e ro

le t

hat

ro

ad s

afet

y ed

uca

tio

n c

an p

lay

As d

iscussed,

the p

rim

ary

ro

le o

f ro

ad

safe

ty e

du

catio

n is t

o r

ais

e

aw

are

ness o

f ro

ad s

afe

ty a

s a

pe

rso

nally

re

levan

t is

su

e a

nd

to

incre

ase k

now

ledge a

nd im

pro

ve

skill

s. B

y d

oin

g s

o, e

ffe

ctive

ro

ad

safe

ty e

ducation c

an b

e a

way t

o f

ast

track y

ou

ng

pe

op

le t

hro

ug

h t

he

riskie

st

phase o

f th

e o

ngoin

g p

roce

ss o

f le

arn

ing

to

drivin

g s

afe

ly b

y

equip

pin

g t

hem

with t

he s

kill

s, kn

ow

led

ge

, e

xp

erie

nce

, att

itu

de

an

d

motivation t

o b

e c

om

pete

nt

an

d s

afe

drive

rs.

Indeed,

road s

afe

ty e

ducatio

n is o

ne

of

the

th

ree

pill

ars

th

at

Ne

w

Zeala

nd is r

ely

ing o

n t

o a

ch

ieve

th

e R

oad

Safe

ty t

o 2

01

0 s

trate

gy o

f

no m

ore

than 3

00 d

eath

s a

nd

4,5

00

ho

sp

italis

atio

ns b

y 2

01

0. T

he

oth

er

two m

echanis

ms a

re e

ng

ine

erin

g a

nd

en

forc

em

en

t activitie

s.

As t

he R

oad S

afe

ty t

o 2

010 s

trate

gy a

nd

th

e S

trate

gic

Fra

me

wo

rk

make c

lear,

the inte

ntion is f

or

en

gin

ee

rin

g, e

nfo

rce

me

nt

an

d

education initia

tives t

o b

e a

lign

ed

an

d m

utu

ally

re

info

rcin

g.

Work

ing a

longsid

e e

ngin

ee

rin

g a

nd

en

forc

em

en

t in

itia

tive

s, d

rive

r

education h

as t

he p

ote

ntial to

make

a s

ign

ifi c

an

t co

ntr

ibu

tio

n t

o r

oad

safe

ty.

This

is b

ecause n

ot

on

ly d

oe

s it

eq

uip

pe

op

le w

ith

th

e s

kill

s

and k

now

ledge t

o b

e c

om

pe

ten

t an

d s

afe

drive

rs, b

ut

it a

lso

fo

cu

se

s

on c

reating a

nd c

hangin

g a

ttitu

de

s s

o t

hat

yo

un

g d

rive

rs a

re

motivate

d t

o b

e s

afe

and s

ocia

lly r

esp

on

sib

le d

rive

rs.

Despite t

his

pote

ntial, t

here

is e

vid

en

ce

th

at

so

me

typ

es o

f tr

ain

ing

such a

s s

kid

tra

inin

g m

ay in

cre

ase

th

e lik

elih

oo

d o

f cra

sh

in

vo

lve

me

nt

for

som

e y

oung d

rivers

5 if

inap

pro

priate

ly c

arr

ied

ou

t. T

his

co

uld

occur,

for

exam

ple

, w

here

tra

inin

g is d

eliv

ere

d t

o p

art

icip

an

ts w

ho

are

not

at

the c

orr

ect

skill

s a

cq

uis

itio

n le

ve

l. O

r w

he

re t

he

de

live

ry o

f

the t

rain

ing h

as n

ot

taken a

part

icip

an

t-ce

ntr

ed

an

d/o

r w

ho

le o

f d

rive

r

appro

ach (

see s

ections 3

and

4, p

ag

es 1

4 a

nd

15

).

Sim

ilarly,

poorly d

evelo

ped a

nd

/or

de

live

red

ro

ad

safe

ty e

du

catio

n,

apart

fro

m b

ein

g u

nlik

ely

to s

ucce

ssfu

lly im

part

skill

s a

nd

kn

ow

led

ge

,

will

str

ug

gle

to m

otivate

young p

eople

to b

e s

afe

drivers

.

We

ne

ed

to

ensure

that

all

road s

afe

ty e

ducation t

hat

is a

vaila

ble

to

yo

un

g n

ovic

e d

rivers

is w

ell

targ

ete

d t

o p

art

icip

ant

need a

nd f

ollo

ws

be

st

pra

ctice in a

imin

g f

or

long-t

erm

behavio

ur

change. W

hen a

yo

un

g n

ovic

e d

river

has p

art

icip

ate

d in a

road s

afe

ty c

ours

e, th

ey

sh

ou

ld b

e a

ble

to e

njo

y a

gre

ate

r le

vel of

ongoin

g s

afe

ty o

n t

he

road

s.

Str

uct

ure

of

thes

e g

uid

elin

es

To

he

lp a

ch

ieve t

his

goal, t

hese g

uid

elin

es o

utlin

e t

he f

acto

rs

rese

arc

he

rs a

nd r

oad s

afe

ty e

xpert

s s

ee a

s k

ey t

o t

he p

rovis

ion o

f

eff

ective

ro

ad s

afe

ty e

ducation. In

sum

mary

, a r

oad s

afe

ty t

rain

ing

co

urs

e is lik

ely

to b

e e

ffective w

here

it:

• b

uild

s o

n a

nd c

om

ple

ments

oth

er

road s

afe

ty t

rain

ing t

hat

the

yo

un

g p

ers

on h

as p

art

icip

ate

d in;

• is t

ailo

red t

o m

eet

the n

eeds o

f in

div

idual part

icip

ants

;

• t

ake

s a

part

icip

ant-

centr

ed a

ppro

ach t

o t

eachin

g a

nd learn

ing;

• e

du

cate

s t

he ‘w

hole

’ driver

i.e. th

e c

ours

e g

oes b

eyond t

echnic

al

skill

s t

o a

lso f

ocus o

n a

young p

ers

on’s

att

itudes a

nd m

otivation,

an

d a

ch

ieves b

ehavio

ura

l change;

• is r

esp

onsiv

e t

o t

he n

eeds a

nd r

ealit

ies o

f young p

eople

;

• u

se

s a

n a

ppro

priate

ly q

ualifi

ed t

rain

er;

• h

as e

ffective d

eliv

ery

meth

ods –

this

inclu

des t

akin

g s

teps t

o

pro

actively

avoid

any u

nin

tended t

rain

ing e

ffects

e.g

. causin

g

ove

r-co

nfi dence in t

echnic

al skill

s t

hat

can lead t

o y

oung d

rivers

drivin

g b

eyond t

heir c

apabili

ties;

• p

rom

ote

s s

ynerg

ies b

etw

een r

oad s

afe

ty a

nd e

nvironm

enta

l

ed

ucatio

n; and

5 F

or

exam

ple

skid

tra

inin

g s

ee C

IEC

A (

2002):

The E

U A

DV

AN

CE

D P

roje

ct:

Description a

nd A

naly

sis

of

Post

Lic

ence D

rive

r an

d R

ide

r T

rain

ing

. R

ijsw

ijk, C

IEC

A p

p 1

23

– 1

24

.

safe

r you

ng d

river

s FIN

AL•.i

ndd

46/

20/0

8 9

:38:

18 A

M

Page 9: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

5

• is r

un b

y a

pro

vid

er

who h

as a

culture

of

co

ntin

uo

us q

ualit

y

impro

vem

ent.

This

inclu

des h

avin

g s

yste

ms o

f re

gu

lar

co

urs

e

and t

rain

er

evalu

ation,

as w

ell

as r

egula

rly u

pd

atin

g c

ou

rse

conte

nt

and d

eliv

ery

meth

ods in lig

ht

of

ne

w k

no

wle

dg

e a

nd

advances in r

oad s

afe

ty e

ducation.

As d

iscussed e

arlie

r, t

hese g

uid

elin

es a

re in

ten

de

d t

o b

e a

re

so

urc

e

for

train

ing

pro

vid

ers

, schools

and c

om

mu

nity g

rou

ps t

o u

se

in

develo

pin

g o

r m

odifyin

g c

ours

es.

As s

uch

, th

ey d

o n

ot

ne

ed

to

be

read in s

eq

uence.

Each s

ection c

an b

e r

ead

as a

sta

nd

alo

ne

se

ctio

n.

Ho

w c

an t

hes

e g

uid

elin

es a

ssis

t o

rgan

isat

ion

s th

at f

un

d r

oad

sa

fety

ed

uca

tio

n?

The g

uid

elin

es a

re a

lso inte

nded t

o h

elp

org

an

isatio

ns t

hat

fun

d r

oad

safe

ty e

du

cation,

such a

s t

err

itorial auth

oritie

s a

nd

co

mm

un

ity t

rusts

,

identify

wh

ich c

ours

es s

hould

be p

rioritise

d f

or

pu

blic

fu

nd

ing

or

oth

er

public

endors

em

ent.

The b

asic

pre

mis

e is t

hat

if a

cours

e m

eets

th

e b

est

pra

ctice

sta

ndard

s o

utlin

ed in t

hese g

uid

elin

es,

the

n it

is lik

ely

to

co

ntr

ibu

te t

o

develo

pin

g c

om

pete

nt

and s

afe

young d

rive

rs. A

s s

uch

, it w

ill

repre

sent

a g

ood investm

ent

in t

erm

s o

f th

e p

ub

lic a

nd

private

resourc

es investe

d in it,

and s

hould

be e

ligib

le f

or

pu

blic

fu

nd

ing

or

oth

er

endo

rsem

ent.

As r

esourc

es f

or

road s

afe

ty initia

tives a

re lim

ite

d, e

ligib

le c

ou

rse

s

als

o n

eed t

o b

e p

rioritised in t

erm

s o

f th

e c

on

trib

utio

n t

he

y a

re lik

ely

to m

ake t

o t

he ‘

netw

ork

of

road s

afe

ty e

du

catio

n’ as a

wh

ole

. T

his

is

dis

cussed f

urt

her

in s

ection 1

.

‘No

prin

ted

wo

rd,

no

r sp

oke

n p

lea c

an

te

ach

yo

un

g m

ind

s w

hat

the

y s

ho

uld

be

. N

ot

all

the

bo

oks o

n a

ll th

e s

helv

es –

bu

t w

hat

the

te

ach

ers

are

th

em

se

lve

s’.

Rudyard

Kip

ling

safe

r you

ng d

river

s FIN

AL•.i

ndd

56/

20/0

8 9

:38:

18 A

M

Page 10: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

6S

um

mar

y ch

eckl

ist

This

checklis

t sum

marises t

he

ke

y c

hara

cte

ristics o

f w

hat

rese

arc

h

and r

oad s

afe

ty e

xpert

s,

bo

th h

ere

an

d o

ve

rse

as, co

nsid

er

be

st

pra

ctice in t

erm

s o

f ro

ad s

afe

ty e

du

catio

n f

or

yo

un

g n

ovic

e d

rive

rs. It

is inte

nded a

s a

tool th

at

pro

vid

ers

an

d f

un

de

rs c

an

use

as a

fi n

al

check t

hat

train

ing h

as b

een

de

ve

lop

ed

an

d/o

r m

od

ifi e

d in

lin

e w

ith

best

pra

ctice.

1The t

rain

ing b

uild

s o

n a

nd

co

mp

lem

en

ts o

the

r ro

ad

safe

ty

education t

hat

is a

vaila

ble

re

gio

nally

(see p

ages 8

-12)

2The t

rain

ing b

uild

s o

n a

nd

co

mp

lem

en

ts o

the

r ro

ad

safe

ty

education t

hat

the y

oun

g p

eo

ple

have

part

icip

ate

d in

(se

e

page 9

)

3 T

he t

rain

ing is e

mbed

de

d in

a N

ew

Ze

ala

nd

co

nte

xt

(see p

ages10-1

1)

4If

the t

rain

ing is a

‘one o

ff’ e

ve

nt,

e.g

. it’s

a o

ne

day

cours

e,

ste

ps h

ave b

ee

n t

ake

n t

o in

cre

ase

its

eff

ectiveness (

see p

ag

e 1

1)

5The t

rain

ing h

as b

een t

ailo

red

to

me

et

the

ne

ed

s o

f

indiv

idual part

icip

ants

(se

e p

ag

e 1

3)

6The t

rain

ing a

pplie

s a

part

icip

an

t ce

ntr

ed

ap

pro

ach

to

teachin

g a

nd learn

ing (se

e p

ag

e 1

4)

7The t

rain

ing e

ducate

s t

he

wh

ole

drive

r i.e

. it c

on

sid

ers

and infl

uences a

young

drive

r’s m

otivatio

n a

nd

att

itu

de

as

a w

ay t

o a

ffect

behavio

ur

(se

e p

ag

es 1

5-2

1)

8The t

rain

ing h

as learn

ing

go

als

in

ad

ditio

n t

o p

art

icip

an

ts

gain

ing t

heir d

river

licen

ce

s (se

e p

ag

e 2

1)

9The t

rain

ing a

ppeals

to

yo

un

g p

eo

ple

(se

e p

ag

es 2

2-2

3)

10

The s

afe

ty c

onte

nt

rele

van

t fo

r yo

un

g n

ovic

e d

rive

rs is

inclu

ded (

see p

age 2

3)

11

An

ap

pro

priate

ly q

ualifi

ed t

rain

er

will

deliv

er

the t

rain

ing

(se

e p

ages 2

4-2

5)

12

If

role

models

are

bein

g u

sed t

hey w

ill b

e c

redib

le a

nd

eff

ective f

rom

the p

art

icip

ants

’ pers

pective (see p

age 2

5)

13

Ste

ps a

re t

aken t

o involv

e a

nd e

mpow

er

pare

nts

(or

su

pe

rvis

ors

) (see p

ages 2

6-2

7)

14

As f

ar

as p

ossib

le, a m

ix o

f tr

ain

ing e

nvironm

ents

or

de

live

ry m

eth

ods w

ill b

e u

sed (see p

age 2

8)

15

Th

e e

xact

mix

of

train

ing e

nvironm

ents

or

deliv

ery

me

tho

ds is d

ete

rmin

ed b

y t

he learn

ing o

bje

ctives o

f th

e

train

ing a

nd t

he learn

ing n

eeds o

f part

icip

ants

(see p

ages

28

-33

)

16

Ste

ps a

re in p

lace t

o m

inim

ise t

he lik

elih

ood o

f causin

g

un

inte

nded e

ffects

e.g

. causin

g o

ver-

confi dence a

nd

incre

asin

g u

nnecessary

ris

k-t

akin

g b

ehavio

ur

(see p

ages

29

-31

)

17

If ‘scare

tactics’ or

a c

onfr

onta

tion a

ppro

ach a

re t

o b

e

use

d, th

e t

rain

ing (or

event)

has b

een d

esig

ned t

o p

rovid

e

part

icip

ants

with a

positiv

e learn

ing e

xperience t

hat

ach

ieves a

n o

n-g

oin

g learn

ing o

utc

om

e (see p

ages 2

9-3

0)

18

Tra

inin

g m

essages a

re s

imple

and c

lear

(see p

ages 3

1-3

2)

19

Dis

cu

ssio

n a

nd f

eedback s

essio

ns h

ave b

een b

uilt

into

each

exerc

ise t

o c

heck f

or

and c

orr

ect

any u

nin

tended

me

ssages (see p

age 3

2)

20

Th

e t

rain

ing inclu

des o

r pro

mote

s ‘eco-d

rivin

g’ and

alte

rative t

ransport

choic

es (see p

age 3

4)

21

Th

e t

rain

ing p

rovid

er

has a

str

ong o

rganis

ational fo

cus o

n

qu

alit

y

and a

culture

of

continuous im

pro

vem

ent

(see

pag

e 3

6)

safe

r you

ng d

river

s FIN

AL•.i

ndd

66/

20/0

8 9

:38:

18 A

M

Page 11: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

7

Co

ntr

ibu

tio

n t

o t

he

exis

tin

g n

etw

ork

of

road

saf

ety

edu

cati

on

p

rovi

sio

n

Fundin

g a

gencie

s a

nd c

om

munity g

roups w

ho

are

co

nsid

erin

g

support

ing

a p

art

icula

r tr

ain

ing c

ours

e o

r in

itia

tive

ne

ed

, alo

ng

sid

e t

he

chara

cte

ristics o

utlin

ed a

bove, to

als

o c

on

sid

er

the

valu

e t

hat

it w

ou

ld

add t

o t

he e

xis

ting n

etw

ork

of

road s

afe

ty e

du

catio

n p

rovis

ion

.

Fundin

g a

gencie

s a

nd c

om

munity g

roups n

ee

d t

o b

e s

atisfi e

d t

hat

fundin

g o

r support

ing t

he c

ours

e o

r pro

vid

er

will

:

1ra

ise t

he o

vera

ll le

vel of

outc

om

es a

ch

ieve

d b

y y

ou

ng

drivers

in t

erm

s o

f th

eir level of

com

pe

ten

ce

an

d s

afe

ty;

and/o

r

2ra

ise

the o

vera

ll qualit

y o

f th

e n

etw

ork

by e

.g. o

ffe

rin

g a

cours

e t

hat

is m

ore

up-t

o-d

ate

in t

erm

s o

f n

ew

know

ledge a

nd a

dvances in r

oad s

afe

ty r

ese

arc

h a

nd

education;

and/o

r

3ra

ise

the o

vera

ll le

vel of

responsiv

en

ess t

o t

he

ne

ed

s o

f

young p

eople

by e

.g.

att

racting h

igh

-ris

k y

ou

ng

pe

op

le

who t

ypic

ally

do n

ot

part

icip

ate

or

su

cce

ed

in

fo

rmal

train

ing;

and/o

r

4in

cre

ase a

ccess t

o r

oad s

afe

ty e

ducatio

n b

y e

.g.

expandin

g p

rovis

ion in a

reas o

r re

gio

ns t

hat

cu

rre

ntly

have little o

r no p

rovis

ion;

and/o

r

5m

ain

tain

or

build

capabili

ty t

hat

is im

po

rtan

t to

th

e

netw

ork

of

road s

afe

ty e

ducation p

rovis

ion

ove

r th

e

longe

r te

rm.

safe

r you

ng d

river

s FIN

AL•.i

ndd

76/

20/0

8 9

:38:

18 A

M

Page 12: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

8

Ou

r co

llect

ive

chal

len

ge

Ideally

all

young p

eople

wou

ld p

art

icip

ate

in

a s

tru

ctu

red

an

d

com

pre

hensiv

e p

rogra

mm

e o

f ro

ad

safe

ty e

du

catio

n t

hat

bu

ilds o

n

the e

ducation t

hey r

eceiv

ed

as c

hild

ren

. T

his

pro

gra

mm

e w

ou

ld

transitio

n t

hem

fro

m b

ein

g s

afe

pe

de

str

ian

s, cyclis

ts a

nd

passe

ng

ers

to b

ein

g f

ully

com

pete

nt

and

safe

yo

un

g d

rive

rs.

Curr

ently,

how

ever,

there

is n

o s

tru

ctu

red

an

d c

om

pre

he

nsiv

e

curr

iculu

m,

or

set

of

co-o

rdin

ate

d t

rain

ing

, availa

ble

fo

r an

y g

rou

p.

Inste

ad t

he e

ducation t

hat

is a

vaila

ble

te

nd

s t

o b

e o

ne

of

thre

e b

road

types:

• p

re-d

river

education t

hat

bu

ilds o

n r

oad

safe

ty s

kill

s y

ou

ng

pe

op

le

have a

lready a

cquired t

hro

ug

h w

alk

ing

an

d c

yclin

g a

nd

aim

s t

o

instil positiv

e r

oad s

afe

ty a

ttitu

de

s a

nd

mo

tivatio

n a

s p

asse

ng

ers

and ‘

pre

-drivers

’ e.g

. C

han

gin

g G

ears

with

in t

he

Ro

ad

Safe

Se

rie

s

pro

vid

ed b

y t

he N

ew

Zeala

nd

Po

lice

Yo

uth

Ed

ucatio

n S

erv

ice

; o

r

• d

river

train

ing a

nd lic

ensin

g c

ou

rse

s t

hat

focu

s o

n b

uild

ing

th

e

pra

ctical skill

s,

motivatio

ns a

nd

de

cis

ion

makin

g c

ap

ab

ility

to

be

a

technic

ally

com

pete

nt

an

d s

afe

drive

r, e

.g. th

is in

clu

de

s

begin

ners

drivers

cours

es, as w

ell

as a

dvan

ce

d c

ou

rse

s s

uch

as

the N

ew

Zeala

nd A

uto

mo

bile

Asso

cia

tio

n’s

main

ly t

he

ory

base

d

Defe

nsiv

e D

rivin

g C

ours

e a

nd

sp

ecia

l p

urp

ose

pra

ctical ad

van

ce

d

driver

skill

s c

ours

es;

or

• o

ther

road s

afe

ty e

ducatio

n t

hat

su

pp

ort

s y

ou

ng

pe

op

le a

s t

he

y

learn

to d

rive a

nd p

rogre

ss t

hro

ug

h t

he

Gra

du

ate

d D

rive

r

Lic

ensin

g S

yste

m e

.g. D

rive

Qu

al w

ith

in t

he

Ro

ad

Safe

se

rie

s

pro

vid

ed b

y t

he N

ew

Ze

ala

nd

Po

lice

Yo

uth

Ed

ucatio

n S

erv

ice

an

d

Pra

ctice.

Young p

eople

s’

access t

o t

his

ran

ge

of

ed

ucatio

n t

en

ds t

o b

e a

d h

oc.

Wheth

er

it is a

vaila

ble

or

no

t is

hig

hly

de

pe

nd

an

t o

n t

he

in

div

idu

al

decis

ions a

bout

pro

vis

ion t

hat

are

mad

e b

y s

ch

oo

ls, co

mm

un

ity

gro

ups,

com

merc

ial opera

tors

, te

rrito

rial au

tho

ritie

s a

nd

go

ve

rnm

en

t

ag

en

cie

s. W

here

road s

afe

ty e

ducation is a

vaila

ble

, a y

oung p

ers

on’s

part

icip

atio

n s

om

etim

es d

epends o

n t

heir (or

their p

are

nts

’),

mo

tivatio

n a

nd o

ften o

n t

heir a

bili

ty t

o p

ay.

Ach

ievin

g a

str

uctu

red, com

pre

hensiv

e a

nd e

quitable

netw

ork

of

road

safe

ty e

du

cato

rs f

or

young d

rivers

within

our

decentr

alis

ed s

yste

m,

req

uire

s e

very

one involv

ed t

o b

e a

ctively

cre

ating a

netw

ork

thro

ugh

the

de

cis

ions t

hey m

ake a

bout

what

education initia

tives w

ill b

e

de

ve

lop

ed

, fu

nded a

nd d

eliv

ere

d.

Pro

vid

ers

are

centr

al to

this

because t

hey d

ete

rmin

e t

he p

ote

nti

al

sco

pe

an

d c

om

pre

hensiv

eness o

f w

hat

could

be a

vaila

ble

for

young

drive

rs. C

reating a

n e

ffective n

etw

ork

of

road s

afe

ty e

ducation

req

uire

s p

rovid

ers

to w

ork

in p

art

ners

hip

with o

ther

pro

vid

ers

,

inclu

din

g s

chools

. It

als

o involv

es p

rovid

ers

makin

g w

hat

will

so

me

tim

es b

e h

ard

decis

ions. For

exam

ple

, choosin

g t

o d

evelo

p a

nd

de

live

r w

hat

is m

issin

g f

rom

the n

etw

ork

of

pro

vis

ion r

ath

er

than

op

tin

g t

o d

eliv

er

what

is e

asy a

nd r

ela

tively

inexpensiv

e. O

r choosin

g

no

t to

pro

vid

e a

cours

e t

hat

evalu

ation s

uggests

achie

ves p

oor

ou

tco

me

s f

or

young d

rivers

.

Fu

nd

ing

ag

encie

s, such a

s t

err

itorial auth

orities a

nd c

om

munity

tru

sts

, are

the o

ther

critical in

gre

die

nt

in c

reating a

str

uctu

red a

nd

co

mp

reh

en

siv

e n

etw

ork

of

road s

afe

ty e

ducation. This

is b

ecause

the

ir f

un

din

g d

ecis

ions u

ltim

ate

ly d

ete

rmin

e t

he a

ctu

al scope a

nd

co

mp

reh

en

siv

eness o

f th

e r

oad s

afe

ty e

ducation a

vaila

ble

. Their

de

cis

ion

s a

lso s

trongly

infl uence t

he q

ualit

y a

nd r

esponsiv

eness o

f

the

ove

rall

netw

ork

of

pro

vid

ers

.

1 B

uild

ing

on

oth

er r

oad

saf

ety

edu

cati

on

safe

r you

ng d

river

s FIN

AL•.i

ndd

86/

20/0

8 9

:38:

19 A

M

Page 13: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

9

Th

e co

ntr

ibu

tio

n p

rovi

der

s ca

n m

ake

The c

ontr

ibution t

hat

pro

vid

ers

can m

ake c

on

ce

rns t

he

ir d

ecis

ion

s

about

what

part

icula

r educational ro

le o

r n

ich

e t

he

y w

ill fi ll, w

hat

cours

es t

hey w

ill d

eliv

er

and h

ow

they w

ill w

ork

with

oth

er

pro

vid

ers

.

Specifi c

ally

, pro

vid

ers

need t

o e

nsure

the

y:

• d

evelo

p c

ours

es t

hat

build

on a

nd c

om

ple

me

nt

oth

er

road

safe

ty

education c

ours

es,

rath

er

than d

uplic

ate

wh

at

is a

lre

ad

y a

vaila

ble

in t

heir r

egio

n 6

;

• r

outine

ly e

valu

ate

their c

ours

es a

nd o

nly

off

er

tho

se

th

ey k

no

w

achie

ve g

ood o

utc

om

es f

or

young d

rive

rs;

• r

egula

rly r

evie

w a

nd u

pdate

their c

ours

es in

lig

ht

of

ne

w

know

ledge a

nd a

dvances in r

oad s

afe

ty r

ese

arc

h a

nd

ed

ucatio

n;

• d

evelo

p c

ours

es lik

ely

to b

uild

on a

you

ng

pe

rso

n’s

exis

tin

g s

kill

s,

know

ledge a

nd b

ehavio

ur,

e.g

., b

uild

ing

on

ro

ad

safe

ty s

kill

s

young d

rivers

have a

lready a

cquired a

s p

ed

estr

ian

s a

nd

cyclis

ts 7

.

This

in

cre

ases t

he lik

elih

ood t

hat

the c

ou

rse

will

be

eff

ective

as it

takes a

dvanta

ge o

f prior

learn

ing a

nd

it

will

sta

rt a

t an

ap

pro

priate

poin

t in

a y

oung p

ers

on’s

unders

tand

ing

an

d d

eve

lop

me

nt

of

road s

afe

ty s

kill

s;

• w

ork

in

part

ners

hip

with o

ther

pro

vid

ers

, sch

oo

ls, ro

ad

safe

ty

co-o

rdin

ato

rs a

nd a

gencie

s s

uch a

s t

he

Ne

w Z

eala

nd

Po

lice

, th

e

Accid

ent

Com

pensation C

orp

ora

tion a

nd

Lan

d T

ran

sp

ort

Ne

w

Zeala

nd.

A p

art

ners

hip

appro

ach is m

ore

lik

ely

to

en

su

re t

hat

gaps in p

rovis

ion a

re fi lle

d,

resourc

es a

nd

exp

ert

ise

are

be

tte

r

utilis

ed,

and t

here

is m

ore

exchange o

n g

oo

d p

ractice

, n

ew

know

ledge a

nd n

ew

appro

aches;

• s

upport

young d

rivers

to a

ccess t

he f

ull

ran

ge

of

road

safe

ty

education t

hey n

eed b

y a

ctively

advis

ing

an

d g

uid

ing

th

em

on

oth

er

com

ple

menta

ry r

oad s

afe

ty e

du

catio

n t

hat

is a

vaila

ble

; an

d

• w

he

re t

he

y a

re w

ork

ing w

ith s

chools

, ensure

their c

ours

es fi t

with

in t

he

Ne

w Z

eala

nd c

urr

iculu

m in t

he learn

ing a

rea o

f health

an

d p

hysic

al e

du

catio

n (see p

age 1

0) and t

hey a

lso c

om

ple

ment

oth

er

initia

tive

s s

ch

oo

ls m

ay b

e involv

ed in a

cro

ss t

he c

urr

iculu

m.

To

do

th

is, p

rovid

ers

and c

om

munity g

roups n

eed t

o w

ork

with

the

re

sp

ective

sch

ool w

hen t

hey a

re fi r

st

develo

pin

g t

heir

pro

gra

mm

es t

o d

ecid

e h

ow

this

is b

est

achie

ved.

6 P

rovid

ers

could

conta

ct

their L

ocal R

oad S

afe

ty C

o-o

rdin

ato

r to

fi n

d o

ut

the f

ull

range o

f ro

ad s

afe

ty e

ducation a

vaila

ble

in t

heir r

egio

n.

7 T

here

is e

vid

ence t

hat

the d

evelo

pm

ent

and a

cquis

itio

n o

f perc

eptu

al m

oto

r skill

s s

uch a

s v

isual tim

ing judgem

ents

(e.g

. dete

rmin

ing t

he t

ime

availa

ble

fo

r cro

ssin

g a

ro

ad

) an

d t

he

co

-ord

inatio

n o

f

info

rmation a

bout

traffi

c a

ppro

achin

g f

rom

diffe

rent

dire

ctions is a

bott

om

-up learn

ing p

rocess.

That

is,

these s

kill

s p

rogre

ss f

rom

learn

ing

in

sp

ecifi c

co

nte

xts

to

mo

re g

en

era

lise

d c

on

ce

ptio

ns. S

ee

,

for

exam

ple

, T

hom

son, J.A

. et

al, C

hild

Dev

elo

pm

ent

and

th

e A

ims

of

Ro

ad S

afet

y E

du

cati

on

: A R

evie

w a

nd

An

alys

is,

Road S

afe

ty R

ese

arc

h R

ep

ort

No

.1, D

ep

art

me

nt

of

Tra

nsp

ort

, U

nite

d

Kin

gdom

1996.

safe

r you

ng d

river

s FIN

AL•.i

ndd

96/

20/0

8 9

:38:

19 A

M

Page 14: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

10

Road s

afe

ty e

ducation f

or

ad

ole

sce

nts

has t

he

be

st

fi t

with

th

e c

urr

icu

lum

tau

gh

t in

New

Zeala

nd’s

schools

in t

he a

rea o

f health a

nd p

hysic

al

education.

The N

ew

Zeala

nd

Cu

rric

ulu

m d

efi n

es t

his

le

arn

ing

are

a in

th

e f

ollo

win

g w

ay:

Th

e N

ew Z

eala

nd

Cu

rric

ulu

m —

Hea

lth

an

d P

hys

ical

Ed

uca

tio

n

In h

ealth a

nd p

hysic

al ed

ucatio

n, th

e f

ocu

s is o

n t

he

we

ll-b

ein

g o

f th

e s

tud

en

ts t

he

mselv

es, of

oth

er

people

, and o

f socie

ty t

hro

ugh learn

ing

in h

ealth-r

ela

ted a

nd m

ove

me

nt

co

nte

xts

. F

ou

r u

nd

erlyin

g a

nd

in

terd

ep

en

de

nt

co

nce

pts

are

at

the h

eart

of

this

learn

ing a

rea:

Hau

ora

8 – a

M- aori p

hilo

so

ph

y o

f w

ell-

be

ing

th

at

inclu

de

s t

he

dim

en

sio

ns t

ah

a w

airu

a, ta

ha h

inengaro

, ta

ha t

inana, and t

aha w

h- anau e

ach

one infl

uencin

g a

nd s

upp

ort

ing

th

e o

the

rs.

Att

itu

des

an

d v

alu

es –

a p

ositiv

e, re

sp

on

sib

le a

ttitu

de

on

th

e p

art

of

stu

de

nts

to

th

eir o

wn w

ell-

bein

g; re

spect,

care

, and c

oncern

for

oth

er

people

and t

he e

nvironm

en

t; a

nd

a s

en

se

of

so

cia

l ju

stice

.

The s

oci

o-e

colo

gic

al p

ersp

ecti

ve –

a w

ay o

f vie

win

g a

nd

un

de

rsta

nd

ing

th

e in

terr

ela

tionship

s t

hat

exis

t betw

een t

he indiv

idual, o

thers

and

socie

ty.

Hea

lth

pro

mo

tio

n –

a p

roce

ss t

hat

he

lps t

o d

eve

lop

an

d m

ain

tain

su

pp

ort

ive

ph

ysic

al and e

motional environm

ents

and t

hat

involv

es

stu

dents

in p

ers

onal and c

olle

ctive

actio

n.

For

furt

her

info

rmation o

n t

his

le

arn

ing

are

a a

nd

th

e N

ew

Ze

ala

nd

cu

rric

ulu

m, g

o t

o: w

ww

.tki.org

.nz/

r/nzc

urr

iculu

m

8 In h

ealth a

nd p

hysic

al education, th

e u

se o

f th

e w

ord

hauora

is b

ased o

n M

ason D

urie’s

Te W

hare

Tapa W

h-a

model (D

urie

, 1

99

4). H

au

ora

an

d w

ell-

be

ing

, th

ou

gh

no

t syn

on

ym

s, sh

are

mu

ch

com

mon g

round. Taha w

airua r

ela

tes t

o s

piritual w

ell-

bein

g;

taha h

inengaro

to m

enta

l and e

motional w

ell-

bein

g;

taha t

inan

a t

o p

hysic

al w

ell-

be

ing

; an

d t

ah

a w

h-a

nau

to

so

cia

l w

ell-

be

ing

.

safe

r you

ng d

river

s FIN

AL•.i

ndd

10

6/20

/08

9:3

8:19

AM

Page 15: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

11

Em

bed

yo

ur

cou

rse

in a

New

Zea

lan

d c

on

text

Inte

rnationally

there

are

many g

ood e

xam

ple

s o

f su

cce

ssfu

l an

d

innovative r

oad s

afe

ty e

ducation c

ours

es t

hat

pro

vid

ers

an

d

com

munity g

roups c

an d

raw

on w

hen t

he

y a

re p

lan

nin

g, d

eve

lop

ing

,

or

modifyin

g t

heir c

ours

es 9

. To b

e s

uccessfu

l fo

r yo

un

g N

ew

Zeala

nders

though,

a c

ours

e h

as t

o b

e fi r

mly

em

be

dd

ed

in

a N

ew

Zeala

nd c

onte

xt.

The im

port

ance o

f m

atc

hin

g t

he c

ultura

l co

nte

xt

of

a c

ou

rse

to

its

inte

nded p

art

icip

ants

can n

ot

be o

ver

em

ph

asis

ed

. F

or

insta

nce

, o

ne

road s

afe

ty e

xpert

observ

ed s

om

e y

oung

pe

op

le d

ism

issin

g a

cours

e’s

safe

ty m

essages b

ecause t

he p

art

icip

an

ts c

on

clu

de

d:

“W

ell,

that

happens in A

ustr

alia

but

it w

on

’t h

ap

pe

n h

ere

”.

Where

inte

rnational cours

e m

ate

rial or

de

live

ry a

pp

roach

is t

o b

e

used, cours

e d

evelo

pers

must

fi rs

t in

terp

ret

an

d e

mb

ed

th

em

with

in

a N

ew

Zeala

nd c

onte

xt.

As N

ew

Zeala

nd’s

co

mm

un

itie

s a

re d

ive

rse

,

cours

e d

evelo

pers

and d

eliv

ere

rs n

eed t

o t

ailo

r e

ach

co

urs

e t

o

ensure

that

part

icip

ants

will

readily

identify

with

th

e c

on

text.

Incr

ease

th

e ef

fect

iven

ess

of

‘on

e-o

ff’ e

ven

tsR

oad s

afe

ty is n

o d

iffe

rent

to a

ny o

ther

ed

ucatio

nal su

bje

ct

in t

hat

an

exte

nded t

imefr

am

e is n

eeded f

or

substa

ntive

le

arn

ing

to

occu

r 1

0

and c

onte

nt

needs t

o b

e r

epeate

d t

o h

ave

a lastin

g e

ffe

ct.

In

fact,

th

e

need f

or

tim

e a

nd r

epetition m

ay b

e g

reate

r fo

r ro

ad

safe

ty e

du

catio

n

because n

ot

only

are

pro

vid

ers

aim

ing t

o im

part

ne

w k

no

wle

dg

e a

nd

skill

s b

ut,

more

im

port

antly,

they a

re s

eekin

g t

o in

fl u

en

ce

mo

tivatio

n

and f

utu

re b

ehavio

ur.

De

sp

ite

th

is, m

an

y r

oad

safe

ty c

ours

es a

re c

urr

ently d

eliv

ere

d a

s

sh

ort

‘o

ne

-off

’ o

r is

ola

ted

events

. They d

o n

ot

build

on a

young

pe

rso

n’s

prio

r le

arn

ing

, n

or

do t

hey p

rovid

e a

lin

k t

o o

ther

cours

es

an

d le

arn

ing

op

po

rtu

nitie

s.

It is a

ckn

ow

led

ge

d t

hat

‘one-o

ff’ events

are

oft

en a

realit

y b

ecause o

f

limite

d r

eso

urc

es. In

tern

ational best

pra

ctice 1

1 s

uggests

that

the

eff

ective

ne

ss o

f ‘o

ne

-off

’ events

can b

e incre

ased b

y:

• h

avin

g a

n in

-de

pth

debriefi ng o

f th

e learn

ing t

hat

has o

ccurr

ed in

pre

vio

us a

nd

su

bse

qu

ent

sessio

ns w

ith p

art

icip

ants

bein

g

active

ly in

vo

lve

d a

nd

engaged in t

he d

ebriefi ng. D

ebriefi

ng

cre

ate

s a

way o

f e

xte

ndin

g t

he d

ura

tion o

f th

e learn

ing a

nd

allo

ws s

afe

ty m

essages t

o b

e r

ein

forc

ed; and

• in

teg

ratin

g issu

es r

ela

ted t

o r

oad s

afe

ty in o

ther

subje

cts

in

sch

oo

ls.

To

be

ab

le t

o d

o t

his

, p

rovid

ers

off

ering ‘one-o

ff’ events

should

work

in p

art

ne

rsh

ip w

ith

oth

ers

and s

hould

have t

horo

ughly

consid

ere

d

wh

ere

th

eir e

ve

nt

ad

ds v

alu

e, in

term

s o

f th

e n

etw

ork

of

road s

afe

ty

ed

ucatio

n p

rovid

ers

.

Th

e co

ntr

ibu

tio

n f

un

din

g a

gen

cies

can

mak

e

As d

iscu

sse

d e

arlie

r, f

un

din

g a

gencie

s s

uch a

s t

err

itorial auth

orities

an

d c

om

mu

nity t

rusts

are

critical to

cre

ating a

str

uctu

red a

nd

co

mp

reh

en

siv

e n

etw

ork

of

road s

afe

ty e

ducation. Their f

undin

g

de

cis

ion

s a

lso

str

on

gly

infl uence t

he q

ualit

y a

nd r

esponsiv

eness o

f

the

pro

vis

ion

th

at

is a

vaila

ble

.

9 S

ee f

or

exam

ple

the E

uro

pean C

om

mis

sio

n’s

Rose25 p

roje

ct:

Invento

ry a

nd C

om

pili

ng o

f a E

uro

pean G

ood P

ractice G

uid

e o

n R

oad S

afe

ty E

du

catio

n T

arg

ete

d a

t Y

ou

ng

Pe

op

le. A

vaila

ble

at:

htt

p://e

c.e

uro

pa.e

u/t

ransport

/rose25/d

ocum

ents

/deliv

era

ble

s/fi n

al_

report

.pdf

Or

the E

uro

pean C

om

mis

sio

n’s

SU

PR

EM

E p

roje

ct

that

publis

he

s b

est

pra

ctice

s in

ro

ad

safe

ty in

th

e E

uro

pe

an

Un

ion

, as

well

as in S

witze

rland a

nd N

orw

ay. F

or

the late

st

results,

see t

he S

UP

RE

ME

website a

t htt

p:/

/ec.e

uro

pa.e

u/t

ransport

/supre

me/index_en.h

tm1

0 T

imperley H

et

al, T

eacher

Pro

fessio

nal Learn

ing a

nd

Develo

pm

ent

Best

Evid

ence S

ynth

esis

Ite

ration P

rogra

mm

e,

Univ

ers

ity o

f A

uckla

nd

, p

15

. A

vaila

ble

at:

htt

p://e

du

catio

nco

un

ts.e

dce

ntr

e.g

ovt.

nz/

goto

/BE

S1

1 R

ose 2

5 B

ookle

t G

ood P

ractice G

uid

e o

n R

oad S

afe

ty E

ducation,

Euro

peanC

om

mis

sio

n,

2005,

p 4

8

safe

r you

ng d

river

s FIN

AL•.i

ndd

11

6/20

/08

9:3

8:19

AM

Page 16: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

12

It is s

uggeste

d t

hat

such a

ge

ncie

s h

ave

a t

wo

-part

de

cis

ion

makin

g

pro

cess t

hat:

• fi r

st,

consid

ers

the m

erit

of

a p

art

icu

lar

co

urs

e. F

or

exam

ple

, to

what

exte

nt

does t

his

part

icu

lar

co

urs

e m

ee

t th

e s

tan

dard

s o

f

best

pra

ctice?

• s

econd,

consid

ers

the v

alu

e t

hat

a p

art

icu

lar

co

urs

e o

r p

rovid

er

would

add t

o t

he n

etw

ork

of

road

safe

ty e

du

catio

n r

ela

tive

to

oth

er

cours

es a

nd p

rovid

ers

se

ekin

g f

un

din

g.

Critical to

this

second d

ecis

ion

wo

uld

be

an

asse

ssm

en

t o

f th

e e

xte

nt

to w

hic

h f

undin

g t

he c

ours

e o

r p

rovid

er

wo

uld

:

• r

ais

e t

he o

vera

ll le

vel of

ou

tco

me

s a

ch

ieve

d b

y y

ou

ng

drive

rs in

term

s o

f th

eir level of

co

mp

ete

nce

an

d s

afe

ty;

• r

ais

e t

he o

vera

ll qualit

y o

f th

e n

etw

ork

by e

.g. o

ffe

rin

g a

co

urs

e

that

is m

ore

up-t

o-d

ate

in

te

rms o

f n

ew

kn

ow

led

ge

an

d a

dvan

ce

s

in r

oad s

afe

ty r

esearc

h a

nd

ed

ucatio

n; an

d/o

r

• r

ais

e t

he o

vera

ll le

vel of

resp

on

siv

en

ess t

o t

he

ne

ed

s o

f yo

un

g

people

by e

.g.

att

racting

hig

h r

isk y

ou

ng

pe

op

le w

ho

typ

ically

do

not

part

icip

ate

or

succee

d in

fo

rmal tr

ain

ing

; an

d/o

r

• incre

ase a

ccess t

o r

oad

safe

ty e

du

catio

n b

y e

.g. e

xp

an

din

g

pro

vis

ion in a

reas o

r re

gio

ns t

hat

cu

rre

ntly h

ave

little

or

no

pro

vis

ion;

and/o

r

• m

ain

tain

or

build

capabili

ty t

hat

is im

po

rtan

t to

th

e r

oad

safe

ty

education n

etw

ork

over

the

lo

ng

-te

rm.

It w

ould

be e

xpecte

d t

hat

all

de

cis

ion

s w

ou

ld b

e b

ase

d o

n r

ob

ust

evid

ence o

f past

pro

vid

er

pe

rfo

rman

ce

, e

sp

ecia

lly e

vid

en

ce

of

the

outc

om

es a

chie

ved f

or

stu

de

nts

. W

he

re a

co

urs

e is n

ew

an

d/o

r th

ere

is n

o r

obust

evid

ence o

f ou

tco

me

s, an

y a

pp

licatio

n f

or

fun

din

g

support

would

need t

o b

e a

cco

mp

an

ied

by a

go

od

evalu

atio

n

pro

posal.

safe

r you

ng d

river

s FIN

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ndd

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6/20

/08

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Page 17: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

13

To a

chie

ve s

uccessfu

l le

arn

ing a

nd s

afe

ty o

utc

om

es, p

rovid

ers

ne

ed

to b

e r

esponsiv

e t

o t

he s

kill

and learn

ing n

ee

ds o

f e

ach

part

icip

an

t.

They n

eed

to t

ailo

r th

e c

onte

nts

and d

eliv

ery

of

the

ir t

rain

ing

to

su

it

the indiv

idual needs o

f th

e y

oung p

eople

part

icip

atin

g.

Fle

xib

ility

is n

eeded b

ecause y

oung p

eople

are

no

t a h

om

og

en

ou

s

gro

up. The d

iffe

rences im

port

ant

here

are

in

te

rms o

f th

eir t

ech

nic

al

drivin

g s

kill

s,

learn

ing s

tyle

, le

arn

ing s

kill

s e

.g. lit

era

cy a

nd

com

munic

ation s

kill

s,

risk-p

rofi le

, att

itude, se

lf- aw

are

ne

ss a

nd

confi

dence

in t

heir o

wn s

kill

s (

both

under

an

d o

ve

r-co

nfi d

en

ce

).

These d

iffe

rences m

ean t

hat

the s

am

e c

ou

rse

can

have

diffe

ren

t

eff

ects

or

outc

om

es f

or

diffe

rent

part

icip

an

ts 1

2. T

o in

cre

ase

th

e

likelih

ood t

hat

all

part

icip

ants

have p

ositiv

e le

arn

ing

an

d s

afe

ty

outc

om

es,

it is im

port

ant

that

a c

ours

e is s

tru

ctu

red

bu

t als

o h

as a

degre

e o

f fl

exib

ility

so t

hat

the r

ange o

f is

su

es a

nd

qu

estio

ns t

hat

part

icip

ants

may r

ais

e c

an b

e a

ddre

ssed.

Inte

rnational best

pra

ctice s

uggests

that

train

ers

ne

ed

to

diffe

ren

tiate

betw

een p

art

icip

ants

in t

he f

ollo

win

g w

ays 1

3, to

dis

tin

gu

ish

:

• t

hose p

art

icip

ants

who a

re e

ither

ove

r-co

nfi d

en

t o

r u

nd

er-

confi

de

nt

in t

heir a

bili

ties.

The t

rain

er

ne

ed

s t

o a

dap

t th

eir

train

ing s

trate

gie

s a

ccord

ingly

to c

orr

ect

the

se

im

bala

nce

s. T

his

inclu

des p

rovid

ing indiv

idual att

ention w

he

re a

pp

rop

riate

;

• p

art

icip

ants

who c

an learn

more

indep

en

de

ntly a

nd

th

ose

wh

o

need m

ore

consta

nt

guid

ance f

rom

th

e t

rain

er;

• p

assiv

e indiv

iduals

to e

ncoura

ge t

hem

to

part

icip

ate

in

th

e g

rou

p

pro

cess;

• p

art

icip

ants

who a

re m

otivate

d t

o t

ake

part

in

th

e c

ou

rse

an

d

those w

ho n

eed e

ncoura

gem

ent

to b

eco

me

mo

tivate

d. T

rain

ers

need t

o b

e a

ware

and c

apable

of

pro

vid

ing

th

e m

otivatio

n

necessary

to s

tim

ula

te p

assiv

e,

dis

inte

reste

d o

r d

iffi cu

lt

part

icip

ants

and m

ust

recognis

e t

he in

fl u

en

ce

su

ch

in

div

idu

als

can

have

on

th

e g

roup p

rocess a

nd b

e a

ble

to d

eal w

ith it;

• p

art

icip

an

ts w

ith

le

arn

ing d

iffi cultie

s e

.g. poor

litera

cy s

kill

s.

Tra

ine

rs n

ee

d t

o b

e a

ble

to t

ake m

easure

s t

o a

ddre

ss learn

ing

diffi cu

ltie

s a

nd

to

actively

check w

heth

er

the m

essage h

as b

een

un

de

rsto

od

by s

uch

part

icip

ants

.

On

e w

ay t

o g

o a

bo

ut

assessin

g p

art

icip

ants

is t

o g

et

each p

art

icip

ant

at

the

ou

tse

t o

f th

e t

rain

ing (e.g

. during intr

oductions a

nd in t

he fi r

st

exe

rcis

e) to

re

fl e

ct

on

an

d r

ecount

her/

his

motivations, needs,

exp

erie

nce

an

d a

ttitu

de

s.

Do

n’t

fo

rget

geo

gra

ph

ical

dif

fere

nce

s

An

oth

er

diffe

ren

ce

co

mm

ente

d o

n b

y a

road s

afe

ty t

rain

ing e

xpert

is

the

diffe

ren

ce

in

skill

s a

nd d

rivin

g e

xperience o

f young d

rivers

in

urb

an

are

as v

ers

us y

ou

ng d

rivers

in r

ura

l are

as. P

erh

aps n

ot

su

rprisin

gly

, yo

un

g d

rive

rs in u

rban a

reas t

end t

o b

e r

ela

tively

bett

er

at

urb

an

drivin

g s

itu

atio

ns a

nd n

egotiating m

oto

rways. Y

oung d

rivers

in r

ura

l are

as m

ay h

ave

sta

rted t

o d

rive e

arlie

r th

an t

heir u

rban

co

un

terp

art

s a

nd

te

nd

to

be r

ela

tively

bett

er

at

drivin

g o

n o

pen s

tate

hig

hw

ays. T

he

se

diffe

ren

ces r

efl ect

the d

rivin

g e

xperiences t

hat

the

diffe

ren

t g

rou

ps o

f yo

un

g p

eople

com

monly

encounte

r.

Th

is s

itu

atio

n c

an

no

t e

asily

be c

hanged. Id

eally

though, a p

rovid

er

will

dra

w t

his

to

th

e a

tte

ntion o

f th

e y

oung d

river

and h

er/

his

pare

nt/

gu

ard

ian

. T

he

n t

he

y a

re a

ware

that

they n

eed t

o p

lan t

heir d

rivin

g

pra

ctice

to

en

co

mp

ass t

he f

ull

range o

f drivin

g s

ituations.

2 M

eeti

ng

th

e n

eed

s o

f in

div

idu

al p

arti

cip

ants

12 S

ee t

he d

iscussio

n in C

IEC

A (2002): T

he E

U A

DV

AN

CE

D P

roje

ct:

Description a

nd A

naly

sis

of

Post-

Lic

ence D

river

and R

ider

Tra

inin

g p

p 1

18

- 1

19

. R

ijsw

ijk, C

IEC

A.

13 Ibid

p 1

30.

safe

r you

ng d

river

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Page 18: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

14

Wh

y a

par

tici

pan

t-ce

ntr

ed a

pp

roac

h m

atte

rs

Inte

rnational best

pra

ctice s

ug

ge

sts

th

at

a p

art

icip

an

t-ce

ntr

ed

appro

ach t

o t

eachin

g a

nd learn

ing

is t

he

mo

st

eff

ective

fo

r yo

un

g

people

and m

ore

over

for

road

safe

ty e

du

catio

n t

hat

is s

ee

kin

g t

o

positiv

ely

infl uence a

ttitude, m

otivatio

n a

nd

be

havio

ur

14.

A p

art

icip

ant-

centr

ed a

ppro

ach

is o

ne

wh

ere

th

e t

rain

er

is e

sse

ntially

a c

oach w

ho im

part

s k

now

led

ge

, se

ts t

asks a

nd

active

ly in

vo

lve

s t

he

part

icip

ants

, help

ing t

hem

to

un

de

rsta

nd

an

d e

valu

ate

th

eir s

tre

ng

ths

and w

eaknesses r

ela

ted t

o d

rivin

g. It

re

co

gn

ise

s t

hat

pe

op

le le

arn

best

by d

oin

g a

nd e

nvis

age

s p

art

icip

an

ts b

ein

g a

ctive

ly in

vo

lve

d in

pra

ctical tr

ain

ing o

r oth

er

exp

erie

nce

s, d

iscu

ssio

ns a

nd

fe

ed

back

sessio

ns.

It b

egin

s b

y a

ssessin

g w

he

re t

he

part

icip

an

t is

at

an

d w

hat

their learn

ing n

eeds a

re.

It t

he

n s

ee

ks a

gre

em

en

t o

n t

his

fro

m t

he

part

icip

ant

befo

re p

roceedin

g.

This

appro

ach c

ontr

asts

sharp

ly w

ith

th

e t

rad

itio

nal te

ach

ing

appro

ach w

here

the instr

ucto

r im

part

s k

no

wle

dg

e a

nd

ad

vic

e t

hro

ug

h

pre

senta

tions a

nd ‘

part

icip

an

ts’ are

passiv

e r

eco

rde

rs o

f in

form

atio

n.

This

appro

ach u

ses p

re-s

et

co

nte

nt

an

d d

eliv

ery

sty

les r

eg

ard

less o

f

the n

eeds o

f part

icip

ants

.

Part

icip

ant-

centr

ed learn

ing

is m

ore

lik

ely

to

be

su

cce

ssfu

l fo

r

infl

uencin

g y

oung p

eople

to b

e s

afe

r d

rive

rs. T

his

is b

ecau

se

it

avo

ids

the r

isk t

hat

the t

rain

er

is p

erc

eiv

ed

as p

reach

ing

an

d/o

r p

atr

on

isin

g,

whic

h t

end t

o u

nderm

ine p

art

icip

an

t m

otivatio

n t

o b

en

efi t

fro

m t

he

train

ing.

More

over,

it

encoura

ge

s r

efl e

ctio

n o

n a

ttitu

de

s, m

otivatio

ns

and c

apacitie

s f

or

self-e

valu

atio

n (i.e

. str

en

gth

s a

nd

we

akn

esse

s)

whic

h a

re k

ey t

o d

evelo

pin

g a

co

mm

itm

en

t to

safe

drivin

g b

eh

avio

ur.

For

exam

ple

, a p

resenta

tion t

o y

ou

ng

pe

op

le o

n d

rug

s a

nd

drivin

g,

even a

very

well

info

rmed o

ne

, w

ill a

ch

ieve

little

if

stu

de

nts

are

no

t

giv

en w

ays t

o f

ully

engage w

ith

th

e m

ate

rial an

d t

o m

ake

th

e k

ey

messages t

heir o

wn.

Dis

cuss

ion

, sel

f-ev

alu

atio

n a

nd

fee

db

ack

are

key

Fu

rth

er,

although level 3 (G

oals

and c

onte

xt

for

drivin

g) and level 4

(Bro

ad

er

goals

) (o

n t

he G

oals

for

Driver

Education m

atr

ix a

s

dis

cu

sse

d in S

ection 4

) can b

e r

ais

ed t

hro

ugh p

ractical exerc

ises o

n

the

lo

we

r le

vels

, re

al analy

sis

and t

he t

ransla

tion o

f th

ese issues into

lastin

g ‘m

essages’ can o

nly

be a

chie

ved t

hro

ugh d

iscussio

n, self

evalu

atio

n a

nd f

eedback a

fterw

ard

s. D

iscussio

n, self e

valu

ation a

nd

fee

db

ack a

re c

ore

to a

part

icip

ant

centr

ed a

ppro

ach.

Be

st

pra

ctice s

uggests

that

com

pre

hensiv

e f

eedback a

nd d

iscussio

n

be

carr

ied

out

aft

er

each p

ractical exerc

ise. P

art

icip

ants

should

co

nsta

ntly b

e e

ncoura

ged t

o d

iscuss t

heir e

xperiences d

uring t

he

exe

rcis

es a

nd t

o identify

any p

roble

ms t

hey h

ave w

ith t

hem

15.

Exam

ple

s f

rom

best

pra

ctice c

ours

es in E

uro

pe 1

6 s

uggest

that

a

part

icip

an

t-centr

ed a

ppro

ach c

an b

e t

aken p

rior

to t

he t

rain

ing b

y

en

co

ura

gin

g p

art

icip

ants

, perh

aps v

ia a

questionnaire, to

thin

k a

bout

the

ir a

bili

tie

s, w

eaknesses a

nd t

heir p

art

icula

r needs t

hat

they w

ould

like

ad

dre

ssed v

ia t

rain

ing. A

llow

ing p

art

icip

ants

to h

elp

shape t

he

issu

es t

hat

are

covere

d in a

cours

e h

elp

s e

nsure

that

the p

rogra

mm

e

will

be

re

levant

to t

hem

.

3 T

akin

g a

par

tici

pan

t ce

ntr

ed-a

pp

roac

h

14

For

a f

ulle

r dis

cussio

n, see C

IEC

A (

2002)

The E

U A

DV

AN

CE

D P

roje

ct:

Description a

nd A

naly

sis

of

Post-

Lic

ence D

river

an

d R

ide

r T

rain

ing

pp

39

– 4

2, 7

9 - 8

7 a

nd

21

2 –

21

7. R

ijsw

ijk, C

IEC

A1

5 F

or

furt

her

dis

cussio

n, see C

IEC

A (2002)

p 1

20.

16 S

ee C

IEC

A (2002) pp 8

2, 111, 120.

safe

r you

ng d

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Page 19: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

15

Infl

uen

cin

g m

oti

vati

on

an

d a

ttit

ud

e

There

has b

een a

lot

of

researc

h 1

7 o

n w

hat

sh

ou

ld b

e in

clu

de

d in

an

ideal pro

gra

mm

e o

f ro

ad s

afe

ty e

ducation p

art

icu

larly in

th

e a

rea o

f

driver

train

ing.

The k

ey c

onclu

sio

n f

rom

th

is r

ese

arc

h is t

hat

bei

ng

eq

uip

ped

wit

h b

asic

veh

icle

han

dlin

g s

kills

, kn

ow

led

ge

of

the

traf

fi c

rule

s an

d s

kills

to

op

erat

e in

tra

ffi c

are

no

t su

ffi c

ien

t to

b

eco

me

a co

mp

eten

t an

d s

afe

dri

ver.

Th

is is

bec

ause

mu

ch o

f th

e d

rivi

ng

tas

k co

nce

rns

per

son

al d

ecis

ion

-mak

ing

bas

ed o

n

situ

atio

ns,

att

itu

des

an

d v

alu

es w

hic

h a

re n

ot

dir

ectl

y-re

late

d t

o

dri

vin

g.

Put

anoth

er

way,

in m

ost

situations it

is n

ow

re

co

gn

ise

d t

hat

drivin

g

behavio

ur

is less d

ependent

on t

echnic

al co

mp

ete

nce

an

d m

ore

dependent

on a

driver’

s g

ender,

age,

mo

tive

s, g

oals

, att

itu

de

s,

pers

onalit

y a

nd t

he c

onte

xt

in w

hic

h d

rivin

g is p

erf

orm

ed

.

For

young p

eople

, th

is insig

ht

is b

orn

e o

ut

in t

he

tab

le o

n p

ag

e 1

6

that

show

s d

river

contr

ibution t

o f

ata

l cra

sh

es b

y a

ge

gro

up

. A

s c

an

be s

een f

rom

the t

able

, alc

ohol/dru

gs a

nd s

pe

ed

are

th

e m

ajo

r

contr

ibuting f

acto

rs f

or

young d

rivers

invo

lve

d in

fata

l cra

sh

es.

Young d

rivers

involv

ed in f

ata

l cra

shes a

re m

ore

th

an

tw

o a

nd

half

tim

es a

s lik

ely

to h

ave s

peed a

s a

facto

r th

an

drive

rs o

ve

r th

e a

ge

of

25.

Alc

ohol/dru

gs a

nd s

peed d

o n

ot

repre

sent

a lack o

f te

ch

nic

al d

rivin

g

com

pete

nce.

They r

efl

ect

those y

oung d

rive

rs’ m

otive

s, att

itu

de

s,

pers

onalit

ies a

nd t

he d

ecis

ions t

hey m

ad

e a

bo

ut

tho

se

sp

ecifi c

drivin

g t

rips t

hat

ended in f

ata

l cra

shes.

Despite f

acto

rs lik

e d

river

motivation a

nd a

ttitu

de

be

ing

so

im

po

rtan

t,

road s

afe

ty e

ducation f

or

young d

rivers

has t

rad

itio

nally

fo

cu

se

d o

n

ve

hic

le c

on

tro

l an

d d

rivin

g in t

raffi

c 1

8. This

is n

ot

surp

risin

g a

s t

hese

skill

s a

re t

he

basis

fo

r co

mpete

nt

and s

afe

drivin

g a

nd t

hey h

ave t

o

be

co

me

ro

utin

e b

eh

ind

th

e w

heel.

So

me

ro

ad

safe

ty e

du

cato

rs h

ave a

lready r

ecognis

ed t

he n

eed t

o

wid

en

tra

inin

g t

o in

co

rpo

rate

tra

inin

g o

n w

here

ris

ks in t

raffi

c m

ay

occu

r an

d h

ow

th

ey c

an

be a

void

ed, fo

r exam

ple

, th

rough s

afe

ty

marg

ins a

nd

haza

rd p

erc

eption t

rain

ing.

Th

is is a

n e

sse

ntial d

eve

lopm

ent

that

needs t

o b

e b

uilt

on s

o t

hat

road

safe

ty e

du

catio

n g

oe

s b

eyond t

echnic

al skill

s a

nd t

raffi

c r

isks.

Th

is is b

ecau

se

th

e c

on

trib

ution o

f ro

ad s

afe

ty e

ducation t

o

imp

rovin

g s

afe

ty o

utc

om

es f

or

young d

rivers

is lik

ely

to b

e

sig

nifi c

an

tly r

ed

uce

d, if it

does n

ot

als

o e

quip

them

with a

n a

bili

ty t

o:

• r

ealis

tically

evalu

ate

their o

wn d

rivin

g s

kill

s a

nd t

o b

e a

ware

of

wh

at

mo

tive

s a

nd

pre

fere

nces g

overn

their o

wn d

rivin

g

be

havio

ur

an

d c

ho

ices;

• d

ecid

e w

he

n t

o a

vo

id d

rivin

g, fo

r exam

ple

, w

hen u

nder

the

infl u

en

ce

of

alc

oh

ol, d

rugs o

r fa

tigue;

• p

lan

trip

s s

afe

ly in

te

rms o

f m

ode, ro

ute

and d

ecis

ions a

bout

with

wh

om

; an

d

• m

an

ag

e t

he

so

cia

l co

nte

xt

of

drivin

g, fo

r exam

ple

, drivin

g s

afe

ly

with

pe

er

passe

ng

ers

.

Ind

ee

d, re

vie

ws in

oth

er

jurisdic

tions 1

9 s

uggest

that

the k

ey r

isk w

ith

pro

gra

mm

es w

ith

a h

eavy f

ocus o

n t

echnic

al skill

s is t

hat

they c

an b

e

co

un

terp

rod

uctive

fo

r so

me y

oung d

rivers

.

4 E

du

cati

ng

th

e w

ho

le d

rive

r

17 S

ee, fo

r exam

ple

, E

ngstr

om

, I, G

regers

en, N

.P., H

ern

etk

oski,K

., K

eskin

en,

I &

Nyberg

, A

. (2

003):

Young n

ovic

e d

rivers

, driver

education a

nd

tra

inin

g. L

ite

ratu

re r

evie

w. V

TI-re

po

rt 4

91

A. L

inko

pin

g,

VTI. S

ee a

lso O

EC

D (O

rganis

ation f

or

Econom

ic C

o-o

pe

ration a

nd D

evelo

pm

ent)

(2006)

Young D

rivers

The R

oad t

o S

afe

ty p

p 6

7 -

114,

OE

CD

, P

aris.

18

For

exam

ple

, see S

enserr

ick, T.M

. and S

win

burn

e, G

.C.,

Evalu

ation o

f an insig

ht

driver-

train

ing p

rogra

m f

or

young d

rivers

, M

onash U

niv

ers

ity A

ccid

en

t R

ese

arc

h C

en

tre

, 2

00

1 p

1.

19 S

ee, fo

r exam

ple

, C

IEC

A (2002): T

he E

U A

DV

AN

CE

D P

roje

ct:

Description a

nd A

naly

sis

of

Post-

Lic

ence D

river

and R

ider

Tra

inin

g.

Rijs

wijk

, C

IEC

A.

safe

r you

ng d

river

s FIN

AL•.i

ndd

15

6/20

/08

9:3

8:19

AM

Page 20: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

16

They c

an r

esult in y

oung-d

rive

rs w

ho

are

ove

r-co

nfi d

en

t in

th

eir

technic

al drivin

g s

kill

s.

Such d

rive

rs t

en

d n

ot

to a

vo

id d

iffi cu

lt

conditio

ns o

r ta

ke o

n m

ore

de

man

din

g d

rivin

g s

itu

atio

ns s

uch

as

drivin

g a

t hig

her

speed 2

0.

As w

ell,

there

is N

ew

Zeala

nd

evid

en

ce

21 t

hat

hig

he

r le

ve

l skill

s

train

ing,

done c

orr

ectly in t

erm

s o

f ta

kin

g a

‘w

ho

le o

f d

rive

r’

appro

ach,

decre

ases o

ver-

co

nfi d

en

ce

an

d im

pro

ve

s a

ttitu

de

s

regard

ing s

peedin

g,

clo

se f

ollo

win

g a

nd

ove

rtakin

g. In

co

mp

ariso

n,

traditio

nal vehic

le c

ontr

ol skill

s t

rain

ing

did

no

t ch

an

ge

sig

nifi c

an

tly

any o

f th

e c

onfi

dence a

nd a

ttitu

de

me

asu

res.

In s

um

mary

the c

onte

nt

of

road

safe

ty e

du

catio

n f

or

yo

un

g d

rive

rs

has t

o b

e h

olis

tic. In

additio

n t

o v

ehic

le h

andlin

g a

nd t

raffi

c s

kill

s it

has t

o a

ctive

ly c

onsid

er

and infl uence w

ider

facto

rs lik

e m

otivation

an

d a

ttitu

de t

hat

com

bin

e t

o d

ete

rmin

e d

rivin

g b

ehavio

ur.

Sim

ply

focu

sin

g o

n v

ehic

le c

ontr

ol and t

raffi

c p

art

icip

ation is n

ot

enough t

o

eq

uip

yo

un

g d

rivers

with t

he c

om

pete

ncie

s t

hey n

eed.

Inco

rpo

rati

ng

mo

tiva

tio

n a

nd

att

itu

de

in c

ou

rses

Th

e G

oals

fo

r D

river

Education m

atr

ix 2

2 (th

e G

DE

matr

ix), s

ee n

ext

pag

e, o

ffe

r a p

ractical w

ay o

f in

corp

ora

ting m

otivational and

att

itu

din

al fa

cto

rs into

road s

afe

ty e

ducation f

or

young d

rivers

.

Esse

ntially

this

matr

ix c

aptu

res a

ll th

e c

om

pete

ncie

s n

eeded t

o d

rive

safe

ly. T

he

matr

ix w

as d

evelo

ped f

rom

an a

ssessm

ent

of

the r

isk

facto

rs le

adin

g t

o y

oung d

river

cra

shes a

nd f

rom

the k

ey fi n

din

gs

0%10

%20

%30

%40

%50

%

Fol

low

ing

too

clos

ely

Sud

denl

y br

aked

or

turn

ed

Mis

judg

ed s

peed

, dis

tanc

e et

c

Did

not

see

oth

er p

arty

Fai

led

to g

ive

way

Sho

win

g of

f/Rac

ing

Ove

rtak

ing

Too

far

left

Driv

er ti

red

or fe

ll as

leep

Fai

led

to k

eep

left

Inex

perie

nced

Inat

tent

ion

or a

ttent

ion

dive

rted

Lost

con

trol

Alc

ohol

or

drug

s

Too

fast

for

cond

ition

s

1%1%

10%

8%

3%4%

1%

9%

3%

10%

10%

16%19

%

15%

2%

0%10

%20

%30

%40

%50

%

0%2%2%4%4%5%6%8%

10%

12%

12%

12%

25%

31%

43%

Perc

ent

of

drivers

Pe

rce

nt

of

drive

rs

Fig

ure

4 -

Dri

ver

con

trib

uti

on

to

fat

a cr

ash

es d

uri

ng

200

4-20

06 b

y ag

e g

rou

p (

NZ

Po

lice-

rep

ort

ed d

ata)

20 S

enserr

ick a

nd S

win

burn

e o

p c

it p

1.

21 Isle

r, R

.B., S

tark

ey, N

., a

nd D

rew

, M

., T

he ‘

Fro

nta

l Lobe’

Pro

ject,

Univ

ers

ity o

f W

aik

ato

, 2007.

22 T

his

matr

ix w

as d

evelo

ped w

ithin

an E

U d

river

safe

ty r

esearc

h p

roje

ct.

It

is w

idely

endors

ed b

y r

oad s

afe

ty e

xpert

s a

nd

ro

ad

safe

ty a

uth

oritie

s. A

fu

ller

dis

cu

ssio

n o

f th

e G

DE

matr

ix c

an

be

fo

un

d

in E

ngsto

m (2003) op c

it p

p 5

4 –

59.

15-2

4 y

ear-

old

s2

5+

ye

ar-

old

s

safe

r you

ng d

river

s FIN

AL•.i

ndd

16

6/20

/08

9:3

8:19

AM

Page 21: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

17

from

the r

esearc

h o

n y

oung d

river

behavio

ur.

Go

als

and

co

nte

nt

of

dri

ver

edu

cati

on

(T

he

“GD

E”

Mat

rix)

Kn

ow

led

ge

and

ski

lls d

rive

r h

as t

o

mas

ter

Ris

k-in

crea

sin

g f

acto

rs d

rive

r m

ust

be

awar

e o

f an

d b

e ab

le t

o a

void

Sel

f ev

alu

atio

n/a

sses

smen

t

Life

go

als

and

life

ski

llsK

now

ledge a

bo

ut,

an

d c

on

tro

l o

ve

r, h

ow

lifesty

le a

nd p

ers

on

al te

nd

en

cie

s a

ffe

ct

drivin

g

behavio

ur

e.g

. ag

e, g

rou

p, cu

ltu

re, so

cia

l

circum

sta

nces.

Kn

ow

led

ge

ab

ou

t, a

nd

co

ntr

ol o

ve

r, r

isks

co

nn

ecte

d w

ith

be

havio

ura

l sty

le, p

ee

r

pre

ssu

re, su

bsta

nce

ab

use

etc

Aw

are

ness o

f pers

onal te

ndencie

s r

egard

ing

motives,

impuls

e c

ontr

ol, e

tc.

Go

als

for

and

co

nte

xt o

f d

rivi

ng

(t

rip

-rel

ated

)K

now

ledge a

bo

ut

the

vario

us n

ee

ds o

f

diffe

rent

trip

s e

.g. b

ein

g a

ble

to

pla

n a

nd

choose r

oute

s, e

valu

ate

drivin

g t

ime

an

d

evalu

ate

the n

ece

ssity o

f th

e t

rip

.

Un

de

rsta

nd

ing

th

e im

pact

of

alc

oh

ol, f

atig

ue,

mo

od

, so

cia

l co

nte

xt

an

d c

om

pe

tin

g m

otives

etc

.

Self e

valu

ation/a

ware

ness o

f pers

onal

pla

nnin

g s

kill

s,

typic

al goals

of

drivin

g,

typic

al

risky d

rivin

g m

otives,

etc

.

Dri

vin

g in

tra

ffi c

Maste

ring t

raffi

c r

ule

s, h

aza

rd p

erc

ep

tio

n,

safe

ty m

arg

ins. A

uto

matin

g e

lem

en

ts o

f th

e

drivin

g p

rocess. C

o-o

pe

ratin

g w

ith

oth

er

drivers

, etc

.

Un

de

rsta

nd

ing

th

e r

isks a

sso

cia

ted

with

dis

ob

eyin

g r

ule

s, clo

se

-fo

llow

ing

, vu

lne

rable

road

use

rs a

nd

diffi cu

lt c

on

ditio

ns e

tc

Self e

valu

ation/a

ware

ness o

f basic

tra

ffi c

skill

s

and s

kill

s f

or

haza

rd s

ituations,

pers

onal

drivin

g s

tyle

, pers

onal safe

ty m

arg

ins,

etc

.

Veh

icle

co

ntr

ol

Basic

vehic

le h

an

dlin

g s

kill

s e

.g. b

rakin

g,

shifting g

ears

, ke

ep

ing

th

e c

ar

un

de

r co

ntr

ol,

etc

. K

now

ledg

e o

f in

jury

pre

ve

nta

tive

syste

ms

such a

s s

eat

be

lts a

nd

airb

ag

s.

Un

de

rsta

nd

ing

ris

ks a

sso

cia

ted

with

no

n-u

se

of

se

at

be

lts, w

orn

-ou

t tire

s, b

reakd

ow

n o

f

ve

hic

le s

yste

m, e

tc.

Self e

valu

ation/a

ware

ness o

f str

ength

s a

nd

weaknesses r

egard

ing b

asic

drivin

g s

kill

s,

manoeuvring in h

aza

rdous s

ituations,

etc

.

The m

atr

ix’s

underlyin

g r

ationale

is t

hat,

in

re

al lif

e, fa

cto

rs s

uch

as p

ee

r p

ressu

re, a d

rive

r’s p

hysic

al and e

motional conditio

n, and p

ers

onal

tendencie

s (

e.g

. bein

g r

isk-

keen)

sig

nifi c

an

tly im

pact

on

drivin

g b

eh

avio

ur

an

d g

reatly in

fl u

en

ce

th

e s

ort

s o

f drivin

g s

ituations t

hat

the d

river

will

be in. To b

e e

ffective,

road s

afe

ty e

ducatio

n f

or

yo

un

g d

rive

rs n

ee

ds t

o c

ove

r th

ese

facto

rs.

Inte

rnationally

the m

atr

ix is s

trongly

reco

mm

en

de

d a

s b

est

pra

ctice

as a

fra

me

wo

rk f

or

de

ve

lop

ing

, e

valu

ating a

nd r

evie

win

g r

oad s

afe

ty

education p

rogra

mm

es.

The m

atr

ix o

utlin

es f

our

inte

rdependent

leve

ls o

f d

rivin

g b

eh

avio

ur

an

d t

he

co

mp

ete

ncie

s n

ee

de

d a

t e

ach level fo

r safe

drivin

g.

safe

r you

ng d

river

s FIN

AL•.i

ndd

17

6/20

/08

9:3

8:20

AM

Page 22: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

18

Co

lum

n 1

- K

no

wle

dg

e an

d s

kills

Co

lum

n 1

describes t

he k

now

ledge a

nd s

kill

s t

hat

a d

river

needs f

or

drivin

g u

nd

er

norm

al circum

sta

nces. For

levels

1 a

nd 2

, th

is e

quate

s

to h

ow

to

manoeuvre

the c

ar,

how

to d

rive in t

raffi

c a

nd w

hat

traffi

c

rule

s m

ust

be f

ollo

wed. A

t le

vels

3 a

nd 4

, th

e c

olu

mn c

oncern

s h

ow

trip

s s

ho

uld

be p

lanned a

nd h

ow

pers

onal chara

cte

ristics m

ay

infl u

en

ce

behavio

ur

and s

afe

ty.

Co

lum

n 2

- R

isk

awar

enes

sC

olu

mn

2 is r

ela

ted t

o t

he fi r

st

but

em

phasis

es p

art

icula

r know

ledge

an

d s

kill

s r

ela

ted t

o f

acto

rs t

hat

incre

ase o

r decre

ase r

isk. For

level 1,

this

may b

e w

orn

tyre

s o

r poor

bra

kes. For

level 2 t

his

could

be p

oor

haza

rd p

erc

eption. For

levels

3 a

nd 4

, it c

ould

be incre

ased r

isk in

drivin

g a

t n

ight

tim

e, excessiv

e s

peedin

g a

nd d

rivin

g w

hile

under

the

infl u

en

ce

of

dru

gs.

Co

lum

n 3

- S

elf

eval

uat

ion

/sel

f as

sess

men

t sk

ills

Co

lum

n 3

co

ncern

s s

elf e

valu

ation (self a

ssessm

ent)

skill

s i.e

. an

ind

ivid

ual’s a

bili

ty t

o a

ssess a

t each o

f th

e f

our

levels

their s

trength

s,

we

akn

esse

s, pers

onal chara

cte

ristics a

nd d

ecis

ion-m

akin

g a

bili

ties

an

d u

nd

ers

tand h

ow

they im

pact

on t

heir d

rivin

g.

Se

lf-e

valu

ation is a

critical skill

for

a y

oung d

river.

A d

river

who is

aw

are

of

her/

his

tendency n

ot

to b

e a

ble

to r

esis

t peer

pre

ssure

, or

wh

o k

no

ws t

he lim

itations o

f her/

his

skill

s o

n a

slip

pery

road, m

ay b

e

ab

le t

o t

ake t

his

into

consid

era

tion a

nd a

dapt

her/

his

drivin

g

acco

rdin

gly

. A

s w

ell,

facili

tating t

he d

evelo

pm

ent

of

str

ong s

elf-

evalu

atio

n s

kill

s in y

oung d

rivers

is a

key w

ay o

f avoid

ing y

oung

pe

op

le b

ecom

ing o

ver-

confi dent

in t

heir t

echnic

al drivin

g s

kill

s.

Th

e m

atri

x co

nd

ense

s th

e la

test

res

earc

h o

n d

rivi

ng

co

mp

eten

cies

T

ake

n t

og

eth

er,

the m

atr

ix’s

levels

and c

olu

mns d

efi ne t

he

co

mp

ete

ncie

s n

eeded t

o b

e a

safe

driver.

The m

atr

ix c

an b

e u

sed t

o

se

t g

oals

fo

r ro

ad s

afe

ty e

ducation p

rogra

mm

es f

or

young p

eople

an

d f

or

de

ve

lopin

g t

he c

onte

nt

within

those p

rogra

mm

es. B

y u

sin

g

The f

our

levels

of

drivin

g b

eh

avio

ur

are

:

• t

he d

river’

s b

roader

goals

(L

eve

l 4

). T

his

re

fers

to

pe

rso

nal

motives a

nd t

endencie

s e

.g. b

ein

g r

isk-k

ee

n o

r se

nsatio

n-

seekin

g.

This

level re

fl ects

th

e f

act

that

life

sty

le, ag

e, g

en

de

r an

d

oth

er

indiv

idual pre

cond

itio

ns h

ave

an

in

fl u

en

ce

on

att

itu

de

s,

drivin

g b

ehavio

ur

and c

rash

in

vo

lve

me

nt.

• t

he r

easons f

or

and t

he c

on

text

of

drivin

g (L

eve

l 3

). T

his

le

ve

l

rela

tes t

o t

he p

urp

ose o

f th

e t

rip

an

d c

on

ce

rns t

he

wh

y, w

he

re,

when a

nd w

ith w

hom

drivin

g is c

arr

ied

ou

t e

.g. d

ay t

ime

/nig

ht

tim

e,

rush-h

our,

decis

ion

s t

o d

rive

un

de

r th

e in

fl u

en

ce

of

alc

oh

ol,

fatigue o

r em

otional str

ess.

• m

aste

ry o

f tr

affi

c s

ituatio

ns (L

eve

l 2

). T

his

co

nce

rns t

he

drive

r’s

abili

ty t

o a

dju

st

her/

his

drivin

g in

re

sp

on

se

to

ch

an

ge

s in

tra

ffi c

e.g

. appro

achin

g inte

rsectio

ns, o

ve

r ta

kin

g, an

d e

nco

un

terin

g

vuln

era

ble

road u

sers

. T

he

ab

ility

to

id

en

tify

po

ten

tial h

aza

rds in

traffi

c is a

lso in t

his

leve

l.

• v

ehic

le h

andlin

g s

kill

s (

Le

ve

l 1

). T

his

co

nce

rns b

ein

g a

ble

to

use

a c

ar

(know

ing h

ow

to s

tart

, ch

an

ge

ge

ars

, e

tc) as w

ell

as m

ore

com

ple

x m

anoeuvre

s s

uch

as e

me

rge

ncy b

rakin

g. T

he

be

ne

fi ts

and f

unctionin

g o

f in

jury

pre

ve

ntio

n s

yste

ms s

uch

as s

eat

be

lts

and a

irbags a

lso b

elo

ng

he

re.

The levels

of

drivin

g b

ehavio

ur

are

hie

rarc

hic

al in

th

at

leve

l 4

facto

rs

dete

rmin

e t

he c

hoic

es t

hat

are

mad

e o

n le

ve

l 3

an

d h

ow

th

e c

ar

is

driven o

n levels

2 a

nd 1

.

For

each o

f th

ese levels

the

matr

ix o

utlin

es t

hre

e b

road

com

pete

ncie

s n

ecessary

for

safe

drivin

g b

eh

avio

ur,

i.e

. kn

ow

led

ge

and s

kill

s (

colu

mn 1

), r

isk a

ware

ne

ss (co

lum

n 2

), a

nd

se

lf-e

valu

atio

n

(colu

mn 3

).

safe

r you

ng d

river

s FIN

AL•.i

ndd

18

6/20

/08

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8:20

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Page 23: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

19

the m

atr

ix,

the late

st

researc

h c

oncern

ing

yo

un

g d

rive

rs a

nd

th

e

com

pete

ncie

s t

hey n

eed t

o b

e s

afe

can e

asily

be

in

teg

rate

d in

to

education p

rogra

mm

es.

The m

atr

ix c

an a

lso b

e u

sed b

y f

unders

to

he

lp t

he

m u

nd

ers

tan

d t

he

covera

ge o

f th

e c

ours

es b

ein

g o

ffere

d a

s a

ne

two

rk in

th

eir a

rea a

nd

the c

overa

ge t

hat

any o

ne c

ours

e p

rovid

es.

The m

atr

ix r

epre

sents

a v

ery

diffe

rent

way o

f th

inkin

g a

bo

ut

the

goals

and c

onte

nt

of

driver

education p

rog

ram

me

s. F

or

exam

ple

,

consid

er

haza

rd p

erc

eption.

In a

tra

ditio

nal co

urs

e, h

aza

rd p

erc

ep

tio

n

only

refe

rs t

o a

ctu

al ‘r

oad h

aza

rds’.

But

with

th

e m

atr

ix, th

e n

otio

n o

f

pote

ntial risk e

xte

nds b

eyond t

he r

oad t

o e

nco

mp

ass r

isks r

ela

ted

to

the t

ype o

f tr

ip,

driver

motive a

nd t

he b

ehavio

ura

l te

nd

en

cie

s o

f th

e

driver.

The o

ther

key insig

ht

that

the m

atr

ix b

rin

gs is t

he

ne

ed

fo

r co

urs

es o

r

a g

roup o

f lin

ked c

ours

es t

o a

chie

ve a

n a

pp

rop

riate

bala

nce

be

twe

en

equip

pin

g y

oung d

rivers

with t

echnic

al skill

s, risk a

ware

ne

ss s

kill

s

and s

elf e

valu

ation s

kill

s.

It a

lso p

rovid

es a

usefu

l w

ay o

f th

inkin

g a

bo

ut

ho

w t

he

de

live

ry o

f

train

ing s

hould

be s

tructu

red t

hro

ugh t

ime

. Id

eally

a y

ou

ng

pe

rso

n

would

receiv

e t

rain

ing a

t all

levels

of

the m

atr

ix b

efo

re c

om

me

ncin

g

the fi

rst

six

month

s o

f drivin

g s

olo

(i.e.

befo

re t

he

y p

rog

ress in

to t

he

restr

icte

d p

hase o

f th

e G

DLS

).

It is a

cknow

ledged t

hat

it is e

asie

r to

succe

ssfu

lly e

qu

ip y

ou

ng

drivers

with s

kill

s a

t le

vels

1 a

nd 2

than a

t le

ve

ls 3

an

d 4

. T

he

latt

er

requires a

successfu

l change in a

ttitudes a

nd

mo

tivatio

ns t

hat

have

been d

eve

loped o

ver

a n

um

ber

of

years

. A

t th

e v

ery

le

ast,

ho

we

ve

r,

it is im

port

ant

that

pro

vid

ers

not

just

add

ress le

ve

ls 1

an

d 2

. T

he

y

need t

o r

ais

e a

ware

ness o

f th

e h

igher

leve

l risks a

nd

pe

rso

nal

limitations a

nd t

he im

pact

they h

ave o

n d

rivin

g b

eh

avio

ur

an

d s

afe

ty

outc

om

es.

safe

r you

ng d

river

s FIN

AL•.i

ndd

19

6/20

/08

9:3

8:20

AM

Page 24: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

20

Exa

mp

le o

f a

cou

rse

bas

ed o

n t

he

GD

E M

atri

x 23

Leve

l of

dri

ver

beh

avio

ur

Su

gg

este

d c

on

ten

tR

isk

awar

enes

s/sk

ills

trai

nin

g

4 D

rive

r’s

bro

ader

go

als

Un

de

rsta

nd

ing

th

e e

ffe

cts

of

on

e’s

ow

n h

ab

its a

nd

mo

tive

s in

rela

tio

n t

o s

afe

drivin

g

Ris

k a

ware

ness

3 T

rip

-rel

ated

fac

tors

Mo

od

s e

.g. b

ein

g t

ire

d o

r p

reo

ccu

pie

d a

nd

th

eir e

ffe

ct

on

drivin

g

ab

ility

Pe

er

pre

ssu

re –

frie

nd

s a

s p

asse

ng

ers

Co

nte

xt

of

drivin

g –

re

cre

atio

n

Ris

k a

ware

ness

Ris

k a

ware

ness

Ris

k a

ware

ness

2 M

aste

ry o

f tr

affi

c si

tuat

ion

sH

aza

rd p

erc

ep

tio

n –

id

en

tifi catio

n o

f an

d a

ctio

n t

o a

vo

id r

isk in

tra

ffi c

Ro

ad

po

sitio

nin

g - s

pe

ed

re

gu

latio

n a

nd

safe

dis

tan

ce

s

Ris

k a

ware

ness

Ris

k a

ware

ness

1 V

ehic

le c

on

tro

lB

rakin

g t

ech

niq

ue

Bra

kin

g d

ista

nce

s –

in

re

latio

n t

o s

pe

ed

, su

rface

, lo

ad

an

d r

eactio

n

tim

es

Sittin

g p

ositio

n –

se

at

be

lt, h

ead

re

st

etc

Skill

s t

rain

ing

Ris

k a

ware

ness

Ris

k a

ware

ness

23 Fro

m C

IEC

A (2002) op c

it p

218.

safe

r you

ng d

river

s FIN

AL•.i

ndd

20

6/20

/08

9:3

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Page 25: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

21

Go

als

bey

on

d g

ain

ing

a li

cen

ce

Cours

es a

imed s

pecifi c

ally

at

support

ing y

ou

ng

pe

op

le t

o o

bta

in a

drivin

g lic

ence f

orm

the p

redom

inant

part

of

the

ro

ad

safe

ty

education t

hat

is a

vaila

ble

for

young d

rive

rs. T

his

is n

ot

su

rprisin

g, as

learn

ing t

o d

rive a

nd g

ain

a d

rivin

g lic

ence is t

yp

ically

th

e k

ey

motivato

r fo

r young p

eople

s’

part

icip

ation in

ro

ad

safe

ty e

du

catio

n.

Cle

arly w

e h

ave a

responsib

ility

to h

elp

en

su

re t

hat

yo

un

g p

eo

ple

gain

their d

rivin

g lic

ences.

Alo

ngsid

e t

his

, th

ou

gh

, w

e h

ave

a

responsib

ility

to e

quip

young d

rivers

with t

he

wid

er

risk a

ware

ne

ss

skill

s a

nd s

elf e

valu

ation s

kill

s t

hat

they r

eq

uire

to

be

safe

drive

rs.

In o

ther

word

s,

it is im

port

ant

not

to m

ake

gain

ing

a lic

en

ce

th

e s

ole

aim

or

goal of

a c

ours

e.

A c

ours

e lim

ited t

o e

qu

ipp

ing

yo

un

g d

rive

rs

with b

asic

vehic

le h

andlin

g s

kill

s,

know

led

ge

of

the

tra

ffi c

ru

les, an

d

skill

s t

o o

pera

te in t

raffi

c w

ill b

e e

nough t

o e

nab

le s

om

eo

ne

to

gain

a

driver’

s lic

ence.

The c

ours

e w

ill n

ot

be s

uffi

cie

nt,

ho

we

ve

r, t

o e

nsu

re

a y

oung d

river

has t

he a

ttitudes,

motivatio

ns a

nd

be

havio

urs

to

be

a

com

pete

nt

and s

afe

driver

thro

ugh t

heir life

.

As w

ell,

havin

g a

sole

focus o

n g

ain

ing a

lic

en

ce

te

nd

s t

o c

on

trib

ute

to p

ublic

ly r

ein

forc

ing t

he f

als

e p

erc

eptio

n t

hat

a n

ew

ly lic

en

se

d

driver

is b

y d

efi

nitio

n a

safe

driver.

For

yo

un

g d

rive

rs, p

art

icu

larly

those n

ew

ly o

n a

restr

icte

d lic

ence w

hen c

rash

ris

k is a

t its g

reate

st,

this

can b

e a

dangero

us p

erc

eption.

To a

void

th

is m

isperc

eption a

nd m

ore

ove

r to

en

su

re c

ou

rse

co

nte

nt

goes b

eyo

nd t

echnic

al skill

s,

the p

rim

e a

im o

r g

oal o

f an

y d

rive

r

education c

ours

e s

hould

be t

o h

elp

equip

pe

op

le w

ith

th

e

know

ledge

, m

otivations a

nd s

kill

s n

eeded

to

be

te

ch

nic

ally

com

pete

nt

and s

afe

drivers

. The o

bje

ctive

of

he

lpin

g y

ou

ng

drive

rs

gain

their d

river

licences s

hould

only

eve

r b

e a

se

co

nd

ary

go

al.

safe

r you

ng d

river

s FIN

AL•.i

ndd

21

6/20

/08

9:3

8:20

AM

Page 26: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

22

Des

ign

yo

ur

cou

rse

to a

pp

eal t

o y

ou

ng

peo

ple

For

train

ing t

o b

e e

ffective,

its c

on

ten

ts a

nd

de

live

ry h

ave

to

be

desig

ned w

ith a

cle

ar

unders

tan

din

g a

bo

ut

wh

at

tee

nag

ers

wan

t an

d

need.

One r

esearc

h m

ark

etin

g c

om

pan

y s

um

marise

s w

ell

wh

at,

in

genera

l, N

ew

Zeala

nd t

eenag

ers

wan

t – t

he

y a

re s

ee

kin

g t

o:

• c

reate

a s

elf identity

as a

n in

de

pe

nd

en

t in

div

idu

al;

• c

onnect

with o

thers

as a

n in

de

pe

nd

en

t in

div

idu

al;

• b

e c

reative;

• b

e o

lder

than t

hey a

re;

• h

ave f

un;

• b

e info

rmed a

bout

what

inte

rests

th

em

;

• h

ave f

reedom

24.

More

over,

to b

e e

ffective,

the

co

nte

nts

an

d d

eliv

ery

of

a c

ou

rse

have

to b

e d

elib

era

tely

desig

ned t

o a

pp

eal to

yo

un

g p

eo

ple

an

d t

o b

e

responsiv

e t

o t

heir t

rain

ing n

ee

ds a

nd

th

eir r

ealit

ies a

nd

valu

es 2

5.

This

inclu

des:

• h

avin

g c

onte

nt

that

has p

ers

on

al re

levan

ce

fo

r yo

un

g p

eo

ple

an

d

is b

ased w

ithin

their p

ee

r g

rou

p’s

wo

rld

vie

w e

.g.:

the s

trong m

otivation t

o im

pre

ss o

r p

lease

pe

ers

is t

ake

n a

s a

giv

en

, ra

the

r th

an

a f

ault t

o b

e c

orr

ecte

d,

and t

he

safe

ty m

essag

es in

th

e t

rain

ing

bu

ild o

n t

he

positiv

e s

ide o

f peer

infl uence

su

ch

as a

de

sire

fo

r fr

ien

ds t

o b

e s

afe

;

pro

moting t

hin

gs t

hat

are

‘co

ol’ a

nd

co

nsis

ten

t w

ith

safe

drivin

g s

uch

as h

avin

g

frie

nds,

sta

tus a

nd f

un a

nd

hig

hlig

htin

g t

hin

gs t

hat

are

‘u

nco

ol’ a

nd

co

nsis

ten

t

with u

nsafe

drivin

g s

uch a

s r

iskin

g y

ou

r fr

ien

ds’ liv

es a

nd

so

cia

l is

ola

tio

n 2

6.

basin

g t

he p

rogra

mm

e w

ith

in a

cu

ltu

ral co

nte

xt

that

the

yo

un

g

people

most

identify

with

. T

his

no

t o

nly

me

an

s w

ith

in y

ou

th

cu

ltu

re b

ut

als

o w

ithin

the c

ulture

of

the s

ocia

l and e

thnic

co

mm

unitie

s t

o w

hic

h t

hey b

elo

ng. S

o, fo

r exam

ple

, th

e c

ultura

l

en

viro

nm

ent

for

a p

rogra

mm

e f

or

young p

eople

liv

ing in r

ura

l

Can

terb

ury

will

need t

o d

iffe

r fr

om

that

of

a p

rogra

mm

e f

or

yo

un

g p

eople

in M

anukau;

• h

avin

g t

rain

ers

who c

an r

ela

te w

ell

to y

oung p

eople

on e

qual but

diffe

rent

term

s. S

o t

hat

the y

oung p

eople

vie

w t

he t

rain

er

as

cre

dib

le, re

spectf

ul of

them

as a

dults, and o

pen t

o c

halle

nge a

nd

de

bate

fro

m a

young p

ers

on’s

pers

pective;

• m

akin

g s

ure

that

the learn

ing c

onte

nt

build

s o

n p

rior

know

ledge

an

d e

xperience;

• e

nsu

rin

g t

hat

the learn

ing e

xperience is a

positiv

e o

ne. For

exam

ple

, m

ost

young p

eople

pre

fer

active involv

em

ent

rath

er

than

bein

g r

ecip

ients

of

passiv

e o

ne-s

ided lectu

ring;

• t

he

de

livery

package is e

xcitin

g a

nd d

ynam

ic, fo

r exam

ple

, th

e

co

urs

e u

ses c

reative a

ppro

aches s

uch a

s d

ebate

s, songs,

co

mp

etitions, in

ter-

active m

edia

, as w

ell

as p

ractical experience-

base

d e

xerc

ises. In

part

icula

r, t

here

is v

alu

e in c

onsid

ering t

he

imp

ort

ance o

f te

chnolo

gy t

o y

oung p

eople

and h

ow

technolo

gy

can

en

hance t

he a

ppeal of

the learn

ing e

xperience 2

7.

Base

d o

n t

hese f

acto

rs, pro

vid

ers

can a

sk t

hem

selv

es w

heth

er

what

the

y a

re c

reating w

ill a

ppeal to

teenagers

28. For

insta

nce, does t

he

train

ing

pro

mis

e/d

eliv

er

independence? D

oes it

foste

r connection a

nd

inte

ractio

n w

ith p

eers

? D

oes it

allo

w f

or

cre

ativity? D

oes it

help

teens

gro

w u

p a

nd

be o

lder

than t

hey a

re? Is it

fun? D

oes it

make t

eens

mo

re in

form

ed? D

oes it

allo

w/incre

ase f

reedom

? D

oes it

connect

with

oth

er

experiences t

hey w

ant/

know

? D

oes it

utilis

e k

ey y

outh

mark

et

ch

annels

whic

h y

outh

‘contr

ol’? D

oes it

look a

nd f

eel lik

e a

n

5 B

ein

g r

esp

on

sive

to

th

e n

eed

s an

d r

ealit

ies

of

you

ng

peo

ple

24

Mobiu

s R

esearc

h a

nd S

trate

gy L

imited,

Mark

eting w

ith T

eens –

Not

at

Them

, A

dis

cussio

n p

aper

for

the P

ractice P

rog

ram

me

, p

rep

are

d f

or

Lan

d T

ran

sp

ort

Ne

w Z

eala

nd

an

d t

he

Accid

en

t

Com

pensation C

orp

ora

tion (2007).

25 F

or

furt

her

info

rmation, see H

arr

e, N

. T

he

Psy

cho

log

y o

f Y

ou

th D

rivi

ng

, Depart

ment

of

Psycholo

gy,

Univ

ers

ity o

f A

uckla

nd

. A

use

ful e

du

catio

n b

ase

d r

eso

urc

e is t

he

Iter

ativ

e B

est

Evi

den

ce

Syn

thes

is P

rog

ram

me

whic

h c

an b

e f

ound a

t: h

ttp:/

/educationcounts

.edcentr

e.g

ovt.

nz/

goto

/BE

S2

6 H

arr

e, N

. O

p c

it.

27

See, fo

r exam

ple

, th

e d

iscussio

n o

n t

he u

se o

f pod c

asts

at:

htt

p:/

/ww

w.e

ducation.v

ic.g

ov.a

u/t

eacher/

Glo

bal/podcasting

.htm

28

Ibid

p 8

.

safe

r you

ng d

river

s FIN

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ndd

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/08

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Page 27: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

23

experience

that

youth

want

in t

heir b

usy liv

es?

But

perh

ap

s t

he b

est

test

of

wheth

er

the

ap

pro

ach

, co

nte

nt

an

d

deliv

ery

will

work

for

young p

eople

is t

o a

sk t

he

m b

efo

re t

he

pro

gra

mm

e g

oes ‘

live’.

This

can b

e d

one

th

rou

gh

th

e u

se

of

focu

s

gro

ups, fo

r exam

ple

.

Incl

ud

e th

e sa

fety

co

nte

nt

that

’s m

ost

rel

evan

t

In t

erm

s o

f conte

nt,

within

the f

ram

ew

ork

of

the

GD

E m

atr

ix, th

e

consensus inte

rnationally

poin

ts t

o t

he n

ee

d t

o t

arg

et

the

facto

rs o

r

situations t

hat

are

know

n t

o b

e r

ela

ted t

o c

rash

in

vo

lve

me

nt.

Fo

r

young d

rivers

, th

e k

ey c

ausal fa

cto

rs a

re in

exp

erie

nce

in

drivin

g o

r

skill

defi

cie

ncie

s,

age-r

ela

ted f

acto

rs s

uch a

s in

cre

ase

d r

isk t

akin

g

and p

hysic

al im

matu

rity

and t

he c

om

bin

atio

n o

f th

ese

tw

o m

ain

facto

rs.

So f

or

you

ng d

rivers

the f

ollo

win

g a

re t

he

re

levan

t to

pic

s 2

9:

• t

echnic

al vehic

le c

ontr

ol, h

aza

rd p

erc

ep

tio

n a

nd

ge

ne

ral

situational risk a

ware

ness;

• identify

ing o

wn s

kill

s a

nd lim

itations o

f o

wn

skill

s e

.g. re

actio

n

tim

e, sto

ppin

g d

ista

nces a

nd p

oor

weath

er

co

nd

itio

ns;

• lack o

f experience,

overe

stim

ation o

f o

ne

’s s

kill

s a

nd

undere

stim

ation o

f cra

sh r

isk

– g

ene

rally

an

d s

pe

cifi c

ally

wh

en

alc

oho

l and/o

r dru

gs a

re involv

ed;

• s

ensation a

nd t

hrill

seekin

g,

inclu

din

g d

en

ial o

f risks o

r

accepta

nce o

f risks a

nd s

peedin

g;

• d

rivin

g w

ith p

eer

passengers

, handlin

g p

ee

r p

ressu

re a

nd

makin

g

their o

wn c

hoic

es,

inclu

din

g a

ssessin

g s

itu

atio

ns w

ise

ly w

he

n

bein

g o

ffere

d a

lift

by a

noth

er

young d

rive

r;

• a

lcohol, d

rugs a

nd d

rivin

g;

• d

rivin

g w

hen t

ired;

• n

igh

t tim

e d

rivin

g; an

d

• d

istr

actio

n w

he

n d

rivin

g e

.g. cell

phone u

se.

As f

ar

as p

ossib

le, ro

ad

safe

ty e

ducation f

or

young a

nd n

ovic

e d

rivers

sh

ou

ld b

e lin

ke

d t

o t

he

rele

vant

unit s

tandard

s o

n t

he N

ational

Qu

alifi

catio

ns F

ram

ew

ork

. It

is e

xpecte

d t

hat

these g

uid

elin

es w

ill

alw

ays in

form

th

e d

eve

lopm

ent

and m

odifi c

ation o

f th

ose u

nit

sta

nd

ard

s.

29 Fro

m R

ose 2

5 B

ookle

t G

oo

d P

ract

ice

Gu

ide

on

Ro

ad S

afet

y E

du

cati

on

, E

uro

pean C

om

mis

sio

n,

2005 p

42.

‘...t

he

safe

ty m

essa

ges

in t

he

trai

nin

g b

uild

on

th

e p

osi

tive

sid

e o

f p

eer

infl

uen

ce

such

as

a d

esir

e fo

r fr

ien

ds

to b

e sa

fe...

safe

r you

ng d

river

s FIN

AL•.i

ndd

23

6/20

/08

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Page 28: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

24

Th

e q

ual

ity

of

the

trai

ner

is a

maj

or

succ

ess

fact

or

The q

ualit

y o

f th

e t

rain

er

is o

ne

of

the

mo

st

imp

ort

an

t d

ete

rmin

an

ts

of

the s

trength

of

the o

utc

om

es a

ch

ieve

d in

an

y r

oad

safe

ty

education p

rogra

mm

e.

The b

ett

er

the

tra

ine

r, t

he

mo

re t

he

y w

ill

positiv

ely

infl uence t

he d

rivin

g b

eh

avio

ur

of

yo

un

g p

eo

ple

.

The E

uro

pean M

ER

IT P

roje

ct

(Min

imu

m E

uro

pe

an

Re

qu

ire

me

nts

fo

r

Drivin

g I

nstr

ucto

r Tra

inin

g)

31 p

rovid

es t

ho

rou

gh

re

co

mm

en

datio

ns f

or

the s

tandard

s t

hat

road s

afe

ty e

du

cato

rs s

ho

uld

me

et.

To

su

mm

arise

those r

ecom

mendations,

a q

ualit

y t

rain

er

for

yo

un

g p

eo

ple

:

• h

as t

he n

ecessary

techn

ical skill

s a

nd

kn

ow

led

ge

;

• h

as a

n u

nders

tandin

g a

nd

aw

are

ne

ss o

f th

e h

igh

er

leve

l fa

cto

rs

(i.e

. le

vels

3 a

nd 4

of

the

GD

E m

atr

ix) th

at

co

ntr

ol d

rivin

g s

tyle

and b

ehavio

ur;

• c

an a

ssess a

nd u

nders

tan

d t

he

diffe

ren

t ab

ilitie

s, n

ee

ds a

nd

motivations o

f part

icip

an

ts a

nd

can

ad

just

he

r/h

is c

ou

rse

accord

ingly

• h

as s

trong f

acili

tation s

kill

s, co

ach

ing

skill

s, kn

ow

led

ge

of

gro

up

dynam

ics a

nd e

xperience

in

wo

rkin

g w

ith

yo

un

g p

eo

ple

;

• c

hooses d

eliv

ery

meth

od

s b

ase

d o

n t

he

skill

an

d le

arn

ing

ne

ed

s

of

the c

ours

e p

art

icip

ants

;

• a

dopts

a p

art

icip

ant-

cen

tre

d a

pp

roach

to

te

ach

ing

an

d le

arn

ing

-

inclu

din

g b

ein

g a

n e

ffective

co

ach

/me

nto

r;

• is c

om

fort

able

work

ing in

a v

arie

ty o

f cu

ltu

ral co

nte

xts

;

• is a

ble

to e

sta

blis

h e

qual and p

ositiv

e r

ela

tionship

s w

ith

part

icip

ants

and is r

espectf

ul of

the r

ealit

ies a

nd v

alu

es o

f young

pe

op

le.

Th

e M

ER

IT r

eport

is a

vaila

ble

at:

htt

p://w

ww

.cie

ca.b

e/d

ow

nlo

ads_en.p

p

It is r

eco

gn

ised t

hat

som

e p

art

s o

f th

e r

oad s

afe

ty e

ducation s

ecto

r

are

de

pe

nd

ant

on p

art

-tim

e t

rain

ers

rath

er

than f

ull-

tim

e

pro

fessio

nals

. S

o it

is p

robably

unre

alis

tic t

o e

xpect

all

train

ers

to

have

th

e f

ull

skill

set.

Every

eff

ort

needs t

o b

e m

ade, how

ever,

to

rais

e t

he

capabili

ty o

f tr

ain

ers

to t

he b

est

pra

ctice s

tandard

.

Fo

r in

sta

nce

, som

etim

es if

a w

ould

-be t

rain

er

has t

he n

ecessary

tech

nic

al skill

s a

nd k

now

ledge a

nd is k

een b

ut

inexperienced o

r

ine

ffe

ctive

as a

tra

iner,

he/s

he m

ay n

eed s

om

e t

rain

ing b

efo

re

pro

ce

ed

ing

furt

her.

For

them

, part

icip

ating in a

‘tr

ain

the t

rain

er’

co

urs

e c

an

be a

cost

eff

ective w

ay o

f acquirin

g t

he f

ull

set

of

skill

s

an

d c

om

pe

tencie

s t

hey n

eed t

o b

e a

n e

ffective t

rain

er.

Such c

ours

es

can

en

ab

le t

hem

to q

uic

kly

unders

tand h

ow

to a

pply

the t

rain

ing

ap

pro

ach

es a

nd m

eth

ods n

ow

seen a

s b

est

pra

ctice a

nd b

ecom

e

go

od

tra

ine

rs.

Th

ere

will

be insta

nces, how

ever,

where

pro

vid

ers

and f

undin

g

ag

en

cie

s h

ave t

o c

hoose b

etw

een h

avin

g n

o t

rain

ing a

nd h

avin

g a

co

urs

e d

eliv

ere

d b

y a

poor

qualit

y t

rain

er.

Giv

en t

he n

egative im

pact

that

po

or

qualit

y t

rain

ers

can h

ave o

n o

utc

om

es f

or

young p

eople

,

the

pre

fere

nce s

hould

be t

o e

rr o

n t

he s

ide o

f choosin

g n

o t

rain

ing.

6 U

sin

g a

n a

pp

rop

riat

ely

qu

alifi

ed t

rain

er

‘A g

oo

d t

rain

er c

an m

ake

a p

oo

rly

con

stru

cted

co

urs

e a

succ

ess,

bu

t a

po

or

trai

ner

can

no

t su

ccee

d in

do

ing

th

is, e

ven

if t

he

cou

rse

is p

erfe

ctly

des

ign

ed.’

30

30 F

rom

CIE

CA

(2002) The E

U A

DV

AN

CE

D P

roje

ct:

Description a

nd A

naly

sis

of

Post-

Lic

ence D

river

and R

ider

Tra

inin

g p

12

6. R

ijsw

ijk, C

IEC

A.

31 T

he M

ER

IT r

eport

is a

vaila

ble

at:

htt

p:/

/ww

w.c

ieca.b

e/d

ow

nlo

ads_en.p

p.

safe

r you

ng d

river

s FIN

AL•.i

ndd

24

6/20

/08

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8:20

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Page 29: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

25

Ro

le m

od

els

hav

e to

be

cred

ible

an

d e

ffec

tive

Many r

oad

safe

ty initia

tives u

se a

role

mo

de

l, s

uch

as a

we

ll kn

ow

n

sport

s p

ers

onalit

y o

r a c

harism

atic r

efo

rme

d o

ffe

nd

er,

to

co

nfr

on

t

young p

eo

ple

with t

he c

onsequences o

f ro

ad

cra

sh

es a

nd

to

infl uence t

hem

to m

ake s

afe

r choic

es in t

he

fu

ture

. In

a r

oad

safe

ty

conte

xt,

role

model based-e

ducation a

ttem

pts

to

ch

an

ge

th

e

motivation

and b

ehavio

ur

of

young d

rivers

by e

xp

osin

g t

he

m t

o

specifi c

att

itudes,

lifesty

les,

and o

utlooks t

hro

ug

h a

n in

div

idu

al in

whic

h t

hese p

art

icula

r chara

cte

ristics a

re e

mb

od

ied

.

Role

mode

ls c

an b

e a

pow

erf

ul educational to

ol b

ecau

se

th

ey

essentially

bridge t

he g

ap b

etw

een ideas a

nd

pra

ctice

32. A

s w

ell,

th

e

learn

ing p

rocess its

elf is e

xperiential w

hic

h a

pp

eals

to

a b

road

ran

ge

of

young p

eople

. That

is,

part

icip

ants

learn

ab

ou

t th

e r

ole

mo

de

l’s life

and h

ow

they e

mbody t

he v

alu

es t

hey a

re e

xp

lorin

g a

nd

try

ing

to

pass o

n.

Where

a p

rovid

er

is c

onsid

ering u

sin

g a

ro

le m

od

el ap

pro

ach

, b

est

pra

ctice s

uggests

they n

eed t

o b

e c

om

ple

tely

co

nfi d

en

t th

e r

ole

model th

ey inte

nd u

sin

g w

ill b

e c

redib

le a

nd

eff

ective

. R

ole

mo

de

ls

who lack c

redib

ility

are

unlik

ely

to a

chie

ve

th

e c

ou

rse

’s in

ten

de

d

learn

ing g

oals

and s

afe

ty o

utc

om

es.

This

is b

ecau

se

of

the

ris

k t

hat

young p

eo

ple

will

dis

mis

s t

he s

afe

ty m

essag

es o

f th

eir t

rain

ing

sessio

n o

r even o

f th

e p

rovid

er’

s e

ntire

co

urs

e. T

his

ris

k is lik

ely

to

eventu

ate

where

the r

ole

model is

perc

eiv

ed

by c

ou

rse

part

icip

an

ts

as: • b

ein

g p

atr

onis

ing o

r perc

eiv

ed a

s p

reach

ing

at

the

m;

• b

ein

g inconsis

tent

in t

heir o

vera

ll m

essag

e in

clu

din

g t

he

unspoken m

essages.

For

exam

ple

, ‘I

t’s o

kay f

or

me

(th

e r

ole

model) t

o h

ave d

one t

his

in t

he p

ast

bu

t it isn

’t o

kay f

or

yo

u’;

• n

ot

bein

g p

ers

onally

com

ple

tely

convin

ce

d o

f th

e n

ee

d t

o a

lways

drive s

afe

ly in a

ccord

ance w

ith t

he d

rivin

g c

on

ditio

ns a

nd

tra

ffi c

rule

s; and

• lackin

g in

teg

rity

in

an

oth

er

aspect

of

their liv

es, fo

r exam

ple

, have

face

d c

rim

inal ch

arg

es in t

he p

ast

regard

less o

f convic

tion

part

icu

larly c

harg

es o

f assault, dis

ord

erly b

ehavio

ur

or

fraud.

All

of

the

se

ris

ks a

re h

eig

hte

ned w

ith r

ole

models

who p

resent

the

mse

lve

s a

s r

efo

rme

d d

rivers

33. They a

re p

robably

less lik

ely

wh

ere

ro

le m

od

els

pre

se

nt

them

selv

es a

s a

vic

tim

of

a s

erious r

oad

cra

sh

.

As w

ith

th

e g

uid

an

ce

pro

vid

ed in s

ection 8

on t

he u

se o

f ‘s

care

tactics’ o

r co

nfr

on

tatio

nal appro

aches, a t

rain

ing s

essio

n involv

ing a

role

mo

de

l n

ee

ds t

o:

• n

ot

be

a o

ne

-off

eve

nt

but

be e

mbedded w

ithin

a s

tructu

red

se

rie

s o

f safe

ty e

du

cation a

ctivitie

s;

• h

ave

bo

th a

pre

para

tory

and d

ebriefi ng p

hase w

ith a

lot

of

gro

up

dis

cu

ssio

n a

nd

fe

ed

back; and

• e

nsu

re p

art

icip

an

ts a

re g

iven t

ools

to d

eal w

ith t

heir e

motions

an

d t

o g

uid

e t

he

m t

ow

ard

s s

elf-r

efl ection a

nd s

elf-e

valu

ation s

o

the

y s

ee

th

e e

xp

erie

nce a

s b

ein

g r

ele

vant

to t

heir o

wn s

ituations.

As w

ell,

if

the

pe

rso

n a

cting a

s t

he r

ole

model is

als

o f

acili

tating t

he

train

ing

se

ssio

n, th

e p

rovid

er

or

responsib

le c

om

munity g

roup n

eeds

to e

nsu

re t

he

y h

ave

th

e a

ppro

priate

skill

s. They p

art

icula

rly n

eed

str

on

g f

acili

tatio

n s

kill

s, coachin

g s

kill

s, know

ledge o

f gro

up

dyn

am

ics a

nd

exp

erie

nce

in w

ork

ing w

ith y

oung p

eople

.

Th

e E

uro

pe

an

Co

mm

issio

n’s

Module

CLO

SE

TO

pro

ject

is a

help

ful

reso

urc

e f

or

pro

vid

ers

co

nsid

ering h

avin

g y

oung o

ffenders

share

with

oth

er

yo

un

g p

eo

ple

ab

ou

t w

hat

they d

id a

nd w

hat

the c

onsequences

we

re. T

he

me

tho

d o

utlin

ed in t

he p

roje

ct

is c

onsid

ere

d b

est

pra

ctice

in t

his

typ

e o

f e

mo

tio

nal le

arn

ing. It

is a

vaila

ble

at:

htt

p://w

ww

. clo

se

-to

.ne

t

32 R

ose, D

. (2

004) ‘T

he p

ote

ntial of

role

-model education’,

the e

ncyclo

paedia

of

info

rmal education, w

ww

.infe

d.o

rg/b

iblio

/role

_m

odel_

educatio

n.h

tm3

3 S

ee t

he c

ritique o

f ro

le m

odel education in R

ose, D

(2

004).

safe

r you

ng d

river

s FIN

AL•.i

ndd

25

6/20

/08

9:3

8:20

AM

Page 30: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

26

Pare

nts

pla

y a

cru

cia

l ro

le in r

oad

safe

ty e

du

catio

n a

nd

are

ke

y t

o

reducin

g t

he e

levate

d c

rash r

isk t

hat

yo

un

g d

rive

rs f

ace

in

th

e fi r

st

six

month

s o

f solo

drivin

g.

Oft

en

, h

ow

eve

r, p

are

nts

fail

to a

pp

recia

te t

he

risk t

hat

their y

oung p

eople

face

an

d t

he

im

po

rtan

t ro

le t

he

y c

an

pla

y

in r

educin

g t

his

ris

k.

As d

iscussed in s

ection 1

, ro

ad

safe

ty is n

o d

iffe

ren

t to

an

y o

the

r

educational subje

ct

in t

hat

an

exte

nd

ed

tim

efr

am

e is n

ee

de

d f

or

substa

ntive learn

ing t

o o

ccu

r 3

4 a

nd

co

nte

nt

ne

ed

s t

o b

e r

ep

eate

d t

o

have a

lasting e

ffect.

In f

act,

th

e n

ee

d f

or

tim

e a

nd

re

pe

titio

n m

ay b

e

gre

ate

r fo

r ro

ad s

afe

ty e

ducatio

n b

ecau

se

no

t o

nly

are

we

se

ekin

g t

o

impart

new

know

ledge a

nd

skill

s, b

ut

mo

re im

po

rtan

tly w

e a

re

seekin

g t

o infl

uence m

otivatio

n a

nd

fu

ture

be

havio

ur.

Su

pe

rvis

ed

pra

ctice is k

ey t

o t

his

.

En

cou

rag

ing

mo

re s

up

ervi

sed

pra

ctic

eIn

tern

ational best

pra

ctice r

eco

mm

en

ds t

hat

yo

un

g p

eo

ple

gain

12

0

hours

of

superv

ised d

rivin

g u

nd

er

a w

ide

varie

ty o

f d

iffe

ren

t d

rivin

g

conditio

ns a

nd e

nvironm

ents

be

fore

th

ey s

tart

drivin

g s

olo

35.

Curr

ently o

ur

level of

self-r

ep

ort

ed

su

pe

rvis

ed

pra

ctice

fo

r le

arn

er

drivers

is m

uch low

er

than t

his

at

aro

un

d 4

0 h

ou

rs o

n a

ve

rag

e.

36 W

e

als

o k

now

fro

m f

ocus g

roups w

ith

pare

nts

th

at

the

y t

en

d t

o

sig

nifi c

antly u

ndere

stim

ate

ho

w m

an

y ‘p

ractice

ho

urs

’ are

re

qu

ire

d

for

their t

eenagers

to b

ecom

e s

afe

an

d c

om

pe

ten

t d

rive

rs 3

7.

Pro

vid

ers

can a

ssis

t th

is b

y m

akin

g s

ure

pare

nts

are

aw

are

of

the

best

pra

ctice s

tandard

of

120

ho

urs

an

d t

hat

the

ir y

ou

ng

pe

op

le n

ee

d

to e

xp

erie

nce a

wid

e v

ariety

of

conditio

ns a

nd e

nvironm

ents

. It

is

als

o d

esirab

le t

hat

pare

nts

know

that

driver

education is n

ot

a

su

bstitu

te f

or

superv

ised p

ractice. P

art

icip

ation in d

river

education is

the

be

st

way f

or

young p

eople

to learn

to d

rive. D

river

education c

an

facili

tate

an

d a

ccele

rate

the a

cquis

itio

n o

f skill

s n

eeded b

y

ine

xp

erie

nced b

egin

ners

. O

nly

superv

ised p

ractice o

ver

a long p

eriod

of

tim

e, h

ow

ever,

can p

rovid

e t

he d

ivers

e d

rivin

g c

onditio

ns a

nd

circu

msta

nces t

hat

young p

eople

need t

o e

xperience t

o b

ecom

e

co

mp

ete

nt

and s

afe

drivers

.

Hel

pin

g p

aren

ts e

qu

ip t

hem

selv

es w

ith

th

e sk

ills

and

kn

ow

led

ge

they

nee

d

Ap

art

fro

m d

ura

tion, th

e q

ualit

y o

f th

e s

uperv

isio

n t

hat

young p

eople

rece

ive

fro

m t

heir p

are

nts

or

superv

isors

is im

port

ant

to r

educin

g t

he

hig

h c

rash

ris

k t

hat

they f

ace in t

he fi r

st

six

month

s o

f solo

drivin

g.

Exp

erie

nce

suggests

that

a p

are

nt’

s d

rivin

g s

tyle

, habits a

nd a

ttitudes

to r

oad

safe

ty w

ill infl uence a

young p

ers

on’s

drivin

g b

ehavio

ur

39.

Ind

ee

d, p

are

nts

pro

bably

infl uence a

young p

ers

on’s

drivin

g

be

havio

ur

befo

re a

young p

ers

on h

as e

ven b

egun t

he p

rocess o

f

learn

ing

to

drive.

7 E

mp

ow

erin

g p

aren

ts a

nd

su

per

viso

rs

‘Inte

rnat

ion

al b

est

pra

ctic

e re

com

men

ds

that

yo

un

g p

eop

le g

ain

120

ho

urs

of

sup

ervi

sed

dri

vin

g u

nd

er a

wid

e va

riet

y o

f d

iffe

ren

t d

rivi

ng

co

nd

itio

ns

and

en

viro

nm

ents

bef

ore

th

ey s

tart

dri

vin

g s

olo

35.’

34 T

imperley H

et

al, T

eacher

Pro

fessio

nal Learn

ing a

nd D

evelo

pm

ent

Best

Evid

ence S

ynth

esis

Ite

ration P

rogra

mm

e,

Univ

ers

ity o

f A

uckla

nd

, p

15

. A

vaila

ble

at:

htt

p://e

ducationcounts

.edcentr

e.g

ovt.

nz/

goto

/BE

S3

5 O

EC

D (2006) Y

oung D

rivers

: The R

oad t

o S

afe

ty p

135 O

EC

D,

Paris.

36

LTS

A (July

2000). N

ovi

ce D

rive

r S

urv

ey,

p 9

37

Fro

m t

he P

ract

ice

pro

gra

mm

e r

evie

w c

om

mis

sio

ned b

y L

and T

ransport

New

Zeala

nd a

nd t

he A

ccid

ent

Com

pensation C

orp

ora

tio

n.

38 Ibid

.3

9 S

ee t

he s

um

mary

revie

w o

f th

e lite

ratu

re in O

EC

D (

2006)

Young D

rivers

: The R

oad t

o S

afe

ty,

p 1

54 O

EC

D,

Paris.

‘My d

ad

drive

s a

t 1

40

kilo

me

tre

s a

nd

hasn

’t h

ad

a

cra

sh

. H

e’s

a s

afe

drive

r.’

38

safe

r you

ng d

river

s FIN

AL•.i

ndd

26

6/20

/08

9:3

8:20

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Page 31: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

27

It is im

port

ant

that

pare

nts

are

equip

ped t

o f

ulfi l t

he

ir r

ole

as

superv

isors

in a

way t

hat

pro

mote

s s

afe

drivin

g b

eh

avio

ur.

Id

eally

,

the c

om

pete

ncie

s a

nd s

afe

ty m

essages t

hat

road

safe

ty

pro

fessio

nals

have instille

d w

ill b

e r

ein

forc

ed

by p

are

nts

.

Pare

nts

als

o n

eed t

o b

e a

ble

to s

tructu

re t

he

pra

ctice

mo

vin

g o

ve

r

tim

e f

rom

sim

ple

r drivin

g s

ituations t

o c

om

ple

x a

nd

mo

re d

em

an

din

g

drivin

g s

ituations.

For

exam

ple

, sta

rtin

g p

ractice

on

fam

iliar

resid

ential str

eets

befo

re p

rogre

ssin

g t

o n

igh

t tim

e d

rivin

g o

n

unfa

mili

ar

roads w

ith h

igher

speed lim

its. W

e k

no

w, h

ow

eve

r, t

hat

pare

nts

ten

d t

o t

each t

hro

ugh info

rmal and

un

str

uctu

red

co

ach

ing

sessio

ns r

ath

er

than s

tructu

red s

essio

ns f

ocu

se

d o

n s

pe

cifi c

skill

s

and d

rivin

g s

ituations 4

0.

A k

ey c

halle

nge f

or

road s

afe

ty e

ducato

rs t

he

n is t

o lin

k w

ith

pare

nts

and e

ncoura

ge t

hem

to a

ccess t

he info

rmatio

n a

nd

tra

inin

g t

he

y n

ee

d

to b

e c

om

pete

nt

superv

isors

. A

key r

ole

fo

r fu

nd

ers

/go

ve

rnm

en

t

agencie

s is t

o a

ssis

t w

ith p

rovid

ing m

ate

rial an

d r

eso

urc

es t

o a

ssis

t

pare

nts

in t

heir r

ole

.

For

som

e p

rovid

ers

, th

is m

ay involv

e d

eliv

erin

g t

rain

ing

to

pare

nts

.

For

oth

ers

it

will

be m

akin

g s

ure

that

the

pare

nts

of

the

yo

un

g p

eo

ple

enro

lled w

ith t

hem

are

well

aw

are

of

the

tra

inin

g r

eso

urc

es a

vaila

ble

,

like t

he P

ractice p

rogra

mm

e,

and a

re e

nco

ura

ge

d t

o a

cce

ss t

he

train

ing t

he

y n

eed.

For

pare

nts

who a

re s

eekin

g p

rovid

ers

wh

o a

re c

on

sid

ere

d t

o m

ee

t

the s

tandard

s o

f th

ese g

uid

elin

es,

a u

sefu

l p

oin

t o

f fi rs

t co

nta

ct

is

your

local ro

ad s

afe

ty c

o-o

rdin

ato

r. R

oad s

afe

ty c

o-o

rdin

ato

rs c

an

be

conta

cte

d v

ia y

our

local or

regio

nal te

rrito

rial au

tho

rity

or

by v

isitin

g

the R

oad S

afe

ty C

o-o

rdin

ato

rs w

ebsite a

t:

htt

p://w

ww

.crs

p.n

et.

nz/

gro

ups/c

oord

inato

rs/index.p

hp.

‘I t

rust

my s

on

mo

re t

han

man

y o

f h

is f

rie

nd

s.’ 4

1

A c

auti

on

ab

ou

t p

aren

tal o

verc

on

fi d

ence

Lastly it

is im

po

rtan

t to

be a

ware

that

part

icip

ation in d

river

education

can

le

ad

to

pare

nta

l o

verc

onfi dence in t

he d

rivin

g s

kill

s o

f th

eir

tee

nag

ers

42. S

o p

are

nts

perc

eiv

e less n

eed f

or

additio

nal drivin

g

pra

ctice

ou

tsid

e o

f th

e f

orm

al driver

train

ing. In

deed, som

e p

are

nts

se

e t

his

as a

re

aso

n f

or

enro

lling t

heir t

eenagers

in d

river

education.

As w

ell,

th

ere

is e

vid

ence t

hat

pare

nts

tend t

o h

ave m

ore

confi dence

in t

he

drivin

g s

kill

s a

nd

att

itudes o

f th

eir o

wn t

eenagers

than in

oth

ers

43. T

hat

is, p

are

nts

pre

fer

to h

ave t

heir t

eenager

doin

g t

he

drivin

g, ra

the

r th

an

havin

g t

heir t

eenager

be a

passenger

with a

peer

drive

r. In

de

ed

th

is c

an

be t

he m

otivation f

or

pare

nts

to a

ssis

t th

eir

tee

nag

ers

to

gain

a d

rivers

’ lic

ence.

Pro

vid

ers

can

he

lp m

itig

ate

pare

nta

l overc

onfi dence b

y f

acili

tating a

n

eff

ective

th

ree

-way p

art

ners

hip

betw

een t

hem

selv

es, th

e p

are

nt

and

the

yo

un

g d

rive

r. P

rovid

ers

can d

o t

his

by g

ivin

g p

are

nts

info

rmation

so

th

ey k

no

w a

bo

ut

the e

levate

d c

rash r

isk t

hat

their t

eenagers

will

face

ove

r th

e fi r

st

six

month

s o

f solo

drivin

g. A

longsid

e t

his

info

rmatio

n, as d

iscu

ssed a

bove, pare

nts

need t

o b

e r

eassure

d t

hat

the

be

st

way t

he

y c

an c

reate

a s

afe

learn

ing e

nvironm

ent

for

their

tee

nag

ers

is b

y c

om

bin

ing f

orm

al driver

education w

ith s

uperv

ised

pra

ctice

.

Go

ve

rnm

en

t ag

en

cie

s a

nd f

unders

can s

upport

this

part

ners

hip

by

makin

g in

form

atio

n a

nd r

esearc

h a

vaila

ble

to p

rovid

ers

, pare

nts

and

yo

un

g d

rive

rs.

40 Ibid

.4

1 Ib

id.

42

Mayhew

, D

.R., S

impson, H

.M., S

inghal, D

., &

Desm

ond,

K.

(2006).

Red

uci

ng

th

e cr

ash

ris

k fo

r yo

un

g d

rive

rs.

Washin

gto

n,

DC

: A

AA

Fo

un

datio

n f

or

Tra

ffi c

Safe

ty.

43Fro

m t

he P

ract

ice

pro

gra

mm

e r

evie

w c

om

mis

sio

ned b

y L

and T

ransport

New

Zeala

nd a

nd t

he A

ccid

ent

Com

pensation C

orp

ora

tion.

safe

r you

ng d

river

s FIN

AL•.i

ndd

27

6/20

/08

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8:21

AM

Page 32: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

28

Pro

vid

ing

a m

ix o

f tr

ain

ing

en

viro

nm

ents

Best

pra

ctice s

uggests

that

an

id

eal p

rog

ram

me

of

road

safe

ty

education f

or

a y

oung p

ers

on

wo

uld

use

a m

ix o

f tr

ain

ing

environm

ents

, fo

r exam

ple

, o

n-r

oad

, tr

ack a

nd

cla

ssro

om

-base

d

train

ing e

xperiences.

Havin

g a

mix

of

en

viro

nm

en

ts is im

po

rtan

t

because e

ach s

ett

ing h

as its

ow

n a

dvan

tag

es a

nd

lim

itatio

ns. If

use

d

colle

ctively

, how

ever,

their in

div

idu

al lim

itatio

ns a

re o

ffse

t, g

ivin

g t

he

young d

river

the b

est

chance

to

acq

uire

th

e b

road

ran

ge

of

know

ledge a

nd s

kill

s n

eeded

to

be

a c

om

pe

ten

t an

d s

afe

drive

r.

Specifi c

ally

44:

• o

n r

oad c

ours

es a

re p

refe

rab

le f

or

tech

nic

al h

aza

rd p

erc

ep

tio

n

and a

nticip

ato

ry d

river

train

ing

. T

he

y a

re a

lso

id

eal fo

r ra

isin

g

aw

are

ness o

f th

e d

iffe

ren

t ro

ad

an

d t

raffi

c s

itu

atio

ns t

hat

will

be

encounte

red in r

eal-lif

e. A

s w

ell,

th

ey o

ffe

r a h

igh

le

ve

l o

f

indiv

idual att

ention a

nd c

an

pro

vid

e a

n o

pp

ort

un

ity f

or

part

icip

ants

to learn

by w

atc

hin

g o

the

r p

art

icip

an

ts d

rive

. T

he

ke

y

limitation w

ith o

n-r

oad c

ou

rse

s, h

ow

eve

r, is t

hat

the

y c

an

no

t g

ive

young d

rivers

a f

ull

appre

cia

tio

n o

f ce

rtain

ris

ks a

s d

an

ge

rou

s

situations c

annot

be e

xp

erie

nce

d ‘o

n d

em

an

d’. A

s w

ell,

an

on-r

oad e

nvironm

ent

is n

ot

co

nd

uciv

e t

o c

on

sid

erin

g t

he

ran

ge

of

issues a

nd m

otivations, su

ch

as p

ee

r p

ressu

re, th

at

ultim

ate

ly

dete

rmin

e d

rivin

g b

ehavio

ur;

• t

rack-b

ased c

ours

es,

if d

on

e w

ell,

can

be

pre

fera

ble

fo

r e

nab

ling

part

icip

ants

either

to d

ire

ctly e

xp

erie

nce

ris

k in

safe

sim

ula

ted

conditio

ns,

or

to w

atc

h d

em

on

str

atio

ns o

f risk. T

he

y c

an

be

an

eff

ective w

ay o

f convin

cin

g p

art

icip

an

ts t

hat

wh

at

the

y h

ave

learn

t in

theory

about

ph

ysic

al fo

rce

s is a

ctu

ally

tru

e in

re

alit

y. A

s

the t

rain

ing is m

ore

lik

ely

to

be

do

ne

in

gro

up

s, tr

ack-b

ase

d

train

ing a

lso a

llow

s p

art

icip

an

ts t

o b

eco

me

mo

re a

ware

of

ho

w

diffe

rent

str

ength

s a

nd w

eakn

esse

s, p

ers

on

alit

ies a

nd

att

itu

de

s

impact

on d

rivin

g.

Tra

ck-b

ase

d c

ou

rse

s t

ho

ug

h h

ave

a n

um

be

r o

f

limitations. The k

ey o

ne b

ein

g t

hat

they c

an n

ot

giv

e y

oung

drive

rs e

xperience o

f a w

ide v

ariety

of

real lif

e d

rivin

g s

ituations,

su

ch

as t

he e

xperience o

f th

e a

ctions o

f oth

er

road u

sers

. A

s

we

ll, c

om

pare

d w

ith t

he o

ther

train

ing e

nvironm

ents

, th

ere

is

gre

ate

r risk t

hat

track-b

ased t

rain

ing w

ill b

e c

ounte

rpro

ductive in

term

s o

f in

fl uencin

g y

oung p

eople

to b

e s

afe

r drivers

and

part

icu

lar

cautions a

bout

track-b

ased t

rain

ing a

re o

utlin

ed b

elo

w;

• c

lassro

om

activitie

s c

an b

e e

ffective in c

onsolid

ating o

n p

ractical

exe

rcis

es, com

munic

ating a

nd t

rain

ing r

isk a

ware

ness, and

imp

art

ing k

now

ledge b

ut

if u

sed in isola

tion, le

arn

ing o

utc

om

es

may b

e lim

ited f

or

indiv

iduals

who t

end t

o learn

more

thro

ugh

han

ds-o

n e

xperience; and

• e

-le

arn

ing a

nd s

imula

tion e

.g. on-lin

e s

imula

tions o

r sim

ula

tor

ve

hic

les. A

nd o

ther

new

technolo

gie

s e

.g. use o

f ele

ctr

onic

in-v

eh

icle

-driver-

monitoring- equip

ment.

These t

ools

can b

e a

way o

f cre

ating a

n a

ttra

ctive learn

ing e

nvironm

ent

for

young

pe

op

le.

They c

an p

rovid

e a

ris

k-f

ree m

eans o

f allo

win

g y

oung

pe

op

le t

o p

ractise a

nd r

eceiv

e f

eedback o

n t

heir d

rivin

g s

kill

s,

su

ch

as a

nticip

ato

ry d

rivin

g a

nd h

aza

rd d

ete

ction s

kill

s. In

deed

the

re is e

vid

ence t

hat

anticip

ation s

kill

s c

an b

e s

ignifi c

antly

imp

roved b

y u

sin

g s

imula

tion t

echniq

ues 4

5. S

imula

tors

should

be

em

plo

ye

d, how

ever,

as a

n a

dju

nct

to, ra

ther

than a

s a

rep

lace

ment

for,

oth

er

train

ing m

eth

ods. They a

re n

ot

a

su

bstitu

te f

or

pra

ctical experience g

ain

ed u

nder

safe

conditio

ns

an

d in

re

al on-r

oad a

nd t

raffi

c s

ituations.

As f

ar

as p

ossib

le t

hen t

here

should

be a

mix

of

train

ing

en

viro

nm

en

ts w

ithin

a c

ours

e w

ith t

he e

xact

bala

nce b

ein

g

de

term

ine

d b

y t

he learn

ing o

bje

ctives a

nd t

he s

kill

and learn

ing

ne

ed

s o

f th

e p

art

icip

ants

.

Ob

vio

usly

th

e a

bili

ty t

o p

rovid

e a

mix

of

train

ing e

nvironm

ents

will

be

limite

d b

y t

he a

mount

of

resourc

es a

vaila

ble

for

a p

art

icula

r cours

e.

8 O

ffer

ing

eff

ecti

ve d

eliv

ery

met

ho

ds

44 F

or

furt

her

info

rmation s

ee t

he d

iscussio

n in C

IEC

A (

2002)

The E

U A

DV

AN

CE

D P

roje

ct,

pp 8

9 –

101.

45 M

cK

enna, F.P

., a

nd C

rick, J. (1

994) H

azar

d p

erce

pti

on

in d

rive

rs: A

met

ho

do

log

y fo

r te

stin

g a

nd

tra

inin

g T

RL R

ep

ort

31

3). C

row

tho

rne

, U

nite

d K

ing

do

m: T

ran

sp

ort

Re

se

arc

h L

ab

ora

tory

.

safe

r you

ng d

river

s FIN

AL•.i

ndd

28

6/20

/08

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Page 33: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

29

As d

iscussed in s

ection 1

, a g

ood w

ay t

his

can

be

re

so

lve

d is b

y:

havin

g s

trong w

ork

ing r

ela

tionship

s w

ith o

the

r p

rovid

ers

; active

ly

guid

ing p

art

icip

ants

to o

ther

availa

ble

road

safe

ty e

du

catio

n; an

d

makin

g m

ake s

ure

that

your

ow

n c

ours

e b

uild

s o

n a

nd

co

mp

lem

en

ts

oth

er

train

ing.

A c

auti

on

ab

ou

t tr

ack-

bas

ed t

rain

ing

It is im

port

ant

that

track-b

ased t

rain

ing c

ou

rse

s b

e d

elib

era

tely

desig

ned a

nd d

eliv

ere

d t

o m

inim

ise t

he lik

elih

oo

d o

f u

nin

ten

de

d

train

ing e

ffects

, especia

lly c

ausin

g o

ver-

co

nfi d

en

ce

an

d in

cre

asin

g

risk-t

akin

g b

ehavio

ur.

In

tern

ational best

pra

ctice

te

nd

s t

o a

dvo

cate

46:

• le

avin

g o

ut

hig

hly

technic

al em

erg

en

cy r

eactio

n t

rain

ing

fo

r yo

un

g

novic

e d

rivers

e.g

. re

gain

ing c

ontr

ol of

a s

kid

din

g c

ar

(se

e t

he

dis

cussio

n late

r in

this

section);

• havin

g t

he f

ocus o

f an e

xerc

ise s

kew

ed

mo

re t

ow

ard

s

hig

hlig

hting r

isk f

acto

rs e

.g.

more

on t

he

eff

ects

of

slip

pe

ry r

oad

conditio

ns a

nd s

peed o

n b

rakin

g d

ista

nce

, an

d le

ss o

n im

pro

vin

g

vehic

le m

anoeuvring s

kill

s;

• m

akin

g s

ure

exerc

ises a

re t

rue t

o life

. T

he

y s

ho

uld

be

varie

d a

nd

set

up

so t

hat

part

icip

ants

can r

ela

te t

o r

eal lif

e s

ce

nario

s w

ith

all

the n

orm

al constr

ain

ts e

.g.

a lack o

f sp

ace

to

man

oe

uvre

an

d a

lack o

f tim

e t

o r

eact;

• f

ollo

win

g p

ractical exerc

ises w

ith p

rop

er

an

aly

sis

, fe

ed

back a

nd

dis

cussio

n b

etw

een p

art

icip

ants

and t

he

tra

ine

r. T

his

is t

o

rein

forc

e a

nd c

onte

xtu

alis

e t

he e

xperie

nce

, as w

ell

as t

o a

llow

th

e

train

er

to r

ein

forc

e t

he s

afe

ty m

essage

an

d t

o c

he

ck a

nd

co

rre

ct

for

any u

nin

tended m

essages;

• ta

kin

g s

pecifi c

measure

s,

inclu

din

g t

he

ab

ove

, to

avo

id o

ve

r-

confi

dence in p

art

icip

ants

(see t

he d

iscu

ssio

n late

r in

th

is s

ectio

n).

Car

e w

ith

usi

ng

‘sca

re t

acti

cs’ o

r co

nfr

on

tati

on

A f

req

ue

ntly u

se

d d

eliv

ery

meth

od in r

oad s

afe

ty e

ducation is t

o

co

nfr

on

t yo

un

g p

eo

ple

with a

shockin

g f

ata

l ro

ad incid

ent,

or

to u

se

vis

ualis

atio

ns a

bo

ut

the

consequences o

f a f

ata

l cra

sh. The a

im is t

o

cre

ate

an

em

otio

nal sh

ock t

hat

trig

gers

, fo

r part

icip

ants

, a d

esire t

o

make

safe

drivin

g d

ecis

ions. W

hile

a g

reat

deal can b

e learn

t fr

om

real lif

e c

rash

es, care

an

d s

ensitiv

ity is n

eeded t

o e

nsure

that

this

ap

pro

ach

do

es n

ot

rais

e e

thic

al concern

s a

nd g

oes b

eyond b

ein

g a

‘sh

ort

-liv

ed

’ e

xp

erie

nce

to p

rovid

e p

ositiv

e a

nd o

n-g

oin

g learn

ing

ou

tco

me

s.

Wh

ere

a p

rovid

er,

or

co

mm

unity g

roup, is

consid

ering u

sin

g a

co

nfr

on

tatio

nal ap

pro

ach

it

is im

port

ant

to b

e s

atisfi ed t

hat

the p

rim

e

aim

of

the

eve

nt

is t

o in

fl uence s

afe

drivin

g b

ehavio

ur

and t

hat

the

learn

ing

go

als

are

lik

ely

be a

chie

ved. R

ath

er

than, fo

r in

sta

nce, th

e

eve

nt

be

ing

a ‘ve

hic

le f

or

healin

g’ fo

r a s

urv

ivor

of

a f

ata

l cra

sh o

r fo

r

a r

em

ors

efu

l d

rive

r.

Stu

die

s in

dic

ate

th

at

oft

en y

oung p

eople

when t

hey e

xperience t

hese

eve

nts

me

nta

lly s

hu

t th

em

selv

es o

ut

and d

o n

ot

identify

with t

he

traffi

c v

ictim

or

with

th

e a

ctions t

hat

lead t

o t

he c

rash. O

r w

ors

e,

the

y s

tro

ng

ly r

esis

t th

e id

ea t

hat

it c

ould

happen t

o t

hem

47.

If ‘scare

tactics’ o

r co

nfr

onta

tional appro

aches a

re u

sed, in

tern

ational

be

st

pra

ctice

su

gg

ests

that

48.

• th

ey a

re n

ot

on

e-o

ff e

vents

but

are

em

bedded w

ithin

a

str

uctu

red

se

rie

s o

f safe

ty e

ducation a

ctivitie

s;

• th

e e

ve

nt

has b

oth

a p

repara

tory

and d

ebriefi ng p

hase w

ith a

lot

of

gro

up

dis

cu

ssio

n a

nd f

eedback; and

• stu

de

nts

be

giv

en

to

ols

to d

eal w

ith t

heir e

motions a

nd t

o g

uid

e

the

m t

ow

ard

s s

elf-r

efl ection a

nd s

elf-e

valu

ation s

o t

hat

they s

ee

the

exp

erie

nce

as b

ein

g r

ele

vant

to t

heir o

wn s

ituations. O

ne

46

CIE

CA

(2002) op c

it p

96.

47 R

OS

E 2

5 B

ookle

t G

ood P

ractice G

uid

e o

n R

oad S

afe

ty E

ducation,

pp 4

3 -

44.

Euro

pean C

om

mis

sio

n 2

005.

48

Ibid

.

safe

r you

ng d

river

s FIN

AL•.i

ndd

29

6/20

/08

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8:21

AM

Page 34: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

30

way t

o d

o t

his

is t

o e

xp

lore

via

a s

mall

gro

up

dis

cu

ssio

n t

he

part

icip

ants

’ vie

ws o

n t

he

tra

inin

g t

he

y h

ave

ju

st

exp

erie

nce

d.

Do t

hey c

onsid

er

it r

ele

van

t to

th

em

? W

hat

have

th

ey le

arn

t fr

om

the e

xerc

ise? W

hat

does it

me

an

fo

r th

eir d

rivin

g in

th

eir f

utu

re

and/o

r fo

r th

e r

ole

they w

ill p

lay a

s p

ee

r p

asse

ng

ers

?

Tw

o e

xam

ple

s o

f good p

ractice

th

at

use

a c

on

fro

nta

tio

nal ap

pro

ach

can b

e f

ound in S

urv

ival Team

/De

nm

ark

an

d D

on

’t D

rin

k a

nd

Drive

/

Sw

eden

see R

OS

E 2

5 Inve

nto

ry a

nd

Co

mp

ilin

g o

f a E

uro

pe

an

Go

od

Pra

ctice G

uid

e o

n R

oad S

afe

ty E

du

catio

n T

arg

ete

d a

t Y

ou

ng

Pe

op

le,

Euro

pean C

om

mis

sio

n,

2005

pg

s 1

52

– 1

62

49.

As w

ell,

the E

uro

pean C

om

mis

sio

n’s

Mo

du

le, clo

se

to, is

a h

elp

ful

resourc

e f

or

pro

vid

ers

consid

erin

g h

avin

g y

ou

ng

off

en

de

rs s

hare

with

oth

er

young p

eople

about

wh

at

the

y d

id a

nd

wh

at

the

co

nse

qu

en

ce

s

were

. The m

eth

od o

utlin

ed

in

th

e p

roje

ct

is c

on

sid

ere

d b

est

pra

ctice

in t

his

type o

f em

otional le

arn

ing

. It

is a

vaila

ble

at:

htt

p:/

/ww

w.

clo

se-t

o.n

et

Pro

acti

vely

avo

id a

ny

un

inte

nd

ed e

ffec

ts

Red

uce

th

e lik

elih

oo

d o

f o

ver-

con

fi d

ence

The k

ey r

isk w

ith d

river

educatio

n is t

hat

for

so

me

yo

un

g d

rive

rs t

he

train

ing c

an b

e c

ounte

r-pro

du

ctive

50. T

hro

ug

h t

he

in

itia

l tr

ain

ing

period,

young d

rivers

acquire

an

am

ou

nt

of

kn

ow

led

ge

an

d a

nu

mb

er

of

skill

s a

nd t

hus a

cert

ain

leve

l o

f actu

al d

rivin

g a

bili

ty. T

he

re is

evid

ence t

hat

som

e y

oung d

rive

rs h

ave

a r

ath

er

po

or

pe

rce

ptio

n o

f

their a

ctu

al abili

ty 5

1.

Subje

ctive

ly t

he

y o

ve

restim

ate

th

eir a

bili

ty

behin

d t

he w

heel.

Th

is o

ve

r-e

stim

ation o

f drivin

g s

kill

s, com

bin

ed w

ith c

ert

ain

ris

k

facto

rs s

uch a

s r

isk s

eekin

g a

nd p

eer

pre

ssure

, can lead t

o u

nsafe

drivin

g b

eh

avio

ur

and h

igher

cra

sh r

ate

s. In

deed, som

e r

esearc

h h

as

fou

nd

th

at

the m

ore

skilf

ul drivers

belie

ve t

hem

selv

es t

o b

e, th

e

faste

r th

ey inte

nd t

o d

rive 5

2. A

s w

ell,

New

Zeala

nd r

esearc

h

su

gg

ests

that

many t

eenage d

rivers

rate

their d

rivin

g s

kill

s a

s h

igher

than

th

e a

vera

ge d

river

and a

hig

h level of

confi dence in d

rivin

g s

kill

s

is s

tro

ng

ly r

ela

ted t

o u

nsafe

drivin

g a

ttitudes, part

icula

rly s

peedin

g.

53

Stu

die

s o

f d

river

education p

rogra

mm

es indic

ate

that

over-

co

nfi d

en

ce

is m

ore

lik

ely

to o

ccur

54.

• in

tra

inin

g w

here

there

is c

onsid

era

ble

em

phasis

on e

xerc

ises

invo

lvin

g v

ehic

le m

anoeuvring s

kill

s a

nd c

opin

g w

ith d

anger,

wh

ich

is n

ot

bala

nced b

y a

dequate

ris

k a

ware

ness t

rain

ing

(in

clu

din

g r

isks a

ssocia

ted w

ith t

he h

igher

levels

(3 a

nd 4

) of

drive

r behavio

ur)

;

• w

he

re p

ractical exerc

ises a

re n

ot

pro

perly s

upport

ed b

y p

ost-

exe

rcis

e d

iscussio

n a

nd f

eedback t

o c

onsolid

ate

the inte

nded

me

ssag

e o

f th

e e

xerc

ise, to

rein

forc

e t

he learn

ing p

rocess a

nd t

o

ch

eck f

or

any u

nin

tended m

essages; and

• w

he

re t

he t

rain

ing is d

eliv

ere

d t

o p

art

icip

ants

who a

re n

ot

at

the

rig

ht

skill

level.

Th

e G

DE

matr

ix illu

str

ate

s w

hy a

dvanced t

echnic

al skill

s t

rain

ing c

an

be

co

un

terp

roductive f

or

som

e indiv

iduals

. Learn

ing a

dvanced

49 A

vaila

ble

at:

htt

p://e

c.e

uro

pa.e

u/t

ransport

/rose25/d

ocum

ents

/deliv

era

ble

s/fi n

al_

report

.pdf

50

For

a f

ulle

r dis

cussio

n, see C

IEC

A (

2002):

The E

U A

DV

AN

CE

D P

roje

ct:

Description a

nd A

naly

sis

of

Post-

Lic

ence D

rive

r an

d R

ide

r Tra

inin

g p

p 8

9 - 9

7. R

ijsw

ijk, C

IEC

A.

51 E

ngstr

om

, I, G

regers

en, N

.P., H

ern

etk

oski,K

., K

eskin

en,

I &

Nyberg

, A

. (2

003):

Young n

ovic

e d

rivers

, driver

education a

nd

tra

inin

g. L

ite

ratu

re r

evie

w p

35

VT

I-re

po

rt 4

91

A. L

inko

pin

g, V

TI.

52 H

ors

will

, M

.S, W

ayle

n, A

.E., a

nd T

ofi eld

, M

.I.

(2004)

Drivers

’ ra

ting o

f diffe

rent

com

ponents

of

their o

wn d

rivin

g s

kill

: A

gre

ate

r ill

usio

n o

f su

pe

rio

rity

fo

r skill

s t

hat

rela

te t

o a

ccid

en

t in

vo

lve

me

nt.

Journ

al of

Applie

d S

ocia

l P

sycholo

gy,

34,

pp177-1

95.

53

Isle

r R

B, S

tark

ey, N

and D

rew

M, The ‘

Fro

nta

l Lobe’

Pro

ject,

pg 1

, U

niv

ers

ity o

f W

aik

ato

, 2007.

54 C

IEC

A (2002) op c

it p

92.

safe

r you

ng d

river

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ndd

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/08

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Page 35: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

31

techniq

ues,

such a

s e

merg

ency b

rakin

g,

may in

cre

ase

safe

ty a

mo

ng

drivers

who a

re m

otivate

d (

on level 3 a

nd 4

facto

rs) to

in

cre

ase

th

eir

safe

ty b

y u

sin

g t

heir n

ew

skill

s t

o incre

ase

th

eir s

afe

ty m

arg

ins.

The t

rain

ing c

ould

be c

ounte

rpro

ductive,

ho

we

ve

r, f

or

tho

se

drive

rs

who h

ave m

ore

dangero

us p

refe

rences (

on

le

ve

l 3

an

d 4

facto

rs)

such a

s b

ein

g s

ensation s

eekin

g o

r havin

g a

str

on

g n

ee

d t

o im

pre

ss

peers

by p

ushin

g lim

its 5

5.

Co

un

ter-

mea

sure

s to

min

imis

e o

ver-

con

fi d

ence

There

are

a n

um

ber

of

ways 5

6 t

hat

cours

es c

an

be

de

sig

ne

d t

o a

vo

id

the lik

elih

ood o

f causin

g o

ver-

confi dence

, in

clu

din

g:

• a

ccura

tely

dis

crim

inating b

etw

een c

ou

rse

part

icip

an

ts;

• d

em

onstr

ating c

ert

ain

hig

h r

isk s

ituatio

ns o

r m

an

oe

uvre

s

follo

wed b

y d

iscussio

n,

inste

ad o

f allo

win

g p

art

icip

an

ts t

o

att

em

pt

the m

anoeuvre

s;

• h

avin

g a

pre

dom

inance o

f risk a

ware

ne

ss e

xe

rcis

es a

nd

min

imal

technic

al skill

s-b

ased t

rain

ing in a

cours

e;

• c

om

paring t

he s

ituation in e

xerc

ises t

o s

itu

atio

ns w

hic

h

part

icip

ants

mig

ht

meet

on t

he r

oad a

nd

makin

g p

art

icip

an

ts

thin

k a

bout

the e

xte

nt

to w

hic

h a

cert

ain

kin

d o

f m

an

oe

uvre

is

possib

le in r

eal tr

affi

c s

ituations;

and

• o

pe

nly

dis

cu

ssin

g o

ve

r-confi dence w

ith p

art

icip

ants

.

Th

e im

po

rtan

ce o

f p

erso

nal

lim

its

Man

y d

rive

r co

urs

es s

tre

ss t

he im

port

ance o

f havin

g s

om

e

exp

erie

nce

of

the

ph

ysic

al lim

its b

eyond w

hic

h it

is im

possib

le t

o

main

tain

ve

hic

le c

on

tro

l. T

ypic

ally

this

is d

one t

o p

rovid

e y

oung

no

vic

e d

rive

rs w

ith

th

e a

ctu

al experience o

f th

ose lim

its. Fro

m a

safe

ty p

ers

pe

ctive

, th

ou

gh, pers

onal lim

its a

re just

as im

port

ant

as

the

lim

its d

icta

ted

by t

he

law

s o

f physic

s 5

7.

Th

is is w

hy it

is im

po

rtan

t th

at

cours

es e

ncoura

ge y

oung n

ovic

e

drive

rs t

o r

eco

gn

ise

th

eir o

wn p

ers

onal lim

its –

both

psycholo

gic

al

an

d p

hysic

al – a

nd

to

make d

rivin

g d

ecis

ions w

ithin

those b

ounds,

rath

er

than

on

ly t

he

bo

unds d

icta

ted b

y t

he law

s o

f physic

s.

It is a

lso

im

po

rtan

t to

be

aw

are

that

som

e y

oung n

ovic

e d

rivers

may

take

th

e p

hysic

al lim

its litera

lly; seein

g t

hem

as a

bsolu

tes t

hat

are

not

aff

ecte

d b

y t

he

ir o

wn

pe

rsonal lim

its.

Kee

p t

rain

ing

mes

sag

es s

imp

le a

nd

co

rrec

t an

y u

nin

ten

ded

mes

sag

es

Ap

art

fro

m o

ve

r-co

nfi d

ence, in

tern

ational surv

eys 5

9 o

f driver

ed

ucatio

n p

rog

ram

me

s in

dic

ate

that

a k

ey r

eason w

hy c

ours

es c

an

lead

to

re

du

ce

d s

afe

ty o

utc

om

es is t

hat

part

icip

ants

com

monly

un

de

rsta

nd

a d

iffe

ren

t m

essage f

rom

the o

ne inte

nded. This

is t

he

case

eve

n w

ith

ris

k a

ware

ness e

xerc

ises, w

here

the s

afe

ty m

essage

‘It is

no

t th

e m

essa

ge

wh

ich

is d

eliv

ered

, bu

t th

e m

essa

ge

wh

ich

is r

ecei

ved

by

the

par

tici

pan

ts t

hat

co

un

ts. 58

55 S

ee C

IEC

A (2002) p 1

24.

56 F

or

furt

her

dis

cussio

n s

ee C

IEC

A (2002) op c

it p

123.

57 S

ee f

or

exam

ple

Katila

6

0 Ibid

.

safe

r you

ng d

river

s FIN

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ndd

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6/20

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Page 36: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

32

is m

ore

obvio

us.

For

exam

ple

, fr

om

an a

ctu

al su

rve

y o

f le

arn

ers

60 a

n e

xe

rcis

e

show

ing h

ow

diffi cult it

is t

o p

erf

orm

a m

an

oe

uvre

on

-ro

ad

— t

ota

lly

impossib

le w

ith w

orn

or

und

er-

infl ate

d t

yre

s —

le

d s

om

e p

art

icip

an

ts

to t

hin

k ’

As long a

s m

y t

yre

s a

re n

ew

an

d a

t th

e r

igh

t p

ressu

re, I’ll

be

able

to h

andle

the m

anoeuvre

’. S

imila

rly, fr

om

th

e s

am

e s

urv

ey,

many s

tudents

unders

tood t

hat

drive

r tr

ain

ing

on

slip

pe

ry s

urf

ace

s is

supposed t

o a

llow

them

to d

rive

, aft

er

the

co

urs

e, as q

uic

kly

on

slip

pery

roads a

s d

ry o

nes. O

the

rs c

orr

ectly u

nd

ers

too

d t

hat

it is

import

ant

to e

valu

ate

the r

oad

co

nd

itio

ns a

nd

to

drive

to

th

ose

conditio

ns.

These e

xam

ple

s illu

str

ate

the

critical ro

le t

hat

the

tra

ine

r p

lays in

gett

ing t

he r

ight

message a

cro

ss a

nd

th

e im

po

rtan

ce

of

havin

g a

ctive

dis

cussio

n a

nd f

eedback a

fte

r e

ach

exe

rcis

e.

Indeed,

best

pra

ctice s

ugge

sts

th

at

train

ers

ne

ed

to

:

make s

ure

the u

nderlyin

g s

afe

ty m

essag

e is k

ep

t sim

ple

, m

ad

e

cle

ar

and r

epeate

d t

hro

ug

h t

he

exe

rcis

e/t

rain

ing

to

en

su

re t

hat

it

is u

nders

tood a

nd w

ill b

e m

ain

tain

ed

ove

r tim

e;

tailo

r th

eir t

rain

ing t

o s

uit t

he

le

arn

ing

ne

ed

s o

f p

art

icip

an

ts.

This

inclu

des e

nsuring t

hat

the

tra

inin

g a

nd

its

me

ssag

es a

re

based w

ithin

the c

ultura

l co

nte

xt

that

the

part

icip

an

ts m

ost

identify

with;

regula

rly c

heck f

or

and c

orr

ect

an

y u

nin

ten

de

d m

essag

es. T

he

easie

st

way t

o d

o t

his

is b

y h

avin

g d

iscu

ssio

n a

nd

fe

ed

back

(either

indiv

idually

or

in g

rou

ps) b

uilt

in

to e

ach

exe

rcis

e. F

or

exam

ple

, part

icip

ants

co

uld

be

en

co

ura

ge

d t

o d

iscu

ss t

he

ir v

iew

s

of

the t

rain

ing a

nd w

hat

the

y h

ave

le

arn

t fr

om

an

exe

rcis

e s

o t

hat

the

tra

iner

can a

ssess w

heth

er

the learn

ing a

nd s

afe

ty g

oals

have

be

en a

chie

ved; and

• ch

eck t

hat

part

icip

ants

have m

ade t

he lin

k b

etw

een t

rain

ing a

nd

real-lif

e s

ituations b

y a

skin

g q

uestions s

uch a

s: ‘W

hat

does t

his

me

an

for

your

drivin

g in t

he f

utu

re?’

Avo

id s

kid

tra

inin

gIn

ge

ne

ral, inte

rnational stu

die

s o

f driver

education f

or

young n

ovic

e

drive

rs c

on

clu

de t

hat

exerc

ises w

hic

h o

nly

aim

to r

egain

contr

ol of

a

skid

din

g v

ehic

le s

hould

be a

void

ed 6

1 f

or

this

gro

up a

s:

• skid

tra

inin

g c

an r

esult in o

ver-

confi dence, part

icula

rly f

or

young

male

drivers

. It

can g

ive y

oung d

rivers

a f

als

e im

pre

ssio

n o

f th

eir

ab

ility

to

cope w

ith e

merg

ency s

ituations, w

hic

h h

as in s

om

e

insta

nces led t

o h

igher

cra

sh r

ate

s;

• p

rofi cie

ncy in s

kid

contr

ol cannot

be d

evelo

ped in a

short

tra

inin

g

co

urs

e a

s it

requires p

ractice o

ver

a long p

eriod o

f tim

e. U

nle

ss

the

manoeuvre

is c

om

ple

tely

‘auto

matised’ it is h

ighly

unlik

ely

that

it w

ould

succeed in a

real-lif

e e

merg

ency s

ituation. This

is

be

cau

se

of

the e

lem

ent

of

surp

rise in e

merg

encie

s, th

e lack o

f

roo

m f

or

the m

anoeuvre

on a

norm

al ro

ad; possib

ly p

oor

weath

er

an

d s

urf

ace c

onditio

ns, and t

he r

arity

of

the s

ituation;

• tr

ain

ers

who r

egula

rly p

ractise s

kid

contr

ol m

ay t

end t

o

ove

restim

ate

the a

bili

ty o

f young d

rivers

to m

aste

r such a

man

oe

uvre

; and

• a h

eavy f

ocus o

n s

kid

contr

ol can lead t

o u

nin

tended m

essages

be

ing

receiv

ed b

y p

art

icip

ants

. O

ne s

uch m

essage c

ould

be t

hat

co

pin

g w

ith d

angero

us s

ituations is m

ore

im

port

ant

than d

rivin

g

to t

he

conditio

ns, or

leavin

g a

dequate

safe

ty m

arg

ins, and/o

r

drivin

g d

efe

nsiv

ely

.

58 C

IEC

A (2002) op c

it p

139.

59 G

regers

en, N

.P. E

valu

ation o

f a n

ew

cours

e s

ylla

bus f

or

skid

tra

inin

g,

cited in T

he E

U A

DV

AN

CE

D P

roje

ct

Fin

al re

port

Se

pte

mb

er

30

, 2

00

2.

60 Ibid

.6

1 F

or

exam

ple

: Y

ou

ng

Dri

vers

Th

e R

oad

to

Saf

ety,

OE

CD

2006 p

. 135,

Engstr

om

I,

Gre

gers

en,

NP

, H

ern

etk

oski, K

, K

eskin

en

, I &

Nyb

erg

, A

. (2

00

3): Y

ou

ng

No

vic

e D

rive

rs, D

rive

r E

du

catio

n a

nd

Tra

inin

g. Litera

ture

Revie

w. V

TI-re

port

491A

. Lin

kopin

g,

VTI.

p.

65 a

nd T

he E

U A

DV

AN

CE

D P

roje

ct

2002 p

. 123 –

124.

Th

e E

uro

pe

an

re

se

arc

h is a

lso

co

nfi rm

ed

by N

ort

h A

me

rican

stu

die

s f

or

exam

ple

: W

illia

ms A

F, (2

006). Y

oun

g d

river

risk f

acto

rs:

Successfu

l and u

nsuccessfu

l appro

aches f

or

dealin

g w

ith t

hem

an

d a

n a

ge

nd

a f

or

the

fu

ture

. In

jury

Pre

ven

tio

n 1

2(1)

i4-i9

.6

2 E

ngla

nd, S

weden, Fin

land, N

orw

ay,

Neth

erlands,

Icela

nd,

Esto

nia

, Latv

ia,

Gre

ece,

Austr

ia,

Belg

ium

, P

ola

nd,

Cze

ch R

ep

ub

lic, F

ran

ce

, S

pain

, Ir

ela

nd

.

safe

r you

ng d

river

s FIN

AL•.i

ndd

32

6/20

/08

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8:21

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Page 37: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

33

It is p

refe

rable

to s

how

young d

rivers

that

skid

din

g is t

he

re

su

lt o

f a

drivin

g m

ista

ke a

nd t

hat

it is v

ery

diffi cult t

o e

xe

cu

te a

skid

co

ntr

ol

manoeuvre

in e

very

day s

ituations.

So t

he

be

st

ap

pro

ach

is t

o a

vo

id

bein

g in a

situation w

here

a m

ista

ke is lik

ely

to

occu

r.

This

sectio

n h

as t

ouched o

n a

n issue t

hat

is w

ell

rese

arc

he

d in

th

e

inte

rnational lit

era

ture

– t

hat

not

all

road s

afe

ty p

rog

ram

me

s o

r th

eir

deliv

ery

have a

positiv

e learn

ing a

nd s

afe

ty e

ffe

ct

for

all

yo

un

g

drivers

. In

fact,

som

e t

ypes o

f tr

ain

ing a

ctu

ally

in

cre

ase

th

e lik

elih

oo

d

of

cra

sh in

volv

em

ent

for

som

e y

oung d

rive

rs. T

he

ke

y issu

e f

or

pro

vid

ers

is t

o m

ake s

ure

they p

roactively

avo

id a

ny u

nin

ten

de

d

eff

ects

by:

• havin

g c

ounte

r-m

easure

s in p

lace t

o m

inim

ise

co

urs

e

part

icip

ants

becom

ing o

ver-

confi dent

in t

he

ir s

kill

s;

• encoura

gin

g p

art

icip

ants

to r

ecognis

e t

he

ir o

wn

pe

rso

nal lim

its

and t

o d

rive w

ithin

those b

ounds;

• keepin

g t

rain

ing m

essages s

imple

and

cle

ar

an

d c

he

ckin

g f

or

an

d

corr

ecting a

ny u

nin

tended m

essages; an

d

• avoid

ing s

kid

tra

inin

g f

or

young n

ovic

e d

rive

rs.

safe

r you

ng d

river

s FIN

AL•.i

ndd

33

6/20

/08

9:3

8:21

AM

Page 38: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

34

Road s

afe

ty e

ducation r

ais

es a

ware

ne

ss o

f th

e im

pact

that

an

indiv

idual’s d

ecis

ions h

ave f

or

the

ir o

wn

an

d o

the

rs’ safe

ty.

Alo

ngsid

e t

he im

pact

on r

oad

safe

ty, h

ow

eve

r, it

is lik

ely

th

at

the

curr

ent

genera

tion o

f young

pe

op

le, in

co

mp

ariso

n w

ith

pre

vio

us

genera

tions,

will

als

o h

ave t

o c

on

sid

er

the

im

pact

that

the

ir t

ran

sp

ort

decis

ions h

ave o

n t

he e

nviro

nm

en

t.

This

suggests

that,

incre

asin

gly

, ro

ad

safe

ty e

du

catio

n w

ill n

ee

d t

o

be e

xpanded t

o inclu

de e

nviro

nm

en

tal e

du

catio

n. T

his

is c

om

mo

n

pra

ctice n

ow

in m

any d

evelo

pe

d c

ou

ntr

ies in

clu

din

g 1

6 E

uro

pe

an

countr

ies 6

2 a

nd in O

regon in

th

e U

nite

d S

tate

s. A

s w

ell,

th

e C

an

ad

ian

Auto

mobile

Associa

tion inclu

de

s e

nviro

nm

en

tal co

nsid

era

tio

ns w

ith

in

its d

river

education c

ours

es. In

all

the

se

ju

risd

ictio

ns, p

art

icip

atin

g in

environm

enta

l driver

educatio

n is a

ke

y p

art

of

learn

ing

to

drive

an

d

gain

ing a

driver’

s lic

ence.

Fort

unate

ly t

here

are

many s

yn

erg

ies b

etw

ee

n r

oad

safe

ty a

nd

environm

enta

l susta

inabili

ty. M

an

y d

ecis

ion

s t

hat

are

take

n t

o

incre

ase s

afe

ty a

lso r

educe

th

e n

eg

ative

im

pact

of

mo

tor

ve

hic

les o

n

the e

nvironm

ent.

For

exam

ple

, slo

win

g d

ow

n t

o a

n a

pp

rop

riate

speed t

o m

eet

the c

onditio

ns a

nd

havin

g a

n a

nticip

ato

ry d

rivin

g s

tyle

have o

bvio

us s

afe

ty a

dvanta

ge

s b

ut

als

o u

se

le

ss f

ue

l an

d c

on

trib

ute

less t

o c

limate

change.

Researc

h s

uggests

that

Ne

w Z

eala

nd

ers

pla

ce

a h

igh

prio

rity

on

environm

enta

l susta

inabili

ty. B

ase

d o

n a

Ju

ly 2

00

7 R

ese

arc

h N

ew

Zeala

nd-C

lem

enger

BB

DO

po

ll e

xam

inin

g p

ub

lic a

ttitu

de

s t

ow

ard

s

environm

enta

l susta

inabili

ty, cu

rre

ntly 8

3%

of

Ne

w Z

eala

nd

ers

se

e

susta

inabili

ty a

s im

port

ant.

On

ly o

ne

in

fo

ur

Ne

w Z

eala

nd

ers

,

how

ever,

feel th

ey a

re in a

go

od

po

sitio

n t

o m

ake

an

im

pact.

Th

is

suggests

that

for

many y

ou

ng

pe

op

le t

he

mo

tivatio

n t

o w

an

t to

contr

ibute

to im

pro

vin

g t

he

en

viro

nm

en

t can

be

‘p

igg

y b

acke

d’ o

n in

term

s o

f in

cre

asin

g t

heir s

afe

ty o

n t

he

ro

ad

s.

Ro

ad

safe

ty p

rovid

ers

need t

o c

onsid

er

incre

asin

g t

he a

ware

ness o

f

yo

un

g p

eo

ple

about

these s

ynerg

ies. This

could

be d

one b

y f

ocusin

g

on

th

ree

are

as.

Th

e ch

oic

e o

f al

tern

ativ

e tr

ansp

ort

mo

des

Th

e fi r

st

are

a is e

xplo

ring t

he v

alu

e o

f altern

ative t

ransport

modes. It

is w

ell

kn

ow

n t

hat

about

one-t

hird o

f all

car

journ

eys a

re less t

han

two

kilo

me

ters

and t

he r

ela

tive c

osts

of

ow

nin

g, m

ain

tain

ing a

nd

usin

g a

ve

hic

le a

re h

igh.

Yo

un

g p

eo

ple

can b

e e

ncoura

ged t

o t

hin

k a

bout

the v

alu

e t

hat

oth

er

mo

de

s o

f tr

ansport

such a

s p

ublic

tra

nsport

, cyclin

g a

nd w

alk

ing h

ave

for

imp

rovin

g t

heir s

afe

ty a

nd c

ontr

ibuting t

o e

nvironm

enta

l

su

sta

inab

ility

.

Use

ful re

so

urc

es f

or

pro

vid

ers

are

availa

ble

on t

he f

ollo

win

g

we

bsite

s:

Tra

ve

l W

ise: htt

p://w

ww

.tra

velw

ise.o

rg.n

z w

hic

h w

ill b

e p

art

icuarly

use

ful fo

r A

uckla

nders

as w

ill t

he M

AX

X w

ebsite

htt

p://w

ww

.maxx.c

o.n

z

In C

an

terb

ury

a u

sefu

l site is h

ttp://w

ww

.gosm

art

er.

org

.nz;

EE

CA

’s w

eb

site: htt

p://w

ww

.eeca.g

ovt.

nz/

transport

.

Lan

d T

ran

sp

ort

New

Zeala

nd’s

feet-

fi rs

t w

ebsite:

htt

p://f

ee

tfi r

st.

govt.

nz

Su

sta

inab

le liv

ing w

ebsite: htt

p://w

ww

.susta

inable

livin

g.o

rg.n

z/

Loo

kin

g a

t th

e im

pac

t o

f a

veh

icle

Th

e s

eco

nd a

rea is t

he im

pact

that

the v

ehic

le c

an h

ave in t

erm

s o

f

bo

th r

oad

safe

ty a

nd o

n t

he e

nvironm

ent.

Within

New

Zeala

nd’s

62 E

ngla

nd, S

weden, Fin

land, N

orw

ay,

Neth

erlands,

Icela

nd,

Esto

nia

, Latv

ia,

Gre

ece,

Austr

ia,

Belg

ium

, P

ola

nd,

Cze

ch R

ep

ub

lic, F

ran

ce

, S

pain

, Ir

ela

nd

.

9 P

rom

oti

ng

‘eco

dri

vin

g’ a

nd

alt

ern

ativ

e tr

ansp

ort

ch

oic

es

safe

r you

ng d

river

s FIN

AL•.i

ndd

34

6/20

/08

9:3

8:21

AM

Page 39: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

35

curr

ent

veh

icle

fl e

et,

there

are

sig

nifi c

ant

diffe

ren

ce

s in

safe

ty

featu

res a

nd f

uel effi

cie

ncy.

Help

ful on-lin

e r

eso

urc

es t

hat

pro

vid

ers

can u

se w

ithin

cours

es t

o d

em

onstr

ate

the

se

diffe

ren

ce

s c

an

be

found o

n t

he:

• Fuel saver

website s

ee:

htt

p:/

/ww

w.f

ue

lsave

r.g

ovt.

nz/

; an

d

• R

ightc

ar

website s

ee h

ttp:/

/ww

w.r

igh

tcar.

go

vt.

nz

Alo

ngsid

e t

he c

hoic

e o

f vehic

le,

there

are

a n

um

be

r o

f th

ing

s t

hat

a

driver

can d

o t

o e

nsure

a v

ehic

le o

pera

tes a

s e

ffi c

ien

tly a

s p

ossib

le.

These inclu

de e

ngin

e m

ain

tenance,

havin

g t

he

co

rre

ct

tyre

pre

ssu

re,

impro

vin

g t

he v

ehic

le’s

aero

dynam

ics (

e.g

. re

mo

vin

g r

oo

f-ra

cks,

keepin

g w

indow

s w

ound u

p o

n o

pen r

oad

s) an

d r

ed

ucin

g

unnecessary

vehic

le w

eig

ht

(e.g

. ta

kin

g t

he

go

lf c

lub

s o

ut

of

the

boot)

.

Usefu

l on-lin

e r

esourc

es f

or

pro

vid

ers

can

be

fo

un

d o

n t

he

:

• Fuel saver

website s

ee:

htt

p:/

/ww

w.f

ue

lsave

r.g

ovt.

nz/

• M

inis

try o

f Tra

nsport

’s w

ebsite s

ee t

he

Ch

oke

th

e S

mo

ke

cam

paig

n h

ttp:/

/ww

w.t

ransport

.govt.

nz/

cam

paig

n/

• S

usta

inable

liv

ing w

ebsite:

htt

p:/

/ww

w.s

usta

inab

leliv

ing

.org

.nz/

En

cou

rag

e an

‘eco

dri

vin

g s

tyle

The last

are

a t

o e

xplo

re is t

he im

pact

of

drivin

g s

tyle

. G

en

tle

accele

ration,

defe

nsiv

e d

rivin

g,

drivin

g a

t slo

we

r sp

ee

ds, e

ng

ine

bra

kin

g a

nd c

hangin

g t

o h

igher

gears

earlie

r at

low

er

sp

ee

ds (am

on

g

oth

ers

) all

reduce t

he a

mount

of

fuel it t

ake

s t

o d

o t

he

sam

e t

rip

an

d

are

consis

tent

with incre

ased r

oad s

afe

ty.

The o

ther

advanta

ge t

hat

can b

e p

oin

ted o

ut

to y

ou

ng

pe

op

le is t

hat

an ‘eco d

rivin

g s

tyle

’ w

ill p

ers

onally

save t

he

m m

on

ey.

The t

hre

e w

ebsites a

bove a

re a

gain

usefu

l o

n-lin

e r

eso

urc

es f

or

pro

vid

ers

.

safe

r you

ng d

river

s FIN

AL•.i

ndd

35

6/20

/08

9:3

8:21

AM

Page 40: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

36

Young n

ovic

e d

rivers

are

mo

re lik

ely

to

en

joy s

afe

r d

rivin

g o

ve

r th

e

long-t

erm

when t

hey h

ave p

art

icip

ate

d in

tra

inin

g r

un

by p

rovid

ers

who h

ave a

str

ong o

rganis

atio

nal fo

cu

s o

n q

ualit

y a

nd

a c

ultu

re o

f

continuous im

pro

vem

ent.

At

a m

inim

um

, th

is in

clu

de

s t

he

pro

vid

er:

keepin

g a

n a

ttendance r

eco

rd f

or

all

part

icip

an

ts t

hat

inclu

de

s

nam

e,

date

of

att

endance

an

d c

on

tact

ad

dre

ss. T

his

is im

po

rtan

t

for

a r

ange o

f re

asons,

inclu

din

g b

ein

g a

ble

to

evalu

ate

co

urs

es,

to s

upport

stu

dents

to a

ch

ieve

an

d t

o g

uid

e t

he

m t

o o

the

r

train

ing t

hat

they m

ay n

ee

d;

sett

ing c

lear

obje

ctives o

r g

oals

fo

r its c

ou

rse

s a

nd

fo

r th

e

indiv

idual exerc

ises w

ith

in t

he

m in

te

rms o

f w

hat

learn

ing

obje

ctives t

he c

ours

e inte

nd

s t

o a

ch

ieve

an

d h

ow

th

ey w

ill b

e

achie

ved.

Without

cle

ar

ob

jective

s, a c

ou

rse

will

be

un

focu

se

d

and e

valu

ation im

possib

le;

evalu

ating e

ach c

ours

e b

ase

d o

n t

he

ob

jective

s o

r g

oals

th

at

were

set

and r

espondin

g t

o id

en

tifi e

d a

reas w

he

re im

pro

ve

me

nts

can b

e m

ade;

a h

elp

ful re

sourc

e f

or

pro

vid

ers

an

d c

om

mu

nity g

rou

ps f

or

de

ve

lop

ing

co

urs

e

evalu

ations c

an b

e f

ound in:

Th

e E

U A

dvan

ce

d P

roje

ct:

De

scrip

tio

n a

nd

An

aly

sis

of

Post-

licence D

river

and R

ide

r T

rain

ing

, F

inal R

ep

ort

Se

pte

mb

er

30

, 2

00

2 (p

.g.

141 –

155).

Availa

ble

at:

htt

p://w

ww

.cie

ca.b

e/a

dvan

ce

d_e

n.p

p

anoth

er

good e

valu

ation r

eso

urc

e is t

he

Gu

ide

line

s f

or

Evalu

atin

g R

oad

Safe

ty

Education I

nte

rventions t

hat

we

re p

ub

lish

ed

by t

he

UK

De

part

me

nt

of

Tra

nsp

ort

in A

ugust

1004.

These g

uid

elin

es a

re a

vaila

ble

on

th

e D

ep

art

me

nt

we

bsite

:

htt

p:/

/ww

w.d

ft.g

ov.u

k

evalu

ating t

rain

ers

regu

larly, in

ve

stin

g in

th

eir d

eve

lop

me

nt

an

d

refr

eshin

g t

heir s

kill

s;

havin

g learn

ing e

nviron

me

nts

an

d e

qu

ipm

en

t th

at

are

fi t

fo

r

purp

ose;

and

regula

rly u

pdating c

ours

e c

on

ten

t an

d d

eliv

ery

me

tho

ds in

lig

ht

of

new

know

ledge a

nd a

dvan

ce

s in

ro

ad

safe

ty e

du

catio

n.

Fu

nd

ers

als

o h

ave a

role

to p

lay in f

acili

tating incre

ases in q

ualit

y

imp

rove

me

nt.

As d

iscussed in S

ection 1

, th

ey n

eed t

o e

nsure

that

the

ir f

un

din

g d

ecis

ions p

ositiv

ely

infl uence t

he q

ualit

y a

nd

resp

on

siv

en

ess o

f th

e p

rovis

ion t

hat

is a

vaila

ble

. They n

eed t

o

co

nsid

er

the

valu

e t

hat

a p

art

icula

r tr

ain

ing initia

tive o

r pro

vid

er

would

ad

d t

o t

he

netw

ork

of

road s

afe

ty e

ducation. They a

lso n

eed t

o b

e

co

nfi d

en

t th

at

the t

rain

ing t

hat

they h

ave c

hosen t

o f

und w

ill r

ais

e t

he

ove

rall

leve

l of

drivin

g c

om

pete

nce a

nd r

oad s

afe

ty a

chie

ved b

y

yo

un

g n

ovic

e d

rivers

.

10 H

avin

g a

fo

cus

on

qu

alit

y an

d im

pro

vem

ent

safe

r you

ng d

river

s FIN

AL•.i

ndd

36

6/20

/08

9:3

8:21

AM

Page 41: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

37

Ove

rvie

w o

f ke

y is

sues

aff

ecti

ng

yo

un

g d

rive

rs a

nd

th

e ro

le o

f ro

ad s

afet

y ed

uca

tio

n

Engstr

om

, I,

Gre

gers

en,

N.P

., H

ern

etk

oski,K

., K

eskin

en

, I &

Nyb

erg

,

A. (2

003): Y

oung n

ovic

e d

rivers

, driver

ed

ucatio

n a

nd

tra

inin

g.

Litera

ture

revie

w.

VTI-

report

491A

. Lin

kop

ing

, V

TI.

OE

CD

(O

rganis

ation f

or

Econom

ic C

o-o

pe

ratio

n a

nd

De

ve

lop

me

nt)

(2006)

Young D

rivers

: The R

oad t

o S

afe

ty p

p 6

7 - 1

14

, O

EC

D, P

aris.

Yo

un

g N

ew Z

eala

nd

dri

vers

an

d c

rash

invo

lvem

ent

Young D

rivers

Cra

sh F

acts

heet

2007.

Min

istr

y o

f T

ran

sp

ort

,

Welli

ngto

n,

2007.

Availa

ble

at:

htt

p:/

/ww

w.t

ran

sp

ort

.go

vt.

nz/

asse

ts/

New

PD

Fs/Y

oung-D

river-

Cra

sh-F

acts

heet-

Ju

ly-0

7-.p

df

Lew

is-E

vans,

B.

Lukkie

n,

C.

(2007) C

rash

Pro

fi le

of

Ne

w Z

eala

nd

Novic

e D

rivers

, M

inis

try o

f Tra

nsport

, W

elli

ng

ton

, N

ew

Ze

ala

nd

htt

p://w

ww

.roadsafe

tyconfe

rence2007.c

om

.au

/Pre

se

nta

tio

n/

Lukkie

n_C

aro

lina.p

df

Bes

t p

ract

ice

road

saf

ety

edu

cati

on

CIE

CA

(2002):

The E

U A

DV

AN

CE

D P

roje

ct:

De

scrip

tio

n a

nd

An

aly

sis

of

Post

Lic

ence D

river

and R

ider

Tra

inin

g F

inal R

ep

ort

Se

pte

mb

er

30

,

2002. R

ijsw

ijk,

CIE

CA

. A

vaila

ble

at:

htt

p://w

ww

.cie

ca.b

e/a

dvanced_en.p

p

Euro

pean C

om

mis

sio

n (

2005)

Rose25 P

roje

ct:

In

ve

nto

ry a

nd

Com

pili

ng o

f a E

uro

pean G

ood P

ractice G

uid

e o

n R

oad

Safe

ty

Education T

arg

ete

d a

t Y

oung P

eople

. A

vaila

ble

at:

htt

p://e

c.e

uro

pa.e

u/t

ransport

/rose25/d

ocu

me

nts

/de

live

rab

les/fi n

al_

report

.pdf

Ap

pen

dix

- u

sefu

l res

ou

rces

Eu

rop

ean

Co

mm

issio

n (2007) S

UP

RE

ME

Pro

ject

Them

atic R

eport

:

Drive

r E

du

catio

n, T

rain

ing a

nd L

icensin

g. A

vaila

ble

at

htt

p://e

c.

eu

rop

a.e

u/t

ran

sp

ort

/su

pre

me/index_en.h

tm

Eu

rop

ean

Co

mm

issio

n (2005) E

U M

ER

IT P

roje

ct:

Min

imum

Re

qu

ire

me

nts

fo

r D

rivin

g Instr

ucto

r Tra

inin

g, Fin

al R

eport

. A

vaila

ble

at:

htt

p://w

ww

.cie

ca.b

e/d

ow

nlo

ads_en.p

p

Invo

lvin

g y

ou

ng

off

end

ers

in r

oad

saf

ety

edu

cati

on

Eu

rop

ean

Co

mm

issio

n (2004) and (2007) C

LO

SE

TO

Pro

ject.

Availa

ble

at:

htt

p://w

ww

. clo

se-t

o.n

et

Eva

luat

ion

CIE

CA

(2

00

2) T

he

EU

Ad

vanced P

roje

ct:

Description a

nd A

naly

sis

of

Po

st-

lice

nce

Drive

r an

d R

ider

Tra

inin

g, (p

.g. 141 –

155). A

vaila

ble

at:

htt

p://w

ww

.cie

ca.b

e/a

dvanced_en.p

p

Gu

ide

line

s f

or

Evalu

atin

g R

oad S

afe

ty E

ducation Inte

rventions, U

K

De

part

me

nt

of

Tra

nsp

ort

2004. A

vaila

ble

on t

he D

epart

ment

website:

htt

p://w

ww

.dft

.go

v.u

k

Res

ou

rce

for

par

ents

ww

w.p

ractice

.co

.nz

safe

r you

ng d

river

s FIN

AL•.i

ndd

37

6/20

/08

9:3

8:22

AM

Page 42: Safer Young Drivers

SA

FER

YO

UN

G D

RIV

ER

S

/ A

GU

IDE

TO

BE

ST

PR

AC

TIC

E E

DU

CA

TIO

N

38

safe

r you

ng d

river

s FIN

AL•.i

ndd

38

6/20

/08

9:3

8:22

AM

Page 43: Safer Young Drivers

En

qu

irie

s:

Land S

afe

ty M

anagem

ent

Team

Min

istr

y o

f Tra

nsport

Tel: +

64 4

439 9

000

Novell

Hou

se,

89 T

he T

err

ace,

P.O

. B

ox 3

17

5, W

elli

ng

ton

61

40

ww

w.t

ran

spo

rt.g

ovt

.nz

safe

r you

ng d

river

s FIN

AL•.i

ndd

39

6/20

/08

9:3

8:22

AM

Page 44: Safer Young Drivers

TH

E N

AT

ION

AL

RO

AD

SA

FET

Y C

OM

MIT

TE

E

Th

e N

atio

nal

Ro

ad S

afet

y C

om

mit

tee

com

pri

ses:

Th

e C

hie

f E

xecu

tive

of

the

Min

istr

y o

f T

ran

spo

rtT

he

Co

mm

issi

on

er o

f P

olic

eT

he

Ch

ief

Exe

cuti

ves

of:

Lan

d T

ran

spo

rt N

ew Z

eala

nd

, T

ran

sit

New

Zea

lan

d, t

he

Acc

iden

t C

om

pen

sati

on

Co

rpo

rati

on

an

d L

oca

l Go

vern

men

t N

ew Z

eala

nd

Th

e S

ecre

tary

of

Lab

ou

r, t

he

Sec

reta

ry f

or

Just

ice,

th

e S

ecre

tary

fo

r E

du

cati

on

an

d t

he

Dir

ecto

r-G

ener

al o

f H

ealt

h a

re a

sso

ciat

e m

emb

ers

of

the

Co

mm

itte

e.

safe

r you

ng d

river

s FIN

AL•.i

ndd

40

6/20

/08

9:3

8:22

AM