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Schrauth B, Funk W. Are you with me? The relevance of peers and other social resources for participation in the German voluntary accompanied-driving scheme. ACCIDENT; ANALYSIS AND PREVENTION 2021; 163:106307. [PMID: 34710781 DOI: 10.1016/j.aap.2021.106307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 05/27/2021] [Accepted: 07/09/2021] [Indexed: 06/13/2023]
Abstract
In Germany, "Accompanied Driving From Age 17" (AD17) is a voluntary alternative method of formal driver training that demonstrably reduces the crash risk for young novice drivers. This study aims to clarify whether social resources such as peers and novice driver-specific social capital play a role in participation in the AD17 program in Germany. In a nationwide random sample, 17-year-old accompanied novice drivers (n = 2,478) and 18-year-old novices (n = 925) who had conventionally acquired a driver's license were surveyed about their novice driver-specific social resources, using specially developed measurement tools such as a resource generator. The results revealed that the proportion of a young driver's friends currently taking or having taken part in AD17 is a major predictor for participation in AD17. To a lesser extent, family-based social capital positively correlates to voluntary participation in AD17. Future optimization efforts should therefore take into account providing support for family-based social resources, including the possibility of compensation. Additionally, considering the composition of the young driver's peer group is strongly recommended.
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Affiliation(s)
- Bernhard Schrauth
- Institute for Empirical Sociology at the Friedrich-Alexander-University of Erlangen-Nuremberg, Germany; Consortium of Adolescent Road Safety (CADROSA), Australia.
| | - Walter Funk
- Institute for Empirical Sociology at the Friedrich-Alexander-University of Erlangen-Nuremberg, Germany; Consortium of Adolescent Road Safety (CADROSA), Australia
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Mirman JH, Goodman ES, Friedrich E, Ford CA. Talking with teens about traffic safety: Initial feasibility, acceptability, and efficacy of a parent-targeted intervention for primary care settings. JOURNAL OF SAFETY RESEARCH 2018; 66:113-120. [PMID: 30121097 PMCID: PMC7548101 DOI: 10.1016/j.jsr.2018.06.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2017] [Revised: 05/17/2018] [Accepted: 06/14/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION The aims of the current pilot study were to evaluate the feasibility, acceptability, and preliminary efficacy of the Talking with Teens about Traffic Safety Program. The program consists of a clinic-based health coaching session with parents of adolescents at their annual well-child visit to promote parent-teen communication about teen driver safety including: a Parent Handbook that is designed to serve as a primer on teen driver safety and facilitate parent-teen communication on a variety of teen driver topics; an interactive practice driving toolset; and an endorsement of the materials by the primary care provider. METHOD Fifty-four parent-teen dyads (n = 108 total) were recruited from a primary care practice. Dyads were randomized (1:1) into a treatment group or a usual care group. Implementation fidelity was assessed using checklists completed by health coaches and parent interviews. After 6 months, parents reported how often they talked with their teen about 12 safe driving topics (e.g., state graduated driver licensing laws). RESULTS Parents in the treatment group reported more frequent discussions than parents in the control group on 7 out of the 12 topics. Fidelity data indicate that 100% of sessions were implemented as designed and were acceptable to parents. CONCLUSIONS The program was feasible to administer and there was evidence for preliminary efficacy. Generally, effects were larger for more infrequently discussed topics, which is to be expected due to the potential for ceiling effects on more commonly discussed topics (e.g., distracted driving). A larger multi-site study is warranted. PRACTICAL APPLICATIONS The results from this pilot study provide support for implementation fidelity and establish a proof-of-concept for the Talking with Teens about Traffic Safety Program. The results provide guidance for developing partnerships with pediatricians and parents to develop parent-teen communication interventions on injury prevention topics.
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Affiliation(s)
- Jessica H Mirman
- The University of Alabama at Birmingham, Department of Psychology, 1720 2nd Avenue South, Birmingham, AL 35294, USA.
| | - Emma S Goodman
- The University of Alabama at Birmingham, Department of Psychology, 1720 2nd Avenue South, Birmingham, AL 35294, USA
| | - Elizabeth Friedrich
- Division of Adolescent Medicine, Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., 11th floor, Main Building, Suite 11NW10, Philadelphia, PA 19104, USA
| | - Carol A Ford
- Division of Adolescent Medicine, Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., 11th floor, Main Building, Suite 11NW10, Philadelphia, PA 19104, USA
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Mirman JH, Curry AE, Elliott MR, Long L, Pfeiffer MR. Can Adolescent Drivers' Motor Vehicle Crash Risk Be Reduced by Pre-Licensure Intervention? J Adolesc Health 2018; 62:341-348. [PMID: 29223562 PMCID: PMC5818292 DOI: 10.1016/j.jadohealth.2017.09.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Revised: 09/29/2017] [Accepted: 09/29/2017] [Indexed: 11/30/2022]
Abstract
PURPOSE Although motor vehicle crashes are the leading cause of death for adolescents, there is a scarcity of research addressing adolescents' lack of pre-licensure practical driving experience, which is theorized to increase their post-licensure crash risk. METHODS Utilizing police-reported crashes and survey data from a randomized and quasi-randomized trial (n = 458 adolescents, 16 or 17 years of age at enrollment), the impact of a parent-directed supervised practice driving intervention and a comprehensive on-road driving assessment (ODA) with feedback was evaluated on adolescent drivers' motor vehicle crashes involvement. RESULTS Compared with the control condition, a nonsignificant 20% relative reduction in risk was observed for the parent-directed intervention: adjusted hazard ratio = .80 (95% confidence interval [CI] .44, 1.43); the unadjusted absolute risk reduction was 1.1% (95% CI -4.4, 7.1). Exposure to the ODA resulted in an 53% relative reduction of risk: adjusted hazard ratio = .47 (95% CI .24, .91); the unadjusted absolute risk reduction was 5.4% (95% CI -.3, 10.7). CONCLUSIONS Comprehensive ODA might be protective for adolescents; however, additional research is needed.
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Affiliation(s)
| | - Allison E. Curry
- Children’s Hospital of Philadelphia,The University of Pennsylvania
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Teen Driving Risk and Prevention: Naturalistic Driving Research Contributions and Challenges. SAFETY 2017. [DOI: 10.3390/safety3040029] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Jawi ZM, Deros BM, Rashid AAA, Isa MHM, Awang A. The Roles and Performance of Professional Driving Instructors in Novice Driver Education. Sultan Qaboos Univ Med J 2017; 17:e277-e285. [PMID: 29062549 DOI: 10.18295/squmj.2017.17.03.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2017] [Revised: 04/11/2017] [Accepted: 07/06/2017] [Indexed: 11/16/2022] Open
Abstract
This review article aimed to analyse existing literature regarding the roles and performance of professional driving instructors (PDIs) in novice driver education (DE). A systematic classification scheme was adopted to analyse identified articles to determine the study context of PDIs in novice DE, the competency level of PDIs in relation to experienced and learner drivers and the contributions of PDIs to the novice driver learning process. A total of 14 original research articles were identified, with no systematic reviews or meta-analyses available. Overall, all of the articles were found to be inadequate in providing an in-depth understanding of the roles and performance of PDIs in novice DE. There is an urgent need to improve current understanding of the roles of PDIs in novice DE and to work towards an internationally recognised PDI management approach.
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Affiliation(s)
- Zulhaidi M Jawi
- Department of Vehicle Safety & Biomechanics, Malaysian Institute of Road Safety Research, Kajang, Selangor, Malaysia
| | - Baba M Deros
- Centre for Automotive Research, Faculty of Engineering & Built Environment, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
| | - Ahmad A A Rashid
- Department of Vehicle Safety & Biomechanics, Malaysian Institute of Road Safety Research, Kajang, Selangor, Malaysia
| | - Mohd H M Isa
- Department of Vehicle Safety & Biomechanics, Malaysian Institute of Road Safety Research, Kajang, Selangor, Malaysia
| | - Azmi Awang
- Road Transport Department, Akademi Pengangkutan Jalan Malaysia, Melaka, Malaysia
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Ehsani JP, Klauer SG, Zhu C, Gershon P, Dingus TA, Simons-Morton BG. Naturalistic assessment of the learner license period. ACCIDENT; ANALYSIS AND PREVENTION 2017; 106:275-284. [PMID: 28654843 PMCID: PMC5610634 DOI: 10.1016/j.aap.2017.06.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2016] [Revised: 05/03/2017] [Accepted: 06/18/2017] [Indexed: 06/07/2023]
Abstract
The purpose of this study was to describe the characteristics and progression of practice driving during the learner license period in a sample of teenagers. During the first and last 10h of practice driving, we examined (1) the amount, variety and complexity of conditions of practice; (2) the nature of parental instruction; and (3) errors that teens made while driving. Data were collected from 90 teens and 131 parents living in Virginia, USA, using in-vehicle cameras, audio recorders, GPS and trip recorders. Based on data collected from the instrumented vehicles, teens practiced for 46.6h on average, slightly higher than the GDL requirement for their jurisdiction, though half did not complete the required 45h of practice and only 17% completed the required 15h of night time driving. Exposure to diverse roadways increased over the practice driving period, which averaged 10.6 months. Most driving instruction occurred in reaction to specific driving situations, such as navigating and identifying hazards, and could be characterized as co-driving. Higher order instruction, which relates to the tactics or strategies for safe driving, was less frequent, but remained stable through the practice driving period. Instruction of all forms was more likely following an elevated gravitational force (g-force) event. Errors decreased over time, suggesting improvements in manual and judgment skills, but engagement in potentially distracting secondary tasks increased (when an adult was in the vehicle). A small percentage of trips occurred with no passenger in the front seat, and the g-force rate during these trips was almost 5 times higher than trips with an adult front-seat passenger. Taken collectively, these findings indicate (1) most teens got at least the required amount of supervised practice, but some did not; (2) instruction was mainly reactive and included some higher order instruction; (3) teens driving skills improved despite increased exposure to complex driving conditions, but secondary tasks also increased. Opportunities remained for improving the quality and variability in supervision and enhancing the development of skills during the lengthy period of practice.
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Affiliation(s)
- J P Ehsani
- Center for Injury Research and Policy, Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, United States.
| | - S G Klauer
- Health Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, United States
| | - C Zhu
- Virginia Tech Transportation Institute, United States
| | - P Gershon
- Health Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, United States
| | - T A Dingus
- Health Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, United States
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Taubman-Ben-Ari O, Kaplan S, Lotan T, Prato CG. Parents' and peers' contribution to risky driving of male teen drivers. ACCIDENT; ANALYSIS AND PREVENTION 2015; 78:81-86. [PMID: 25747338 DOI: 10.1016/j.aap.2015.02.020] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2014] [Revised: 02/13/2015] [Accepted: 02/26/2015] [Indexed: 06/04/2023]
Abstract
The current study joins efforts devoted to understanding the associations of parents' personality, attitude, and behavior, and to evaluating the added contribution of peers to the driving behavior of young drivers during their solo driving. The study combines data gathered using in-vehicle data recorders from actual driving of parents and their male teen driver with data collected from self-report questionnaires completed by the young drivers. The sample consists of 121 families, who participated in the study for 12 months, beginning with the licensure of the teen driver. The current examination concentrates on the last 3 months of this first year of driving. The experimental design was based on a random control assignment into three treatment groups (with different forms of feedback) and a control group (with no feedback). Findings indicate that the parents' (especially the fathers') sensation seeking, anxiety, and aggression, as well as their risky driving events rate were positively associated with higher risky driving of the young driver. In addition, parents' involvement in the intervention, either by feedback or by training, led to lower risky driving events rate of young drivers compared to the control group. Finally, higher cohesion and adaptability mitigated parents' model for risky driving, and peers norms' of risky driving were associated with higher risk by the teen drivers. We conclude by claiming that there is an unequivocal need to look at a full and complex set of antecedents in parents' personality, attitudes, and behavior, together with the contribution of peers to the young drivers' reckless driving, and address the practical implications for road safety.
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Affiliation(s)
- Orit Taubman-Ben-Ari
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan 52900, Israel.
| | - Sigal Kaplan
- Department of Transport, Technical University of Denmark, Bygningstorvet 116B, Kgs. Lyngby 2800, Denmark
| | - Tsippy Lotan
- Or Yarok, 22 Hanagar St., Hod Hasharon 45240, Israel
| | - Carlo Giacomo Prato
- Department of Transport, Technical University of Denmark, Bygningstorvet 116B, Kgs. Lyngby 2800, Denmark
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Bates LJ, Allen S, Armstrong K, Watson B, King MJ, Davey J. Graduated Driver Licensing: An international review. Sultan Qaboos Univ Med J 2014; 14:e432-e441. [PMID: 25364543 PMCID: PMC4205052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2014] [Revised: 05/18/2014] [Accepted: 06/05/2014] [Indexed: 06/04/2023] Open
Abstract
Graduated driver licensing (GDL) aims to gradually increase the exposure of new drivers to more complex driving situations and typically consists of learner, provisional and open licence phases. The first phase, the learner licence, is designed to allow novice drivers to obtain practical driving experience in lower risk situations. The learner licence can delay licensure, encourage novice drivers to learn under supervision, mandate the number of hours of practice required to progress to the next phase and encourage parental involvement. The second phase, the provisional licence, establishes various driving restrictions and thereby reduces exposure to situations of higher risk, such as driving at night, with passengers or after drinking alcohol. Parental involvement with a GDL system appears essential in helping novices obtain sufficient practice and in enforcing compliance with restrictions once the new driver obtains a provisional licence. Given the significant number of young drivers involved in crashes within Oman, GDL is one countermeasure that may be beneficial in reducing crash risk and involvement for this group.
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Affiliation(s)
- Lyndel J. Bates
- School of Criminology & Criminal Justice, Griffith University, Mount Gravatt, Queensland, Australia
- Centre for Accident Research & Road Safety, School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Siobhan Allen
- Centre for Accident Research & Road Safety, School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Kerry Armstrong
- Centre for Accident Research & Road Safety, School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Barry Watson
- Centre for Accident Research & Road Safety, School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Mark J. King
- Centre for Accident Research & Road Safety, School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Jeremy Davey
- Centre for Accident Research & Road Safety, School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
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Mirman JH, Albert WD, Curry AE, Winston FK, Fisher Thiel MC, Durbin DR. TeenDrivingPlan effectiveness: the effect of quantity and diversity of supervised practice on teens' driving performance. J Adolesc Health 2014; 55:620-6. [PMID: 24925492 DOI: 10.1016/j.jadohealth.2014.04.010] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/26/2013] [Revised: 04/14/2014] [Accepted: 04/14/2014] [Indexed: 10/25/2022]
Abstract
PURPOSE The large contribution of inexperience to the high crash rate of newly licensed teens suggests that they enter licensure with insufficient skills. In a prior analysis, we found moderate support for a direct effect of a web-based intervention, the TeenDrivingPlan (TDP), on teens' driving performance. The purpose of the present study was to identify the mechanisms by which TDP may be effective and to extend our understanding of how teens learn to drive. METHODS A randomized controlled trial conducted with teen permit holders and parent supervisors (N = 151 dyads) was used to determine if the effect of TDP on driver performance operated through five hypothesized mediators: (1) parent-perceived social support; (2) teen-perceived social support; (3) parent engagement; (4) practice quantity; and (5) practice diversity. Certified driving evaluators, blinded to teens' treatment allocation, assessed teens' driving performance 24 weeks after enrollment. Mediator variables were assessed on self-report surveys administered periodically over the study period. RESULTS Exposure to TDP increased teen-perceived social support, parent engagement, and practice diversity. Both greater practice quantity and diversity were associated with better driving performance, but only practice diversity mediated the relationship between TDP and driver performance. CONCLUSIONS Practice diversity is feasible to change and increases teens' likelihood of completing a rigorous on-road driving assessment just before licensure. Future research should continue to identify mechanisms that diversify practice driving, explore complementary ways to help families optimize the time they spend on practice driving, and evaluate the long-term effectiveness of TDP.
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Affiliation(s)
- Jessica H Mirman
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.
| | - W Dustin Albert
- Center for Child and Family Policy, Duke University, Durham, North Carolina
| | - Allison E Curry
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; Center for Clinical Epidemiology and Biostatistics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
| | - Flaura K Winston
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania; Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Megan C Fisher Thiel
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Dennis R Durbin
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; Center for Clinical Epidemiology and Biostatistics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania; Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
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Bates L, Watson B, King MJ. The role of parents and non-parents in the supervision of learner drivers in Australia. ACCIDENT; ANALYSIS AND PREVENTION 2014; 70:40-45. [PMID: 24686165 DOI: 10.1016/j.aap.2014.03.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2012] [Revised: 02/17/2014] [Accepted: 03/08/2014] [Indexed: 06/03/2023]
Abstract
The purpose of this study was to contrast the role of parental and non-parental (sibling, other family and non-family) supervisors in the supervision of learner drivers in graduated driver licensing systems. The sample consisted of 522 supervisors from the Australian states of Queensland (n=204, 39%) and New South Wales (n=318, 61%). The learner licence requirements in these two states are similar, although learners in Queensland are required to accrue 100h of supervision in a log book while those in New South Wales are required to accrue 120h. Approximately 50 per cent of the sample (n=255) were parents of the learner driver while the remainder of the sample were either siblings (n=72, 13.8%), other family members (n=153, 29.3%) or non-family (n=114, 21.8%). Parents were more likely than siblings, other family or non-family members to be the primary supervisor of the learner driver. Siblings provided fewer hours of practice when compared with other supervisor types while the median and mode suggest that parents provided the most hours of practice to learner drivers. This study demonstrates that non-parental supervisors, such as siblings, other family members and non-family, at least in jurisdictions that require 100 or 120h of practice, are important in facilitating learner drivers to accumulate sufficient supervised driving practice.
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Affiliation(s)
- Lyndel Bates
- Centre for Accident Research and Road Safety - Queensland (CARRS-Q), Queensland University of Technology, 130 Victoria Park Road, Kelvin Grove, Queensland 4059, Australia.
| | - Barry Watson
- Centre for Accident Research and Road Safety - Queensland (CARRS-Q), Queensland University of Technology, 130 Victoria Park Road, Kelvin Grove, Queensland 4059, Australia.
| | - Mark J King
- Centre for Accident Research and Road Safety - Queensland (CARRS-Q), Queensland University of Technology, 130 Victoria Park Road, Kelvin Grove, Queensland 4059, Australia.
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Goodwin AH, Foss RD, Margolis LH, Harrell S. Parent comments and instruction during the first four months of supervised driving: an opportunity missed? ACCIDENT; ANALYSIS AND PREVENTION 2014; 69:15-22. [PMID: 24641793 DOI: 10.1016/j.aap.2014.02.015] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2013] [Revised: 02/12/2014] [Accepted: 02/13/2014] [Indexed: 06/03/2023]
Abstract
The present study examined the nature of the comments and instruction provided by parents during supervised driving. Unlike previous studies which rely on self-report, the data in this study were obtained through direct observation of parents and teens using in-vehicle cameras with audio recording. The cameras were installed in the vehicles of 50 families for the first four months of the learner license stage. The findings show a great deal of conversation takes place while teens are driving with a supervisor, and that much of this conversation concerns driving. Sixty-one percent (61%) of all recorded clips included driving-related conversation. The most common type of comment by parents was instruction about vehicle handling or operation, observed in 53% of those clips with conversation about driving. This was followed by pointing out something about the driving environment (such as when it was clear to enter traffic; 23%), negative comments about the teen's driving (22%), and helping the driver navigate (18%). Other potentially helpful types of instruction, including explanation or insights regarding higher order skills (e.g., hazard anticipation and detection), were noticeably less frequent. Moreover, higher order instruction remained low during the first four months of the learner stage, even as instruction about vehicle handling/operation decreased. These findings suggest parents are not taking full advantage of the opportunity provided by mandatory periods of supervised driving to help their children develop an understanding of important aspects of driving.
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Affiliation(s)
- Arthur H Goodwin
- University of North Carolina Highway Safety Research Center, NC, United States.
| | - Robert D Foss
- University of North Carolina Highway Safety Research Center, NC, United States
| | - Lewis H Margolis
- Department of Maternal and Child Health School of Public Health University of North Carolina, NC, United States
| | - Stephanie Harrell
- University of North Carolina Highway Safety Research Center, NC, United States
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Mirman JH, Curry AE, Wang W, Fisher Thiel MC, Durbin DR. It takes two: a brief report examining mutual support between parents and teens learning to drive. ACCIDENT; ANALYSIS AND PREVENTION 2014; 69:23-29. [PMID: 24210133 DOI: 10.1016/j.aap.2013.10.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2012] [Revised: 09/05/2013] [Accepted: 10/05/2013] [Indexed: 06/02/2023]
Abstract
Parental supervision of teen drivers has been identified as a way to mitigate teen crash risk. However, we know little about what motivates parents to be engaged supervisors throughout all phases of the learning-to-drive process. As a result, we are just beginning to understand what factors might motivate parents to actively supervise pre-license practice. In the current study, we examine how the provision of social support between parent and teen dyads might relate to parents' intention to remain engaged supervisors for the entire learner phase. Participants were a national sample of 309 teens with learner permits (age range 15-17 years, M (SD) 16.1 (0.8)) and a parent practice supervisor in the United States. Results indicated that parents in mutually supportive dyads reported stronger intentions to be engaged in their teens' practice driving over the course of the permit phase as compared to dyads where both members reported receiving low support: (adjusted odds ratio (aOR) [95% confidence interval (CI)]: 2.02 [1.04, 3.94]; p=0.038). No benefit was observed for only having one member of the dyad provide support, irrespective of it being the parent or the teen. Future research on this topic should consider reciprocal parent-teen interactions as potential determinates of parent driving supervision behaviors.
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Affiliation(s)
- Jessica H Mirman
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA.
| | - Allison E Curry
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA; Center for Clinical Epidemiology and Biostatistics, Perelman School of Medicine at the University of Pennsylvania, 423 Guardian Drive, Philadelphia, PA 19104, USA.
| | - Wenli Wang
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA.
| | - Megan C Fisher Thiel
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA.
| | - Dennis R Durbin
- Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA; Center for Clinical Epidemiology and Biostatistics, Perelman School of Medicine at the University of Pennsylvania, 423 Guardian Drive, Philadelphia, PA 19104, USA; Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, 295 John Morgan Building, Philadelphia, PA 19104, USA.
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Bates L, Watson B, King MJ. Parental perceptions of the learner driver log book system in two Australian states. TRAFFIC INJURY PREVENTION 2014; 15:809-816. [PMID: 24571187 DOI: 10.1080/15389588.2014.891104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
OBJECTIVE Though many jurisdictions internationally now require learner drivers to complete a specified number of hours of supervised driving practice before being able to drive unaccompanied, very few require learner drivers to complete a log book to record this practice and then present it to the licensing authority. Learner drivers in most Australian jurisdictions must complete a log book that records their practice, thereby confirming to the licensing authority that they have met the mandated hours of practice requirement. These log books facilitate the management and enforcement of minimum supervised hours of driving requirements. METHOD Parents of learner drivers in 2 Australian states, Queensland and New South Wales, completed an online survey assessing a range of factors, including their perceptions of the accuracy of their child's learner log book and the effectiveness of the log book system. RESULTS The study indicates that the large majority of parents believe that their child's learner log book is accurate. However, they generally report that the log book system is only moderately effective as a system to measure the number of hours of supervised practice a learner driver has completed. CONCLUSIONS The results of this study suggest the presence of a paradox, with many parents possibly believing that others are not as diligent in the use of log books as they are or that the system is too open to misuse. Given that many parents report that their child's log book is accurate, this study has important implications for the development and ongoing monitoring of hours of practice requirements in graduated driver licensing systems.
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Affiliation(s)
- Lyndel Bates
- a Centre for Accident Research and Road Safety-Queensland (CARRS-Q), Queensland University of Technology , Queensland , Australia
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Steadman M, Bush JK, Thygerson SM, Barnes MD. Graduated driver licensing provisions: an analysis of state policies and what works. TRAFFIC INJURY PREVENTION 2014; 15:343-348. [PMID: 24471357 DOI: 10.1080/15389588.2013.822493] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
OBJECTIVE To compare and contrast how specific graduated driver licensing (GDL) components have been implemented in different states and explore how the policies currently in place have affected state-level teen crash and mortality outcomes. METHODS The study design involved a policy analysis using methodology set forth by Teitelbaum and Wilensky (2007). Eight states were selected, 2 each from 4 different regions in the United States. Each pair of states was similar in terms of geography and vehicle miles driven per capita but differed in the relative strength of their GDL legislation. Teen fatality and crash rates in 2010 as well as specific GDL components were the variables used for analysis. A weighted decision matrix was created to reflect the comparative impact of each variable. RESULTS In every region, the state with the stronger GDL policy scored higher on the decision matrix than the state with the weaker GDL policy. The Eastern states (Maryland and Vermont) scored the best overall (123.9); the Southern states (Mississippi and Georgia) scored the poorest overall (-55.7). CONCLUSIONS Consistent with other GDL research, states with stronger GDL policies had more favorable teen crash and mortality outcomes than states with weaker ones. Analysis showed that the policies in strong states shared several common themes: more required practice hours, ban on all teen passengers, and night driving restrictions for 12+ months. Implications for state policy makers are provided.
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Affiliation(s)
- Mindy Steadman
- a Master of Public Health Program , Brigham Young University , Provo , Utah
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Gulliver P, Begg D, Brookland R, Ameratunga S, Langley J. Learner driver experiences and crash risk as an unsupervised driver. JOURNAL OF SAFETY RESEARCH 2013; 46:41-46. [PMID: 23932684 DOI: 10.1016/j.jsr.2013.03.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2012] [Revised: 02/26/2013] [Accepted: 03/26/2013] [Indexed: 06/02/2023]
Abstract
OBJECTIVE The purpose of this study was to describe the driving experiences of learner licensed drivers and examine the association between these driving experiences, associated factors, and on-road car crash involvement during the unsupervised restricted license stage. METHODS Data were drawn from a cohort investigation of newly licensed drivers. Information on demographic characteristics, personality, and risk behaviors was collected at the baseline interview. At the first follow-up interview (restricted license stage) study members were asked details about their experiences as a learner licensed driver: professional driving lessons, supervised driving, unsupervised driving, and driving courses in which they participated. During the second follow-up interview (full license stage), data were collected on crash involvement and driving exposure during the restricted license stage. Regression analysis was used to determine independent relationships between learner license driving experience variables and crash involvement. RESULTS After adjusting for demographic, personality factors, and driving exposure at the restricted license stage, increased time spent on the learner license was associated with a reduced risk of crash involvement during the unsupervised restricted license stage. CONCLUSION Results presented in this paper suggest that learner drivers in New Zealand should be encouraged to spend more time on their learner license to enable them to gain skills and experience to help reduce their crash risk when they are allowed to drive unsupervised. IMPACT ON INDUSTRY Compared with novice drivers who are on their learner license for the least amount of time, those who spend the most amount of time on their learner license have reduced risk of on-road crash involvement as an unsupervised driver. Learner drivers and their supervisors need to be aware of the length of time required for practice in order to reduce the risks of crash involvement when they are able to drive unsupervised (O'Brien et al., 2012). The recently introduced increase in the minimum driver licensing age in NZ, tougher restricted license stage driving test (aimed at encouraging 120 hours of supervised driving), and the Safe Teen driver campaign (NZ Transport Agency, 2012) are all strategies targeted at improving the safety of learner drivers. These strategies need to be evaluated to ensure they are achieving their goals.
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Affiliation(s)
- P Gulliver
- Injury Prevention Research Unit, Dunedin School of Medicine, PO Box 56, Dunedin, New Zealand.
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Ramirez M, Roth L, Young T, Peek-Asa C. Rural Roadway Safety Perceptions Among Rural Teen Drivers Living in and Outside of Towns. J Rural Health 2012; 29:46-54. [DOI: 10.1111/j.1748-0361.2012.00435.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Williams AF, Tefft BC, Grabowski JG. Graduated driver licensing research, 2010-present. JOURNAL OF SAFETY RESEARCH 2012; 43:195-203. [PMID: 22974685 DOI: 10.1016/j.jsr.2012.07.004] [Citation(s) in RCA: 81] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2012] [Accepted: 07/12/2012] [Indexed: 06/01/2023]
Abstract
This is the latest in a series of reviews of research on graduated driver licensing (GDL) published in the Journal of Safety Research, covering the period January 1, 2010-June 1, 2012 and works in progress. The intent is to keep researchers and policy makers current regarding the existing state of knowledge about GDL, and to identify information gaps and areas where clarification of research findings are needed. The recent research indicates that we continue to learn about ways to extend GDL benefits, but there remain important questions in need of further inquiry. In terms of impact on industry, the review provides guidance for the future GDL research agenda.
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