Leader's Manual Driving Workshops

ARCHIVES THE UNIVERSITY OF MICHIGAN 3702

Driving Development Program

LEADER'S MANUAL DRIVING WORKSHOPS

HIGHWAY SAFETY RESEARCH INSTITUTE

INSTITUTE FOR SOCIAL RESEARCH

SCHOOL OF PUBLIC HEALTH THE UNIVERSITY OF MICHIGAN

Institute for Social Research School of Public Health

Highway Safety Research Institute

Driving Development Program

LEADER'S MANUAL FOR DRIVING WORKSHOPS

Prepared by:

Donald C. Pelz, Ph.D. and Stanley H. Schuman, Institute for Social Research M.D., Dr. P.H. Professor of Psychology School of Public Health Professor of Epidemiology

Consultants:

Thomas L. McDole, M.S. Highway Safety Research Institute Patricia A, Williams . . . Institute for Social Research Roberta S. McConochie, M.S School of Education

Prepared under Contract No. DOT-HS-031-1-035 with the National Highway Traffic Safety Administration

Ann Arbor3 Michigan

May3 1975

The concept of driving development and the series of driving work• shops began to take shape in the spring of 1968, when the authors conducted a pilot program in one high school near Detroit. In the spring of 1970, under auspices of the Michigan Association of Secondary School Principals, a broader field trial was conducted in five high schools in which ten teachers led workshops for 500 high school seniors. The authors are deeply indebted to the MASSP and to the participating school systems, which must remain unidentified. Their generous cooperation was invaluable in shaping and testing the previous versions of the driving development program.

A major input during 1968-69 was work of the University of Michigan Television Center in producing the series of 23 trigger films, of which 14 are used in the present program. Alfred H. Slote was the creative designer of the series, and William A, LaCrosse the photographer. Several other staff members gave their talents to individual films: Keewaitin Dewdney, David Erdman, Hazen Schumacher, Thomas Coates, Barbara Roos, William Veatch, and Marshall Franke.

Throughout this formative period, encouragement and financial support was generously provided by the University of Michigan Highway Safety Research Institute under Robert L. Hess, with funds from the Automobile Manufacturers Association. Formulation of the present program, the Leader's Manual, and the .preparation of.training materials including training films, was supported by a contract with the.National Highway Traffic Safety Administration. ...

i .—I—i Institute for Social Research School of Public Health I—I —I '—' Highway Safety Research Institute

THE UNIVERSITY OF MICHIGAN

TO DRIVING WORKSHOP LEADERS:

Welcome to the Driving Development Program.

This Leader's Manual outlines a series of six "Driving Workshops" which you will conduct once a week, for six weeks, in which students who have been driving a year or more will discuss their highway experiences.

Your leadership will be a major factor in the success of these work• shops. You will be assisted by a number of materials which are designed to stimulate an active and purposeful discussion—trigger films, traffic incidents, opinion ballots, and others. These materials do not try to teach a lesson; their value lies in helping you, the workshop leader, to draw out the students' own experience in order to promote learning by self-discovery and develop methods of self-evaluation.

This manual contains complete instructions for the series of six work• shops. However, for a full understanding we urge that all leaders partici• pate in a series of four training seminars, each one built around a train• ing film which will demonstrate all the materials and show several teachers using them.

Tliis assignment will be a challenging one. We hope that it will also be interesting and useful for you. Perhaps you'll be able to apply some of these ideas in your other classes. Best wishes!

Sincerely, . ^, 11 Cl. /? I

Donald C. Pelz Stanley H. Schuman Institute for Social Research School of Public Health

ii INVITATION

The driving workshop procedures, and this Leader's Manual, ate still undergoing development. After you have applied them, the authors would welcome your ideas as to how they can be improved.

As you used the trigger films and other materials outlined here to conduct workshops, which of these activities did you find relatively useful in generating insights? Which films, etc., seemed most effective? What procedures for using them worked well, or not so well? Have you devised new ways to use the materials?

Part C of this manual suggests supplementary activities beyond the planned series of workshops. If you tried some of these, how well did they work? Did you develop any other activities which teachers might1, find useful?

Also: were you able to use any of these methods in your other classes'*. We would be much interested in any spin-offs.

We would greatly, enjoy hearing from you about your reactions or - suggestions. Feel free to write or telephone.

Sincerely, . _

T) t C 3 Donald C. Pelz 7 Stanley H. Schuman Program Director Professor of Epidemiology Survey Research Center Schools of Public Health

The University of Michigan Ann Arbor, Michigan 48106

Tel. : (313) 764-8397 Tel. : (313) 763-4340

iii r

iv INDEX OF SPECIFIC PROCEDURES

To locate specific procedures for each of the trigger films and other materials, find the page which has a marginal flag corresponding to the marginal flag shown below.

GO! - - - -

PARTY - - -

Emotional series HOMEWORK - of trigger films < THE KEY - -

DREAMER - -

THE BLONDE

STOP SIGN

LOVEBIRDS - - -

TAILGATER - - -

INTERSECTION - Situational series of trigger films < DON'Y SPEED UP"!

AFTERNOON DRIVE

SANDWICH

NAVIGATING - -

TRAFFIC INCIDENT FORM

Personal experiences TRAFFIC INCIDENTS - -

DANGEROUS LOCATIONS -

DRIVING STRENGTHS AND WEAKNESSES

Opinion ballots DRINKING AND DRUGS and other SPRING EPIDEMIC

v vi TABLE OF CONTENTS

page

PART A. INTRODUCTION 1

1. The Driving Development Concept—Review of Background .... 1

The problem 1 Possible reasons for rise and drop in youthful crashes ... 3 Implications for countermeasures 4 Previous programs 5 A word of caution 6 Summary ...... 6 2, The Driving Development Program—General Procedures 9

"Improper attitudes" 9 Accident causes and development objectives . 9 EXHIBIT A. POSSIBLE CAUSES EXHIBIT B. DEVELOPMENT OBJECTIVES 10

Workshop materials and their place in six sessions ; . . . . 12 EXHIBIT C. FORMAT OF SIX. WORKSHOP SESSIONS 14

Principles of discussion leadership 15 EXHIBIT D. PRINCIPLES OF DISCUSSION LEADERSHIP .... 15

General discussion questions 18 EXHIBIT E. GENERAL DISCUSSION QUESTIONS 18

Learning to conduct the workshops 21 "What do I do if...?" 22 Summary 25

PART B. SPECIFIC MATERIALS FOR SIX WORKSHOP SESSIONS 27

Session Number One 29

Questions for discussion of situational film STOP SIGN ... 33 Traffic Incident Form (in Driving Development Notebook) ... 35 Questions for discussion of emotional film GO! 37

Session Number Two 39

Questions for discussion of PARTY 43 Questions for discussion of traffic incidents 45 Questions for discussion of optional film LOVEBIRDS 47

vii CONTENTS

page Session Number Three ..... 49

Questions for discussion of HOMEWORK 51 Driving Strengths and Weaknesses Opinion ballot . • 54 Tabulation form 55 Questions for discussion . 57 Questions for discussion of TAILGATER 61 Questions for discussion of optional film INTERSECTION ... 63

Session Number Four 65

Questions for discussion of THE KEY 67

Questions for discussion of DON'T SPEED UP! 69

Session Number Five 71

Drinking and Drugs Opinion ballot 73 Tabulation form 74 Questions for discussion 75 Questions- for discussion of DREAMER 79 Questions for discussion of AFTERNOON DRIVE 81 Questions for discussion of optional film SANDWICH ..... 83 Session Number Six ...... 85

. .Questions for discussion of THE BLONDE 87 Questions for discussion of dangerous locations . 89 Questions for discussion of optional film NAVIGATING .... 93 Questions for discussion of optional topic SPRING EPIDEMIC . 95

Addendum: Possible Responsive Questions 97

PART C. SUPPLEMENTARY ACTIVITIES 101

I. Peer ratings of driving strengths and weaknesses .... 101

II. Changes in the coming year, and peer estimates ...... 103

III. Eye movement at normal rate—in the classroom . . . . . 104

IV. Eye movement at speeded rate—classroom ...... 107

V. Eye movement at normal and speeded rates—on the road . 108

VI. Hazard detection 110

VII. Personal observations of local hazards , , . . 112

VIII. Commentary driving—in the classroom 112

viil CONTENTS

page

IX. Commentary driving—on the road 114

X. The local community 115

XI. Preventive programs within the school . . 116

XII. Follow-up by mail 117 Sample of Current Information Form Sample of Newsletter

REFERENCES 123

APPENDIX: COPIES OF FORMS FOR REPRODUCTION 125

Driving Development Notebook

Introductory letter Traffic Incident Forms —Sample diagram of STOP SIGN incident —Blank forms Spring Epidemic chart

Traffic incident description

Roadways Diagram for car-chips

Driving Strengths and Weaknesses

Opinion ballot • • • Tabulation form

Drinking and Drugs

Opinion ballot Tabulation form

ix PREFACE

This manual describes a program of "driving workshops" designed to help young adults to surmount the excessive highway danger at ages 18 or 19 by emphasizing driving development—the concept that respon• sible driving develops gradually over a half-dozen years as a result of highway experience. The program seeks to speed up this process through encouraging self-awareness of how driving is affected by emo• tions, overconfidence, and alcohol, how to anticipate mistakes of other drivers, and how to cope with these conditions.

Under teachers trained in non-directive discussion, the workshops use brief "trigger films" which do not give information, but simply picture an emotional pressure or highway danger and trigger discussion on how to cope with it.

Research data. An educational system which is considering this meth• od should know what the program can and cannot be expected to accomplish.

In a pilot test in one suburban high school in the spring of 1968, the authors themselves conducted driving workshops with a random cross- section of 19 seniors in seven semi-weekly sessions of two hours each.* Over the next two years, the workshop group had half as many accidents as a matched control group of 114 seniors in the same school system. The groups were not large enough, however, for the difference to reach statistical significance.

A second test was therefore done on a larger scale in 1970 in five suburban high schools near Detroit.** Ten teachers trained by the auth• ors conducted driving workshops once a week for six seeks in their reg• ular classes (mostly social science), reaching about 500 young drivers in the spring of their senior year. Two control groups were used: an "internal" sample of 500 students in the same schools, matched on person• al and driving characteristics with the workshop students; and an "ex• ternal" sample in five other schools in the same areas.

The larger program resembled the pilot project in that both used non-directive discussion of: —trigger films; —student reports of accidents or close calls, to diagnose causes and prevention; —self-ratings of driving behavior.

*A report is listed in the references, p. 123, by Schuman, McConochie, and Pelz (1971). This and other reports may be obtained by writing to Pelz at the Institute for Social Research, University of Michigan. **A summary of this experiment is given by Pelz (1974), with a full technical report by Pelz and Williams (1974).

xi The two programs differed in that the pilot project used: —more time (14 classroom periods versus 6); —more personalized techniques, such as "commentary driving" in which each member tape-recorded his thoughts while driving and later discussed this tape with the group.

ResultS. For young men in the workshop program, relative to con• trol groups, accidents and violations rose during the first, year but dropped during the second.

Effects of the program were clearer for young men who were "alien• ated from the school system"—whose school grades were below average, and who were older than their classmates. For women and for non-alien• ated men, accident and violation rates remained relatively low and un• changed.

Prior to the workshops the alienated minority had more accidents and violations, and for 6 to 12 months afterward these records became still worse. Then in the second year both records improved; by the end of 24 months the driving behavior of the alienated subgroup was hardly distinguishable from that of the better students.

This pattern suggested a process of "immunization"—as if the work• shops had first aroused a mild "infection" of hazardous driving, which then built some resistance to reckless behavior. The effects were not strong, but the interpretation is consistent with the concept of driving development in which young drivers learn from their own mistakes.

Some practical implications are:

1. Applied with caution, the method of driving workshops appears a potential aid to help young men develop responsible highway behavior.

2. The timing should probably be shifted from the spring of the senior year to the middle of the junior year, after a half-year of driv• ing experience. This would give the immunizing process more time to take hold before the dangerous peak at age 18.

3. The workshop program should be applied selectively in classes having a larger proportion of alienated young men.

4. In addition to discussion of trigger films and accident cases, there should be personalized opportunities for each person to examine his own driving style.*

In conclusion: the results of the two experiments offer support for the concept of driving development—the notion that through self- guided learning based on their own highway experiences, young adults can be helped to build some "immunity" to reckless driving.

*A number of personalized techniques, including those used in the pilot project, are described in this Manual, Part C.

xii PART A. INTRODUCTION

1. The Driving Development Concept—Review of Background

Before we get into the substance of the driving workshops in the next chapter, this chapter will review the background of the driving development concept—the nature of the problem, and the premises of the countermeasures.

The problem

In 1969, 17,700 young Americans between the ages of 15 and 24 died on our highways. Each year, more young men have been killed in motor vehicle accidents than in Viet Nam, according to a report from the National Transportation Safety Board (1970).* Although young people aged 15-24 comprised 21% of the driving population, they constituted~31% of those killed in 1969 traffic accidents. Even more of them (34%) were drivers in both fatal and non-fatal crashes (National Safety Council, 1970).

The problem of youthful crashes is particularly acute for young men. In Figure 1 you will note that death rates due to motor vehicle accidents were more than twice as high among men aged 20-24 than among men in their 40's and 50*s.

What accounts for the high rate of fatalities in the early 20's, and what accounts for the subsequent decline? And can anything be done to lower the fatality rate among young males?

In order to explore these questions, the present authors selected a cross-section sample of drivers In an area of southeastern Michigan adjacent to Detroit, and interviewed them at length. One purpose was to find out at what specific age the danger of accidents and moving viola• tions was highest. Some evidence is shown in Figures 2 and 3. In this sample, crash and violation rates were especially high for young men at ages 18-19, after which the rates dropped (Pelz and Schuman, 1971a).

From these data it does not seem likely that the poor record of young drivers is simply due to inexperience. If that were true, then the youngest drivers should have the highest crash rates, but this is

*References will be found at the end of this manual, p. 123.

I 2 BACKGROUND

80 8 70 60 a so ales E 40 2 30 E 20 Females

15 20 25 30 35 40 45 50 55 60 65 70 ACE

Figure 1. Death rates due to motor vehicle accidents in the U.S., 1963

(From Pelz and Schuman, 1968)

Figure 2. V) Figure 3. U MEAN NUMBER OF ALL ACCIDENTS 0) MEAN NUMBER OF VIOLATIONS PLUS VS. AGE > WARNINGS VS. AGE in •H M )-l a) 50 T) 160 r. > O. U MALE'S O 140; - T3 40 FEMALES MALES O 0) 120 - FEMALES O u 00 n) p it 30 AGE (MIDDLE OF PAST YEAR) (From Pelz and Schuman, Journal of Safety Research, 1971a) BACKGROUND 3 not the case. Even when provision is made for lower mileage of beginning drivers, we found that the most dangerous years are those at 18 and 19 for young men.

Hence, it appears that several years are required for the average young driver to pass through the danger period and reach a stage of "driving maturity." The ability to drive safely is something which develops gradually. These results suggest the concept of drilling development—the idea that only after several years of highway experience will the young person acquire a full knowledge of highway hazards and how to cope with them.

Some possible reasons for the rise and drop in youthful crashes

If we knew more about the reasons why highway danger rises for the first few years among young men, and the reasons why the danger then declines, this knowledge might assist in devising preventive programs, or "countermeasures." Several pieces of,evidence point to possible reasons.

Emotional stress. There is reason to believe that the period of life between late adolescence and beginning of adulthood is one of emo• tional turbulence. The young person is trying to establish his autonomy as a full-fledged adult, but in many respects is still regarded by society as a child. These pressures, are likely to arouse hostility, which produces aggressive driving. In our interviews with' young drivers (Pelz and Schuman, 1971b) we found more accidents or violations among young men who:

—resented pressure from parents or other adults trying to run their lives

—had gotten mad enough recently to hit someone or smash something

—drove to blow off steam after arguments

—had broken off an engagement or going steady, in past year

—drove when depressed, or to get away from people.

During the process of driving development, the individual learns how emotional stress can affect his own highway behavior, and how to compen• sate for this.

Ataohol.. A study in Illinois (Kowalski, Rose, and Fiorese, 1967) found that among 142 drivers aged 15-20 who were killed in auto accidents, 33% had measurable alcohol in their blood, and of those drivers with alcohol more than half had blood alcohol levels (BAL) of .10 or higher— enough for serious impairment. In another study of Minnesota drivers killed in 1969 (Minnesota Department of Public Safety, 1970), among 63 drivers aged 16 to 20 half had alcohol in their blood, and among these two-thirds had levels of .10 or higher.

In the present authors' interviews with young drivers, drinking was readily admitted by those under the legal drinking age of 21 (in 1971 the 4 BACKGROUND legal drinking age in Michigan dropped to 18). Among young men aged 20, half said they drank weekly, and the same proportion said they had driven at least once in the last month after drinking. In this study, more violations were found for young men who:

—drank at least once a month, and drove after drinking

—took 7 or more drinks per occasion

—claimed that it took 4 or more drinks to impair their driving.

Ovevoonfidenoe. It seems likely that after one or two years behind the wheel, the young person not only becomes more skillful in handling the car, but he knows it—and becomes overconfident. He takes more risks than he is really prepared to handle. Some of the answers listed above—driving after drinking, and the feeling that it takes several drinks to impair one's driving—are symptoms of overconfidence. Another symptom that our study found linked with number of violations was:•

—seldom wearing one's seat belt.

Elation* Driving a high-performance car allows the young person to feel excitement, strength and power, and of being the equal of adults. The car becomes an extension of the self. Our study of young drivers showed that crashes or violations were higher for young men who:

—drove competitively (highway dragging or daring)

—enjoyed high speeds, outwitting traffic cops, and a sense of living dangerously

—spent several hours a week working on their car..

Implications for countenneasures

According to the concept of driving development, the young person gradually learns how to cope with a variety of highway hazards. He learns to anticipate the errors of other drivers. And he gradually recognizes his own limitations, and the effects of anger, exhilaration, fatigue, and alcohol on his driving responses.

A basic premise of driving development is that most of this learning occurs through his own experience. If so, then a countermeasure program should try to assist this natural process of learning. The main principle will be that of self-discovery.

The beginning of self-discovery is awareness. A countermeasure pro• gram will therefore stimulate inquiry; it will raise questions about how the student's own behavior is affected by different states of mind and by .a variety of traffic conditions. Through this questioning attitude, our hope is that the young person will remain open to learning from all his own experience and that of his peers. BACKGROUND 5

Another premise is that after the youth has been driving for a year or more, he relies increasingly on his own judgment. He begins to dis• count what he was taught in driver education—and develops his own rules of navigation. He will resist efforts by older people to tell him the right and wrong ways to drive. In driving workshops, therefore, the adult leader should be non-iH}'i:^L i. His role is not to teach or instruct, but rather to stimulate self-discovery and self-evaluation.

From these premises grew the idea of trigger films—so labeled because their purpose is to trigger discussion (Miller, 1968). Their function is not to present information or rules. They are short— ranging from 15 seconds up to three minutes, and they are "open-ended"— they do not show a conclusion or draw a moral. They simply present a vivid situation involving a young driver, a car, and some emotional .factor or highway frustration. They are a tool to be used by a trained leader to stimulate responses.

Two series of trigger films have been .produced by. the University of Michigan Television Center. The nine films in the emotional series illustrate driving in the presence of different states of mind—competi• tion, father-son conflict, day-dreaming, drinking, and others,, and the viewers discuss how each state of mind affects driving. . In the 14 situational films some startling or frustrating event occurs in the driving task itself, and the discussion focuses on how .the driver responds.

Within the framework of six driving workshop sessions there is not enough time to use all of the trigger films; A selection has been made of six.of the emotional and up to eight of the. situational.

Other devices are used. Each student is encouraged to record acci• dents or other traffic incidents in a Driving Development Notebook, and time is set aside for students to describe some of these incidents to the.group, in order to diagnose causes of the incident and ways of preventing it.

Another device is that of opinion ballots. These ballots are tabulated—anonymously, of course—and the tabulations serve as another springboard for discussion.

The traffic incidents and opinion ballots are less colorful than the trigger films, but they are based more directly on the students' own experiences.

Previous programs

The present authors have conducted two countermeasure programs using the above principles and materials. The first of these was a small pilot program conducted in one suburban Detroit high school in the spring of 1968 (Schuman, McConochie, and Pelz, 1971). The authors met with a randomly selected cross-section of 19 high school seniors for two hours a week over seven weeks.

Subsequent driving record over two years was followed for the treated group and a matched control group of 11V students in the same school 6 BACKGROUND system. Although no differences appeared for the first six months, the record of the treated group thereafter improved relative to that of the control group so that over two post-treatment years the treated group had half as many accidents.*

This pilot program used several of the same techniques described in this manual, including trigger films, diagnosis of students' own traffic incidents, and opinion ballots. Other techniques were also used; they are described in Part C. As workshop leaders, you may wish to try out some of the latter as supplements to the regular driving workshop mate• rials .

During the spring of 1970, a second countemeasure program was con• ducted on a broader scale. In five randomly selected high schools from an area surrounding Detroit, ten teachers were selected to conduct driving workshops once a week for six weeks in their regular classes—mostly social studies. About. 500 seniors participated in the workshops. Over 18 months or longer, their driving records will be compared with those of control groups both in the same school and in paired, neighboring schools.

The materials used in this second program were similar to those described in the present manual.

After both the first pilot program and the second larger one, partici• pants received every three or four months a letter from the project directors inviting them to tell us about their current driving experiences.-. Extracts from these comments, without names, were sent out in the subsequent mailing. At the end of this manual (Part C, Section XII) are given a sample of such a mailing and newsletter.

A word of caution

Although the pilot countermeasure program appeared to.reduce accidents, there is no assurance as yet that the revised program described in this manual will modify driving behavior. No quick.cure for driving problems can be promised.

To increase the likelihood of effect, however, teachers who run driving workshops are urged to consider the supplementary activities described in Part C below. These activities are all designed to Increase involvement and to heighten self-scrutiny.

Summary

The Driving Development Program is based on evidence suggesting that it takes several years for the young driver—especially the young male— to acquire a broad knowledge of highway hazards and a broad spectrum of ways to cope with these effects.

*The numbers of cases were not large enough, however, to make this dif• ference a statistically reliable one. BACKGROUND

In order to assist the natural process of learning from personal experience, our countermeasure program seeks to promote self-discovery through group discussion of common driving experiences. The teacher, in his role of non-directive discussion leader, Is assisted by several "open-ended" types of materials including trigger films. GENERAL PROCEDURES 9

2. The Driving Development Program—General Procedures

Part B of this manual will present the specific activities you will be conducting in each of the six sessions of the driving workshops. First, however, the present chapter wLll give an overall framework for the workshops—what objectives they are trying to reach, and the general principles which will guide your discussion leadership.

"Improper attitudes"

It will be well to start with what the workshops do not attempt to accomplish. It is often said that a major cause of accidents in young drivers is "improper attitudes." By this is meant road behavior such as defying laws, showing off, thrill-seeking, or lack of courtesy. It is natural for educators to seek some way of changing these characteristics.

Now many of these attitudes correspond to the motivational factors listed In Chapter 1 as related to accidents or violations. Our approach recognizes that such motivations may indeed underlie dangerous road . behavior in young drivers (and older drivers as well).. However, the workshop, objectives do not include the concept of changing mtch attitudes. They are usually deeply rooted. It would, be unrealistic to expect the driving workshops to change the motivations themselves.

What the workshops do attempt is more limited: first, to increase recognition of how: these factors can affect the individual's driving— his perception, judgment, decisions, and behavior; and second, to stimulate awareness of how the individual can adapt to these factors— how he can adjust his choices and responses in such a way as to cope with the effects of the motivations, .

Accident causes and development objectives

The previous chapter presented some findings on possible reasons for the rise in accidents and violations for the first two or three years of driving. No definitive explanations have as yet been established. How• ever, a plausible case can be made for the importance,of several causal factors in the high rate of crashes and violations in young drivers. Listed in Exhibit A are six of these possible causes.

If these causes are to be minimized, certain changes must occur in the young driver during the three or four years of driving development. In Exhibit B, corresponding to each of the causes, we list a change in the driver which constitutes a driving development objective. The driving workshops will repeatedly focus attention on these objectives.

CAUSE 1. Feelings and emotional pressures* The preceding chapter listed many aspects of emotional stress in the transition from adolescence to adulthood. The young person resents the authority of parents and teachers, and is try• ing to establish his independence. He can be easily excited, bored, or angered. He is exploring new sensations. The car 10 GENERAL PROCEDURES

EXHIBIT A EXHIBIT B POSSIBLE CAUSES DEVELOPMENT OBJECTIVES

1. Feelings and emotional 1. Awareness of effects ; pressures how to compensate

2. Alcohol or drugs 2. Awareness of effects; how to cope

3. Lack of experience with 3. Expecting the unusual events unexpected

4. Overconfidence; under• 4. Realistic confidence; estimation of risk accurate estimation of risk

5. Narrow set of driving 5. Wider set of responses; responses; snap decisions deliberate decisions

6. Attention distracted 6. Awareness of distrac• tion; attention when needed

is an outlet for these emotional pressures; it gives him a sense of independence, and lets him feel the equal of adults. It pro• vides a sense of excitement, power, and independence. . •

OBJECTIVE 1. Awareness of effects; how to compensate. A first step in counteracting the effects of emotions is to recognize them. Therefore the driving workshops try to draw out from the participants a realization of how such emotions.affect their driving—their perceptions, judgments, and actions behind the wheel. A next step is understanding how one can compensate for these effects. Discussion will focus on what the young driver can do to minimize the dangers.

CAUSE 2. Alcohol or drugs. Laboratory research has shown that alcohol impairs both skill and judgment. It inhibits psychomotor skill but increases confidence. Thus drinking induces the driver to take greater risks when he actually performs more poorly. Effects of drugs are less well documented; different drugs will have different consequences, but it is likely that many drugs will impair either judgment or skill or both. Also, fatigue will affect, driving much like a sedative.

OBJECTIVE 2, Awareness of effects; how to cope. As with emo• tional stress, the driving workshops will try to bring out awareness of the effects of drinking, drugs and fatigue, both GENERAL .PROCEDURES LI

on manipulative skill and on judgment. Then they will explore how you cope with these effects—what you can do if you feel you have drunk too much, or if you feel another person is too high, stoned, or tired to drive well,

CAUSE 3. Lack of experience with unusual cocnts. After one or two years behind the wheel, the young person has probably mastered most ordinary traffic situations. But he still lacks experience with unusual events that can cause a crash—for example, at a high speed his right wheel goes off the pavement and drops into a rut. Because this hasn't happened before he may panic; he hits the brake, or turns the wheel sharply, and loses control.

OBJECTIVE 3. Expecting the unexpected. These unusual events do not happen very often to each driver. Through sharing their.experiences with each, other—especially accidents and close calls—the students come to realize some of the unexpected things that can happen such as a car coming the wrong way on an expressway, or the car ahead stopping suddenly for no apparent reason, or a sudden fog or freezing rain. Developing such realizations is part of what is called defensive driving.

CAUSE 4. Overconfidence; underestimation, of. risk. Because the young driver has become skillful in ordinary traffic situations, but has not yet met all of the strange things that can go wrong, he becomes overconfident. He underestimates the actual risk and takes more chances than his experience justifies.

OBJECTIVE 4. Realistic confidence; accurate estimation of risk. During the several years of driving development, the young driver learns what his actual abilities and limitations are, in relation to the actual dangers. His self-confidence becomes more realistic; he makes greater allowance for error by himself or others. In the. short space of the driving workshops, we cannot expect great progress toward this objec• tive, but a start can be made.

CAUSE 5. Narrow set of driving responses; snap decisions. This cause is related to the previous ones. In the first few years the young driver becomes skillful in normal responses to traffic hazards; he learns to steer, acceler• ate, or brake efficiently. But when something unusual happens like dropping off the pavement, his snap decision— like hitting the brakes—may be exactly wrong.

OBJECTIVE 5. Wider set of responses; deliberate decisions. During driving development the person acquires a wider set of driving responses. He realizes more alternatives. When . a crisis approaches, he makes a quick but deliberate choice among these, and the chances of making a proper choice are improved. Again the workshops cannot substitute for actual 12 GENERAL PROCEDURES

experience, but they can broaden recognition of the variety of possible responses to different traffic hazards.

CAUSE 6. Attention distracted. After a few years behind the wheel the driver begins to take driving for granted and he allows his attention to drift. He allows other events in his rapidly changing life to preoccupy him.

OBJECTIVE 6. Awareness of distraction; attention when needed. The mature driver has learned to be aware of his own distrac• tion. He realizes when this is likely to happen, and how to prevent it. At the same time, he knows that complete atten• tion is not needed all the time. He has' learned how to give his attention when it is really needed. The driving workshops invite discussion on distraction and inattention, and how to guard against daydreaming.

Workshop materials and their place in six sessions

We have already mentioned four main types of materials that will be used in the driving workshop sessions. They are:

1. Emotional series of trigger films. These six brief films deal with motivational factors such as those described under causes 1, 2, and 6 in the previous section. In order of use the films and their themes are:

GO! competition, challenge, excitement

PARTY drinking combined with exhilaration; masculine dominance

HOMEWORK rebellion and need for independence; involvement with car

THE KEY drinking plus social rejection and man-woman hostility

DREAMER driving for relaxation; day-dreaming, inattention

THE BLONDE .... humiliation

With each of these the workshops explore: how do each of these states of mind affect driving, and how does one handle these effects?

2. Situational series of trigger films. In these eight episodes a young man is shown driving without any prior emotional context. Various startling or frustrating events occur, including some near accidents. In order of their listing in this manual they are:

STOP SIGN lady driver at stop sign cuts across the young man's lane

LOVEBIRDS ..... couple ahead are weaving across the road GENERAL PROCEDURES 13

TAILGATER title is self-explanatory

INTERSECTION .... when the traffic light turns green, the driver behind blasts his horn

DON'T SPEED UP! . . . the car ahead changes speed and won't let

the young man pass

AFTERNOON DRIVE . . . suddenly a car cuts in from the side

SANDWICH ...... young man is trapped between two trucks

NAVIGATING he tries to watch a map and drive The workshop members discuss: in situations like this, how are your feelings and behaviors affected? What choices do you have? What would be the result of each choice? How do you decide?

3. Personal driving experience. The discussion of both emotional and situational trigger films is likely to bring out the students' own highway experiences. But three other techniques do so even more directly

a. Each student receives a Driving Development Notebook with specia Traffic Incident Forms on which he records accidents or close calls.*

b. Students demonstrate these traffic incidents to the class with the help of an overhead projector, using transparencies .of typical roadway configurations and plastic chips representing cars.* Discussion focuses on: what conditions brought about this close call or accident-—the behavior of either driver, nature of the road, traffic, visibility, etc.? And how might the incident have been,prevented?

- c. Volunteers visit police headquarters to get data on hazardous locations in the surrounding area. Students report their own experiences of difficult driving spots in that community. .

4. Opinion ballots. At two points students are given ballots on which they record anonymously:

a. what they consider their main driving strengths and weaknesses;*

b. their opinions on the effects of drinking and marijuana on driving.*

The student keeps one copy and hands In a duplicate; the latter are tabulated by the leader and the tabulations are given back at the next session to form the basis for discussion.

*Illustrations of these are given in the Appendix. 14 GENERAL PROCEDURES

EXHIBIT C. FORMAT OF SIX WORKSHOP SESSIONS

Emot• Situa• Pers'1 Opin• ional tional exper• ion films f i 1 ms iences ballots

SESSION ONE

OPENING FILM by Pelz and Schuman STOP SIGN - ### - Driving Development Notebooks - - ### - GO! - ### -

SESSION WO - ### - PARTY - - ### - Traffic incidents - - — - — - ### - Optional: LOVEBIRDS - m -

SESSION THREE HOMEWORK - Driving strengths and weaknesses - ###> TAILGATER - ### - Optional: INTERSECTION - m - SESSION FOUR Hand out opinion ballots - - - - - ### - Traffic incidents - - — - - - - ### - THE KEY - ### - Optional: DON'T SPEED UP! - ### -

SESSION FIVE Opinions on drinking and drugs - - ### - DREAMER - ### - AFTERNOON DRIVE - ### - Optional: SANDWICH - ### -

SESSION SIX THE BLONDE - ### - Dangerous locations - - - - — - ### - Optional: NAVIGATING - ### -

CLOSING FILM GENERAL PROCEDURES 15

In addition to these four main materials, explanatory materials are used such as:

OPENING FILM Pelz and Schuman briefly introduce the driving workshop series to the students and describe the kinds of activities

CLOSING FILM The authors thank students for participating

SPRING EPIDEMIC ... A chart in the Driving Development Notebook shows a rise in fatal accidents by young drivers in June and August; discussion is invited on reasons

A certain flexibility must be provided. The class periods will be longer in some schools than others. If a lively discussion develops, it is profitable to let it continue.

Therefore, more material is provided than you will actually use. Each session has an optional activity; use this only if you have time. Remember that the films themselves are not essential; what matters is the level of student response and involvement.

Exhibit C is an outline of the six driving workshop sessions, show• ing how the various types of materials are distributed among the sessions.

Principles of discussion leadership

As we stated earlier, the driving workshops are based on the concept of self-discovery. The workshop leader's assignment is to assist this process by non-directive discussion. Exhibit D outlines five main features of discussion leadership which will promote.the process of.self-discovery.

EXHIBIT D. PRINCIPLES OF DISCUSSION LEADERSHIP

1. Listening and questioning

2. Responsive interaction

a. Echo

b. Initiating and responsive questions

3. Non-evaluation

a. Non-directive versus directive questions

b. Neutral but supportive behavior

4. Active involvement

a. Leader-student interaction b. Student-student interaction 5. Personal feelings and behavior 16 GENERAL PROCEDURES

1. Listening and questioning. The leader's role is not to give facts or advice. Rather, his task is to get students talking. He will do a lot of listening, and a lot of questioning. Both of these are vital, and the effective teacher will alternate between them.

Of these two functions, listening may be the harder. Some teachers cannot accept silence. At any pause they feel they must come in with another question. They should try to relax. Often an attentive silence will stimulate response. Try this: simply look steadily at a student; in a few moments, he is likely to respond.

2. Responsive interaction. This is an extension of the first principle. The leader not only asks questions and listens; he engages in active, back-and-forth Interaction with the students. One way of doing this is to:

a. Echo or repeat what a student has just said. The echo indicates that the leader has in fact heard the student, and it will often stimulate him to say more. Sometimes the student mentions an important idea which is lost in a noisy hubbub. By repeating the idea, the leader can focus everyone's attention on it.

Another way to respond is to ask a question that grows out of some• thing a student has said. It's useful to distinguish between:

b. Initiating and responsive questions. An initiating question is one which opens a topic for inquiry, such as: "What was the young man in the film feeling? How did his feelings affect his driving?" A respon• sive question, on the other hand, occurs when a.student makes a remark and the leader draws him out. For example, in one discussion of STOP SIGN where the young man blares his horn, the following exchange occurred:

STUDENT: "You hear that horn, and you freeze; it shakes you up. Whenever I use a horn, it's for a good purpose."

LEADER: "What do you define as a good purpose?"

Responsive questions accomplish several things. They demonstrate that the leader has really listened. They help to bring out additional details- sometimes of a sensitive character.

The following are some general responsive questions which can be asked almost any time:

"Can you tell me more about that?"

"Can you give an example of that?"

"When is that likely to happen—under what conditions?"

"What about the rest of you—are your experiences similar or different

The last is a response to one speaker, but its purpose is to draw out the other students. See also the "general probes" at the end of the chapter, p. 21. GENERAL PROCEDURES 17

3. Non-evaluation. The leader avoids moral judgment. Since, the purpose of the workshops is to help the students shape their own stand• ards on the basis of their own experience, the leader does not offer his own views unless asked. Even then he would be careful to call them his own opinions and not necessarily correct.

One implication of this principle is that the leader asks:

a. Non-directive rather than directive questions. By this we mean that the leader does not steer the discussion toward some conclusion he has in mind. He is not asking for "right answers." His task is to get students1 views on what works best for them under a variety of conditions.

Another implication of non-evaluation is that the leader's behavior toward the students remains:

b. Neutral but supportive. When students describe their highway behavior or their feelings the leader remains neutral; he neither approves nor criticizes. But at the same time he is not cold or indifferent. He is warmly interested in what they are saying; he is supportive of them as individuals. This dual role is not easy.

Principles 1-3 have mainly described the leader's behavior, which attempts to create atmosphere in which self-discovery can occur. Principles 4 and 5 refer to aspects of this atmosphere as exhibited in student behavior. The five principles, hence, are somewhat overlapping.

4. Active involvement. For genuine self-discovery to occur, students should participate actively. The trigger films are entertain• ing, but.a student can watch passiveiy and not learn much about himself.

Involvement can be stimulated in several ways. The previous , behaviors of the leader, especially responsive interaction, are likely to arouse:

a. . Leader-to-student interaction. Another sign of active involvement is:

b. Student-to-student interaction. Often this will happen spontaneously, especially when students disagree with each other. To promote such interaction the leader will sometimes encourage arguments.

Of course "involvement" is not synonymous with "participation." A student can be listening intently—and thoroughly involved—without speaking. But involvement is more likely if each student participates directly from time to time. Occasionally a few students do too much of the talking and the others sit back passively. One remedy is the use of subgroups as mentioned above. See also the section "What do I do if..." at the end of this chapter. 18 GENERAL PROCEDURES

Another device to get students talking to one another is to break the class down into small subgroups; each subgroup discusses certain questions and arrives at answers which are reported back to the entire class.

5. Personal feelings and behavior* It is easy for students to"remain impersonal. They can blame the road, the weather, or other drivers—the people in the films, their parents, Sunday drivers, "little old lady" drivers—and never mention their own driving. But the student is not thoroughly involved unless he talks about himself—his own feelings and behavior behind the wheel.

Often this will happen spontaneously; students switch from talking about what "they" do to what "I" do or feel in a situation like that. If this doesn't happen naturally, the leader can help by asking a direct ques• tion: "Have any of you ever done anything like that? Tell us about it."

General discussion questions

The previous section drew a distinction between "initiating", and "responsive" questions. After lively discussion gets under way the leader will find that most of his questions can be responsive ones. But some• times discussion is slow to start. The leader will usually ask. initiating questions to get things going.

Many of these questions will be general ones that can be asked again and again, in slightly different ways. Exhibit E lists eight of them. Questions 1-4 apply mainly to the emotional series of trigger films; ques• tions 5-8 apply mainly to the situational films.

EXHIBIT E. GENERAL DISCUSSION QUESTIONS

1. What are your feelings in a situation like this?

2. How does your state of mind affect your driving?

3. How can you compensate by driving differently?

4. How can you prevent this situation from arising?

5. What caused this situation or close call?

6. What alternatives or options would you have?

7. How do you decide among these alternatives?

8. How could you prevent this incident from arising? GENERAL PROCEDURES 19

1. Awareness of feelings. In the film HOMEWORK, for example, the father bawls out his son for not doing his homework, and the son jumps in his car and takes off. Here you could ask questions such as:

"What is the driver in the film feeling?"

"What are your feelings in a situation like this?"

"What are some other situations—besides the one you saw in the film—where you might get angry with someone and go for a drive to cool off?"

2. How state of mind affects driving. It's important to move from the feelings themselves to how these feelings affect driving. In reference to the same film you could ask:'

"How will the son's driving be affected by his anger?"

"When you are In a situation like that, how does your state of mind affect your driving?"

In the trigger films about drinking you could ask:

"How will the person's driving be affected after drinking that much?"

"How is your own driving affected after .three or four drinks?"

3. Compensating for one's state of mind. An important objective of the workshops is to explore ways in which the driver can alter his behavior so as to minimize the danger of emotional"pressure df"alcohoT'.~ The idea of compensation is a difficult one, and young drivers find it hard to think that they do compensate. Nevertheless the question should be raised repeatedly. After a discussion of how anger-—or. competition or drinking—affect driving, the leader can go on to ask:

"When you're in this state of mind, how can you compensate by driving differently?"

The very term "compensation" may be meaningless. The leader may have to rephrase It such as:

"When you're angry, do you drive any differently on purpose, In order to reduce the chances of making a mistake?"

"How could you drive differently?"

In regard to trigger films on drinking;

"If you have to drive after drinking, do you purposely drive any differently from normal, to adjust for the fact that you've been drinking?" 20 GENERAL PROCEDURES

It's also essential to recognize that at a certain level of drinking the individual cannot compensate by altering his manner of driving:

"How many drinks does it take before a person like yourself cannot really compensate—when you cannot really change your manner of driving enough to offset the danger?"

4. Prevention. After effects of some emotional state or of drinking have been discussed, the leader can go on to ask:

"How can you prevent this situation from arising? That is, how could you avoid driving when you're in this state of mind?"

In regard to drinking:

"If you're at a drinking party, how do you keep someone from driving home if he has been drinking too much?"

We turn next to four general questions that can be asked about the situational series of trigger films or to students' accounts of traffic incidents. The previous questions will sometimes apply—you can ask how the driver feels when someone cuts into his lane or tailgates him, and how these feelings affect his behavior. But more often you .will explore the situation itself and how the driver responds to it.

5. Causes of the situation. In the situational films some startling or frustrating event will occur to the young driver. The leader may start by asking:

"What caused this situation or close call?"

"How did either driver contribute to the situation?"

"What about the type of road, the kind of traffic, or conditions along the road?"

6. Alternatives or options. One of the workshop objectives is to develop a wider set of driving responses. Therefore the leader can. ask:

"In a situation like this, what alternatives or options would you have? —What different actions could the driver have taken?"

7. Deciding among alternatives. An objective of the workshops is to encourage quick but deliberate decisions among alternatives. The leader can therefore ask:

"What is the best thing to do in this situation?"

"Why would you choose action A rather than B?"

"What would be the effects of action A, or B, or C?"

"What goes through your mind, while you are deciding? What is your mental process, at this point?" GENERAL PROCEDURES 21

8. Preventing the incident. Finally, questions can be asked similar to area 4 above, but focused on the idea of anticipating error of other drivers and taking action to prevent the close call from developing:

"How could you prevent this incident from arising?"

Even if someone else is clearly at fault, the leader can ask:

"If you were driving in this situation, what could you do to anticipate the close call—that is, to realize what was likely to happen?"

"What could you do to avoid the close call?"

General probes. After you have asked any of the above questions, an excellent way to keep discussion rolling is to probe further with general questions such as:

"What are some other ideas about.(repeat the question):

—feelings in this situation? —reasons why...? —ways you might compensate? —possible.causes? —etc."

"What about the rest of you—how dp-you react-to this situation?

Here, then, are eight general types of initiating questions which the leader can use to kick off discussion-about the various trigger films- plus general probes to keep discussion moving.; In addition, the follow• ing pages of this manual present for each film a number of specific ques• tions. Very likely you will invent your own questions—especially responsive ones.

Learning to conduct the workshops

This chapter—and particularly the five exhibits A through E— contain the basic philosophy of the driving workshops. If you feel comfortable with these principles, you already have a good foundation for conducting the sessions.

The detailed procedures in Part B may appear formidable, but don't be intimidated. You will find that they derive from the few basic principles above. We have, in fact, provided many more details than you can actually use, with the idea that you select those which you feel will work best for you. Rely on your own judgment.

It is not necessary to use all the materials, nor in the order listed. We do caution, however, against condensing the workshop series 22 GENERAL PROCEDURES into a shorter span than six weeks, because we feel that drivers will learn from their highway experiences in the weeks between sessions.

Training seminars and films. To give teachers a realistic idea of what it Is like to conduct the workshops, we have prepared a package of training materials including:

—four training films of 30-40 minutes each, to be used as the basis for four half-day training seminars;

—a Training Director's Manual.*

To produce the training films we recorded regular high school teachers conducting unrehearsed workshops with their own students, and then we selected excerpts to illustrate how each of the trigger films and other devices can stimulate discussion, and how each of the concepts in exhibits A-E can be applied. From these filmed episodes you will get many ideas of what to do in running your own workshops—and perhaps some things to avoid. The main, ideas in the present chapter are reviewed in Training Film #1.

Tape-recording for reciprocal comments. After the initial training seminars you will try out the first few workshops in one of your classes. At this stage some feedback on your own style is helpful. A good way to do this is to tape-record your first few sessions and then pair with another teacher to hear each other's sessions and exchange comments. Even if you simply listen to your own tapes, you will learn a lot—what went well or poorly, and what you might have done better.

"What do I do if...?"

From time to time problems will arise which are not covered either in the general principles above nor in the detailed instructions below. Your experience as a teacher will equip you to handle most of these problems. But If you find yourself baffled, here are a few helpful hints.

a. Students criticize a trigger film as unrealistic. It is easy to find fault with a specific film: "the actors are not convincing," or "the setting is not typical of this community," or "a conflict like that would not arise." We suggest: don't defend the film. Rather, ask how the same situation might arise in a more realistic manner, and then get reactions to that.

STUDENT: (After young man in H0MEW0BK escapes from his father in a car) "That would never happen. If I did that, I'd be grounded for a week."

LEADER: "Well, take some other situation where you might get mad at someone, and then drive. Has something like that ever hap• pened to you? ... How did it affect your driving?"

*Costs of these materials can be obtained upon inquiry to the senior author, Institute for Social Research, University of Michigan. GENERAL PROCEDURES 23

b. Students attack the workshop program itself. We suggest: don't get trapped into an argument between you and the students. Rather, switch the focus to diagnosis and prevention.

STUDENT: "I notice that these films are called 'Young Drivers.1 Why young drivers? We're no worse than anyone else."

LEADER should not reply; "Why do you suppose the insurance companies charge higher rates for young drivers? There must be a good reason."

LEADER instead can say: "I guess every age group has both good and poor drivers. The purpose of the driving workshops is to get your ideas about what things especially affect driving of young people. How might the causes of accidents be different for younger drivers and for older drivers?"

c. Student asks for teacherTs opinion. The student may do this for self-protection, or to avoid getting involved. Usually the leader should withhold his own opinion, since this may shut off discussion. Rather, throw the ball back to the class.

STUDENT: (Addressing the leader, after showing of STOP SIGN) "Well, what would you do in a situation like that? Would you try to stop, or would you try to cut around the other car?"

LEADER: "You've mentioned two options—coming to a stop, or swerving around the other car; do you mean over to the right? ... What other options would the driver have? ... What are likely to be the consequences of each action?"

But sometimes you sense that the student is really interested in your opinion. In that case, feel free to give it:

LEADER: "Well, what I would probably do is... But you might dis• agree."

d. Questions are raised about points of fact. On some topics, questions arise on which there does exist factual evidence—such as effects of drinking on blood alcohol level, traffic laws, accident rates at specific locations, insurance rates, etc. We do not advise that you supply such information yourself, as your role should remain that of the neutral discussion leader. But do encourage volunteers to research the facts and report back at a future meeting. Or invite an expert in that area to talk to the class.

e. A few students talk too much and many don't talk at all. Remember that non-talkers may be learning if they listen actively. But if you feel that the non-talkers' attention is drifting, you may use the following:

LEADER: "We've heard a lot from Tom and Jean about... What about some of the rest of you? Have your experiences been similar or different?" 24 GENERAL PROCEDURES

Sometimes it's helpful to call directly on a silent member;

LEADER: "Nick, what about you? Have you observed anything about... that you'd like to tell us about?"

f. Noisy hubbub in which everyone talks at once. In one sense this is a healthy sign, as it means that most of the members are interested and involved. But if they are simply telling anecdotes and having a good time, this won't help the central task of diagnosing causes and proposing remedies. Select something that one student has said and use responsive interaction to focus attention on it:

LEADER: "Hey, could you quiet down a bit? Jim, you were saying that... Could you expand on that? How did that situation arise? ... How do the rest of you feel about that—what should the driver do to prevent that kind of close call?"

g. Discussion gets off the track. It is natural from time to time that the conversation will drift from driving to a non-driving topic. At what point should you step in and bring the conversation back, and how? We suggest that you relax a bit; don't be too anxious to keep the discus• sion strictly "on the road." Some of these tangents will be of genuine importance in the lives of young people—communication between youth and parents or teachers, peer-group pressures, civic responsibilities, etc. But if the tangent is merely an entertaining anecdote, feel free to bring the focus back to driving: • •

LEADER: "A few minutes ago John was talking about an experience on the freeway. How common is that situation?"

h. Outside events demand attention. Occasionally a recent or forth• coming event may dominate the atmosphere—a racial•conflict, an athletic contest, a political headline. Use your judgment. Perhaps you should postpone the driving material for a few days. Or possibly you can inte• grate the event into a driving context—such as traffic behavior follow• ing a football victory or defeat:

LEADER: "What sort of feelings does this event arouse? How will these feelings affect driving? ... How could these effects be minimized?"

In the latter case, set aside the trigger film you were going to show and instead use the event itself to trigger discussion.

I. Apathy or non-response. Sometimes despite your best efforts the class remains dull and unresponsive. There is no easy answer for this. Be patient and keep plugging with questions from the discussion guides. Particularly, try to build on responsive Interaction—take the few ideas that do come up and draw out further reactions.

Also, it may be useful to break the class into subgroups of three or four people, each with a specific question to discuss. This will help to break the pattern of passive apathy. In addition consider some of the supplementary projects in Part C. These are designed to promote involve•

ment by each individual; each student has something active to do3 besides talking. GENERAL PROCEDURES 25

Summary

This chapter has sketched the general procedures that will apply throughout the six driving workshop sessions. Exhibit A listed six possible causes of youthful accidents—such as emotional pressures, alcohol or drugs, and overconfidence. For each of these a correspond• ing objective for driving development was presented in Exhibit B. The workshops will seek to promote awareness of the effects of emotions, and drinking, and how to compensate for these conditions. Exhibit C outlined the sequence of steps in each of six sessions.

Five principles of non-directive discussion leadership were outlined in Exhibit D, including: listening and questioning, responsive inter• action, non-evaluation, active involvement by students, and students* personal feelings and behavior. Exhibit E listed eight general types of "initiating" questions which can be asked to stimulate discussion about any of the trigger films or other materials. A series of suggestions was given on "what do I do if..." various problems arise. B. SIX WORKSHOP SESSIONS 27

PART B. SPECIFIC MATERIALS FOR SIX WORKSHOP SESSIONS

Each driving workshop session will normally take up one full class period of a regularly scheduled course. Once a week for six weeks the teacher will conduct a workshop session in place of the regular course material.

We do not recommend that you condense the material Into a shorter span—such as two sessions a week for three weeks. Driving development is a long-term process. Each session attempts to sensitive the student to his own driving—so that he will learn from his road experiences throughout the weeks between.

If you prefer a more intensive program, do this: schedule the driving workshops once a week for six weeks, and on one or two addi• tional days per week conduct one of the supplementary exercises in Part C. Or, after the six-week series of workshops is finished, follow in subsequent weeks with supplementary activities.

Except for shortening the duration of workshops, we encourage flexibility. -Follow your judgment. It is not necessary to. use every ingredient presented below, nor in the same order as shown.

In different schools class periods will vary in length—possibly from 40-55 minutes. . This manual is therefore flexible in terms of the amount of time devoted to each item, and the. number of Items. Each session contains an optional item which may be omitted if time is short.

For each piece of material we suggest a certain span of minutes. But this is not rigid. If a meaningful discussion develops, you will be wise to let it continue and shorten or omit one of the other materials.

In the following pages we (the writers) will refer to the teacher as the workshop leader—or we may simply address the teacher as yout the reader. Thus we may say: "The leader now shows film A," or simply: "Now show film A." 28 SESSION ONE 29

SESSION NUMBER ONE

Introduction by leader

Leader briefly introduces the series of driving workshops, to be held once a week for six weeks. A short film (next item) will explain what the program is about.

OPENING FILM

Pelz and Schuman present the idea of driving workshops, using trigger films to stimulate discussion but not give answers. They ask: "Before you see the first film, do you have any questions?" Leader answers any questions about procedures.

Situational trigger film: STOP SIGN

•Lady driver at stop sign shoots across young driver's lane. For discussion questions, see following pages.

Note to leader: since the episode is very brief (15 seconds) the film shows a title: "Let's see that again," and repeats the episode. You should decide in advance whether you want to stop for discussion after the first showing, and later repeat the show• ing, or whether you want to present both showings before you start discussion.

This material has several purposes. (a) It illustrates the kind of non-directive discussion which will be used throughout, (b) It introduces the idea of diagnosing close calls and what the driver can do to prevent or avoid them. (c)'In the next step it illustrates the use of Traffic Incident Forms.

Hand out Driving Development Notebooks*

These notebooks will contain several Traffic Incident Forms. Ask students to turn to the first one of these which contains a diagram of the STOP SIGN incident (a copy of this is given below). Ask students, in terms of the previous discussion of the film, to summarize answers to the three questions on the form. Perhaps jot a few of their answers on the blackboard. Urge students to record at least one incident before the next workshop session, since you want to discuss some incidents next week.

* A sample of the Driving Development Notebook is given in the Appendix. 30 SESSION ONE

Emotional trigger film: GO!

Challenge to a drag race at a red light. For discussion questions, see following pages.

The film deals with emotions of competition and excitement; discussion will examine how drivers respond to the challenge, and the kinds of decisions they make.

Optional extra questions

Normally the above materials are more than enough to fill the class period. If there is any extra time the leader can invite discussion on questions such as:

"Why do you think crash rates are higher at age 18 than at 25?"

"Do you think this is the result of two years of road experience, or of things that happen in people's lives around age 18?"

"What about yourself—since you started driving, do you think your chances of an accident have increased or decreased? Why?"

. . Total time

Training seminar and film

We hope that you have participated in the series of training seminars for driving workshop leaders. Training Film #2 shows episodes of the "athletic teacher" and the "quiet teacher" conduct• ing discussion of STOP SIGN, the Traffic Incident.Form, and GO! The two leaders differ in personal style and desk arrangement, but each is effective in his own way.

Before the next session

In a few days you may ask your students whether they have recorded any traffic incidents in their Driving Development Note• book; and if so, say you'd like to see some. Tentatively select a few which you think would be good to discuss at Session Two.

If there are several instructive Incidents, invite students to post their incident in advance on the classroom wall. There won't be time in the session itself to cover more than a few incidents. SESSION ONE

Supplementary activities

In case you want to conduct additional driving activities between the first and second session, consult the list of sup• plementary exercises in Part C. The following would be appropriate at this time:

III. Eye movement at normal rate—in the classroom* For each student a count is made of normal eye movement in watching a stationary target picture, with other class members serving as observers. "Keep your eyes moving" is a cardinal rule in effective driving. This exercise provides a baseline for the following exercise to increase one's rate of eye movement.

IV. Eye movement at speeded rate—classroom. Again with a stationary target a deliberate effort is made to speed up the rate of eye movement; scores are compared with previous rates. 32

i i 33 SESSION ONE—STOP SIGN

Questions for discussion of situational film STOP SIGN

Shown below are many initiating questions that you could use. Use only a few of them to start discussion or keep it moving. Then move fairly soon to responsive questions.

Opener

To break the ice about any of the situational films you can ask:

"What happened? Can you recall what you saw?"

General initiating questions*

"What was each driver doing that help to cause this close call?" (5)*

(If the young man is not mentioned) "Did the young man contribute in some way?" (5)

"Did the intersection contribute? In what way?" (5)

"When the lady driver pulls out, what different things can the young man do? What choices does he have?" (6)

"What would be the result of each action?" (6)

"Have you ever found yourself in a situation like that— either in the position of the young man, or in the position of the woman? What went through your mind? How did you decide what to do?" (7)

"If you were driving along like that young man and approaching that Intersection, is there anything you could do to prevent the close call from arising?" (8)

Other initiating questions*

~~"Where do you think the young man is going? What is he going to do?"~~

~~"Can you devise an ending for the film? What different things might happen?"~~

"How about your own driving when you're mad at someone—how is it different from usual?" (2)*

~~•Numbers in parentheses correspond to general questions in Exhibit E. 52 SESSION THREE—HOMEWORK~~

~~"If you get mad at someone when you're near your car, do you ever do something besides driving in order to blow off steam? What do you do?" (4)~~

~~"If you're driving after an argument, do you find that you. concentrate more on driving, or less? What sorts of things do you concentrate on more, or less?" (2)~~

~~"When you're driving after you've had a fight with someone, do you think your chances of an accident are greater than usual, or less than usual, or the same? Why?" (2)~~

~~"Would anger affect the driving of an older person any dif• ferently from the driving of a younger person?" (2)~~

~~Responsive questions~~

~~STUDENT: "I didn't know if he was really-going to leave. He seemed to hesitate for a few moments before taking off."~~

~~LEADER: "What might have passed through.his mind in those few moments? Was he considering alternatives?" (6)~~

~~STUDENT: "It's not a good time to drive, when you're that mad."~~

LEADER: **

~~GIRL: "A woman can let out her emotions by crying, but if you guys get in a car when you're mad, you could knock some other driver off the road."~~

LEADER: **

**Fill in. For other possible responses see Addendum, p. 98. SESSION THREE—HOMEWORK 53

~~Other questions~~

~~Driving Strengths and Weaknesses: see reverse side SESSION TWO—DRIVING DEVELOPMENT NOTEBOOK 54~~

~~DRIVING STRENGTHS AND WEAKNESSES~~

~~Keep one copy and turn in the other to your instructor. DO NOT SIGN YOUR NAME.~~

~~My DRIVING STRENGTHS are mainly: My DRIVING WEAKNESSES are mainly:~~

~~(check ] to 4 answers or write in) (check 1 to 4 answers, or write in)~~

• Skillful in city traffic • Lack skill in city traffic • Skillful on freeways • Lack skill on freeways • Good in rain, ice, or snow • Poor in rain, ice, or snow • Good at night driving • Poor at night driving • Skillful at high speeds • Afraid of high speeds

• Able to pass quickly • Lack skill in passing • Good at parking • Can't park very well • Quick reflexes, quick reactions • Daydream, inattentive • Keep cool in emergencies • Like to show off • Courteous, considerate • impatient,get mad easily • Alert, attentive • Speeding, drive too fast • Good eyesight • Over-confident • Cautious, careful • Under-confident • Patient, don't get angry • Can't judge distances well • Keep car under control • Run amber or red lights • Safe speed O Poor stops at stop signs • Obey signs arid signals • Panic in tight situations • Good judge of distances • Discourteous, inconsiderate • Drive smoothly • Get nervous • Don't let emotions upset driving • Take too many chances

~~Other strengths (write in): Other weaknesses (write in): SESSION THREE~~

~~DRIVING STRENGTHS DRIVING WEAKNESSES~~

~~SKILLFUL IN CITY TRAFFIC LACK SKILL IN CITY TRAFFIC~~

~~SKILLFUL ON FREEWAYS LACK SKILL ON FREEWAYS~~

~~GOOD IN RAIN, ICE, SNOW POOR IN RAIN, ICE, SNOW~~

~~GOOD AT NIGHT DRIVING POOR AT NIGHT DRIVING~~

~~SKILLFUL AT HIGH SPEEDS AFRAID OF HIGH SPEEDS~~

~~ABLE TO PASS QUICKLY LACK SKILL IN PASSING~~

~~GOOD AT PARKING CAN'T PARK VERY WELL~~

~~QUICK REFLEXES DAYDREAM, INATTENTIVE~~

~~KEEP COOL IN EMERGENCIES LIKE TO SHOW OFF~~

~~COURTEOUS, CONSIDERATE IMPATIENT, GET MAD EASILY~~

~~ALERT, ATTENTIVE SPEEDING, DRIVE TOO FAST~~

~~GOOD EYESIGHT OVER-CONFIDENT~~

~~CAUTIOUS, CAREFUL UNDER-CONFIDENT~~

~~PATIENT, DON'T GET ANGRY CAN'T JUDGE DISTANCES WELL~~

~~KEEP CAR UNDER CONTROL _RUN AMBER OR RED LIGHTS~~

~~SAFE SPEED POOR STOPS AT STOP SIGNS~~

~~OBEY SIGNS & SIGNALS PANIC IN TIGHT SITUATIONS~~

~~GOOD JUDGE OF DISTANCES DISCOURTEOUS, INCONSIDERATE~~

~~DRIVE SMOOTHLY GET NERVOUS~~

~~DON'T LET EMOTIONS UPSET TAKE TOO MANY CHANCES 56 SESSION THREE—STRENGTHS & WEAKNESSES 57~~

~~Questions for discussion of DRIVING STRENGTHS AND WEAKNESSES~~

Initiating questions*

~~On the tabulation call attention to the STRENGTHS column; point out 3-4 of the most common responses, or ask students to do so. Then in regard to one of these ask:~~

~~"Why did.many of you check (strength A) as one of your main strengths?"~~

~~"Is (strength A) something natural in drivers your age, or can a young person develop this?" (Note reference to driving develop• ment concept.)~~

~~Pick out another common strength and ask similar questions.~~

~~Pick out a strength that few people checked, and ask:~~

~~"Only a few of you said you were good at (strength B). Why is that?"~~

~~Move to the WEAKNESSES column; .again point out or ask for 3-4 common responses. Select one and ask:~~

~~"Many of you said that you had (weakness X). Why is that?"~~

~~"If you have that weakness, how do you overcome it? Do you drive any differently in order to compensate for it?" (3) •~~

~~Ask students to look at their own copy of their answer filed in their Driving Development Notebook, and compare this with the class tabulation.~~

"What changes have you noticed in your own driving strengths or weaknesses over the past year?, Are there certain things you are better at now than you were a year ago? What made you better?" (Again the. driving development concept.) .

~~"Are there some things you are worse at now than a year ago? What made you worse?"~~

~~"If you look ahead to the coming year, what changes in your own driving abilities are most likely to happen? Why?"~~

~~After both strengths and weaknesses have been discussed, ask:~~

~~"How will these strengths and weaknesses affect the changes of an accident?"~~

*Numbers in parentheses correspond to general questions in Exhibit E. 58 SESSION THREE—STRENGTHS & WEAKNESSES

~~"Which strengths are important for avoiding ah accident?" (5)~~

~~"Which weaknesses are most likely to cause an accident?" (5)~~

~~"Are some weaknesses helpful in avoiding accidents?" (5)~~

~~Point out a frequent strength and a frequent weakness which appear to be contradictory:~~

~~"Does it seem odd that many of you checked (strength C) but many of you also checked (weakness Z)? Could the same person have both (C) and (Z)? If so, how would that affect his driving?"~~

~~Explore differences between men and women:~~

~~"Are there some strengths that are more likely to be checked by guys, and other strengths by girls? What about weaknesses—would guys and girls have different weaknesses?"~~

~~Responsive questions~~

~~STUDENT: "When I first started to drive, I couldn't (names a weak• ness, or absence of a strength). I can now. It's easy."~~

~~LEADER: "How come?"~~

~~STUDENT: "It's simply a matter of experience or inexperience."~~

~~LEADER: "Is it that simple? Did anything else change, that might affect (that weakness or strength)?"~~

~~STUDENT: "Funny. No one said they were discourteous or inconsiderate. Yet when you think how many drivers like that there are on the road..."~~

LEADER: **

**Fill in. For a possible response see Part B, Addendum, p. 98. SESSION THREE—STRENGTHS & WEAKNESSES

~~Other questions 60 SESSION THREE--TAILGATER 61~~

~~Questions for discussion of situational film TAILGATER~~

Initiating questions*

~~"How does It make you feel to have someone riding your tail?" (1)~~

~~"How do you get rid of a tailgater? What different things could you do?" (6)~~

~~(If more than one method is mentioned) "What are the advantages or disadvantages of each method?" (7)~~

~~"If someone is tailgating your car, in what ways is he a hazard to you?"~~

~~"When someone is tailgating you, does" it affect your driving behavior?" (2)~~

~~"Under what conditions have you found yourself tailgating some• one else? —When might it be natural to tailgate somebody?"~~

~~"When you are tailgating someone else, how does it affect his behavior?" (2)~~

~~"When you are tailgating someone else, what about your.own driving behavior? Do you drive any differently from normal when you tailgate someone?"~~

~~Responsive questions~~

~~STUDENT: "When someone is tailgating me, it makes me so nervous that I keep watching him instead of the road ahead. A kid could run across the street and I might not notice."~~

~~LEADER: "Well then, do you do anything consciously to .compensate for the fact that you're watching him a lot of the time?" (3)~~

~~Other questions~~

*Numbers in parentheses correspond to general questions in Exhibit E. 62 SESSION THREE—INTERSECTION 63

~~Questions for discussion of optional situational film INTERSECTION~~

Initiating questions*

~~"If you are in this situation and the car behind you blasts his horn, how does it make you feel?" (1)~~

~~"How does this affect you—what do you do? What different things could you do?" (2, 6)~~

~~"What would be the effects of doing each of these things?" (7)~~

~~"When you are behind a car that doesn't start on a green light, how does it make you feel?" (1)~~

~~"Does it matter who the driver ahead is—whether he's in a big car or a little car, whether it's a man or a woman, etc.?" (1)~~

~~"When the car ahead doesn't start, what do you do about it? What different options do you have?" (2, 6)~~

~~"What goes through your head when you are deciding what to do? What affects your decision?" (7)~~

~~Responsive questions~~

~~STUDENT: "I've had people honk at me just, like in the film."~~

~~LEADER: "How did you react?" (1 or 2)~~

~~STUDENT: "I got so mad I wanted to get out of the car and tell them to shut up."~~

LEADER: **

~~•Numbers in parentheses correspond to general questions in Exhibit E.~~

**Fill in. For other possible responses see Addendum, p. 98. SKSSION THREE—INTERSECTION

STUDENT: "If that happens to me, I get even. Two can play that game. LEADER: **

~~Other questions~~

**Fill in. For other possible responses see Addendum, p. 98. SESSION FOUR 65

~~SESSION NUMBER FOUR~~

~~Opinion ballots on drinking and drugs~~

Leader hands out self-carbon opinion ballots on effects of alcohol and marijuana on driving (see sample on page 73), or gives out two copies to each student and asks students to copy answers onto the duplicate.* Students turn in one copy without names, to be tabulated for discussion next week, and keep duplicate in their Driving Development Notebook. j

~~Between now and the next session, leader or student helpers will tabulate replies and duplicate for discussion next week.~~

~~Discussion of traffic incidents~~

Follow the same procedure as in Session Two, using the discus• sion questions shown there. Again students are Invited to describe events recorded on Traffic Incident forms, using an overhead projector.

~~Purpose is to reinforce students' ability, to diagnose accident causes and suggest preventive steps.~~

~~Recruit volunteers on hazardous locations~~

In Session Six two weeks from now, you will invite discussion on hazardous locations in this community. Here, recruit a couple of volunteers to visit police headquarters or local safety council to obtain information on numbers of accidents at a half dozen most dangerous spots in the surrounding area.

~~Emotional trigger film: THE KEY~~

~~With car-keys representing people, a male key gets high at a party and is bawled out by his female companion before they drive off. See below for discussion questions.~~

~~Focus is on effects of heavy drinking (or other drugs), but in contrast to the happy mood of PARTY the drinking is combined here with social rejection and male-female hostility.~~

*A copy for reproduction, if desired, is also given in Appendix. 66 SESSION FOUR

Subgroups, As in the previous session, we suggest that you break the class Into subgroups to increase involvement. The film lends Itself well to this technique as it is a puzzle to figure out what is happening. Before showing the film, give each sub• group a topic to discuss immediately after seeing the film and then report to the whole class.

~~Optional situational film: DON'T SPEEDUP!~~

~~Use only If there is time. The oar ahead changes speed, and won't let the young man pass. For discussion questions see below.~~

~~Focus is on alternative diagnoses for strange behavior of another driver; effect of each diagnosis feelings of young driver; alternative solutions depending on diagnosis.~~

~~Total time~~

~~Training film~~

In Training Film #3 you have a chance to compare different leadership styles of the stout teacher and the quiet teacher in discussion of students1 reports on traffic incidents. Then you see the quiet teacher using subgroups to respond to THE KEY, and the woman teacher doing this without subgroups. Episodes from DON'T SPEED UP! are shown.

~~Before next session~~

~~Tabulate answers to opinion ballot (see tabulation form on p. 74); make duplicate copies to hand out to students, and also if possible make transparency for overhead projector.~~

~~Supplementary activities~~

~~If desired, we suggest the following from Part C:~~

VIII. Commentary arriving—in the classroom. With a film borrowed from a driving simulator, students take turns verbalizing from moment to moment what they perceive as a driver and what decisions they are making. Helps to sensitize driver to his own mental process and what goes into his "driving judgment." SESSION FOUR—THE KEY 67

~~Questions for discussion of emotional film THE KEY~~

~~Subgroup questions~~

~~The following topics can be written on the board, and one of them may be assigned to each subgroup; may also be used for class-wide discus sion.~~

~~A. What kind of people are this man and woman? How old? Are they married? Why do you think so?~~

~~B. What was the woman feeling, and what was she telling the man, (a) near the end of the party, (b) as they were getting into the car?~~

~~C. What were the man's feelings ,(a) during the party, (b) when they started to go home?~~

~~D. How will the man's driving be affected on the way home, and why~~

~~E. How did other people at the party react to the man, and why?~~

~~If more than five subgroups, assign same topics to the additional groups.~~

~~Other initiating questions* . -~~

~~"What .is the man getting high on? Could .something other than alcohol be involved?"~~

"If you're going to a party with alcohol (or other drugs), and you know that you have to drive home afterwards, dp.you think ahead about your activities during the evening? In what way do you plan ahead?" (4)

~~"Do you think that a person can learn how to drive more safely after he has been drinking? (If yes) What sorts of things can a person learn to do or not do when he drives after drinking?" (3)~~

"Suppose a bunch of fellows are out drinking at a bar or a party, and-the man who was supposed to drive home is pretty drunk and you feel he really ought not to drive. What do you do in a situation like that?" (4)

(If the following topic has already been thoroughly discussed following THE PARTY, do not ask again) "Suppose a girl is with her date at a party and he is sufficiently drunk that she feels he ought not to drive. What can she do in that situation?" (4)

~~•Numbers in parentheses correspond to general questions in Exhibit E 68 SESSION FOUR—THE KEY~~

(Remind the class about their discussion of THE PARTY two ses• sions ago.) "How is this situation different from the one you saw in the other film about the party? How about each man's state of mind—how will this be different?" (1)

~~"Does drinking have a different effect on driving depending on whether you're happy, or irritated, or depressed? What is the dif• ference?" (2)~~

~~Responsive questions~~

~~STUDENTS: (Most of them say that the people are middle-aged and married,)~~

LEADER: "Could you imagine that this was one of your own parties, with people about your own age and unmarried?" (If some students can see this): "If this were a teenage party, would it change your interpretation of what is happening—such as the man's reactions, the woman's reactions, and so on?"

~~STUDENT: "She just yelled at him. That didn't do any good. She should have insisted on driving."~~

~~LEADER: "Why do you think she didn't insist on driving?"~~

~~STUDENT: "Maybe she didn't have a driver's license."~~

LEADER: **

~~Other questions~~

**Fill in. For a possible response see Part B Addendum, p. 99. SESSION FOUR—DON'T SPEED UP! 69

~~Questions for discussion of situational film DON'T SPEED UP!~~

~~Opener~~

~~"Have any of you been in a situation like that? What happened?"~~

Initiating questions*

~~"Do you think the driver in front was speeding up deliberately, or didn't he realize the man in back wanted to pass?"~~

~~"What other reasons might cause the driver in front to first speed up and then slow down?" (5)~~

~~"Suppose you're in the car behind, and you think that the front car is blocking you on purpose? What" should you do? What options do you have?" (6,7)~~

~~"Suppose you think the driver in front is not blocking you on purpose, but because (repeat other reasons—doesn't notice you, poor driver, etc.)? Then what should you do?" (6, 7) •~~

~~"If you are driving at the speed limit on a two-lane highway, how do you feel when a car comes up behind at high speed and passes you?" (2)~~

~~"If you're in the car ahead on a two-lane highway and someone wants to pass you, should you slow down or keep a constant speed? Why would you do either?" (7)~~

~~Responsive questions~~

~~STUDENT: "In a passing situation like that, new drivers like myself can't quite judge their passing distance."~~

~~LEADER:' "About how long does it take, do you think, for a person to acquire good judgment about passing distance?"~~

*Numbers in parentheses correspond to general questions in Exhibit E. 70 SESSION FOUR—DON'T SPEED UP!

~~STUDENT: "The driver in front saw that it was just a kid in backh• and the kid was driving a better car than he was. So the driver in front decided to bug him."~~

LEADER: **

~~Other questions~~

**Fill in. For possible responses see Addendum, p. 99. SESSION FIVE 71

~~SESSION NUMBER FIVE~~

~~Approx. minutes Tabulation of opinions on alcohol, marijuana and driving - - - - - 15-20~~

The leader or student helpers have tabulated opinion ballots turned in last week, and he now shows the tabulation by overhead projector or distributes copies to students, or both. For discus• sion questions see following pages.

~~Purpose of this material is to introduce the topic of drugs, with further discussion on effects of alcohol.~~

~~Emotional trigger film: DREAMER . 10-20~~

~~The pleasure of driving atone and day-dreaming; close call with railroad barrier. See below for discussion questions.~~

~~Focus on driving for relaxation and pleasure, and effects of inattention. The possibility of drugs can be raised.•~~

~~Situational trigger film: AFTERNOON DRIVE - - - - - 10-15~~

~~It's a lovely day, and suddenly a oar outs in from the side. For discussion questions see below.~~

~~The film continues the theme of inattention, with obstructed vision.~~

~~Optional situational film: SANDWICH - 0-10~~

~~Use only if there is time. Young man is trapped between two trucks; For "discussion" see-following pages.~~

~~Involved here are sensations of danger and lack of control; how one handles this situation.~~

~~Reminder~~

~~Remind the class that next week you'll be discussing dangerous locations around this community; ask the volunteers how they are coming on getting the information- Total time 35-65 72 SESSION FIVE~~

~~Training film~~

In the fourth training seminar. Training Film H4 contrasts the quiet teacher and the stout teacher drawing out opinions on drinking and drugs, and continues with episodes of student reactions to DREAMER, AFTERNOON DRIVE, and SANDWICH. In one sequence the class• room situation is stopped every half-minute to allow trainees to suggest responsive interactions: "What should the leader do next? What would you do at this point?"

~~Before next session~~

~~Find a map of the area to fasten up. Prepare a half dozen cardboard pointers which you can tape onto the map to pinpoint . dangerous locations based on students1 report.~~

~~Supplementary activities~~

~~If these are desired, we suggest the following as described in Part C:~~

VI.. Hazard detection. Again with a driving simulator film, students are asked to spot and write down potential hazards when the film is stopped every half-minute. The numbers of hazards at each stopping point are tabulated, to see how perception varies with practice. Exercise is designed to sensitize students to the driving environment, through sharing perceptions.

~~IX. Commentary driving—on the road. Continues the process introduced in activity VIII of verbalizing perceptions and decision processes—now transferred from a film to actual driving. 73~~

~~OPINION BALLOT~~

~~Keep one copy and hand in the other. DO NOT SIGN YOUR NAME.~~

~~1. Suppose a person of your age and sex drinks two bottles of beer at a party, one-half hour before he drives home. In your opinion, which of the following is most likely? CHECK ONE:~~

~~He will drive somewhat better than usual (because he's more relaxed or attentive) _He will drive somewhat worse than usual (because he's less alert) He'll drive about the same as usual I have no idea~~

~~2. Suppose a person of your age and sex smokes one whole "joint" of marijuana at a party and then drives a car. In your opinion, which of the following is most likely? CHECK ONE: . .~~

~~He will drive somewhat better than usual (because he's more relaxed or attentive) He will drive somewhat worse than usual (because he's less alert) He'll drive about the same as usual I have no idea~~

3. Some people say .that the amount of alcohol in 4 drinks of liquor will have different effects on a person's driving depending on the condi• tions. In your opinion, how much difference will each of the follow• ing conditions make, in how much a person's driving will be affected by 4 drinks?

~~a. How much a person is eating would make (CHECK ONE):~~

~~A lot of Some Almost no I have .difference difference dif ference no -idea~~

~~b. How much a person weighs would make (CHECK ONE):~~

~~A lot of Some Almost no I have difference difference difference no idea~~

~~c. How rapidly or slowly a person drinks would make (CHECK ONE):~~

~~A lot of Some Almost no I have difference difference difference no Idea 74 SESSION FIVE~~

~~OPINION BALLOT ON DRINKING AND DRUGS~~

~~1. A PERSON WHO DRINKS 2 BOTTLES OF BEER;~~

~~WILL DRIVE BETTER~~

~~WILL DRIVE WORSE~~

~~WILL DRIVE ABOUT THE SAME~~

~~2. A PERSON WHO SMOKES A "JOINT" OF MARIJUANA:~~

~~WILL DRIVE BETTER~~

~~WILL DRIVE WORSE~~

~~WILL DRIVE ABOUT THE SAME~~

~~3. HOW DRIVING IS AFFECTED BY 4 DRINKS DEPENDS ON:~~

~~a. HOW MUCH A PERSON IS EATING~~

~~ALMOST NO A LOT SOME NONE IDEA~~

~~b. HOW MUCH A PERSON WEIGHS~~

~~ALMOST NO A LOT SOME NONE IDEA~~

~~c. HOW RAPIDLY A PERSON DRINKS~~

~~ALMOST NO A LOT SOME NONE IDEA SESSION FIVE—OPINIONS ON DRINKING & DRUGS 75~~

~~Questions for discussion of opinion ballots on drinking and drugs~~

~~Initiating questions on each opinion topio~~

~~Tabulations from ballots turned in at last session are handed out or projected on screen.~~

~~Topic 1—two beers. Point out votes for each alternative. "Now I'd like to explore some reasons for each of these answers." Do not ask who checked each answer. Start with the neutral category:~~

~~"Now, of you felt that if a person of your age and sex drinks two bottles of beer, he or she will drive about the same as usual. What are some reasons why someone would check that?"~~

~~Without asking who checked "better" or "worse," ask:~~

~~"Now let's look at the other answers. What are some reasons for feeling that a person with two beers would drive worse than usual? What dangers would he have to watch out for?"~~

"How about saying that with two beers a person would drive ' better than usual? What are some reasons for this?" (Even if no one checked this, it is still useful to ask why someone might feel this way.) ,

~~Topic 2—joint of marijuana. Proceed in a similar way as above. Ask in succession reasons for feeling that a person who smokes a joint of marijuana might drive:~~

~~"...the same as usual?"~~

~~"...worse than usual? What dangers would he have to watch out~~

~~for?"~~

~~"...better than usual?"~~

As an alternative to taking each alternative you could ask: "Let's just open it up for discussion. What are some reasons ~" for feeling~that~a~joint of marijuana would make a person drive either worse or better or the same?"

Topic 3a—drinking and eating. Point out the votes for saying that the amount of food would make "a lot of difference" in the effects of 4 drinks on driving, and the votes for saying it would make "almost no difference." 76 SESSION FIVE—OPINIONS ON DRINKING & DRUGS

~~"Why do some people feel that the amount of food makes a lot of difference, while other people feel that the amount of food makes almost no difference?"~~

~~"Does the type of food matter?"~~

~~"Does it matter when you eat in relation to when you drink?"~~

~~Topic 3b—drinking and weight. Point out responses.~~

~~"What are some reasons for these answers? How does a person's weight affect his reaction to alcohol, if at all?"~~

~~Topic 3c—pacing of drinking. Point out responses.~~

~~"What are some reasons for these answers? How does your rate of drinking affect your reaction to alcohol?".~~

~~"How slowly would someone have to take four drinks of liquor so that it would have no effect—over how much time would he have to spread it?"~~

Other initiating or responsive questions*

~~Weave in a few of these where appropriate.~~

(Students have mentioned certain effects of either drinking or marijuana—less alert, slower reaction, more confident, etc.) "In what kinds of driving situations would (slow reaction time, etc.) be especially dangerous?" (2)

~~(For situations mentioned) "With a danger like that, what can a driver do to overcome or compensate for this effect (of drinking or pot) on his behavior?" (3)~~

~~"What about 'uppers' like pep pills, or 'downers' like tranquilizers? How would either of these affect driving?" (2)~~

~~"Do the effects of drinking differ with age? Are there dif• ferences, say, in the effects of drinking on driving by a person aged 16, 18, 25, or 40?" (2)~~

~~(If age differences are acknowledged) "What does that imply for compensation—should a person aged 16 or 18 take different precautions after drinking, than a person aged 25 or 40?" (4)~~

"Suppose you wanted to arrange it so that you could drink or smoke pot, and not have to drive afterward. Is there any way in which you could do this? How?" (If methods are given) "Is that something fairly common, or is it rare?" (4)

*Numbers In parentheses refer to general questions in Exhibit E. SESSION FIVE—OPINIONS ON DRINKING & DRUGS 77

"If you are going to a party where you know there will be both food and alcohol, and maybe pot, do you plan your activities ahead in any way? Do you tell yourself how much you're going to eat or drink or smoke, early in the evening or later on? (If anyone does so) How well does that work out?" (A)

~~"What about harder drugs than marijuana—such as LSD or heroin? (Use local slang if known.) How would these affect driving, do you think?" (2)~~

"Are there certain states of mind when two bottles of beer would affect your driving more than usual? How?" (You may sug• gest particular conditions such as): "What if your team has just beaten their chief rival? What if you have just flunked an exam? What if you have just returned home after 12 hours of driving?" (2)

~~"What about the combination of alcohol and other drugs. Would drinking along with pot, say, have more effect or a different effect from the same amount of either one separately?" (2)~~

~~Responsive questions~~

~~STUDENT: (Talking about effects of marijuana) "It depends on the neighborhood. If it's a familiar one, it doesn't matter. But in a strange neighborhood you get lost easily. Then you get panicky."~~

LEADER: "You're saying that how well a person knows the neighbor• hood makes a difference on how marijuana affects his driving. What other conditions would make a difference in how marijuana affects driving?"

~~Other questions SESSION FIVE—DREAMER 79~~

~~Questions for discussion of situational film DREAMER~~

Opener*

~~"How realistic Is this? Is it something that might really happen?"~~

Initiating questions*

~~"When you're driving, how often do you find yourself daydreaming?"~~

~~"Will your driving be different, when you're in that state of ming? How?" (2)~~

~~"When you are driving and find yourself daydreaming, is there anything that you can do consciously to make allowances for your daydreaming ?" (3)~~

~~"This man was driving on a nice day in the country. What other conditions might put you in a frame of mind to daydream?" (1)~~

~~"Could drinking put you in a frame of mind where your attention is distracted?" (1)~~

~~"What about pot—would that distract your attention? What about other drugs?" (1)~~

~~"How much of the time do you really need to concentrate on driving, and how much of the time can you .relax? When do you have to concentrate more, and when can you relax more?"~~

~~Responsive questions~~

~~STUDENT: "It sometimes happens to me on the freeway when there's not too much traffic—the driving is so monotonous that my mind begins to wander."~~

LEADER: **

~~•Numbers in parentheses correspond to general questions in Exhibit E.~~

**Fill in. For other responses see Addendum, p. 99. 80 SESSION' FIVE—DREAMER

~~STUDENT: "If you're on a long trip, and you keep watching the road, you start to get highway hypnosis."~~

~~LEADER: "Is that something that really happens, or is that just another word for driving monotony?"~~

~~"What do you do to guard against highway hypnosis?"~~

~~STUDENT: "Sometimes when I'm driving and the radio Is on, I start to think about the music and I forget about driving."~~

LEADER: **

~~Other questions~~

**Fill in. For other responses see Addendum, p. 99. SESSION FIVE—AFTERNOON DRIVE 81

~~Questions for discussion of situational film AFTERNOON DRIVE~~

~~Opener~~

~~"What happened?"~~

Initiating questions*

~~"What were some of the causes of this close call? (If not mentioned you may ask): What about the young driver? —the road conditions? —the weather?" (5)~~

~~"What was the young driver thinking or feeling just before this incident happened?" (1)~~

~~"How did the young man's state of mind affect his actions?" (2)~~

~~"Do you think there was a collision? Was a crash certain, or could it have been avoided?"~~

~~"What different actions could the young man have taken in try• ing to avoid a crash?" (6)~~

~~"If you were the young driver in the film, what would you have done to avoid the crash? Why?" (7)~~

~~"We've talked about avoiding the crash. What about preventing the close call in the first place? Is there anything the young driver could have done to prevent the close call from arising?" (8)~~

~~Responsive questions~~

~~STUDENT: "On a nice day like that you go out driving to enjoy your• self."~~

~~LEADER: "How do you drive differently, when you're out to enjoy yourself?" (2)~~

~~"What dangers might there be if you're just driving for enjoyment? What would you do to make allowances for these dangers?" (3)~~

~~•Numbers in parentheses correspond to general questions in Exhibit E. 82 SESSION FIVE—AFTERNOON DRIVE~~

~~STUDENT: "The man who came out of the side road wasn't paying atten• tion. On a country road like that, maybe he's not used to traffic coming along."~~

LEADER: **

~~STUDENT: "It's a beautiful day and the sun is shining, and the young man was daydreaming. I do the same thing myself."~~

LEADER: **

~~Other questions~~

**Fill in. For possible responses see Part B, Addendum, p. 99. SESSION FIVE—SANDWICH 83

~~Questions for discussion of optional situational film SANDWICH~~

~~Opener~~

~~"Has that ever happened to you—where you've been sandwiched in between a couple of trucks or a couple of buses?"~~

Initiating questions*

~~"How do you feel when you're in a situation like that?" (1)~~

~~"What actions can you take in that situation—what alterna• tives do you have?" (6)~~

~~"What is the best thing to do? What factors do you consider, in deciding what to do?" (7) .~~

~~"When you're following a truck, do you leave more cushion space . or less cushion space than when you're following another car? Why?"~~

~~"When you're passing a truck, how does your driving differ • from when you're passing another car?"~~

~~Responsive questions~~

~~STUDENT: "I've been, in situations like that a lot of times. It doesn't bother me."~~

~~LEADER: "You aren't bothered, but other people say they are. How do you account for the difference in reactions?"~~

~~Other questions~~

~~•Numbers in parentheses correspond to general questions in Exhibit E 84 SESSION SIX 85~~

~~SESSION NUMBER SIX~~

~~Emotional trigger film: THE BLONDE~~

~~Young man in tavern loses at bowling game, is humiliated when he flirts with a girl, speeds into the night. For discussion ques• tions see following pages.~~

~~Discussion focuses on effects of defeat and public humilia• tion; drinking may also be a factor.~~

~~Dangerous locations~~

~~Before the session starts, fasten up a map of the area. Have the student volunteers tape cardboard pointers onto map to indicate high-accident spots. Then discuss using questions on following pages.~~

~~Purpose: to heighten awareness of local hazards, and reasons why they are dangerous, based on students' own observations.~~

~~Optional situational film: NAVIGATING~~

~~Young man has a map but the expressway signs are confusing. For discussion questions see following pages.~~

~~The focus here is on the art of freeway navigation and route planning.~~

~~Note: if the dangerous location report takes all available time, simply show film without discussion.~~

~~Optional discussion: SPRING EPIDEMIC~~

~~Be sure to save time for Closing Film below and concluding remarks.~~

In the remaining time before that, ask students to turn to the end of their Driving Development Notebook and observe the chart there on the "spring epidemic" showing a rise in fatal crashes for 18-19 year-old drivers in late June and in August. What might account for this? See below for discussion questions

~~Focus here is on feelings of release from school pressures and the hazards of vacation driving. 86 SESSION SIX~~

~~CLOSING FILM~~

To give a sense of closure, Pelz and Schuman thank the students and school for participating. They repeat that there is no single "point" which the driving development program is trying to get across, but simply greater awareness of what affects one's own driving.

~~In conclusion~~

Previously we urged that you continue an emphasis on driving through some of the supplementary activities suggested in Part C. Perhaps you have already interspliced these between driving work• shop sessions.

If not, and you want to use them now, tell the class that while this session ends the formal part of the driving development program with trigger films, next week you will suggest some further activities related to driving.

~~If you have decided against any supplement, wind up the series now. Ask which of the films or other materials they found most interesting, or least interesting, and why.~~

~~Total time~~

~~Training film~~

In the fourth training seminar, the second half of Training Film #4 illustrates each of the above materials. The stout teacher and the woman teacher draw out a variety of student reactions to THE BLONDE. Techniques for getting student comments about dangerous locations are illustrated. The woman teacher's class discusses the art of NAVIGATING on freeways, and reasons for the rise in fatal accidents in the SPRING EPIDEMIC chart. SESSION SIX—THE BLONDE 87

~~Questions for discussion of emotional film THE BLONDE~~

~~Openers~~

~~"What was that about?"~~

~~"Where do you think he Is going? What will happen next?"~~

Initiating questions*

~~"What were the boy's emotions?" (1)~~

~~"What made him feel this way—was it just being thrown out, or did other things make it worse?" (1)~~

~~"Have you ever felt the same way he was feeling?" (1)~~

~~"These feelings (repeat those mentioned—rejection, embarrass• ment, anger, etc.)—how would they affect his driving?" (2)~~

~~"Would, he be more accident-prone in this state of mind, or less accident-prone, or wouldn't it make any difference?" (2)~~

~~"Suppose you have to drive when you are feeling like he was (repeat emotions mentioned). What could you consciously do, to make allowance for the way you are feeling?" (3)~~

~~"What about the fact that it was night-time? Would this increase the chances of an accident more than if it were day-time, or wouldn't that make much difference? How come?"~~

~~Responsive questions~~

~~STUDENT: "The way he fell down and had trouble getting up, it looked like he might have been drinking."~~

~~LEADER: "What do the rest of you think—did it look like he might have been drinking?"~~

~~"Suppose he had been drinking. How would this affect his reactions in the tavern? What about when he left—would his drinking affect his driving more than just being angry or embarrassed?" (2)~~

~~"Suppose you find yourself driving when you're both angry and have had several drinks. What can you do, to reduce the danger of driving in this state of mind?" (3)~~

*Numbers in parentheses correspond to general questions in Exhibit E. SESSION SIX—THE BLONDE

~~LEADER: "Have you ever felt the same way he was feeling?"~~

~~STUDENT: "Well, I've never been kicked out of a bar."~~

LEADER: **

~~STUDENT: "Especially humiliation. When that happens to me, I sort of re-live the situation over and over in my mind. I don't pay attention to anything else."~~

~~LEADER: "How does that compare with other emotions, like being angry or depressed? Which emotions interfere more with your driving, and which emotions interfere less? What are the differences?" (2)~~

~~Other questions~~

**Fill in. For a possible response see Addendum, p. 100. SESSION SIX—DANGEROUS LOCATIONS 89

~~Questions for discussion of dangerous locations~~

Before the session, fasten up map of area and prepare a half-dozen cardboard pointers (about 2" long). Ask students to report the data (from police records, etc.) on the locations that are the most dangerous (highest number of accidents in the past year). As each one is given, find it on the map and fasten a pointer to show it. Mark three or four locations without much diagnosis, then start discussion.

Initiating questions for specific locations*

~~"What makes that location dangerous? What are the causes of the trouble?" (5)~~

~~"How many of you have driven much around this particular spot? Have you found it difficult to maneuver there? Why?" (5)~~

~~"Do you find yourself driving differently from normal there, in order to compensate for the difficulty?" (3)~~

~~"Are there any techniques you have found helpful in maneuvering at that location?" (6)~~

~~(If they 'avoid it1): "What alternate route would you use, if you wanted to avoid that location?" (8)~~

~~"Are there certain times of the day or night, or certain days of the week, when the problems get worse at that location? Why?" (5)~~

~~"How do other people drive at these locations? Are there certain mistakes by other drivers that you have* to watch for here?" (5)~~

~~"Do cars coming from a certain direction especially have trouble here, or do all cars.have trouble?" (5)~~

~~Other initiating questions~~

~~After discussion of the principal dangerous locations reported by student volunteers, go on to explore other local driving hazards:~~

~~"What about some other spots around this area that any of you have found difficult or dangerous? (For each one) Why is it dangerous? What is the source of the difficulty?" (5)~~

~~For each location additional questions may be asked as above.~~

~~•Numbers in parentheses refer to general questions in Exhibit E. 90 SESSION SIX—DANGEROUS LOCATIONS~~

~~"Has it ever happened, on some familiar route, that you began to notice a hazard that was there all the time but you didn't realize it? What sort of hazard did you notice? What made you realize it?"~~

~~"Have you noticed any locations where something has changed to make them more dangerous than they were before? What made the loca• tion more dangerous?"~~

"In general, how does the driving environment around this area compare with other places you drive? Would you say that the environ• ment here is relatively safe or easy, or relatively difficult or dangerous, or what? Why?"

~~"What do you think about as you are approaching some location that has some special difficulty? How does your state of mind or your behavior change?" (2)~~

~~"As a result of the particular driving environment around this area, do you find yourself driving .differently than in other-areas? How?"~~

~~If necessary you. can ask about specific dangers such as:~~

~~"What about signs—are there places where signs are confusing, or missing, or badly placed? Are there stop signs you tend not to notice?"~~

~~"What about places where a curve or a hill tends to hide the road ahead?"~~

~~"Are there places where the lane.markings are inadequate or confusing?"~~

~~"How about blind spots, where buildings or parked cars or trees obstruct your view?"~~

~~Responsive questions~~

~~STUDENT: "This community is especially difficult because a lot of streets are laid out on angles instead of square corners."~~

~~LEADER: "How does that affect your driving? What do you do to compensate for this type of difficulty?" (3, 6) SESSION SIX—DANGEROUS LOCATIONS 91~~

~~STUDENT: "That location is especially bad when there is heavy traffic."~~

~~LEADER: "What about the opposite—are there certain locations which are hazardous at certain times because of very light traffic? So that maybe you take more chances than you should?"~~

~~Other questions 92 SESSION SIX—NAVIGATING 93~~

~~Questions for discussion of optional situational film NAVIGATING~~

~~Opener~~

~~"What's the problem in this film?"~~

Initiating questions*

~~"What about freeway navigating—when you're not familiar with the route, how do you navigate on a freeway?" (7)~~

~~"Have you ever been in a situation like the one in this film— where' you weren't sure of the way and had to consult a map? How did you handle this?" (7)~~

~~"What are some.of the dangers of trying to read a map while you're driving? What might happen?" * (2)~~

~~"How do you feel about driving on expressways? Is it something you enjoy, or dislike, or what?" (1)~~

~~"What can you do to prevent this situation from arising—so that you don't have to look at the map while you're driving?" (4, 8)~~

~~"If you have to consult a map while you're driving, are there any ways you can minimize the danger of. doing this?" (3)~~

~~"If you are approaching a freeway intersection and you're not sure whether this is your exit or not, what do you do?" (6, 7)~~

~~"Suppose you are approaching an intersection and you realize this is your exit and you're about to miss it. What do you do?" (6, 7)~~

~~"When you're on an expressway, what are some of the places that are relatively dangerous? What kinds of things dp you have to watch but for there?"~~

~~Responsive questions~~

~~STUDENT: "The worse thing about expressways are the drivers who cut in and out, changing lanes all the time."~~

~~LEADER: "How do you spot someone who is likely to change lanes?"~~

~~"What do you do after you've spotted someone like that?" (6,~~

*Numbers in parentheses correspond to general questions in Exhibit E. 94 SESSION SIX—NAVIGATING

~~STUDENT: "When he looked up he saw his exit, and he realized it was too late for him to take the exit."~~

LEADER: **

~~Other questions~~

**Fill in. For possible responses see Addendum, p. 100. SESSION SIX—SPRING EPIDEMIC 95

~~Questions for discussion of optional topic SPRING EPIDEMIC~~

~~Opener~~

Have students turn to chart in Driving Development Notebook. Explain that the heavy line shows fatal auto accidents for drivers aged 18 or 19, and how this goes up or down at different weeks of the year. Ask students to find out when the accident rate goes up:

~~"At what times of the year do fatal accidents go up for 18 and 19 year-old drivers?"~~

~~Summarize what students say, or tell them if they haven't found it themselves—that fatal accidents rise to a high point In late June, dip in July, rise again in late August, and drop in September.~~

Initiating questions*

~~"How would you explain these changes?"~~

~~Ask about any of the following that are not mentioned:~~

~~"Would the weather make a difference? Do you find yourself driving differently on a sunny day in the spring or summer?" (2)~~

~~"What about the end of school?: How do your feelings change as the end.of school approaches? What are your feelings after classes have ended? And how do these events affect your driving?" (2)~~

~~"What about the type of trips you take in late spring or summer—does this affect your driving?" (2)~~

~~"What about the people you drive with in the summer? Do they affect your driving?" (2)~~

~~"What about other conditions, such as the type of other drivers on the road?"~~

~~With respect to any of the above causes, you may ask:~~

"What can you do to guard against accidents caused by (name a cause that was mentioned)? What should you watch out for in your driving, or how should you drive differently, to prevent accidents for this reason?" (3, 4)

~~(If drinking is not mentioned) "What about driving after drinking—do you think people might do this more in the summer than at other times of the year?"~~

*Numbers in parentheses correspond to general questions in Exhibit E. 96 SESSION SIX—SPRING EPIDEMIC

~~(If drugs are not mentioned) "What about pot or harder drugs— do you think that when people are stoned they might drive more in the nice summer weather than at other times of the year?"~~

~~Responsive questions~~

~~STUDENT: "Around graduation time there are a lot of parties. People who stayed sober all year will celebrate by staying up all night and getting drunk. On the way home there are a lot of accidents."~~

~~LEADER: "What do you suppose could be done to prevent this kind of party accident? What could the kids themselves do about it?" (4)~~

~~"Could the school administration do anything to prevent party accidents like this?" (4)~~

~~"Could parents do anything to prevent them?" (4)~~

~~STUDENT: "There are a lot of so-called Sunday drivers on the road when the weather is nice—people just out for a ride."~~

LEADER: **

~~Other questions~~

**Fill in. For a possible response see Addendum, p. 100. PART B ADDENDUM 97

~~Possible Responsive Questions in Previous Examples~~

In the discussion guides given above we sometimes left blank the leader's question in response to a student's statement. Shown below are some possible questions. There is of course no one "right" response.*

~~Session One—-GO!~~

~~STUDENT: "The boy In the Chevy looked like he was hesitating..."~~

LEADER: "If he was hesitant, why do you think he was?" (1)*

~~"If you were in a situation like that, would you be hesitant? Why?" (1)~~

~~STUDENT: "The guy in the first car shouldn't have taken the chal• lenge. . ."~~

~~LEADER: "Why not? Do you mean he should never accept a challenge, or not in that particular situation?"~~

~~Session Two—PARTY~~

~~STUDENT: "She doesn't want to insult him by insisting on driving...~~

~~LEADER: "Is there any way that she could get to drive, without making him feel insulted?" (4)~~

~~Session Two—Traffic Incidents~~

~~STUDENT: "...He should have gotten some sleep before he started..."~~

~~LEADER: "But suppose he couldn't take the time to get some sleep. Suppose you have to drive when you're tired—what can you do?"~~

~~STUDENT: "...people in the car...distracted his attention."~~

~~LEADER: "How does the presence of other people in the car affect your own driving?" (2)~~

~~"What can you do to prevent being distracted by your passengers?" (3)~~

*Numbers in parentheses correspond to general questions In Exhibit E. 98 PART B ADDENDUM

~~Session Two—LOVEBIRDS~~

~~STUDENT: "...it was driving with one hand that made him weave."~~

~~LEADER: "When you drive with one hand on the wheel, do you drive any differently than with two hands? How?"~~

~~"Are there certain times when you can drive o.k. with one hand, and other times when you need two? When?"~~

~~Session Three—HOMEWORK~~

~~STUDENT: "It's not a good time to drive, when you're that mad."~~

~~LEADER: "Does he realize that it's not a good time to drive? Is that one of the things he's thinking about?" (1)~~

~~GIRL: "A woman can let out her emotions by crying, but if you guys..~~

~~LEADER: "Are you. saying that a woman driver wouldn't do the same thing if she were mad?" (2)~~

~~Session Three—Strengths and Weaknesses~~

~~STUDENT: "...No one said they were discourteous or inconsiderate. Yet when you think how many drivers like that there are..."~~

LEADER: "How do you account for that? Do you think that members of this class are about as discourteous as the average driver but don't realize it, or do you think that you people are really more considerate than average?"

~~Session Three—INTERSECTION~~

~~STUDENT: "...I wanted to get out of the car and tell them to shut up~~

~~LEADER: "And did you? (If yes) What happened? (If no) Why not? What do you think would have happened if you had?" (7)~~

~~STUDENT: "...I get even. Two can play that game."~~

~~LEADER: "How do you mean, 'get even1?"~~

~~"How well would that work? What would be the result?" (7) PART B ADDENDUM 99~~

~~Session Four—THE KEY~~

~~STUDENT: "Maybe she didn't have a driver's license."~~

~~LEADER: "Suppose she did have a license. Why wouldn't she insist? What would have happened, if she had insisted?"~~

~~Session Four—DON'T SPEED UP!~~

~~STUDENT: "...So the driver in front decided to bug him."~~

~~LEADER: "In other situations, do you think that the way other drivers act towards you depends on what you look like, or the kind of car you are driving? Can you give examples?"~~

~~"How do you respond to other drivers, depending on who they are?"~~

~~Session Five—DREAMER~~

~~STUDENT: "...the driving is so monotonous that my mind begins to wander."~~

~~LEADER: "Are you aware of your mind starting to wander? What makes you aware of it?"~~

~~STUDENT: "...I start to think about the music and I forget about driving." LEADER: "What is the effect of having the radio on—does it dis• tract your attention or does it keep you alert?"~~

~~Session Five—AFTERNOON DRIVE~~

~~STUDENT: "...On a country road like that, maybe he's not used to traffic coming along."~~

LEADER: "What are some of the differences between driving on a country road, driving on a city street? What sort of dangers would you find more on a country road, and what sort of dangers would you find more on a city street?"

~~STUDENT: "...the young man was daydreaming. I do the same thinjg myself,"~~

~~LEADER: "When the weather is nice like that, what can you do to keep yourself from drifting into daydreaming?" (3) 100 PART B ADDENDUM~~

~~Session Six—THE BLONDE~~

~~STUDENT: "Well, I've never been kicked out of a bar,"~~

~~LEADER: "Take some other situation—maybe some time when you were trying to impress someone, and you just made a fool of your• self. Has that ever happened?"~~

~~"If you had driven after that, how would it affect your driving?" (2)~~

~~Session Six—NAVIGATING~~

~~STUDENT: "...he realized it was too late for him to take the exit."~~

~~LEADER: "What do you do in a situation like that, where you've just missed your exit?" (6, 7)~~

~~"What might other drivers do, if they miss their exit?"~~

~~Session Six—SPRING EPIDEMIC~~

~~STUDENT: "...Sunday drivers...people just out for a ride."~~

~~LEADER: "How does that affect your driving? What do you do dif• ferently, If there are Sunday drivers on the road?" (3) SUPPLEMENT 101~~

~~PART C. SUPPLEMENTARY ACTIVITIES~~

~~A major principle of the driving workshops is to promote active involvement and self-examination by each student, so that he can learn through self-discovery.~~

~~The method of group discussion may fall short of achieving full involvement. Some students may listen passively, or even discuss actively without questioning their own driving behavior.~~

The following supplementary activities, therefore, are designed to maximize individual involvement. We urge that after completing the six driving workshops, you set aside one day a week for several more weeks to conduct some of these exercises. Several of them as indicated below by asterisks were incorporated in the pilot countemeasures program (Schuman, McConochie, and Pelz, 1971) which may have reduced accidents over a 24-month period.

I. Peer ratings of driving strengths and weaknesses*

~~1. Advance preparations: Take the self-rating ballot on DRIVING STRENGTHS AND WEAKNESSES (DS&W)—see copy in Appendix—and duplicate fou times as many copies as there are students.~~

On small slips of paper, write each student*s,name on four slips. Also write your own (teacher's) name on four slips. Omit the names of any students who are known to have never driven,. Fold slips, put in box mix thoroughly.

2. In class, have each student pull out four name-slips. If he happens to draw his own name, or if he draws another student twice, he puts back that slip and draws another. Give each' student four copies of the DRIVING STRENGTHS AND WEAKNESSES sheet.

3. Let us call each student a "rater"; each of the names he has drawn will be called a "ratee." At the top of each DS&W sheet the rater writes the name of one ratee, but he does not write his own name. If he feels he does not "know a particular ratee at all and cannot make any estimate about his driving style, he may substitute another ratee whom he knows better. However, if he happens to draw the teacher's name he should keep it.

*A variation of this was used in the pilot coiantermeasure program. 102 SUPPLEMENT

~~4. Give instructions:~~

"On the sheet for each of your ratees, check up to four driving strengths and up to four driving weaknesses, which you feel that person probably possesses. If you have never observed this person drive, estimate his probable style based on your general observa• tions of him or her."

~~5. In the event any name-slips are left over (because of absences, etc.), distribute these plus rating sheets to raters who have finished early.~~

6. As soon as the rating sheets are finished they are handed to you. Sort them out by name of ratee (students who have finished may help with this), and hand back to each ratee the 3-4 sheets which have been filled out for him.

7. Each ratee now tallies the number of checks for each of his estimated strengths and weaknesses. If he still has own carbon copy of self-estimated strengths and weaknesses prepared in Session Two (and filed in his Driving Development Notebook), he should tally the raters' checks on that copy; otherwise one of the raters' sheets may be used.

~~At the same time, you, the teacher, perform this tally for your own rating sheets that students have checked about you.~~

8. You will now demonstrate briefly how these ratings can be dis• cussed, using your own set of tallies. Report the main strengths and weaknesses which students attribute to you; express agreement with those which you think are accurate; speculate on reasons for discrepancy where your self-estimate differs from that of students. But avoid- argument; try to understand the students' estimates, but don't try to refute them. After a couple of minutes, move quickly to the next step and throw the ball to students.

9. Break the class into a half-dozen subgroups; designate a spokes• man for each. Invite individuals in each subgroup to comment on their tallies—which peer ratings they agreed or disagreed with, and possible reasons:

~~"Where the peer estimates different from your own self- estimates, why do you think this occurs?"~~

~~10. Save the last few minutes of class for reports on each subgroup by the spokesmen, as follows:~~

~~"Don't mention particular people'—but what kinds of driving strengths or weaknesses did the people in your subgroup think were estimated accurately?"~~

~~"What driving strengths or weaknesses did people think were not estimated accurately?"~~

~~"What seemed to be some reasons for differences between peer estimates and self-estimates?" SUPPLEMENT 103~~

This exercise promotes vigorous self-examination by each student, assisted so to speak by a "mirror" consisting of his classmates' views of his driving style. If this mirror disagrees with his own self- impression he is stimulated to wonder why, and whether his self- impression could be inaccurate.

II. Changes in the coming year, and peer estimates of these*

~~This exercise might logically follow the preceding one.~~

Have each student take a piece of paper and answer the following questions, without giving his name. He will then copy answers onto another sheet to keep for later reference, and turn in the first sheet to you.

~~1. Desired changes in driving, "In what ways would you like to see your driving change in the coming year—such, as the amount of driving you do, the conditions of driving, the way you drive, etc.?"~~

~~2. Probable changes in driving, "In what ways would you estimate that your driving will actually change, or not, over the coming year?"~~

~~3. Time until next accident, "About how long do you think it will probably be until your next accident while driving? Make a rough guess in terms of months or years."~~

~~4. Time until next ticket, "About how long do you think it will probably be until you get your next ticket for a moving viola• tion—not a parking ticket? Make a rough guess in months or years,"~~

Between sessions, prepare a list of most of these answers. (If .two or more statements are very similar, combine them.) Make a single list of statements under questions 1 and 2, and assign each statement a letter A, B, C... For questions 3 and 4 make a single list with a range of the various time estimates. Duplicate this material to hand out.

~~Again, as in exercise I, prepare in advance four slips of paper with each student's name—but this time do not include your own name.~~

At the next driving session hand out the list of answers. Explain that each student will serve as a rater; each student selects four slips which indicate his ratees. He writes each ratee's name on a separate piece of paper (half a page is adequate). Then give these instructions;

~~"On the sheet for your first ratee, write the number '1' for the first question, desired changes in driving. Pick out one or~~

*A variation of this was used in the pilot countermeasure program. 104 SUPPLEMENT

more statements from the list, which you think this person might have written as ways he would like to see his driving change; write the letters of those statements next to the Tl*. Try to estimate how he himself would like to change, not how you would like his driving to change.

"Then write number 2, for probable changes in driving; next Co it write letters of one or more statements of what you think this person might have written about how his driving will actually change, or not.

~~"For question 3 pick a time estimate of how long he thinks it~~

~~will be until his next accident3 and for question 4 pick a time estimate of how long he thinks it will be until his next ticket.~~

~~"Now take a separate piece of paper for your second ratee and repeat the process. Do the same for your third and fourth ratees."~~

~~Have the students turn in these rating sheets- to you; sort them by ratee and give each ratee the sheets about him.~~

Now ask for a few volunteers who are willing to report on how other students estimated their answers to these four questions, and how these estimates compared with their own answers. (Do not require any student to report; this should be voluntary.) In case of discrepancies between his own answers and peer estimates, ask the student if he can suggest reasons.

~~Now break the class into about four subgroups, and have them spend the remaining time in similar discussion about their own sets of ratings. Do not have spokesmen report back to the whole class.~~

This exercise ties in directly to the concept of driving development, which assumes that gradual learning will occur. If the student consciously thinks about future changes in his. driving style, and about the likelihood of his own accidents and violations, these are likely to come more under his deliberate control. He will be able to bring about the kind of driv• ing record that he would like to achieve.

~~III. Eye movement at normal rate—in the classroom~~

An important part of "driving judgment" lies in perception—seeing faint cues before they become dangerous. Skillful perception depends in turn on constant eye movement. Research has shown that experienced drivers continually scan the visual field—left, center, right, close and distant—whereas inexperienced drivers tend to focus on the road or car directly ahead.

Exercises III and IV are designed to build the individual's aware• ness of what normal eye movement pattern is, and to help him expand this SUPPLEMENT 105 pattern. The classroom exercise is the easier to arrange, and logically precedes the on-the-road exercise given later,

1. In advance, secure four large pictures (preferably 2 1/2 feet square or larger) containing a variety of detail, such as scenic posters. Photographs are preferable to drawings, as they are likely to be more complex. Another source might be projects in school art classes, such as montages with numerous superimposed photos (not printing, as this would concentrate eye fixation in one place). You will also need four watches with second hands, or stop watches.

~~2. Divide the class into four six-person teams, If you have more students than this, the remainder serve as observers, Within each team assign the following roles:~~

~~One person (E) serves as "Experimenter" who gives instructions and records scores.~~

~~One student (S) serves as "Subject" in a given trial of 15 seconds.~~

The other four students (J's) serve as "Judges" in that trial, However, each of the J's serves as an S in successive, trials. Poster 3. Arrange the teams around the four sides of the room, as indicated in the attached sketch. J J Each E holds his poster but does JJ not fasten it up until instrue-, J J tions are given. Each S faces Poster 1 *® d> J E the wall where the poster will J E be fastened, and sits not more than three feet away. The JTs sit facing S.

~~E E f J J . J * J J J Poster~~

~~A. Go through the following instructions. No one does anything until instructions are completed and understood. E repeats these to his group as necessary.~~

~~a. Each S closes his eyes and keeps them closed until signal from E, J's are to watch S.~~

~~b. E will fasten up poster.~~

~~c. Using a watch or stopwatch, E will tell S to "start looking." For the next 15 seconds, S is to look naturally at the poster, letting his eyes move or stop at a normal rate. 106 SUPPLEMENT.~~

d. Each J will watch S's eyes and count to himself the number of times S!s eyes make a distinct movement from one part of the picture to another. At the same time, S will count to himself his own number of eye movements. Only separate fixations are counted, not small continuous movements in the same area.

e. After 15 seconds E will say "stop." J's should not look at the poster- E writes down S's name, and next to the name S's report of his own eye movements. On the same line, but to one side, E writes the reports from the four J's about S's eye movements. (It is not necessary to write each J's name.)

~~f. Now one of the J's becomes the S, and the former S becomes a J. The new S takes his seat without looking at the poster, and closes his eyes until the signal from E.~~

g. When ready for the next 15-second trial, E will tell S to "start looking," and the same process continues. Each S' should look naturally* and make no effort to alter his normal rate of eye movement.

~~After you make sure that these instructions are understood, you can tell the E's to begin their first trial.~~

5. After all the trials have been completed, have each S compute his score as follows. The formula gives S's self-count the same weight as the counts of the four judges combined, and also converts the 15-second trial into an equivalent score for 60 seconds:

~~average eye movements _ (4xS)+J + J + J + J per minute 21~~

6. After class, prepare a frequency distribution of these scores. Divide the total range into about five equal segments, and tally the number of students falling in each segment, and the average score for the entire class.*

7. At the next driving session show these results; each S will see where he scored relative to the total class. Remind the students that individual scores are very tentative; among other things, they will vary with the amount of detail in the particular target poster. Conduct some discussion such as:

~~"What determines your rate of eye movement?"~~

~~"Do some people typically have more or fewer eye movements?"~~

~~"Did you find your eyes coming back to the same place several times, or mostly going to new places?"~~

*For example, suppose the scores ranged from 30 to 115, with a range = 85. Dividing this by 5 gives segments of 18, an inconvenient number. Instead set up segments of 15 each: 30-44, 45-59, 60-74, 75-89, 90-104, 105-119, etc.; tally the number of students who scored in each segment. SUPPLEMENT 107

~~IV. Eye movement at speeded rate—classroom~~

~~After completion of the above session devoted to eye movement measurement, a subsequent session should be given to deliberate effort to increase the speed and breadth of eye movement.~~

Arrangements are exactly the same as before. Within each team, S's rotate as before in watching the target poster for 15-second intervals, and counts his own eye movements, while J's observe and count S*s eye movements. This time, the E's and remaining students who were simply observers last time can take their turn as S!s. (But if they were not measured last time, hold their scores aside from tabulations comparing previous and present scores.)

~~This time the instructions are the following:~~

"This time, make a deliberate effort to increase your rate of eye movement. Do not simply rotate your eyes. Actually look at different details on the poster, but move quickly from one point to another—left, right, top, bottom, center, and back again to points you watched before.

"As before, the Subject should sit with his eyes closed until the Experimenter gives the signal to start. Then both Subject and Judges will begin to count the Subject's eye movements. After exactly 15 seconds the Experimenter will say STOP, and will record all the scores for that Subject. Then another Judge becomes the Subject and the process repeats."

After all trials are completed have each S compute his score by the same formula as in the previous exercise, and turn in to you for tabula• tion. Perhaps there will be time to tabulate during the remainder of the class session. Use the same five segments that you used in tabulating the normal scores; you may have to add higher segments of the same size, to accommodate the speeded scores. Again compute the class average, and report back results. How much increase was there for the class as a whole? Individuals can see how much they increased; some will have Increased a lot, others a little, and some may even have decreased. Discuss:

~~"How did you feel when you were speeding up your eye movements? Was it uncomfortable or not? Did you feel you were seeing more, or less, than with your normal rate of eye movement?"~~

"Can you recall some situations in which you tend to make many eye movements and other situations in which you tend to make fewer?' Are there times when you tend to speed up or slow down your eye movements?"

"When you are watching a moving scene such as when you're in a car, do you think you make more rapid or less rapid eye movements than when you're watching a still scene, like looking out a window?" 108 SUPPLEMENT

~~V. Eye movement at normal and speeded rates--on the road~~

~~This logically follows upon the previous exercise.~~

Have the class arrange themselves in teams of three, to go out for a 30-minute drive some time during the coming week. You may ask students with cars to volunteer for times when they would be available, then have a sign-up sheet for two other students to join the driver. Then give these instructions:

"Each trip will be divided into .halves. The first half of 15 minutes will be for normal eye movement and the second half for speeded eye movement. If possible, the two halves should be over the same route. Map a route of about 15 minutes that will take you through different kinds of streets and traffic conditions, but remain near your point of origin.

"Students will rotate among three roles—Experimenter, Subject, and Judge. Experimenter sits in the back seat; he keeps a piece of paper to write scores, and has a watch to tell time. Subject will be driving, and as he drives he will count his own number of eye move• ments for a one-minute trial. During the first or normal measure• ment, Subject should look naturally at the driving situation, letting his eyes move or stop as he normally would. Judge sits in the pas• senger's seat and watches S's eyes. (Another arrangement might be to sit in back and watch S's eyes through the rear-view mirror, but Judge's head must not obstruct the rear mirror vision.)

"When E says BEGIN, both S and J begin to count S's eye move• ments for exactly one minute. When E says STOP, S and J report their scores, and E computes a simple average. Then the car pulls to a safe stopping place; J takes the driver's seat and becomes a new S, and process is repeated for a one-minute trial. Then E takes the driver's seat.and becomes S, and one of the others becomes E for that trial.

"Complete the first half of the trip, and prepare to start the second half where the purpose is to speed up eye movement. The ini• tial S is now driving again, if possible over the same route he took for his first measurement. r "This time Subject should make a deliberate effort to increase his rate of eye movement. Don't simply move your eyes randomly, but actually look at different parts of the driving scene—left, right, rear mirror, side mirror, dashboard, cars ahead, distant cars, etc. Let your eyes move quickly from one point to another and back again.

~~"Again E gives the signal to START, and S and J count S's eye movements for one minute until E says STOP; the scores are recorded and averaged, and a new S takes over and the process is repeated.~~

~~"When the trip is completed, one member of the team should hand in the scores to the teacher, who will tabulate them and report back at the next class session." SUPPLEMENT 109~~

As soon as the scores come to you, tabulate them.* Using five or more segments of the same size used in the classroom exercises, tabu• late the number of scores in each, and the class average, under the "normal" and "speeded" conditions respectively. Prepare a total tabula• tion comparing results under four conditions, and duplicate:

~~classroom (still target)—normal " --speeded on the road (moving target)—normal " " " --speeded~~

~~At the next session, hand out copies of this tabulation, and hold a discussion:~~

~~"Was there a difference between eye movements with the still target (poster) and the moving target (driving situation)? Why?"~~

"When you speeded up your eye movements, did you see more dif• ferent kinds of things than normal, or. were you merely seeing the same things twice? (If more) What kinds of additional things did you see?"

"Suppose you're about to make a left turn at an intersection where you have come to a stop. How many eye movements do you normally make before turning? How many more movements did you make at the speeded rate? Did the additional movements affect the way you made the turn?"

~~"How do your eye movements relate to your decision-making? What sorts of decisions are you making on the basis of information you pick up with eye movements?"~~

~~"Have these exercises in eye movements—either in the classroom or on the road—had any effect on your normal rate of eye movement while driving?"~~

"Think about a relatively easy or safe stretch of driving that you sometimes do. What rate of eye movement per minute do you think you would normally use?" Get a range of estimates from different students and write on board.

"Now think about a relatively difficult or stressful stretch of driving that you sometimes do. What rate of eye movement would you normally use there?" Again get range of estimates and write on board; compare with previous estimates, and indicate approximate amount of increase—as, 50%, 100%, etc.

"What are some stressful kinds of driving that would call for rapid eye movement?" Get several examples, "For each of these, what rate of eye movement do you think a skillful driver ought to use?" Again write range of estimates on board.

*For each subject's one-minute trial, either normal or speeded respec• tively, use the following formula:

~~average eye movements S + J per minute , - 110 SUPPLEMENT~~

VI. Hazard detection*

Get hold of one of the films used in a driving simulator, which presents a moving view as seen from the driver's seat. Select one of the more advanced films containing a variety of traffic conditions and numer• ous decision points. When you show it to your class, turn the sound off so that the voice of the film instructor is not heard.

A film of this type is normally about a half-hour long, and contains about three "trips" of 10 minutes each. Use the first of these trips for this exercise; save the others for later steps (see VIII below).

Tell the class that every 20 to 40 seconds you will stop the film and ask for a diagnosis of what is happening and what is likely to happen. If possible, obtain a timing device such as you might find in a photographic supplies shop. You may also stop the film before the pre-set time if the "driver" Is approaching some new situation with potential hazards—e.g., a row of parked cars, a shopping plaza, etc.

At each stopping point assign a letter in sequence—A, B, C, etc. , to that stopping point. Turn on a light or raise a shade so students can see to write. On a piece of paper, the student writes the letter "A" for the first stopping point, and he writes down answers to these two questions

~~1. What are some potential hazards or other things in this situation that the driver ought to be aware of, if any?~~

~~2. On the basis of what you see now, what might happen in the next five seconds that could be dangerous, if anything?~~

After they have finished writing, ask them not to write any more, but ask them to mention several of the potential hazards that the driver ought to be aware of. (This will help other students to realize potential hazards they may have overlooked.)

Go on to the next stopping point, and repeat the process; students write "B" for this point and answer the same questions. Again some brief mention of hazards—ask especially for new ones that might not have appeared previously. But if they see similar ones that have been noted before, they should write them down.

~~Continue until you have covered a dozen stopping points (about 8 minutes of film).~~

Now ask the students to go back over their sheets, and for each stopping point count up the number of different hazards they noticed at each; write this number next to each letter. They should count only the number of things they actually wrote down at the time—not the number they recalled from discussion or later observation.

~~While students are doing this, prepare a tally procedure on the board as shown below. Begin with stopping point A; by show of hands get~~

*A variation of this was used in the pilot countermeasure program. SUPPLEMENT 111 the number of students who saw 0, 1, 2... hazards at this point, and write these numbers in the boxes under "A." Do the same for each stopping point. Then go back and circle the median for each stopping point.* A B C I) E etc. 0 1 Number 2 of 3 Hazards 4 5 or more —I I ' 1 ' Then open discussion:

~~"Do you see any trend in these figures? Did members of the class see more hazards at later points, or fewer, hazards, than at earlier points?"~~

~~(If more hazards are seen) "Is this because the later situations were more dangerous, or did you begin actually to see more hazards? Or did you see some hazards originally but not write them down?"~~

~~Now ask for more discussion on answers to question 2. Take each . stopping point in turn (or, take some of the more dangerous ones) and ask: i~~

"Now look at your notes for question 2, for stopping point . On the basis of what you saw at that point, what did you write down that might have happened In the next five seconds?" (For each of these potential events) "Did that actually happen or not?"

Select a type of event which is mentioned-2- or 3 times, such as "car approaching from side street might swing out ahead of you," or "pedestrian standing on the curb might walk in front of you." For such a specified event, ask:

~~"In general, how would you rate.the probability of that happen• ing? . About 50 times in 100, or 25 in 100, or once in 100 times, or what?"~~

(Then ask): "What are some other potential hazards with much lower probabilities—less likely to happen?" (Perhaps write several on the board, and for each of these ask the speaker): "What would you say is the likelihood of this happening—how many times out of 100, or how many times out of 500 or 1000, etc.?" (Write on board.)

~~(Then go on to ask): "Some events are so unlikely that we disregard them completely. For example, if you are traveling under~~

*For example, say there are 30 in the class. Start with point A; add up the numbers seeing 5+ hazards, or 4 hazards, or 3 hazards, etc., until you reach 15 or more students; circle that number. Do the same for point B, C, etc. 112 SUPPLEMENT

an overpass and there's a man standing on It, he might jump off In front of your car but you would judge that's extremely unlikely, so you disregard it. How unlikely is a potential hazard, before you would completely disregard it? One chance in 100, or 1 in 1000, or what?"

~~(Hopefully there will be argument about this, which you can nourish with): "At what probability level ought we to start paying attention to unlikely events?"~~

~~"Have any of you actually encountered a hazard that you would think had a very low probability of occurrence?"~~

~~This exercise is designed to sensitize students to the driving environment, through sharing perceptions.~~

~~VII. Personal observations of local hazards~~

If a series of supplementary activities is conducted once a week for several weeks, it would be desirable to take five minutes once every week or two for students to write brief answers to the following, without names:

~~a. What potential hazards or difficulties have you recently noticed (if any), in places where you didn't notice them before?~~

~~b. What driving errors have you recently observed (if any) in other drivers or in yourself?~~

~~c. What preventive or evasive actions have you recently taken (if any) to avoid a close call?~~

Have a student committee collect these and prepare a display for the wall of your classroom. Have three columns corresponding to the three questions: POTENTIAL HAZARDS, DRIVING ERRORS, PREVENTIVE ACTIONS; under each heading have the committee select and fasten up useful excerpts. Where time permits, mention some of these to the class and use to stimulate discussion.

VIII. Commentary driving--in the classroom*

Again you will need an advanced driving simulation film, as used in exercise VI, but select a different episode in this film, or a different film, from the one you used there. In advance, time the length of the episode.

*A variation of this was used in the pilot countermeasure program. SUPPLEMENT 113

Explain to your class that you will ask one student to volunteer as the "driver." As the class watches the film, the "driver" will report aloud what is passing through his head from moment to moment, such as;

~~"What do I see?"~~

~~"What am I doing in terms of steering, braking, accelerating, etc.?"~~

~~"What potential hazards am I keeping an eye on?"~~

~~"What kinds of decisions am I making?"~~

~~"What kind of action am I preparing to take, if any of the potential hazards should occur?" etc.~~

It is important that the driver keep talking as much as possible. You, the leader, can start off by giving a thirty-second demonstration at the beginning of the film. For example, your commentary might run:

"I'm starting up from a parking space. I check the side mirror, and the rear mirror. Traffic is clear. I move out into the street. A man is standing between two parked cars; will he step out into the traffic lane? No, he' looks • at me and stops.-.." etc.

Ask for volunteers to continue this. Knowing the length of the first trip and the length of your introduction, divide the remaining time evenly among several volunteers so that each commentator has about 2 or 3 minutes.

Then hold a discussion, using questions such as the following, addressed either to the commentators or to the other class members. Keep the tone of discussion neutral—don't let the class simply criticize the commentators, but rather have them try to diagnose and understand the mental processes involved. (After the first trip has finished, and while discussion is under way, rewind the film.)

~~"Try to verbalize all of your mental activities—the obvious ones you take for granted, as well as the unusual ones."~~

~~"Did the drivers appear to be verbalizing most of what was happening? Were there certain perceptions or certain decisions that did not get mentioned?"~~

~~"Where certain events were not mentioned, was this because the driver was unaware of those events, or was he aware of them and simply didn't talk about them?"~~

~~"To what extent does a driver notice things unconsciously, or make decisions unconsciously?"~~

~~After 10-15 minutes of discussion, if there is time, ask for more volunteers to "drive" again over the same trip, and try to make the commentary more detailed. 114 SUPPLEMENT~~

~~This exercise helps to sensitize drivers to their own mental processes, and what goes into "driving judgment."~~

IX. Commentary driving—on the road*

~~The following will require one or more battery-operated cassette-type tape recorders.~~

Obtain 12 volunteers arranged in four teams of three people each. On one day during the coming week, each team will take a short trip around town, planned so as to encounter a variety of traffic conditions and driv• ing decisions. Hopefully each team can supply its own recorder and cas• sette. Otherwise an arrangement will be needed to pass the recorder around on different days.

During the trip, each student will take turns driving, and will tape- record his mental processes for about 3 minutes, as in the classroom com• mentary drive in exercise VIII. One of the non-drivers operates the tape recorder; he gives the driver a signal to start verbalizing and stop after 3 minutes. The third team member keeps notes on the particular route covered during the driver's commentary.

Try to get 3 solid minutes of commentary from each driver, but not more than 43 as several records will be played back In the next class ses• sion and time is limited. Thus each team will bring back a total of 10- 15 minutes of commentary by three drivers. The team turns, in its cassette and notes to the teacher, the next day.

The day before next week's session, remind the students to bring in their recorders for playback. (Arrange a place for safe-keeping until class time, if necessary.) The following plan assumes that each team has its own recorder.**

At the driving session break the class into four subgroups, one in each corner with one driving team, a recorder, and the cassette for that team. Appoint a chairman for each subgroup (not a member of the team). The team will explain to its subgroup the route it followed, and will then play the 10-15 minutes of commentary by its three drivers.

~~During play-back time, the teacher writes on the board several ques• tions for discussion, similar to the questions listed in the previous exercise with classroom commentary:~~

~~1, How complete was each commentary? Were there certain perceptions or decisions that did not get mentioned?~~

~~2. From your own familiarity with this route, what other kinds of things do you notice, or what other decisions do you make, 1 besides those reported in the commentaries?~~

*A variation of this was used in the pilot countermeasure program, **If only one machine is available, utilize total-class listening and discussion instead of the proposed plan by subgroups. SUPPLEMENT 115

~~3. On this route, did each driver actually perceive or decide certain things unconsciously? What things?~~

~~4. Were there differences among the three drivers in style of mental activity?~~

~~After hearing the recorded commentary, each subgroup conducts a 15- minute discussion along the above lines.~~

~~Try to save time at the end for a brief report by the chairman of each subgroup on some key points of their discussion.~~

~~With this procedure, 12 members of the class will have an indi• vidualized chance for self-examination. If Interest warrants, a similar process can be repeated for the non-drivers.~~

~~X. The local community~~

In preparation for Session Six of the driving workshops, volunteers visited police headquarters or local safety council to obtain data on the most dangerous locations in this community. Other activities involving - the local safety picture can be suggested, such as the follow• ing:

1. Accident clinic9 supervised by a student committee; if several classes are running driving sessions concurrently, let the committee consist of a representative from each class.. Each week or second week, the committee selects local accidents which have occurred during the past week or two, from reports in local paper or police headquarters. Do not limit selection to spectacular tragedies, which often defy expla• nation, but include minor crashes with obvious human errors.

A team of 2 or 3 students makes a case study of each incident. Secure cooperation of police with access to police records. Perhaps interview participants. Use fictitious names in writing up cases so students are freer to interpret and speculate.

~~On each case, prepare a display diagraming the accident at succes• sive stages. Describe the setting and causal factors:~~

~~a. What actually happened in the crash itself?~~

~~b. What events immediately preceded arid triggered the crash?~~

~~c. What longer-term factors if any within the preceding hour, week or month were predisposing causes? Consider mental or physical condition of each driver, condition of road, of cars, etc.~~

~~d. What evasive action could have avoided or minimized the crash? 116 SUPPLEMENT~~

~~e. How could the conflict have been anticipated and avoided entirely?~~

~~Every one or two weeks, post a fresh set of these displays either in a social studies classroom or preferably on a hallway bulletin board designated for this purpose.~~

2. Accident map. Adjacent to the accident clinic display board just described, post a large map of the area, and add markers (pins or pointers) at locations where accidents occur. A newspaper clipping about each event can be posted along the edge of the map, with a string connecting the clipping to the map location where it happened. Change the clippings weekly.

3. Interviews with crash victims. Periodically, have a student team visit wards of local hospitals and talk to individuals injured in auto crashes. Possibly tape-record these and play back portions to class. A write-up can be prepared as in item 1, with emphasis on the participants1 experiences before, during and after the crash. Again, fictitious names should be used.

~~4. Traffic court. Observe the kinds of cases coming to the court, with emphasis on crashes rather than violations. What typical causal factors are observed?~~

5. Visiting speakers. Invite speakers to the' classroom, or perfer- ably to an assembly of several classes conducting driving sessions, to - report their personal experience with crashes and their causes and effects: ambulance driver, traffic, court judge, accident investigator from local police, doctor from emergency ward.

XI. Preventive programs within the school*

~~1. It would be valuable to find out, first, just what is the annual rate of crashes and moving violations within the school.~~

~~A simple one-page anonymous questionnaire can.be prepared, and administered (say) in all home-rooms on a given day. Questions asked may include:~~

~~a. Do you have a driver's license or learner's permit? (If not, rest of questionnaire should be left blank, and not included in tabulations.)~~

~~b. Sex~~

~~c. Class level~~

d. During the past 12 months, how many accidents did you have while you were driving a car or motorcycle, regardless of fault—including any minor collisions causing some property damage or injury? Write the number; if none, write "0."

*A variation of this was used in the pilot countermeasure program. SUPPLEMENT 117

e. During the past 12 months, how many traffic citations did you receive-—any tickets for moving violations or equip• ment violations, but excluding parking tickets? Write the number; if none, write "0."

~~Then prepare separate tabulations for senior men and women, junior men and women, sophomore men and women, showing average yearly accidents per 100 drivers, and average yearly citations.~~

2. Raise with your class or classes the question; If we wanted to reduce the above driving records for the school, what could we do? Have a volunteer committee meet to thrash this out; if several classes are having these discussions, have committees from several classes meet jointly.

~~3. Have the committee report their ideas to the class, and secure reactions.~~

4. Secure help where needed in implementing one or more of the. committee's ideas. Some of them might'include steps suggested above, such as'the accident clinic display, or visiting speakers. For the latter, It would be desirable to arrange some school-wide assembly programs.

Another avenue suggested by the students might be through the driver education courses. If so, arrange meetings between the student committee and the driver education coordinator, to see whether student-proposed ideas could be incorporated at some point.in the driver ed curriculum.

Other steps might include an accident-diagnosis.column in the school newspaper. Or perhaps the committee would want to arrange for one class period of discussion in every social studies course at the junior and senior levels--trying to involve every student at these levels. If so, you will have to do some negotiating with your administration and colleagues.

5. A year later conduct another poll as in step 1, and compare the figures for the two years. Have there been any changes? If so, what might have accomplished this? If not, what else might be done, or done more effectively, in an effort to produce change?

{

XII. Follow-up by mail*

~~Supplementary activities such as those described above will tend to reinforce the driving workshops and prolong the learning process.~~

~~However, at whatever point the driving activities cease—either at the end of the six driving workshop sessions, or at the end of the~~

*A variation of this was used in the pilot countermeasure program. 118 SUPPLEMENT semester if supplementary exercises are continued—some further follow-up by mail will be helpful in reminding each participant of the workshop objectives.

~~We urge that contact be kept by mail with each workshop participant for a year* ov more after completion of the above activities.~~

.A mailing file of participants with names and addresses is kept by the school's administrative office. Once every three months each partici• pant receives a form letter inviting him to report on his current driving experiences. Perhaps a specific opinion question is asked on which voting alternatives are requested, so that these can be tallied and reported back at the next mailing. Attached are some examples of these periodic inquiries, which were used by the authors following the driving workshop program they supervised in five southeastern Michigan high schools in the spring of 1970.

From the students* replies, interesting excerpts can be reproduced in the form of a newsletter, and included in the next mailing. Attached are some.sample pages from one of the newsletters used in the above- mentioned program. The newsletter could be typed and perhaps illustrated with some simple drawings to liven it up, as in the attached example. 119

~~CURRENT INFORMATION FORM (Reply envelope enclosed)~~

~~When you compare the driving you did last summer with what you've done over the past month, how has winter weather made a difference in your driving?~~

We1re interested in hearing about your most recent driving experiences from which you realized something about your own driving, road, hazards, other drivers, etc. What is it that really bugged you about these situations?

~~Would you make any necessary corrections on your mailing address?~~

~~(FASTEN RECIPIENT'S MAILING LABEL HERE)~~

~~Please return this form within one week. A prepaid addressed envelope is enclosed.~~

~~Thank you for your assistance in this project.~~

~~(ADD HERE NAME AND ADDRESS OF SPONSORING OFFICE) 120~~

SPARES HORSEPOWER—SPOILS EGO 'I got in a fight with my boyfriend and was concentrating on him when the light changed to red. I saw the light change but was Of 160 young drivers who returned the December so deep in thought I forgot to stop and went sailing right on Current Information Form, 110 of you said you were through. I was lucky no one hit me." driving more slowly in the winter weather, and being —East Detroit more cautious and alert:

~~"I've slowed down and began wearing my seat belt and shoul• der harness. I'm looking out for 'the other guy.' In general I'm 'sparing the horsepower and spoiling the ego.' " —Taylor~~

~~"Winter driving is obviously more dangerous in the beginning months, the first snowfall, rain, etc. People still think it's summer. Road conditions are worse all of a sudden." -Detroit~~

~~"THE BIGGEST PROBLEM IS TRYING TO KEEP YOUR CAR FROM SLIDING, AND TRYING NOT TO PANIC WHEN IT HAPPENS." -Warren~~

Twenty-seven young drivers mentioned awareness of, or actual experience with the hazards of skidding, spinning, or sliding; and problems of control, braking, SNOWMOBILES and maintaining a safe distance from other cars: "The only thing I'll complain about is snowmobile driving (I "Don't slam on the brakes; pump them gently and you will should have had lessons—I was lucky all I broke was my leg.) I keep control over your automobile." support stiffer legislation!" —Plymouth —Plymouth "I pulled out of my driveway Christmas day and backed into another car. I saw the car in time to stop if the road was dry, but I slid into the car." OH, SAY, CAN YOU SEE-ANYTHING AT ALL? -Fraser Ten young drivers mentioned poor visibility as a "One slippery day my mother was driving down a street with hazard: little ruts on the sides of the streets; and then deep ditches. My mother went off too far to the right of the road, and the car went "An ice-scraper is a necessity during the winter months. I was into one of these ruts. Upon trying to get back on the road the caught without one after work, one. evening, and was lucky I car began sliding and made two complete circles on the street!" didn't kill someone because of a lack of visibility." —Warren —E. Lansing

"I give myself plenty of room between cars for a safe stopping "While driving on the expressway one night, under rainy distance." conditions, I attempted to pass a truck. The spray from the -East Detroit truck's wheels completely covered my windshield and even with my wipers on full speed, I could just barely see. Luckily the lines "At intersections where the other person has a yield sign I on the road were luminated by my headlights and I was then able make sure he is going to stop or can stop before going on." to steer my way around the truck." —Warren Vienna, Virginia X "I was riding with a friend on the 1-94 expressway when a X freezing rain started. I would estimate that only 25% of the drivers made it through a 4-mile stretch without getting into an \ accident. We were one of the unlucky ones."

~~—East Detroit CJ~~

~~"I'M NOT AFRAID THAT I'LL HIT SOMEBODY, I'M MORE WORRIED THAT THE OTHER GUY WILL HIT ME!" —Taylor~~

~~Sixteen young drivers said "Watch out for the other guy!"~~

"Actually you should expect people to make mistakes and be "One morning after a snowfall I passed a man driving on ready for them when they do." Telegraph Road who had his arm out the window scraping off his windshield while he drove!" -East Detroit —Taylor 121

GRIPE BOX GRIPE-OF-THE-MONTH: LANE DRIFTING AND "What really bugs me the most is people that like to go SWITCHING, SHARP CUTTING IN, UNSAFE PAS• through red lights, stop signs or yield signs. I always stop now SING even if I don't have to because I don't want to end up in a tangled mess of fenders and other debris." Nineteen young driven reported experiences like the -Detroit following: "MERGING IS A TWO-PARTY SYSTEM" "Perhaps the most i rritating situation I have come across is when a driver is in such a big hurry that he must pull out directly Seven of you mentioned problems in expressway, in front of you causing you to almost skid while slowing down. merging: After he has pulled out,, scaring you to death, he continues along BELOW the speed limit, So he must not have been in that big of a "The one thing that has really bugged me in the last month is hurry after all. I think a lot of drivers have a 'thing' about waiting the fact that the drivers merging into the traffic on the express• for other cars and being second instead of first." ways have little regard for the rest of the traffic. Merging is a —Plymouth two-party system; the one driver must give way for the second but the second must also accelerate or look out for the next "The car next to us swerved around a car sticking out onto guy." Woodward without checking our lane. My friend, anticipating the —East Detroit move, speeded up, avoiding a nasty accident by inches." —Warren "LET ONE CAR THROUGH AND A FEW OTHERS GO" NEXT BIG GRIPE: EXCESS SPEED ON THE HIGH• —Taylor WAY ... Five young drivers said what bugged them most was other drivers' "rudeness," "lack of courtesy," "lack Nine young drivers were bugged by people who drove of consideration for others." One reported a sort of at unsafe speeds despite winter weather conditions: "backlash" effect: "I really get disgusted with people who drive behind me and "I found that as I've seen a lot of foolish mistakes by other are impatient that I don't go over the speed limit. They're always drivers I care less about the quality of my own driving." in a hurry to pass me and I usually meet them at the next light —East Detroit anyway." —Warren WHO TAKES CARE OF DRUNKS? "During Christmas vacation I was driving up north to go skiing. The weather was really bad, road conditions were very Four of you reported experiences with drunk drivers: hazardous. Many people would pass me like I was standing still. This is stupid for people to take this kind of a risk just to be the "I passed a guy that thought he owned the road; by the way, first ones there." he was drunk. I stopped at a red light. I looked in my mirror and seen the same guy doing 45 to 50.1 couldn't run the light because -East Detroit of a car turning in front of me, so he hit me in the rear. The worst ... AND IN PARKING LOTS: part is, it was my brother's car I was driving." -Taylor "Maybe we should have speed limits in parking lots. I've seen "During Christmas some of my friends and relatives drove people drive like it was an open road while little kids are walking after parties, after drinking. I might not have been so concerned if to their car." not for the driving program last summer. I took over the driving -Plymouth in some of these cases." —Plymouth "NEVER TRUST ANOTHER DRIVER'S TURN SIG• NALS" TAM.GATING, TRUCKDRIVERS, —East Lansing AND SLOWPOKES ... Eight young drivers commented that others often failed to signal their turns, signaled too early, or , ,. each of these rated as pet peeves for four young signaled without turning at all: drivers:

"Some people do not know why turn signals were invented— "I hate tailgaters, especially if I'm going the speed limit. One day I stopped when I was about to turn because a traffic guard they never use them." signaled me to let a little boy cross the street. The man behind me —Warren laid on his horn. I don't know what he wanted me to do unless it was run over the little boy." "What bugs me is people who signal about 6 blocks before they decide they're at the right corner." —Plymouth -East Detroit 122 123

~~REFERENCES~~

~~Kowalski, J.M. , Rose, N.J. , and Fiorese, F.F., 1967. "Blood alcohol levels in vehicular and pedestrian fatalities, in Illinois." Illinois Medical Journals 131 (5), May, pp. 659-664.~~

~~Miller, E.J., 1968. "The trigger film triggers response." Audiovisual Instruction, 13, October, pp. 876-877.~~

~~Minnesota Department of Public Safety, 1970. "The alcohol-impaired driver and highway crashes." St. Paul, Minn.~~

~~National Safety Council, 1970. Accident Facts—1970 Edition. Chicago, 111.~~

~~National Transportation Safety Board, 1971. "Special study: youth and traffic safety education," Report No. HTSB-STS-71-3. July, Washington, D.C.~~

~~Pelz, D.C, and Schuman, S.H., 1967. "Dangerous young drivers." HSRI Research, June, No. 2. Highway Safety Research Institute, Univer• sity of Michigan, Ann Arbor, Mich.~~

~~Pelz, D.C. and Schuman, S.H., 1971a. "Are young drivers really more dangerous after controlling for exposure and experience?" Journal of Safety Research, 3 (2), June, pp. 68-79.~~

Pelz, D.C. and Schuman, S.H., 1971b. "Motivational factors in crashes and violations of young drivers." Paper for Amer. Assoc. of Public Health meetings, Oct. 13, 1971. University of Michigan, Ann Arbor, Mich.

Schuman, S.H. , McConochie, R., and Pelz, D.C. "Reduction of young driver crashes in a controlled pilot study: two-year follow-up in one Michigan high school." Journal of American Medical Association, 218 (2), October 11, pp. 233-237. 124 APPENDIX

~~COPIES OF FORMS FOR REPRODUCTION~~

~~Driving Development Notebook~~

~~Introductory letter Traffic Incident Forms —Sample diagram of STOP SIGN Incident --Blank forms Spring Epidemic chart~~

~~Traffic incident description~~

~~Roadways Diagram for car-chips~~

~~Driving Strengths and Weaknesses~~

~~Opinion ballot Tabulation form~~

~~Drinking and Drugs~~

~~Opinion ballot Tabulation form~~

~~125 IL UNIVLRSITY OI MICHIGAN~~

~~Dear Driver:~~

~~No two people drive automobiles exactly the same way. Everybody de• velops his own style.~~

~~The discussions that you are participating in, along with supplemen• tary items in this Driving Development Notebook, are designed to help you focus on your own driving style.~~

~~This notebook is for your personal use. Your instructor will give you extra materials to supplement your classroom discussion, and you can keep these materials in this binder.~~

~~We hope you will find the discussions interesting and useful, if there are other aspects of driving you'd like to talk about, please suggest your own topics for discussion.~~

We're glad that you are participating in this driving development program. From time to time we'll be visiting your sessions. If you have any questions or suggestions, we hope you will free to let us know.

~~Thank you for your assistance in this project.~~

~~Yours sincerely,~~

~~T )~~

~~Donald C. Pelz Stanley H. Schuman Survey Research Center Dept. of Epidemiology 5118 Institute for Social 1000 School of Public Research Building Health (313) 764-8397 (313) 764-5454~~

~~DCP/mes 2/72~~

~~127 TRAFFIC INCIDENT FORM~~

~~Watch for accidents, close calls, or potential trouble spots, and record each incident on one of these forms.~~

~~DIAGRAM THE INCIDENT: "STOP SIGN" episode~~

~~Draw in heavy lines for streets. Show vehicles with passengers, such as:~~

~~8 Show pedestrians: £ Traffic signal:~~

~~BRIEFLY DESCRIBE THE INCIDENT: / / / / / / i~~

~~MAN~~

~~1. What was each driver doing, that helped to cause this incident?~~

~~Driver A:~~

~~Driver B:~~

~~2. In addition to the drivers, what other conditions helped to cause the incident?~~

~~3. What could either driver have done to reduce the chance of a collision?~~

~~129 TRAFFIC INCIDENT FORM~~

~~Watch for accidents, close calls, or potential trouble spots, and record each incident on one of these forms.~~

~~DIAGRAM THE INCIDENT:~~

~~Draw in heavy lines for streets. Show vehicles with passengers, such as:~~

~~Show pedestrians : £ Traffic signal:~~

~~BRIEFLY DESCRIBE THE INCIDENT:.~~

~~1. What was each driver doing, that helped to cause this incident?~~

~~Driver A:~~

~~Driver B:~~

~~2. In addition to the drivers, what other conditions helped to cause the incident?~~

~~3. What could either driver have done to reduce the chance of a collision?~~

~~131 FATAL MOTOR VEHICLE ACCIDENTS-MICHIGAN, 1960-1966 SOURCE : MICHIGAN STATE POLICE~~

~~bJ < Q O~~

9637363940 4(4243444046 47 4849 90 91 32 a e '• '2 '3 W 15 « IT IB 19 2021 222J 24 23 » 27 28 2«50 5l 92 99 343^96 37 36 3940 I I I I I I III II [ I ) SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY JUNE JULY AUGUST SEPTEMBER 62 I fifff it if if *i if if!

All Ltconsad Drivers (5 Ytors Moving Mian) • High School Seniors t Licmsad Drfvtrs) Agts - IB-19 (2 Ytor Mean of 3 WMk Mowing Mian) 90% Tottronc* Zont Timn «tw School Is in StUioflCTypicat] (WMtt Inflect** vocation)

~~137 in \~~

~~143 1*» CAR-CHIPS~~

~~From heavy cardboard, masonite, plastic sheet, etc., about 1/8". to~~

1/4" thick, cut 4 or 5 chips representing cars, of the dimensions sketched below. It will be easy to identify the cars if they are made of translucent plastic of different colors. If they are made of an opaque material, drill small holes as shown so as to number them from 1 to 5.

~~/A A o P O o o o o o o " • ' o b~~

~~147 DRIVING DEVELOPMENT NOTEBOOK SESSION TWO~~

~~DRIVING STRENGTHS AND WEAKNESSES~~

~~Keep one copy and turn in the other to your instructor. DO NOT SIGN YOUR NAME.~~

~~My DRIVING STRENGTHS are mainly: My DRIVING WEAKNESSES are mainly:~~

~~(check 1 to 4 answers or write in) (check 1 to 4 answers, or write in)~~

~~• Skillful in city traffic • Lack skill in city traffic~~

~~• Skillful on freeways • Lack skill on freeways~~

~~• Good in rain, ice. or snow • Poor in rain, ice, or snow~~

~~• Good at night driving • Poor at night driving~~

~~• Skillful at high speeds • Afraid of high speeds~~

~~• Able to pass quickly • Lack skill in passing~~

~~• Good at parking • • Can!t park very.well~~

~~.• Quick reflexes, quick reactions • Daydream, inattentive~~

~~• Keep cool in emergencies • Like to show off~~

~~• Courteous, considerate • Impatient, get mad easily.~~

~~• Alert, attentive • Speeding, drive too fast~~

~~• Good eyesight • Over-confident~~

~~• Cautious, careful • Under-confident~~

~~• Patient, don't get angry D Can't judge distances well~~

~~• Keep car under control • Run amber or red lights~~

~~• Safe speed G Poor stops at stop signs~~

~~• Obey signs and signals • Panic in tight situations~~

~~Q Good judge of distances • Discourteous, inconsiderate~~

~~• Drive smoothly • Get nervous~~

~~• Don't let emotions upset driving • Take too many chances~~

~~Other strengths (write in): Other weaknesses (write in):~~

~~149 DRIVING STRENGTHS DRIVING WEAKNESSES~~

~~SKILLFUL IN CITY TRAFFIC ^LACK SKILL IN CITY TRAFFIC~~

~~SKILLFUL ON FREEWAYS J-ACK SKILL ON FREEWAYS~~

~~GOOD IN RAIN, ICE, SNOW J>OOR IN RAIN, ICE, SNOW~~

~~GOOD AT NIGHT DRIVING _POOR AT NIGHT DRIVING~~

~~SKILLFUL AT HIGH SPEEDS _AFRAID OF HIGH SPEEDS~~

~~ABLE TO PASS QUICKLY J.ACK SKILL IN PASSING~~

~~GOOD AT PARKING _CAN'T PARK VERY WEIL~~

~~QUICK REFLEXES JDAYDREAM, INATTENTIVE~~

~~KEEP COOL IN EMERGENCIES _LIKE TO SHOW OFF~~

~~COURTEOUS, CONSIDERATE JMPATIENT, GET MAD EASILY~~

~~ALERT, ATTENTIVE JPEEDING, DRIVE TOO FAST~~

~~GOOD EYESIGHT J5VER-CONFIDENT~~

~~CAUTIOUS, CAREFUL JJNDER-CONFIDENT~~

~~PATIENT, DON'T GET ANGRY _CANVT JUDGE DISTANCES WELL~~

~~KEEP CAR UNDER CONTROL _RUN AMBER OR RED LIGHTS~~

~~SAFE SPEED _POOR STOPS AT STOP SIGNS~~

~~OBEY SIGNS & SIGNALS _PANIC IN TIGHT SITUATIONS~~

~~GOOD JUDGE OF DISTANCES _DISCOURTEOUS, INCONSIDERATE~~

~~DRIVE SMOOTHLY JGET NERVOUS~~

~~DON'T LET EMOTIONS UPSET TAKE TOO MANY CHANCES~~

~~151 OPINION BALLOT~~

~~Keep one copy and hand in the other. DO NOT SIGN YOUR NAME.~~

~~Suppose a person of your age and sex drinks two bottles of beer at a party, one-half hour before he drives home. In your opinion, which of the following is most likely? CHECK ONE:~~

~~Suppose a person of your age and sex smokes one whole "joint" of marijuana at a party and then drives a car. In your opinion, which of the following is most likely?. CHECK ONE:~~

Some people say that the amount of alcohol in 4 drinks of liquor will have different effects on a person's driving depending on the condi• tions. In your opinion, how much difference will each of the follow• ing conditions make, in how much a person's driving will be affected by 4 drinks? a. How much a person is eating would make (CHECK ONE):

~~A lot of Some Almost no I have difference difference difference no idea b. How much a person weighs would make (CHECK ONE):~~

A lot of Some Almost no I have difference difference difference no idea c. How rapidly or slowly a person drinks would make (CHECK ONE): A lot of Some Almost no I have difference difference difference no idea

~~153 OPINION BALLOT ON DRINKING AND DRUGS~~

~~1. A PERSON WHO DRINKS 2 BOTTLES OF BEER;~~

~~WILL DRIVE BETTER~~

~~WILL DRIVE WORSE~~

~~WILL DRIVE ABOUT THE SAME~~

~~2. A PERSON WHO SMOKES A "JOINT" OF MARIJUANA:~~

~~WILL DRIVE BETTER;~~

~~WILL DRIVE WORSE~~

~~MILL DRIVE ABOUT THE SAME~~

~~3. HOW DRIVING IS AFFECTED BY 4 DRINKS DEPENDS ON:~~

~~a. HOW MUCH A PERSON IS EATING~~

~~ALMOST NO A LOT SOME NONE IDEA~~

~~b. HOW MUCH A PERSON WEIGHS~~

~~ALMOST NO A LOT SOME NONE IDEA~~

~~c. HOW RAPIDLY A PERSON DRINKS~~

~~ALMOST NO A LOT SOME NONE IDEA~~

~~155~~