Case Study : Drive for Life continued ...
and the future . Message Not Delivered also uses this approach ( see page 81-84 ).
‘ Review goals ’, ‘ feedback ’ and ‘ monitoring ’ - Follow-up engagement or information would introduce these three BCTs . Engagement via social media could facilitate this and would not be too resource intensive . Individuals should be encouraged to think about their knowledge , attitudes and behaviour to reinforce the messages that have been delivered and encouraged to consider whether they would benefit from additional input to facilitate safe behaviour choices .
‘ Discrepancy between current behaviour and goal ’ - In small groups it may be possible to ask individuals to think about how they act , and in what ways their behaviour could be problematic . They may need prompting to consider the risk of particular actions , such as reading a text without holding a phone , etc . ( which they may not have considered to be ‘ use ’ of a phone - see pages 15-17 ). This would allow them to understand where there may be differences between their current behaviour and the goal behaviour that you are encouraging them to consider . If the individual does not consider themselves to be a ‘ user ’ of a phone ( perhaps because they do not hold it to their ear ) they won ’ t think that our messages are aimed at them .
Evaluation
The South Yorkshire Safer Roads Partnership had previously commissioned an external evaluation of Drive for Life , and this had generated some good practice observations and suggestions for developing the resource in future . The experience had also demonstrated the value of good quality evaluation , and the Partnership has begun to train its own staff in the benefits and methods of evaluation . This should mean that future evaluation can be conducted in-house , and increases the likelihood that the intervention will remain relevant and can demonstrate its effectiveness .
• Pages 25-27 explain the importance of evaluation
• Always make sure your information and images are C . L . E . A . R ( see pages 78-80 )
• Group size can be an issue with education in schools . See page 83 for research on how this can affect results .
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