Case Study : Crash Course continued ...
Fear relief Research shows that it is important for information to be provided in ways that reduces the likelihood of individuals responding to it in negative ways ¹ , ². One of the methods that has been suggested is to provide a period of ‘ fear relief ’ following the presentation of fear-based information ² , 3 . It is possible that the information presented within Crash Course could be followed with more suggestions relating to the avoidance strategies associated with mobile phone use ( see page 98 ). This should empower individuals with the ability to ‘ do something ’ with the information that they have been given , rather than simply fear the consequences .
Audience-specific education Where the audience is a group of young people , it is important that the information presented is perceived to be relevant to that group , as explained elsewhere in this compendium ( see page 80 ). This may mean choosing particular imagery , stories or presenters when engaging with that group . Where that group is employees , the same factors should be considered , with company policies understood and shared . Strategic differences between the forms of presentation for young people , employees , and even offenders , can make a difference in making that information relevant to that group of people . This would not be possible if the course was delivered remotely , via DVD for example .
Procedural Justice One of the most striking findings of the longitudinal research conducted on Crash Course was that attendees saw roads policing as more legitimate after attendance than they did before . It appears that having the chance to interact with professionals in this area , and to hear the reasons behind the law from those with personal experiences of the consequences , contributed to an increased sense that enforcing road traffic laws was something that the police were right to do . This is likely to increase compliance with those laws longer term and is an additional benefit of meaningful engagement with driving offenders in forms such as this . For more information on procedural justice , see page 62 .
Mobile : Engaged impact
Unfortunately , as can happen , the course ceased to be offered during the time of our engagement with it . However , we have maintained contact with the providers and will be involved in any future plans to take the initiative forward . Leanne would be happy to discuss the evaluation of Crash Course that was conducted as part of her PhD ( see page 152 for contact details ).
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¹ Lewis , I ., Watson , B ., Tay , R . and White , K . M ., ( 2007 ). The role of fear appeals in improving driver safety : A review of the effectiveness of fear-arousing ( threat ) appeals in road safety advertising . International Journal of Behavioral Consultation and Therapy , 3 ( 2 ), pp . 203-222 .
² Rossiter , J . R . and Thornton , J ., ( 2004 ). Fear ‐pattern analysis supports the fear‐ drive model for anti-speeding road ‐safety TV ads . Psychology & Marketing , 21 ( 11 ), pp . 945-960 .
3
Algie , J . and Rossiter , J . R ., ( 2010 ). Fear patterns : A new approach to designing road safety advertisements . Journal of Prevention & Intervention in the Community , 38 ( 4 ), pp . 264-279 .