But what should we actually say ?
• As with education more generally , rather than solely focusing upon the legal repercussions of the use of mobile phones while driving , we could usefully pay more attention to highlighting the personal consequences of a crash that can result from any form of cognitive or physical distraction .
• The page on social norms ( p65 ) explain why you should consider promoting levels of compliance as well as ( or instead of ) levels of offending .
• As we discuss on p15-17 , some drivers may ‘ use ’ their phones in ways that they do not consider constitute ‘ use ’. Cover a range of different types of mobilerelated distraction in your images and text .
• There ’ s also little point in creating a sense of the seriousness of distracted driving amongst the audience if we don ’ t try to help people act on that perception . Empower your audience by giving them strategies for avoiding phone use , not just telling them not to do it , and enhancing their perception of control over the problem , as the Theory of Planned Behaviour suggests is necessary ( see page 20 for more on the TPB ).
• Whilst it is useful to inform an audience about police presence , penalties received , and the dangers of mobile use generally , awareness does not necessarily produce attitudinal or behaviour change so may not have the impact we want on casualty numbers . A high number of ‘ followers ’, ‘ sharers ’ or ‘ likers ’ does not , therefore , mean we have really ‘ reached ’ anyone ( see page 92 for more on evaluation ).
There are ideas for social media content throughout this volume . Many of the ideas from ‘ offline ’ approaches also translate well into this context .
Visit https :// knowledgehub . group / group / national-roads-policing-intelligence-and-operations-nrpoi for example tweets and other resources on this theme
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