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 ways¹ , ². One of the methods that has been suggested is to provide a
period of ‘fear relief’ following the presentation of fear-based information² ,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 96). 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 78). 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 60.
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 147 for contact details).
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.
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