In response to the high risk of death during the first years of driving for young drivers, 32 states have now implemented Graduated Driver Licensing systems. Under GDL, new teen drivers progress through two preliminary stages that involve restrictions to limit their exposure to high risk driving before attaining a full, unrestricted license. The first stage involves adult supervision of driving at all times. Since GDL places teaching responsibility on parents, this project had two objectives. First, through seven focus groups we solicited opinions from parents and teens about the strengths and weaknesses of the supervised driving phase in North Carolina. Parents reported needs for more knowledge of the legal requirements of GDL, help in recognizing the complicated skills of driving, and assistance in techniques for communicating appropriately about those skills. The second objective was to implement interventions based on the focus group findings. Three high schools were recruited and assigned to one of three interventions using a guidebook developed by the Network of Employers for Traffic Safety (NETS): (1) a series of parent meetings to help parents learn about effective driver supervising skills; (2) a guided learning program conducted by mail and telephone; and (3) a control group in which the NETS book was distributed to teens in the first stage of GDL at their local Driver Licensing office. Parent and teen responses to these interventions will be analyzed and discussed.
Learning Objectives: 1. Identify needs of parents in teaching driving 2. Develop strategies to assist parents as driving teachers/supervisors
Keywords: Motor Vehicles, Adolescents
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: Network of Employers for Traffic Safety
Disclosure not received
Relationship: Not Received.