An evaluation of the Safe Drive Stay Alive road safety presentation ...

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30collision scenario being depicted. The footage of those involved before the collisionhelped students to connect with the lives of the characters and imagine themselvesin the situation. Furthermore, the depiction of the lives of the collision survivors inthe months after the collision reinforced the message that the young people involvedwill have to live all their lives with the consequences of the collision.Some students also remarked that the video reconstruction was a useful elementproviding a break from the serious and harrowing nature of the testimonies. Had thetestimonies been delivered consecutively, this may have proven to be too heartrendering for those listening. Although serious in tone, the video reconstructionallowed students to engage with the story and absorb the message without becomingpersistently overwhelmed with sadness for the speakers. Students also related toeach of the emergency service personnel‟s role in dealing with the aftermath of acollision as their introductions tended to relate their role in such circumstances.However some students commented that the repeated pauses in the film for thespeakers‟ testimonies was a little disrupting, preventing some audience membersfrom following the story being presented, as each time the film resumed, studentshad to remember what was occurring before the last break. This was not a widelyreported problem and so the majority of students and teachers felt the flow of thevideo interspersed with testimonies was treated appropriately.There were remarks about some of the actors‟ performances being somewhatamateur and at times comic in result. For these students, this was felt to seriouslydetract from the general impact and seriousness of the reconstruction.“It was so poorly acted; a lot of people lost interest and lost focus because of thepoor acting.”There was also some debate over whether the use of local students to play thecharacters was effective. Whilst this enabled students to relate to the characters oftheir age and from their local area, for some at the school where some of the sceneswere shot and from where some of the actors were sourced, this led to them beingdistracted by identifying their peers and school grounds. However, all students andteachers unanimously agreed that using actors of a similar age and situating the
31reconstruction in the Havering area was appropriate and effective in encouragingstudents to relate to the story unfolding.“They were our age and basically it makes you think that you’re in their positionbecause at the end of the day when you’re older you’re going to get in a car drunkand you’re going to do all these things and you just think about it.”As a side note, the reconstruction could benefit from the inclusion of girls in the roleof having caused the collision. Comments from some female students who perceivedthat the fault of the collision lay with the boys (and boys are generally felt to be lesssafe drivers) suggest that the impact of the SDSA messages may have been moregeared towards boys than girls, with the effect of girls possibly not feeling themessages were as particularly relevant to them.Mock ITV NewsInterspersed in between the video, the mock ITV news report on the collision wasperceived by students as very believable (many in fact questioned if it was not realfootage) and they were impressed that such a high profile programme and newspresenter had endorsed the SDSA event. Although rarely mentioned spontaneouslyby students, this part was claimed to galvanise their attention, and add an elementof realism to the video reconstruction.Metropolitan Police ServiceThe entrance of police officers on stage towards the beginning of the presentationmeant that students were generally still in a state of high energy and inattention.However, once the impact of the testimony took effect, the students mood started toshift towards one of subdued engagement.“When the policeman came on in his big long sort of jacket thing and when hestarted telling his story everyone shut up and listened.”On the whole, students found the police officers‟ stories to be relevant and engaging,being particularly touched that they had to face the families of the deceased andbreak the news to them. However their positioning at the beginning of thetestimonies did mean that their potential impact was undermined for many of the
Page 2 and 3: 2ContentsExecutive summary ........
Page 4 and 5: 4Executive SummaryThe Safe Drive St
Page 6: 6deteriorated to such a degree that
Page 9 and 10: 9(2004) have noted that despite the
Page 11 and 12: 11Quantitative research:Self-report
Page 13 and 14: 132. Methodology2.1 SDSA impact2.1.
Page 15 and 16: 15Removing Non Attendees & Matching
Page 17 and 18: 17presentation. Follow-up questionn
Page 19 and 20: 19“I was dreading it - thinking o
Page 21 and 22: 21Respectful (adult to adult) inter
Page 23 and 24: 23the mechanics of driving (changin
Page 25 and 26: 25the event itself, all thought tha
Page 27 and 28: 27different elements with a view to
Page 29: 29London Road Safety UnitThis secti
Page 33 and 34: 33a memorable testimony. Students w
Page 35 and 36: 35This further emphasises how impor
Page 37 and 38: 3710% of students plan to share the
Page 39 and 40: 39Q31. Spontaneous Recall of most i
Page 41 and 42: 41ContentStudents were most positiv
Page 43 and 44: 43Q28. Response to SDSA event /Q29
Page 45 and 46: 454. Results of SDSA effectivenessD
Page 47 and 48: Mean score (Max: 7)47in the survey,
Page 49 and 50: Mean score (Max: 7)49scale from 1 t
Page 51 and 52: 515. Conclusions5.1 SDSA impactOver
Page 53 and 54: 53behavioural control had disappear
Page 55 and 56: 555.3 General conclusionThe results
Page 57 and 58: 57Roberts, I., Kwan, I., & the Coch
Page 59 and 60: 59Appendix B: Summary data for TPB/
Page 61 and 62: 61Appendix C: TPB statistics (match
Page 63 and 64: 63Appendix E: Discussion guide - st
Page 65 and 66: 65How would they describe the tone
Page 67 and 68: 67Appendix F: Discussion Guide - te
Page 69 and 70: 69What do they think of the way the
Page 71 and 72: 71Appendix G: Pre-post test questio
Page 73 and 74: 73My partner/girlfriend/boyfriend
Page 75 and 76: 7514.Have you ever driven or ridden
Page 77 and 78: 7720.When you’ve learned to drive
Page 79 and 80: 7923b.Was anyone hurt/injured in th
Page 81 and 82:
8129.• To which of the following
Page 83 and 84:
832.After I pass my driving test I
Page 85 and 86:
8511.Imagine you have passed your t
Page 87 and 88:
8716.Have you ever driven or ridden
Page 89 and 90:
89(53)21.To what extent do you agre
Page 91:
9127.Does your family own a car, va
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An evaluation of the Safe Drive Stay Alive road safety presentation ...

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