IN AN EFFORT TO DECREASE ALCOHOL-RELATED DRIVING ACCIDENTS AND FATALITIES AMONG YOUTH, MANY SCHOOL-BASED PROGRAMMES TO PREVENT DRINKING AND DRIVING HAVE BEEN DEVELOPED. THESE PROGRAMMES WOULD SEEM TO HAVE MANY IMPORTANT ADVANTAGES, INCLUDING BEING ABLE TO FOSTER APPROPRIATE ATTITUDES AND BEHAVIOURS AT CRITICAL TIMES BEFORE AND DURING THE FORMATION OF DRIVING BEHAVIOURS AND DRINKING BEHAVIOURS. THE DIDACTIC ASSUMPTIONS OF THESE PROGRAMMES ARE EXAMINED IN THIS PAPER, AND EVALUATIONS ARE REVIEWED. PROGRAMMES BASED ON ACCURATE PROVISION OF INFORMATION AND NON-THREATENING ATTEMPTS TO CHANGE ATTITUDES, AND ON BEHAVIOURAL PEER INTERVENTION TECHNIQUES, CONSISTENTLY DEMONSTRATE KNOWLEDGE GAINS, AND IN SOME CASES APPROPRIATE CHANGES IN ATTITUDES AND SELF-REPORTED BEHAVIOURS, IMMEDIATELY FOLLOWING PROGRAMME EXPOSURE. THESE EFFECTS OFTEN TEND TO DISSIPATE WITH TIME. SINCE THE IMPACT OF THESE PROGRAMMES ON TRAFFIC SAFETY MEASURES HAS NOT BEEN EXAMINED, THEIR DEVELOPMENT SHOULD BE CAREFULLY MONITORED AND EVALUATED UNTIL TRAFFIC SAFETY BENEFITS CAN BE DOCUMENTED.(Author/publisher).
Abstract