Comprehensive reviews of alcohol and drug education programs and particularly drink driving educational initiatives have consistently noted two serious problems. The first is the failure of many to introduce interventions in such a way that their effectiveness can be evaluated. The second is the fact that program design is rarely based systematically on a model for behaviour or attitudinal change. The result of these design weaknesses is that neither success nor failure to produce change in recipients can be measured or attributed to anything that later workers in the field can reproduce or avoid. The present paper describes the development of a drink driving education intervention which aimed to address these criticisms. (Author/publisher)
Abstract