1. Facilitator Training

2. Parents Influence Teen Driver Behavior According to Simons-Morton (2007), parents influence their teen’s driving by: Signing the license application Setting limits in teen’s driving Serving as good or bad role model Supervising practice driving Center for Disease Control also committed resources to parental involvement in teen driving: Parents Are the Key Campaign Checkpoint Program Study (UMTRI)

3. Children’s Hospital of Philadelphia Research Institute Young Driver Research Initiative (2006) conducted teen driver research, analyzed data and produced two publications: Driving Through the Eyes of Teens (2007) Role of Parents Risky Distractions Driving Through the Eyes of Teens: A Closer Look (2009) Parent Play a Crucial Role Lead by Example Ensure 50 hours Limit Primary Use of Car Set Driving Limits Teens Don’t Comprehend Inexperience

4. Pre-Survey Reveals Parenting Styles 60% of Parents described their teens driving skills as “Excellent” Authoritarian 9% Authoritative 30% Permissive 52% Uninvolved 9%

5. Parents as Role Models

7. Post Survey Results • 81% will Increase Practice Driving • 76% will Enforce GDL at Home • 72% will Control the Keys • 86% believed tool kit supported their • Understanding of the GDL • Increased Practice Driving • Enforcing the GDL at Home and • Controlling the Keys

8. 84% Understood the GDL • 84% Enforce Curfew • 84% Enforce Passenger Limit • 63% Control the Keys • 47% Parents Spend 7+hrs/month Practice Driving

9. 47% Describe Authoritative Parenting Attitudes • 18% Use Driving Contracts • 61% Expressed Overconfidence in teen’s driving (Very Good)

10. Six Steps: 1. Set a Long Term Vision 2. Identify behavioral objectives linked to key outcome 3. Identify target constructs that influence the adoption of the behavioral objectives 4. Design and develop intervention content that address constructs 5. Evaluateeffectiveness of interventions 6. Refine interventions and behavior change model, when needed * Dr. Flora Winston, CHOP Applying Best Practices in Behavioral Intervention to Promoting Road Safety

11. EVIDENCE BASED BEHAVIORAL OBJECTIVES Understanding the Graduated Driver License Being a Good Role Model Effectively Enforcing the GDL at Home Increasing Practice Driving Hours Controlling the Keys

12. Engaging Parents & Teens

13. The Right Delivery Learning Pyramid Theory of Planned Behavior Situational Leadership Accelerated Learning Facilitation

14. The Learning Pyramid Average Retention Learning Rates

15. Theory of Planned BehaviorPoulter & McKenna (2010) Behavioral change rests jointly on motivation and ability Teens must be willing to adopt safe driving behaviors (motivation) and be guided and supported by strong laws and parental guidance (ability) Parents must be willing support their teen driver (motivation)and able to teach and model safe driving skills and behaviors (ability)

16. Theory of Planned Behavior and Share the Keys

17. Situational Leadership No single best approach exists. A facilitator’s success depends upon the abilityand willingness of each individual to learn. Four unique approaches to address different levels of willingness and ability to learn.

18. Situational Leadership

19. What is a Facilitator ?

20. Facilitator One who helps participants learn from an activity The literal meaning of facilitator is “one who makes things easy.”

21. Effective Facilitation Behaviors Effective Facilitation Know the material Be confident: Be clear, enthusiastic, breath! Using humor, stories, and examples relating to the topic

22. Effective Facilitation Effective Facilitation Behaviors Clearly explain activity directions and be prepared to answer questions Allot enough time for activities Follow up the exercise with discussion Processing with participants, allow them the opportunity to reveal their thoughts and feelings as appropriate

23. Effective Facilitation Being available to talk/debrief with participants during break times and before/after the training Evaluating the experience and write down notes for future trainings Thanking everyone for their participation

24. Things to Avoid Downplaying people’s ideas Pushing personal agendas/opinions as the “right” answer Dominating the group Saying “umm,” or “aahh” Reading from a manuscript

25. Things to Avoid Key things Facilitators shouldavoid Telling inappropriate or offensive stories Making up an answer to questions (lying) Allowing people to bully others in the group Taking a stance with one section of the group Telling too much about your personal experience and life

26. Grassroots Approach Tie to parking privileges & Pre-prom meetings • Provide CEUs to Facilitators for training • Free orientation/training • Partner with local businesses for incentives: • AAA memberships • Driving lessons • T-shirts, key chains etc.

27. Marketing tools • Program description • Research • Facilitator Training • Instructors/schedule • Presentation Resources • PowerPoint • Videos • Resource guides • Pre/Post surveys • Facilitator network (200)

28. Facilitator Presentations Group Facilitation Activity Slide Assignments Review Presentation & Talking Points Script Use Positive Feedback Prompts: Effective Facilitation Open Ended Questions Use of Tools and Resources

29. Measuring the Impact of Change on Parental Involvement You’re a Part of Kean’s Ongoing Research Project! Distribute & Collect Pre/Post-Surveys & Contact Information Forward Copies to: Kean University – Traffic Safety Dr. Claudia Knezek School of Natural Sciences, C127 1000 Morris Avenue Union, New Jersey 07083 cknezek@kean.edu

30. Dr. Claudia Knezek Project Director Kean University 908-737-3653 cknezek@kean.edu Violet Marrero Manager of Special Projects NJ Division of Highway Traffic Safety 609-633-9161 violet.marrero@lps.state.nj.us