Report 2:
My Understanding of Driving Psychology
By Karis Amano
Instructions for this report are at:
www.soc.hawaii.edu/leonj/leonj/leonpsy23/409a-g23-report2.htm
I am answering Questions 2, 4, 5, 7, and 10.
The Question I am answering is Question 2
(a) Give a brief review of our two textbooks: Road Rage and Aggressive Driving (James
and Nahl), and Driving
Lessons: Exploring Systems That Make Traffic Safer (Peter Rothe, Editor). The
reviews should be between 3 and 6 paragraphs for each text.
“Road Rage and Aggressive Driving” is a book by Dr. Leon James and Dr. Diane Nahl. The idea of its subject, “driving psychology,” was inspired by the realization by Dr. James of how he disregarded his family’s concerns about his driving. After several confrontations, Dr. James tried to accommodate his passengers but fond that it was quite a difficult task.
Together, the authors of this book decided to look at the problem in a new perspective. Using sources from the media, government agencies, discussions, and their own research, the two compiled their findings in this book and broke it up into three parts: 1) The Conflict Mentality, 2) Driving Psychology, and 3) The Future of Driving.
As the book states, we are “driving in the age of rage.” We may think that road rage is not too big a deal and that there are more important problems to worry about first. The truth is America experiences 42,000 road fatalities in just one year along with 6.5 million traffic related injuries, and this is happening all over the world. Movies like “The Fast and the Furious” and video games such as, “Grand Theft Auto” just help to fuel our aggressive attitudes towards driving.
Dr. James and Dr. Nahl have included in this book, checklists and exercises readers may do on their own that will bring to their attention what kinds of hidden feelings they have toward driving, along with other drivers, pedestrians, and other conflicts they encounter in traffic. These include drivers discovering their own “threefold self,” (affective, cognitive, and sensorimotor) their emotions, thoughts, or attitudes, and actions of drivers to incidents experienced while driving.
The second part of this book, “Driving Psychology,” includes suggestions on how we can be less aggressive and become “supportive drivers.” Being alert and defensive is not enough. We must all cooperate on the road, helping others to get to their destinations safely as well as helping ourselves in the same way. The authors have also included a “Three-Step Driver Self-Improvement Program.” The key to this program is AWM, Acknowledge, Witness, and Modify. We must acknowledge what it means to have road rage and its full extent. Next we witness our driving and attitudes. We could do this by recording thoughts we say to ourselves while driving and also notice our habitual actions such as speeding up at yellow lights, not making complete stops at stop signs, or even gestures we make to fellow drivers.
The third and final part of this book explores different approaches that the government is taking to reduce motor accidents in the future. The Department of Transportation has proposed NEXTEA, the national Economic Crossroads Transportation Act of 1997. this allows federal funds to be used as rewards to states that have ways to improve transportation infrastructure, law enforcement, and public education. As technology advances, more Intelligent Transportation Systems, or ITSs, are being integrated into vehicles and roadways. Some include navigational systems, reducing sudden stops or decelerations of drivers in unfamiliar areas.
The idea for our
class’ second textbook first came up as a way to document a traffic-safety
conference, Traffic-Safety Summit ’98 in
Section one deals with the individual driver. Our physical plus our mental health is very important when it comes to driving. Human error and social influence also have a deep impact on our driving. Some young drivers use the road to find their identities. A young man may make risky decisions to prove how good a driver he is. Aggressive driving has become so common in many countries it is sometimes accepted as a cultural norm instead of learned bad habits. As we get older, our health declines; our eyesight, hearing, and memory deteriorate. Everyone is different so should there be an age when we are considered too old to drive?
The next section
of this book concentrates on different institutions involved in traffic safety,
including driver’s education, and law enforcement. Today in
The final section of this book, “Technical Sub-Systems,” focuses on technological advances that aim to make driving safer. One of these tools is a Geographic Information System or GIS. They can map out an area of land where lines and points represent rivers, roads, or even hazardous areas depending on severity. Other features are airbags, better brakes, and road designs such as paved roadways and rumble strips.
(b) Select one Chapter from each text and give
a summary of it.
Chapter seven from “Road Rage and Aggressive Driving,” entitled, “Children and Road Rage,” brings to our attention how children observe all of their parents’ good and bad behaviors. This is how the backseat is considered a “road rage nursery.” Children need praise and positive reinforcement to learn what is expected from them. After receiving material rewards, they are more likely to keep those good behaviors if they keep receiving them. Negative reinforcement of punishment usually leads to resentment so verbal rewards are recommended. Children Against Road Rage, or CARR, is a psychological learning curriculum designed to teach children not to become road ragers in the future.
Chapter
fourteen from “Driving Lessons,” entitled, “Driver Skill, Performance and Behaviour,” defines what skills are and introduces three
different conceptions of skills:
“traditional pre-industrial, modern ‘human engineering,’ and postmodern
‘human re-engineering’.” Skills reflect
on our human capabilities.
(c) Discuss in what way will
these ideas contribute to solving society’s driving problems.
Even if the law does not allow us to drive until we are sixteen years old, driver’s education starts at an early age. Parents of young impressionable children must teach them to have the right attitude towards traffic and all of the stressors involved. By the time they get to the age when they actually start learning the skills of driving, they will know what is to be expected from them and what will happen when they do not obey the rules. It will be easier to teach them proper skills because they will understand why such skills are so important. They will want to be supportive drivers for their benefit and to benefit all others.
(d) Any other comments you wish to make.
We all think driving involves a lot of common sense and I believe that, but after reading these books, I realized how many skills are involved that we are not fully aware of as driving becomes more automatic to ourselves. Even when I took driver’s education in high school, they would have never broken it down so meticulously as these books have done. I did not consider aggressive driving could be to just have slightly hostile feelings, even if you are okay with not expressing them physically or verbally. This class is giving me a whole new perspective on driving.
The Question I am answering is Question 4
(a)
Select
three of the following student reports from Generation 15:
1.
http://www.soc.hawaii.edu/leonj/409af2001/ahsing/report2.htm
2.
http://www.soc.hawaii.edu/leonj/409af2001/chun/report2.htm
3.
http://www.soc.hawaii.edu/leonj/409af2001/lukey/report2.htm
4.
http://www.soc.hawaii.edu/leonj/409af2001/morreira/report2.htm
5.
http://www.soc.hawaii.edu/leonj/409af2001/shellgirl/report2.htm
6.
http://www.soc.hawaii.edu/leonj/409af2001/reaves/report2.htm
7.
http://www.soc.hawaii.edu/leonj/409af2001/sophie/report2.htm
(b)
Summarize
each of the three reports. Be sure you
put a link to the report you are referring to.
http://www.soc.hawaii.edu/leonj/409af2001/ahsing/report2.htm
The Emotional Spin Cycle is all of the emotions, thoughts, and actions we experience everyday of our lives. Its key concepts include emotions, feelings, “The Threefold Self,” and the Hierarchy of Motives. Jennifer Ah Sing, the author of this report, has written a data and analysis section to test theories of Dr. James. Ah Sing spent two weeks self-witnessing herself and making notes of her emotions, thoughts, and actions in the morning, afternoon, and night. She analyzed the data to find the “bridge’ from negative behaviors to positive ones. She had to learn to stop herself and consciously think about her emotions, why she felt that way, and finally to take control of the instead of them controlling her.
http://www.soc.hawaii.edu/leonj/409af2001/chun/report2.htm
This report by Alyssa Chun, entitled, “Customizing My Emotional Spin Cycle: Data Analysis,” presents to the reader the Emotional Spin Cycle and how using the “red bridge” or “blue bridge” to positive emotions have worked in some cases and not so well in others. After completing her report, Alyssa Chun felt that the effort and time she put into it was well worth it. She now feels capable of recognizing negative emotions and thoughts and transferring them into positive ones.
http://www.soc.hawaii.edu/leonj/409af2001/sophie/report2.htm
The author of this report, Sophie, explains the Daily Emotional Spin Cycle, the self-witnessing technique AWM (Acknowledge, Witness, Modify), the red and blue bridges, and how she used them to turn negative, aggressive (red), or pessimistic (blue) thoughts into positive, supportive (red), optimistic (blue) emotions. Sophie discusses her own experiences using these two bridges, whether it is during her work with training dogs for shows, raising a turkey then unfortunately having to kill it for Thanksgiving, and having been stressed that she was not going to make it in time to take a test that she was well prepared for. Sophie recommends the self-witnessing technique to everyone who experiences negative emotions and wishes to change them.
(c)
Add a
General Conclusion Section in which you discus your reactions to what they did
–
(i) their ideas,
(ii) their
method,
(iii) their
explanations.
This Emotional Spin Cycle idea, I thought, seems very relevant to everyone’s lives. It would also be helpful if we all were able to control our emotions and the extent to which we feel them so there would not be as much unhappiness in the world today. I agreed with their methods of how they did their self-witnessing tasks. If you make notes of your emotions while you are feeling them, it is easier to look back and think what caused those emotions and what you should do to transform negative into positive thoughts. I liked Sophie’s page as I was reading it. She provided a diagram of a Daily Emotional Spin Cycle, distinguished each of the four zones, and noted if they were considered red (toward others) or blue (toward self).
(d)
What
did they gain from doing their reports?
They all agree that this exercise was worth the time and effort and they know how to modify unwanted emotions and behaviors into valued ones.
(e)
How
do their ideas influence what you yourself think about these issues?
It is important to be able to modify our emotions. This would help many avoid psychological depression disorders and let them function more effectively and efficiently with the right attitudes. It could also lessen the occurrences of health problems that can result from stress such as high blood pressure or panic attacks.
(f)
Any
other comments you wish to make.
At first it does seem impossible to modify your emotions toward an even because that is the first thing that pops into your mind but it seems more feasible after you have some time to reflect and be optimistic about any bad situation.
The Question I am answering is Question 5
(a)
Consider
Table 5 in the Lecture Notes, in the Section on Driving Psychology Theory and
Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy23/409a-g23-lecture-notes.htm#Charts
|
Driver Competence Skills |
Aggressive NEGATIVE DRIVING |
Supportive POSITIVE DRIVING |
|
Not Emotionally Intelligent (REPTILIAN DRIVING) |
Emotionally Intelligent (CORTICAL DRIVING) |
|
|
1. Focusing on self vs. blaming others or the situation |
"This traffic is impossibly slow. What’s wrong with these jerks. They’re driving like idiots." |
"I’m feeling very impatient today. Everything seems to tick me
off." |
|
2. Understanding how feelings and thoughts act together |
"I’m angry, scared, outraged. How can they do this to me." |
"I feel angry, scared, outraged when I think about what could have
happened." |
|
3. Realizing that anger is something we choose vs. thinking it is provoked |
"They make me so mad when they do that." |
"I make myself so mad when they do that." |
|
4. Being concerned about consequences vs. giving in to impulse |
"I just want to give this driver a piece of my mind. I just want him
to know how I feel." |
"If I respond to this provocation I lose control over the
situation. It’s not worth it." |
|
5. Showing respect for others and their rights vs. thinking only of oneself |
"They better stay out of my way. I’m in no mood for putting up
with them. Out of my way folks." |
"I wish there was no traffic but it’s not up to me. These people
have to get to their destination too." |
|
6. Accepting traffic as collective team work vs. seeing it as individual competition |
"Driving is about getting ahead. I get a jolt out of beating a red
light or finding the fastest lane. It’s me vs. everybody else." |
"I try to keep pace with the traffic realizing that my movements
can slow others down—like switching lanes to try to get ahead." |
|
7. Recognizing the diversity of drivers and their needs and styles vs. blaming them for what they choose to do |
"How can they be so stupid? They’re talking on the phone instead
of paying attention to the road." |
"I need to be extra careful around drivers using a hand held
cellular phone since they may be distracted." |
|
8. Practicing positive role models vs. negative |
"Come on, buddy, speed up or I’ll be on your tail. Go, go. What’s
wrong with you. There’s no one ahead." |
"This driver is going slower than my desires. Now I can practice
the art of patience and respect for the next few minutes." |
|
9. Learning to inhibit the impulse to criticize by developing a sense of driving humor |
"I can’t stand all these idiots on the road. They slow down when
they should speed up. They gawk, they crawl,
anything but drive." |
"I’m angry, I’m mad |
|
10. Taking driving seriously by becoming aware of one’s mistakes and correcting them |
"I’m an excellent driver, assertive and competent, with a clean
accident record—just a few tickets here and there." |
"I monitor myself as a driver and keep a driving log of my
mistakes. I think it’s important to include thoughts and feelings, not just
the overt acts." |
(b)
Consult
the article from which the Table was taken.
(c)
Copy
and paste the table into your file. Now delete
the examples in each cell and replace them with your own examples that you make
up.
Table 5
Emotionally Intelligent Driver Personality Skills
|
Driver Competence Skills |
Aggressive NEGATIVE DRIVING |
Supportive POSITIVE DRIVING |
|
Not Emotionally Intelligent (REPTILIAN DRIVING) |
Emotionally Intelligent (CORTICAL DRIVING) |
|
|
1. Focusing on self vs. blaming others or the situation |
“I’m late for work and everyone is slowing me down even more.” |
“If I’m late, it’s my own fault for not leaving early enough.” |
|
2. Understanding how feelings and thoughts act together |
“This guy’s making me so mad, I wanna run him off the road.” |
“This guy is going so slow. It’s frustrating but maybe he’s not too familiar with the area so I’ll just be patient.” |
|
3. Realizing that anger is something we choose vs. thinking it is provoked |
“I’m so mad, I can’t believe she just cut me off!” |
“So she entered my lane, maybe she’s in more of a rush than I am. I’ll just keep driving” |
|
4. Being concerned about consequences vs. giving in to impulse |
“If I brake suddenly, this tailgater will have to pay for damages if there are any.” |
“If I do get rear-ended and injured, it won’t be worth it.” |
|
5. Showing respect for others and their rights vs. thinking only of oneself |
“Geez, these pedestrians cross so slowly, making me have to wait longer.” |
“They’re using the crosswalk at least so they do have the right-of-way.” |
|
6. Accepting traffic as collective team work vs. seeing it as individual competition |
“I don’t want to let this person into my lane. I’m going to close the gap.” |
“This person is signaling to enter my lane so I’ll slow down a little to let them in.” |
|
7. Recognizing the diversity of drivers and their needs and styles vs. blaming them for what they choose to do |
“Damn tourists! They don’t know where they’re going, making me have to break suddenly.” |
“Our economy relies on the tourist industry and I would probably drive like that if I were visiting their hometown.” |
|
8. Practicing positive role models vs. negative |
“If I drive faster, maybe everyone else will too and we’ll finally all arrive sooner where we want to be.” |
“These people are driving too fast for me. I’m going to move into the right lane and drive at a speed I feel comfortable with.” |
|
9. Learning to inhibit the impulse to criticize by developing a sense of driving humor |
“Look at this fool with his right blinker still on.” |
“No biggie. At least we know he uses his blinkers.” |
|
10. Taking driving seriously by becoming aware of one’s mistakes and correcting them |
“I only got a ticket once, big deal.” |
“Oh, so I can’t make a U-turn there? Alright, I’ll remember that next time.” |
(d)
Discuss
why driving is such a big problem in all societies and why no effective
solutions have yet been found for them.
Competition is everywhere in our society. It is at work, in school, and definitely on the road. People feel competitive on the road even if there really is no real purpose (unless they race cars). We just feel a struggle with ourselves and our schedules but not other people who we do not even know. It takes time and training to change how we react to certain stressors or to what we think is a stressor. The driving problem also gets worse as time passes and we become more industrialized. More people equals more cars resulting in a lot more traffic and stress.
(e)
Discuss
the solutions offered by Dr. Leon James (www.DrDriving.org). What likelihood is there that his approach
will be adopted? Explain.
Dr. James brings up the topic of Emotional Literacy, awareness of ones thoughts and emotions. This is the first step to transforming negative into positive thoughts. The Three-Step Driver Self-Improvement Program also holds potential for the betterment of future driving. Although there are good suggestions out there to help reduce aggressive driving, a lot of people do not know about them. Once they become aware of how they big the situation is, they first need to want to change, otherwise it is not going to happen.
(f)
Any
other comments you wish to make.
The Question I am answering is Question 7
(a)
Our
textbook Road Rage and Aggressive Driving
has check list exercises in several chapters. Do the following four exercises:
(i)
Exercise on How Passenger-Friendly Are You on
p. 184-5
1. ___ I always consider my passenger’s feelings.
2. X I adjust my driving to accommodate to my passengers’ comfort.
3. X I let my passengers influence my driving for the better.
4. X I want my passengers to think of me as a good and safe driver.
5. X I try to avoid making driving mistakes even more when I have passengers.
6. X I think that passengers should just sit back, relax, and leave the driving to me. But if they feel more comfortable participating, I let them if it’s safe.
7. X My passengers can control the air conditioning and windows.
8. ___ Passengers have the right to criticize the driver’s behavior.
9. ___ I want my passengers to be grateful and show appreciation, but if they don’t I won’t resent it or hold it against them.
10. ___ My passengers can select the music.
(ii)
Exercise
on Witnessing Your Aggressive Driving on p. 140-3
Witnessing Your Emotions:
1. Getting angry when forced to brake by another motorist
2. Feeling insulted and furious when a driver revs the engine in passing
3. X Feeling hostile when your progress is impeded by congestion
4. Being suspicious when a driver doesn’t’ let you change lanes
5. Feeling justified in retaliating when another driver insults you
6. X Enjoying thoughts of revenge and torture
7. Enjoying the role of being mean behind the wheel
8. X Feeling satisfaction when expressing hostility against other drivers
9. X Fantasizing racing other road warriors
10. X Enjoying stereotyping and ridiculing certain drivers
11. Constantly feeling like rushing, even when you’re not late
12. Striving to get ahead of every car
13. Being pleased when getting away with breaking traffic laws
14. Enjoying the feeling of risk or danger when moving fast
15. Other:_________________________________________
16. Other:_________________________________________
Witnessing Your Thoughts:
1. Justifying rejection of the law that every lane change must be signaled
2. X Thinking that it’s up to you to choose which stop signs should be obeyed
3. Thinking that there is no need for speed limits
4. X Being ignorant of safety rules and principles (e.g., who has the right of way)
5. Thinking that it’s not necessary to figure out the route before leaving, when it is
6. Not leaving early enough; thinking you can make up time by driving faster
7. X Thinking that some drivers are fools, airheads, rejects, and so on
8. Thinking that other drivers are out to get you
9. X Believing that passengers have fewer rights than drivers
10. Thinking you can handle drinking and driving due to your special ability to hold your liquor
11. X Thinking that you can use in-car communication systems safely without having to train yourself
12. X Believing that pedestrians shouldn’t have the right of way when jaywalking
13. Believing it’s OK not to wear a seat belt since you probably won’t need it
14. Thinking it’s best to get ahead of others even if you cause them to slow down
15. Other:________________________________________
16.
Other:________________________________________
Witnessing Your Actions:
1. Not signaling when required by law
2.
Lane hopping to get ahead rather than going
with the flow
3.
Following too close for the speed
4.
Gap closing to prevent someone from entering
your lane
5.
Turning right from the middle or left lane
6.
X Blocking the passing lane, not moving over as
soon as possible
7.
Speeding faster than the flow of traffic
8.
Shining high beams to annoy a driver
9.
Honking to protest something when it’s not an
emergency
10.
Gesturing insultingly at another driver
11.
X Speeding up suddenly to make it through a
yellow light
12.
X Making rolling stops when a full stop is
required
13.
Threatening pedestrians by approaching them
quickly
14.
Illegally parking in a marked handicap space
15.
Parking or double-parking where it’s illegal
16.
Playing the radio loudly enough to be heard
by other drivers
17.
Taking a parking space unfairly or
opportunistically
18.
Driving under the influence of alcohol or
medication
19.
Bad mouthing other drivers when kids are in the
vehicle
20.
X Ignoring the comfort of passengers or
verbally assaulting them when they complain about your driving
21.
Failing to yield
22.
Other:____________________________________________
23.
Other:____________________________________________
(iii) Exercise on Your Road Rage
Tendency on p. 40-42
1. I swear a lot more in traffic than I do elsewhere.
Yes No
2. I normally have critical thoughts about other drivers.
Yes No
3. When a driver in a parking lot tries to steal the space I’ve been waiting for, I get furious.
Yes No