Psych 409a: October 1, 2006

Injury Control and Social Related Problems

By: Justin Koito

Instructions for this activity are found at:

http://www.soc.hawaii.edu/leonj/leonj/leonpsy25/g25-oral3.htm

Instructor: Dr. Leon James

Peter Rothe, Editor (2002). Driving Lessons: Exploring Systems That Make Traffic Safer. (Edmonton: University of Alberta Press). Overview of Chapter 4: Innovations in Injury Control. Overview of Chapter 5: Family and Friends. Pages 51-75

Injury Control

I. Background Reconstruction Model

A. Appropriate Analysis (collaboration)

a) discover why collisions happen

b) use of physicians, trauma surgeons, and police to reconstruct accident

c) electronic information sent directly over to trauma room before patient gets to the hospital to properly diagnose what type of trauma he/she may have

B. Model Sustainability

a) needs appropriate injury-control infrastructures and funding from research centers

C. General Applicability

a) Collaborative Coalition –

1. analyze coalition and look at the benefits

2. recruit the right people for the job

3. develop objectives and activities

4. anticipate necessary resources

5. define successful coalition structure

6. improvements of coalition based on evaluating results

D. Sensitivity and Specificity to Model

a) includes all motor-vehicle injury, but excludes other phenomenon

E. Ascertaining Cause of Crash

a) Funnel Approach: each question builds and becomes more specific relating to each other

b) Pyramid Approach: specific to general questions are asked

Family and Friends

II. Deconstructing Intimate and Social Life and Safety

A. Intimate Social Life (form and content)

a) vital to know who and what circumstances are meaning to our social lives

b) social interaction is a big cause in automobile crashes

B. Mixed/Confounding Social Forms

a) organize to what we take for granted

- i.e. listening to a friend’s story instead of ignoring them and a fight could brake out

b) driving is viewed as a social form

c) increased luxuries hurt our performance

- I.e. power steering, automatic transmissions, cruise control

d) formality and informality class – attention to one effects other

C. Community and Traffic: Survey

a) use statistics to help show data of people’s nature

- I.e. Rank-order analysis, standard deviation

b) your are focused on social activities more than formal activities

c) use Spearman’s Rank Correlation Coefficients

d) youth doesn’t tell passenger to wear a seat belt

e) youth uses cell phones more than any other age group

D. Male/Female

a) on study said that males were more aggressive than females

b) another study said females are more aggressive, but aggressiveness declines with age quicker than men do

Related Links

The Coalition for American Trauma Care Washington Report: http://www.aast.org/CATC/Coalition011504.html - I chose this website because it gives an example of one of the many coalitions. It provides information on the purpose and how it will be funded

Children Against Road Rage: CARR: http://www.drdriving.org/youth/ - This particular text provides insight into youth aggressive driving. It provides a small test to see how each youth when it comes to aggressive is driving. It also provides possible consequences to those who violate the rules and provides an evaluation of the situations.

Aggressive Driving: Three Studies: http://www.aaafoundation.org/resources/index.cfm?button=agdrtext#Aggressive%20Driving – This article talks about how there are aggressive drivers in everyone, not just those who have a criminal record or are uneducated. It also states that aggressive driving can be both done by male and female, not just one sex. More information is provided on the background of aggressive driving and what it can lead up to.

My Home page:

http://www.soc.hawaii.edu/leon/409af2006/koito/koito-home.htm

Class Home Page:

http://www.soc.hawaii.edu/leonj/leonj/leonpsy25/classhome-g25.htm