* My Proposal for Lifelong Driver Education
by Hiroko Kikuchi

 

 

Instructions for this report is at:

   www.soc.hawaii.edu/leonj/leonj/leonpsy20/g20lecturenotes409a.htm 

 

 

1.    Preface

 

In my Report 2 “My Driving Personality Makeover Project”, I first modified my dangerous driving habits step by step. At first, I took few self-assessment tests from the “Road Rage and Aggressive Driving”, written by Dr. James and Dr. Nahl. The each self-assessment tests takes only few minutes to complete, but the test results have revealed a lot of my driving personalities. I found out that I am close to become a “out of rage” person on the road! I was very surprised by the result because I though I was more passive driver. Therefore, I designed my driving personality make over program. I decided to bring tape recorder with me for 14 days (seven days for pre-observation and another seven days for post-observation) to find out my inner feelings and road rages behind the wheel. To improve my driving behaviors, I used “self-regulation” and “positive reinforcements” methods. At last, I analyzed my data I have collected, and I have found out that my behaviors have slightly changed over the short time period! I was very shocked to found out that I was very close to being “out of rage” person on the road, but I was happy to acknowledge them, and I did something about it.

 

Because of the report 2, I found out that I can change my behaviors, and there are a lot of ways to improve driving behaviors. The report 2 was very good opportunities for me to realized about my own driving habits, and to modify those negative behaviors to become better driver. You can read my report 2 at address below.    

 

 

My Report 2:

http://www.soc.hawaii.edu/leonj/409as2004/kikuchi/report 2.htm

 

 

      The purpose of the report 3 is to think and study about why there should be lifelong driver education for all age groups are necessary, and what are the benefits from the lifelong driver’s education. Currently, the lifelong driver’s education is not required in any of the states. However, there are some programs offered in the communities, private organizations, and of course the students in traffic psychology classes to let the drivers get involved in active driver’s education. Also, there is a proposal of a curriculum called, “Driving Psychology Curriculum”, that teaches about driving skills from many perspectives such as psychologically, emotionally, sensorimotor, and so on from young age and through out elder. After I started to study about the traffic psychology, I started to understand the importance of lifelong driver’s education, so I will also try to create my proposal for lifelong driver education later in this report.

 

 

Reference:

James, Leon & Nahl, Diane. (2000a). Road Rage and Aggressive Driving: Steering Clear of Highway Warfare, Amherst, NY: Prometheus Books. 

 

 

2.    Introduction

 

Chapter 9 “Lifelong Driver Education” in our textbook “Road Rage and Aggressive Driving” written by Dr. James and Dr. Nahl, they talked about how the lifelong driving education could reduce the number of car accidents and road rages. Also they talked about how important for the drivers to be involved in lifelong driver’s education. Dr. James and Dr. Nahl also talked about some of the lifelong driver’s education programs and methods that are already existing today, and how those programs and methods are helping the drivers with negative driving behaviors. We can also read about very interesting lifelong driver’s education curriculum called, “Driving Psychology Curriculum”, which is in proposal stage right now.

 

When I was reading chapter 9 “Lifelong Driver Education”, there were few passages that strongly caught my mind, and made me think those issues.  Here are three passages I have chosen from the textbook.

 

First passage I found very interesting was “Car crashes kill more young people fifteen to twenty years old than any other case ” on page 190 in the textbook “Road Rage and Aggressive Driving” written by Dr. James and Dr. Nahl. If there is a fact and the statistic show the number one cause of death among young people is by car accident, I wonder why it is very easy for young people to obtain driving licenses in many states. At least the driver’s education before getting fully license is require in many states today, I feel that that is not enough procedures to reduce the number of automobile accidents among young people. I know that most teenagers are very excited about obtaining license, so I don’t want to take that opportunity, but I feel that everyone, and especially the young people should go through strict processes to obtain the driving license to ensure everyone’s safety.

 

Second passage I found very interesting was “Most people behind the wheel aren’t clearly aware of their own mental state.” on page 203 in the textbook “Road Rage and Aggressive Driving” written by Dr. James and Dr. Nahl. When I first read this part beginning of the semester, I couldn’t understand this statement because I though that I am always aware of my feelings when I am driving a car. However, through out the semester, I have learned that I was not aware of my mental state when I am driving a car. In my report 1, I have described that my parents have been passive drivers, and I am also passive driver as well. Then, during the report 2, after I have taken several self-assessment tests, I have found out that I was very close to become “out of control rage” person on the road.

 

My experience through the class clearly told me that I was one of the most people behind the wheel, who are not aware of their own mental state. Now I think about the reason why I was not aware of my real feelings, and I think it was because of my defense mechanism. I guess I was projecting my angry or negatives feelings to other drivers. I realized that how important for the drivers to take self-assessment tests to find out real feelings and behaviors on the road.  

 

Third passage I found very interesting was “Drivers of all ages are emotionally unprepared to handle traffic congestion and multi-tasks activities in cars.” on page 212 in the textbook “Road Rage and Aggressive Driving” written by Dr. James and Dr. Nahl. I think this is one of the big issues today. There has been popularity of installing high technology gadgets in the cars such as, DVD player, Play Station, complicated sound system, navigation systems and so on. I even saw on the TV that some people’s cars have waterfall and fish tank in the car! The numbers of the drivers using cell phone and electric organizer (PDA) are increasing each year, and eating fast foods has been always popular for many people with very tight schedule today.

 

I looked over previous generations and a lot of students from generation 10,11, and 12 did report on “Being Driving Buddy” and “Driving Personality Makeover”. Some students weren’t comfortable with the assignments, most of the students have stated that they enjoyed their assignments and realized that it takes time, but it is very importance for the drivers to modify their negative and angry behaviors on the road. I enjoyed reading Sheri Lieberman's report on “Being a Driving Buddy. What it’s like…..” very much. (http://www.soc.hawaii.edu/leonj/409as99/lieberman/home.html) I totally agree with her that when people work with someone very close, it is very enjoyable and successful. She stated very good point about the motivation. I think that many people feel that they need to change their driving behaviors, but most of them are not motivated enough. Therefore, creating high motivation for the driver is one of the issues.

 

I also enjoyed reading Jocelyn Manibusan’s report on “Driving Personality Makeover.” (http://www.soc.hawaii.edu/leonj/409as99/manibusan/home.html) I agree with Jocelyn very much. I know from my own experiences in my report 2 that, to change driving personality is not easy tasks. However, I also feel that the important part is that I actually acknowledged my negative driving behaviors and took action to modify those behaviors. I again agree with Jocelyn that even she started the program for part of the class assignment. However, during the program, she has realized that she wanted to do the program for herself.       

 

I will talk more about chapter 9 “Lifelong Driver Education” with details in the next part and also in “My Proposal for Lifelong Driver Education” in this report, so please read those sections for more information about “Lifelong Driver Education”.

           

Reference:

James, Leon & Nahl, Diane. (2000a). Road Rage and Aggressive Driving: Steering Clear of Highway Warfare, Amherst, NY: Prometheus Books. 

 

         

3.    Class Discussions and Lecture Notes

 

I think that everyone in the class did great job on their oral presentations, and the handouts were very useful through out the semester. I picked up four class presentations, which covered the chapters and references that were very interesting to me.

 

  1. References#1 “Principles of Traffic Psychology”

http://www.soc.hawaii.edu/leonj/leonj/leonpsy/traffic/tpintro.html

 

Presented on 1/26/04 by Shari Arakawa-Longboy

Shari’s Home Page:

http://www.soc.hawaii.edu/leonj/409as2004/arakawa-longboy/homepage.htm

 

-         I have never heard of the term “Traffic Psychology” until I was registered in this class, so I was very interesting to know what is exactly “Traffic Psychology” is. Well, I have learned that the Traffic psychology is study about driver’s driving personalities (habits and behaviors), and modify negative driving habits using techniques such as emotional literacy (know and control the driver’s emotions behind the wheel) and so on.  In the class, we also study about how the driver’s could become smarter drivers by using various methods and programs to control negative emotions behind the wheel.

 

-         The automobile accidents occurred everyday, and I have realized about the importance of Traffic Psychology today. We definitely need to take some actions to decrease the numbers of car accidents for everyone’s safety. This presentation and class discussion was one of the most memorable classes because it made me realized about the importance of driving behaviors on the road. Therefore, I have started to pay more attention to others and my driving behaviors since then.

 

 

2. Chapter 1”Driving in the Age of Rage” 

    

      Presented on 1/26/04 by Jenny Arakaki

      Jenny’s Home Page:

http://www.soc.hawaii.edu/leonj/409as2004/arakaki/homepage.html

 

 

-         Again, I have never heard of the word “Road Rage” until I started to study about Traffic Psychology, but this is something all the driver experiences behind the wheel almost everyday. I am sure that anyone who drives car experiences feeling of angry and negative emotions expressed while behind the wheel due to traffic congestions, other driver’s behaviors, cyclists, pedestrians, and so on. However, not many people think about why they feel the way they feel during driving cars, and they don’t realized that they should try to control those negative emotions. That’s why I feel that education about “Road Rage” is necessary, and it is very important for the driver’s education to teach techniques to control road rages behind the wheel. During this class, we study about “Emotional Literacy”, which is coping strategy to control over angry emotion while driving cars. There are more techniques we can use to become smarter driver, so I hope the driver’s education actually teach some of those techniques.

 

-         After this class, I started to pay more attention to my feelings when I am driving, and I also started to pay more attention to other people’s road rage when I am riding in car with someone. Then I would think about why the certain feelings and emotions were expressed.

 

 

  1. References #8 “Distracted Drivers”

http://www.drdriving.org/articles/distracted.htm

 

      Presented on 4/12/04 by Tsuyoshi Ito

Tsuyoshi’s Home Page:

http://www.soc.hawaii.edu/leonj/409as2004/ito/

 

-         I think a cell phone usage behind the wheel is one of the biggest issues today. Each year the numbers of people who have cell phone is increasing. However, the regulations about cell phone usage is not yet set up. Even though, the individual locations such as schools, theaters, and work places, and so on set up their own policies about cell phone usage, the penalty is no strict.

 

-         I totally agree with idea that usage of cell phone could impair vision. I have seen a middle age woman passing through the red at Kapiolani Blvd. few months ago because she was on the cell phone. I am sure that many of you have seen the similar situation as well. It is so funny that some people have to answer all of the phone calls regardless of their location. They definitely have “Cell Phone Rage”!

 

-         I have recently purchased a new cell phone, and I was surprised to see setting called “car setting”, which I can set my phone to automatically answer the phone with hands free while driving a car. I think that even though the derivers use hands free to talk on the cell phone, it will still distract the driving behaviors. However, I felt like the cell phone company was encouraging to talk on the phone while driving a car by making phone automatically answer for me. It could be very useful if someone is expecting very important phone calls, but other than that, I feel that the driver should avoid talking on the cell phone while driving a car.

 

-         Tsuyoshi talked about laws about cell phone use behind the wheel in other countries, but I guess since the problems of cell phone use behind the wheel is relatively new, not much studies have done yet. I hope that there would be some regulations about cell phone use in the cars in the futures because the cell phone does distract driving!  

 

4.      Chapter 8 “Supportive Driving”

 

Presented on 3/29/04 by Glenn Wada

Glenn’s Home Page:

http://www.soc.hawaii.edu/leonj/409as2004/wada/home.htm

 

-         I like this chapter because I feel that one of the goals for traffic        psychology is to increase the numbers of supportive drivers through out driver’s education. I think that if many people received information and understand about the benefits of “Supportive Driving”, many people would be interested to take their driving personality assessment tests and modify any of the negative driving behaviors they have found out to become better drivers.

 

-         Glenn talked about Aloha spirits while driving cars in “Training for Supportive Driving” part, and I totally agree with him. I am sure that many people would get irritated by reckless drivers, but if we get angry and try to compete with them, that is very dangerous for both drivers and also for the people around them. That’s why, if we are trained to control angry emotions and able to handle the situation correctly depend on the situations, we can avoid the dangerous situations.  

 

-         Reading about “Road Rage Against Passengers” was very interesting because when I ride in the car with my boyfriend, I tend to tell a lot of things such as “you are driving too fast”, “slow down”, “don’t swear at pedestrians”, and so on. Then, my boyfriend would say something like “Oh, this is not too fast”, “That’s ok”,  “it’s pedestrian’s fault because they are walking too slow”, and so on, and we get into small arguments.

 

 

I did one of my oral presentation in Chapter 9 ”Lifelong Driver Education”, and I am happy to share what I have learned from this chapter. I picked up four ideas that I felt very important or interesting.

 

 

1.      Roadrageous Video Course (Pg.202-207)

 

-         A definition of “Roadrageous Video Course” is a program   

designed to teach the behavioral self-modification techniques to drivers, which they can use the techniques as a lifelong driver self-improvement program. I am sure that the almost all of the rivers are aware of importance of safety while driving cars. However, most of the drivers are not familiar with how to control and handle negative feelings and angry situation. Therefore, I feel that if the driver’s education include the “Roadrageous Video Course”, many of the drivers are going to be able to handle negative and angry situations and the level of the safety will be increased for both drivers and everyone around them.

 

 

2.      The QDC Approach (Pg.199-202)

 

-         The QDC stands for “Quality Driving Circles”. About two to ten voluntary drivers meet regularly to discuss, help, encourage, and share driving experiences with each other to follow a driving self-improvement program. The QDC can be either face to face or through the virtual such as telephone and Internet.

 

-         I think that this is a very good way to let many people get involved in active lifelong driver education because when people work with other people (buddy system), the commitment and successful levels goes up for many people. For example, more people succeed in regular exercising when he/her have exercising buddies. Some prizes can be added to the program to make more like game, so people can increase their motivation even more. There are many ways to make groups such as family members, relatives, friends, neighbors, community, and so on, and it is very inexpensive way to keep people involved in the QDC.  

 

 

3.      Older Drivers At Risk (Pg. 207-212)

 

-         Elderly drivers may have to make adjustments of their              

      philosophy and ideology when they are driving cars to     

      maximize their safety.

 

For example:

  

-         Today, there are many incredible medical technologies and anti-aging products for the looks. However, there is no way we can rewind our physical aging. Therefore, I feel that it is very important for elderly people to know and understand about the their risks of driving cars. Fortunately, many of the elderly people are aware of their risks, and they are concerned about themselves. However, unfortunately, many of those elderly people have no choice, but to drive cars to go shopping, visit doctors, and so on. Therefore, it is also very important for elderly people to get involved in driver’s education.

 

-         The QDC for elderly people are existed at local organization such as YMCA, and they might able to learn about alternative choice such as using designated drivers, cabs, city buses, and so on.  I feel that no matter how old the drivers, it is very important for all the drivers to get involved in the driver’s education.

 

 

4.      Driving Psychology Curriculum (Pg.195-199)

 

-         Driving Psychology Curriculum is a curriculum to teach three important aspects of driving behaviors (affective, cognitive, and sensorimotor) from very young age.

 

 

-         This is only a proposal stage right now, and none of the states has been using the methods. However, this is something we might see in the future. It might be controversial since not every single person in the United States have and going to obtain driver’s license. However, if this curriculum is performed, I am sure that the numbers of car accidents would dramatically decreased, especially for among the young people.

 

  

You can read my presentation in chapter 9 “Lifelong Driver Education” at:

http://www.soc.hawaii.edu/leonj/409as2004/kikuchi/oral%20presentation%2001.htm

 

 

Reference:

James, Leon & Nahl, Diane. (2000a). Road Rage and Aggressive Driving: Steering Clear of Highway Warfare, Amherst, NY: Prometheus Books.

 

 

4. My Proposal for Lifelong Driver Education

 

      Here is my proposal for lifelong driver education. To make sure I cover all the age groups, I decided to divide the age groups into five groups:

 

·        Kindergarten (about 0 to 6 years old)

·        Elementary (about 7 to 14 years old)

·        High School / Adolescents (About 15 years old to 20 years old)

·        Adults (about21 years old to 64 years old)

·        Elderly (65 years old and up)

 

 

1. Kindergarten (about 0 to 6 years old) period

           

-         Of course the newborn baby, infants, and young children can’t drive cars. However, they ride in the cars with their parents, grand parents, school bus, and so on and watch adult drive cars. They also watch TV and see people or carton characters driving cars. This is why it is important for even young children to get involved in the “Driving Psychology Curriculum”. Once again, young children can’t drive cars, so during this period, the curriculum concentrate on “Affective (feelings, emotions, attitudes, and values)” part of the “Driver’s Threefold Self”.

 

-         When the young children enter kindergarten, this is the where they start interact with many other children. During this period, for the first time, children learn about social relationships with many other children. Often time, children fight about a lot of things, but they also learn about sharing, and the children express their various feelings and emotions such as anger, sadness, selfishness, happiness, excitement and so on. Then, the children also started to learn about when is the appropriate and inappropriate time to express certain feeling and emotions with guidance and discipline from teachers, parents, and other adults, and as well as from other children.

 

-         Therefore, during this period, the curriculum could concentrate on teaching children about feeling and emotion expressions.

 

-         Also, during this periods, I think the parents need to be very careful of what their children are watching on TV because media does give effects on children, so the children should avoid any violence, and sexual contents,

 

 

  1. Elementary (about 7 to 14 years old) school period

 

-         After completing the curriculum in “affective”, hopefully the children acquired the knowledge of how emotions, feeling, and attitudes are playing in many situations. Therefore, I think that the children will be paying more attention their parents, grandparents or any other drivers expressing their feelings and emotions while they ride in the car with them. Therefore, by observing in the car, the children will be familiar with certain types of emotions are triggered by certain situations. That’s why, during this period, the curriculum concentrate on teaching the elementary school children about “Cognitive (thoughts, judgments, and knowledge)” part of the “Driver’s Threefold Self”.

 

-         When elementary school children pay more attention to their feeling and as well as others, I think that they will soon get familiar with how certain emotions are expressed in the certain situations. Then with teacher’s guidance, the classmates could talk about the certain situations in detains and try to judge what was wrong, what causes the certain emotions to be expressed, and so on. This way, hopefully, the children will be familiar with how to handle the certain situations and develop their emotional literacy throughout the curriculum.

 

-         When the children enter middle school, they can start ride in the cars at passengers seat and pretend like they are actually driving for a certain period of times. Then they can record of their thoughts and feelings with tape recorder and write journals about their experiences and analyze the data in the class with teachers and classmates. By acquiring the self-witnessing approach, the children will be able to determine their own habits and behaviors when they actually start to drive cars. 

 

 

3. High school / Adolescences (about 15 to 20 years old) period

 

-         By the time children enter in the high school, they have completed the study of “Affective” and “Cognitive” parts of the “Driver’s Threefold Self”. Therefore, now it is time for the adolescents to learn about “Sensorimotor”, which is sensation, perception, and actions. However, it will be still dangerous for both adolescents and people on the road, the students will use driving simulators to practice.  The technologies in these days are very advanced, so I am sure that we can come up with very real style driving simulator, which students feel like they are driving a car on the road with many other cars around them. Also, the computer will be able to create many situations in various locations to test if students are able to handle the each situations the right way to avoid any dangers.

 

-         During this period, there should be seminars about how dangerous it could be to drive under the influence of alcohol and drugs. I feel that awareness is very important, so the adolescents need to learn about what alcohol and drugs can do to their bodies.

 

-         Then, after the lectures about alcohol and drugs, and driving practice with the driving simulator, the students can finally go through graduated licensing approach. The graduated licensing approach is a step-by-step program to obtain full license. Here is how this program works:

 

1)     Students need to pass paper examination in order to receive a driver’s / learner’s permit.

2)     After an acquisition of driver’s / learner’s permit, the student go through intermediate license level, which students need to spend certain amount of hours or months driving on the road with adult supervisors.

3)     After the students’ remind of crash-free, citation-free, and zero-tolerance for the certain amount of hours or months, they can finally take the driving exam to receive full license.

 

4. Adult (about 21 to 64 years old)

 

-         Now the students are all grown up and they have finally obtained the full license after they went through study about  “affective”, “cognitive”, and “sensorimotor” since very young age. However, the drivers continuously need to be involved in driver’s education in order to keep good habits driving skills.  

 

-         Since they have obtained the license and they have started to drive cars, they need to encourage themselves to keep their good driving skills and habits they have learned through out the years. To keep the good habits and driving skills, they can create Quality Driving Circles also known as “QDC” in their communities, neighbors, families, friends, companies and so on to keep up their driver’s education. Here is how QDC works:

 

1)     Create groups of two to ten, and meet regularly to report, share, talk, and discuss about driving on the roads. Then the drivers could try to solve if there is any problems, and they can also encourage each other to keep up their good driving habits.

2)     If there is someone having trouble with their driving skills, other drivers in the QDC could help to become driving buddy or encourage the driver to modify the certain behavior.

3)     To keep the driver’s motivation to staying in the one of the supportive driver’s member, the QDC could offer prizes and certificate to the drivers who are crash-free, citations-free, and zero alcohol tolerance.

 

-         The QDC program could also be available on the Internet for people who have very tight schedule, shy, handicap, and so on. By creating the QDC on the web, anyone is welcome to join from anywhere in the world.

 

 

5. Elderly (65 years old and up)

 

-         With all of those medical technologies, which have been developing each year, there is no way we can turn back our aging. That’s why, when humans started to get older, it is natural to have some physical weakness such as vision and hearing impairment. Therefore, I feel that it is necessary for the state to require certain age of elderly people to take physical examination to determine if he/she is able to drive and operate cars safely. 

 

-         Then if the elderly people pass their physical examination, they should continue to get involved in the QDC program to keep up their good driving skills.

 

-         Also, elderly people should try to avoid any unnecessary driving during the period of traffic congestions, bad weather, nighttime, and so on to maximize their safety.

 

Well, that was my proposal for “Lifelong Driver Education”, and here comes hard parts. How can I implement my proposal? Here are some ideas:

 

·        To let public to get involved, create public announcements and campaigns to let people know how lifelong drivers education is important and beneficial.

·         For parental involvement, I am sure that all of the parent want what is good for their children, so there should be opportunities to educate parents about how important for both adults and children to get involved in driving psychology curriculum.

·        For the car manufacture, they can continue to do research to create very safe car with styles. I know it is very hard, but it would be the best if they can come up very safe car with low costs.

·        For insurance agents, they can create more attractive benefits for the drivers without any accidents, citations, and so on to motivate the drivers to keep their good driving skills.

·        For highway engineer, they can continue to do research and design safest road possible to avoid any severe automobile accidents.

·        For the legislation, this is the hardest part, and I think that it might take years for the driving psychology curriculum to pass. Therefore, the most effective ways to let legislation to know is also by education. I feel that if groups of the drivers are successful to show the incredible benefits from the lifelong driver’s education, then I am sure the it will pass legislation in the future.    

  

I feel that it will be many years until the whole driving psychology curriculums to pass legislation, but there are so many other ways to let the driver s get involved in the driver’s education such as QDC, roadrageous video course, self-witnessing approach, behavior-modification program, and so on.  I think the first thing we can do is to let people know that there are so many benefits to become one of the supportive drivers.

 

Reference:

James, Leon & Nahl, Diane. (2000a). Road Rage and Aggressive Driving: Steering Clear of Highway Warfare, Amherst, NY: Prometheus Books.

 

 

5.    Conclusion

 

The purpose of this assignment was to study about many programs, which the drivers could get involved in as their lifelong driver’s education to become smarter driver by both mentally, and physically. Also, this assignment made me think about why the drivers need to get involved in lifelong driver’s education continuously, and what kind of benefits the drivers could get from the programs. It was very interesting to create my own proposal for lifelong driving education, but because I have created the programs for all age groups, I have realized that to become supportive driver, there is a lot of information we need to learn, and it is better to learn some basic psychological aspects of driving cars from very young age. I feel that if we learn about driving psychology from very young age, by the time the driver could obtain driver’s license, they could be prepared to drive cars on the road by both physically and mentally.

 

Also, by going back to read repots from previous generations, I have found out that many students felt that getting involved in driver’s education continuously is good and beneficial for both the drivers and others as well. Therefore, I fee that the important thing we need to do today is to let as many as people know about available driver’s education programs to the drivers, so they can participate right away and start changing any negative behaviors. I think that more people get involved in driver’s education, the numbers of car accidents and violence will decrease dramatically and we can live in the safer environments for everyone.  

     

Before I started to take this class, I though that those short period of driver education required today is good enough to obtain driver’s license, but this class and especially, this assignment changed my perspective toward driver’s education. I think that to keep the good driving skills, the drivers need to get involved in driver education regularly. Therefore, I have realized that how important for the lifelong driver’s educations to become requirement to increase the level of safety o the road today for everyone. 

 

 

6. Future Generations

 

      First of all, thank you for reading my report! Well, I am sure that many of you have driver’s license, and there are many of you who drives everyday to go school, shopping, part of works, commute and many more reasons. The car is very convenient and started to have many convenient features in the cars such as navigating systems, satellite radio, DVD player, and so on. However, there are also many issues and concerns about safety behind the wheel we the drivers need to think about. If you are interested in road safety, please be involved in driver’s education as much you can. I think the first step the driver could take is to take self-assessment tests to find your own driving personality. I am sure many of you will be surprised with the result like I was. Then if you find any negative driving habits and behaviors, please try to modify them. There are many ways and programs you can get involved in to improve your driving habits and become supportive drivers.

 

      I hope you all will be successful in your behavior modification programs to become supportive drivers and good luck on your works!    

 

 

 

Class Home Page

http://www.soc.hawaii.edu/leonj/leonj/leonpsy20/g20classhome.html

 

 

My Home Page

http://www.soc.hawaii.edu/leonj/409as2004/kikuchi/home.htm