In Australia, young drivers aged 17-25 years comprise 13% of the population yet account for 22% of all road deaths with young males over-represented in such trauma. Speeding represents a major contributing factor and advertising campaigns have long focused on promoting anti-speeding messages in the effort to reduce drivers' speeds. Positioned within a larger program of research aimed at developing, piloting, and evaluating a range of theoretically-informed anti-speeding messages, the current study reports results relating to the final phase of the research, the evaluation. Six messages were devised in accordance with the guiding framework, the Step approach to Message Design and Testing ([SatMDT]; Lewis et al., 2016) and based on the findings emerging from earlier qualitative and quantitative studies within the program of research. N=938 licensed drivers (n=455 males, 48%) aged 17-62 years completed an online survey. To ensure a controlled test of the persuasiveness of the message content, the messages were presented in an audio-based format and thus were devoid of potential confounds, such as images. The messages sought to address a particular belief (i.e., behavioural, normative, control) and to focus either on emphasising the positive aspects which make speeding less likely or challenging the negative aspects which make speeding more likely. Thus, key to this evaluation was to test the persuasiveness of the message content in terms of the particular belief and focus it was addressing. Participants were randomly assigned to either the Control condition (i.e., no exposure to a message) or the Intervention condition (i.e., exposed to one of the six messages presented as an audio-recorded message within the survey). Persuasiveness was assessed via a range of outcome measures including both direct (i.e., third-person perceptions, message rejection) as well as indirect measures (i.e., intentions, willingness to speed). Age, gender, and message type were independent variables (IVs), together with issue involvement as a covariate (or IV) in the study's analyses. Overall, positive persuasive effects, and a relative absence of any negative, dissuasive effects, were found for two messages, Glass Cars and The Lift. These messages addressed the same salient belief, control beliefs, with the former emphasising the factors which discourage speeding and the latter message challenging those factors which encourage speeding. The implications of the findings are discussed in terms of the insights they offer for the key content of future anti-speeding messages.

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Abstract:As psychologists study and research child development theories based on more ecological perspectives, and as these perspectives are adopted by national and state policymakers and legislatures as a part of school refonn initiatives which focus on family-school partnerships, school psychologists need to examine how these changes affect their role in the schools and the competencies they need to develop effective familyschool-community collaborations. This article (a) briefly reviews the ecological theoretical perspective underlying the concepts of family-school-community collaborations, (b) describes California's state policy and legislation backing these concepts, (c) presents a rubric of competency levels for the school psychologists' role in developing family-school-community collaborations, and (d) explores implications for school psychology training programs.Schools in California are being challenged to refonn in order to improve student outcomes. One important component of all national and state school refonn efforts is the need for schools to partner with families in effective ways. The theories and the related research underlying the basic principles of schools partnering with families is based on the ecological theoretical perspective of child development. When viewing a child's development from this perspective, family-school-community collaborations are seen as essential in order to optimize the academic, social, emotional, and physical development of a child. It can be argued that school psychologists are the most qualified professionals to assume a leadership role in actualizing effective family-schoolcommunity collaborations. In order to help school psychologists understand more specifically what their role should be and the competencies they will need in this ecological approach of service-delivery, this paper presents a developmental sequence of competency levels for the school psychologist's role in developing familyschool-community collaborations.

Overall, the findings provide some support for the persuasiveness of the child restraint TVC and provide insight into the factors influencing reported parental intentions as well as salient beliefs underpinning self-checking of restraints. Interventions that attempt to increase parental perceptions of the importance of self-checking restraints regularly and brevity of the time involved in doing so may be effective.