Designing and evaluating a persuasive child restraint television commercial

Lewis, Ioni; Ho, Bonnie; Lennon, Alexia J.

doi:10.1080/15389588.2015.1072626

Cited by 9 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An educational DVD for home use led to parents being able to identify significantly more seat use errors than parents who did not view the DVD (Swartz et al, 2013). However, a short 30 second television advert did not significantly influence parent's intentions to check child safety seat restraints (Lewis, Ho, & Lennon, 2016). Instructional videos may therefore be more effective than media campaigns.…”

Section: Parent Specific Educationmentioning

confidence: 85%

“…Fewer initiatives have targeted parents specifically. Four interventions used video media/television adverts highlighting the need for child safety seats (Lewis, Ho, & Lennon, 2016;Shenoi, Saz, Jones, Ma, & Yusuf, 2010;Will, Sabo, & Porter, 2008). An educational DVD for home use led to parents being able to identify significantly more seat use errors than parents who did not view the DVD (Swartz et al, 2013).…”

Section: Parent Specific Educationmentioning

confidence: 99%

See 1 more Smart Citation

Educating parents to support children’s road safety: a review of the literature

O’Toole

Christie

2018

Transport Reviews

View full text Add to dashboard Cite

This narrative review synthesised the limited work that has been carried out into road safety education targeting parents. Parent education appeared to have a positive impact on child safety seat use and children's bike helmet use, but results regarding the impact of parent education on pedestrian safety were mixed. The review highlighted important gaps in the literature. A key gap being identifying effective ways to engage parents of low socioeconomic and ethnic minority backgrounds. Further, another gap is understanding effective ways to engage and support parents of children with additional needs to build their children's road safety skills. There is some evidence that parent education has a positive impact on these 'at-risk' groups, but little work on how to engage with these groups and the type of parent education required.

show abstract

Section: Parent Specific Educationmentioning

confidence: 85%

Section: Parent Specific Educationmentioning

confidence: 99%

Educating parents to support children’s road safety: a review of the literature

O’Toole

Christie

2018

Transport Reviews

View full text Add to dashboard Cite

show abstract

“…Self-report survey methods were used throughout the program of research in addition to qualitative data elicited from focus group discussions. Self-report surveys have been used in other studies that have applied the SatMDT (e.g., Lewis, Ho, & Lennon, 2016;Lewis, Watson, White, & Elliott, 2013;Rowland, Lewis, & White, 2014). It was beyond the scope of the program of research to employ objective data collection methods that have been used in other studies such as in vehicle devices (e.g., GPS) (Kaye, Lewis, Algie, & White, 2016), simulators (Plant, Irwin, & Chekaluk, 2009) or neurocognitive approaches .…”

Section: Scope Of the Program Of Researchmentioning

confidence: 99%

A Theory-Based Approach to the Development and Evaluation of Public Education Messages Aimed at Social Interactive Technology Use on Smartphones among Young Drivers

Gauld¹

View full text Add to dashboard Cite

Worldwide, road trauma is the leading cause of death among young people.Young drivers aged 18 to 25 years are both more accepting of technology and more likely than any other age group to use a mobile phone while driving, particularly smartphones. Young drivers are also more likely to access the additional social interactive technologies available on smartphones, such as Facebook and email, placing them at increased risk of road trauma from driver distraction. Laws against mobile phone use while driving exist in some countries, such as Australia; however, they may not be having the same effect as the laws for other risky road user behaviours (e.g., drink-driving) as they are challenging to enforce. The development of other countermeasures such as public education messages, therefore, is critical to alert drivers of the risky nature of such activities.This program of research examined the role and effectiveness of public education messages that were developed and evaluated in accordance with the Step approach to Message Design and Testing (SatMDT). The SatMDT is a four step framework based on social psychological theory (i.e., the Theory of Planned Behaviour; the Elaboration Likelihood Model; the Extended Parallel process Model; and Social Learning Theory) and includes ongoing input from young drivers who and inform and test every step. These messages were aimed at reducing key behaviours relating to smartphone use; namely, initiating, monitoring/reading, and responding to social interactive technology among young drivers aged 17 to 25 years.There were three distinct studies in this program of research, with each study building purposefully on the results of the previous study. A mixed methods approach was utilised with some studies utilising both qualitative and quantitative v methods within separate study phases. Study 1 of the research program identified pre-existing characteristics associated with the target audience and comprised three distinct phases. Study 1A (N = 14) was a qualitative study that identified the extent and nature of young drivers' involvement in the behaviour. Study 1B (N = 26) was a qualitative study that identified underlying beliefs of the target audience regarding the target behaviours and Study 1C (N = 114) was a quantitative survey study that verified whether the beliefs elicited in Study 1B were representative of a broader population of young drivers. The analysis of Study 1C data identified three key beliefs that would be fundamental to challenge in public education messages. Specifically, they were 'believing you are a good driver would encourage'; 'slowmoving traffic would encourage'; and 'friends and peers would approve' of a young driver accessing social interactive technology on their smartphone.The main aim of Study 2 was to develop and pilot message content based on the results of Study 1 to ensure the message content conveyed the anticipated message.Guided by theoretical and empirical evidence and in accordance with the SatMDT, nine messages were developed in the ini...

show abstract