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UNIVERSITY OF MARIBORFACULTY OF CIVIL ENGINEERING

Mag. Sebastian ToplakZlatko Mesarić d. i. p.

MODULE CLOSE TO

Manual

Maribor, July 2010

TABLE OF CONTENTS1. Module Close to.................................................................................................................... 3

1.1. Aims: risk prevention for young learner / novice drivers.......................................................4

1.2. Method: peer education.......................................................................................................5

1.3. General framework..............................................................................................................6

2. Organisational groundwork...................................................................................................8

2.1. Who coordinates Module Close to in Maribor?....................................................................8

2.2. Peer mentors: Where do they come from and who prepares them?....................................82.2.1. The young traffic offenders..........................................................................................82.2.2. The young disabled people..........................................................................................9

2.3. How are the concerned driving instructors prepared for Module Close to?........................14

2.4. Where can Module Close to be used during driving instruction?........................................14

2.5. How do driving schools reach the Peer Mentors (PM)?......................................................14

2.6. All organizational steps at a glance....................................................................................14

3. Peer Mentors preparation course........................................................................................16

3.1. Aims...................................................................................................................................16

3.2. Organisation / Course preparation.....................................................................................16

3.3. Course program..................................................................................................................18

3.4. Contents / Methods............................................................................................................23

4. Teachers preparation course................................................................................................34

4.1. Aims...................................................................................................................................34

4.2. Organisation / course preparation.....................................................................................34

4.3. Course program..................................................................................................................36


5. Meeting with driving students / novice drivers.....................................................................52

5.1. Aims...................................................................................................................................52

5.2. Preparation of the driving school trainees..........................................................................52

5.3. Organisation and flow of the meeting................................................................................535.3.1. Organisation and flow of the meeting in driving school............................................535.3.2. Organisation and flow of the meeting in secondary school.......................................54


5.5. Wrapping up / regress........................................................................................................57

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1 Module Close to

1. Module Close toModule Close to is a module for the theoretical instruction in driving schools. It should help driving instructors to attend strongly to risk-propensity of novice drivers during the lessons and, in doing so, to speak also about emotional and social factors.

The main element of the instruction module Module Close to is the employment of a so-called peer mentor, who presents his own story of a situation in road traffic in front of learners and who faces up to a discussion with the learners. The peer mentor is in the same age group as the learners namely the 17-to-24-year age group. This also explains the name of the instruction module “Close to”. Because of his age, the peer mentor is closer to the emotional state of young novice drivers. He is also closer to their language and their typical age group processes than the normally older driving instructors. Furthermore, the story of the peer mentor is authentic, which means that it is his own experience and that he has to deal with the consequences.

The instruction module “Close to” was scientifically examined within a European Project from 2004 to 2006 as a successful method. From the European Commission’s point of view, the module offers an appropriate access to broach the issues of for example lifestyle, social background, group pressure, acceptance of rules and habits in taking drugs which have been so far neglected (see 1.3, GDE-Matrix, Level 3: aims and context of driving; Level 4: ambitions and abilities in life). These basic conditions have great influence on the risk-propensity of young novice drivers. The successful handling, revelation and reflexion of these conditions are therefore a necessary assumption to be able to detect one’s own risk-tendencies and to consciously reduce them.

Therefore, it is the ambition of the EU to implement Module Close to systematically in the driving instruction of the EU Member States.

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1 Module Close to

1.1. Aims: risk prevention for young learner / novice drivers

In all European countries, young novice drivers belong to the group which highly participates in accidents. That is also due to the fact that especially young men tend to take higher risks while driving. They do that although they often know it better and even though, they have widespread and theoretical knowledge about driving that they have learnt during their instruction. The reasons are mostly that they feel that they have to demonstrate that they are able to drive and that they are cool drivers. The lack of driving experience is strongly contradictory to the ambition to demonstrate the opposite.

Therefore, it is important to detect these contradictions, to make young novice drivers aware of the typical risks of these age groups, to sensitize them for the factors which influence their behaviour and to raise their awareness of themselves. These are the aims of Module Close to. Finally, it is important to be conducive to their ability and the readiness to self-control.

It is not possible to learn these aims in a traditional way like traffic rules or operation courses (Levels 1 and 2 of the GDE-Matrix). Therefore, more new instruction elements, which produce an intensified personal examination, including behavior tendencies and motives of action, have to be invented and used during instruction courses for learners. In this case, important questions are for example: How do I want to be perceived by others? When do I react emotionally? In which situations do I think about the consequences?

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1 Module Close to

1.2. Method: peer education

To be conducive to those contents of instruction it was not necessary to invent new ways because it was possible to use successful and methodic approaches of life and learning domains. For example in drug prevention, it was very successful to use former drug addicts (authentic confrontation). In educational science, it is common knowledge to use the positive effects of peers. These are the principles of Module Close to. The peer mentor presents his own experience in road traffic in front of young learners. He explains his motives, the circumstances and consequences and he presents his own conclusions of the presented experiences.After the confrontation with the peer mentor’s story, the learners have the opportunity to ask for details and to discuss the story whereas the driving instructor occupies the role of a moderator.

According to experience, the contributions to the discussion are very different. Some learners express their incomprehension for certain behaviours, others talk openly about their own experiences and risk behavior. The learners are always shocked by the emotional, economic and legal consequences that such a thoughtless and risky behaviour in road traffic entails for the originator as well as for road users.

The peer mentor functions through the open presentation of his story as a model for young learners regarding the individual preoccupation and examination of the influences, which affect one’s own (risk-) behaviour. At the same time, he is a pool of reflexion and animates the others to speak openly about their own experiences and self-evaluation and he makes it possible to work on them and, in the best case, it comes to a conscious change.

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1 Module Close to

1.3. General framework

Situation in driving schools

Driving education is not just manoeuvring the car. The learner driver also has to master different traffic situations, plan the route and must also be aware of risk increasing factors, e.g. speed, drug use and social pressure. The GDE-matrix is based on the hierarchical definition of drivers’ task (Keskinen, 1996; Siegrist, 1999) and today it is the foundation for the driver education in many European countries (Engström et al, 2003).

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1 Module Close to

The matrix describes four levels. The lowest level is sense.

Each level in the hierarchy also comprise three different dimensions: Knowledge and skills the driver has to master Risk-increasing factors the driver must be aware of and be able to avoid Self-evaluation

The first column describes what a good driver needs to know. On the lowest level – e.g. how to manoeuvre the car, how to drive in traffic and how to cope with normal traffic circumstances. On higher levels the dimension comprise choice of speed and how to plan the trip. An important remark is that the highest levels in this column seldom is included the driver training curricula (Advanced, 2003).

The second column – factors that increase risk – is closely related to the first column but emphasises the knowledge and skills about factors that increase or decrease risk, e.g. driving in complex situations or under group pressure. Important to point out is that the risk is different on different levels in the matrix. The higher the more complex is the risk factor. For instance, a risk factor can be connected to ones life style.

Self-evaluation refers to the process where the individual strives to get feed back on his or her driving skills and progress in learning to be a good driver. This is the ‘hardest’ dimension to deal with in the driver training curricula. At the two lowest levels in the matrix it is rather easy to give the learner driver feed back, and to train the learner driver to evaluate their own ability. But, the higher one gets in the matrix, the harder it is to measure the self-evaluation.

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2 Organisational groundwork

2. Organisational groundworkDriving schools that want to use Module Close to in their theoretical instruction should be informed about the following basic conditions of organization of the whole program.

2.1. Who coordinates Module Close to in Maribor?

In Maribor, the Faculty of Civil Engineering was founded for this purpose. All elements for the realization of Module Close to in Maribor are coordinated by the Faculty of Civil Engineering. This faculty establishes the contacts with the driving schools and with the institutions that assign the peer mentors. The association also manages the necessary preparation courses for the peers mentors (see point 3) and for the involved driving instructors (see point 4).

2.2. Peer mentors: Where do they come from and who prepares them?

In Maribor, MCT works with the young disabled people and with the young traffic offenders. Traffic offenders are assigned to the Faculty of Civil Engineering by the Centre for Social Work in cooperation with the Courts of Justice. The young disabled people (also from traffic accidents – paraplegic, tetraplegic), are involved in MCT volantery.

2.2.1. The young traffic offenders

The young traffic offenders are people who, because of the traffic offence, are breaking a public order, determined by the regulations of road safety and for which is prescribed a penalty or other sanction. For the young offenders the participation in a two day preparatory course and three visits in driving schools as a peer mentor are obligatory. Among the young traffic offenders are considered all traffic offenders and traffic offenders – victims, which they caused traffic accident. If they do not attend these meetings, they are confronted with penal consequences.

Legal authorities think that the project Module Close To is a wise method for rehabilitation because the young offenders work up their criminal offense and the consequences very intensely in the preparatory courses. Furthermore, they expose themselves openly to possible criticism. The two day preparatory courses for the young offenders are therefore funded from own resources of Faculty of Civil Engineering Maribor and the Ministry of Transport (Slovenian Road Agency – Council for prevention and education of road users). The preparatory courses for the peer mentors (ARP) are accomplished by the Faculty of Civil Engineering Maribor or on its instructions.

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2.2.2. The young disabled people

Young disabled people are in accidents suffered severe demage and they aren´t capable of satisfying their own needs. Pedestrians, cyclists, drivers and passengers of motor vehicles are all participants of traffic. The most requent injures in road accidents are brain injuries. The consequences of brain injuries are divided into three groups:1. In the first group are injuires of locomotor system which are visible externally. These include belong orthopaedic-trauma injuries (fractures skeleton, soft tissue damage,...) as well as neurological defects (increased napon muscle, slack limbs, impaired balance, speech, communication,...) 2. The second group includes changes behaviourally-cognitive or on psychological field. In the traffic accidents are the most frequent blows to head-on lobe. That is why brain centers are the most endangered for knowledge, emotion, communication, visual-spatial orientation, and may lead to percussion in any other part of the brain.3. The third and the last group is the behavioural-social. Because of decreasing of ability of communication, emotion and behaviour came to the major changes in patient behaviour to the surrounding area and nearby. This can lead to the social exclusion and disintegration of interpersonal contacts, the loss of service, career, so to speak to any type of isolation.

It must be kept in mind that the brain damages are very different from each other because they have an extensive spectrum of consequences. At the patients, that they maybe sustained very similar brain injuries are being deviations shoved only at the recovery.

Some important definitions from the field of permanent injuries of traffic victims

A traffic collision is when a road vehicle collides with another vehicle, pedestrian, animal, or geographical or architectural obstacle. Traffic collisions can result in injury, property damage, and death.

Road accident typesRoad traffic accidents generally fall into one of four common types:

Head on Collisions Accidents at junctions Run-offs Accidents involving pedestrians/cyclists.

Disability is defined as a physical or mental impairment that substantially limits one or more major life activities. An individual may also qualify as disabled if he/she has had an impairment in the past or is seen as disabled based on a personal or group standard or norm. Such impairments may include physical, sensory, and cognitive or intellectual impairments. Mental disorders (also known as psychiatric or psychosocial disability) and various types of chronic disease may also be considered qualifying disabilities.A disability may occur during a person's lifetime or may be present from birth.The International Classification of Functioning, Disability and Health (ICF), produced by the World Health Organization, distinguishes between body functions (physiological or psychological, e.g. vision) and body structures (anatomical parts, e.g. the eye and related structures). Impairment in bodily structure or function is defined as involving an anomaly, defect, loss or other significant deviation from certain generally accepted population

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standards, which may fluctuate over time. Activity is defined as the execution of a task or action. The ICF lists 9 broad domains of functioning which can be affected:

Learning and applying knowledge General tasks and demands Communication Mobility Self-care Domestic life Interpersonal interactions and relationships Major life areas Community, social and civil life

International Symbol of Access

Paraplegia is impairment in motor and/or sensory function of the lower extremities. It is usually the result of spinal cord injury or a congenital condition such as spina bifida which affects the neural elements of the spinal canal. The area of the spinal canal which is affected in paraplegia is either the thoracic, lumbar, or sacral regions. If the arms are also affected by paralysis, tetraplegia is the proper terminology.While some people with paraplegia can walk to a degree, many are dependent on wheelchairs or other supportive measures. Impotence and various degrees of urinary and fecal incontinence are very common in those affected. Many use catheters and/or a bowel management program (often involving suppositories, enemas, or digital stimulation of the bowels) to address these problems. With successful bladder and bowel management, paraplegics can virtually prevent all accidental urinary or bowel discharges.

Quadriplegia, also known as tetraplegia, is a symptom in which a human experiences the loss of use of all of his/her limbs. This often includes both sensation and control. It is caused by damage to the brain or the spinal cord at a high level - in particular spinal cord injuries secondary to an injury to the cervical spine. The injury, known as a lesion, causes victims to lose partial or total mobility of all four limbs, meaning the arms and the legs. Typical causes of this damage are trauma (such as car crash, gunshot wound, fall, or sports injury) or disease (such as transverse myelitis, polio, or spina bifida). It is possible to suffer a broken neck without becoming quadriplegic, such as when the vertebrae are fractured or dislocated but the spinal cord is not damaged. Conversely, it is possible to injure the spinal cord without breaking the spine, such as when a ruptured disc or bony spur on the vertebra protrudes into the spinal column.Although the most obvious symptom is impairment to the limbs, functioning is also impaired in the torso. This can mean a loss or impairment in controlling bowel and bladder, sexual function, digestion, breathing, and other autonomic functions. Furthermore, sensation is

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usually impaired in affected areas. This can manifest as numbness, reduced sensation, or burning neuropathic pain.Secondarily, because of their depressed functioning and immobility, quadriplegics are often more vulnerable to pressure sores, osteoporosis and fractures, frozen joints, spasticity, respiratory complications and infections, autonomic dysreflexia, deep vein thrombosis, and cardiovascular disease.

A wheelchair is a wheeled mobility device in which the user sits. The device is propelled either manually (by turning the wheels by the hand) or via various automated systems. Wheelchairs are used by people for whom walking is difficult or impossible due to illness (physiological or physical), injury, or disability. People with both sitting and walking disability often need to use a wheelbench.

The young disabled people may be included in the MCT courses on the same way as the young traffic offenders. The young disabled people present to the students their experiences, which have suffered in traffic accidents like a victim. Also they try to influence on student’s thinking´s that they would be aware of typical risks in order to feel the factors which affect on their behaviour. The young disabled people want that the introduced experience wouldn´t become also their story. No penal sanctions are prescribed for young disabled people, in the case, that they don´t take a part in the MCT courses. Mainly are the young disabled people included in MCT voluntary. Some of them are also the members of various Paraplegic Associations. One of the aims of the Paraplegic Associations is also dealing with the problem of poor driving culture, to encourage greater preventive on this field and beside this to help in the rehabilitation and reintegration into the lives with severe injuries.

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Information sheet for judges and probation services

The road safety seminar for young traffic offendersContents/Methods/Aims:

The method was developed and tested within the EU-project „ Risk-prevention for novice drivers“in 2004/2005.

Central course-element for the young offenders is the requirement to present the own offense-story to a group of driving students and to face up to the discussion with peers.

This requirement considerably enhances the cooperation of the participants during the preparation seminar with the following contents/aims:

dealing with own experiences (reflection) becoming acquainted with different perceptions (change of perspective, critical facility) discovering own behaviour-tendencies and -motives (self-disclosure) testing alternative behaviour and possibilities for self-control training for ability to communicate

The methodical approaches in the course largely are practice-oriented and include affective and rational aspects in equal measure (e.g. traffic-experiences, technical security-check, driving, confidence and trustworthiness, introspection, self-expression, training of communication).

Their integration into a driving school lesson for most of the participants is the first time to experience, that even they can have an accepted share in civil society (integration and appreciation by requirement).

Participation in Module Close to can reduce the probability of repeat offences and simultaneously fulfils a risk-preventive function for other youth and future car drivers.

Target group: young traffic offenders up to 24 years adequate ability in Slovenian language willingness to report their story in driving schools

Progression: allocation by probation services or judges phone with Faculty of Civil Engineering to time the preliminary talk feedback to the allocator preliminary talk first seminar day (Saturday, 8 h) second seminar day (following Saturday, 8 h) two driving school visits final talk participation documents to the allocator and to PM

Frames: The total time of the measure is 20 hours. The optimal group size is 6 to 10 participants. The driving school visits occure within six weeks after the preparation seminars. The total duration of the measure is two month.

Contact persons at the Faculty of Civil Engineering Maribor. (Smetanova ulica 17, SI-2000 Maribor):

o Sebastian Toplak tel: +386 2 2294 375 mobile: +386 41 803 635o Zlatko Mesarić tel: +386 2 2294 375 mobile: +386 41 861 097

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Information sheet for potential peer mentors

Dear participants of

You play a decisive role in the project Module Close to. You will report your experiences to young driving students in a driving school, e.g. what did happen to you, how did you act, what are the consequences and your conclusions.

In this way you can aid, that young drivers reflect on their own risk-tendencies and possibly can avoid blundering into similar situations like yours.

Your age is near to that of the most driving students: between 17 and 24 years. That´s the reason why this project is named Module Close to.

Don´t panic! Before you´ll visit a driving school you will be well prepared over two seminar days. Thereby we will experience together with you also a lot of practical things: e.g. a security car-check at the TÜV or blindfolded car-drive (get a surprise!).

Naturally we also deal with the reasons for your allocation to the course. And we will exercise in a concrete way how to present your „story“most suitable.

Surely that mission is unfamiliar and exciting for you. Anyhow all previous participants did cope with this task and rightly so have been very proud of it. We are sure you will master it likewise and are looking forward to welcome you as a member of Module Close to.

Progression:

phone with Verkehr human to time the preliminary talk preliminary talk first seminar day (Saturday, 8 h) second seminar day (following Saturday, 8 h) two driving school visits final talk delivery of the participation document

Address: (also location for the seminars):

Faculty of Civil Engineering Maribor Tel: +386 2 2294 375Smetanova ulica 17 Fax: +386 2 2524 179SI-2000 Maribor [email protected] [email protected]

Contact persons:Sebastian Toplak mobile: +386 41 803 635Zlatko Mesarić mobile: +386 41 861 097

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2.3. How are the concerned driving instructors prepared for Module Close to?

The driving instructors are prepared in a one day course for the application of Module Close to during their theoretical instruction (see point 4). The courses are accomplished by Faculty of Civil Engineering. Their funding should be assured by Faculty of Civil Engineering Maribor through civil penalties and donations.

2.4. Where can Module Close to be used during driving instruction?

Module Close to can be used during the obligatory lesson “risk factor human being” or “lifelong learning”. The driving schools do not have to win their learners for the participation in Module Close to. Module Close to represents meanwhile an accepted methodical access to an obligatory part of instruction.

2.5. How do driving schools reach the Peer Mentors (PM)?

Driving schools that want to deploy a peer mentor ask Faculty of Civil Engineering Maribor and get their assignment of a peer mentor. After an agreement between Faculty of Civil Engineering Maribor and the driving school, a fully prepared peer mentor (ARP) will be informed about the appointment and the address of the driving school. The peer mentor has to confirm the appointment and visits the driving school usually alone.

2.6. All organizational steps at a glance

We introduced Module Close to in written form as a new method of road safety education to all youth probation services and youth judges and offered a face to face explanation.

The preparation course for Peer Mentors we offer bimonthly and announce the dates via email to all probation services. As attachment we add always short information regarding the contents and the procedure of the course and a short info-paper for potential Peer Mentors.

The probation services propose the measure to the judge. In case of agreement the probation service send an official allocation to the young offender with order to contact Faculty of Civil Engineering Maribor.

The Faculty of Civil Engineering Maribor founded as precondition to work in order and partially financed by the Ministry of Transport.

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The allocated offender phones us to arrange the first visit at the Faculty of Civil Engineering Maribor. At the Faculty of Civil Engineering the Peer Mentor runs through the course-program with the following steps:

preliminary talk (20 min, outcome reported to probation service) first seminar day (Saturday, 8 h) second seminar day (following Saturday, 8 h) two driving school visits (each app. 40 min) final talk (30 min, certificate of attendance to probation service)

Faculty of Civil Engineering Maribor also organize the meetings in driving schools. Meanwhile we have a list of co-operating driving schools and arrange the necessary meeting-dates via phone.

Regarding incentives: in any cases Module Close to is an additional requirement beside other punishment; in other cases participation in Module Close to is substituted for punishment.

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3 Peer Mentors preparation course

3. Peer Mentors preparation courseThe preparation course should differ from the classical traffic courses there is more of a teacher-mentality. It is not about, knowing the rules, laws and obtaining, objective knowledge, for the hundredth time. It’s more important to focus the youth on their own experiences and to create a few free atmospheres that allow unorthodox views and emotions to beset free. This experience is the most important prerequisite that they dare to express themselves freely at the driving-school meetings.

3.1. Aims

A look at the aims of Module Close to and the role of the Peer Mentors Encouragement to overcome the unusual demands of Module Close to To develop a consciousness of their own risk trend mines Acceptance of the high and individual responsibility as driver To discover general and individual conflicts when following rules (connection between

trust and trustworthiness) To analyze and reflect upon their own history of offences. (Surrounding circumstances

run of events, emotional and motivational backgrounds, and consequences) Working on possibilities to improve self control (behavioral alternatives) Self practice of communications, and over their offence history

3.2. Organisation / Course preparation

The scope of the preparation course for the Peer mentors consists of two Seminar days at 8 hours each. The seminars will occur on two successive Saturdays and will be conducted by two course instructors.

The number of course participants should reach a maximum of eight, so they can all participate in enough exercises.

The seating-order is to be communicative-friendly, so that all participants including the course instructor can be all treated in the some manor. The most suitable form would be that of a horseshoe, that would allow a view of a flip-chart on a blackboard.

Name tags will enable all participants to call each other by name, which will have a positive influence on the conversational atmosphere. It would be good if they all wrote their own name tags, so they can be addressed as they wish to be. Paper Cards and thick felt pens have to be available.

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The deployment of the Meta-Plan technique (see also Driving-school instructor course 4.2) demands the active participation of all concerned and emphasizes the relevance of their contributions to the course. For this work-technique, there has to be enough: Paper Cards, Pens, Glue and flip boards and pin-boards available.

The catchword types of drawings on the cards are as a rule to be carried out by the participants themselves to avoid repetition of what they may have heard already and to encourage them to formulate their own ideas. Never the less the course-instructor should take over this role incase anybody is not used to writing on isn’t able to write.

With the help of the Meta-plan-technique, the results of both of the most important parts of the course “Raising consciousness about risks” and “Presentation of your own offence-history”, can be increased and optimized. For this purpose the statements of the participants will be collected on a pin board.

The statements about the risk theme will be put into two categories “rising” or “reducing”. The statement about the presentation is into the categories “favorable” and “unfavorable”.

The collection of cards will be constantly supplemented as the course goes on whereby the allocation categories will be differentiated in agreement with the group, and the statements can also be newly allocated.

A wide spectrum of materials for painting is to be available before the course begins: Good Painting Paper at least 40cm x 50cm and 5mm thick, different sized brushes and spatulas dispersion and water paints, colored pencils and crayons. The bigger the choice of materials, the more, the creative, and the chance that the participant will find the possibilities suited to him.

With a digital camera, you have the possibility of recording the results from the pin boards, at the end of

the course, and sending it per E-mail as a moment to the participants.

The use of a video camera is above all useful for feedback after the lectures. Because a lot of the elements of conversational behavior are in the sub-conscious, observes can doubt the statements of participants. Video recordings there for offer an objective, and for the person involved acceptable way of feedback. Of course it’s very interesting for some youth to experience themselves in such a situation and to get feed-back on how other people perceive them.

The camera should be placed on a stand so that no extra personal are necessary. The recorded sequences should be kept short in order to avoid long searches. A good sound quality is also necessary so that a table microphone will be necessary.

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3.3. Course program

In the following presentation of the course program, the course elements will be outlined in keywords. The item, behind the arrows () describe the Aims, that are being aspired to. These should serve, by the introduction/giving of tasks, as well as at the following discussion about the individual course elements, as a guideline.

Preparation course for peer mentors

1st Course Day

1 9:00 - 10:30 Greeting, a look at the course, and its aims Explanations Material collection: causes of risks Start of Meta-plan: Risk activation

Warming up / introductional roundeach participant introduces another participant after a short speech > Making contact, communication

Supplementation through participant: What is important to me at the moment? My expectations/fears about this course> Self-expression

10:30 - 11:00Joint journey to the > Traffic observation tasks

2 11:00 - 11:45 Demonstration (security-check of a car) by a professional > technical risks, change of perspective, individual responsibility

3 Optional10:30 - 11:45

Co-operation exercise 5 participants have to solve a puzzle The rules forbid that they talk to each other The exercise concentrates on the dilemma self-advantage versus co-operation Some participants have to observe the ongoing processes After that: Discussion of Experiences, Emotions and

Observations The game lasts 45 minutes including evaluation> change of perspective, following rules, responsibility for joint success, silent communication

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4 11:45 - 12:30 Blind journey (on a non-public parking lot) Each PM drives with a blindfold, accompanied by a driving

instructor Another PM gives him instructions verbally> trust, trustworthiness, awareness, self-perception

Driving with intoxication glasses PM drives with intoxication glasses (simulation of being

drunken) accompanied by a driving teacher> risk perception

12:30 - 13:00Return to Faculty of Civil Engineering Maribor > if so: observation tasks for passengers

13:00 - 13:30Common Midday Break

5 13:30 - 14:30Evaluation-talk regarding the blind journey How did you feel as driver / as tutor? Which similar situations have you experienced? Is it easy for you to trust others? Is it easy for others to trust in

you? Assuring the outcomes (flipchart)> self-assessment, assessment of others, differences

Evaluation of driving with intoxication glasses Does it correspond with your own experiences? What can you do against loss of control? Factual information regarding drinking/drugs and driving> risk perception, self control

614:30 - 15:00 Painting to an emotional theme

(e.g. „myself and time“, „myself and happiness“, …) abstract or concrete What does the term mean for you personally? What did you experience from the theme? Paint without inhibitions!> introspection, reflection

7 15:00 - 16:30 Presentation / Explanation of their own picture Tell us something about your picture What did you want to express? Start of Meta-plan: Presentation Why did you use this colour? What were you thinking about (generally, concrete, situation)?

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What does this or that mean?> communication, self-expression

8 16:30 - 17:00 Short presentation of their story of being sent? each PM tells his or her story the first time without any

guidelines no questions or comments afterwards> thematically approach, desensibilisation

917:00 - 17:15 Explanation of the home exercise Mobility diagram:

„My eventful life“ Explanation about sample guideline Think about all forms of mobility Think about all accidents and risk situations in which you were

involved or which you have just seen. > introspection, communication

17:15 - 17:45First feedback / taking leave

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2nd Course Day

9:00 - 9:15Greeting, look at the day and its aims

109:15 - 10:45 Presentation and explanation of the Mobility-diagram

Each participant explains his own diagram The last symbolic situation is as a rule the offence Appeal to participants to listen to other participants After presentation: Questions from course instructor and

participants Presentation of suggestions and tips from participants and

course instructor: Comprehension, language, body language, use of aids (sketches) etc.

> presentation training, self trust, critic capability, tolerance

11 10:45 – 12:00 Driving in a quiet traffic zone (max. walking speed = 7 km/h) let each participant drive for 5 minutes (accompanied by

driving teacher); observation exercises for passengers: risks, children, cyclists

etc.> perception-training, speed habits, external pressure, self-perception

12 12:00 – 13:00 Journey evaluation talk (quiet traffic zone) describing perceptions as driver own emotions regarding behaviour tendencies and external

pressures reporting observed situations and specific events “What would help you to slow down your speed?” > reflection, own speed habits, compliance with regulations, self-control

13:00 - 13:30Break for lunch

13 13:30 – 14:00seminar room

Keyword collection about allocation history (accident) Advice about the Meta-plan collection “Presentation”each PM notes: What do I want to tell? Time is happened, previous history Coherences, influences (friends, parents, drugs/alcohol, stress,

aims etc.) „point of no return“ questions of guilt / causer, individual responsibility consequences for me, effects on others

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my conclusions> reflection, structure

14 14:00 - 17:00 Presentation of own allocation history Each PM presents his personal story (max. 10 min.) Appeal to listen actively for the other participants after presentation: questions by all and by the course leader Ideas and suggestions concerning the presentation from

participants and course instructor: Comprehension, language, body language, use of aids (sketches) etc.

> presentation training, self-trust, capability of criticism

Handing over the certificate as a Peer mentor > motivation

15 16:15 - 16:45 Reflection on results regarding risk behaviour Meta-Plan-Collection: Risk

Feedback Round Where do you feel prepared for the meetings and where not? What should we do differently by the next group?

Taking leave Offer yourself as a contact partner

End of the course

Breaks: The rules for the breaks will be met with the group together, whatever the work-load may be (2 x 15 minutes).

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3.4. Contents / Methods

The preparation course bythe Faculty of Civil Engineering Maribor will be carried out by two course instructors one of being a Social-pedagogue / Psychologist and the other a driving instructor. The cooperation with a driving school enables direct and experience orientated access to emotional influence factors regarding risk behaviour.

The youth’s offence only plays a central role in the last part of the course. The previous elements of the course are meant to impress on the youth the importance of looking at themselves and their readiness to be communicative about themselves. The primary aim is to get the youth really interested in their driving behaviour and to win over their cooperation. The youth tend to go into hiding or generally be dismissive of the course and give only that of them what they think the course instructors want to hear.

Most motorists know from their experience that risks are associated with circumstance and that risks are often taken light heartedly even then when bystanders are affected. These personal Motive-situations are called Extra-motives because they are outside the objective will of a car journey, namely to get from A-B as quickly as possible. Some examples of Extra-motives could be for example "Couldn’t give a dam", "I’ll show him", and »Nobody is interested in me either« It can’t get any worse either way or Main thing is that I’m first. Extra-motives are nearly always emotionally formed and influence our behaviour subliminally.

Extra-motives have a risk increasing influence on numerous adult motorists driving. They can however balance the effects better than the youth because of their long driving experience. Above and beyond that young people are in the middle of their personality development (Finding themselves, Choice of career, Partner relations etc.) and are more exposed to negative Extra-motives than is the case with adults.

If individual risk factors are to be spoken about as is foreseen in the GDE-Matrix then methods will have to be applied that throw light on behavioural motives and enable their open communication. It’s only then that the participants will have a chance to reflect and to increasingly be able to control them or to change on a long-term basis.The following course elements are the first methodical steps in this direction. The results manifest themselves optically in the Meta-plan collection of statements about risky driving behaviour. That’s why it should be asked about and noted which new aspects/knowledge can contribute to the collection (from course element 1 onwards).

This is equally valid for the collection of statements about Reporting and Presentation of their own experiences, with a view to the task of the PMs at the Driving School Meeting, that at the same time aims at an improving their communicative skills (from course element 7 onwards).

The Meta-plan-Technique is indeed a helpful method of presenting results and of connecting the various course elements. The free and unforced dialog with the participants must however have priority over recording results.

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Through the meetings with the PMs and through the Module Close to preparation course for driving instructors the new training methods and contents will increasingly play a bigger role in driving instruction.

1 Greeting, a look at the course and its aims(look at page 17, timetable, 1st course day)

The course instructor will raise the issue of the disproportional representation of young drivers beginners involved in traffic accidents asks the participants about what they think the reasons could be. These contributions to the risk theme will then be recorded on a Meta-plan card. After that the course instructor will explain the basic thoughts behind Module Close to.

He will explain that the preparation course is not some kind of punishment meeting but is there to give the participants a new look at traffic and at their own traffic behaviour. In this context the course instructor will give a short preview of the coming course elements and explain how other driving beginners can profit from the experience of the PMs in order to be able to control their risk tendencies.

It is very important even at this stage that course instructors and participants follow the same aims at the planned Driving school meetings. From this perspective the relationship will be defined as a partnership with the aim of achieving optimal results at the driving school meetings.

Warming up/ Introductory round(look at page 17, timetable, 1st course day)

The participants will hold a Partner-interview that will last about 5 minutes (in pairs, or with the person that they are sitting beside). In the subsequent introductory round each participant will be introduced by his interviewer and will talk about his expectations. What is most important in his life at the present and what his fears about the course may be. Expectations and fears will be written down on a flipchart and then collected.

When explaining the procedure for the introductory round the course instructor must let be known that the offences are not yet going to be dealt with. "We’ll deal with the offences later, but just for now we want to get to know each other better "The interviews, the presentation of the interview partner and their own explanations will serve as an entree into open communication.

2 Demonstration of an MOT process(look at page 17, timetable, 1st course day)

It should be made clear to the participants that a huge amount of work goes into the technical safety of motor vehicle traffic to guaranty safety and which risks can result from manipulation or from technical defects.

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In the following discussion it should be mentioned that technical safety isn’t a guaranty for road safety. Human influence factors are often thwarted because good technology often makes people careless. At the end of the day its people and not technology that determine what happens on the street and how safe we are in traffic ( Meta-plan).

3 Cooperation exercise(look at page 17, timetable, 1st course day)

See driving instructor course (4.4)

4 Blindfolded driving/ Driving with intoxication glasses (look at page 18, timetable, 1st course day)

The blindfold course-element offers direct access to the emotional theme of trust, mistrust, power and weakness which play a central role in traffic and following traffic rules.

In this exercise the participants drive a car with a blindfold. The journeys will take place in cars from the driving school and will be accompanied by a driving instructor who can intervene in a critical situation (extra insurance necessary?). One of the participants at the back of the car will lead the driver through an obstacle course with pylons on a non-public, traffic free car park (max 3-5 minutes). Depending on the size of the group and the car, the other participants will either drive with them or will watch from outside.

In principle the exercise can be carried out by foot. The inclusion of the technical factor automobile however raises the engagement and the seriousness of the participants. Above all though it avoids the exercise being demeaned as "unmanly". The alternative of going on foot can be used for those participants who wouldn’t have enough control over the automobile when driving around the parcours.

Another variation of this exercise is the "Intoxication-glasses" which simulate the lack of clear vision and distortions of an alcohol level of 0,8 to1,1 ‰.

When it materialises in the first conversation that the participants offence was consuming alcohol or drugs, the exercise with the glasses should be added to the other exercise. As with the other exercise the participant will be accompanied by a Driving- instructor; an advance statement about the parcours is of course not necessary.

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5 Evaluation of the Blind-journey and of driving with intoxication glasses (look at page 18, timetable, 1st course day)

The participants will be requested to write down some personal experiences they made on the exercise on Meta-plan cards using catchphrases and after this to explain these in the group.

Possible impulse questions about the blind journey: How did you feel as a driver/guide? What was easy, what was difficult to do?

In the following discussion the themes of "Trust and traffic" should be discussed. Questions could be asked for example about: Who do you always trust? Where/when have you been already let down (Powerlessness)? Are you yourself trustworthy and why? Where/when did you let others down with your trust? How does that function on the street when does one need trust? Why do we have faith in others in sticking to the rules of the road? Are there rules/regulations that you find superfluous?

Possible questions to the driver with the "Intoxication glasses": What can one convey with such a pair of glasses? With whom should one carry out this exercise?

In the following conversation with the group the theme of “Dealing with drugs / alcohol“ should be deepened. Which concrete risk experiences have you made with drugs alcohol? Why is drinking or smoking dope so much fun? How and when is the time that is so much fun? How can I avoid losing control?

Contributions that have been made in the course of conversation that can be attributed to the Meta-plan category and that contain new aspects will be retained.

Following this sequence there will be an input of information by the course instructor with information pertaining to the effects of alcohol and drugs in traffic and the legal consequences.

6 Painting to an emotional theme(look at page 18, timetable, 1st course day)

Painting a picture by themselves helps the participants to think and express themselves. It is important for this exercise that there is a great variety of painting materials and tools in order to insure creative freedom. In order to minimise the inhibitions of the participants for this unusual occupation, the course instructor will paint a picture and will demonstrate where possible a relaxed approach with all the means at his disposal (abstract, concrete, the use of materials).

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The theme for the painting will be drawn by each participant from a pool of prepared pieces of paper. By all the themes involved the theme of emotional sentience will be touched upon, whereby the participant himself will have to grapple with the themes; as for example: myself and fear, myself and responsibility, myself and joy, myself and impatience myself and rage, myself and love.

When giving the exercise it is important to point out that no particular sort of artistic talent is being sought,

but that its just about trying out a new sort of expressionism other than language.

References made by the course instructor: Please write the theme at first on the back of the sheet of paper Recall a situation where this feeling was very strong Paint with no inhibitions Abstract or concrete Everything is allowed and wished for

Other than by the experience-orientated course elements (3, 4 and 11) that work with acute sensitivities, the way to emotional influences on behaviour when painting occur through the power of imagination and through memory on the part of the participant. The positive effect has got to do with the high level of concentration on themselves and their own experiences.

7 Presentation of the own picture(look at page 18, timetable, 1st course day)

The artistic quality of the pictures is not important and the pictures themselves are not really important either. It’s only really important that the pictures originate from the participants, that everybody presents the own picture to the group and explains what he is trying to express. The participant speaks about himself and his intentions. The other participants ask questions about the picture, for example asking about details that they have noticed.

Possible impulses: Tell us something about your picture. At which point do you think you hit the

hammer on the nail? What did you want to express? What does this colour mean? What were you thinking about (generally, or

concrete situation)? What does this or that mean?

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In case the question didn’t already come from the group the course instructor can touch on the question of what this exercise has got to do with driving on the road. To this effect he should pass the question onto the group and then wait for them to think about it. The implication that emotions can lead to risky driving is easily drawn as we know from past

experience. But whoever doesn’t know his own emotions or who cannot consciously discern, cannot control their influence on his driving and is therewith at the mercy of his own emotions. That’s why it’s sensible to be engaged with ones own emotions, when we are dealing with traffic safety.

The participants can take the pictures home after the second day of the course. It is however recommended that the course leaders take pictures of the work with a digital camera as a form of documentation.

8 Short presentation of their own offence history (look at page 19, timetable, 1st course day)

This course building block will be inputted at the end of the first seminar day so as not to lose sight of the offence. The descriptions should be deliberately kept short and three minutes per participant will be allotted, what happened, when and where and what were the consequences?

The portrayal of events shall remain uncommented until the second day of the seminar. This is done in order to the give the participants some time to think a little and on the other hand they should be given enough time to reflect on their own story in the light of their background.

9 Mobility Diagram "My eventful life"(look at page 19, timetable, 1st course day)

The creation of individual Mobility Diagrams should animate the participants to think about their traffic behaviour and experiences and to have a look at their previous life. Above and beyond that communication within the family can also be activated. The main aims however are to encourage the participant to deal with his own biography and what they expect on the following seminar day.

The participants have generally a week’s time to do their homework. Each participant will receive a print of the mobility diagram that he can work on at home. The print should be the size: Din A3.

It might be necessary to lend suitable felt tipped pens; this is to be cleared up when giving the material to the participants. The home exercise will be explained to the participants with a partially filled in example sheet in the following manner:

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Think about all the forms of mobility that you’ve used in your lifetime (Children’s pram, Pedestrian with company/alone, Cyclist, Co-passenger, Types of sport, Moped, Public Transport etc.)

Enter these in the order of the beginnings in the column "Forms of mobility" onto the diagram.

Think back in time and try and remember when you started and stopped using the different forms of mobility regularly (ask your parents or your brothers and sisters)

Enter the times into the diagram in the columns provided (overlapping is usual) Then fill in such situations with symbols that you remember whether good or bad

(accidents, risky situations, race, success, adventures etc.) and put a couple of words to it in the form of catchphrases.

You can also put in events that have nothing to do with traffic but just thought of as you were filling in the diagram.

Example of a Mobility Diagram:

10 Presenting and explaining the Mobility diagram (look at page 20, timetable, 2nd course day)

Each participant will give the rest of the group a review of their mobility-diagram and will report about the most important events that he has written down. With this journey through his previous life, albeit with the main emphasis on the different types transport, the

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possibility is given to speak about different aspects of his life. This is a part of the course concept, whereby the participant and his experiences take center stage.

Where risk situations or accidents are reported the participants or the course instructor should ask specifically about details. These should then be allocated in catchphrases into the Meta- plan categories, when the group is of the opinion that these provide extra information.

After the contents have been evaluated the participants should make new suggestions to the speaker with regard to understanding, language, mimic, gesticulation. New aspects were inserted in the Meta-plan-categories for presentation. If there is enough time some of the presentations of the Mobility diagrams are recorded by video and are used during the evaluation.

11 Driving in a quiet traffic-zone (look at page 20, timetable, 2nd course day)

In a quiet traffic-zone the legal speed limit of 7 km per hour must be adhered to. The over- whelming majority of drivers though drive a lot faster. That’s why it’s a perfect place to observe how rules of the road are broken.

Even more noticeable is the pressure that the participants are under when they have to stick to the speed limit. They will be put under pressure, overtaken, beeped at, and sometimes cursed at. On the other hand the participants find it extremely difficult to stick to the speed limit, and to keep to the prescribed speed limit.

The participants who have a valid driving licence will drive a short circuit (max, 10 minutes) in the quiet traffic zone. The driving

accompanies the driver by sitting next to him in the car and will remind him of the speed limit. Other participants will also accompany them as observers. They should note their observations in catchwords or phrases so they can evaluate them later at the group discussion. Possible topics could be:

How did I feel as an observer? How are the other participants behaving? Where were unnecessary risks? Where are there problems with pedestrians? What could the driver do?

12 Journey evaluation talk (look at page 20, timetable, 2nd course day)

At the evaluation all participants should describe their observations one after the other. Their feelings and their reaction time that they experienced during the journey are to be emphasised. On the basis of these concrete experiences, a lot of factors will be worked upon, that are relevant to risky or irregular driving behaviour, for instance:

Habitual speed behaviour (when necessary with reference to the Mobility-Diagram)

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Incapability of withstanding outside pressure Not wanting to be an impediment to other road users Treating the rules with contempt Not wanting to be portrayed as a coward by the other participants A tendency of emotional panic reactions Becoming angry Insecurities

When these risk factors are identified, the participants should ponder on these in the evaluation round and ask themselves which concrete possibilities they see of getting these negative influences under control.

13 Gathering catchphrases about their own offence history (look at page 20, timetable, 2nd course day)

The participants prepare the presentation of their story individually and make notes about same. They should try to bring in those elements that they have so far accumulated regarding risk behaviour in as far as this is relevant to their story. To avoid relevant details being left out of the presentation the course instructor will ask if there are any details that they would rather not talk about at the driving school meeting.

As a possible form of structural help the following points of classification will be named: Chain of events Determining factors, outside influences (friends) Their own sensitivities (inner influences: Alcohol/Drugs, Stress, feeling at the time) Point of no return, or: up to what point could I have changed something and how? Consequences for me, the effect on others My own consequences

Before the start of the accident/offence histories the course instructor will go through the results of the Meta-plan collect ion for the presentation asking the group about further suggestions and will eventually give some tips himself for the presentation.

14 Presentation of their own histories about being sent (look at page 21, timetable, 2nd course day)

The course instructor explains shortly after the driving school meeting that the driving school instructors are prepared for the meeting.

After that the teachers present their stories one after the other. The other participants have to listen exactly and take notice if they want to ask any more questions and have to ask more.

The presentation of the PMs will be recorded on Video-camera. A course instructor should register the situation (either by time or by the numerical method) that will be deployed in the call-back sequence. The other course instructor takes on the role of the Driving instructor at the meeting and will present a question and discussion round after the story of the PM.

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As a rule the presentation of the PMs will not last longer than 5-10 minutes. The following question and conversation sequence shouldn’t last longer than 10 minutes by this exercise.

Directly after the PM exercise each participant should report on how he felt about the situation and what he feels he was successful at and what he wasn’t successful at. Following that a short sequence of his speech should be shown to enable the participant to se himself "from outside" and to estimate the effectiveness (openness/credibility, eye-contact, sympathy, gesticulation, mimic). The participants will then be asked to give their positive impressions; critic should only be expressed in the form of alternative suggestions.

The course element should be closed with considerations about possible situations that could crop up at the driving school meeting. The sequence will be introduced with the question, whether, and if yes, which fears the participants possibly have about the meetings. The group should look for suitable possibilities of dealing with the expressed fears, depending on the respective situation. Concrete questions that the PMs could ask are for example:

What do I do when I am excited? How do I react to accusations? How do I deal with questions that are embarrassing?

When considering suitable reaction possibilities the PMs should also think about if and how they should take part in the conversational round of the meeting. They could make certain statements of a demanding character or pose questions into the round of driving trainees.

Examples: I believe that everybody here has at one time or another not obeyed the rules of the road. Has any body here experienced anything similar? I suppose you all think that I am a responsible person?

Such an impulse on the part of the PM can animate the trainee Drivers to make their own statements rather than when they are made by the driving instructor. This chance should again be discussed with the PMs in order to make the aims of the driving school meetings and their function as PMs clear.

At the end of this element of the course each participant will receive, with hand shake and congratulation, an optically presentable certificate as a Peer mentor for Module Close to which gives him the right to attend driving school meetings.

15 Reflection on results regarding risk behaviour (look at page 21, timetable, 2nd course day)

The course instructor asks the question whether by the presentation of their Offence/Accident stories if there are any new aspects for the Meta-Plan collection regarding the theme of risk and eventually enlarging the collection.

After that the participants will all look together at the complete collection regarding the subject area of risk. Everybody should name the statement, from which he believes his biggest weak point in an especially big way has come to light (personal memory- or impulse-cards; see driving school meeting 5.5).

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After that a résumé of the complete results will be made.

Feedback round(look at page 21, timetable, 2nd course day)

After all open questions concerning content and organisation of Module Close to have been cleared up, the participants will be asked to give feedback of their impressions that they will take from the course. They should answer the following questions one after the other:

Where do I feel well prepared for the driving school meetings and where not? What was the most interesting element of the course, why? What should we do differently at the next group meeting?

The course instructor asks the participants, with the card in the hand that each participant filled out at the start of the course, whether their expectations/fears have been realised.

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4 Teachers preparation course

4. Teachers preparation course

Normally, driving instructors are experts for regular road traffic behavior. They are used to demonstrate unchallenged expertise. For the Module Close to - meetings it is important to completely abandon this role of the instructor. The preparatory course will treat the detection of unreasonable behavior and the elaboration of moderation techniques.

4.1. Aims

Essential knowledge regarding the aims and methods of Module Close to

Knowledge of the GDE-Matrix and the classification of Module Close to regarding driver education

Accepting the new approach to educate equitable driver behaviour

Ability to introduce and moderate the meeting with a PM and driving students

Recurrence to the authentic PM-story at suitable themes/points during the course of education as a whole

4.2. Organisation / course preparation

The course should be conducted at the trainer level as well as at the level of driving teachers with two course instructors because this enables an increased level of instruction in smaller groups and allows the participants to do more practical exercises and role-plays. This is necessary because experience wise the practical use of conversational techniques doesn’t make it accessible on the purely theoretical level. Heard is not done.

The length of the course is 6,75 hours (405 Min.) in accordance with the required one day further education for driving instructors.

The number of course participants shouldn’t reach more than 12 in order to be able to guarantee a minimum number of practical exercises.

The seating arrangement has to be chosen so that all participants can have the feeling of being equal members of a group. The most suitable method would be to have a round that would be shaped as a circle or a horseshoe that would allow a view of a flip chart or a blackboard. The course instructors should also be integrated into the group. It is above all important that that enough room is available so that small groups can work without being disturbed.

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Nametags enabling the dialogue partners to speak to each other will have a positive influence on the atmosphere. It would be handy if the partners wrote their own name in order to establish how they would like to be addressed. Markers and tags should be made available.The Metaplan technique is going to be deployed at to brief both the driving instructors and the trainers. The active participation of the group will be optimised through this measure, and the results that have been achieved re. the behaviour of the moderators can best be gathered and secured. In order to achieve this work technique there must be enough paper cards, filt-tip pencils, adhesive material and flipcharts or pin boards at hand.

The possibility exists to have the material results recorded on a digital camera or on a pin board which at the end of the course per E-mail as work-material or as a memento.

The use of a video camera is very helpful, above all for feedback concerning the behaviour of the moderators after the role-play. Because a lot of elements of conversational behaviour are sub-conscious and the statements of the members are often doubted by observers, video cameras offer an objective and acceptable way for those involved of being able to give feedback. The camera should be positioned on a stand in such a way that no extra personal are necessary. The recorded sequences should be short in order to avoid wasting time looking for sequences.

The participants will be sent the material three weeks in advance, before the start of the course with a request to look at and read the material to get a first impression.

In order to make it easier for the participants to actively cooperate and to rehearse the preparation and post processing, the driving teachers will be asked to produce their own Mobility diagrams and to bring them with them to the course. For this purpose they will receive exact instructions and they will receive a specimen copy and a sample (see 3.4 (9)).

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4.3. Course program

Preparing the trainers of teachers / driving teachers

Course day

1 20 minExperiencing

Welcome Introduction-round (see course for PMs)

2 90 minLecture and discussion

Explaining and discussion of the aims and method of Module Close to questions regarding the manual Present driver education (strengths, shortcomings, problems) GADGET-Matrix peer education Method of Module Close to aims of this course

Content and methods of this course: experiencing elements of Peer Mentor-preparation training for the meeting via role play

Course levels (just in courses for future trainers of driving teachers) meta-communication

Break

3 40 minExperiencing and following discussion

Co-operation exercise (or another element from Peer Mentor-preparation) five participants have to find a common solution for a

“puzzle game” the rules do not allow participants to speak to each other the game brings up the key issue of individual gains versus

cooperation uninvolved participants have to observe the process the game needs approximately 20 min. following discussion of observations and feelings> change of perspective, rules handling, individual responsibility for common success, nonverbal communication, emotions

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4 60 min Presentation and explanation of Mobility Diagrams Exemplary moderation by a course instructor some participants explain their Mobility diagrams questions about the content from the participants identification and disclosure of risk factors through

appropriate moderation (Meta-plan: risk)

Subsequent discussion (Level: Meta-Rank) what was noticeable about the moderation? how did the group behave? what aims are being aspired to with the diagram? were the aims reached? Meta-plan: moderation

Break

5 15 minExerciseExperiencing

Communication exercise (work-groups of three participants) ( „controlled dialogue“) active listening appreciation of contrarian positions enhancement of emotional competence

6 40 mindiscussion

Analysis in the plenum individual feedback conclusions


Collection of moderation-techniques observations collecting relevant elements learn to wait how to engage students what to avoid?

Break

8 30 minrole playexperiencingvideo-clip

Role play of a driving school meeting one participant has the role of the driving teacher one participant presents his (true) story the others act as “driving students”

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9 40 minDiscussion

Feedback for the “teachers” of their moderating role by means of video recording strategies for introducing the Peer Mentor collecting of “what can happen” collecting adequate actions/reactions what to do in case of aggressions


Organisational issues who prepares the Peer Mentors, where to order a Peer

Mentor? how to coordinate the meeting dates? who is to informed about problems? how to announce the meeting to the driving students?

11 20 min feedback round / END

Total: 405 min without breaks

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In this chapter we are going to touch the suggestions from the cited programme in detail and use as far as possible any literature that is available that might refer to this. The methodical approach is, it has to be emphasised only a suggestion that requires a high level of practical experience. The concrete planning of the course must be carried out by each individual course instructor on the basis of their experience.

The methodical approach used in this driving instructor course as are basically the same as the preparation course for the peer mentors. This is necessary so that the driving instructors i.e. their trainers can be consequent about conveying the basics for the successful implementation of Module Close to as well as in the preparation for PM as they are for the driving school meeting; open communication, self-reflection and self expression, above all on an emotional level.

The most important prerequisite for this is a course atmosphere of mutual respect in which the participant doesn’t have to have to fear punishment for contributions made or being made to justify something.

1 Welcome / introductory round(look at page 35, timetable)

Simultaneous to the preparation course for the PM, the participant will hold an interview with their partner (in pairs or with the person sitting next to them) which could last about 5 minutes. In the following introductory round each participant will be introduced by his interviewer and will be able to expand his ideas with their own real experiences of risk (as opposed to the preparation course for the PM). These risk situations should be recorded on a card or a flip chart either by the course host or by the participant.

The interviewer, the opinions of the interview partner and their amendment serve as an introduction to open communication. The addition of their own risk experiences puts the participant in the mood for the topic and is the first preparation for the use of authentic experiences in the following elements of the course (4, 5, 9).

2 Explanation and discussion about the aims and methods of Module Close to(look at page 35, timetable)

In this building block of the course the teachers should, in the course of conversation inform themselves about the aims and targets of Module Close to. Questions about the cause of risky behaviour amongst young beginner drivers and about their associative deficits by the present form of driving instruction are suitable impulses to stimulate the active participation of the trainees.

After having gathered the youth specific information the course director can go straight over to explaining the GDE Matrix (see chapter 1.3). It must be emphasised that the influences of affective/emotional and social factors, risk behaviour and the difficulty of working on these levels within the parameters of the usual classical driving school instruction.

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The module Module Close to is the first of many steps in broaching the issue of effective control of driving behaviour and is becoming increasingly an issue.

With reference to their successful application within the framework of addiction and aids prevention, the methodical use of peer education should also be dealt with. The youth are then able to convey certain information to their peer group. The success of this method is due to the fact that the youth view their peer group as important and credible and are not just keeping up with something.

The communicative advantage in the case of Module Close to through the real experiences of accidents or of traffic offences of the peer group is so far as the risk thematic is not fictional or theoretical but is based on the authentic experience of a member of the group. To be able to use this animation potential in the peer group context of the driving school the driving instructor must abandon the c1assic teacher role and look for suitable ways of making it easy for the participants to express their experiences and their feelings without being inhibited.

Only then will their important influence on risk behaviour lead to a new process of possible change. This should become clear to the drivers as a major point and this is the whole aim of the course.

Contents and methods of this course (look at page 35, timetable)

The instruction course should make the following clear to the driving teachers the general framework and aims oft he PM assignment in driving instruction, the necessary methods of lesson preparation and the possibility of being able to train in this conversational technique in a practical fashion.

Just like in the preparation course for the peer mentors, is all about the willingness of the participants in trying to encourage the participants to be communicative, especially on an emotional level. In order to be able to understand and comprehend this some elements of the PM preparation are going to be included similar to the introductory round and the following cooperation exercise.

The conversational techniques of the moderation in role play and exercises where the driving instructor introduces his own authentic experiences of risk situations along the lines of the authentic experiences of the peer mentors.

Course levels (look at page 35, timetable)

This course program is to prepare driving teachers for the Module Close to – meetings in driving schools (Course level II).

At the same time the program is also the preparation course for the trainers of driving teachers (Course level I). The participants at this course level take over the role of the Module Close to-trainers in future preparatory courses for driving teachers at level II.

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Hence at course level I it is necessary to make clear the different course levels by means of a chart as presented here. Because for each element of the course the participants have to reflect, what will change when they use the course elements as trainers of driving teachers on course level II (meta-communication).

3 Co-operation exercise (look at page 35, timetable)

The cooperation training is also going to be applied to the PM preparation course in order to directly activate the emotional level or to initiate communication. The exercise is designed to enable individual solutions but at the same time prevent them solving the problem for the group as a whole.

The exercise demonstrates in a good way the situation in traffic, whereby verbal communication is ruled out completely, and individual aims compete with the general well being of other motorists (personal advancement versus general traffic security).

The prerequisite for carrying out the cooperation exercise is that at least 5 people take part on the course.

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Cooperation exercise (by T. Brocher)

The task assignment for the participants:

In a big envelope there are 5 smaller envelopes. Each envelope contains five pieces of paper of different shapes that can be assembled as a square.

It is every groups job to make 5 squares that are exactly the same as soon as the start has been given.

The assignment is only ended when every member has a complete square in front of them.

Rules:

Nobody is allowed to talk Nobody is allowed to touch another persons figure Nobody is allowed to ask anybody else for a piece of their figure or to signal in any way

that they want a piece of somebody else’s figure. It’s up to everybody to leave a piece in the middle which the others can take if it seems

useful to them. Each member can give pieces to other members.

Conditions and materials

Some chairs will be required at which 5 participants and an observer can sit. On each table there will be a set of prepared pieces of squares in envelopes.

In order to make such a set, one cuts out 5 pieces of paper that are exactly the same size from paper that is not too strong (for example 15 times 15 or 10 times 10). They are to be cut in the same manner as in the diagram. It is important that the 5 pieces of paper are the same size.

The pieces are to be distributed in envelopes that have large letters written on them as follows:

A = i, h, e

B = a, a, a, c

C = a, k

D = d, f

E = g, b, f, c

The small letters only serve as an explanation i.e. to be able to organise them better. They can either be left on the pieces of

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paper or they can be written on the pieces with a pencil and after being classified, be erased with a rubber according to classification.

To make the sorting of the envelopes a bit easier they can be marked with the big letters of the envelopes to which they belong.

Procedural method

The participants take their places in groups of 5s at the tables where the 5 envelopes with the square pieces are (A-E) are lying. The participants are then informed of the rules and the assignment (see task). After that each member of the group takes the square pieces out of the envelopes and the exercise can begin.

Evaluation

During the evaluation the discussion can opened with an impulse question like: How did you feel? What did the observers notice? What was the main experience from this exercise?

After that further questions should be discussed:

How does one feel when a member is holding an important piece that could solve the problem, without being able to see the solutions themselves?

Which feelings surface when somebody else in the group is finished with his square and is sitting back with a smile on his face even though he hasn’t done it properly?

What do the others think of how this person was feeling? How did the person themselves feel? What do members of the group feel about the ones who didn’t find the solution quickly? Did they want to get rid of him out of the group or did they want to help him?

After that the trainer can switch over to the question of whether the participants have experienced similar situations in everyday life or traffic situations.

It is important for the success of the exercise that the teacher avoids any kind of superiority attitude or giving moral advice. The exercise is so self-evident in its affective and reflective experience for each participant that some participants will be defensive about the painful insight into themselves.

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By meta-communication at the end of the cooperative exercise the role and the behaviour of the driving instructors is to be discussed because this level will have to be incorporated by the participants.

Relevant questions for example are: What did you notice about the trainees behaviour? How were insulting statements dealt with? Which impulse questions could stimulate the discussion?

4 Presentation and explanation of Mobility diagrams (look at page 36, timetable)

A participant will be asked to present his Mobility diagram in front of the others. This element of the course is not a role play; it is used as a preliminary example with the authentic assignment of tasks. The participant should be involved in this part of the course and will not receive any particular assignment on the meta-communication level. Its primarily about the participants find out directly and in an exemplary fashion, about the processing of the mobility diagrams during the driving instruction (see 5.2 and 5.5).

The course instructor is to control this component of the course and moderates the feedback questions from the participants, as well as the discussion. He is in effect the model for the role of moderator.

Only after the discussion about the mobility diagrams has been completed, will the role and behaviour of the driving instructor as moderator be broached upon an issue and the first methodical details will be gathered.

Relevant questions for example: What did you notice about the behaviour of the driving instructor? What kind of impulse questions instigated the listeners to ask questions and express

themselves about their own experiences? How were the participants questioned dealt with?

The results (types of questions, behaviour, statements) will be recorded by taking notes and assigned to the categories "adverse in moderation" or "favourable in moderation" and kept on a flip chart. As the course progresses, the charts will be gathered together with the building blocks that are to come and the classification categories will be widened and structured.

5 Communication exercise (look at page 36, timetable)

The exercise is called “controlled dialogue” and is carried out in small groups with 3 participants. The controlled dialogue has the aim to practise the capability of listening, as well as one’s own expression and comprehension. It also has the aim to raise one’s own awareness of perception. These are important conditions for an appropriate behaviour during moderation.

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During the controlled dialogue, the participants conduct a controversial conversation in pairs (A and B). The theme and the presented opinions or positions are simulated, for example: older drivers drive better than younger ones, young drivers abide less by rules than older ones and women drive more securely than men. A third person acts as an observer (C).

The following rules apply to the controlled dialogue:Before saying something at all, everybody has to reflect the meaning of the previous speaker’s (A) statement and that person (A) has to agree to the summary.If the addressed person (A) does not agree with the summary, the other one (B) has to ask and tries again.If the previous speaker (A) still disagrees, he has to reword his statement.This change of statement and repetition takes place until an agreement is achieved. Only then the conversation can be continued with new statements, arguments and answers.

The observer is responsible for noticing if the rules are followed, if mistakes have been made and if difficulties occur.

During the exercise, one of the course instructors is also observing one dialogue which can be additionally videotaped. During the following analysis in plenum (7), the course instructor can use his observations or the videotape to clarify different levels of messages.

6 Analysis in plenum(look at page 36, timetable)

The participants (A and B) shall write down notes about what they think was easy and what was difficult during the exercise: on small red cards: what they noticed in their function as speaker (sender) on small green cards: what they noticed in their function as listener (receiver)

The observers should also write their observations on little cards with accordant colours: on small red cards: what they noticed concerning the speakers on small green cards: what they noticed concerning the listeners

All the notes on the cards are discussed in plenum and are eventually are commented by the concerned persons. Finally, all cards are arranged in two categories on a flipchart: “easy to realise” and “difficult to realise”.

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Possible notes from the sender:• imprecise organisation of thoughts before starting to speak• imprecise phrasing• too long statements• too many ideas in one statement• no mentioning of previous idea• over-evaluation of one level of message (factual level, relational level, self-revelation level and appeal level)

Possible notes from the receiver:• no exclusive attention• further thinking while listening• addiction to listen to details rather than to compass the main message• no further inquiry concerning less intimate or not fully understood topics• wrong interpretation of the levels of message (misunderstanding)

If the problem of different levels of message becomes apparent during the observations of the participants, the course instructor has to use these observations to clarify this topic. Otherwise, he uses his own observations. Thereby, he is able to explain the different levels of message. Messages do not only have a factual content but they also have four other levels of message. These levels are:1. Content level (I): the factual level of a statement, without any interpretation2. Relational level (B): statement about the relation between sender and receiver3. Self-revelation level (S): statement about the sender himself4. Appeal level (A): contained request for the counterpart in the statement

A classic, illustrative example from the domain of traffic:

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7 Collection: Organisation and behaviour during moderation (look at page 36, timetable)

The collection of statements at the end of course module 5 concerning the themes “advantageous during moderation” and “disadvantageous during moderation” can be supplemented using the experiences of the controlled dialogue (6 and 7).

If no other main umbrella terms for a differentiated structure of the collected statements can be found in the dialogue with the participants, the course instructor is able to offer the following umbrella terms which are used as an overview for moderation.

Principles for moderation The participants actively participate in the process. They decide what and at which time something is discussed. The material which is produced during the meeting (statements of the group itself) is

used. The course instructor must not offer any solutions. Important is the examination of the topic. There is no definite aim that has to be reached. The meeting can end (and normally it does) without general agreement of the

participants.

Organisation flipchart, small moderation cards, pin board, writing and fixation material appropriate seating arrangements in a communicative round (a circle or a shape of a

horseshoe) variable seating arrangements (in work groups) moderator and peer mentor sit in the circle together with the other participants a clearly visible name badge in front of every participant

Basic conditions no fear agreement upon confidentiality within the group using problems of the group

Attitudes of the moderator

Authenticity:He has to participate actively in the meeting. has to give up the role of the competent person (it is important to represent the whole

person and not only the driving instructor). has to be himself. should not say something he does not believe in. should be authentic.

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Appraisal: It is important not to valuate other opinions but to have an own opinion. one thousand persons – one thousand truths He should contain himself with replies. He should look directly at the interlocutor. He has to realise the message of his own facial expression and gesture. gender roles

Moderation assuring comprehension and if necessary he should ask further questions. using open questions (no trick questions, no multiple questions,

no yes-no-questions ...). leaving statements as they are handing over questions and responsibility to the group giving attention to all contributions to the discussion enduring speech pauses level of speech, foreign words

8 Role play of a driving school meeting (look at page 36, timetable)

The meeting in the driving school is the central element of the Module Close to. Normally it is a relatively short moderation entity (max. 60 minutes). The original meaning of the word moderation is "mitigation" or "the right dosage". That means that isn’t the course instructor who dominates the conversation or the situation in the lesson, moreover it’s the contributions of the participants which will determine how the course or the conversation runs.

Mostly, the learners will already know each other. The peer mentor comes into the group as a foreigner to tell his offence story, to answer questions and to use his experiences during a conversation with the learners. For the peer mentor this is an extremely difficult situation, especially when he is grown up in a social environment in which such conversations are not common at all. This visit of the peer mentor cannot be rated highly enough because it is very difficult to function as an impulse for the conversation and as a catalyser using his own story.

That is why the moderator has the exigent responsibility to introduce the peer mentor to the group in a warm hearted and appreciating way. He should also hold the willingness of the peer mentor in high regard and should also mention this in front of the learners.

It is expressly not the aim of the Module Close to project to run circles around the peer mentor in front of the not caught out and therefore perhaps self-righteous learners. It is the task of the peer mentor to be an example for the open examination of his behaviour and his risk tendencies through his visit and the presentation of his story. The moral or legalistic judgement of his behaviour has already been made elsewhere, at court.

The mentioned circumstances show that the preparation of the learners and the reception and presentation of the peer mentor in the driving school inhere a central meaning. For this reason both elements will be introduced into the role play. During the role play one participant will play the role of a driving instructor and one participant as a Peer Mentor but with his own story of risk. The preparation of the driving students can be carried out

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separately. This has no validity for the elements b) to e) whose form will be closely connected to the contents of the contributions made by the participants.

If possible the moderator should be filmed on video, to find out afterwards what the resonance is like. Outline the following list of key-words, explain what to watch out for at each element of role play at the driving school meetings, and give examples about the content and the formulation of contributions made by the moderator.

a) Preparation of the driving students: after announcing the appointment of the Module Close to course explain the principle

and about this building stone (aims) point to the performance of the Peer Mentor in taking part in the course despite

disapproval of his deeds agree to an atmosphere of tolerance with open rounds of questions preparation /home exercise: Their own stories of risk > Write down!

b) Receiving and introducing the Peer Mentor: ask about proper form of address who sits where nametags (makes everybody equal and a personal-address possible) handshake? introductory word from the driving teacher: "We have a guest here today. He’s going to

tell.....what....." encouragement, direct address from the PM. Thanks "we’re going to try and understand how it can come to such situations, how we would

have behaved ourselves, and what risks we have already taken ourselves". "o.k. tell us what happened, how it happened."

c) The introduction of the offence-story by the PM: let him speak wait and be patient ask if finished

d) Group conversation/Discussion: ask the group if they have any questions: Which questions could one ask the PM? ask yourself, with typical impulse-question (see moderation) for example a detailed

question about the event secure typical understanding (Paraphrase) bring in your own risk experience

e) The peer taking leave: find out from the group and the PM if there are any questions or contributions

outstanding a short résumé of the main group results from the group concerning risk readiness and

risk tendencies

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let them know that the thematic is just as important in the coming part of the training course

like knowledge of the rules and control over the vehicle ( self-control!) thank the group for their participation thank the PM for his participation and his openness

9 Feedback for the moderator (look at page 37, timetable)

Basically the first feedback comes from the role player: in this through the Driving school moderator. He should give his own impression, how he felt in the situation, what from his point of view went well and what didn’t go so well.

Only after that should the other participants tell how they felt with the moderator, what they especially liked and whatever else they noticed. The course instructor should use some of the video sequences to show good Moderator behaviour. By negative behavioural examples it is recommended to do without giving an explicit valuation and instead after playing a video scene to ask the group to suggest a couple of alternative behavioural or expressional suggestions.

The results of the role-play will be incorporated into the growing results of the Metaplan-technique. The results that have been recorded on the flip charts or on the pin board will be recorded on a digital camera, and sent to the participants at the end of the course per E-Mail if they wish.

10 Organisational issues (look at page 37, timetable)

In this building block, the Driving instructors will be informed about how Module Close to is organised in Germany and who the contact person is who will arrange the driving school meetings.

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Module Close to in Berlin:

11 Feedback round (look at page 37, timetable)

After clearing up any open questions about the contents and organisation of Module Close to the participants will be required, one after the other, to give some feedback about their impressions that they are going to take from the course. The following Key-words could serve as a guideline:

How were my expectations met? How did I find the atmosphere? Do I feel well prepared for the meetings? (to prepare Driving Instructors for the

meetings) What would I have wished for otherwise?

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5 Meeting with driving students/

5. Meeting with driving students / novice drivers

With the aim of having a broad effect on young drivers regarding risk prevention, the meetings in the driving school are the central focus of the Module Close to program. Apart from their direct use for the respective participants, the preparation courses are primarily conducted for the peer mentors as well as for the driving instructors, with the aim of securing the optimal success of the meetings.

For the driving instructor the PM is a certain sort of learning medium, that should ease access to general difficulties. For the driving trainees the PM is a model for open interaction with his own wrongdoing. With his own story the PM should animate the driving trainees to bring their own points of view, experiences and emotions into the meeting. Self-expression and reflection, in regard to their own risk tendencies are the main content that will be upon at the meetings.

5.1. Aims

The driving school trainees should:

understand the aims of Module Close to gain an insight into the offence story of the PM acknowledge the openness of the PM bring his own risk experiences into the meeting talk about and reflect upon his own reasons for risky behaviour propose deliberation about heightening their self-control recognise social competence as a safety relevant principle

5.2. Preparation of the driving school trainees

As part of the preparations for the driving students for the visit and the PM´s offence story, the driving school trainees should make the Mobility diagram "My eventful life" as a home exercise (see 3.4 (9)).The preoccupation with the experiences that they have made in traffic heightens the chance of them adding their own experienced risk situations at the meeting.

The home exercise should be given at the latest in the lesson before the meeting. The driving instructor should announce the PM´s visit for the next theoretical lesson and explain the basic thought behind the building-block of Module Close to. It would be meaningful to touch on the subject of risk willingness and high proportion of young drivers in traffic accidents and that information regarding these themes is given to the participants

The home exercise is a first step in binding the trainees and their individual experiences systematically into the lesson. It can’t be ruled out that some trainees will not take part in the

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preparation for the meeting because the German system is not a course-system with constant groups. Apart from the overall number of participants the content and contributions will contribute to the success of the meetings, whereby the participants who didn’t take part in the preparations will also profit

Depending on the length of the discussion with the PM, the collective evaluation of the home exercise can take place in the same lesson unit or in a later lesson (see 5.5).

5.3. Organisation and flow of the meeting

Beside the meetings with the peer mentor and the young driver’s, we can also organise a meetings with the peer mentor and the students from secondary schools. Today many secondary schools carry out courses of traffic education in the frame of obligatory selective contents, where large stress is being given on traffic safety and education within the road traffic. Here peer mentor can plays a decisive role, where with his own experience trying to act on students thinking´s that they would be aware of typical risks in order to feel the factors which affect on their behaviour.The meetings in driving schools, which are intended for new drivers are different from the meetings in secondary schools, so we give a separate description of how to organise of both meetings.

5.3.1. Organisation and flow of the meeting in driving school

The driving instructor’s role at the meeting is only foreseen as a moderating one. He should present the Peer Mentor to the group, create a pleasant atmosphere, and at best intervene with open questions. A moderator should never make judgemental statements about a member of the group; he should only make statements about himself.

The optimal group size for a driving school meeting is to be around 12 to 16 driving trainees. This number ensures that everybody can have the opportunity to express their risk experiences, and that the inhibition of the individual to talk is not too great and finally that the participants contributions can be aired and that different aspects can be discussed.

For purposes of communication the seating order will be either a horseshoe shape or a circle.

Through experience we know that the presentation of the offence story by the Peer Mentor never takes longer than 10 minutes. The length of the subsequent conversation / discussion with good moderation through the driving instructor and a high participation level on the part of the trainees can stretch to the end of the lesson (up to 80 minutes).

The courses of the meetings in driving schools are to follow in the steps mentioned below:

Driving instructor greets the PM Explanation about Close to by the driving instructor (max 10 minutes) Presentation of the offence story by the PM (5-10 minutes) Conversation/Discussion with the trainees

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Feedback round with all the Participants contributions PM takes leave Evaluation of the driving students Mobility –Diagrams

5.3.2. Organisation and flow of the meeting in secondary school

On the traffic education courses, which secondary schools carry out in the frame of obligatory selective contents is being given large stress on traffic safety and education within the road traffic. On that courses secondary schools often invite representatives of traffic police and driving instructors from driving schools. Since these traffic education courses are mainly attended for the students ages 17 and 18 years, peer mentor (traffic offenders or young disabled people) can be also involved. With their own experiences they will try to act on student’s thinkings that they would be aware of typical risks in order to feel the factors which affect on their behaviour.

The teacher´s role at the course is only foreseen as a moderating one. Also driving instructor can set instead of a teacher. He should present the Peer Mentor to the group, create a pleasant atmosphere, and at best intervene with open questions. A moderator should never make judgemental statements about a member of the group; he should only make statements about himself.

The optimal group size for a secondary school/class meeting is to be around 20 students. This number ensures that everybody can have the opportunity to express their risk experiences, and that the inhibition of the individual to talk is not too great and finally that the participants contributions can be aired and that different aspects can be discussed. In the case, that more students are in the class, than it is necessary class to divided into two groups. In this case, it is necessary to provide two teachers, two driving instructions, two peer mentors and two traffic policemen. All classes of third and fourth years classes can be involved in the meetings, in which are students of age 17 and 18 years.

For purposes of communication the seating order will be either a horseshoe shape or a circle.

The courses in secondary schools are to follow in the steps mentioned below:

Teacher/driving instructor greets the PM Explanation about Close to by the teacher/driving instructor (max 10 minutes) Presentation of the offence story by the PM (5-10 minutes); in the case when the class

split into two groups, to include two peer mentors (5 – 10 minutes for each group) Conversation/Discussion with the trainees Feedback round with all the Participants contributions PM takes leave (he can also stay to the end of the course).

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The following references and recommendations should support the individual steps of the meetings.

a) Greeting the PM

The driving instructor should personally greet the PM before the start of the lesson, ask him how he would like to be addressed, and whether he needs any materials. He should then be offered a suitable place in the trainees group.

At the beginning of the lesson the driving instructor introduces the Peer Mentor to the group. A short "getting to know you" by name can help the conversational atmosphere right from the start, because the anonymity can be broken down and everybody will have already said something to each other. When the driving instructor has recognised the description of the role of the PM he can go directly over to explaining the approach to Module Close to.

Explanation of the approach to Module Close to

The explanation of Close to should not take longer than 10 minutes. It is of special importance to lay emphasis on the disproportional number of young beginner drivers involved in traffic accidents, as well as the basic thoughts about exchanging experiences regarding individual willingness to take risks and of the supportive role of the PM, to express them openly concerning their misbehaviour.

When the majority of the trainees present have already been prepared in a previous lesson, this segment can be reduced or it can be left out all together.

b) Presentation of the offence story by the PM

The driving instructor asks the PM to tell his story and asks the trainees to listen exactly. Its important to let the PM tell his story without being interrupted. During this report from the PM it is important for the driving instructor to maintain eye contact with the PM and to nod encouragingly. This is above all important when the PM gets stuck in conversation and has to reorientate himself. Such small intervals may last for some seconds, without intervention having to take place.

If however the PM "loses the thread" completely, the driving instructor should lead him back to the theme with a concrete question. If this in turn fails, the driving instructor should ask the trainees to ask the PM questions about the course of events or the driving instructor himself asks the relevant questions until the theme in question has been satisfactorily dealt with.

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c) Conversation/discussion with the trainees

The conversation/discussion in the group should concentrate on the personal and emotional aspects that would aid the individual willingness to take risks. The offence story of the PM would be a good starting point. With a good example of a question to the PM, the driving instructor can steer the conversation onto the theme. For example: "How were you feeling at that point?” or “What do you think your passengers were thinking at that moment?”

Another possibility is that the driving instructor poses an impulse question to the group. For example: "Which question could you ask the PM to find out why he decided so or so at certain points" or "Can anybody tell us about a similar situation that they got themselves into".

The presentation of a risk experience by the driving instructor and the raising of emotional and/or social background can also give a sustainable impulse for the continuity of the discussion.

The moderator shouldn’t give the discussion between the trainees and the PM a certain direction; moreover he should leave it up to the participants to find their own themes. What he should however do is make sure that the rules are strictly adhered to and if necessary point this out (see also 4.3 (7) and (8)):

Let them finish talking Questions instead of statements Accept other points of views Clarify instead of judging Let statements stay the way they are

If, in the course of the discussion extreme situations arise, like insults or blatant aggression, these will have to be sorted out as a priority. The moderator will have to include everybody in the group and ask for suggestions to find solutions.

d) Feedback round with subsequent contributions from all participants

When the interest of the participants goes on the wane, or when the discussion in the group is not bringing any new aspects into play, the driving instructor will lead into the end of the sequence with a question into the group, whether and where there is further need for clarification. He must be careful not to end the discussion prematurely or to overdo things.

After that the members of the group will asked to give final feedback on the sequence that they have just completed. As an aid the following questions, which were written earlier on a flipchart could serve as a guideline:

Which details were of most interest to me? What advice have I got for the PM? Which consequences am I going to act upon?

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It would be most meaningful if the driving instructor as one of the first (not necessarily the first), would give his feedback so as to encourage his successors and in order to help the others with orientation. The last feedback will come from the PM.

e) The PM takes leave

After the feedback round the driving instructor thanks the PM on behalf of the trainees, for his visit and his openness. He could possibly clap or knock on the table to encourage the trainees to do the same.

f) Evaluation of the driving students Mobility diagrams

After having said goodbye to the PM the driving instructor could begin with the evaluation of the mobility diagrams, if enough time is left in the lesson.(see 5.5). Because there may be connections to the PM´s offence story, the PM should be offered the opportunity to stay as a guest until the end of the lesson.

5.5. Wrapping up / regress

The lesson element of Module Close to delivers direct and didactical access to a emotional and social- psychological net of reasons for the heightened sense of risk willingness amongst driving beginners. To emphasise this point strongly it is meaningful to wrap up this theme and to be able to come back to this theme in the run of the course at a suitable junction. The following suggestions could be deployed.

Processing and discussing the trainees mobility diagrams

The mobility diagrams that were made as a home exercise by the trainees will be evaluated at a suitable time, within the scope of the lesson. The already identified risk influences will be recorded via the Meta-plan (see also preparation course for PM 3.3 (10) and driving instructor course 4.3 (4)). The debate about the mobility diagrams will end with a summary of the extracted risk factors.

Deployment of the intoxication glasses

Intoxication glasses offer a good access to the participants when the risk potential of drugs and alcohol are to be upon. The blindfold can also be deployed in the classroom, albeit on a not so elaborate level as in the preparation course for the PMs.

With simple exercises the driving students can get an impression of how drastic the optical capabilities diminish under the influence of alcohol.

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Possible exercises could be for example the following:

walking on a line filling a glass of water up and

serving it reading a text opening a door operating a coffee machine

The collective processing of the theme can be carried out according to the demands of the preparation course for PMs (see3.4 (5)). Intoxication glasses can be obtained from various drug- project initiators and cost around 80 Euros.

Cooperation exercise

The cooperation exercise is suitable of making clear the influence of the concurrence mentality in street traffic and the emotions involved with it as well as making the need for cooperation in street traffic clear. The exercise can be deployed in a theoretical lesson, for example within the framework of the theme "Lifelong learning".

The deployment and evaluation of the cooperation exercise will be carried out in the same manner as described in the preparation course for driving instructors (4.3 (3).

Making impulse cards for individual risk control

Up to now Verkehr human has used impulse cards to support an environmentally friendly way of driving, whose consequent implementation has failed more due to emotional and social factors than to too little knowledge on behalf of the drivers.

The impulse cards are to be found in a small transparent box within view of the driver (see photo).

Now and again the driver should put a different card at the front of the pile. In the course of time the driver, because of his visual field, will have familiarised himself with an environmentally friendly way of driving.

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It would obviously be a good idea to use impulse cards to control individual risks because they are often impeded by emotional and social parameters. At the end of each building block section of the lesson with the risk theme, (Mobility diagram, intoxication glasses, cooperation exercise etc.) each participant should make his own individual impulse cards. It should be stated on the card what he found to be the most important insight as regards his own risk tendencies (on the basis of his own experiences, weakness, strength, susceptibilities, aims, character attributes, life situations, expectations, hopes, fears, passions etc.).

The content as well as the formulation of each impulse card is to be determined by each individual driving student himself. By the presentation and explanation of their respective impulse cards in the group, the driving instructor and the trainees will help by giving each trainee support for concise and if possible a short formulation.

Examples for risk orientated impulse cards:

Smoking dope makes frivolous Lovesickness won’t kill Drive relaxed I’m as solid as a rock Patience is strength I turn into an animal with beer

When the driving test has been passed the students will be given their laminated personal impulse cards which contains all the individual information gathered during the course. These will be handed over in the transparent boxes. The cost for the boxes and the lamination should be maximal 5 Euros per student.

The trainees will receive therewith, a farewell present that is especially tailored to them, and that will remind him of his training but also what he has identified as his biggest risk factors.

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