How do perceptions of procedural justice, police legitimacy, and legitimacy of laws influence intentions to drug drive?

Introduction: There is a need for improved drug driving enforcement to promote greater driver compliance with drug driving laws. In Australia, Roadside Drug Testing (RDT) suffers from operational challenges that undermine its effectiveness in reducing drug driving.

Objective: To identify potential improvements to RDT, this study investigated the extent to which drivers perceive RDT to be procedurally just and that the policing of drug driving and the associated laws are legitimate.

Perceptions of novice driver education needs; Development of a scale based on the Goals for driver education using young driver and parent samples.

Professional driver education and training has traditionally been used to improve the driving skills of young people with the expectation that they will drive more safely and therefore be less likely to crash. Despite this, much research has failed to find such an effect. The Goals for Driver Education (GDE) is a theoretical framework developed to improve the effectiveness of driver education.

The prototype willingness model: An application to adolescent driver speeding.

Introduction: Many young drivers are involved in crashes due to speeding. Some studies have used the Prototype Willingness Model (PWM) to explain the risky driving behavior of young people. However, many have measured PWM constructs in a manner inconsistent with its formulation.

Willingness and intention to run a red light among motorcyclists.

Introduction: An important issue affecting the safety of riders is running a red light. Many factors can affect this risky behavior including demographic, safety, and meteorological factors.

Method: Using two models, the Prototype Willingness Model (PWM) and the Theory of Planned Behavior (TPB), this study examines this behavior.

Effectiveness of a pre-licensing driver education program on five psycho-social factors over twelve months.

A pre and post (1, 4, and 9-12 months follow up) survey of psychosocial variables was used to examine the effect of a compulsory pre-licence driver education program for drivers aged 16-20 years, in the Australian Capital Territory. While the final survey was collected by telephone, all other surveys were completed online. Two-way mixed ANOVAs revealed that sensation seeking and optimism bias increased over time while illusionary invulnerability and differential association fell.

Parenting style, young driver compliance and the imposition of additional driving restrictions within graduated driver licensing systems.

Provisional (or intermediate) drivers do not always comply with graduated driver licensing restrictions and road laws. The aim of this study was to explore the effect of parenting style on young driver compliance with licensing restrictions. Two surveys, the first a sample of parents of provisionally licensed drivers (n = 101) from Queensland and the Australian Capital Territory (Australia), while the second, and separate sample, was of provisionally licensed drivers (n = 132) from Queensland.

Provisional drivers' perceptions of the impact of displaying P plates.

Objective: P plates (or decals) identify a driver's license status to other road users. They are a compulsory part of the graduated driver licensing system in Queensland, Australia, for drivers on a P1 (provisional 1) or P2 (provisional 2) license. This study explored the perceptions of young drivers regarding the display of P plates (decals) in Queensland, Australia.

Brain Injury as the Result of Violence: A Systematic Scoping Review.

This scoping review investigated risk factors, impacts, outcomes, and service implications of violence-related traumatic brain injury (TBI) for individuals and their informal caregivers. A systematic search (Web of Science, PubMed, PsycInfo, ProQuest, Medline, Informit; 1990-2015) identified 17 studies meeting the inclusion and exclusion criteria. Violence was the cause of between 3% and 26% of all TBIs.

The influence of the elements of procedural justice and speed camera enforcement on young novice driver self-reported speeding.

Road policing is an important tool used to modify road user behaviour. While other theories, such as deterrence theory, are significant in road policing, there may be a role for using procedural justice as a framework to improve outcomes in common police citizen interactions such as traffic law enforcement. This study, using a sample of 237 young novice drivers, considered how the four elements of procedural justice (voice, neutrality, respect and trustworthiness) were perceived in relation to two forms of speed enforcement: point-to-point (or average) speed and mobile speed cameras.

Factors Contributing to Crashes among Young Drivers.

Young drivers are the group of drivers most likely to crash. There are a number of factors that contribute to the high crash risk experienced by these drivers. While some of these factors are intrinsic to the young driver, such as their age, gender or driving skill, others relate to social factors and when and how often they drive.

The role of parents and non-parents in the supervision of learner drivers in Australia.

The purpose of this study was to contrast the role of parental and non-parental (sibling, other family and non-family) supervisors in the supervision of learner drivers in graduated driver licensing systems. The sample consisted of 522 supervisors from the Australian states of Queensland (n=204, 39%) and New South Wales (n=318, 61%). The learner licence requirements in these two states are similar, although learners in Queensland are required to accrue 100h of supervision in a log book while those in New South Wales are required to accrue 120h.

Parental perceptions of the learner driver log book system in two Australian states.

Objective: Though many jurisdictions internationally now require learner drivers to complete a specified number of hours of supervised driving practice before being able to drive unaccompanied, very few require learner drivers to complete a log book to record this practice and then present it to the licensing authority. Learner drivers in most Australian jurisdictions must complete a log book that records their practice, thereby confirming to the licensing authority that they have met the mandated hours of practice requirement. These log books facilitate the management and enforcement of minimum supervised hours of driving requirements.

Random breath testing in Queensland and Western Australia: examination of how the random breath testing rate influences alcohol related traffic crash rates.

In this paper we explore the relationship between monthly random breath testing (RBT) rates (per 1000 licensed drivers) and alcohol-related traffic crash (ARTC) rates over time, across two Australian states: Queensland and Western Australia. We analyse the RBT, ARTC and licensed driver rates across 12 years; however, due to administrative restrictions, we model ARTC rates against RBT rates for the period July 2004 to June 2009. The Queensland data reveals that the monthly ARTC rate is almost flat over the five year period.

The impact of changes to the graduated driver licensing program in Queensland, Australia on the experiences of Learner drivers.

Purpose: Graduated driver licensing (GDL) has been introduced in numerous jurisdictions in Australia and internationally in an attempt to ameliorate the significantly greater risk of death and injury for young novice drivers arising from road crashes. The GDL program in Queensland, Australia, was extensively modified in July 2007. This paper reports the driving and licensing experiences of Learner drivers progressing through the current-GDL program, and compares them to the experiences of Learners who progressed through the former-GDL program.

Required hours of practice for learner drivers: a comparison between two Australian jurisdictions.

Problem: This study considers whether requiring learner drivers to complete a set number of hours while on a learner license affects the amount of hours of supervised practice that they undertake. It compares the amount of practice that learners in Queensland and New South Wales report undertaking. At the time the study was conducted, learner drivers in New South Wales were required to complete 50 hours of supervised practice while those from Queensland were not.