Question

Parents of teenagers can join one organization that will issue bumper stickers for the teenagers’ cars. Anyone who sees the bumper stickers can call the number to report the teenager’s driving behaviors. Please answer the following questions:

For the Expectancy Theory:
(1) What are the THREE main components of the theory? (9 points)
(2) How are you going to use the theory to motivate good driving behaviors of the
        teenagers by utilizing the Bumper Sticker Program? Please give 1 example. (3 points)

For the Reinforcement Theory:
(1) What is the schedule of reinforcement in terms of receiving a call from a driver? (4 points)
(2) How to use the theory to motivate good driving behaviors of the teenagers? Please
        give 1 example. (3 points)

Answer 1

1 . Three components:

i) Safety:

The most important component in this theory is that of the safety related to the teenagers. The parents of the respective teenagers can keep a track on the movements and the way the teenagers are driving, at what speed and at which place.

ii) Tracking:

Another component that is required to be considered here, is that of the way the parents of the teenagers will be able to keep a track on the movement and to the places where these teenagers usually go. This will help the parents a lot.

iii) Motivation:

The parents of the teenagers can also apply this practice in order to motivate the teenagers to drive better in different kind of situations. This will help, not only to the teenagers in question but, it will help the parents to in this regards.

2 . here we use the theory to motivate good driving behaviors of the  teenagers

Teens vary as to what age they are ready to learn to drive. It can be as soon as they meet the age requirement or they might not yet be mature enough or want the responsibility. Once you feel your child is ready, express that feeling and then wait for your teen to approach you. Don't push the is an overly anxious teen driver can be a dangerous thing.

• Give your teen extra practice behind the wheel. School driver's-ed programs and private driving instruction typically provide a total of six hours on-the-road training when the experience actually needed to become reasonably proficient is closer to fifty hours (two hours a week spread over six months). "Practice makes better," so provide as much driver education as possible.
• Plan ahead. When you start working behind the wheel, know ahead of time where you are going and what you are going to do
• Remember you are the coach. Your role as a driver's parent is to coach your teen through the basics of driving. Avoid talking down to your teen or getting upset. Try not to generalize with comments like "You're too distracted."
• Start slow and build up. When you start out with your teen, go to an empty parking lot and spend a lot of time starting, stopping and turning. When the teen is comfortable there, move on to a quiet residential area with fewer cars. The next move is onto streets with heavier traffic.
• Be constantly aware. One of the hardest things about safe driving is being aware of your surroundings. That 360-degree awareness is not a skill which teens have yet mastered. You will need to be the one who watches on all four sides of the car.

Set a good example. Follow good driving practices when you drive with your teen as a passenger. If you try to beat the yellow light or make abrupt lane changes, so will your teen.

1 . schedule of reinforcement is shown in below picture clearly shown as for saftey of drivers

2 . theory to motivate good driving behaviors of the teenagers

A is for awareness (traffic is dangerous and can hurt people)

You can teach, with increasing frankness as children get older, that:

• Traffic hurts millions of people every year across the world, and someone dies every 30 seconds globally in road crashes.
• People hurt by traffic are often killed and seriously injured. Injuries include paralysis and losing limbs. (Note: many children may think minor injuries such as breaking an arm are okay – you may need to make clear how awful a serious injury is.)

B . is for behaviour (things you should do to stay safer)

Therefore, you should begin with younger children by checking they all understand the following:

• Paths/pavements are for people; roads are for traffic.
• Never go out near roads without a grown up. Hold their hand and don’t let go.
• Stop at once if you are told. Never try to cross a road until you are told.
• Don’t run into the road or play on roads - play in a park, field or garden.
• You can help grown ups look and listen for traffic to cross safely.

C . is for choice and campaigning (how to make safer choices and to help others make these choices too)

• Under-8’s are ill-equipped to make their own choices. However, it is important that older children recognise their ability to make safe choices, recognise pressures they may come under to make dangerous choices and learn how to resist those pressures, and how to speak up for the safety of others too.
• Younger children can also be encouraged to think about choices, as long as they are not encouraged to make those choices on their own. All children can be encouraged to speak out against dangerous behaviour, such as children pushing each other into the road, or running across roads without looking, or drivers driving too fast, or people not doing up their seatbelts or not wearing helmets on mopeds or motorbikes.