the bergen county prosecutor’s officethe bergen county prosecutor’s office presents a production...

The Bergen

County Prosecutor’s

Office

Presents a

Production

A DWI Prevention Program

WARNING: The contents and depictions in these films may be upsetting to some viewers.

PLEASE READ ALL DIRECTIONS AND GUIDELINES PRIOR TO VIEWING

© 2010 Andrew Yeager

WARNING

THE SCENES DEPICTED IN THIS ILM ARE GRAPHIC IN NATURE FAND MAY NOT BE APPROPRIATE FOR ALL VIEWERS.

THIS PROGRAM IS RECOMMENDED FOR VIEWERS AGES 13 AND

OLDER

PLEASE READ ALL DIRECTIONS AND GUIDELINES PRIOR TO VIEWING

Film running time: 26 minutes

T able of Contents

INTRODUCTION..................................................................................................4

FILM SYNOPSIS ...................................................................................................5

PRIOR TO VIEWING...........................................................................................7

VIEWING THE FILM ...........................................................................................8

PROCESSING THE ILM ....... F .............................................................................9

SSROOM

CL 11 A ACTIVITIES ..............................................................................M REVIEW AN DISCUSSIO ................... .................

FIL D N .... ............................................ 12ISCUSSION ES

D Q TIONS................................................................................................. 13UIDELINES FOR A S

UG WERING DISCUSSION QUESTIONS ............................................ 14

E / P EST .

NP OST T ........................................................................................................... 25

DEB

RCLASSROOM ATE ...................................................................................................... 32HO’S TO B ME?................................................................

W A ......................................... 41ECISION T EE

LD R ............................................................................................................... 43

DITIONA UGGESTIONS FOR CLASSROOM ACTIVI

A L S TIES ......................................... 46PERSONAL RISK INVENTORY ......................................................................................... 47ERSONAL OTOR VEHICLE S

D

P M AFETY COMMITMENT ................................................. 51ACH R’S HELPER........................................................................................ 53NDU

TE EE RING UNDERSTANDINGS....................................................................................... 54

CORRE OOM A

LATING CLASSR CTIVITIES WITH LEARNING OBJECTIVES AND SSENTIAL QUESTIONS...... .............. ...........

E .... ..... ........................................................... 55

LEV T N.J .C.C STANDARD

RE AN .C . S ............................................................................... 56THE TEENAGE BRAIN AND DECISION MAKING ........................................................... 57MORE ABOUT RISK PERCEPTION.................................................................................. 60

A

A

PPENDIX A – LEGAL CONSEQUENCES OF DWI..................................... 63

PPENDIX B LINKS AND RESOURCES .................................................. 67

Introduction According to the U.S. Department of Transportation, 11,773 people were killed in alcohol‐impaired driving crashes in 2008, accounting for nearly one‐third (32%) of all traffic‐related deaths in the United States.1 Among teenagers, motor vehicle crashes are the leading cause of death, accounting for more than one in three deaths in this age group. In 2008, nine teens ages 16 to 19 died every day as a result of motor vehicle injuries. 2

Despite the enormous education and prevention efforts by government and law enforcement agencies, schools and other community groups, a shocking number of citizens—particularly adolescents and young adults—continue to drive motor vehicles while under the influence of alcohol or other drugs, and many are either killed or injured due to alcohol‐related traffic crashes. So why do teenagers continue to drive under the influence at alarming rates?

The film “Stoned Cold II – Aftermath” is part of an educational program designed to address this question. In addition to highlighting the nature, risks, and consequences of impaired driving, this program also provides a forum for understanding and addressing adolescent decision‐making, peer pressure, and risk perception. This film is unique in its attempt to highlight the dangers of driving after drinking any amount of alcohol—particularly for teens and young adults. The film also reflects the real experiences and challenges facing adolescents, where difficult situations and choices must be continually negotiated and both good and bad decisions may be evident. It is recommended that this program is used in combination with the “Stoned Cold” program which is available from The Trauma/Surgical Critical Care and Injury Prevention Section of the Department of Surgery at Hackensack University Medical Center.3

1 Dept of Transportation (US), National Highway Traffic Safety Administration (NHTSA). Traffic Safety Facts 2008: Alcohol‐Impaired Driving. Washington (DC): Available at URL: http://www‐nrd.nhtsa.dot.gov/Pubs/811155.PDF 2 Centers for Disease Control and Prevention. Web‐based Injury Statistics Query and Reporting System (WISQARS) [Online]. (2009). National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (producer). Available from: URL: www.cdc.gov/ncipc/wisqars. [Cited 2009 Dec 22]. 3 Contact: 201‐996‐2672

http://www.cdc.gov/ncipc/wisqars

Film Synopsis

Film running time: 26 minutes

The original DWI prevention film “Stoned Cold” (released in 1999) was presented by the Trauma/Surgical Critical Care & Injury Prevention Section at Hackensack University Medical Center and produced by the Chase Wilson Organization in Montvale, NJ. “Stoned Cold” was nominated for a New York/New Jersey Emmy Award and received the Crystal Award of Excellence from the Communicator Awards. This film graphically highlights the dangers of driving while intoxicated. For more information about the original “Stoned Cold” program, contact HUMC Trauma Prevention Department at 201‐996‐2672. “Stoned Cold II – Aftermath” is presented by the Bergen County Prosecutor’s Office and also produced by the Chase Wilson Organization. This film focuses more on the aftermath of a DWI crash. The film begins with Jack in prison on his way to his parole hearing after already serving eight and a half years of a 10‐year sentence. Through a series of flashbacks, we witness the night when he had a few friends over and everyone was drinking. Jack’s friend Jim receives a frantic call from his girlfriend Claire who was at a different party where she is being hassled by another boy who was drinking. Jim storms out of the house to get her, but Jack prevents him from driving due to his level of impairment. After unsuccessfully attempting to find a person at the party who is sober, Jack decides to drive Jim, despite having had a few drinks himself. On the way to rescue Claire, Jack runs a red light, causing a collision with another car resulting in the death of his friend Jim. We see what led to the tragedy, and despite several of Jack’s attempts to do the right thing, he nevertheless operated a motor vehicle after consuming alcohol, and now he—along with his family and friends—are paying huge consequences.

“Stoned Cold II ‐ Aftermath” highlights the fact that it is illegal for anyone under the age of 21 to operate a motor vehicle after consuming ANY amount of alcohol, and that even one drink or less could result in a DWI and related

consequences.

Included in this manual are:

Detailed guidelines for viewing and discussing the film;

A Pre/Post Test to prepare students for the film and subsequent lessons which may also be used as a tool to measure and demonstrate the educational benefits and impact of the film and related activities;

A variety of classroom assignments and activities;

A Personal Risk Inventory to allow students to assess their own personal risk behaviors related to motor vehicle safety;

Specific Learning Objectives and Essential Questions for each assignment—aligned with Department of Education Core Curriculum Content Standards4;

A list of sample Enduring Understandings to help design and guide lesson plans;

Additional information on adolescent risk perception and adolescent decision‐making skills;

Useful links and resources for additional information.

4 All subject area standards and objectives are based on the New Jersey Department of Education Core Curriculum Content Standards. For more information, see: http://www.state.nj.us/education/cccs/

Prior to Viewing Prior to showing this film to others, teachers or group facilitators should:

• Preview the film.

• Review the guidelines on viewing and processing the film.

• Make arrangements to ensure the presence of qualified counselors during the viewing and immediate processing of the film.

• Attempt to identify any student who has had personal experience with motor vehicle crashes, or any other recent traumatic loss to prepare them for the film.

• Review the included lesson plans to help design preparatory and follow‐up

activities that will reinforce the lessons brought out in the film, guide discussions, and ensure compliance with school district learning objectives and state‐mandated core curriculum content standards.

• Consider the audience. The film is designed for students in high school and

above, but always at the teacher’s discretion. Different grades, age levels, and developmental issues should be considered when deciding who should view the film and how it should be processed.

• Consider time restrictions. The film should be shown in its entirety during one

sitting, making sure there is adequate time for processing the film and surveying the emotional status of audience members. The typical class period may not provide sufficient time. Block scheduling and lab periods may resolve this problem, but other options include:

o Conducting the program in an assembly format. This provides sufficient

time, as well as access to the enhanced audio‐visual equipment in most school auditoriums. Keep in mind that discussion of the film is more effective in relatively small groups and makes it easier to monitor students’ reactions;

o Whenever possible, begin discussions and related activities prior to

showing the film. This will allow the teacher to guide students in considering relevant ideas and topics prior to viewing. Some of the activities in this manual may be used prior to viewing the film.

Viewing the Film It is strongly recommended that the following guidelines be followed when viewing the films:

• School counselors must be present during the viewing of this film. The subject matter may generate emotional reactions among viewers—particularly in the areas of grief and loss.

• Watch for emotional reactions among audience members. Be aware that people

will have different reactions to the film (refer to the next section on “Processing the Film” for examples of what to look for). Notify a counselor immediately if you observe any unusual reaction or behavior.

• Project the film on a large screen.

• Use a good sound system. The dialogue, background comments, and musical soundtrack have all been carefully designed to tell the story based on realistic adolescent experiences and behaviors.

• It is recommended that a staff member is present at the exit(s) of the room. Students who attempt to walk out (for any reason) should be assessed and monitored. If the student looks upset in any way, notify a counselor immediately.

• Students who appear upset should be monitored closely for the remainder of the day. Contact the parent of any student(s) who appears upset. Follow up contact with impacted students should continue as needed.

Processing the Film A critical window of opportunity opens after viewing the film. The emotional impact of the film creates fertile ground to teach and reinforce relevant lessons, enhance self‐awareness, and raise the commitment to positive behavior change. Take advantage of this opportunity by incorporating the discussion guidelines, lesson plans, classroom activities, and the Personal Motor Vehicle Safety Commitment included at the end of the assignment section. Immediately following the film presentation, begin with a classroom discussion of the initial impact and salient facts. This manual provides you with an outline to facilitate this group discussion (see the “Film Review and Discussion” section below)

IMPORTANT

Monitor students’ reactions carefully.

The most common difficulties may include:

Crying Agitation or anxiety Anger or irritability

Somatic complaints (headaches, nausea, dizziness) Refusal to discuss the film or specific issues raised in the film

Attempts to leave the class Inappropriate comments or joking

Notify a counselor immediately if you observe any unusual or intense reactions or

behaviors.

CLARIFICATION OF NEW JERSEY DWI LAWS AND RELEVANCE TO THE FILM

It is illegal for anyone to possess or consume alcohol below the age of 21. (Possession of alcohol by minors is a disorderly persons offense.)

ANY detectable alcohol in the system of a young driver (a BAC of 0.01 or

above) is illegal and subject to additional fines and license suspension/postponement.

THIS MEANS THAT EVEN ONE DRINK OR LESS COULD RESULT IN A

POSITIVE BREATHALYZER TEST AND SUBJECT TO DWI.

(See Appendix A for more detailed information on the legal consequences of DWI in the State of New Jersey.)

Vehicular homicide is the charge that relates to causing the death of another by operating a vehicle recklessly. A person operating a motor vehicle with a BAC of 0.08% or higher constitutes sufficient grounds for establishing recklessness. If vehicular homicide results from a defendant’s drunk driving, the following penalties can occur:

5 – 10 years in state prison The defendant must serve at least 85% of his/her ultimate sentence before being eligible for parole.

andatory loss of license from 5 years to life – and the suspension begins when he defendant is released from prison. Mt

In the film, Jack (18 years old) was tried as an adult and convicted of vehicular homicide. The court ruled that he recklessly caused the death of Jim Huffington by driving his motor vehicle with a blood alcohol concentration of 0.09%, which is just over the legal limit of 0.08%. Jack

was sentenced to 10 years and is required to serve 85% of that sentence.

CLASSROOM ACTIVITIES

Film Review and Discussion Guidelines

Pre/Post Test (and Discussion)

Classroom Debate

Who’s to Blame?

Decision Tree

Additional Suggestions for Classroom Activities

Personal Risk Inventory

Personal Motor Vehicle Safety Commitment

Film Review and Discussion This section guides the teacher in facilitating a group discussion about the dangers of driving while intoxicated. Specific questions are provided to address the issues raised in the film. Summary explanations and additional points to consider follow each question. When processing the film, continue to look for signs that students may be having particular difficulty. The most common difficulties include:

Crying Agitation or anxiety Anger or irritability Somatic complaints (headaches, nausea, dizziness, etc.) Refusal to discuss the film or specific issues raised in the film Attempts to leave the class Inappropriate comments or joking

Refer students exhibiting any of the above reactions to a counselor.

In addition to classroom discussion, you may also select any of the discussion questions to be used for short answer writing, persuasive essay topics, or other classroom

activities.

See the “Teacher’s Helper” section for a complete list of relevant NJCCCS standards and indicators, suggested Learning Objectives,

and Enduring Understandings.

Discussion Questions

(Jack is sentenced to 10 years for a DWI that killed his best friend Jim)

1) How do you feel after watching this film?

2) Who is to blame for the crash?

a. What was the role of each of the following characters: i. Jack ii. Jim iii. Claire iv. Jack’s parents v. Jim’s parents vi. Other teens at the party

3) Who are the victims in this film?

4) How do you suppose other people at the party were planning on getting home?

5) Why do so many people drive while under the influence?

6) Why are teenagers at a high risk for involvement in motor vehicle crashes?

7) What can be done to prevent driving while intoxicated?

Guidelines for Answering Discussion Questions

1. HOW DO YOU FEEL AFTER WATCHING THIS FILM?

Assist students in identifying and expressing feelings of sadness, anger, anxiety and fear. Some students may experience exaggerated feelings of anxiety, remorse, guilt or shame if they have driven while intoxicated—especially if it led to consequences. Some students may have accepted rides from a person who was under the influence at the time. These students will likely experience heightened fear, anxiety, anger or remorse. Certain students will react to the film if they have personal experience with automobile crashes (whether alcohol/drug‐related or not). Other students—particularly those who have a history of impaired driving—might attempt to minimize the impact by refusing to discuss the film or disconnecting from the discussion. Allow students to express their reactions freely and without fear of judgment.

IMPORTANT: Any student who is experiencing a significant or unusual reaction should be

referred to a counselor immediately.

2. WHO IS TO BLAME FOR THE CRASH?

The obvious answer is Jack. He is the one who made the decision to drive while under the influence, so the ultimate responsibility was his—and that is why Jack was found “guilty” (responsible) in a court of law. But what about Jim? Or Jim’s girlfriend Claire? Or Jack’s parents? Closer examination reveals many precipitating circumstances that contributed to the tragedy. Help students understand that although Jack is primarily responsible, many others played a role:

a. What was the role of each of the following characters:

Jack (the driver of the car who hosted the party)

Primarily responsible for the crash and solely responsible (accountable) in a court; he knew that Jim wanted to have a “blow‐out” (invite lots of people and bring alcohol); he allowed Jim to control who was going to be invited, and he did not resist when lot’s of people showed up at his house with alcohol, chose to drink, etc.

Jim (Jack’s friend who wanted to rescue his girlfriend)

Initially attempted to drive drunk, allowed the combination of emotional reactivity and alcohol to undermine his judgment, allowed Jack to drive despite Jack’s lack of sobriety (perhaps falling victim to the common delusion that the least drunk person qualifies as the designated driver).

Claire (Jim’s girlfriend) Begged Jim to come get her (even though she knew he was drinking).

Jack’s parents Left their son alone for the weekend without supervision (host liability).

Jim’s parents Did not verify son’s whereabouts and ensure there would be parental supervision.

Other kids at the party Discuss the role of the bystander; speculate on how all the kids were going to get home without a sufficient number of sober drivers.

Doing the right thing?

This film attempts to reflect the real experiences and challenges facing adolescents, where difficult situations and choices must be negotiated and both good and bad decisions may be evident. Allow discussion of the ways Jack attempted to do the right thing:

• Jack initially resisted Jim’s desire to turn this “get‐together”

with a few friends into a large party with alcohol. • At the party, Jack tried to find his friend Dan (who was

expected to be sober) to drive Jim to rescue his girlfriend. • Jack prevented a highly intoxicated friend from driving. • Jack was the voice of reason in the car, talking Jim down from

his anger and encouraging him to simply get Claire to safety as opposed to starting a fight with Brian and all his friends.

3. WHO ARE THE VICTIMS IN THIS FILM?

It is important to stress that although Jim is dead and Jack is in prison, there are many others whose lives are forever changed as a result of Jack’s decision to drive while intoxicated.

The extent and severity of the consequences resulting from a crash that leads to the death of one teenager and the significant imprisonment of another are difficult to appreciate without carefully speculating on all the characters in the film, as well as many others that we never meet. Spend some time helping students consider all the possible consequences for:

Jack Jack’s parents Jack’s little sister Jim’s parents Jim’s little brother Claire Dan (a friend of Jack’s who was expected to be sober, but could not be found when Jack was trying to find a ride for Jim)

(Help students consider that many people will feel guilty about what happened, even if they had no direct ability to prevent it.)

Now consider the less obvious, but still significant effects on:

The person(s) in the other car that crashed into Jack’s car after Jack ran the red light

Jack’s extended family: grandparents, uncles, aunts, cousins, etc. Jim’s extended family: grandparents, uncles, aunts, cousins, etc. Neighbors, family friends, co‐workers of either Jack’s or Jim’s parents Anyone who was at the party Jack or Jim’s friends (past or present) Jack’s or Jim’s teachers and coaches (past and present) Everyone at school who knew either Jack or Jim Anyone who ever had a friend or relative die as a result of a motor vehicle crash

Anyone who ever experienced the death of a teenager for any reason The police / EMT personnel who arrived at the scene The doctor/medical examiner who had to pronounce Jim dead The doctor who had to notify Jim’s parents The overall neighborhood / community Anyone who ever knew Jack or Jim

4. HOW DO YOU SUPPOSE OTHER KIDS AT THE PARTY WERE PLANNING ON GETTING HOME? Few people set out to get in trouble or hurt themselves. Some kids go to parties without the intention to get drunk or high. Others who intend to use drugs and alcohol falsely assume that they will be able to drive or will ultimately find a sober friend to take them home. Teens often have difficulty planning and foreseeing potential consequences. Unfortunately—and tragically—many teens must make critical decisions when their decision‐making abilities are highly compromised due to several factors, such as the inability to assess their own (or other’s) level of impairment, fear of self‐incrimination or getting themselves or others in trouble if they call a parent, or fear of ridicule/rejection from their peers. People have difficulty identifying or accepting risks if their only experience with a particular behavior has been (or is expected to be) positive. Research by Paul Slovic and others confirms that people are less likely to consider risks and consequences when they are engaged in activities seen as beneficial (peer inclusion, having fun) or when they find themselves in the “heat of the moment.”5

(See “More About Risk Perception” in the Teachers’ Helper section for a more detailed discussion.)

5. WHY DO SO MANY PEOPLE DRIVE WHILE UNDER THE INFLUENCE? Most often, the reason people drive drunk is that they attempt to evaluate their abilities and make choices when they are already intoxicated—a time when they are least capable of making those evaluations and choices. Others falsely believe that they are capable of safely driving drunk and will neither crash their car nor be detected by the police, particularly if they are only driving short distances. These false beliefs help explain why so many people crash their cars and/or get arrested for DUI so close to their homes.

Reasonable people tend to make reasonable decisions.

Alcohol and other drugs undermine the ability to be reasonable.

Research in the area of risk perception shows that when people engage in high‐risk behaviors that do NOT lead to immediate consequences, it tends to reinforce the illusion of safety of that behavior. When teens (or adults) engage in high‐risk behaviors—such as unprotected sex, drug/alcohol use, not wearing seat belts, driving while intoxicated, speeding or reckless driving— and nothing bad happens as

5 Slovic, Paul, “The Perception of Risk,” (2000) pp xxiv, 419.

a result, there is a tendency to view that behavior as safer than it really is. And the more a person engages in the behavior, the more the illusion of safety is reinforced. According to the Centers for Disease Control, in 2008 there were over 1.4 million drivers arrested for driving under the influence of alcohol or narcotics, but that reflects less than one percent of the 159 million self‐reported episodes of alcohol‐impaired driving.6 This means that there is a tremendous amount of impaired driving that occurs in this country, and each episode paradoxically increases the risks while reinforcing an illusion of safety.

6 See: http://www.cdc.gov/MotorVehicleSafety/Impaired_Driving/impaired‐drv_factsheet.html

6. WHY ARE TEENAGERS AT A HIGH RISK FOR INVOLVEMENT IN MOTOR VEHICLE

CRASHES?

For most adults, the skills required to operate a motor vehicle have been practiced so often they become automatic. Teenagers are new to driving, and are still learning many driving skills, such as the awareness/anticipation of potential hazards, negotiating turns, judging safe speeds and distances required to stop safely. In addition to lack of experience behind the wheel, teenage drivers are prone to distractions, such as having many friends in the car, listening to loud music, texting while driving, and preoccupation with other issues without the automatic and unconscious skills found in experienced drivers. Teenagers are also prone to excessive risk‐taking such as speeding, racing, or attempting other dangerous maneuvers in the car. Social pressures can increase the likelihood of reckless driving, particularly when kids attempt to show off or seek attention from others (either inside or outside of the car). Research is confirming what many adults intuitively know: teenagers have difficulty foreseeing consequences, tend to be impulsive and reckless, lack inhibitions (especially when experiencing social pressures or seeking attention), and tend to have difficulty perceiving and evaluating risk and conceptualizing their mortality. These factors all conspire to increase the likelihood of motor vehicle crashes caused by teen drivers. The chances of motor vehicle crashes increase exponentially with the addition of other factors—such as fatigue, emotional reactivity, and most importantly drug and alcohol use—due to their significant effects on judgment, perception, coordination, and reaction time.

“Over‐correction”

Mistakenly turning the steering wheel too far in one direction and then attempting to compensate by inadvertently turning the wheel too far in the opposite direction, ultimately leading to a complete loss of control of the car. Over‐correction is a

common cause of automobile crashes.

Speeding and driving while intoxicated greatly increase the likelihood of over‐correction, particularly for inexperienced drivers.

The explanation for why teens are more likely to drive while intoxicated reflect many of the factors discussed in the previous question regarding the reasons teens are more likely to be involved in motor vehicle crashes in general. These include: Neuropsychological factors A significant amount of research on the developing brain shows that in adolescence, particularly from puberty until the late teens and early twenties, the connections within the frontal lobes and between the frontal lobes and the rest of the brain are not fully established. This helps explain why adolescents have difficulty in the following key areas: foreseeing consequences, postponing gratification and controlling impulses, weighing potential payoffs versus personal risks, and negotiating social pressures. The use of drugs and alcohol significantly exacerbates these difficulties. (For a more detailed discussion, see “The Teenage Brain and Decision Making” in the Teacher’s Helper section.) Social factors Adolescents are highly sensitive to social norms, expectations, status and reputation. Peers often receive positive reinforcement when taking chances and engaging in high‐risk behaviors, and the expectation of social rewards (even if based on erroneous assumptions) can lead to taking excessive risks. Teens also tend to engage in rebellious behaviors that flout conventional standards. Some adolescents drive drunk in a deliberate act of defiance of the law and societal expectations. Alcohol and other drug effects When intoxicated, teens (like adults) make the decision to drive because they are making the assessment regarding their ability to drive when the ability to make this assessment is impaired. So not only do alcohol and other drugs directly impair one’s ability to drive; they impair one’s ability to accurately assess their level of impairment. Remember that teens are drivers with minimal driving experience. Many are also new drinkers, unaware of their limits or the specific effects of alcohol or other drugs on their systems. This creates a combined risk for teenagers who drink and drive.

THE ANATOMY OF A CRASH

* See: “The Teenage Brain and Decision‐Making” in the Teacher’s Helper section ** Impairment can include any of the above distractions and risk factors, as well as drug and alcohol use, fatigue, emotional reactivity, and social pressure (showing off, attention‐seeking, etc.).

7. WHAT CAN BE DONE TO PREVENT DRIVING WHILE INTOXICATED?

Because motor vehicle crashes are the leading cause of death among U.S. teens, and impaired, distracted, or intoxicated driving account for many of these crashes, society must prioritize efforts to address and reduce the incidents of this national epidemic. Adolescents themselves are a key component in developing strategies to reduce or prevent drunk or impaired driving. Engage students in a dialogue designed to help identify effective strategies. Consider the following ideas and strategies as a guide to engaging students in this dialogue.

• The decision to not drive drunk or get in the car with a drunk driver—or prevent someone else from getting behind the wheel if they are impaired—must be highly reinforced. The consequences of drunk driving are significant, and much can be learned from this, but people tend not to learn from abstract ideas and warnings, and learning from experience once something negative has occurred is often too late and too costly. Adults, and more importantly teenagers themselves, should be encouraged to reward and reinforce young people’s decision to avoid drunk driving.

• Help students identify and understand their “heat of the moment brain.” Most students sitting in class on a typical school day will likely say the right thing, know the right thing to do, and believe they will make the right decisions. And often they will be telling the truth. However, many teens ultimately make the wrong decisions when they are put in a position where they are:

o Already intoxicated and unable to make healthy decisions; o Afraid of appearing weak, standing out, or being ridiculed by peers; o Erroneously believing that they won’t get caught or will be able to

make it home safely—particularly if driving only a short distance.

(Have students identify other factors that undermine their ability to make healthy decisions when they are in the heat of the moment.)

• Utilize educational programs such as the “Stoned Cold” films and classroom

activities. The guided discussion of these films, classroom debates, self‐assessment worksheets and writing activities were carefully designed to reinforce the lessons in the films, enable students to think through these issues, and reinforce the connection between behaviors and consequences.

• Incorporate other experiential prevention programs (e.g. impaired vision goggles).

• Discuss the importance of relevant laws and police enforcement of those laws as deterrents to drunk driving casualties.

• Discuss the importance of parental supervision and communication as

effective prevention strategies.

• Discuss ways for students to get involved (such as creating or joining already existing Students Against Destructive Decisions (S.A.D.D.) groups in school.

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Summary of risk factors for adolescent motor vehicle crashes

• See “More About Risk Perception” in the Teacher’s Helper section for more information on the perception of invulnerability.

Pre / Post Test The Pre/Post Test consists of 10 multiple choice or True/False questions designed to assess students’ basic knowledge of the dangers of alcohol and drug use when driving. The Pre/Post Test can be used solely for classroom discussion and as a means to enhance awareness among students regarding the dangers of driving while intoxicated. It can also be used as an assessment tool to demonstrate that the film and/or other related teaching strategies had a measurable effect on learning. Having students complete the Pre/Post Test prior to showing the film or participating in any classroom activity, and then re‐assigning the Pre/Post Test after all classroom activities, will help to determine whether students have increased their knowledge or insight. Following the Pre/Post test is an answer key with additional information to help eachers or group facilitators lead a discussion about the key issues addressed in the uestionnaire.

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Pre/Post Test

1. The leading cause of death among U.S. teens is: a. Suicide b. Homicide c. Motor vehicle crashes d. Illness

2. Teens are at a higher risk of crashing their car due to: a. Lack of driving experience b. The increased likelihood of distractions (texting, loud music, other kids in

the car, etc) c. The tendency to underestimate or not recognize dangerous situations or

hazardous conditions d. The tendency to speed e. All of the above

3. The number of teens in the United States who die every day as a result of motor vehicle injuries is:

a. One b. Two c. Five d. Nine

4. Many teens drive drunk because: a. They don’t think they’ll get caught b. They think they’ll make it home, particularly if only driving a short

distance c. Once they are drunk, they cannot accurately evaluate just how impaired

they really are d. All of the above

5. Teenage drivers are ______ to crash their car compared to older drivers: a. Twice as likely b. 4 times as likely c. Equally as likely d. Less likely

6. Social pressures can increase the likelihood of reckless driving, particularly when

kids attempt to show off or seek attention from others (either inside or outside of the car):

a. True b. False

7. What percentage of teen drivers who die in motor vehicle crashes have a blood‐alcohol concentration (BAC) of 0.08% or higher?

a. 5% b. 10% c. 20% d. 25%

8. Teens who know that driving while intoxicated is dangerous never drive drunk and typically prevent their peers from driving while intoxicated:

a. True b. False

9. For those teens who die in motor vehicle crashes after drinking and driving, how many were not wearing a seat belt?

a. 1 out of 4 (25%) b. 2 out of 4 (50%) c. 3 out of 4 (75%) d. 4 out of 4 (100%)

10. Driving a car when you are texting, talking on the phone, distracted by friends, listening to loud music, sleepy, angry, or intoxicated are all dangerous. Which of the following is most dangerous:

a. Distracted by friends b. Sleepy c. Driving while texting (reading or writing) d. Driving while intoxicated

Pre/Post Test

Answer Key and Discussion Guide

1. The leading cause of death among U.S. teens is: a. Suicide b. Homicide c. Motor vehicle crashes d. Illness

Centers for Disease Control and Prevention website: www.cdc.gov/motorvehiclesafety/teen_drivers/teendrivers_factsheet.html

2. Teens are at a higher risk of crashing their car due to: a. Lack of driving experience b. The increased likelihood of distractions (texting, loud music, other kids in

the car, etc) c. The tendency to underestimate or not recognize dangerous situations or

hazardous conditions d. The tendency to speed e. All of the above

For a more comprehensive discussion of the risk factors associated with teenage driving, see Question #6 in the Film Review and Discussion section above.

3. The number of teens who die every day as a result of motor vehicle injuries is:

a. One b. Two c. Five d. Nine

The Centers for Disease Control and Prevention website www.cdc.gov/motorvehiclesafety/teen_drivers/teendrivers_factsheet.html

4. Many teens drive drunk because: a. They don’t think they’ll get caught b. They think they’ll make it home, particularly if only driving a short

distance c. Once they are drunk, they cannot accurately evaluate just how impaired

they really are d. All of the above

All of the above factors increase the likelihood of driving drunk. However, the most common is arguably answer “c,” since impairment can distort thinking and exacerbate erroneous beliefs such as “a” and “b.” For a more comprehensive discussion of the factors associated with teenage drinking and driving, see Question #7 in the Film Review and Discussion section above.

5. Teenage drivers are ______ to crash their car compared to older drivers: a. Twice as likely b. 4 times as likely c. Equally as likely d. Less likely

According to the Insurance Institute for Highway Safety (IIHS), the risk of motor vehicle crashes is higher among 16‐ to 19‐year‐olds than among any other age group. Per mile driven, teen drivers ages 16 to 19 are four times more likely than older drivers to crash.

See: http://www.iihs.org/research/fatality_facts_2008/teenagers.html

6. Social pressures can increase the likelihood of reckless driving, particularly when kids attempt to show off or seek attention from others (either inside or outside of the car):

a. True b. False

http://www.iihs.org/research/fatality_facts_2008/teenagers.html

Adolescents are highly sensitive to social norms, expectations, status and reputation. Peers often receive positive reinforcement when taking chances and engaging in high‐risk behaviors, and the expectation of social rewards (even if based on erroneous assumptions) can lead a person to take excessive risks. Teens also tend to engage in rebellious behaviors that flout conventional standards. Some adolescents drive drunk in a deliberate act of defiance of the law and societal expectations.

7. The most common cause of DWI deaths result from drinking: a. Whiskey b. Wine c. Beer d. Vodka

In fact, according to calculateme.com, beer consumption accounts for up to 80% of DWI‐related fatalities. It is important to remind students of the following ratio:

12 oz. beer = 5 oz. wine = 1 oz distilled spirits

8. Teens who know that driving while intoxicated is dangerous never drive drunk and typically prevent their peers from driving while intoxicated:

a. True b. False

Help students identify and understand their “heat of the moment brain.” When questioned, teens will likely say the right thing, know the right thing to do, and honestly believe they will make the right decisions. However, many teens ultimately make the wrong decisions when they are put in a position where they are:

o Already intoxicated and unable to make healthy decisions; o Afraid of appearing weak, standing out, or being ridiculed by peers; o Erroneously believing that they won’t get caught or will be able to

make it home safely—particularly if driving only a short distance.

9. For those teens who die in motor vehicle crashes after drinking and driving, how many were not wearing a seat belt?

e. 1 out of 4 (25%) f. 2 out of 4 (50%) g. 3 out of 4 (75%) h. 4 out of 4 (100%)

Discuss how high risk behaviors tend to aggregate, and that intoxication itself could lead to other destructive decisions, such as reckless driving, the non‐use of seat belts, etc. Data obtained from the Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance—United States, 2007 [Online]. (2009). National Center for Chronic Disease Prevention and Health Promotion (producer). Available from: URL: www.apps.nccd.cdc.gov

10. Driving a car when you are texting, talking on the phone, distracted by friends, listening to loud music, sleepy, angry, or intoxicated are all dangerous. Which of the following is most dangerous:

a. Distracted by friends b. Sleepy c. Driving while texting (reading or writing) d. Driving while intoxicated

Reinforce the fact that all these factors (and many others) undermine the ability to operate a motor vehicle. For a more comprehensive discussion of the risk factors associated with driving, see Question #7 in the Film Review and Discussion section above.

Driving while intoxicated has historically been the largest culprit, however preliminary research is showing that texting while driving (TWI) is as

dangerous as driving while intoxicated due to the profound impact of texting on the ability to focus on the road, remain alert to unexpected dangers, maintain

appropriate stopping distances, and stay in one’s lane.

Classroom Debate Included below is a suggested topic for classroom debates. You may use this topic or create your own subject for debate.

PRO: Jack’s parents were responsible for leaving their home unsupervised and were rightly sued for damages.

CON: Jack’s parents should not be responsible for damages resulting from the drinking party that occurred in their home.

Some options to organizing and performing an actual classroom debate include:

Partner Debate – Simplified Version Pair students into groups of two. Each dyad must work together to write a single essay summarizing both sides of the debate.

Mock Trial As an additional or optional classroom activity, this debate can also be conducted as a “Mock Trial.” Divide teams into prosecution and defense and select a judge and a jury. Students can role‐play characters in the film, either as plaintiffs, defendants, or character witnesses. Allow time for teams to prepare their case, conduct the trial, call witnesses, and have the jury render its verdict.



Classroom Debate“Stoned Cold II” TEACHER DIRECTIONS

Students will prepare, conduct, and process the following debate:



HANDOUTS: Team Directions for Debate – both teams Table 1 – both teams Table 2 – both teams Table 3 – audience SUGGESTED DIRECTIONS:

• Divide students into two teams (ideally 5 – 7 students per team).

• The remaining students in the class will serve as the audience who will have the option to ask questions at the end of the debate, and will ultimately vote on who they think “won” the debate.

• Hand out Team Directions for Debate, Table 1, and Table 2 to both teams.

Teams will use these tables to prepare for the debate.

• Hand out Table 3 to the rest of the class. The audience will use this table to record points made by either team and generate questions they would like to pose to each side.

• Review the relevant points from the film (See “Scene Summary” below). This

can be either read out loud or copied and handed out.

• Provide time for teams to meet and discuss the introductory statement, main points and overall strategy.

• Conduct the debate.

• Vote on a “winner.”

• Direct class to write a reaction paper (see “Other Suggestions for the Debate” below).

SCENE SUMMARY

Jack Jim Jack told his friend Jim that his parents were away and he was thinking of having a few friends come over. Jim made it clear that he wanted to have a “blow out” with alcohol and lots of people. Jack initially resisted, but tacitly agreed to let Jim have control over

who was coming and what would be happening (heavy drinking). That night, Jack watched passively as many kids arrived at his house with large amounts of alcohol. Despite his initial intention to not drink (in order to keep an eye on things), he

consumed several drinks throughout the night. His friend Jim received a frantic call from his girlfriend Claire who was at another party and being hassled by a boy who was

also drunk. Jim stormed out, intent on driving to the other party to rescue Claire.

Jack attempted to stop Jim from driving due to his level of intoxication and tried to find someone to else to drive him. When unsuccessful, Jack decided to drive because he was less intoxicated than Jim. Jack ran a red light, causing a collision with another car. Jim was killed. A jury found him guilty of DWI and sentenced him to 10 years in prison.

Jack’s mother (Sara)

Because the house was unsupervised on the night of the party, and alcohol was

consumed in the house (which led to the DWI), Jack’s parents were sued. As a result of

the lawsuit and legal fees, Jack’s parents were forced to sell their house and move into a smaller apartment.

HANDOUT – Team Directions for Debate:“Stoned Cold II ‐ Aftermath”



DIRECTIONS:

1. Each team will complete Tables 1 and 2. As a group, brainstorm ideas to develop a unified and persuasive argument. Each team member must be assigned at least one specific point that they will present during the debate.

2. One representative from each team will make an opening statement, providing

some background information and summarizing their position. 3. One member of the PRO team will present the first main point.

4. The CON team (as a group) will have the opportunity to rebut.

5. One member of the CON team will present their first point.

6. The PRO team (as a group) will have the opportunity to rebut.

This alternating pattern will continue until all points are made

PRO – Individual, point 1 CON – Group rebuttal CON – Individual, point 1 PRO – Group rebuttal PRO – Individual, point 2 CON – Group rebuttal PRO – Individual, point 3 CON – Group rebuttal CON – Individual, point 3 PRO – Group rebuttal PRO – Individual, point 4 CON – Group rebuttal CON – Individual, point 4 PRO – Group rebuttal

7. One member of the PRO team will provide a closing statement.

8. One member of the CON team will provide a closing statement.

9. Audience members will ask questions to either side.

10. The audience will discuss all points and vote on a “winner.”

11. (Option) Students will write a one‐page essay, selecting either the PRO or CON position, and justifying their decision.

Table 1 (Handout to team members) In this table, you will come up with an introductory statement (providing some background regarding the issue) and develop what you think are the strongest points to support your position. After you have written down your best arguments, try to imagine how the opposing group will counter each of your main points.

Introductory Statement:

Our main points: Anticipated rebuttal: 1.

2.

3.

4.

Table 2 (Handout to team members) In this table, list the main arguments presented by the opposing team. Consider your response to each of their main points. Opposing team’s main points: Our rebuttal: 1.

2.

3.

4.

Table 3 (Handout to audience members)

Audience members will use this table to keep track of convincing arguments made by either team, and generate questions they would like to ask either side towards the end of the debate. This form will be used as the basis of any discussion or reaction paper at the end of the debate. Convincing arguments (PRO) Convincing arguments (CON) 1.

2.

3.

4.

Questions to ask either team:

Who’s To Blame?

Graphic representations This activity is designed to help students identify the roles and responsibilities of the different characters in the film. Directions: Have students create a bar graph, pie chart, or other graphic representation to depict the relative blame they would assign to each of the characters in the film. The activity can be done individually, in pairs, or in small groups. Students must include the following:

• Jack • Jim • Dan (Jack was looking for Dan to drive Jim because he believed that Dan was not

going to be drinking that night) • Other kids at the party • Claire • Jack’s parents • Jim’s parents

They may include others if they feel there are others to blame.

Upon completion, students can share their opinions through classroom discussions, PowerPoint presentations, or written essays.

(Examples) For “Stoned Cold II – Aftermath”

Decision Tree

This activity is designed to help students consider possible outcomes to various choices in order to enhance their decision‐making skills. Directions: Students will complete the handout below by choosing a scene from the movie and identifying different choices that could have been made, then exploring the likely outcomes of those decisions.

(Some examples)

Alternate activity Have students draw comic book cells to show a different outcome to one of the scenes in the film (or a different ending for the film).

• Jack was more forceful from the beginning and took control over who would be invited and whether alcohol would be involved

• Jack tried harder to find Dan or another person at the party who was sober • Either Jack or Jim called someone not at the party who could rescue Claire • Jack did not drink at all that night in order to keep an eye on things

Decision Tree

Select two of the “Outcomes” to contrast positive and negative choices: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Choose a scene from the film: ________________________________________________________________________________________________________________________

Choice A: ____________________________________________________________________________________________________________________________________

____________

Choice B: ___________________________________________________________________________________________________________________________________

____________ _

Outcome 1. ________________________________________________________________________

Outcome 2. ______________________________________________________________________ __

Outcome 3. ______________________________________________________________________ __

Outcome 4. ______________________________________________________________________ __

Decision Tree (Sample)

Select two of the “Outcomes” to contrast positive and negative choices: Outcome #3: The person who drove Jack was just as drunk and ended up getting into a crash as well. This crash could have been much worse, because the new driver was very drunk. It is possible that both boys died in the crash. If Jack found a sober driver (option #4), then the crash and all of the consequences could have been avoided.

Choose a scene from the film:

Jim was about to drive (drunk and angry) to pick up Claire

Choice A:

After looking briefly for someone else to drive, Jack decided to drive Jim himself despite his own level of intoxication

Choice B:

Jack tried harder to find Dan or another person at the party who was sober

O utcome 1.

Jack runs the red light and ends up killing his friend

Outcome 2. The police found them and charged Jack with DWI

Outcome 3. Jack found someone else who was also drunk, but willing to take Jim

Outcome 4. Jack found Dan, or someone else, who was sober and willing to take Jim

Additional Suggestions for Classroom Activities Writing assignments and persuasive essays: Suggested writing topics (for “Stoned Cold II – Aftermath”): You are Jack. You’re serving 10 years in prison due to driving while intoxicated and killing your best friend as a result. According to your mother’s testimony in court, your future was so bright, but you are being broken down by prison and the memories of what happened that night. You lost your scholarship, could not go to college, could not get married. All your hopes and dreams are gone. You missed your little sister growing up. And you can’t reverse what you’ve done. But Jim’s mother testified that although you are serving a 10‐year sentence, they are the ones who are serving a life sentence due to the pain of losing their son and their daughter losing an older brother. Write a letter to Jim’s parents to explain how you feel.

Imagine you were arrested and convicted for a DWI and currently in prison serving a 10‐year sentence. Choose two people in the following list and write them letters that convey how you feel and what you want them to know.

1. Your mother/father 2. Your best friend 3. Your boyfriend/girlfriend 4. Your little brother/sister 5. Yourself

Research activity: Have students research and report on Host Liability

Personal Risk Inventory The Personal Risk Inventory is designed to help students consider their own risk perceptions and related behaviors regarding alcohol/drugs and driving. Encourage students to think carefully about each question to offset the tendency to mindlessly select the “correct” answer as opposed to the answer that best describes what they believe and what they are most likely to do in these situations. Discuss the “heat of the moment” brain and help students draw on past experience, as well as realistically putting themselves into future situations that include all of the pressures, fears, expectations, and challenges found in the real world. For more information on the “heat of the moment” brain, see Question #8 in the Film Review and Discussion section above and “More About Risk Perception” in the Teacher’s Helper section below. Students will more likely answer the questions honestly if they are not expecting their answers to be shared in class. This does not, however, prevent a general discussion about the questions.



Personal Risk Inventory

Answer the questions as honestly as possible. Many times we answer questions based on what we want to believe, rather than the reality of the situation.

The results of this questionnaire are private and designed for your own awareness.

1. Regarding seat belt use: a. I always wear my seat belt and make sure everyone else in the car does. b. I always wear my seat belt, but let others decide for themselves. c. I wear a seat belt when driving with family, but usually not with friends. d. I never wear a seat belt.

2. Regarding house parties where people might be drinking or getting high:

a. I don’t go to parties where people are drinking or getting high. b. I will go if parents or other adults are there to supervise. c. I go to drinking parties that are unsupervised by adults. d. I have hosted drinking parties at my house when no adult was present.

3. When I’m a passenger in someone else’s car:

a. I take note of the driver’s condition and would not accept a ride with a driver who appears impaired.

b. I have been a passenger in a car when the driver was impaired (intoxicated, texting, etc.) on one or two occasions.

c. I have been a passenger in a car with an impaired driver many times. d. I have been a passenger in a car where there was an accident due to the

driver being impaired or distracted.

4. In a situation where I need to get a ride from a person who is probably intoxicated, I would likely:

a. Refuse to get in the car. b. Ask the person if they are OK, and accept the ride if they say they are OK. c. Offer to drive (or find a sober driver), but not insist. d. Insist on driving or calling someone who is sober to drive us.

5. When it comes to making decisions with friends:

a. I do not care what people think about me, and make the right decisions even if they’re unpopular or could lead to being ridiculed by others.

b. I am usually good about decisions, but sometimes go along with the crowd.

c. I have done risky things that I later regretted because I was either drunk, wanted to show off, or didn’t want to feel left out.

d. I’m usually the one who comes up with the crazy ideas and often get my friends to do risky things.

6. In the past when I have been babysitting for another family:

a. I have never been a babysitter. b. I have accepted rides home from the parent after checking to see if they

might be intoxicated. c. I have never thought to consider that they may be intoxicated but would

probably notice if they were really drunk, and if so, would not go with them.

d. I have accepted rides home from them even if they’re drunk because it is only a short distance to my house.

7. Regarding my understanding with my parents regarding drunk driving: a. I can call them to pick me up without any fear of getting in trouble. b. I can usually call them to pick me up, providing that I’ve told them

honestly where I was going and what was planned. c. I have not talked to my parents about what to do in this situation. d. I could never talk to them about it due to fear of making them suspicious

or not letting me go.

8. When I’m driving, I have: a. Never been intoxicated or texted while driving.* b. Occasionally driven while intoxicated or texting (reading or writing). c. Frequently driven while intoxicated or texting (reading or writing). d. Either been arrested or been in a crash due to driving while intoxicated or

texting.

9. If someone I know is drinking or using drugs and planning on driving, I will: a. Always do whatever it takes to prevent them from driving. b. Suggest that they don’t drive, but let them decide for themselves. c. Mind my own business. d. Get in the car with them to make sure they’re OK.

10. Regarding friends and designated drivers:

a. I do not drink, and neither do my friends. b. We usually make arrangements for a designated driver who will only

have one or two drinks throughout the night. c. We usually have a designated driver agreed upon, but that person is the

one who is the least drunk out of everyone else. d. We don’t think about—or make arrangements for—designated drivers.

* Recent studies have shown that the level of impairment resulting from texting and driving is just as serious and dangerous as drinking and driving.

SCORING

Score each answer on the following scale:

(a) = 0 points (b) = 1 point (c) = 2 points (d) = 3 points

Add up your answers and see how you scored.

0 – 5 points:

Congratulations! You are fairly responsible and safe regarding the risks of driving while intoxicated and related decisions

5 – 10 points: Be careful! Although you are in the “typical” range of responses, you are at risk for something bad to happen.

10 or more points: Danger! You are at a high risk for something bad to happen.


Personal Motor Vehicle Safety Commitment

(Handout)

Following the film presentation and subsequent discussions and classroom activities, students should be more receptive to making the commitment to healthy choices and behaviors. The following Personal Motor Vehicle Safety Commitment allows students to formalize this commitment. The components of the document have been extrapolated from all of the discussion questions and classroom activities above. Obviously, this contract is not a legal document, but reviewing the components will help reinforce the lessons of this program, and formally making a pledge in writing—and having it witnessed by either a friend or family member—may help enhance students’ commitment to following through with the behaviors.

Motor Vehicle Safety Commitment

As a responsible person and loyal friend, I hereby make the following commitments:

I will never get behind the wheel of a car if I have been drinking or using drugs.

I will do whatever it takes to stop someone I know from driving high/drunk. I will always consider the possibility that the person I have accepted a ride from is under the influence. I will not read or write text messages when I’m driving, and will prevent my friends from texting while driving if I am a passenger. I will always wear a seat belt and will encourage my friends to do the same. I will remember that alcohol and other drugs impair judgment and that I am likely to make bad decisions if intoxicated. I will remember that alcohol and other drugs significantly impair one’s ability to operate a motor vehicle. I will always make arrangements for safe and sober transportation, and have a back‐up plan if the original plan does not work out. I will have a system agreed upon with my parents that allows me to contact them for a safe ride home without fear of consequences.

I will encourage all my friends to do the same.

Signed: Witnessed:

___________________________ __________________________________ (Name) (Friend or family member) Date: _______________________ Date:_________________________

TEACHER’S HELPER

Enduring Understandings

Correlating Assignments and Classroom Activities with Learning Objectives and Essential Questions

Relevant N.J.C.C.C. Standards

The Teenage Brain and Decision‐Making

More About Risk Perception

Links and Resources

Enduring Understandings Some examples of Enduring Understandings to help design and guide lesson plans

Students will understand that… Motor vehicle crashes are the leading cause of death among teenagers. There are ways to protect oneself while driving. Intoxication and other distractions (such as texting while driving, loud music, many friends in the car) are the most common causes of motor vehicle crashes among teenagers. Driving while intoxicated can lead to death or significant physical, emotional, psychological, financial and legal consequences. Alcohol and other drugs significantly impair one’s ability to operate a motor vehicle, and significantly impair one’s judgment regarding their ability to drive. People who typically make good decisions are likely to make poor decisions and engage in high‐risk behaviors when intoxicated. It is important to change belief systems to view a drunk driving crash as a preventable behavior, and not an “accident.” Family and peer commitment are essential components in the development of strategies to prevent driving while intoxicated.

Correlating Classroom Activities with Learning Objectives and Essential Questions

Classroom Activities:

FR – Film Review and Discussion WB – Who’s to Blame? (graphic rep.) PP – Pre/Post Test (and Discussion) DT – Decision Tree CD – Classroom Debate PRI – Personal Risk Inventory WA – Writing Assignments MVC – Motor Vehicle Safety Commitment Activity Learning Objectives Essential Questions

FR, PP, CD, PRI

Students will be able to assess the risks associated with drunk driving.

What are the risks associated with drunk driving—as a driver, passenger, or bystander?

FR, WB, PP, DT,CD

Students will examine the relationship between alcohol and other drugs on motor vehicle crashes and other high‐risk behaviors.

How do alcohol and other drugs impair one’s ability to operate a motor vehicle?

How do alcohol and other drugs impair one’s ability to accurately assess risk?

FR, PP, PRI, WA, MVC

Students will identify the role of personal responsibility in maintaining wellness.

What strategies can be used to prevent driving while intoxicated?

FR, PP, WB, PRI, WA

Students will explore the influences and risks associated with peer pressure.

What are the common influences exerted by peer expectations and the personal need for inclusion, and how do these influences impact healthy decision‐making?

FR, PP, DT, CD, WA

Students will understand the effects of alcohol on critical thinking and problem solving skills.

How does alcohol undermine the ability to think clearly, evaluate risks, and determine effective behavioral responses?

PRI, WA Students will be able to associate their own drinking‐related behaviors to those in the film.

How does intoxication lead to increased vulnerability to DWI, traffic crashes, and other unhealthy decisions?

FR, PP, MVC

Students will be able to recognize effective prevention and intervention strategies to prevent DWI or DWI‐related crash.

What strategies can be developed in advance that will prevent involvement in a drunk driving crash?

Relevant N.J.C.C.C. Standards 2.1.8.D.1)Assess the degree of risk in a variety of situations and identify strategies o reduce intentional and unintentional injuries to self and others. (t (2.1.8.D.2) Describe effective personal protection strategies used in public places and what to do when one’s safety is compromised. (2.1.12.D.3)Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes. (2.2.8.B.1)Predict social situations that may require the use of decision‐making skills. (2.2.8.B.2)Justify when individual or collaborative decision‐making is appropriate. (2.2.12.B.1)Predict the short‐ and long‐term consequences of good and poor decision‐making on oneself, friends, family, and others. (2.3.8.B.5)Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and the related impairment of behavior, judgment, and memory. (2.3.12.B.1) Compare and contrast the incidence and impact of commonly abused ubstances (such as tobacco, alcohol, marijuana, inhalants, anabolic steroids, and other rugs) on individuals and communities in the United States and other countries.

sd (c

2.3.12.C.3) Predict the societal impact of substance abuse on the individual, family, and ommunity.

(9.1.12.A.1)Apply critical thinking and problem‐solving strategies during structured learning experiences. (3.2.12.B.9) Provide compelling openings and strong closure to written pieces. (3.2.12.D.7) Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. F or a complete list of N.J.C.C.C. Standards: see: www.state.nj.us/education/cccs/

The Teenage Brain and Decision Making

Historically, adolescents were seen as miniature adults. Then the role of hormones was seen as the major influence in adolescent moods and behaviors. Now we know that the brain itself is responsible for a wide range of behaviors and experiences throughout adolescence. Perhaps you’ve recognized some of these symptoms: difficulty planning, organizing and setting priorities; inability to foresee consequences; difficulty postponing gratification; poor impulse control; heightened emotional reactions and mood swings; exaggerated “black and white” thinking; difficulty interpreting or responding to social situations and challenges; high risk‐taking behavior—and paradoxically—a fear of new situations and people; and difficulty gauging what others are thinking, feeling, or experiencing. This may sound like a laundry list of typical adolescent behavior—and in many ways it is. These behaviors and experiences are related to a still developing and critically important area of the brain called the frontal lobes—particularly the prefrontal cortex (PFC)—located in the front of the brain just behind the forehead. The frontal lobes are considered the “chief executive” of the brain, responsible for reasoning, judgment, motivation, impulse control, application of effective social skills, and overall coordination of the various subsystems in the brain to

solve problems, relate to others, and negotiate one’s way in the world. At puberty, the brain undergoes a series of fairly profound growth spurts and transformations where the number of nerve cells and (more importantly) their connections alternately increase and decrease. Periods of increased growth (called exuberance) are associated with times when adolescents are most capable of learning new information and skills. This is also the time when the developing frontal lobes help to consolidate learning and experience in order to integrate critical life skills and coping mechanisms. Periods of decreased growth (called “pruning”) occur when the brain actually erases or modifies cells and connections that are not used. Thus, neuroscientists are describing brain development as a process based on the “use it or lose it” principle. The recent developments in brain research have major implications for adolescent development. If teenagers don’t learn and practice effective coping skills at this time, they may have difficulty ever getting them completely in the future. And lack of exposure or practice is not the only threat: drug and alcohol use, media influences, and negative adult and peer role‐modeling all have the potential to prevent or distort the development of executive functions and social skills. Kids who use drugs, aggressive confrontation, passive avoidance, or any other ineffective

coping skill run the risk of “locking in” (biologically!) that pattern of behavior, making it more difficult to either resist or unlearn these behavioral responses in the future. The solution is to provide teenagers with the opportunity to learn and practice effective coping strategies, especially when dealing with the most common adolescent issues: inclusion vs. exclusion in the peer group, boredom, social/emotional coping skills, assertiveness and confrontation skills, ability to gauge others’ responses, and realistic self‐appraisals.

One effective way to practice these coping skills is to provide opportunities for teenagers to “think through” problems, considering various alternatives and their likely outcomes. Reasoning out different possibilities can “stretch” the brain (stimulating neural connections), leading to more efficient problem‐solving skills.

Adults (parents, teachers, counselors, etc.) often try to solve teenagers’ problems too quickly. Sometimes, the best assistance for a teenager facing a problem is to ask them to identify the potential options and then assist them in considering the pros and cons of each of those options. Not only does this lead to a resolution of the problem, it also gives the brain a workout that develops reasoning and decision‐making skills for the future. (See the classroom activity “Decision Tree” for an example.

More About Risk Perception There is no question that adolescents engage in high‐risk behaviors. But why this occurs is not easy to explain. Most people believe that the reasons teenagers take excessive risks is due to a heightened perception of invulnerability, the belief that “it won’t happen to me.” Although this undoubtedly occurs, research into the nature of adolescent risk perception and subsequent decision‐making reveals several surprising and complex issues. Do adolescents believe they are indestructible? Adolescents do not always believe they are indestructible. In fact, research designed to measure perceptions of risk shows that teenagers often exaggerate their sense of vulnerability. (Often, what looks like a sense of invulnerability is more likely an inability to conceptualize or integrate a sense of personal mortality combined with decreased inhibitions and increased impulsivity.) The chart below compares teenagers’ beliefs about their perceived likelihood of dying versus the actual likelihood based on mortality data.

Risk: Mortality Estimate Actual

Die from any cause (crime, illness, accident, etc.) in the next year?

18.6 % 0.08%

Die from any cause (crime, illness, accident, etc.) by age 20?

20.3% 0.4%

Source: Fischhoff, B. (2008), Assessing adolescent decision‐making competence. Developmental Review, 28, 12 ‐28

As you can see, many adolescents feel that their risk of dying is significantly higher than their actual risk. If adolescents see themselves as vulnerable, and at times even exaggerate the likelihood of consequences, why are so many kids taking excessive risks? Part of the answer lies in the inability to perceive the seriousness of the consequences. The challenge for educators is to help teenagers consider the personal impact of consequences, not just the likelihood. We have seen that many teenagers already accept the fact that negative outcomes could happen, but in an attempt to reduce anxiety, many kids will psychologically minimize the gravity of the consequences as a trade‐off in order to accept their likelihood. And it works both ways. When teenagers accept the likelihood that something bad could happen, they tend to minimize its seriousness (such as destroying brain cells through drug and alcohol use, or the risks of posting compromising photos of themselves on‐line). On the other hand, when they accept the seriousness of a

consequence, they tend to minimize its likelihood (such as pregnancy or contracting STDs).

Therefore, in order to more accurately assess risk, adolescents need a realistic understanding of both the probability of something bad happening (likelihood) and the seriousness of the consequences. Risk formulas, therefore, have been expressed in the following way:

Risk = Probability x Consequence But this still does not adequately explain why so many adolescents take risks. In her book “The Unthinkable,” Amanda Ripley shows how perceptions and beliefs can distort the ability to accurately assess risk. She suggests a more realistic risk equation:

Risk = Probability x Consequences x Dread/Optimism Dread includes factors such as a perceived control and familiarity in a situation, and the ability to imagine the consequences. These factors help explain why most people fear airplane crashes more than car crashes (less familiarity and control and ease of imagining catastrophic consequences) despite the significantly higher mortality rate of car crashes. Optimism is a critical factor in understanding adolescent risk assessment. Based on the risk equation above, adolescents frequently minimize the risks and potential consequences of driving while intoxicated or getting into a car with an impaired driver due to: alcohol‐ or drug‐induced effects on reasoning which distort risk assessments; anticipated positive reinforcement of engaging in high‐risk behaviors; the illusion of safety based on a lack of prior negative consequences of driving drunk; the fear of appearing weak, standing out, or being ridiculed by others; or erroneously believing they will be able to get home safely, particularly if only driving a short distance.

Past experience works against us When high‐risk behaviors are engaged in without any immediate consequences, the illusion of safety is reinforced—even though the dangers still exist. Many people still refuse to wear seat belts, partly because every time they drive without a seat belt it reinforces the illusion of safety. When teenagers use drugs and alcohol and nothing negative happens, or when they drive drunk but make it home without incident, it reinforces the illusion of safety. When teenagers talk to strangers on‐line and nothing bad happens, it reinforces the illusion of safety. Unfortunately, by the time something negative occurs, it is often too late—and too costly. Progress has been made in getting people to use seat belts. People know that the consequences of not using their seat belts are significant if they get into a crash, but assume that the likelihood they will get into a crash today is very small. Not surprisingly, research shows that subjects are not likely to change their non‐use of seat belts when presented with data on the likelihood of single‐trip statistics. But when the information was presented in terms of the likelihood of death or serious injury over the course of 40,000 trips, they were more likely to believe their use of seat belts would increase.7 Teenagers assume that the likelihood of getting into a crash on a particular evening is small, but if they are presented with the information that over time either they—or one of their friends—are likely to either die or be seriously injured in an alcohol‐ or drug‐related motor vehicle crash, they will be more likely to develop prevention strategies, avoid getting behind the wheel of a car if impaired, and prevent their friends from driving while intoxicated as well. Where do we go from here? It is not enough to keep telling teens that on‐line communication is dangerous. Nor is it helpful to give adolescents the impression that adults think they are naïve, reckless or irresponsible. As outlined above, there are numerous and complex factors that increase personal vulnerability. We must join them in exploring these cognitive biases, social pressures and emotional needs that distort and undermine the ability to identify and assess risk in us all.


7 Slovic, Paul, “The Perception of Risk,” (2000) pp xxiv, 419.

Appendix A – Legal Consequences of DWI

(NOTE: the following consequences are for the State of New Jersey.)

The consequences of driving while intoxicated are profound but difficult to fully grasp without contemplating them carefully. The most serious consequences of driving while intoxicated concern the loss of life or serious injury, but the risk of imprisonment and financial fines, surcharges and attorney fees are also substantial. Furthermore, other factors—such as home consequences and strained relationships with parents, guilt and remorse, the impact on social reputation and self‐esteem—are difficult to quantify yet potentially immense. According to N.J.S.A. 39:4‐50, Driving While Intoxicated applies to any person who operates a motor vehicle (or permits another to operate a motor vehicle) while under the influence of any mood‐altering substance. A person can be convicted of DWI if:

• Their BAC is 0.08% or higher (A BAC of 0.10% carries more significant penalties).

• If they physically appear intoxicated – observable evidence of impairment may be sufficient to convict, regardless of whether the BAC is above the legal limit.

It is illegal for anyone to possess or consume alcohol below the age of 21. ANY detectable alcohol in a young driver (a BAC of 0.01 or above) is illegal and subject to additional fines and license suspension/postponement.

THIS MEANS THAT EVEN ONE DRINK OR LESS COULD RESULT IN A POSITIVE BREATHALYZER TEST AND SUBJECT TO DWI.

a. DWI CONVICTION BUT NO CRASH

DWI – First offense (BAC between 0.08% and 0.10%) $250‐‐$400 fine Up to 30 days imprisonment 3 month license suspension 12 – 24 hours participation in an Intoxicated Driver Resource Center

$100 surcharge to be deposited in a Drunk Driving Enforcement Fund $1,000 automobile insurance surcharge assessed annually for three years $100 Division of Motor Vehicle fee $100 Intoxicated Driving Program fee $50 Violent Crimes Compensation Fund fee $75 Safe and Secure Community Program fee

DWI – First offense (BAC 0.10% or higher) $300‐‐$500 fine Up to 30 days imprisonment 7 months to one year license suspension 12 – 24 hours participation in an Intoxicated Driver Resource Center

$1,000 automobile insurance surcharge assessed annually for three years $100 Division of Motor Vehicle fee $100 Intoxicated Driving Program fee

$50 Violent Crimes Compensation Fund fee $75 Safe and Secure Community Program fee

DWI – Second offense $500 ‐‐ $1,000 fine Up to 90 days imprisonment Two‐year license suspension 48 consecutive hours detainment in a regional Intoxicated Driver Resource Center (IDRC) at a charge of $100 per day $100 surcharge to be deposited in a Drunk Driving Enforcement Fund $1,000 automobile insurance surcharge assessed annually for three years $50 Division of Motor Vehicle fee $100 Intoxicated Driving Program fee $50 Violent Crimes Compensation Fund fee $75 Safe and Secure Community Program fee

DWI – Third offense $1,000 fine 180 days imprisonment 10 year license suspension Detainment in an in‐patient alcoholism treatment program Requirements set by the Intoxicated Driver Resource Center (IDRC) Fee paid to Intoxicated Driver Resource Center to be determined upon court sentence $100 surcharge to be deposited in a Drunk Driving Enforcement Fund $1,500 automobile insurance surcharge for three years $50 Division of Motor Vehicles restoration fee $100 Intoxicated Driving Program fee $50 Violent Crimes Compensation fee $75 Safe and Secure Community Program fee

(Source: NJ Department of Law and Public Safety, Division of Highway Traffic Safety. See: http://www.nj.gov/oag/hts/alcohol.html)

NOTE:

Refusal to submit to a breathalyzer or comparable testing is essentially the

same as being convicted of a DWI.

Violations occurring in a school zone carry more serious penalties. A school zone includes any area within 1,000 feet of a school as well as any marked school crossing. School zone violations apply without regard to time or day

(i.e. school does not have to be in session).

THERE IS A C

b. RASH, BUT NOBODY IS INJURED:

In addition to the above penalties for DWI conviction, the intoxicated driver may be esponsible for property damage, insurance deductibles, and other repair costs. r

c. THERE IS A CRASH AND THERE ARE INJURIES:

Penalties for bodily injury caused by an intoxicated driver accrue per victim, which includes passengers in any vehicle or pedestrians. Intoxicated drivers are subject to civil liability as well as criminal prosecution. In addition to the penalties listed above in sections b and c, the consequences for causing bodily injury as a result of a DWI are as follows: Bodily injury: any noticeable injury including a victim’s subjective complaint of pain 4th degree criminal indictable offense (“Assault by Auto”) Fines up to $10,000.00 Up to 18 months imprisonment per victim If the crash occurs within a school zone: 3rd degree offense Fines up to $15,000.00 3 – 5 years imprisonment per victim Serious bodily injury: 3rd degree criminal indictable offense 3 – 5 years imprisonment per victim

If the crash occurs within a school zone: 2nd degree offense Fines up to $150,000.00 5 – 10 years imprisonment per victim

d. THERE IS A CRASH AND SOMEONE DIES: 2nd degree criminal indictable offense (“Vehicular Homicide”) 5 – 10 years imprisonment per victim If other reckless acts occur along with the DWI (speeding, reckless driving, etc.) the driver may be prosecuted on the charge of aggravated manslaughter, which carries a penalty of 10 – 30 years imprisonment per victim.

Appendix B Links and Resources Aw

ndrew Yeager’s Website ww.parkridge.k12.nj.us/AYeager/

The Bergen County Prosecutor’s Office www.bcpo.net/ Cw

enters for Disease Control and Prevention ww.cdc.gov/Motorvehiclesafety/index.html

Chase Wilson Organization www.chasewilson.com/ DUI Foundation (for Education and Prevention) www.duifoundation.org/ Ew

ND D.W.I. ww.enddwi.com/

Hw

ackensack University edical Center – Trauma Prevention Department Mww.humc.com/trauma/

Nw

ational Highway Transformation Safety Administration: Traffic Safety Facts ww-nrd.nhtsa.dot.gov/Pubs/811155.PDF

NJ Dept of Law and Public Safety, Division of Highway Traffic Safetywww.nj.gov/oag/hts/impair-distract-driving.html Rr

ecording Artists Against Drunk Driving add.org/

Students Against Destructive Decisions www.sadd.org/

http://www.duifoundation.org/

http://www.nj.gov/oag/hts/impair-distract-driving.html

http://www.sadd.org/

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