LOUISE MACDONALD - CREDENTIALS

271T Young Drivers: The High Risk Years, (in-vehicle instructional focus)

This program focuses on the understanding and research necessary for an instructor to be able to motivate teens to recognize their own risk behaviours and therefore make intelligent choices. This course focuses on the teaching strategies and the language used by an instructor when teaching teens in vehicle.

311T Additions to Your Teaching Tool Kit

This program focuses on new materials to use both in-classroom environments as well as in-vehicle. Three areas will be covered in this interactive seminar including: a set of traffic templates in paper (for in-vehicle work) and the same on overhead transparencies, the development and use of traffic boards for in class use and the first glimpse of the new text book - Decisions and Choices in Today's Driving Environment.

321T New Technologies

This program focuses on new and emerging technologies that will impact how we teach and what we teach. It will look at both new technologies for teaching and learning as well as new technologies that are becoming more available in vehicles such as head up displays and navigation systems. Individuals will be encouraged to try using different medias to present materials that may be more succinct and appealing to your audiences given the proliferation of multi-media technologies in the 1990's.

361PT Decision Making and the Driving Task

This course is about how drivers make decisions, what information is required to make accurate decisions, what type of strategies drivers use to assess relevant information and the type of decision errors that lead to violations and/or crash involvement The content of the course is compiled from research in cognitive psychology and road safety with an emphasis on the link between glance behaviour and driver error, raising the awareness of the causal link between decision making and crash involvement.

Pre-requisite: experience teaching in-vehicle, a willingness to learn or written permission from the course director and a score of 6.0 or higher on a DCA2 driving assessment.

362T Drinking, Drugs and Driving: Tips for Driver Educators - Workshop "A"

These courses are a joint venture between the Addiction Research Foundation and RSEA following a two year investigative project to identify the needs of instructors when teaching impaired driving prevention. These workshops are interactive and all participants are encouraged to share their relevant experiences in the seminar. A series of teaching strategies have been developed to help instructors emphasize the importance of reducing impaired driving and motivating students to make more responsible decisions when they are faced with tough choices. Workshop "A" includes: Needs Assessment, Brainstorming, Open Ended Discussion, Use of Audio Visuals. See brochure.

363T Drinking, Drugs and Driving: Tips for Driver Educators - Workshop "B"

See above. Workshop "B" includes: Needs Assessment, Role Playing, Video Techniques, Hooks and Games, Demonstrations.

371T Young Drivers: The High Risk Years

This program focuses on the understanding and research necessary for an instructor to be able to motivate teens to recognize their own risk behaviours and therefore make intelligent choices. This course helps instructors learn to step back and allow students the autonomy to discover the social boundaries they are comfortable with in their own peer groups. Instructors will gain insight into the problems faced by teens that relate to inexperience and immaturity as well as some of the confounds that develop from using biased ways of dealing with student drivers.

420PT Trauma - 6 specialties, pre-requisite 463PT, 482PT

The trauma course is designed as a "how to" course. The populations that will be explored more closely regarding driving safely, are special needs groups such as:

1. traumatic brain injury (TBI/ABI)
2. cardio vascular accident/stroke (CVA)
3. degenerative disease
4. seniors (the elder driver)
5. trauma victims (anxiety & post-traumatic stress syndrome PTSS)
6. cognitively challenged

The course focuses mainly on how to develop a clientele within this population and establish the links and necessary support networks required to properly and professionally service their needs. Extensive reading prior to and during this course is essential for success.

Vision, attention and cognition are key issues to be discussed. The candidate will learn how differing medical conditions manifest themselves in each of the skill areas when driving. Confidentiality and report writing are major components in developing a strong professional approach. Each course successfully completed will generate a credit value such as 421PT, 422PT etc.

Prerequisite: 431PT DCA 2, score equal or greater than 6.0 on a DCA3

463PT Driver Competency Assessment Level 2, pre-requisite 361PT

Successful candidates will have the requisite skills to develop routes for both their own use and that of other DCA Service Providers. This course will train evaluators in the use of the DCA2 assessment tool and to enhance their understanding of the concept of measuring safety or crash potential. The educational goals of this course are to have candidates a) develop a comprehensive test route, b) correctly utilize the DCA forms and c) reliably measure prospective candidates (inter-rater reliability). This assessment protocol relates specific errors to an information processing model. Applicants will be able to argue that cognitive and risk management skills outweigh psychomotor skills when measuring crash potential.

Pre-requisite: Decision Making 361 PT (minimum 70% overall and 80% on the practical)

591T Drinking, Drugs and Driving: Train the Trainers Program

This program is a joint initiative by the Addiction Research Foundation and RSEA to prepare a number of instructors to deliver the Driving Drugs and Driving Seminars offered in Ontario. The program highlights the interactive nature of facilitating learning when dealing with the subject matter surrounding peer pressure, teen motivation, and maturation. A series of teaching strategies have been developed to help instructors emphasize the importance of reducing impaired driving and motivating students to make more responsible decisions when they are faced with tough choices: these are discussed and developed during this program. All candidates had to go through a screening process to make sure the best instructors available would be trained to deliver these seminars.