Parental role in teenage driving

Students in 75 high schools in seven states participated in a questionnaire survey. The results showed that high school students want to become licensed as soon as possible and that parents are important in teaching them to drive. Once licensed, the majority of students have their own cars, though they do not typically pay the majority of the costs. Seventy-one percent of licensed students who do not have their own cars reported that they can usually or always use a family car. Most students, particularly younger ones and females, reported that their parents expect them to conform to certain rules or restrictions when driving and when riding as passengers. The most common restrictions were that their parents asked them not to drive after drinking, to tell parents where they were going and with whom, and to be home at a certain time. Students were far less likely to report that their parents required that they wear seat belts.This work was supported by the Insurance Institute for Highway Safety.Received a Ph.D. in experimental psychology from Yale University. Research interests are highway safety, pedestrian safety, and evaluation of training and education programs.Received a Ph.D. in social psychology from Harvard University. Research interests are the factors related to motor vehicle injuries, drinking and driving, and the crash involvement of teenagers.Received a Ph.D. in social psychology from State University of New York at Buffalo. Research interests are health behavior and the role of the individual in public health.     

EMPLOYMENT AND TRAINING POLICY AND AMERICAN IDEAS: OLD PROBLEMS AND EMERGING PROGRAMS

The federal government has, relative to other areas of social welfare program activity, been especially slow in the development of employment and training policy. The reasons for this can be found in terms of an understanding of the most basic American political and economic ideas. The history of federal initiatives in employment and training policy is traced briefly and the impact of certain American political ideas on this pattern of development is analyzed. Particular attention is given to the issues of coordinating of employment and training programs and the increased role of the state and private sector in designing and managing such programs. It is suggested that in light of certain historic American political patterns, there might be costs to moving in commonly sought after ways that are not readily evident.