Jeff Field

GENDER DIFFERENCES AND AREAS OF COMMON CONCERN IN THE DRIVING BEHAVIORS AND ATTITUDES OF ADOLESCENTS

New Zealand adolescent males (n = 389) and females (n = 247) with a mean age of 15.86 years, were compared on a number of self-reported risky driving and passenger behaviors and attitudes. The survey found that males were significantly more likely than females to report driving, engaging in unsafe driving behaviors, drinking and driving, speeding on the open road, breaking the night curfew associated with being on a restricted licence, and dangerous thought patterns. Females were more likely to have been the passenger of a drinking driver after the last party they attended. High levels of unlicensed driving, breaking the rules associated with a restricted licence, failing to wear a seat belt in the back seat, speeding, and being the passenger of a drinking driver were found in both groups. Recommendations for intervention strategies are made.

A Promising Start: An Evaluation of the HIPPY Program in New Zealand

Three studies were carried out to investigate the impact of participation in the Home Instruction Programme for Preschool and Year One Youngsters (HIPPY) on New Zealand childrens reading ability, school readiness and school behaviour. In study 1, scores on a Reading Diagnostic Survey were obtained for 77 six‐year‐old HIPPY children and 704 six‐year‐old non‐HIPPY children. In study 2, 29 HIPPY children who had recently entered school and 29 control children were assessed using four subsections of the Metropolitan Readiness tests. In the third study the Behavioural Academic Self Esteem Scale (BASE) was completed by teachers for the HIPPY and control children in study 2 as well as all their classmates. HIPPY children were found to show consistently better performance on all of the measures used and the differences reached statistical significance on three of the six sub‐tests of the Reading Diagnostic Survey and the BASE scale.

Safe driving education programs at school: Lessons from New Zealand

The self‐reported driving and passenger behaviours of senior high school students in Auckland, New Zealand, were assessed prior to and about four months after a school‐based program for driver education. The intervention group (n=176) received a program of 10, one‐hour sessions dealing with knowledge, attitudes and judgements relating to safe driving. A control group (n=146) did not receive any formal driving safety education. Analyses of pre‐treatment and follow‐up questionnaire responses revealed that both the intervention and control groups showed significant improvements in knowledge about safe driving over time. Males reported more risky attitudes and behaviours than females throughout the study. There were no significant differences between the intervention and control groups on any measures. In discussing these findings, particular attention is paid to the program content and the social context in which such interventions are carried out.

New Zealand children's involvement in home activities that carry a burn or scald risk

Objectives—The self reported involvement of elementary schoolchildren from Auckland, New Zealand was measured for home activities that carry a burn or scald risk. Method—A survey was conducted with 421 children aged 7–13 years. The survey asked children whether they carried out specific home activities involving hot water, fire, or appliances that carry a burn risk. It also measured their knowledge of the three basic fire safety messages taught to New Zealand schoolchildren by the fire service. Results—The results showed that although involvement levels increased with age, the majority of even the youngest children reported carrying out a number of the risky activities, such as preparing hot drinks, running their own baths, or using a microwave without help. No gender differences were found in the number of risky activities engaged in. Significant ethnic differences were found, with higher risk involvement by indigenous Maori and children of Pacific Island descent than children of European or Asian descent. Each of the three fire safety messages were correctly identified by between 79%–91% of the children. Conclusions—Investigation of childrens involvement in household activities that carry an injury risk may help in the design of prevention strategies, including school based education. Prevention efforts need to acknowledge the ages at which children begin to undertake specific household tasks, including those that involve care for younger siblings, and be attuned to the needs of different ethnic groups.

Young children's ability to find objects reflected in mirrors

Recent, well-controlled studies have reported that children as young as 2 years of age do not show reliable use of mirrors to localise reflected objects. A new method was used to test the ability of 2-, 3- and 4-year-old children to use a mirror to search for a hidden object. A toy reflected in a mirror was hidden randomly behind one of two identical small screens placed in front of the children. Despite the difficulty of the task, spatially accurate searching for the toy emerged in the 4-year-old group. The possible relationship of this development in the use of mirror reflection to other age changes in representational abilities is discussed, although the mechanisms underlying the age change remain to be clarified.

Long-Term Outcomes for Birth Mothers before and after Reunion: A New Zealand Survey

advice about how to recruit, prepare and support Romanian adopters and foster families for a variety of children. If we are interested in the future of the children, and not just the immediate scandal, we should, on an official level, try to give the relevant organisations the benefit of our hard won expertise. The fate of Romanian children should not be left to well meaning, but inexperienced, foreign individuals and charities.