BACKGROUND
Driving under the influence of cannabis is illegal in the United States and remains a significant public health problem, particularly for young drivers.
Despite the magnitude of this problem, there are still many gaps in our understanding of young adults’ knowledge, attitudes, and beliefs; the contexts in which they make the decision to drive while impaired; and what interventions are promising for promoting safer driving behaviors.
Research suggests that interventions focused on parental monitoring, knowledge, and support can help protect against risky behaviors, including driving or riding under the influence. Formative research that addresses adolescent and young adult social norms, attitudes, knowledge, and perceptions are needed to help prevent cannabis impaired driving. Similarly, it is also critical to examine the body of work describing interventions that involve parents of teens/young drivers, state highway safety offices (SHSOs), high schools, universities, employers, and others, along with the efficacy of them.
For the purpose of this project, (1) “cannabis-impaired driving” includes the use of impairing substances in conjunction with cannabis (poly-drug impairment), and (2) “parents of teens/young drivers” includes other caregivers.
OBJECTIVES
The objectives of this research are to: (1) design and implement formative research to identify (a) social norms, attitudes, knowledge, and perceptions related to cannabis usage and driving for teens and young drivers (beyond teen years); and (b) evidence-based approaches and models to support parents of teens/young drivers, SHSOs, high schools, universities, employers, cannabis dispensaries, and others in talking with teens and young drivers about cannabis impaired driving and impaired driving laws; and (2) develop educational resources, interventions, and messaging that (a) support parents of teens/young drivers, SHSOs, high schools, universities, employers, cannabis dispensaries, and others in talking with teens and young drivers about cannabis impaired driving and impaired driving laws; and (b) provide information directly to teens and young drivers.
TASKS
PHASE I - Document Review and Planning
Task 1. Conduct a review and synthesis of existing studies related to teen and young driver social norms, attitudes, knowledge, and perceptions related to cannabis and driving. This task should primarily focus on domestic research, with relevant international information to be considered.
Task 2. Document noteworthy domestic and relevant international educational resources and interventions that (1) support parents of teens/young drivers, SHSOs, high schools, universities, employers, cannabis dispensaries, and others in talking with teens and young drivers about cannabis impaired driving and impaired driving laws; and (2) provide information about cannabis impaired driving and impaired driving laws directly to teens and young drivers.
Task 3. Develop an outline for the educational resources and interventions to be developed under Task 8.
Task 4. Develop a data collection and analysis plan for conducting new research in Phase II to accomplish the project's objectives. This will include at a minimum:
1. Analysis to identify social norms, attitudes, knowledge, and perceptions of teens and young drivers related to cannabis and driving.
2. Development of evidence-based approaches and models to support (a) use by parents of teens/young drivers, SHSOs, high schools, universities, employers, cannabis dispensaries, and others in talking with teens and young drivers about cannabis impaired driving and impaired driving laws and (b) direct use by teens and young drivers.
Task 5. Prepare Interim Report #1 that documents the work completed in Tasks 1 through 4. Update the work proposed for Phase II.
PHASE II - Data Collection and Analysis
Task 6. Execute the plan in Interim Report #1 to achieve the research objectives.
Task 7. Prepare Interim Report #2 that documents the work completed in Task 6. Update the work proposed for Phase III.
PHASE III - Deliverables
Task 8. Develop educational resources and interventions to support (1) parents of teens/young drivers, SHSOs, high schools, universities, employers, cannabis dispensaries, and others in talking with teens and young drivers about cannabis impaired driving and impaired driving laws; and (2) awareness by teens and young drivers about issues related to cannabis impaired driving and impaired driving laws. The materials should be customizable by the intended audience in order to be applied in a range of regional and cultural settings.
Task 9. Conduct a workshop with at least 15 representatives of SHSOs, law enforcement agencies, teens/young drivers, and other key stakeholders to present key research findings and proposed educational resources. Revise the educational resources and workshop materials taking into account feedback gathered during the workshop.
Task 10. Develop final deliverables, which at a minimum will include (1) a final research report documenting the entire research effort and findings; (2) educational resources and interventions that (a) support parents of teens/young drivers, SHSOs, high schools, universities, employers, cannabis dispensaries, and others in talking with teens about cannabis impaired driving and impaired driving laws; and (b) provide information about cannabis impaired driving and impaired driving laws directly to teens and young drivers; (3) prioritized recommendations for future research, intervention, and data needs; (4) a PowerPoint presentation summarizing the research findings; and (5) a technical memorandum on implementation.
STATUS: Proposals have been received in response to the RFP. The project panel will meet to select a contractor to perform the work.
