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Maddy, Viviana, Devon.  Vision ◦ The CDC is a leading, national resource in reducing unintentional crash injuries in partnership with parents and other.

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Presentation on theme: "Maddy, Viviana, Devon.  Vision ◦ The CDC is a leading, national resource in reducing unintentional crash injuries in partnership with parents and other."— Presentation transcript:

1 Maddy, Viviana, Devon

2  Vision ◦ The CDC is a leading, national resource in reducing unintentional crash injuries in partnership with parents and other partners.  Mission ◦ Promote and support parents in keeping teens safe on the road.  Values ◦ Public health ◦ Safety ◦ Compliance with federal mandates ◦ Fiscally sound ◦ Education ◦ Research-based/driven ◦ Evidence-based

3 GoalsMeasures  Develop tools to help parents and teens co- develop approaches to manage and monitor their teen’s driving behavior  Educate and motivate parents to set a good example  Develop partners- synergistic  Parent /youth advisory board for rapid feedback  How many parents share information by blogging/tweeting/forwa rding & parent social network re: driving safety  How many direct their clients to campaign? Ex. Pop- up survey on partners sites

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5 StrengthsWeaknesses 1.Dynamic, new leader with IT interest 2.Inclusion of partners 3.Research-based evidence on teen driving prevalence & interventions 4. Trusted resource on public health 5. Existing digital strategy for CDC and tools on website to build off of 1.Not addressing adolescents very much 2.Materials may not be user- friendly for parents 3.Small budget 4.CDC template bounds what can be done 5.Teen driver and parent pages not well interlinked 6.Website word heavy and not visual 7.Too many videos/podcasts with experts (facts) and not process 8.Tools not customizable, does not engage parent, and negative framing

6 OpportunitiesThreats 1.New government-wide digital strategy in line with this campaign 2.Other partners: insurance, PTAs, youth groups/YMCA, car dealers (Used/new), consumer reports, AAP, AAFP, town workshops 3.Outreach to parents/teens 4.Content development: develop concrete examples and discuss, plan what to say, how to negotiate 5.Volunteers/interns/Groups of parents 6.App development 7.Use of non-text digital strategies (You tube) –easier for families, different r/e, socioeconomics: Wii games (parents and kids could do together) 1.Parents think they are talking about all the keys except for radio/eating, from pilot data 2.Hard to change people’s behavior 3.Parents backlashing: this is not my responsibility – school or driver’s ed 4.Parents’ attitudes – worry more about other teen issues 5.Cross-cultural/socioeconomic differences in attitudes and behaviors about driving but also about use of digital strategies

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8  White, single, lower-middle class mother, living in Worcester with one son, John age 16  John just got his driver’s license through school driver’s ed program  Jessica works as administrative assistant for insurance company Has rules but hard to follow-through because she often isn’t home She has a new boyfriend, Dave, who drives aggressively (Boston driver) She and John own one car that she uses for work/errands; he wants to use car on weekends with friends Has phone/computer at work, one laptop at home (slow connection), smart phone (both)

9 Jessica is rushing this morning; she has to drop John off at school because his carpool isn't able to pick him up. Once she finally gets into work, she has a slow start because she is still frazzled from the hectic morning. When she finally gets to take lunch, Jessica learns from her co-worker that his teenaged son was in a car accident over the weekend. Though she considers herself to be an informed mom who has open communication with her son, she realizes they need to talk about safe driving. She works until 5:30 pm, runs errands, and helps with homework. Later, she makes time to sit down at the computer and looks up Parents are the Key, which her co-worker told her about when he learned about the campaign through his insurance company.

10  Doesn’t really know what to say to John ◦ He already has a license ◦ She thought “driving was the school’s job; I just paid for it”  First use: ◦ Teen driving facts ◦ Conversation starters/talking points that teens will listen to ◦ How to talk to other adults in household about driving  Repeat use: ◦ Contract (sample)

11 Maryann  48 year old executive with 3 kids, married  African American  Lives in suburbs  Youngest son is getting hand- me-down car; husband with recent promotion and had taught previous children Jack  42 year old economist who develops policy simulation models  Risk averse, over cautious  Oldest child 14 years of age (daughter) and wants to preplan to decrease potential risks Randi Urban, lives in flat Tres chic, hip Smart car (very small) College educated Remarried in last year and step child (15), stepdaughter and father have conflict, looks up to Randi because she is “cool”, and Randi has agreed to “organize driving” but she is new to parenting

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13 Borrow from Liberty Mutual  Should have conversation starters about a teen driving contract.  Tools Check List: Practical Steps  Step by Step how to teach your teen to drive  driving/driving-lessons/know-your-car driving/driving-lessons/know-your-car Do Better like Liberty Mutual  Ability to fill in agreement online, interactive PDF Borrow from WebMD  Finding a driving school  More images of parents and teens interacting through dialogue  Videos Do better like WebMD  Incorporate teen perspective

14  Clarify their goals and purpose, title is generic  Crash risks NOT crash facts  Text heavy, not enough images  Have videos on website but also available on YouTube. We found a great video on Parents are the Key Facebook, is anyone watching it!? (63 views, 1 Like, NO Comments)  Incorporate teen perspective  Application: Wii Game, Simulation parents and teens can go through together  Checklists and tools  Interactive discussion forums

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16  Parents who work at the CDC aware of the approval process but also are in the intended audience, Can be provided with topics to include  Marketing Dept can edit and add links back to CDC website and their social networking pages  Intern, who are younger most likely, can look back and reflect on their experience with their parents: what impacted them, what worked well, what didn’t

17  Parents preparing themselves to teach a teen driver. This is what I did, what have others done?  End with an open-ended question/comments enabled Ex. What did you do to prepare yourself to teach your teen to drive? What are you most nervous about?

18  Parents  Parents  Insurance Co.  parents  Image should be on the parents and teen interacting  Key can be in the image but shouldn’t be the focal point  Should keep the message positive  Include a tip SCARY!!

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20  53% of parents were distracted by their phone when teaching their teen to drive  Downloadable for parents and teen with different versions for each (parents can turn off)  Can monitor the features of each others’ apps. They are linked so parents can see what driving skills teens need to work on.  Blocks teens from phone calls/text and parents from texts while driving  Leads to specialized voic “I am in the car, I will call you back when I am not driving.” 911 can go through. Option that some numbers can go through to speaker  For begin drivers visual input to know where things are, photo with recognition of what buttons are  Quiz of images to ID what they are, traffic laws  Parent/Teen Contract as on the website (smaller scale but consistent)  Speed limit – voice, voice reminders of steps (mirror adjust, enough gas, seat belt)  GPS locator for emergencies, NSTAR capabilities  Points for safe driving – incentives insurance rebate/discount; gas card

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22 REVISED DIGITAL STRATEGIES:  Overall positive engaging strategy. Parents don’t need to be scared but reassured that they can make it and that this can be a bonding experience for both on the road to autonomy. ◦ First page very imp, should be more positively focused, rephrased “risks” not “facts”, use infographs. ◦ Resources: content manager, design team ◦ Evaluation: qualitative and quantitative (comments, pop-ups, etc.).  Focus on the relationship not only parent-teen but also between parents and groups of parents. ◦ Social media and mobile apps, parents’ blogs, games and quizzes. Facebook button more preminent and rephrased. Must be easily linked to teen drivers site and youtube should be visible. ◦ Resources: partner with other companies to limit CDC’s restrictions. ◦ Evaluation: number of downloads, monitoring blog traffic, number of shares etc.

23  Provide tools that are practical and easy to use ◦ Interactive contract, easy to use talking points and how to respond to teen questions, youtube videos (“how to….”), practical tips in the mobile app (e.g. checklist). ◦ Resources: content manager ◦ Evaluation: nr of downloads, youtube shares, how many insurance and other companies use the CDC contract and provide links to it.  Build a community “safety net” around teen drivers. ◦ Focusing on partnerships with insurance companies, schools, driver’s ed, etc. Information from mobile app can be used to get rebates from insurance companies. ◦ Resources: partnering companies ◦ Evaluation: nr. of companies working, nr. of hits.

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