1366 - CO-DEVELOPING A CULTURALLY APPROPRIATE VIRTUAL REALITY HAZARD PERCEPTION TRAINING PROGRAM FOR A VULNERABLE COMMUNITY

Session: P_D13S001 - Poster Session 1 - Division 13
AUTHORS:
Whyte-Ball Tina (School of Behavioural and Health Sciences, Australian Catholic University ~ Sydney ~ Australia) , Perry Lawrence (Wonnarua Nation Aboriginal Corporation ~ Sydney ~ Australia) , Craven Rhonda (Institute for Positive Psychology and Education, Australian Catholic University ~ Sydney ~ Australia) , Marsh Herb (Institute for Positive Psychology and Education, Australian Catholic University ~ Sydney ~ Australia) , Greene David (School of Behavioural and Health Sciences, Australian Catholic University ~ Sydney ~ Australia) , Jenny Mcmullan (Institute for Positive Psychology and Education, Australian Catholic University ~ Sydney ~ Australia) , Duckworth Jonathan (School of Design, College of Design and Social Context, RMIT University ~ Melbourne ~ Australia) , Mcguckian Thomas (Healthy Brain and Mind Research Centre, School of Behavioural and Health Sciences, Australian Catholic University ~ Melbourne ~ Australia) , Gordon Ashley (Gordon Driver Licensing Program ~ Sydney ~ Australia) , Bennett Joanne (School of Behavioural and Health Sciences, Australian Catholic University ~ Sydney ~ Australia)
Abstract text:
Introduction


Vulnerable communities often face systemic barriers to accessing programs, and these programs are frequently designed without consideration for cultural values, lived experiences, or historical contexts (George et al., 2018). First Nations people in Australia experience systemic disadvantages in road safety (Currie & Senbergs, 2007). In Australia, they are less likely to have a licence and three times more likely to die in road crashes than other Australians (AIHW, 2018). Social and cultural barriers linked to inequitable access to driver licensing and road safety education may help explain these disparities (Pammer et al., 2021). There are limited culturally appropriate road safety programs and resources for this vulnerable population with limited research on developing these programs.


Purpose


A staged approach was used to develop a culturally appropriate training program to improve safety and licensing access for young First Nations drivers.


Method/results


 Stage one: Identify community needs


First Nations peoples and researchers developed the program proposal in partnership. The research team supported the partners with developing a program based on community needs.


Stage two: Co-design


Consultation with First Nations partners facilitated co-designing a survey on barriers and facilitators to licence attainment. A pilot with First Nations youths highlighted survey language and comprehension limitations. Community driving instructors helped design culturally and environmentally appropriate training sessions. Overall, consultations resulted in developing more equitable, effective, and culturally grounded programs. One negative impact was scheduling-related project delays.


Stage three: Test program efficacy


This involved usability testing with First Nations youth during the training development to gain feedback and ensure engagement and feasibility. 


Through partnership, we have revised research tools to reflect appropriateness around cultural sensitivity, environmental context and language use.





Conclusion


This project outlines stages taken to co-develop a road safety program. This staged approach could guide future researchers intending to develop interventions for vulnerable communities.