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    Using Theory to Guide Practice in Children’s Pedestrian Safety Education

    Access Status
    Fulltext not available
    Authors
    Cross, D.
    Hall, M.
    Howat, Peter
    Date
    2003
    Type
    Journal Article
    
    Metadata
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    Citation
    Cross, Donna and Hall, Margaret and Howat, Peter. 2003. Using Theory to Guide Practice in Children’s Pedestrian Safety Education. American Journal of Health Education. 34 (5): pp. S42-S47.
    Source Title
    American Journal of Health Education
    ISSN
    1932-5037
    School
    Western Australian Centre for Health Promotion Research (Curtin Research Centre)
    URI
    http://hdl.handle.net/20.500.11937/20537
    Collection
    • Curtin Research Publications
    Abstract

    Few pedestrian injury prevention programs appear to articulate the theory upon which their design and evaluation are based. This article describes how theory was used to plan, develop, implement, and evaluate the educational component of a comprehensive child pedestrian intervention. Organizational and planning theories were used to guide the conceptual development, implementation, and evaluation of the program, while behavioral and child development theories were used to identify the content and strategies to address the pedestrian behavior of seven to nine year old children. The resultant program demonstrated improved road crossing and playing behaviors in the intervention group children compared to those in the comparison group. The systematic use of relevant theory in this program is likely to be associated with its positive impact on children's pedestrian safety.

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