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The role of education and training in helping older people to travel after the cessation of driving / Charles Musselwhite

International Journal of Education and Ageing, Volume: 1, Issue: 2, Pages: 197 - 212

Swansea University Author: Musselwhite, Charles

Abstract

Older people face great difficulty when giving-up driving. It is an issue that many people do not wish to contemplate or think about, yet the evidence suggests those who gradually reduce driving and replace it with alternative transport and travel cope better when finally giving-up the car. Some of...

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Published in: International Journal of Education and Ageing
ISSN: 2044-5458
Published: 2010
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URI: https://cronfa.swan.ac.uk/Record/cronfa17933
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spelling 2019-06-14T14:11:10Z v2 17933 2014-05-06 The role of education and training in helping older people to travel after the cessation of driving Charles Musselwhite Charles Musselwhite true 0000-0002-4831-2092 false c9a49f25a5adb54c55612ae49560100c 75beebc8067424cc969d67472c4466a7 InStp5CuNrzTiXll2RhycFI/4mL4zIy/GXDlPjHD2Zg= 2014-05-06 HIA Older people face great difficulty when giving-up driving. It is an issue that many people do not wish to contemplate or think about, yet the evidence suggests those who gradually reduce driving and replace it with alternative transport and travel cope better when finally giving-up the car. Some of the anxiety about giving-up the car is fear of the unknown and a lack of confidence in using alternative methods such as using the bus or walking. This paper looks at the potential role of education and training in helping older people gain confidence in using alternative transport modes when giving-up the car. A wholly qualitative piece of research involved 54 older people from the South of England (31 had given up driving within the last year and 24 were contemplating giving-up driving within the next year) who took part in interviews and focus groups and completed travel diaries. The findings suggest that informal and formal travel information is needed. Whereas formal travel information is accessed well, such as timetables for example, there is a dearth of information available on more informal aspects of travelling, such as knowledge of how practically to use the bus including the ease of getting a seat or carrying shopping. Emotional and practical support for people giving-up driving is also suggested as important. A “social travel group” could be set-up which would also act as a lobbying service for change in local transport and travel and offer the chance to engage in specific travel training or buddy support systems. Journal article International Journal of Education and Ageing 1 2 197 212 2044-5458 driving cessation, ageing, wellbeing, health, education 0 12 2010 2010-12-01 http://eprints.uwe.ac.uk/14054/ College of Human and Health Sciences Centre for Innovative Ageing CHHS HIA Swansea University Centre for Innovative Ageing None 2019-06-14T14:11:10Z 2014-05-06T14:42:52Z College of Human and Health Sciences Centre for Innovative Ageing Charles Musselwhite 1 0017933-14062019140902.pdf PreprintofMusselwhitelearninganddrivingcessationIJEA2010.pdf 2019-06-14T14:09:02Z Output 327454 application/pdf AO true Updated Copyright 14/06/2019 2019-06-14T00:00:00 true eng
title The role of education and training in helping older people to travel after the cessation of driving
spellingShingle The role of education and training in helping older people to travel after the cessation of driving
Musselwhite, Charles
title_short The role of education and training in helping older people to travel after the cessation of driving
title_full The role of education and training in helping older people to travel after the cessation of driving
title_fullStr The role of education and training in helping older people to travel after the cessation of driving
title_full_unstemmed The role of education and training in helping older people to travel after the cessation of driving
title_sort The role of education and training in helping older people to travel after the cessation of driving
author_id_str_mv c9a49f25a5adb54c55612ae49560100c
author_id_fullname_str_mv c9a49f25a5adb54c55612ae49560100c_***_Musselwhite, Charles
author Musselwhite, Charles
author2 Charles Musselwhite
format Journal article
container_title International Journal of Education and Ageing
container_volume 1
container_issue 2
container_start_page 197
publishDate 2010
institution Swansea University
issn 2044-5458
college_str College of Human and Health Sciences
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hierarchy_top_id collegeofhumanandhealthsciences
hierarchy_top_title College of Human and Health Sciences
hierarchy_parent_id collegeofhumanandhealthsciences
hierarchy_parent_title College of Human and Health Sciences
department_str Centre for Innovative Ageing{{{_:::_}}}College of Human and Health Sciences{{{_:::_}}}Centre for Innovative Ageing
url http://eprints.uwe.ac.uk/14054/
document_store_str 1
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researchgroup_str Centre for Innovative Ageing
description Older people face great difficulty when giving-up driving. It is an issue that many people do not wish to contemplate or think about, yet the evidence suggests those who gradually reduce driving and replace it with alternative transport and travel cope better when finally giving-up the car. Some of the anxiety about giving-up the car is fear of the unknown and a lack of confidence in using alternative methods such as using the bus or walking. This paper looks at the potential role of education and training in helping older people gain confidence in using alternative transport modes when giving-up the car. A wholly qualitative piece of research involved 54 older people from the South of England (31 had given up driving within the last year and 24 were contemplating giving-up driving within the next year) who took part in interviews and focus groups and completed travel diaries. The findings suggest that informal and formal travel information is needed. Whereas formal travel information is accessed well, such as timetables for example, there is a dearth of information available on more informal aspects of travelling, such as knowledge of how practically to use the bus including the ease of getting a seat or carrying shopping. Emotional and practical support for people giving-up driving is also suggested as important. A “social travel group” could be set-up which would also act as a lobbying service for change in local transport and travel and offer the chance to engage in specific travel training or buddy support systems.
published_date 2010-12-01T20:49:10Z
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