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Learning to Drive and Managing Fear

Goal-Focused Driving Instructor Training

Instructors can help students overcome fears while learning to drive by adopting a client-centred approach. Understanding each student's unique needs and anxieties is crucial. Using techniques like scaling, where students rate their fear levels, helps identify and manage emotional states. Let's explore these concepts some more.

Goal-Focused Driving Instruction: Managing Fear

Colman is a slow, methodical learner who finds every driving lesson a constant strain due to his fears. He requires regular breaks and often requests that I drive at the end of the lesson. Under pressure from his father to learn to drive, Colman knows it will stand him in good stead for when he joins the police. He benefits immensely from a client-centred approach, as pushing him too hard could have led him to give up long ago. I have to strike a balance to meet his learning needs while encouraging him to challenge himself.

During our last driving lesson, I broached the topic of dual carriageways, knowing that Colman had been avoiding them. When I asked how he felt about driving on dual carriageways, he looked terrified and withdrew into himself. Using a scaling technique to measure his emotional state, he rated his fear at a 10 on a scale of 0 to 10, where 10 meant blind panic. We discussed how this fear felt, where he carried it in his body, and its impact on his decision-making and vision.

We then compared this state of panic to a calmer situation, which he rated as a 3, and discussed the differences. Together, we devised a plan to reduce his fear to a manageable level:

  • I would first drive the route, demonstrating how to join and leave the dual carriageway.

  • Colman would attempt driving on the dual carriageway only when his fear was reduced to a 7.

  • The route would be short and circular, taking no more than five minutes.

  • Colman could drive at whatever speed he felt comfortable.

  • No overtaking during the initial attempts.

  • After each circuit, Colman would scale his fear and assess his levels.

On the third demonstration, Colman talked me through the process, building his confidence. Although initially hesitant, he agreed to swap seats. We set clear expectations: I would ensure safety, but otherwise let him handle it. After three attempts, Colman's fear level dropped from a seven to a three, and he was beaming with pride. This experience highlighted the effectiveness of scaling as a tool for managing emotions.

By focusing on Colman's emotional state rather than technical driving skills, he learned to manage his fear and build confidence. Scaling empowered him to rationalise his feelings and manage his behaviour, a valuable skill for both driving and life. As instructors, it’s crucial to address the emotional aspects of learning to drive, helping learners like Colman overcome their fears and succeed.

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