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Speaker 1: The public has had a long held fascination with detectives.

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Speaker 1: Detective see aside of life. The average person is never

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Speaker 1: exposed her I spent thirty four years as a cop.

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Speaker 1: For twenty five of those years I was catching killers.

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Speaker 1: That's what I did for a living. I was a

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Speaker 1: homicide detective. I'm no longer just interviewing bad guys. Instead,

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Speaker 1: I'm taking the public into the world in which I operated.

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Speaker 1: The guests I talk to each week have amazing stories

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Speaker 1: from all sides of the law. The interviews are raw

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Speaker 1: and honest, just like the people I talk to. Some

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Speaker 1: of the content and language might be confronting. That's because

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Speaker 1: no one who comes in the contact with crime is

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Speaker 1: left unchanged. Join me now as I take you into

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Speaker 1: this world. In part two of my chat with Melissa

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Speaker 1: and Peter McGinnis, whose son Jordan died and killed four

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Speaker 1: other people in the car crash, we talk about their

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Speaker 1: lifelong mission to change the attitudes of young drivers. Given

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Speaker 1: what they had been through, I found it quite amazing

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Speaker 1: how they not only came to terms with what happened,

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Speaker 1: but also their outlook on life, and they are now

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Speaker 1: doing everything in their power to ensure that lessons learned

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Speaker 1: from Jordan's actions are not lost. I honestly don't know

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Speaker 1: if I would have the courage to not only face

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Speaker 1: what they've been through, but having the ability to turn

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Speaker 1: something so tragic into something worthwhile. If you have young children,

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Speaker 1: I suggest you have a listen and maybe even get

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Speaker 1: your kids to have a listen, because what they say

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Speaker 1: relates to so many aspects of life and the choices

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Speaker 1: that we make. Melissa and Peter, welcome back to I

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Speaker 1: Catch Killers for part two.

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Speaker 2: Thank you very much, thanks for having us again.

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Speaker 1: Well, I've got to say for part one it was

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Speaker 1: very informative and emotional on talking about the experience of

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Speaker 1: what you went through when your son Jordan involved in

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Speaker 1: that car crash in which four other people were killed

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Speaker 1: along along with Jordan, and came across first of all,

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Speaker 1: how well you guys have coped with it, like emotionally

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Speaker 1: and dissecting all the mixed emotions you went through with

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Speaker 1: the loss, the tragedy, the pain. But you also carried

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Speaker 1: carried the guilt and you talk about the guilt and

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Speaker 1: I just want to ask you, and we touched on

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Speaker 1: in part one, but where does that guilt come from?

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Speaker 1: Breaking it down? If you could just identify what that

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Speaker 1: guilt is about. Now, you said Peter in Part one,

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Speaker 1: logically we weren't responsible for the actions, but you're carrying

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Speaker 1: carrying that guilt.

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Speaker 3: Yeah, I think it's it can't be broken down rationally.

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Speaker 3: I think it speaks to Melissa's point in part one.

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Speaker 3: I think she was using the term justifiers. It's you

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Speaker 3: you can justify or rationalize certain things. There's other things

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Speaker 3: that are deeply reflexive, visceral sort of feelings that you carry.

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Speaker 3: Had Jordan survived naturally, he would have been in prison

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Speaker 3: for a very long time.

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Speaker 1: And these are thoughts that you've processed for it through

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Speaker 1: your mind yet, because that would have been a very

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Speaker 1: long time.

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Speaker 3: So that's that's a guilt. You know, he paid the

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Speaker 3: ultimate price himself for those choices, of course, you know,

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Speaker 3: and we do do anything for it never to have

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Speaker 3: happened at all. But nonetheless that that guilt still sits

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Speaker 3: out there. While we do know rationally that it's not

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Speaker 3: something that we need to carry, it's something that you

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Speaker 3: do carry. And the rare times that you'll meet parents

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Speaker 3: that might have been through similar things, is funny how

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Speaker 3: often that that is just this feeling that just sits there.

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Speaker 1: You know, well, I suppose it's that connection, that bomb

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Speaker 1: that you had with your children that Melissa, you feel

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Speaker 1: feel the same way.

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Speaker 4: We can't put it down. From the day that he

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Speaker 4: killed those those young adults. That the weight I talked

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Speaker 4: about in Part one, that weight just sits so heavily

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Speaker 4: on us. I can't not wake up and think about

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Speaker 4: what Jordan did. In fact, a large part of our

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Speaker 4: life right now is all about what he did.

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Speaker 2: That grief and I.

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Speaker 4: Talked about you, grief is one of those things that

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Speaker 4: you've got a ball of grief. And what happens with

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Speaker 4: grief is that the grief doesn't reduce, right, the grief

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Speaker 4: stays exactly the same. What happens is that life just

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Speaker 4: grows around that grief. And I still grieve grief Jordan

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Speaker 4: all the time. I'll never stop grieving with him. But

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Speaker 4: what we've learned to do is to live with that

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Speaker 4: grief a little bit better and to pick it up,

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Speaker 4: to carry it, to nurture it. And what do you

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Speaker 4: do with that grief? And that's I guess what has

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Speaker 4: resonated with Peter and I that we're going to pick

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Speaker 4: up that grief. We're going to nurture that weight, and

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Speaker 4: we are going to make this world a better.

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Speaker 2: Place with that weight that we carry. Just what else

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Speaker 2: can you do with it?

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Speaker 3: Look, there's a sense of deep eated sense of accountability,

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Speaker 3: responsibility that is beyond us. It's not about us. It's

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Speaker 3: actually about we've got this set of circumstances. What does

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Speaker 3: it mean to other people? How can this apply more

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Speaker 3: broadly into the community. Because this whole, all the elements

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Speaker 3: of road trauma are ostensibly preventable, and I guess we'll

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Speaker 3: go into this later, but the fact that we've had

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Speaker 3: the perspective that we've got tragically, it should mean something

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Speaker 3: for other people. It's not about necessarily just about our

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Speaker 3: journey and our lived experience. It's actually about what that

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Speaker 3: lived experience can and should mean for other people.

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Speaker 1: And we all can look in the mirror and see

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Speaker 1: these said the circumstances are not unique to yourselves, and

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Speaker 1: that could happen to other people. I think setting part one,

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Speaker 1: that was about three or four years after the accident

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Speaker 1: that you decided to start making making a difference and

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Speaker 1: getting out there and getting a message across.

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Speaker 3: How did that occur?

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Speaker 1: Was it a light bulb moment that you thought we're

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Speaker 1: going to do something positive with this. How did it evolve?

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Speaker 4: It was certainly in a light bulb. Mate was something

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Speaker 4: that we felt. We felt that we wanted to do

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Speaker 4: something a long time. For a long time we thought

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Speaker 4: about it, but we didn't know what to do, how

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Speaker 4: to do, how to put your head above the radar

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Speaker 4: and even talk about this. How's it going to be received? So,

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Speaker 4: by the way, I'm just going to pick up on it.

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Speaker 4: You said an accident. Jordan didn't have an accident that night.

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Speaker 4: An accident is what happened to his victims.

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Speaker 2: And I was like to.

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Speaker 1: Yes, about valid point, And that is a slip of

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Speaker 1: the tongue with myself in preparing for this. And I'm

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Speaker 1: glad you picked me up on that because I started

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Speaker 1: writing this motor vehicle accent. But I've been consciously trying

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Speaker 1: to call it a.

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Speaker 4: Crash and you have and I yeah, and I We're

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Speaker 4: really taken, yeah, very big on that the accident happened

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Speaker 4: to Jordan's victims.

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Speaker 2: Jordan's was a choice.

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Speaker 4: So getting back to your question, So, in twenty seventeen,

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Speaker 4: I met a lovely She was a police officer at

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Speaker 4: the time, Constable Tracy Cluston. She was running a Save

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Speaker 4: Day road safety expo at a school on the Gold

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Speaker 4: Coast and she just said, you know, would you like

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Speaker 4: to come and contribute?

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Speaker 2: And I said, I really would like.

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Speaker 4: It was the first opportunity to go, all right, we'll

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Speaker 4: try something. So I spoke for around about twenty four

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Speaker 4: minutes that day, and at the end of it, I

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Speaker 4: had never public spoken. I was so nervous and I

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Speaker 4: cried a lot. I couldn't even work the PowerPoint presentation.

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Speaker 4: I had a friend, you know, that was clicking through

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Speaker 4: it because I was so nervous. And at the end

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Speaker 4: of it, quite a few of the students came up.

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Speaker 4: A lot of the responders that were there, the police,

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Speaker 4: the ambos, and the fieries came up and they went, wow,

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Speaker 4: that was that was really powerful. And the reason that

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Speaker 4: it was powerful, and I knew that what we should

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Speaker 4: be talking into is Jordan's choices. There are no excuses

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Speaker 4: for what Jordan did that night. He made choices, and

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Speaker 4: that's what we talked into, and it was quite confronting.

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Speaker 2: We then did a.

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Speaker 4: Couple more of those Save Day expos with Senior Constable

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Speaker 4: Tracy Cluston. And I sort of thought, well, I'll just

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Speaker 4: you know, I reached out to some of the parents

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Speaker 4: that I knew and the teachers in the community and

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Speaker 4: see if we could go and I could just go

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Speaker 4: and talk myself at schools, and that's how it started.

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Speaker 4: So we didn't necessarily sit down with a business plan

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Speaker 4: and go, RITYO, this is what we're going to do.

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Speaker 4: It started out very, very organically. I was working five

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Speaker 4: days a week when we started out, and I had

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Speaker 4: this lovely boss who allowed me to go to four

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Speaker 4: days a week, so I would have one day that

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Speaker 4: I would go into schools and do a presentation, and

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Speaker 4: bit by bit the.

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Speaker 2: Programs sort of emerged.

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Speaker 4: So where we started and where we thought we should

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Speaker 4: be was not where we are today. So for the

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Speaker 4: last we've been going for I think we're in our

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Speaker 4: ninth year now. I think we really formalize this in

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Speaker 4: around about twenty nineteen. I left my career in twenty

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Speaker 4: twenty and we went full time.

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Speaker 2: With You Choose.

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Speaker 4: But we learned very quickly that we didn't have the answers,

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Speaker 4: that the answers resided in this current generation, and that

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Speaker 4: the idea was not to teach, but was to extrapolate

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Speaker 4: the solutions from this current generation, synthesized them, and redeliver them.

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Speaker 4: You know, so I E and I say this in

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Speaker 4: the presentation today. You know, for me, it's not a

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Speaker 4: teaching paradigm. For me, it's a learning paradigm. Your generation

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Speaker 4: is showing us how to make this really powerful. And

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Speaker 4: that's the truth we've really learned from this generation.

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Speaker 3: Yeah, that's a really good summation of how the trip

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Speaker 3: has been because I think from the very outset it

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Speaker 3: won't be newsed to you Gary that school based or

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Speaker 3: community policing it's constructive to have a bereaved person to

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Speaker 3: talk to kids about choices and consequences.

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Speaker 4: Yeah.

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Speaker 3: Yeah, and I think that was very much I guess

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Speaker 3: the role if you like, very early on in the piece.

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Speaker 3: But it was really interesting to us that right from

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Speaker 3: the outset, the type of responses we were getting verbatim

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Speaker 3: from kids themselves, also from teachers and parents, but particularly

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Speaker 3: from the young people was that they don't always immediately

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Speaker 3: envisage themselves as a victim of anything. And that's a

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Speaker 3: bit of a hard nut to crack, apparently we found

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Speaker 3: out from teachers and team behavioral psychologists, but there is

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Speaker 3: they can actually see themselves all hang on and we're

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Speaker 3: all holding a mirror up to them. So what was

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Speaker 3: initially like a concept, I guess, which is a bit

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Speaker 3: like storytelling, Well we'll just tell people about these circumstances

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Speaker 3: and that will be enough. Really quickly became something that

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Speaker 3: we were noticing that put kids into a really authentic

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Speaker 3: state of reflection about themselves. So what started off being

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Speaker 3: a story about the circumstances surrounding Jordan's crash actually became

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Speaker 3: something that was an exercise in self reflection. And that's

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Speaker 3: this verbatim feedback loop we're getting from participants.

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Speaker 1: How did you create that? How did you deliver that?

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Speaker 1: So you've got a group of school students there, they're

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Speaker 1: all misbehaving, the teacher calls them in the line and OK,

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Speaker 1: these people are turning up to speak to you. How

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Speaker 1: do you break the story down?

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Speaker 3: Well, funny, it's a stude of you to say that,

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Speaker 3: because the number of times it happens to this day

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Speaker 3: that we'll have teachers telling us. And by the way,

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Speaker 3: we also that the program is also delivered to various

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Speaker 3: other community organizations well even as adults these days, as

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Speaker 3: occupational health and safety course because the principles apply it.

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Speaker 3: But we've so often had teachers that will apologize in

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Speaker 3: advance for their cohorts, So I'll say, look, I've got

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Speaker 3: apologize for this mob. You know, the buggers, they're likely

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Speaker 3: to be disruptive. We have never, ever, ever had a

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Speaker 3: disruptive cohort go through this program, not once, and it's

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Speaker 3: been delivered in every state and territory I think now,

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Speaker 3: and to many, many hundreds of thousands of kids over

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Speaker 3: all these years. And you can hear a pin drop

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Speaker 3: throughout the presentation phase of the program, which is sixty

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Speaker 3: minutes every time, and we're learning more and more about

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Speaker 3: why that is. As Melissa says, it's not something that

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Speaker 3: we've got all the knowledge on, but because of that

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Speaker 3: response to our content, we're deeply curious as to why

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Speaker 3: kids lean into this. So year on year on year

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Speaker 3: we've learnt and we've maintained this curiosity about why these

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Speaker 3: messages are working. And with the help of some fantastic

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Speaker 3: voluntary well being and pastoral care educators, team behavioral experts

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Speaker 3: and so on like, we've managed to refine the feedback

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Speaker 3: that we're getting from the kids into a program that

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Speaker 3: has become more and more deliverable and measurable beyond just

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Speaker 3: the storytelling.

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Speaker 4: Okay, And I was going to say, I think obstensibly

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Speaker 4: the program is designed the first half is very much

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Speaker 4: about the backstory. That's what gets him into the deep

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Speaker 4: state of personal reflection. And the second part is we

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Speaker 4: know what we can't do anything. There's nothing that we

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Speaker 4: can really do.

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Speaker 2: This is all about what you do.

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Speaker 4: So you're feeling it now. You're feeling like you do

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Speaker 4: anything to protect the people that you love. And I

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Speaker 4: use this particular example, and it's probably the best example

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Speaker 4: I think that I can use for you choose. And

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Speaker 4: it came from a conversation with a young man and

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Speaker 4: we were talking about, you know, at the end of

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Speaker 4: a presentation, young men particularly come up and they want

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Speaker 4: to have a chat and it's often you know, the

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Speaker 4: big rub rough and rugged Apex sporting lad and we'll

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Speaker 4: talk about, you know, the feelings you have when you

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Speaker 4: run out onto a sporting field. You know, you do

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Speaker 4: anything to protect your mates out on that sporting field.

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Speaker 4: You die, fight, kill, anything to protect your mates, and

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Speaker 4: you're admired for your leadership and your protection attributes those

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Speaker 4: same young men who are doing anything to protect their

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Speaker 4: mates out on the sporting field, can then get into.

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Speaker 2: The car or other areas of their lives.

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Speaker 4: And in danger their mates that they were doing anything

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Speaker 4: to protect over here on the sporting field.

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Speaker 2: Protection and leadership is in you.

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Speaker 5: How do we extract that.

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Speaker 4: Or how do we synthesize harness that and bring that

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Speaker 4: into the car and all those decision making moments. So

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Speaker 4: that's the sort of a little bit of here you go,

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Speaker 4: you're feeling those feelings. Leadership and protection is in it,

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Speaker 4: You exhibit it in so many areas.

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Speaker 2: Of your life. How do we harness that in those moments?

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Speaker 1: Just that by way of an example, I understand the

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Speaker 1: mentality of a young man in a football environment and

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Speaker 1: all that. Yet we're going to protect, We're going to

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Speaker 1: back you up, fight and then flip it. Well, why

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Speaker 1: do you lose that when you get in the car.

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Speaker 1: You choose? Just break it down. What's the aim of

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Speaker 1: you choose?

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Speaker 3: So the mission is very much about creating social purpose

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Speaker 3: behind the changes that are necessary, not just in road

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Speaker 3: use culture, but in harm prevention culture in general. So

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Speaker 3: the idea Melissa touched on it before, it's not actually

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Speaker 3: a teaching paradigm. It's not like we've got all the answers,

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Speaker 3: and the challenge here is to put the answers into

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Speaker 3: the participants or into teenagers or the community in general.

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Speaker 3: It's very much a mutual compact here where through sort

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Speaker 3: of mutual reflection we understand and our wheelhouse is road trauma.

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Speaker 3: So it's the context that we use, and it's a

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Speaker 3: good one because most of these kids are either drivers

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Speaker 3: or passengers talking to you. So once we put aside

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Speaker 3: these legacy myths that we've had around driving and road use,

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Speaker 3: but in fact, in harm prevention in general, like for

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Speaker 3: a hundred years, about making the connections between intentions, choices,

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Speaker 3: and actions and the people that we most protend, profess

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Speaker 3: to want to love and protect. To explain that, Gary,

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Speaker 3: you just said it at the start of part two,

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Speaker 3: you use the term accident. An accident is reflexive. We've

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Speaker 3: been calling these things accidents since cars first arrived on

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Speaker 3: our roads, and the nexus there is that because we

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Speaker 3: didn't mean to cause it, therefore it's not our fault,

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Speaker 3: it's an accident bad luck. Right, So when you have

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Speaker 3: that embedded generationally, where road crashes, crashes are bad luck,

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Speaker 3: where things that you didn't intend to happen, but through

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Speaker 3: your choices, you harm other people. Are bad luck. You

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Speaker 3: didn't mean it. Gary, I can't tell you how many

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Speaker 3: times people will sympathize with us to this day, don't

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Speaker 3: they say? They'll look in our face and I'll say, oh,

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Speaker 3: poor Jordan, we've all done it.

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Speaker 1: Yeah, that was a conversation I have with and.

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Speaker 3: Maybe we've got a lot of work to do while

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Speaker 3: that's still happening. And it's a reflex that people have

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Speaker 3: because if Jordan had have done what he had done

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Speaker 3: to for other people with anything but a motor vehicle,

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Speaker 3: do you think anyone would be saying to us like, gee,

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Speaker 3: poor Jordan. You know, we've all done it. So we've

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Speaker 3: got this paradigm that we used to make ourselves feel better. Oh,

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Speaker 3: you didn't mean it. You crashed your car. You made

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Speaker 3: choices in your car that caused harm to yourself, which,

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Speaker 3: by the way, if you cause harm to yourself, there's

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Speaker 3: not a single person there. That person's got a family

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Speaker 3: that are dealing with grief and all that sort of stuff,

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Speaker 3: let alone harming other people. So as soon as participants

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Speaker 3: in this program get onto these really obvious dynamics that

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Speaker 3: will wait a second. We got control over these.

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Speaker 1: Things trying to try and I was fascinated by your

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Speaker 1: take on it and agreed with you one hundred percent,

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Speaker 1: changing the narrative from yeah and I can imagine those

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Speaker 1: words coming in other people's mouths saying to you, Oh,

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Speaker 1: we've all done it. You did stupid things when you

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Speaker 1: were young. We've got to change that, haven't we.

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Speaker 3: Well, the messages that go to young people are that

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Speaker 3: this is just part of growing up. It's part of life.

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Speaker 1: Crazy, silly, reckless young guys.

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Speaker 3: Recklessnes and look, we don't need the name, but we

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Speaker 3: would have all seen them, particularly when we were younger

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Speaker 3: and growing up. Where the type of campaigning that's out

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Speaker 3: there around trauma and road trauma prevention is about people

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Speaker 3: finding relatability with teens, and the easiest way to find

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Speaker 3: a relatability with a team is to tell them about

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Speaker 3: you as a teen. We think we know teenagers because

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Speaker 3: we used to be one, so it's common we see

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Speaker 3: really accomplished, highly intelligent people engaging teenagers by saying, geez,

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Speaker 3: when I was your age, I used to go to

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Speaker 3: the drive in the boot of the car, or I

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Speaker 3: used to ride on that in all of the reckless behavior,

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Speaker 3: and then the message at the end of it is yeah,

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Speaker 3: but don't you do it okay, So all they're hearing

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Speaker 3: about this is that everyone does it right. And then

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Speaker 3: the messages which are buy the way true, the neurological

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Speaker 3: messages that they get. You know, your brain's not fully

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Speaker 3: developed to be able to make informed decisions until you're

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Speaker 3: like twenty five, or you've got it impulsive until your

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Speaker 3: brain develops. Probably all that stuffs true. But when you

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Speaker 3: add that on top of our culture, which is this

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Speaker 3: mythological culture about bad luck not choices, you've got the

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Speaker 3: messages that you're giving to teenagers are just that it's

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Speaker 3: just a bit of a dangerous time to be alive,

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Speaker 3: and it's part of life to be making these really

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Speaker 3: reckless decisions that can harm or kill other people.

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Speaker 1: When it looks so powerful in what you're saying, then

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Speaker 1: changing that narrative, I'd use an example, what's one that

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Speaker 1: the coward punch the King hit. That's a classic example,

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Speaker 1: really good one. It was a King hit. This bloke

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Speaker 1: got King hit, and there was no shame to King hit.

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Speaker 1: But once the terminology was changed on the back of

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Speaker 1: the campaign to a coward punch that really identified it

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Speaker 1: for what it is. And I take on board with

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Speaker 1: what you're saying about changing it from this accident because

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Speaker 1: that has all those connotations to a crash and why

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Speaker 1: did the crash happen that we'll lose a number of

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Speaker 1: led to that.

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Speaker 3: And as soon as you And that's why intentions, choices,

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Speaker 3: and actions are a part of the really important reflective framework,

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Speaker 3: because the truth is our Sudden didn't wake up on

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Speaker 3: the day that he did what he did with that crash,

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Speaker 3: going I'm going to intend to do all of this,

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Speaker 3: of course not he's a good person, pretty much like

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Speaker 3: anyone else that would attend to you choose program, But

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Speaker 3: his intentions mean absolutely nothing if his choices are harming

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Speaker 3: other people. And that nexus is really revealing to teenagers

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Speaker 3: and they lean into it because they've got these strong

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Speaker 3: protective instincts that Melissa pointed to before and that was

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Speaker 3: a great example, and to marry him up is really powerful.

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Speaker 3: By the way, this also works with adults. So you

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Speaker 3: could be in a room full of people when we

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Speaker 3: do this exercise really frequently where you'll say, by a

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Speaker 3: show of hands, how many people have seen a social

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Speaker 3: media post written in the first person to someone who's

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Speaker 3: passed away. Almost every hand goes up, you know, and

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Speaker 3: with the older people it's like hands up if you've

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Speaker 3: got or you've seen a tattoo on someone that's commemorating

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Speaker 3: someone that's passed away, you know, And that's beautiful thing

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Speaker 3: to express your love like that. But here's a challenge.

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Speaker 3: Move that love that you've got for your friends and

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Speaker 3: your family and your mates and put it right now

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Speaker 3: in the present. Because that person that you might have

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Speaker 3: been able to influence or help or just pull up

401
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Speaker 3: or call out, but you step back from it, they

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Speaker 3: can't now see your tattoo and they can't read that

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Speaker 3: social media post. So let's step all of that love

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Speaker 3: that we've got as mates, as family, Let's move that

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Speaker 3: into the hear and now and come up with ways

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Speaker 3: inside each of our social groups to put a side

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Speaker 3: passivity which we can speak too late, and start talking

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Speaker 3: to each other.

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Speaker 1: One that one of the notes so I've got about

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Speaker 1: is don't be a passive observer in the situation. And

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Speaker 1: I like, again, I like the messaging that you're saying.

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Speaker 1: It's all very well after the event to say we

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Speaker 1: cared for your brother, you're one of us, and all that.

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Speaker 3: Rest in paradise. John. Yeah, it's too late. He can't

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Speaker 3: hear you, mate.

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Speaker 1: But the message before he got in the car should

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Speaker 1: have been, mate, I love you. Don't get in the

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Speaker 1: carr and.

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Speaker 3: This this is at the bottom of and by the way,

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Speaker 3: this isn't a theory that we've got. You know, we've

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Speaker 3: been in a regular one hundreds and hundreds of thousands

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Speaker 3: of kids.

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Speaker 1: Have you actually done hundreds of Ye.

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Speaker 4: We just did thirty thousand kids a condensed version of

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Speaker 4: it at the B Street Arena of event in Sydney

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Speaker 4: just last week at Kudos.

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Speaker 3: But over the years, the amount of the amount of

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Speaker 3: survey data that we've got, so.

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Speaker 1: You've put some some of the data in research with

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Speaker 1: the universe.

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Speaker 3: Yeah, yeah, that's right. So we're really fortunate last year

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Speaker 3: that the Griffith University Criminals Institute actually did a randomized

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Speaker 3: control trial on the effectiveness of the program, which is

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Speaker 3: a bit nerve wracking of course, because you know they

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Speaker 3: can get out the end of it and it's not

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Speaker 3: as good as yeah yeah, but look, it's in peer

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Speaker 3: review now, so it's close to being complete. But the

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Speaker 3: initial evaluation has demonstrated that the program has a significant

439
00:23:21,880 --> 00:23:27,160
Speaker 3: effect on risk taking intentions and extrapolated behaviors inside teen

440
00:23:27,240 --> 00:23:32,040
Speaker 3: social groups, and it points to passive individuals inside social

441
00:23:32,080 --> 00:23:38,840
Speaker 3: groups being at high risk of harmful behavior inside their

442
00:23:38,840 --> 00:23:41,040
Speaker 3: social settings, which is very revealing to us.

443
00:23:41,040 --> 00:23:43,520
Speaker 1: Because let's break that down to talk a bit more

444
00:23:43,560 --> 00:23:44,040
Speaker 1: about that.

445
00:23:44,160 --> 00:23:48,200
Speaker 3: We got curious about this, didn't we, Melissa, no, you please,

446
00:23:49,200 --> 00:23:51,679
Speaker 3: I know that we got really curious about this because

447
00:23:51,720 --> 00:23:55,520
Speaker 3: we there was a pattern that came out in our

448
00:23:55,880 --> 00:24:00,000
Speaker 3: post program surveys and in our anecdotal interactions with kids.

449
00:24:00,760 --> 00:24:03,280
Speaker 3: And it wouldn't matter what region we are in, what city,

450
00:24:03,680 --> 00:24:08,919
Speaker 3: what socio demographics, the number of times we heard comments like, ah,

451
00:24:09,520 --> 00:24:11,439
Speaker 3: I was just listening to that that that piece, and

452
00:24:11,480 --> 00:24:13,840
Speaker 3: I just it made me think about that time that

453
00:24:14,880 --> 00:24:16,680
Speaker 3: I just got into that car and I just knew

454
00:24:16,720 --> 00:24:18,800
Speaker 3: I shouldn't have, but I just did, you know? Or

455
00:24:18,920 --> 00:24:23,960
Speaker 3: And we hear that a lot. We often hear like

456
00:24:23,320 --> 00:24:26,080
Speaker 3: we like, there's three people in the car, two of

457
00:24:26,119 --> 00:24:28,800
Speaker 3: them are scared, one of them is doing something else,

458
00:24:28,840 --> 00:24:31,439
Speaker 3: the driver is not paying attention. You know this this

459
00:24:31,560 --> 00:24:34,280
Speaker 3: passivity and they recognize it in each other. And when

460
00:24:34,280 --> 00:24:37,640
Speaker 3: you see like the groups of friends, teenage friends talking

461
00:24:37,680 --> 00:24:41,359
Speaker 3: to each other. You're not necessarily looking at that determined

462
00:24:41,480 --> 00:24:45,200
Speaker 3: law breaker, that street racer, that motoring enthusiast type of person.

463
00:24:46,119 --> 00:24:49,760
Speaker 3: Maybe the program will not get through to a hardcore

464
00:24:49,880 --> 00:24:53,320
Speaker 3: five percent of people that are determined to break the law,

465
00:24:53,720 --> 00:24:55,960
Speaker 3: but that's not where most of the crashes generally come.

466
00:24:56,440 --> 00:24:59,440
Speaker 3: All sorts of people get involved in road trauma up.

467
00:24:59,480 --> 00:25:04,960
Speaker 3: So that level of passivity became really interesting. And like,

468
00:25:05,040 --> 00:25:07,800
Speaker 3: these are people that are best friends gary or or cousins,

469
00:25:08,280 --> 00:25:11,840
Speaker 3: people have known themselves forever, going oh, I feel like

470
00:25:11,880 --> 00:25:14,480
Speaker 3: I can't say something. I feel like I should say something,

471
00:25:14,480 --> 00:25:17,400
Speaker 3: but I can't. And it's not about turning every kid

472
00:25:17,400 --> 00:25:21,360
Speaker 3: into an angel, of course, but they'll tell you that

473
00:25:21,880 --> 00:25:24,320
Speaker 3: once or twice a year, maybe a few times more,

474
00:25:25,160 --> 00:25:27,720
Speaker 3: a set of circumstances will come up when they really

475
00:25:27,840 --> 00:25:30,600
Speaker 3: know that they should say something, but they feel that

476
00:25:30,680 --> 00:25:34,040
Speaker 3: they can't. So the bones of the program, or like

477
00:25:34,080 --> 00:25:38,280
Speaker 3: a big element of the program is to practice these permissions,

478
00:25:38,440 --> 00:25:42,160
Speaker 3: to give each other permission to call each other out

479
00:25:42,320 --> 00:25:44,720
Speaker 3: or talk to each other about this harmful stuff. And

480
00:25:45,160 --> 00:25:46,080
Speaker 3: we know we've got to.

481
00:25:46,240 --> 00:25:48,560
Speaker 1: How do we make that cool for the kids? As

482
00:25:48,600 --> 00:25:52,480
Speaker 1: in they instead of being the person that if they're

483
00:25:52,520 --> 00:25:56,199
Speaker 1: at the school formal and someone's runs up to the

484
00:25:56,200 --> 00:25:58,800
Speaker 1: teacher to say, Johnny's about to get in the car

485
00:25:58,920 --> 00:26:01,520
Speaker 1: and drive, and then the kids would turn on that

486
00:26:01,760 --> 00:26:03,960
Speaker 1: can we change Do you think we can change that

487
00:26:04,080 --> 00:26:05,320
Speaker 1: culture around?

488
00:26:05,480 --> 00:26:08,440
Speaker 3: Yeah, it's a personal compact between two people, and that

489
00:26:08,960 --> 00:26:12,639
Speaker 3: the secret is to not make it prescriptive. So the

490
00:26:12,680 --> 00:26:15,800
Speaker 3: secret is to enable people to have these conversations and

491
00:26:15,840 --> 00:26:19,320
Speaker 3: to practice them throughout a school year, in schools or

492
00:26:19,359 --> 00:26:22,240
Speaker 3: whatever the community group happens to be, just like you

493
00:26:22,280 --> 00:26:25,960
Speaker 3: practice your footy or your musical instruments, because you make

494
00:26:26,000 --> 00:26:28,359
Speaker 3: all those linkages. We want to protect each other, We

495
00:26:28,400 --> 00:26:29,560
Speaker 3: want to look out for each other.

496
00:26:29,840 --> 00:26:33,040
Speaker 1: So give a I'm talking in a class, create a

497
00:26:33,119 --> 00:26:35,439
Speaker 1: hypothetical situation. How would you react to this?

498
00:26:35,480 --> 00:26:37,040
Speaker 3: Fether or how would you react to this?

499
00:26:37,960 --> 00:26:40,919
Speaker 5: I actually think that that's the magic dust of you choose.

500
00:26:41,119 --> 00:26:43,960
Speaker 4: So we talked about it in part one that what

501
00:26:44,000 --> 00:26:47,280
Speaker 4: we hope to achieve through our program is that when

502
00:26:47,320 --> 00:26:49,400
Speaker 4: we come in and we do our component of storytelling,

503
00:26:49,480 --> 00:26:51,359
Speaker 4: the first part is about breaking down the teens. The

504
00:26:51,400 --> 00:26:53,560
Speaker 4: second part is about building them up. This is about

505
00:26:53,560 --> 00:26:56,320
Speaker 4: what you can do inside your social eco systems to

506
00:26:56,359 --> 00:27:00,400
Speaker 4: protect yourself, protect your mates and the people that you love.

507
00:27:00,480 --> 00:27:04,040
Speaker 4: So the magic dust, I think is that ability to

508
00:27:04,720 --> 00:27:07,600
Speaker 4: whilst those teens are in that deep state of personal reflection.

509
00:27:07,880 --> 00:27:11,639
Speaker 4: I talk exactly about that. You know, one of our

510
00:27:11,680 --> 00:27:14,120
Speaker 4: biggest take homes is if you get nothing else out

511
00:27:14,119 --> 00:27:17,600
Speaker 4: of today when you walk out these doors today, if

512
00:27:17,800 --> 00:27:22,880
Speaker 4: you love your mate, give them permission today to call

513
00:27:22,920 --> 00:27:26,600
Speaker 4: you out on your potentially poor behaviors in advance of

514
00:27:26,600 --> 00:27:27,600
Speaker 4: those moments that matter.

515
00:27:27,640 --> 00:27:29,040
Speaker 2: So don't wait till.

516
00:27:28,880 --> 00:27:31,080
Speaker 4: Two am when you're at that party on a Saturday

517
00:27:31,160 --> 00:27:34,480
Speaker 4: night and everything's going sideways. Don't wait till then to

518
00:27:34,560 --> 00:27:35,480
Speaker 4: have that conversation.

519
00:27:35,560 --> 00:27:36,280
Speaker 2: It's too late.

520
00:27:37,320 --> 00:27:39,960
Speaker 4: Had the conversation today. I know as teenagers, I'm watching

521
00:27:39,960 --> 00:27:42,720
Speaker 4: my sixteen year old go through it now. It's hard

522
00:27:42,760 --> 00:27:45,760
Speaker 4: to have those conversations. You're not allowed to have those conversations.

523
00:27:46,160 --> 00:27:48,880
Speaker 4: This gives the teens the ability to walk out have

524
00:27:49,080 --> 00:27:53,120
Speaker 4: the conversations today, get in advance of those awkward moments.

525
00:27:53,440 --> 00:27:56,479
Speaker 4: Have the awkward conversation today. You're feeling it, you're feeling

526
00:27:56,480 --> 00:27:58,720
Speaker 4: that protection and that love that you have for each other.

527
00:27:59,359 --> 00:28:02,080
Speaker 4: Now is your time to talk about it, so that

528
00:28:02,119 --> 00:28:04,840
Speaker 4: when that moment comes next Saturday night or whenever it is,

529
00:28:05,720 --> 00:28:08,560
Speaker 4: you've had that conversation. So it might work for everybody

530
00:28:08,560 --> 00:28:10,520
Speaker 4: on that day, but it might give the kids the

531
00:28:10,600 --> 00:28:13,560
Speaker 4: ability to start those conversations that they don't know how

532
00:28:13,600 --> 00:28:16,399
Speaker 4: to start or they're not allowed to have. It gives

533
00:28:16,440 --> 00:28:17,400
Speaker 4: them permission to go.

534
00:28:18,080 --> 00:28:20,359
Speaker 3: It just it provides a social context.

535
00:28:20,359 --> 00:28:22,720
Speaker 4: And why isn't that we feel like we can't speak

536
00:28:22,800 --> 00:28:23,720
Speaker 4: up in those moments.

537
00:28:23,800 --> 00:28:25,080
Speaker 2: Let's break that down.

538
00:28:25,400 --> 00:28:28,440
Speaker 3: The study is interesting because, and this is not to

539
00:28:28,480 --> 00:28:30,879
Speaker 3: pull apart one set of circumstances, but if you were

540
00:28:30,960 --> 00:28:35,440
Speaker 3: just to use a car with five people in it,

541
00:28:35,520 --> 00:28:38,840
Speaker 3: we usually operate on a binary that says, if the

542
00:28:38,960 --> 00:28:42,960
Speaker 3: driver has caused a crash, then we've got a perpetrator

543
00:28:43,360 --> 00:28:49,560
Speaker 3: and four victims. That car is actually a social ecosystem

544
00:28:49,600 --> 00:28:53,960
Speaker 3: following people. Five people in that car, Now they won't

545
00:28:53,960 --> 00:28:58,200
Speaker 3: always be in the same social group, but if two

546
00:28:58,240 --> 00:29:01,560
Speaker 3: people in that car have got this predisposed, I'm not

547
00:29:01,600 --> 00:29:03,600
Speaker 3: going to feel like a dickhead if I say something

548
00:29:03,680 --> 00:29:07,160
Speaker 3: I've already told you in advance. If you're my best mate,

549
00:29:07,200 --> 00:29:11,120
Speaker 3: you're my cousin, you're a friend. Even this, we see

550
00:29:11,120 --> 00:29:13,840
Speaker 3: this work in school communities. This is the culture that

551
00:29:13,880 --> 00:29:16,560
Speaker 3: we've got. When we know we've got to say something,

552
00:29:16,880 --> 00:29:21,240
Speaker 3: we will. And this isn't about dobbing on the slightest thing.

553
00:29:21,440 --> 00:29:25,520
Speaker 3: This is about two people deciding between each other that

554
00:29:25,640 --> 00:29:28,200
Speaker 3: when I feel this compulsion and this is a carry

555
00:29:28,200 --> 00:29:31,440
Speaker 3: guilt about this, right, I feel this compulsion to say something,

556
00:29:31,480 --> 00:29:34,080
Speaker 3: but I feel too awkward to say it, Well, don't

557
00:29:34,080 --> 00:29:36,480
Speaker 3: feel awkward. Think if you think you've got to say

558
00:29:36,520 --> 00:29:39,520
Speaker 3: it to me, say it now. Then you're starting to

559
00:29:39,520 --> 00:29:42,400
Speaker 3: recognize that you've got this, That you've got social elements

560
00:29:42,400 --> 00:29:45,640
Speaker 3: at play to road trauma prevention that are in addition

561
00:29:45,720 --> 00:29:48,360
Speaker 3: to all that stuff that, of course we need, Like

562
00:29:48,600 --> 00:29:53,080
Speaker 3: we've never spent more on safer cars, we've never had

563
00:29:53,120 --> 00:29:57,680
Speaker 3: safer roads, we've never had more regulations more stringently policed,

564
00:29:58,600 --> 00:30:00,880
Speaker 3: and we need all of that. We need the driving

565
00:30:00,880 --> 00:30:05,120
Speaker 3: and the skills training. But the road trauma statistics are

566
00:30:05,160 --> 00:30:08,640
Speaker 3: not good. We may be having more people survive because

567
00:30:08,640 --> 00:30:11,360
Speaker 3: of the quality of the safety in cars, but in

568
00:30:11,400 --> 00:30:14,680
Speaker 3: some jurisdictions, in some age groups, the statistics are actually

569
00:30:14,720 --> 00:30:17,840
Speaker 3: heading in the opposite direction. So what are the elements

570
00:30:17,880 --> 00:30:20,920
Speaker 3: that we need to reinforce all this fantastic investment that

571
00:30:20,920 --> 00:30:23,000
Speaker 3: we're making, which, by the way, we need to keep making.

572
00:30:23,080 --> 00:30:26,640
Speaker 3: We're not saying this is a binary and that only soulture,

573
00:30:27,520 --> 00:30:32,400
Speaker 3: but those underlying factors that look at our road use culture,

574
00:30:32,560 --> 00:30:35,080
Speaker 3: which is what we were speaking about before, about accidents

575
00:30:35,160 --> 00:30:39,480
Speaker 3: versus crashes and intentions versus choices, and you overlay that

576
00:30:39,520 --> 00:30:43,240
Speaker 3: with these social compacts that actually give people permission to

577
00:30:43,440 --> 00:30:46,800
Speaker 3: act on their instincts to love their mates. It's funny

578
00:30:47,040 --> 00:30:49,880
Speaker 3: to protect and protect their mates. The number of times

579
00:30:49,920 --> 00:30:53,000
Speaker 3: we hear mums in particular that will contact and it's

580
00:30:53,040 --> 00:30:55,600
Speaker 3: every week, and like it's all the time. We'll have

581
00:30:55,720 --> 00:30:59,160
Speaker 3: mums contact us and say, well, I thought little Johnny

582
00:30:59,200 --> 00:31:01,960
Speaker 3: was going to a roads safety thing and he comes

583
00:31:01,960 --> 00:31:03,920
Speaker 3: home and he tells me, hugs me and tells me

584
00:31:03,920 --> 00:31:05,680
Speaker 3: he loves me. I haven't got a grunk out of

585
00:31:05,720 --> 00:31:07,840
Speaker 3: him for the last six months. Who would have thought

586
00:31:07,840 --> 00:31:10,400
Speaker 3: that so much of these messages from some of the

587
00:31:10,440 --> 00:31:13,080
Speaker 3: more unlikely kids. This is why I say that the

588
00:31:13,160 --> 00:31:21,400
Speaker 3: demographics are universal. Everyone loves someone usually, and particularly in

589
00:31:21,440 --> 00:31:25,800
Speaker 3: young people. Love and protection go hand in hand, those

590
00:31:25,840 --> 00:31:30,040
Speaker 3: protective instincts, and the You Choose program provides a framework

591
00:31:30,160 --> 00:31:33,920
Speaker 3: to build those habits out on top of those feelings

592
00:31:33,960 --> 00:31:35,880
Speaker 3: of love and protection.

593
00:31:36,040 --> 00:31:38,520
Speaker 1: And the way and you look at it as you

594
00:31:38,560 --> 00:31:40,280
Speaker 1: get older in life and you look back where this

595
00:31:40,440 --> 00:31:44,200
Speaker 1: real strength comes from, and you know, naively as a teenager,

596
00:31:44,200 --> 00:31:46,280
Speaker 1: you're thinking the strength comes from just being part of

597
00:31:46,320 --> 00:31:48,400
Speaker 1: the group and all that. But it's the people that

598
00:31:48,480 --> 00:31:51,760
Speaker 1: do stand up and call people out on their behavior,

599
00:31:52,600 --> 00:31:54,920
Speaker 1: like if someone's going to get in the car and say, no,

600
00:31:55,240 --> 00:31:57,480
Speaker 1: you've had too much to drink, You're not not doing

601
00:31:57,560 --> 00:32:01,160
Speaker 1: it that type of thing to make that acceptable. So

602
00:32:01,960 --> 00:32:04,760
Speaker 1: I'm finding it fascinating what you're talking about, like introduce,

603
00:32:05,240 --> 00:32:08,480
Speaker 1: let's see them hard, Let's see them with the love feeling. Yeah,

604
00:32:08,640 --> 00:32:11,320
Speaker 1: love and protection, this is what you're meant to do.

605
00:32:11,640 --> 00:32:13,840
Speaker 4: Well, they're already feeling it from that first part. It's

606
00:32:13,920 --> 00:32:17,240
Speaker 4: very confronting to see that first part of the youtoose presentation.

607
00:32:17,760 --> 00:32:19,960
Speaker 4: And again, the power of Youtooe is to stand up

608
00:32:20,000 --> 00:32:24,880
Speaker 4: as Jordan's mother and own everything that he did, everything

609
00:32:25,000 --> 00:32:25,640
Speaker 4: that he did.

610
00:32:25,800 --> 00:32:27,280
Speaker 2: I make we make.

611
00:32:27,360 --> 00:32:30,240
Speaker 4: No excuses for Jordan. I said it in part one.

612
00:32:30,400 --> 00:32:33,719
Speaker 4: Jordan would never have intended to harm the people that

613
00:32:33,760 --> 00:32:35,960
Speaker 4: he loved, the people that he most loved, his little sisters.

614
00:32:36,240 --> 00:32:38,160
Speaker 4: Yet it just doesn't matter what he intended to do.

615
00:32:38,720 --> 00:32:41,040
Speaker 4: All that matters is what he did. So they're feeling

616
00:32:41,040 --> 00:32:43,360
Speaker 4: that love. And you just touched on something before when

617
00:32:43,400 --> 00:32:46,440
Speaker 4: you were talking about changing one punch kills to the

618
00:32:46,480 --> 00:32:48,600
Speaker 4: coward punch. That's sort of a little bit of an

619
00:32:48,640 --> 00:32:51,800
Speaker 4: analogy of the example I used on the football field.

620
00:32:52,520 --> 00:32:56,320
Speaker 4: When they hear that language around road safety and they

621
00:32:56,360 --> 00:32:57,800
Speaker 4: think about you, well, I do do that with my

622
00:32:57,880 --> 00:32:59,320
Speaker 4: main I do protect him out there.

623
00:33:00,120 --> 00:33:00,760
Speaker 2: It gives them that.

624
00:33:01,120 --> 00:33:04,360
Speaker 4: Feeling of going, well, I will start to protect him here.

625
00:33:04,400 --> 00:33:06,400
Speaker 4: It's a little bit like that coward's punch. When you

626
00:33:06,520 --> 00:33:08,080
Speaker 4: change that wording.

627
00:33:08,120 --> 00:33:12,400
Speaker 3: It means and it becomes a social purpose. This thing.

628
00:33:13,320 --> 00:33:17,480
Speaker 3: It's not Peter and Melissa own it and where and

629
00:33:17,520 --> 00:33:20,840
Speaker 3: we're putting it to you or giving it to you.

630
00:33:20,840 --> 00:33:24,000
Speaker 3: You own the YouTube's philosophies now, Gary, because we've spoken

631
00:33:24,040 --> 00:33:27,200
Speaker 3: about it. Everyone that participates in this is responsible for

632
00:33:27,240 --> 00:33:34,120
Speaker 3: this social change. Because preventable trauma is unacceptable. Something that

633
00:33:34,160 --> 00:33:39,200
Speaker 3: can be prevented through choices is obviously unacceptable. It's not

634
00:33:39,280 --> 00:33:41,520
Speaker 3: a part of life. And you'll hear people that have

635
00:33:41,560 --> 00:33:43,920
Speaker 3: been affected by road trauma say this over and over again.

636
00:33:43,960 --> 00:33:46,840
Speaker 3: It wasn't until it happened to us that we realize

637
00:33:46,840 --> 00:33:49,120
Speaker 3: we're just so flippant when it comes to this thing.

638
00:33:49,680 --> 00:33:54,080
Speaker 3: And while the fatalities are kind of stable climbing in

639
00:33:54,120 --> 00:33:56,440
Speaker 3: some way, there is not in others. We're still looking

640
00:33:56,480 --> 00:34:00,720
Speaker 3: at sixty seventy thousand serious injuries every year that a

641
00:34:00,840 --> 00:34:04,880
Speaker 3: life changing for whole families that simply should not have

642
00:34:04,960 --> 00:34:08,879
Speaker 3: to happen. You'd know forensic crash investigators that will tell

643
00:34:08,880 --> 00:34:12,640
Speaker 3: you that they've never seen a genuine accident in thirty

644
00:34:12,680 --> 00:34:15,360
Speaker 3: years on the job. Break it down for god, where

645
00:34:15,200 --> 00:34:19,799
Speaker 3: a tree falls out of a series of choices that

646
00:34:19,880 --> 00:34:20,680
Speaker 3: cause these things.

647
00:34:21,000 --> 00:34:23,200
Speaker 1: Just tell me, with the stuff that you're doing, there

648
00:34:23,239 --> 00:34:26,880
Speaker 1: seems to be we either of you teachers before this,

649
00:34:27,040 --> 00:34:29,960
Speaker 1: or there seems to be some academic research behind it,

650
00:34:30,040 --> 00:34:34,560
Speaker 1: or you mentioned Melissa, that came organically. But it's really

651
00:34:34,640 --> 00:34:37,719
Speaker 1: clear and concise messaging that you're delivering here.

652
00:34:38,080 --> 00:34:40,640
Speaker 4: It's because it came from this team generation. We didn't

653
00:34:40,719 --> 00:34:43,759
Speaker 4: go there going we have all the answers. That's where

654
00:34:43,760 --> 00:34:47,200
Speaker 4: we started, and then we realized, wait, one moment, we

655
00:34:47,239 --> 00:34:51,560
Speaker 4: need to understand this generation, extrapolate the answers from them,

656
00:34:51,640 --> 00:34:54,399
Speaker 4: synthesize the messages, and deliver them straight back to the kids.

657
00:34:54,400 --> 00:34:56,360
Speaker 4: It's why it's so powerful.

658
00:34:57,320 --> 00:35:00,560
Speaker 3: It's driven by the it's driven by the young people themselves.

659
00:35:00,600 --> 00:35:03,319
Speaker 3: So the answer is that, no, we're not teachers, but

660
00:35:03,360 --> 00:35:08,600
Speaker 3: we've had fantastic assistance and support over the years from

661
00:35:09,000 --> 00:35:13,719
Speaker 3: from policing first responders, but especially from professional educators who

662
00:35:14,600 --> 00:35:20,200
Speaker 3: are really curious about why this program work and assisting

663
00:35:20,280 --> 00:35:24,279
Speaker 3: us to put together, you know, the compact way that

664
00:35:24,320 --> 00:35:28,120
Speaker 3: we can get it out without being prescriptive. And this

665
00:35:28,280 --> 00:35:30,560
Speaker 3: is the balancing act. It's like, Okay, you've got to

666
00:35:30,719 --> 00:35:34,800
Speaker 3: enable the kids to find the to do these things

667
00:35:34,800 --> 00:35:37,320
Speaker 3: for themselves and to treat it like a social purpose

668
00:35:37,440 --> 00:35:40,000
Speaker 3: without teaching it at them, because if you teach it

669
00:35:40,040 --> 00:35:42,040
Speaker 3: at them and it's prescriptive, they won't take it on board.

670
00:35:42,080 --> 00:35:44,200
Speaker 4: I should of call it feel and reveal you're feeling

671
00:35:44,239 --> 00:35:46,160
Speaker 4: it and you're revealing it to yourself.

672
00:35:46,640 --> 00:35:50,759
Speaker 1: Okay, that because the way that you're speaking to me,

673
00:35:51,040 --> 00:35:53,360
Speaker 1: it's just my mind sticking over and thinking, yeah, I

674
00:35:53,360 --> 00:35:56,800
Speaker 1: can understand how kids would buy into that and the narratives,

675
00:35:57,480 --> 00:36:00,360
Speaker 1: the examples that you're using, and how you're taking it

676
00:36:00,400 --> 00:36:02,960
Speaker 1: down letting them come up with the come up with

677
00:36:03,000 --> 00:36:08,040
Speaker 1: the answers. I want to sis we're talking driving situations.

678
00:36:08,960 --> 00:36:12,359
Speaker 1: Does do you think this type of education can help

679
00:36:12,400 --> 00:36:15,720
Speaker 1: for other issues that come with been a young person

680
00:36:15,760 --> 00:36:20,239
Speaker 1: in today's society, consent and bullying and different things like that.

681
00:36:20,840 --> 00:36:23,319
Speaker 3: It's how we look out for each other, and in

682
00:36:23,360 --> 00:36:26,560
Speaker 3: fact that it's not just about teenagers, Garry. We're doing

683
00:36:26,600 --> 00:36:31,000
Speaker 3: piloting work on exactly the same principles with fly and

684
00:36:31,040 --> 00:36:35,640
Speaker 3: flyout workforce with their industrial safety, which is they've got

685
00:36:35,719 --> 00:36:40,879
Speaker 3: highly regulated compliance and safety. What more can we do

686
00:36:41,080 --> 00:36:44,160
Speaker 3: other than to make these rules and regulations as stringent

687
00:36:44,200 --> 00:36:46,759
Speaker 3: as we can make. Well, changing hearts and minds is

688
00:36:46,800 --> 00:36:47,440
Speaker 3: really important.

689
00:36:48,560 --> 00:36:51,640
Speaker 1: Well as the years of a police officer, rules can

690
00:36:51,640 --> 00:36:54,600
Speaker 1: the rules and regulations can only go so far.

691
00:36:55,960 --> 00:36:58,160
Speaker 3: We had the arrogance in two thousand and seven am

692
00:36:58,920 --> 00:37:01,520
Speaker 3: to think that we had some teach or that just

693
00:37:01,560 --> 00:37:04,279
Speaker 3: sort of like sharing the story was enough. But the

694
00:37:04,320 --> 00:37:06,840
Speaker 3: more you dig into these dynamics, the more you realize

695
00:37:06,840 --> 00:37:09,759
Speaker 3: we've got so much to learn. So and and by

696
00:37:09,760 --> 00:37:13,560
Speaker 3: the way, every every generation changes. Inside two years, kids

697
00:37:13,600 --> 00:37:17,040
Speaker 3: communicate with each other completely differently inside two and three

698
00:37:17,120 --> 00:37:17,720
Speaker 3: years periods.

699
00:37:17,719 --> 00:37:20,640
Speaker 1: You've got to evolve, how I know, part of the

700
00:37:21,480 --> 00:37:23,799
Speaker 1: aim and the mission was to deliver this message to

701
00:37:23,840 --> 00:37:27,120
Speaker 1: all schools across across the country. How how close are

702
00:37:27,120 --> 00:37:30,080
Speaker 1: you coming to getting that or what direction you're heading

703
00:37:30,120 --> 00:37:33,080
Speaker 1: that in that regards to get the message out to

704
00:37:33,120 --> 00:37:34,440
Speaker 1: all the schools.

705
00:37:34,080 --> 00:37:37,600
Speaker 3: Well, we're a fair way off being in every school,

706
00:37:37,880 --> 00:37:40,319
Speaker 3: but we are in every state and territory and we've

707
00:37:40,320 --> 00:37:43,360
Speaker 3: got many, many hundreds of schools across Australia. And like

708
00:37:43,440 --> 00:37:46,439
Speaker 3: we call it, it's a social mission. So we call

709
00:37:46,560 --> 00:37:50,080
Speaker 3: participants once they're finished, you choose mission advocates because it's

710
00:37:50,320 --> 00:37:52,359
Speaker 3: it's up to them inside there. It's up to them

711
00:37:52,400 --> 00:37:56,279
Speaker 3: inside their social groups. Even if it's just because drop

712
00:37:56,320 --> 00:37:58,760
Speaker 3: it in and correct, just keeps and that many kids

713
00:37:58,800 --> 00:38:00,640
Speaker 3: will come up and say what can we do? And

714
00:38:00,680 --> 00:38:02,640
Speaker 3: you know what, they're they're the best because they can

715
00:38:02,680 --> 00:38:04,680
Speaker 3: go to the school in the suburb of Oh my

716
00:38:04,760 --> 00:38:06,719
Speaker 3: cousin doesn't do this, she needs to do it, or

717
00:38:06,760 --> 00:38:08,880
Speaker 3: he needs to do it. Works great out in the

718
00:38:08,920 --> 00:38:12,400
Speaker 3: regions because out in the regions outside of the cities

719
00:38:12,440 --> 00:38:14,640
Speaker 3: that they're just determined to go. This whole region needs it.

720
00:38:14,880 --> 00:38:15,960
Speaker 3: I'll go we do every school.

721
00:38:16,200 --> 00:38:19,120
Speaker 4: Part of that mission, part of the actual presentation that

722
00:38:19,440 --> 00:38:22,319
Speaker 4: we do is a call to action that if you

723
00:38:22,520 --> 00:38:24,520
Speaker 4: like this, here is the call to action. This is

724
00:38:24,640 --> 00:38:26,400
Speaker 4: I'm handing over the baton to you to go and

725
00:38:26,440 --> 00:38:28,920
Speaker 4: do something. And we do a lot of parents student evenings,

726
00:38:29,480 --> 00:38:33,560
Speaker 4: and of course parents become our biggest advocates. I love

727
00:38:33,840 --> 00:38:37,439
Speaker 4: we love doing parents student because parents get it straight

728
00:38:37,480 --> 00:38:40,120
Speaker 4: off and they just go, wow, that really meant something.

729
00:38:40,600 --> 00:38:43,480
Speaker 4: Parents become the people that advocate for us. The teens

730
00:38:43,480 --> 00:38:47,680
Speaker 4: become the advocate. So we're actually essentially run through the community.

731
00:38:47,800 --> 00:38:52,239
Speaker 4: We don't really promote ourselves. It's through peer advocacity, through

732
00:38:52,440 --> 00:38:56,759
Speaker 4: teacher to teach, a student, to principal, parent to school.

733
00:38:56,440 --> 00:38:59,680
Speaker 3: Police, district of police issue. So parents are that good

734
00:38:59,719 --> 00:39:02,399
Speaker 3: because they'll often ask us, oh, my son or daughter

735
00:39:02,400 --> 00:39:04,480
Speaker 3: has just got their l plates, what should I say

736
00:39:04,560 --> 00:39:07,960
Speaker 3: to And of course our response is if we had

737
00:39:08,000 --> 00:39:10,359
Speaker 3: our time again, we now understand that by the time

738
00:39:10,400 --> 00:39:17,279
Speaker 3: you're having these social cultural discussions with your team, it's

739
00:39:17,320 --> 00:39:19,920
Speaker 3: a bit late. We need to be setting these examples

740
00:39:19,920 --> 00:39:22,120
Speaker 3: and this is what these future generations can do. By

741
00:39:22,120 --> 00:39:24,920
Speaker 3: the time you're putting your newborn into the capsule in

742
00:39:24,960 --> 00:39:27,680
Speaker 3: the car, so that when you get that speeding fine,

743
00:39:27,960 --> 00:39:30,279
Speaker 3: you're not able the kitchen table going those bloody cops.

744
00:39:30,320 --> 00:39:31,320
Speaker 3: They've been trapped me again.

745
00:39:32,640 --> 00:39:33,200
Speaker 1: Respect it.

746
00:39:33,280 --> 00:39:39,040
Speaker 3: How about respecting that. It's not about lionizing people that

747
00:39:39,080 --> 00:39:41,359
Speaker 3: are sort of busting speed cameras all over the place.

748
00:39:42,040 --> 00:39:45,200
Speaker 3: It's about sort of understanding that unless you are a

749
00:39:45,239 --> 00:39:48,560
Speaker 3: determined law breaker, you haven't got the civic right to

750
00:39:48,640 --> 00:39:50,920
Speaker 3: drive however you want. And you need to show your

751
00:39:51,000 --> 00:39:53,719
Speaker 3: kids that don't set this cruise control at one hundred

752
00:39:53,760 --> 00:39:55,799
Speaker 3: and nineteen because you're convinced the cops won't get you

753
00:39:55,880 --> 00:39:58,960
Speaker 3: for less than ten. Show the kids that you're serious

754
00:39:59,080 --> 00:40:05,160
Speaker 3: about protecting them and protecting each other and other from

755
00:40:05,360 --> 00:40:09,240
Speaker 3: completely preventable harm, so that we don't perpetuate this culture

756
00:40:10,000 --> 00:40:16,760
Speaker 3: where the rules and frameworks that surround keeping people safe

757
00:40:16,800 --> 00:40:20,000
Speaker 3: on the roads are somehow separate from other law they're not.

758
00:40:21,719 --> 00:40:25,040
Speaker 1: Have the government brought into this in assisting you. Have

759
00:40:25,120 --> 00:40:28,480
Speaker 1: you had any support from government in delivering what you're delivering.

760
00:40:28,640 --> 00:40:32,680
Speaker 3: We've not had government funding. That was disappointing in the

761
00:40:32,760 --> 00:40:36,160
Speaker 3: very early years. I can't like there's problems when you're

762
00:40:36,160 --> 00:40:40,960
Speaker 3: delivering something nationally across state orders, right because it's the

763
00:40:41,000 --> 00:40:43,840
Speaker 3: state transport departments that have usually got the funding to

764
00:40:43,960 --> 00:40:46,920
Speaker 3: assist with these kinds of things. But overall, Gary, I

765
00:40:46,960 --> 00:40:52,880
Speaker 3: think it may have been a blessing in disguise because

766
00:40:54,080 --> 00:40:58,920
Speaker 3: the communities themselves support this program. Schools are happy to

767
00:40:58,960 --> 00:41:02,440
Speaker 3: support the program and fund our ability to deliver it,

768
00:41:02,880 --> 00:41:06,400
Speaker 3: and in many respects that sort of empowers us to

769
00:41:06,440 --> 00:41:09,120
Speaker 3: be able to go on and be curious about different

770
00:41:09,160 --> 00:41:11,080
Speaker 3: methods and new methods and be a little.

771
00:41:10,840 --> 00:41:15,319
Speaker 1: Bit You're probably right there with if you get the

772
00:41:15,320 --> 00:41:18,239
Speaker 1: government backing that comes to restrictions, and it does, and.

773
00:41:18,360 --> 00:41:19,600
Speaker 2: I feel very much like that.

774
00:41:19,680 --> 00:41:22,000
Speaker 4: There is a lot of government top down stuff right

775
00:41:22,040 --> 00:41:24,719
Speaker 4: now in education, but I don't feel like there's very

776
00:41:24,800 --> 00:41:26,960
Speaker 4: much grassroots from the bottom up. And I think that's

777
00:41:27,000 --> 00:41:29,440
Speaker 4: the role we've discovered that we play, and it's been

778
00:41:29,760 --> 00:41:33,520
Speaker 4: actually easier to just be able to explore that avenue

779
00:41:33,600 --> 00:41:36,480
Speaker 4: on our own without any restrictions from anyone. We've got

780
00:41:36,520 --> 00:41:39,680
Speaker 4: the ability to go in and understand this generation and

781
00:41:40,200 --> 00:41:44,040
Speaker 4: also to tick their boxes. Sometimes when you work with

782
00:41:44,040 --> 00:41:46,399
Speaker 4: the government, there's so many political boxes that you must

783
00:41:46,480 --> 00:41:48,839
Speaker 4: tick that sometimes you wind up. You know, you can

784
00:41:48,920 --> 00:41:51,920
Speaker 4: inadvertently untick the boxes of the teens. And again, I

785
00:41:51,960 --> 00:41:54,840
Speaker 4: think that's why the program can be so powerful, because

786
00:41:54,960 --> 00:41:58,480
Speaker 4: I'm not or we are not restricted to doing certain things.

787
00:41:58,960 --> 00:42:00,760
Speaker 4: I think one of the biggest things that I've learned

788
00:42:00,760 --> 00:42:04,200
Speaker 4: from the teens is that, for goodness sake, don't walk

789
00:42:04,200 --> 00:42:06,160
Speaker 4: in and make a seventeen or an eighteen year old

790
00:42:06,239 --> 00:42:08,239
Speaker 4: are where about road safety The second that I hold

791
00:42:08,280 --> 00:42:10,799
Speaker 4: up the fatal five, which is necessary, they must know that.

792
00:42:10,840 --> 00:42:13,000
Speaker 4: And I think awareness starts a little bit earlier the

793
00:42:13,040 --> 00:42:14,960
Speaker 4: second we start doing that, as the second they go, well,

794
00:42:15,000 --> 00:42:16,680
Speaker 4: I'm not going to listen to you now, because you're

795
00:42:16,680 --> 00:42:18,600
Speaker 4: now just telling me stuff I already know.

796
00:42:18,719 --> 00:42:19,759
Speaker 2: Therefore I'm not going to listen.

797
00:42:19,840 --> 00:42:23,399
Speaker 3: So we're definitely don't present eachees as anything other than

798
00:42:23,400 --> 00:42:26,280
Speaker 3: complementary to everything else that it's out there. It's certainly

799
00:42:26,280 --> 00:42:30,160
Speaker 3: not a binary, but it does reinforce existing methods with

800
00:42:30,239 --> 00:42:33,600
Speaker 3: this sort of socio cultural piece that sits in underneath

801
00:42:33,600 --> 00:42:35,920
Speaker 3: all the other stuff. They absolutely must have.

802
00:42:36,360 --> 00:42:39,560
Speaker 1: Well, the power of your story, as we've talked about it,

803
00:42:39,640 --> 00:42:42,840
Speaker 1: it grabs people in teenagers are going to listen to it,

804
00:42:42,880 --> 00:42:47,040
Speaker 1: and they where you say teachers might apologize beforehand, the

805
00:42:47,120 --> 00:42:50,640
Speaker 1: kids are going to be disruptive. I think most kids realize, well,

806
00:42:50,680 --> 00:42:53,080
Speaker 1: this is not the time to be disruptive. When you

807
00:42:53,160 --> 00:42:57,120
Speaker 1: guys are up there telling your stories, in the delivery

808
00:42:57,120 --> 00:43:01,440
Speaker 1: of so many sessions, talking about what you're talking about.

809
00:43:02,480 --> 00:43:04,560
Speaker 1: How does it impact on YouTube personally?

810
00:43:04,840 --> 00:43:08,959
Speaker 4: I think sometimes people assume that we are this big organization,

811
00:43:09,320 --> 00:43:13,799
Speaker 4: where not Peter works full time outside of YouTube and

812
00:43:13,840 --> 00:43:16,360
Speaker 4: then spends a lot of hours working on the strategy

813
00:43:16,360 --> 00:43:19,640
Speaker 4: with Youtubes. I do full time hours working inside the

814
00:43:19,640 --> 00:43:23,160
Speaker 4: school system. All of the bookings, all of the everything.

815
00:43:23,200 --> 00:43:24,880
Speaker 4: I do all of it.

816
00:43:24,920 --> 00:43:26,000
Speaker 2: And we do a lot.

817
00:43:25,840 --> 00:43:28,680
Speaker 4: Of travel, so I spend a lot of time coordinating schools,

818
00:43:28,760 --> 00:43:34,280
Speaker 4: coordinating travel. It's actually, really it's really tiring, I would imagine,

819
00:43:34,440 --> 00:43:37,120
Speaker 4: and sometimes I feel a little bit personally like I

820
00:43:37,200 --> 00:43:39,120
Speaker 4: work off an emotionally empty tanking. I'm sort of up

821
00:43:39,120 --> 00:43:40,799
Speaker 4: and down all the time because what I do is

822
00:43:40,800 --> 00:43:44,719
Speaker 4: such an emotional and taxing profession. But I get this

823
00:43:44,800 --> 00:43:49,160
Speaker 4: immediate uplift from the teens right then and there. Sometimes

824
00:43:49,160 --> 00:43:51,360
Speaker 4: with some schools I might only get sixty minutes. Sometimes

825
00:43:51,360 --> 00:43:53,319
Speaker 4: I get ninety minutes. So we get this opportunity to

826
00:43:53,360 --> 00:43:56,400
Speaker 4: talk to teens and the conversations that come out and

827
00:43:56,440 --> 00:43:59,480
Speaker 4: then maybe those testimonials from teens later.

828
00:43:59,640 --> 00:44:02,000
Speaker 1: It it sourishes.

829
00:44:02,320 --> 00:44:04,360
Speaker 4: It feels my it feels my tank straight away. And

830
00:44:04,360 --> 00:44:06,600
Speaker 4: I got this beautiful message from a young man from

831
00:44:06,600 --> 00:44:08,600
Speaker 4: a Gold Coast school last week and he said to me.

832
00:44:08,920 --> 00:44:12,319
Speaker 4: He sent me a message straight afterwards, and it was

833
00:44:12,320 --> 00:44:14,880
Speaker 4: something along the lines I'm paraphrasing here, but he said,

834
00:44:15,160 --> 00:44:17,279
Speaker 4: you know that that was so powerful. My mates and

835
00:44:17,280 --> 00:44:19,319
Speaker 4: I we walked straight out. We did what you said

836
00:44:19,320 --> 00:44:21,640
Speaker 4: to do. We exchange those permissions and commitments, he said.

837
00:44:21,800 --> 00:44:24,319
Speaker 4: We all had a little cry. He then sent me

838
00:44:24,320 --> 00:44:26,440
Speaker 4: a message the following Friday night and he said, I

839
00:44:26,480 --> 00:44:29,440
Speaker 4: just want to let you know that we all hooked

840
00:44:29,480 --> 00:44:31,720
Speaker 4: up together for our you know, Friday night it's raining.

841
00:44:32,040 --> 00:44:36,600
Speaker 4: Ordinarily we'd go drifting tonight. We just said we're not

842
00:44:36,640 --> 00:44:38,160
Speaker 4: going to do that. We'll go do something else.

843
00:44:39,480 --> 00:44:41,040
Speaker 2: That's the sort of thing. I can't stand up here

844
00:44:41,040 --> 00:44:43,040
Speaker 2: and go. You know, we've saved X amount.

845
00:44:42,800 --> 00:44:46,560
Speaker 4: Of lives, But that is what inspires me to get

846
00:44:46,560 --> 00:44:49,239
Speaker 4: out of bed every single day. I know it inspires

847
00:44:49,280 --> 00:44:49,920
Speaker 4: Peter to go.

848
00:44:50,280 --> 00:44:50,440
Speaker 1: There.

849
00:44:50,440 --> 00:44:52,400
Speaker 4: You go, there's that one kid, all of him and

850
00:44:52,400 --> 00:44:55,239
Speaker 4: his mates consciously made a decision to go, We're not

851
00:44:55,280 --> 00:44:56,120
Speaker 4: going to do that.

852
00:44:56,120 --> 00:44:57,280
Speaker 3: That's that social purpose.

853
00:44:57,680 --> 00:45:02,359
Speaker 2: And I could give you so thousands.

854
00:45:01,280 --> 00:45:03,319
Speaker 4: Examples of that and sometimes I will go to some

855
00:45:03,360 --> 00:45:08,680
Speaker 4: schools and I might have every single person hug me

856
00:45:08,680 --> 00:45:11,960
Speaker 4: on the way out, and I haven't done anything particularly amazing.

857
00:45:12,440 --> 00:45:13,120
Speaker 2: They're just feeling.

858
00:45:13,120 --> 00:45:14,759
Speaker 4: They're looking at me, going could I do that to

859
00:45:15,280 --> 00:45:17,160
Speaker 4: my mother? Or could I do that to my mate's mother.

860
00:45:17,239 --> 00:45:18,319
Speaker 2: They're feeling it.

861
00:45:18,400 --> 00:45:22,520
Speaker 3: But there's an optimism to us. There's this change energy

862
00:45:23,120 --> 00:45:30,239
Speaker 3: and it's actually not something that's necessarily cautionary. It's this

863
00:45:30,440 --> 00:45:34,080
Speaker 3: change impetus that you see well in different ways in

864
00:45:34,120 --> 00:45:38,239
Speaker 3: different schools. I guess to answer the question from my perspective,

865
00:45:38,960 --> 00:45:42,680
Speaker 3: all that we love to hear over this long arc,

866
00:45:43,040 --> 00:45:46,439
Speaker 3: and we hear this from many many schools where they

867
00:45:46,520 --> 00:45:51,040
Speaker 3: treat it as a cultural tradition. So the you Choose

868
00:45:51,120 --> 00:45:54,520
Speaker 3: mission is passed on from cohort to cohort. So you'll

869
00:45:54,560 --> 00:45:57,440
Speaker 3: have the kids incoming, kids in year twelve who have

870
00:45:57,520 --> 00:45:59,719
Speaker 3: done their youtubes in year eleven go talk to the

871
00:45:59,760 --> 00:46:02,120
Speaker 3: year sevens. This is how we look out for each

872
00:46:02,120 --> 00:46:04,960
Speaker 3: other and senior school, and by the time that you're

873
00:46:05,000 --> 00:46:07,400
Speaker 3: doing senior school, you're going to be the custodians of

874
00:46:07,400 --> 00:46:11,920
Speaker 3: the you Choose mission. And that's not about us, that's them.

875
00:46:12,440 --> 00:46:13,399
Speaker 1: You're empowering them.

876
00:46:14,080 --> 00:46:16,319
Speaker 3: And that happens over and we see it a lot.

877
00:46:16,960 --> 00:46:19,799
Speaker 3: And when you see that, this is this is what

878
00:46:19,840 --> 00:46:24,840
Speaker 3: the intention is. You guys, young ladies are handing you

879
00:46:24,920 --> 00:46:26,360
Speaker 3: own this social purpose.

880
00:46:26,560 --> 00:46:30,040
Speaker 1: It's a smart, smart way of getting getting that message across,

881
00:46:30,080 --> 00:46:32,960
Speaker 1: isn't it. Because I'm just thinking when I was a

882
00:46:33,000 --> 00:46:36,319
Speaker 1: teenager a long time ago. But you rebel when you're

883
00:46:36,320 --> 00:46:39,279
Speaker 1: told to do something. Yeah, told not to do that,

884
00:46:39,320 --> 00:46:42,360
Speaker 1: I'm going to do it straight away. But once you

885
00:46:42,560 --> 00:46:44,880
Speaker 1: change the culture and the thinking and then you become

886
00:46:44,920 --> 00:46:47,480
Speaker 1: invested and it becomes your program.

887
00:46:47,760 --> 00:46:51,279
Speaker 3: Look if you step back from attempting to be relatable

888
00:46:52,360 --> 00:46:55,000
Speaker 3: with a sixteen year old and just being vulnerable enough

889
00:46:55,040 --> 00:46:55,760
Speaker 3: to go, here's.

890
00:46:55,520 --> 00:46:58,080
Speaker 1: Some tools and let them, let them go.

891
00:46:58,040 --> 00:47:00,800
Speaker 3: Hey, this is an outrage. This stuff should this stuff

892
00:47:00,800 --> 00:47:04,200
Speaker 3: shouldn't be happening. It becomes their mission to change. Old

893
00:47:04,239 --> 00:47:08,719
Speaker 3: buggers are setting fire to the earth, we're destroying the drink, right,

894
00:47:09,000 --> 00:47:13,280
Speaker 3: So that's that's their response to it, you know, And it's.

895
00:47:13,520 --> 00:47:15,600
Speaker 1: Sell us out as the silly old fools, what will

896
00:47:15,640 --> 00:47:18,319
Speaker 1: we know and empower them to Well, it's so different.

897
00:47:18,600 --> 00:47:21,320
Speaker 3: When all those pennies start to drop for all of

898
00:47:21,320 --> 00:47:24,000
Speaker 3: those reasons that we spoke about before, and there's a

899
00:47:24,080 --> 00:47:27,359
Speaker 3: multitude of them, but we're learning as we go how

900
00:47:27,400 --> 00:47:30,480
Speaker 3: to connect them all together and turn it into an

901
00:47:30,680 --> 00:47:34,400
Speaker 3: enabling program. Each school or each participant just takes on

902
00:47:34,440 --> 00:47:35,480
Speaker 3: board a little bit differently.

903
00:47:35,760 --> 00:47:38,080
Speaker 4: I think somebody said to us, once you know this generation,

904
00:47:38,719 --> 00:47:42,279
Speaker 4: they're the problem. And what we've discovered is that this

905
00:47:42,320 --> 00:47:46,160
Speaker 4: generation is not the problem. This generation is the solution.

906
00:47:46,760 --> 00:47:48,200
Speaker 4: And by even changing some.

907
00:47:48,120 --> 00:47:51,040
Speaker 1: Of that language is a different perspective.

908
00:47:51,160 --> 00:47:53,240
Speaker 4: Do you know the example I used on the football field,

909
00:47:53,480 --> 00:47:55,640
Speaker 4: Just by revealing that that makes a whole lot of

910
00:47:55,640 --> 00:47:57,520
Speaker 4: sense to a bunch of boys who are sitting there going,

911
00:47:58,040 --> 00:47:59,959
Speaker 4: why do I protect my mate on the football field?

912
00:48:00,040 --> 00:48:00,440
Speaker 2: Get over here?

913
00:48:00,480 --> 00:48:01,920
Speaker 5: When we're at a party, we're doing all this sort

914
00:48:01,960 --> 00:48:03,799
Speaker 5: of stuff. Why is it that? And why is it

915
00:48:03,800 --> 00:48:05,440
Speaker 5: that we celebrate risk?

916
00:48:05,960 --> 00:48:09,319
Speaker 4: And another part of our messaging is, you know, I

917
00:48:09,360 --> 00:48:10,920
Speaker 4: was listening to that story telling about you know, if

918
00:48:10,960 --> 00:48:14,080
Speaker 4: you had the five people in the car, you know,

919
00:48:14,080 --> 00:48:15,560
Speaker 4: and you have the crash, and you've got the driver

920
00:48:15,640 --> 00:48:18,560
Speaker 4: who is the perpetrator, every single person in that car

921
00:48:18,640 --> 00:48:22,400
Speaker 4: that's thinking something and doesn't speak up, they're all part

922
00:48:22,640 --> 00:48:26,360
Speaker 4: of that problem. So enabling those kids to be part

923
00:48:27,239 --> 00:48:30,359
Speaker 4: part of that solution and making them to understand they

924
00:48:30,400 --> 00:48:33,960
Speaker 4: are but they can change something that our generation could.

925
00:48:34,320 --> 00:48:35,040
Speaker 2: Here's the baton.

926
00:48:35,040 --> 00:48:36,560
Speaker 4: What are you going to do with these feelings you

927
00:48:36,600 --> 00:48:39,319
Speaker 4: have right now? When you walk out of there? And

928
00:48:39,360 --> 00:48:42,239
Speaker 4: it's not uncommon for teens sometimes to tear up during

929
00:48:42,280 --> 00:48:46,279
Speaker 4: the presentations. They think about how much they they love

930
00:48:46,400 --> 00:48:49,719
Speaker 4: their loved ones and what they're not doing to show

931
00:48:49,760 --> 00:48:54,799
Speaker 4: protection or leadership in their mates. You're feeling it. What

932
00:48:54,840 --> 00:48:56,640
Speaker 4: are you going to do on data? What does action

933
00:48:56,800 --> 00:48:59,720
Speaker 4: look like now you're feeling it? I can't do anything

934
00:48:59,760 --> 00:49:01,879
Speaker 4: to help you in that moment at two am when

935
00:49:01,880 --> 00:49:03,520
Speaker 4: you're at that party or god knows where.

936
00:49:03,800 --> 00:49:05,200
Speaker 2: Can't do anything for you.

937
00:49:07,520 --> 00:49:10,160
Speaker 4: One of our biggest our strap line Well, we're described

938
00:49:10,160 --> 00:49:12,640
Speaker 4: as a strategy US led mission to change driving culture,

939
00:49:12,640 --> 00:49:16,120
Speaker 4: which we now realize that for all the messages that

940
00:49:16,120 --> 00:49:18,759
Speaker 4: we've got around driving, they apply to anything that is

941
00:49:19,280 --> 00:49:21,360
Speaker 4: around harm. So you can use the same things to

942
00:49:21,360 --> 00:49:25,840
Speaker 4: minimize harm. But our motto is own the choice on

943
00:49:26,000 --> 00:49:28,960
Speaker 4: the outcome. And if you are in your life, if

944
00:49:29,000 --> 00:49:33,319
Speaker 4: you actively be accountable for what you are going to do,

945
00:49:33,440 --> 00:49:37,840
Speaker 4: you're less likely to make really bad choices. Somebody was

946
00:49:37,880 --> 00:49:40,240
Speaker 4: filming you one hundred percent of the time, you wouldn't

947
00:49:40,480 --> 00:49:42,600
Speaker 4: do those things that you might do if it was anonymous.

948
00:49:42,960 --> 00:49:44,919
Speaker 4: You know, imagine that you're being filmed one hundred percent

949
00:49:44,960 --> 00:49:45,640
Speaker 4: of the time.

950
00:49:45,600 --> 00:49:46,440
Speaker 2: Would you do that?

951
00:49:46,880 --> 00:49:49,000
Speaker 4: And I use this example with my own children. We've

952
00:49:49,000 --> 00:49:53,160
Speaker 4: got a lovely friend in our family, is a lovely gentleman.

953
00:49:53,160 --> 00:49:55,319
Speaker 4: I always say, would you do that in front of

954
00:49:55,320 --> 00:49:57,279
Speaker 4: that person? Like if he was watching you, would you

955
00:49:57,320 --> 00:49:59,279
Speaker 4: do that, kiddie? And if you wouldn't do it in

956
00:49:59,280 --> 00:50:01,240
Speaker 4: front of our great friend that you love and admire,

957
00:50:01,520 --> 00:50:04,120
Speaker 4: then perhaps don't do it anywhere. And that's It's like

958
00:50:04,200 --> 00:50:06,640
Speaker 4: a beast with its own head. Culture change is on

959
00:50:06,680 --> 00:50:10,239
Speaker 4: its way. The teaching part won't need to be the

960
00:50:10,239 --> 00:50:12,680
Speaker 4: main part. It's on its way. Culture change is happening

961
00:50:12,680 --> 00:50:16,839
Speaker 4: a bit like smoking. It's happening on its own. But

962
00:50:17,000 --> 00:50:20,759
Speaker 4: we are working on what does long term look like.

963
00:50:20,960 --> 00:50:23,920
Speaker 4: And we're very protective over all of our message to

964
00:50:23,960 --> 00:50:25,960
Speaker 4: make sure exactly what you're saying. The last thing that

965
00:50:26,000 --> 00:50:29,640
Speaker 4: we ever want you choose to be is tokenistic. It's

966
00:50:29,640 --> 00:50:32,719
Speaker 4: no good if it's tokenistic. Figured it's got to get

967
00:50:32,840 --> 00:50:37,000
Speaker 4: kids moving into action. You choose is not an awareness program.

968
00:50:37,400 --> 00:50:39,600
Speaker 4: We're an action program. What does action look like?

969
00:50:39,760 --> 00:50:42,560
Speaker 2: We can't do the action this current generation can.

970
00:50:42,600 --> 00:50:43,840
Speaker 5: It's just so optimistic.

971
00:50:44,360 --> 00:50:46,120
Speaker 6: Say that again because I don't know what that is?

972
00:50:47,800 --> 00:50:50,640
Speaker 6: Not an awareness well, we're not an awareness program. We're

973
00:50:50,680 --> 00:50:55,120
Speaker 6: not this team generation they are aware. What we are

974
00:50:55,840 --> 00:50:59,719
Speaker 6: is an action program. What does action look like inside

975
00:50:59,760 --> 00:51:03,440
Speaker 6: your social ecosystem? You're protecting your man on the football field.

976
00:51:03,480 --> 00:51:04,879
Speaker 6: What are you going to do to protect your mate

977
00:51:04,960 --> 00:51:07,640
Speaker 6: not only in the car, but in all those social

978
00:51:07,680 --> 00:51:11,399
Speaker 6: situations where there's drugs, alcohol, bully and consent, the cowards punch,

979
00:51:11,520 --> 00:51:16,160
Speaker 6: all those things. What is action inside your social ecosystem

980
00:51:16,280 --> 00:51:19,680
Speaker 6: or just you or your little friendship group and gary

981
00:51:19,800 --> 00:51:23,320
Speaker 6: leadership can happen between just two people in those critical.

982
00:51:22,960 --> 00:51:23,719
Speaker 2: Moments that matter.

983
00:51:24,280 --> 00:51:26,399
Speaker 4: And I hope that there will be listeners out there

984
00:51:26,440 --> 00:51:28,640
Speaker 4: listening to this, plenty of parents out there going. I

985
00:51:28,680 --> 00:51:31,640
Speaker 4: would really like to get this organization into my school

986
00:51:31,680 --> 00:51:35,160
Speaker 4: for a parents student evening because it is so powerful

987
00:51:35,480 --> 00:51:38,800
Speaker 4: to watch a teenager and mum and dad or dad whoever,

988
00:51:38,840 --> 00:51:41,360
Speaker 4: sitting side by side during that because they're having a

989
00:51:41,360 --> 00:51:45,200
Speaker 4: little conversation without saying any words, and it is the

990
00:51:45,239 --> 00:51:46,680
Speaker 4: most beautiful thing to see at the end of a

991
00:51:46,719 --> 00:51:50,879
Speaker 4: presentation to see a son hugging their mum and I think,

992
00:51:51,000 --> 00:51:55,040
Speaker 4: you know, it's just so beautiful and I have pangs.

993
00:51:58,200 --> 00:52:02,759
Speaker 3: And they release each other from holy language of accountability.

994
00:52:03,239 --> 00:52:07,400
Speaker 3: If mom and dad know that John and his mates

995
00:52:08,239 --> 00:52:11,719
Speaker 3: have actually exchanged fear and in can exchange these permissions,

996
00:52:12,440 --> 00:52:16,600
Speaker 3: it's not a complex. We've been talking about complex issues

997
00:52:16,920 --> 00:52:20,319
Speaker 3: that underpin all this, but actually acting on it is

998
00:52:20,360 --> 00:52:24,080
Speaker 3: not complex. Like it's what we were saying before. Changing

999
00:52:24,120 --> 00:52:28,160
Speaker 3: the earth temperature is hard. Stepping in and protecting someone

1000
00:52:28,239 --> 00:52:30,920
Speaker 3: you love in those few moments where you know you

1001
00:52:31,000 --> 00:52:33,400
Speaker 3: really should and you've already pre agreed that you're going

1002
00:52:33,440 --> 00:52:35,880
Speaker 3: to do it. That's actually kind of easy. When parents

1003
00:52:35,880 --> 00:52:38,200
Speaker 3: see this, it's like, oh wow, great, you know we

1004
00:52:38,239 --> 00:52:40,000
Speaker 3: don't have to have this complexity.

1005
00:52:40,680 --> 00:52:44,040
Speaker 1: It makes a lot of sense. And I think you

1006
00:52:44,040 --> 00:52:46,719
Speaker 1: guys touch on it too. Not just teenagers too. This

1007
00:52:47,000 --> 00:52:50,920
Speaker 1: this messaging can be young adults and there's will make

1008
00:52:51,000 --> 00:52:53,719
Speaker 1: decisions in life and the consequences can be devastating.

1009
00:52:53,760 --> 00:52:56,000
Speaker 4: That cannot tell you how many parents have come up

1010
00:52:56,040 --> 00:52:59,799
Speaker 4: going I needed to hear that. I needed that message.

1011
00:53:00,080 --> 00:53:03,200
Speaker 4: Kids not the problem. I'm the problem. And you know

1012
00:53:03,280 --> 00:53:06,080
Speaker 4: there is therein is the power of you choose it's

1013
00:53:06,160 --> 00:53:09,240
Speaker 4: feel and reveal they've come to their own conclusions about

1014
00:53:09,280 --> 00:53:11,440
Speaker 4: what they're doing inside their worlds.

1015
00:53:11,800 --> 00:53:13,080
Speaker 2: It's just so powerful.

1016
00:53:13,440 --> 00:53:17,720
Speaker 1: How can people reach out there? If I hope people

1017
00:53:17,760 --> 00:53:21,080
Speaker 1: are listening to this and think, okay, this is exactly

1018
00:53:21,120 --> 00:53:22,279
Speaker 1: what we need.

1019
00:53:22,320 --> 00:53:24,759
Speaker 4: So you can jump on our website, which is you

1020
00:53:24,840 --> 00:53:29,640
Speaker 4: choose HYRS dot org dot au. Or you can reach

1021
00:53:29,680 --> 00:53:32,359
Speaker 4: out to us on Instagram or Facebook, which is again

1022
00:53:32,440 --> 00:53:35,680
Speaker 4: you choose y r S short for you Throad Safety

1023
00:53:36,280 --> 00:53:39,600
Speaker 4: and we will do our very best. We will go

1024
00:53:39,640 --> 00:53:45,319
Speaker 4: anywhere in this country. We will work with any organization, teens, hospitals,

1025
00:53:45,360 --> 00:53:47,200
Speaker 4: we know, we do all the big arena events around

1026
00:53:47,239 --> 00:53:51,120
Speaker 4: the country. We don't see anyone as competitors. We see

1027
00:53:51,160 --> 00:53:54,960
Speaker 4: everybody as the solution and we will do our very best.

1028
00:53:55,560 --> 00:53:59,200
Speaker 4: And you know, we often say that we're going to

1029
00:53:59,200 --> 00:54:00,719
Speaker 4: do this social mission for as long as we.

1030
00:54:02,680 --> 00:54:02,879
Speaker 2: Can.

1031
00:54:02,960 --> 00:54:05,480
Speaker 4: We're going to change a strange driving culture, or we're

1032
00:54:05,480 --> 00:54:06,240
Speaker 4: going to die trying.

1033
00:54:06,840 --> 00:54:08,240
Speaker 2: One of the two things is going to happen.

1034
00:54:08,840 --> 00:54:12,799
Speaker 3: We'll speak to one person, we'll speak to matter well,

1035
00:54:12,840 --> 00:54:14,240
Speaker 3: it's part of the process.

1036
00:54:14,280 --> 00:54:16,960
Speaker 1: Together, you are a force of energy. I've got to

1037
00:54:17,000 --> 00:54:21,000
Speaker 1: say that you've inspired myself on the stuff that you're

1038
00:54:21,000 --> 00:54:23,000
Speaker 1: doing and the energy that you bring to the table,

1039
00:54:23,000 --> 00:54:25,279
Speaker 1: bring to the room here, and I can imagine the

1040
00:54:25,280 --> 00:54:27,920
Speaker 1: impact that you're having on the people that you're speaking to.

1041
00:54:28,000 --> 00:54:31,320
Speaker 1: And I just want to take a moment to reflect

1042
00:54:32,520 --> 00:54:35,720
Speaker 1: with what Jordan did, how would he be feeling about

1043
00:54:36,040 --> 00:54:37,520
Speaker 1: what you guys are doing there.

1044
00:54:39,560 --> 00:54:45,319
Speaker 3: It's all very worthwhile question to ask. And this is

1045
00:54:45,360 --> 00:54:49,040
Speaker 3: the power of it. We'll never know. That's the sadness

1046
00:54:49,040 --> 00:54:54,080
Speaker 3: of it, but it's also the power of it. I

1047
00:54:54,120 --> 00:54:57,920
Speaker 3: think that's best answered by saying, what would our discussions

1048
00:54:57,960 --> 00:55:01,600
Speaker 3: be had he survived? And I think he would be

1049
00:55:01,640 --> 00:55:03,640
Speaker 3: the type of person that would be trying to make

1050
00:55:03,680 --> 00:55:06,160
Speaker 3: it right in whatever way that he could possibly make

1051
00:55:06,160 --> 00:55:11,680
Speaker 3: it right. So I guess that's what we're doing, you know,

1052
00:55:11,800 --> 00:55:15,239
Speaker 3: because I think that that, deep down would be what

1053
00:55:15,360 --> 00:55:17,839
Speaker 3: he would do if he was here with us.

1054
00:55:18,480 --> 00:55:21,360
Speaker 1: Well, you guys have said you've carried the guilt and

1055
00:55:21,680 --> 00:55:26,880
Speaker 1: shame and what you're doing, And I could argue the

1056
00:55:26,920 --> 00:55:30,719
Speaker 1: toss about the guilt and shame, like there's victims in

1057
00:55:30,760 --> 00:55:33,360
Speaker 1: all sorts of things, and you guys have victims in

1058
00:55:33,400 --> 00:55:37,360
Speaker 1: this is Yeah, I'll choose my words carefully here, but

1059
00:55:37,400 --> 00:55:39,880
Speaker 1: I'll just say you guys are victims in this as well,

1060
00:55:40,360 --> 00:55:43,120
Speaker 1: but you're carrying that guilt and shame and the work

1061
00:55:43,160 --> 00:55:46,280
Speaker 1: that you're doing and what you're giving back to the community.

1062
00:55:46,520 --> 00:55:47,720
Speaker 1: I'm just in awe.

1063
00:55:47,640 --> 00:55:51,520
Speaker 4: Of Really, I guess we're victims of Jordan's choices. But

1064
00:55:51,719 --> 00:55:54,680
Speaker 4: you know, through this whole process, we just don't seek sympathy.

1065
00:55:54,680 --> 00:55:57,480
Speaker 4: It is just all reserved for Jordan's victims families and

1066
00:55:57,560 --> 00:55:59,719
Speaker 4: Jordan's victims families, And can I just take a moment

1067
00:55:59,760 --> 00:56:03,640
Speaker 4: to say Gary for someone who has a son that

1068
00:56:03,680 --> 00:56:07,000
Speaker 4: created so much carnage, for all of those responding officers,

1069
00:56:07,040 --> 00:56:09,680
Speaker 4: those police officers that were there on the night the ambos,

1070
00:56:09,719 --> 00:56:12,120
Speaker 4: as far as those poor police that had to turn

1071
00:56:12,200 --> 00:56:15,200
Speaker 4: up on our door and do the death knot like,

1072
00:56:15,280 --> 00:56:17,120
Speaker 4: thank you for all your services that you've done. We

1073
00:56:17,160 --> 00:56:19,000
Speaker 4: think about it, and I take the opportunity all the

1074
00:56:19,000 --> 00:56:21,920
Speaker 4: time to thank those services for what they do, because

1075
00:56:22,560 --> 00:56:25,120
Speaker 4: you have to clean up decisions like this day in

1076
00:56:25,239 --> 00:56:28,080
Speaker 4: day out, and I always think, how on earth do

1077
00:56:28,160 --> 00:56:30,080
Speaker 4: you go home at night? Like can you unsee something

1078
00:56:30,480 --> 00:56:32,439
Speaker 4: that you've seen? So thank you for all the work

1079
00:56:32,480 --> 00:56:34,560
Speaker 4: that you've done. In your career and for.

1080
00:56:34,640 --> 00:56:37,680
Speaker 3: What you're doing now, yes, it's deeply meaningful.

1081
00:56:38,120 --> 00:56:41,560
Speaker 1: Well, I think get creating the platform and just take

1082
00:56:41,600 --> 00:56:44,440
Speaker 1: on board what you say for the first responders, and

1083
00:56:44,480 --> 00:56:47,960
Speaker 1: I see what they go through and it's difficult, but

1084
00:56:49,160 --> 00:56:51,600
Speaker 1: we're trying to limit that as much as possible that

1085
00:56:52,160 --> 00:56:56,080
Speaker 1: it can happen regardless what I'm doing there what I'm

1086
00:56:56,120 --> 00:56:59,279
Speaker 1: finding inspiration from, because when I left the cops of

1087
00:56:59,440 --> 00:57:03,200
Speaker 1: sort of who've seen? Where do I find purpose from

1088
00:57:03,320 --> 00:57:06,640
Speaker 1: what I was doing? But this is allowed. Doing the

1089
00:57:06,680 --> 00:57:09,200
Speaker 1: podcast here has given me a platform to allow people

1090
00:57:09,239 --> 00:57:13,120
Speaker 1: like yourselves a voice and a platform to say what

1091
00:57:13,160 --> 00:57:15,800
Speaker 1: you're doing. And I think you're making a bigger difference

1092
00:57:15,800 --> 00:57:18,720
Speaker 1: than I could have ever in the police. And you

1093
00:57:20,240 --> 00:57:24,120
Speaker 1: change the actions of one person, and you've seen the

1094
00:57:24,280 --> 00:57:27,200
Speaker 1: ramifications or the ripple effect from one person. You just

1095
00:57:27,280 --> 00:57:31,000
Speaker 1: change one person and allow them to avoid what you

1096
00:57:31,040 --> 00:57:33,840
Speaker 1: guys have had to go for. That's making a huge difference.

1097
00:57:33,840 --> 00:57:38,320
Speaker 1: So I suppose we're all sitting here, I'm complimenting you guys.

1098
00:57:38,360 --> 00:57:40,440
Speaker 1: That's what I just want to say. I think the

1099
00:57:40,480 --> 00:57:43,360
Speaker 1: work that you're doing is absolutely tremendous, and keep up

1100
00:57:43,400 --> 00:57:44,760
Speaker 1: the good work and.

1101
00:57:45,440 --> 00:57:48,000
Speaker 4: Difference thank you for keeping me company with your podcast

1102
00:57:48,000 --> 00:57:49,720
Speaker 4: because I'm in my car all the time and I

1103
00:57:49,760 --> 00:57:51,960
Speaker 4: listen to you, so thank you for keeping me company

1104
00:57:51,960 --> 00:57:53,480
Speaker 4: for so many hours while I'm driving.

1105
00:57:53,640 --> 00:57:55,280
Speaker 1: Oh, an absolute pleasure.

1106
00:57:55,280 --> 00:57:56,800
Speaker 2: Thank you, Thanks Gary.

1107
00:57:56,560 --> 00:58:00,360
Speaker 3: Thanks Mate.

1108
00:58:00,440 --> 00:58:01,040
Speaker 4: The Friend.

1109
00:58:01,280 --> 00:58:03,200
Speaker 3: Later at NAT