About the Program

Drinking and Driving

Alcohol and the Law

Educational Resources

Court Facilitators' Guide

What People are Saying
NH Public TV
New Hampshire
Public Television

Court Facilitator's Guide

Attendees will:
  • gain experience in making good choices through role-playing and evaluating the choices made by others in a variety of case study scenarios.
  • acquire an awareness of the need to accept responsibility for both the good and bad consequences of their actions.
  • explore how choices have shaped their lives, and affected the lives of those around them.
  • receive information to help them develop the right attitude to avoid  impaired driving by recognizing that poor choices regarding drinking and driving increase the probability of a negative incident occurring. 
Previewing Activities

The issue of impaired driving involves choices.  Research shows that students make decisions based not only on their attitudes toward impaired driving, but also on their attitudes toward the alternatives, such as asking a friend for a ride home.  In order for students to change their attitudes toward impaired driving, they must perceive that there is the likelihood of a negative event, such as an arrest or an accident, as a result of this. 

Before viewing Just One Night, prepare a sample diagram on your chalk board on "How did you decide what to eat for breakfast?"  Explain how decisions are made and the influence of alternatives and variables.

Now, have attendees reflect on the personal choices they made about consuming alcohol and driving.  Have them create a diagram outlining the decisions they made on the day they were stopped for DWI. 

As the attendees work, monitor their decision-making processes and record what you hear them say.  Address the issue of denial.  Once the charts are finished, have the students share with the class how they made their choices.    Some attendees will still believe that their "bad" choices/decisions were actually "good" choices/decisions at the time.  This should lead the facilitator to valuable discussions on bad judgment and perceived state of mind once under the influence of alcohol. 

Emphasize that good and bad choices/decisions have negative/positve short and long term effects.  Discuss this and distinguish which is which in the diagrams.  Each choice/decision can be compartmentalized into one or the other.  You will find "bad" choices/decisions have many short and long term negative effects (i.e. a crash, loss of license, and fatalities), but on the flip side, drinking and deciding to drive has few if any positive short or long term effects (i.e. saved on a cab fare; maybe felt they were the most sober).  When diagrammed on the board, the negative side will always outweigh the positive side.  It should hit home when they see this imbalance on the board and the question posed: "Why would you ever decide to drink and drive after seeing all the negative long term effects of that bad choice/decision?"


Focus for Viewing

To give the attendees a specific responsibility while viewing Just One Night, ask them to record what choices Tom Boyle made on the day of the accident.  Ask them to record who was affected by his decisions and how these decisions affected his own life.  Tell them to make sure their information is accurate, because it will serve as the basis for post-viewing discussion.
Post Viewing

Have the class discuss the decisions that Tom Boyle made on February 17.  Highlight the people affected by his choices.  Then record how these decisions affected both Tom's life and the lives of others.  Point out to the attendees how a group of seemingly isolated decisions led to a horrible situation. 

Using the case study approach, have attendees critically examine the factors that influence choices and include their attitudes about impaired driving as a variable.  Facilitators need to create a hypothetical case study which will allow students to analyze how simple choices impact lives and to learn more about the negative consequences of impaired driving.  The process will help students develop analytical thinking skills, including listening for facts, synthesizing issues, and developing logical arguments. 

The case study should be localized and typical to a situation so that it is closer to home for the attendees.  A case study may begin with:

A friend comes up to you on Friday and says, "I'm inviting people over to my place for a party.  Want to come?" 

You want to go to the party, and you know there will be people drinking there.

Throughout the story, the facilitator should stop and ask the attendee questions such as, "Do you go to the party?"  Discuss the answer by having attendees consider various factors that would determine their decision whether or not to go.  Encourage them to contribute other things they might think about in making their choice such as "who will be there?", "how do I get there?", "how do I get home?",  and "what are some other options for Friday night?" 

Some of the alternatives to impaired driving and concerns that attendees should raise include: 
  • asking a friend for a ride 
  • calling a taxi 
  • don't drink 
  • calling friends or family members to come get you 
  • asking the friends you drove to the party to understand if you can't drive them home. 
  • impact of peer pressure 
  • would it be an imposition to ask a friend for a ride
  • would it be embarrassing to admit you can't hold your liquor
  • how do you feel 
  • what is the likelihood of getting into an accident
  • how severe might an accident be
  • what are my chances of getting arrested
  • what are the penalties
  • how much would it cost
  • can a lawyer be hired who would reduce the penalties of an arrest or accident
  • would you have a record for life
  • how would your family react
The conclusion of the case study should point out how simple decisions can affect other decisions and ultimately shape their lives.  Ask the attendees on what facts they based their decision.  Lead attendees through the process of identifying and learning the significant factual information about drinking, the body's reaction to drinking, and driving while impaired.  The goal is to share information in order to influence students' perceptions of the consequences of impaired driving.  The facts provide the basis for analyzing decisions made.  Analyzing issues and developing arguments without a basic understanding of the facts can be both frustrating and counterproductive. 
  • Work with emergency medical service (EMS) and medical personnel, local law enforcement, the local Students Against Destructive Decisions (SADD) chapter, the state highway safety office, and other safety organizations to conduct a mock crash. Supplement the mock crash by obtaining a safety belt convincer so students will have the opportunity to experience the benefits of safety belts.
  • Sponsor a safety holiday ornament or t-shirt fund raising campaign for your community. Have a school contest to come up with a design for the ornament or t-shirt and an impaired driving slogan to go on the ornament. Proceeds from the campaign can go to support school traffic safety programs.
  • Invite a motivational speaker to talk to students about having a fun alternatives without alcohol. Or bring in a driver that has killed or injured someone in an alcohol-related crash or a victim who was injured by an impaired driver to talk about how their life has changed because of alcohol.
  • Hold a summit on community alcohol issues. Convene law enforcement officers, prosecutors, judges, parents, clergy, school representatives, and community leaders to discuss the problem of youth access to alcohol and develop solutions to reducing access  and consumption.
  • Have school clubs and safety groups (drama club, varsity club, SADD, Future Homemakers of America, etc.) work together to organize a community program on alcohol and impaired driving awareness.
  • Working with the courts, organize a victim impact panel in which DWI offenders meet people who have lost family members of friends to impaired driver

New Hampshire Highway Safety Agency
Pine Inn Plaza
117 Manchester Street
Concord, NH 03301
Phone: (603) 271-2131 Fax: (603) 271-3790

Mothers Against Drunk Driving (MADD)
Bob Shearouse
511 East John Carpenter Freeway  #700
Irving, TX 75062
Phone: (214) 744-MADD (6233)  Fax: (972) 869-2206/2207

Students Against Destructive Decisions (SADD)
Bill Cullinane
101 Depot Road
Chatham, MA 02633
Phone: (508) 945-3122 Fax: (508) 945-3944

NH Law

Driving Under Influence of Drugs or Liquor
In New Hampshire, a person under the age of 21, who is driving a vehicle under the influence of intoxicating liquor or any controlled drug with an alcohol concentration of 0.02 (about one can of beer, glass of wine, or mixed drink) or more is considered Driving Under Influence.  They will be fined not less than $350; and will lose driver's privilege for  3 months to 2 years.

A person under 21 convicted of transportation of alcoholic beverages shall lose their right to drive for 60 days. 

Using a fake ID to purchase alcohol is a minimum fine of $250. 

Being under 21 and attempting to purchase alcohol is a minimum fine of $250. 

Being under 21 and having possession of alcohol is a minimum fine of $50.

To educate the public on the dangers of impaired driving, New Hampshire Public Television, the N.H. Highway Safety Administration, the N.H. Department of Safety, and N.H. Department of Corrections have formed a powerful alliance to present Just One Night.  We also received help from the Department of Health and Human Services in preparing this guide. 

Just One Night is a New Hampshire Public Television production, made possible in part by funding from: 
New Hampshire Bar Foundation 
The Fuller Foundation 
New Hampshire Highway Safety Agency