Testing the Efficacy of the Ability School Engagement Partnership Program (ASEP)
试验速览
- 阶段
- 不适用
- 入组人数
- 753
- 试验地点
- 2
- 主要终点
- Official School Absences
研究概览
简要总结
This project is an up-scaled test of the Ability School Engagement Partnership (ASEP) Project. The ASEP is a partnership program that aims to increase school attendance and is grounded in the theory of Third-Party-Policing (TPP). In ASEP, school-based police officers partner with schools (i.e., the third-party) who have legal powers to control and prevent school absenteeism. The ASEP intervention includes an ASEP conference in which the legal requirements to attend school are explicitly communicated in a procedurally just way to young people missing school and their parents/guardians. Restorative Outcomes Australia (ROA) is a provide provider partner who will oversee the facilitation of the ASEP conferences. While the program is designed to re-engage these young people in school and/or facilitate transitions to work and reduce antisocial behavior (e.g., delinquency), this trial will also test the capacity of the program to improve collaboration between the schools and police and also monitor young participants' future life outcomes, such as future welfare dependence.
详细描述
The ASEP is grounded in the theory of Third Party Policing (TPP). TPP interventions focus on controlling negative behavioral outcomes through partnerships that use a third party's legal powers. In ASEP, the police partner with the schools to work together to engage with young people, reduce their anti-social behavior and increase their school attendance. At the core of the partnership is communication of the legal lever: in ASEP, it is the Queensland Education (General Provisions) Act (2006) - requiring young people attend school up to age 16 and holding parents legally responsible. The laws are communicated to parents and young people who are not regularly attending school in a procedurally fair way within the context of an ASEP conference. The ASEP conference is especially designed to incorporate fair communication of the laws and consequences and involves a purpose-built script that seeks to increase willingness of both parents and young people to comply with the law. The ASEP conference participants include a trained facilitator (from Restorative Outcomes Australia; ROA), the young person missing a lot of school, their parent or guardian, a uniformed school-based police officer, and a school representative (e.g., teacher). An individually tailored Action Plan is developed during the conference which stipulate the "actions" that all conference participants are to take over the subsequent two months in order to ensure that the young person increases their school attendance and re-engages with school and/or transitions into paid work.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 12 Years 至 16 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •High school aged young people only, aged 12 to 16;
- •Have 15% or more unexplained absences over each other previous two school terms;
- •Have no known legitimate explanation for absences (e.g., ongoing medical issue); and
- •Have at least one responsibly adult in their lives (e.g., parent, guardian, or carer) who provides social and/or financial support.
排除标准
- 未提供
结局指标
主要结局
Official School Absences
时间窗: Six-Months Post-Intervention
A count of the number of school absences of young people.
Official Arrest Records
时间窗: Six-Months Post Intervention
A count of official arrest records of young people.
Perceptions of School Legitimacy
时间窗: Two-months post intervention
These measures are adapted from the original ASEP Project Trial (Mazerolle, 2014). The original ASEP researchers adapted these scales from Murphy and Mearns (2008), Sunshine and Tyler (2003), and Tankebe (2009). These indices include five items that address respondents' (young people and parents/guardians in the experimental group only) perceptions of legitimacy of school staff with higher values equating to better perceptions of school staff legitimacy.
Perceptions of School Procedural Justice
时间窗: Two-months post intervention
These measures are adapted from the original ASEP Project Trial (Mazerolle, 2014). The original ASEP researchers adapted these scales from Murphy and Mearns (2008), Sunshine and Tyler (2003), and Tankebe (2009). These indices include five items that address respondents' (young people and parents/guardians in the experimental group only) perceptions of procedural justice of school staff with higher values equating to better perceptions of school staff procedural justice.
Perceptions of Police Legitimacy
时间窗: Two-months post intervention
These measures are adapted from the original ASEP Project Trial (Mazerolle, 2014). The original ASEP researchers adapted these scales from Murphy and Mearns (2008), Sunshine and Tyler (2003), and Tankebe (2009). These indices include five items that address respondents' (young people and parents/guardians in the experimental group only) perceptions of legitimacy of police in general with higher values equating to better perceptions of police legitimacy.
Perceptions of Police Procedural Justice
时间窗: Two-months post intervention
These measures are adapted from the original ASEP Project Trial (Mazerolle, 2014). The original ASEP researchers adapted these scales from Murphy and Mearns (2008), Sunshine and Tyler (2003), and Tankebe (2009). These indices include five items that address respondents' (young people and parents/guardians in the experimental group only) perceptions of procedural justice of police in general.
Perceptions of Family Legitimacy
时间窗: Two-months post intervention
Adapted from the work of Trinkner, 2012; Trinkner et al., 2012; Trinker \& Cohn, 2014. Measures respondents' (young people and parents/guardians in the experimental group only) perceptions of family legitimacy with higher values equating to better perceptions of family legitimacy.
Perceptions of Family Procedural Justice
时间窗: Two-months post intervention
Adapted from the work of Trinkner, 2012; Trinkner et al., 2012; Trinker \& Cohn, 2014. Measures respondents' (young people and parents/guardians in the experimental group only) perceptions of family procedural justice with higher values equating to better perceptions of family legitimacy.
General Well-being
时间窗: Two-months post intervention
The Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS; Haver et al., 2015; Stewart-Brown et al., 2009; Taggart et al., 2015; Tennant et al., 2007) to be administered to young people and parents in the experimental condition only. It includes 7 items, scores range from 7 to 35, and higher scores coincide with better well-being.
Self-efficacy
时间窗: Two-months post intervention
Includes 12 items from the Coping Orientation to Problems Experienced (COPE) Inventory (Carver et al., 1989; Carver, 1997) to be administered to young people and parents in the experimental condition only. Scores will range from 12 to 48 and coded so that higher values equate to better coping skills.
次要结局
未报告次要终点