Antisocial Behavior Clinical Trial
— ASEPOfficial title:
Testing the Efficacy of the Ability School Engagement Partnership Program (ASEP)
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.
Status | Recruiting |
Enrollment | 753 |
Est. completion date | November 30, 2021 |
Est. primary completion date | November 30, 2021 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 12 Years to 16 Years |
Eligibility |
Inclusion Criteria: - 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. Exclusion Criteria: - None |
Country | Name | City | State |
---|---|---|---|
Australia | The University of Queensland | Brisbane | Queensland |
Lead Sponsor | Collaborator |
---|---|
The University of Queensland | Australian Department of Social Services, Department of Education, Queensland, Queensland Police Service, Restorative Outcomes Australia |
Australia,
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Bennett, S., Mazerolle, L., Antrobus, E., Eggins, E., & Piquero, A. R. (2018). Truancy intervention reduces crime: Results from a randomized field trial. Justice Quarterly, 35(2), 309-329.
Cardwell, S. M., Mazerolle, L., & Piquero, A. R. (2019). Parental attachment and truant rationalizations of antisocial behavior: findings from a randomized controlled trial. Journal of Crime and Justice, 1-19.
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Trinkner, R. (2012). Testing the procedural justice model of legal socialization: Expanding beyond the legal world. (Doctoral dissertation). University of New Hampshire, Durham, New Hampshire.
* Note: There are 22 references in all — Click here to view all references
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Official School Absences | A count of the number of school absences of young people. | Six-Months Post-Intervention | |
Primary | Official Arrest Records | A count of official arrest records of young people. | Six-Months Post Intervention | |
Primary | Perceptions of School Legitimacy | 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. | Two-months post intervention | |
Primary | Perceptions of School Procedural Justice | 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. | Two-months post intervention | |
Primary | Perceptions of Police Legitimacy | 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. | Two-months post intervention | |
Primary | Perceptions of Police Procedural Justice | 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. | Two-months post intervention | |
Primary | Perceptions of Family Legitimacy | 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. | Two-months post intervention | |
Primary | Perceptions of Family Procedural Justice | 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. | Two-months post intervention | |
Primary | General Well-being | 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. | Two-months post intervention | |
Primary | Self-efficacy | 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. | Two-months post intervention |
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