Abstract

Past research from the Ability School Engagement Program (ASEP), a third-party policing intervention designed to increase school attendance, finds the program is able to reduce self-reported antisocial behavior up to two years following program participation. This research further explores the generalizability of these effects and assesses whether the effects of ASEP on self-reported antisocial behavior varied by different age, race, and sex characteristics of young people in the study at one- and two-years post randomization. Data for this study come from 102 young people who participated in the ASEP, which was designed to increase school attendance and reduce antisocial behavior through a conference with police, schools, young people, and their parents in Brisbane, Australia. There were no statistically significant interactions between the condition and predictors on self-reported antisocial behavior at the one-year mark. However, young people in the experimental group who were in secondary school during the intervention had significantly lower odds of self-reported antisocial behavior relative to secondary students in the control group at two years post-randomization. Results suggest that ASEP may be more effective at reducing self-reported antisocial behavior among adolescents in secondary school.

摘要

能力学校参与计划 (ASEP) 是一项旨在提高学校出勤率的第三方警务干预措施，过去的研究发现，该计划能够在参与计划后两年内减少自我报告的反社会行为。本研究进一步探讨了这些影响的普遍性，并评估了 ASEP 对自我报告的反社会行为的影响是否因研究中随机分组后一年和两年的年轻人的不同年龄、种族和性别特征而异。这项研究的数据来自参加 ASEP 的 102 名年轻人，该计划旨在通过在澳大利亚布里斯班与警察、学校、年轻人及其家长举行的会议来提高入学率并减少反社会行为。在一年内，病情与自我报告的反社会行为的预测因素之间没有统计学上显着的相互作用。然而，在随机化后的两年里，与对照组的中学生相比，干预期间处于中学阶段的实验组年轻人自我报告的反社会行为的几率明显较低。结果表明，ASEP 在减少中学青少年自我报告的反社会行为方面可能更有效。随机化后两年，与对照组的中学生相比，干预期间正在上中学的实验组年轻人自我报告的反社会行为的几率明显较低。结果表明，ASEP 在减少中学青少年自我报告的反社会行为方面可能更有效。随机化后两年，与对照组的中学生相比，干预期间正在上中学的实验组年轻人自我报告的反社会行为的几率明显较低。结果表明，ASEP 在减少中学青少年自我报告的反社会行为方面可能更有效。