A Case Study Approach to Procedural Justice: Parents’ Views in Two Juvenile Delinquency Courts in the United States: Table A1

Pennington, Liana

doi:10.1093/bjc/azu109

Cited by 19 publications

(15 citation statements)

References 37 publications

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“…The present research provides additional support for examining more proactive forms of legitimacy than narrowly focusing on deference and obedience to legal authorities (Bottoms & Tankebe, 2012;Jackson et al, 2011;Pennington, 2015;Tyler & Jackson, 2014). My findings demonstrated that in the legislative, regulatory process, parents became increasingly disengaged.…”

Section: Study Limitations and Future Directions For Researchsupporting

confidence: 50%

“…Hence my research using the FGC data would potentially have benefited from a case study approach, tracking the evolution of participant views throughout the ASEP, from recruitment to conclusion (see Pennington, 2015). The present research considered the legitimacy dialogue as a phenomenon involving interactions between families and schools at one point in time.…”

Section: Study Limitations and Future Directions For Researchmentioning

confidence: 99%

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Encouraging school re-engagement: exploring the operation of the legal mechanisms of a Third Party Policing school engagement intervention

Acutt¹

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Truancy is a major social issue linked to several risk factors at the individual, family, school and community/economic levels of analysis (Baker, Sigmon & Nugent, 2001). Truancy requires holistic and targeted interventions that recognise its complexity, along with the need for a sustainable program to minimise its long and short-term impacts on young people, their families, police and society in general (Nitschke, Mazerolle & Bennett, 2013). A recent example of such an approach is the Ability School Engagement Program (ASEP): an experimental test of Third Party Policing (TPP), based in Queensland, Australia, where police and school partners collaborate to reduce truancy and associated crime problems (Mazerolle, 2014). The ASEP uses a Family Group Conference (FGC) forum to guide a procedurally just dialogue between police and schools, and parents and truants, to explore the underlying reasons for truancy, convey the effects and legal consequences of truancy, and to build the legitimacy of police and school authorities, with the explicit purpose of increasing the truants' capacity and willingness to re-engage with school. Research on the ASEP to date reports promising outcomes relating to significantly reduced absenteeism, official offending and self-reported delinquency among the ASEP conference participants (Mazerolle, vii Acknowledgements In submitting this dissertation, I would first and foremost like to acknowledge my principal supervisor, Professor Lorraine Mazerolle, and my associate supervisors, Dr Sarah Bennett and Dr Emma Antrobus. Throughout my candidature, Lorraine, Sarah and Emma gave me sage advice and assistance in developing this dissertation, contributed countless resources and offered a constant stream of encouragementeven at the eleventh hour. I am very fortunate to have their support and mentoring. I would especially like to thank Lorraine for the privilege of being involved in research as part of the Ability School Engagement Program. I would also like to thank other team members of the ASEP research team, particularly those who were involved in transcribing the audio recordings of the Family Group Conferences. My research would also not have been possible without the approval granted me from the Research Services Branch of Queensland's Department of Education and Training to access administrative data pertaining to truancy prosecutions for Study 1 of this dissertation. I particularly would sincerely like to thank Ms Stephanie Curtis, Principal Advisor, Regional Services for her time and expertise in carefully collating the requested documents. In particular, I appreciate the attention Stephanie gave towards ensuring that the files were reader friendly for my screen-reading software. I thank the Institute for Social Science Research (ISSR) for supporting me during my candidature and providing me with all the resources that I needed. In particular, I thank Dr Lisa Pope, ISSR's Postgraduate Administration and Unit Publication Officer, and Dr Cameron Parsell, (Postgraduate Coordinator) who have p...

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Section: Study Limitations and Future Directions For Researchsupporting

confidence: 50%

Section: Study Limitations and Future Directions For Researchmentioning

confidence: 99%

Encouraging school re-engagement: exploring the operation of the legal mechanisms of a Third Party Policing school engagement intervention

Acutt¹

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“…Researchers from across the globe are becoming increasingly interested in legitimacy in the context of criminal justice systems Jonathan-Zamir, Weisburd, & Hasisi, 2014 ;Meško & Tankebe, 2014 ;Bradford & Quinton, 2014 ;Peršak, 2014 ;Pennington, 2015 ;Tankebe & Liebling, 2013 ;. There is a growing body of observational evidence that legitimacy predicts self-reported offending behaviour (Cohn, Trinkner, Rebellon, Van Gundy, & Cole, 2012 ;Fagan & Piquero, 2007 ;Fagan & Tyler, 2005 ;Nivette, Eisner, Malti, & Ribeaud, 2014 ;cf.…”

Section: Expanding the Defi Nition And Motivating Power Of Legitimacymentioning

confidence: 99%

Motivating Cooperation and Compliance with Authority

Bornstein¹,

Tomkins²

2015

Nebraska Symposium on Motivation

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The Nebraska Symposium on Motivation has been sponsored by the Department of Psychology at the University of Nebraska-Lincoln since 1953. Each year the Symposium invites leading scholars from around the world on a topic of current interest in psychology for a conference at the University followed by publication of an edited volume. 2012 2-year Impact Factor: .571 2012 5-year Impact Factor: 1.581More information about this series at

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“…The importance of understanding PL has captured increased scholarly attention by psychologists, sociologists, and criminologists (e.g., Pennington, 2015;. For this inquiry, we adopted Tom Tyler's definition of legitimacy used in several works (Fagan & Tyler, 2005;Sunshine & Tyler, 2003;Tyler, 2003Tyler, , 2006Tyler, , 2011Tyler et al, 2014).…”

mentioning

confidence: 99%

Factors that Differentiate Preadolescents' Perception-Change of Parental Legitimacy

Edwards

Rodrigues

Thomas

2020

IJCYFS

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Whether preadolescents perceive their parents’ authority as legitimate or not depends, in part, on the concerns and issues that they have dealt with before and during their preadolescence. Utilizing data from the first and second waves of the São Paulo Legal Socialization Study (SPLSS), we conducted one-way MANOVAs to analyze the role of procedural justice and the impact of victimization on preadolescents’ perceptions of parental legitimacy across domains. Preadolescents were split into four distinct groups based on their perceptions of parental legitimacy and whether the perception shifted across the two waves of data. The study revealed a significant difference across groups in terms of procedural justice and on preadolescents’ reported victimization levels. The latter indicate that suffering some form of victimization may have resulted in delegitimizing parental authority. The findings broaden the literature on parenting practices in preadolescence and make salient an emerging field of victimization impacting parental legitimacy.

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A Case Study Approach to Procedural Justice: Parents’ Views in Two Juvenile Delinquency Courts in the United States: Table A1

Cited by 19 publications

References 37 publications

Encouraging school re-engagement: exploring the operation of the legal mechanisms of a Third Party Policing school engagement intervention

Encouraging school re-engagement: exploring the operation of the legal mechanisms of a Third Party Policing school engagement intervention

Motivating Cooperation and Compliance with Authority

Factors that Differentiate Preadolescents' Perception-Change of Parental Legitimacy

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