Family group conferences: context, process and ways forward

Frost, Nick; Abram, Fiona; Burgess, Hannah

doi:10.1111/cfs.12047

Cited by 32 publications

(27 citation statements)

References 24 publications

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“…ASEP is an experimental intervention that aims to reintegrate the truants into a positive learning environment (Mazerolle, 2014;Mazerolle et al, 2012). The program's key intervention component is the family group conference, which is a platform for decision-making and problem-solving (Frost, Abram, & Burgess, 2014a). Other than the young people and their parents/guardians, the participants include police, and third party policing partners: school and community agencies.…”

Section: The Ability School Engagement Program (Asep)mentioning

confidence: 99%

“…Other than the young people and their parents/guardians, the participants include police, and third party policing partners: school and community agencies. The families are regarded as experts on their own circumstances and the professionals assist with breaking down the problems into manageable elements (Frost et al, 2014a). ASEP is a third party policing intervention.…”

Section: The Ability School Engagement Program (Asep)mentioning

confidence: 99%

“…Using the ASEP data, I explore how the truanting youth engage with social control agents: parents, school staff and police, around issues related to school disengagement and engagement. While family group conferences are a common intervention in the youth justice and child protection services (Frost et al, 2014a;Frost, Abram, & Burgess, 2014b;Harris, 2008), there is a paucity of research examining how the intervention processes can also be used in school re-engagement (Strand & Lovrich, 2014).…”

Section: The Ability School Engagement Program (Asep)mentioning

confidence: 99%

“…Schiff (2013) argues that inclusion of law enforcement agencies into the proceedings could foster school-law enforcement partnerships and enhance participants' compliance. In other words, the family group conferences can be a platform for not only providing support, but also exerting control (Frost et al, 2014a). ASEP, as an example of a third party policing (TPP) intervention involving the police and schools was designed to elicit both ).…”

Section: Restorative Approachmentioning

confidence: 99%

“…The cases highlight the limitations of the conferencing process to empower the participants and address the power imbalance (Frost et al, 2014a). In the presence of a limited vocal input from the young participants, the adult participants dominate the conference discussions.…”

Section: Recalcitrant Truantsmentioning

confidence: 99%

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Activating school bonds: a study of truanting young people in the context of the Ability School Engagement Program (ASEP)

Sobolewska¹

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Strong school bonds have three active components: commitment, attachment and belief (Hawkins & Weis, 1985). Young people with strong school commitment engage in learning and consistently participate in various school activities (Catalano, Oesterle, Fleming, & Hawkins, 2004). Strong school attachment also fosters a sense of belonging at school, preventing development of antisocial peer associations outside the institutional setting (Hawkins & Weis, 1985). Young people with strong school belief also internalise institutional values and follow school rules (Hawkins & Weis, 1985). There is a paucity of research however, about how the school bonds of youth at risk can be strengthened (Appleton, Christenson, & Furlong, 2008). Empirical studies have shown that school engagement interventions can enhance prosocial development (Catalano, Oesterle, Fleming, & Hawkins, 2004;Hawkins, Guo, Hill, Battin-Pearson, & Abbott, 2001). Yet less is known about the mechanisms and processes fostering that change (Maynard, McCrea, Pigott, & Kelly, 2013;Mazerolle, 2014).This dissertation explores the mechanisms of a truancy intervention, the Ability School Engagement Program (ASEP), that activate school engagement. ASEP is a police-school partnership intervention delivered in the format of a family group conference. The intervention aims to reduce truancy among youth with histories of problematic school absenteeism. I apply the Social Development Model's (SDM) hypothesis that strengthening school bonding is a social process involving the young person and significant others at home and school (Catalano et al., 2004). I explore the mechanisms of the ASEP process within the SDM's school bond construct comprising of school commitment (investment in doing well in school), attachment (interpersonal relations at school) and belief (attitudes towards school rules). Using 47 transcripts from the ASEP family group conference proceedings, I conduct a thematic analysis of how the ASEP processes can activate school commitment, attachment and belief. In addition, I conduct a case study analysis to unpack how ASEP can activate school belief and how that impacts on school re-engagement and social relations over a two year period. I also examine data from the ASEP exit meetings that were conducted six months after the conference and interviews with the parents that I conducted two years after their recruitment into the project.First, I find that the ASEP process differentially activates participants' readiness for school re-engagement (or school commitment) depending on the young person's willingness and iii presenting capability. Activating the readiness for school re-engagement is a social process that is more complex for some than others. Some young people need more support and resources for school re-engagement than others. I identify five types of truants and find that the focus of the ASEP conference process shifts depending on the truant type. Second, I find that school-based peers can influence truancy through conflict (i.e. fighting and ...

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Section: The Ability School Engagement Program (Asep)mentioning

confidence: 99%

Section: The Ability School Engagement Program (Asep)mentioning

confidence: 99%

Section: The Ability School Engagement Program (Asep)mentioning

confidence: 99%

Section: Restorative Approachmentioning

confidence: 99%

Section: Recalcitrant Truantsmentioning

confidence: 99%

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Activating school bonds: a study of truanting young people in the context of the Ability School Engagement Program (ASEP)

Sobolewska¹

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Protocol: The effect of restorative justice interventions for young people on offending and reoffending: A systematic review

Gaffney,

Jolliffe,

Eggins

et al. 2024

Campbell Systematic Reviews

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This is the protocol for a Campbell systematic review. The objectives are as follows. The primary aim of this mixed methods review is to synthesise the available evidence regarding the effectiveness of restorative justice interventions (RJIs) for reducing offending and reoffending outcomes in children and young people. We are also particularly interested in the impact of RJIs on children and young peoples' violent offending and violent reoffending. A second aim of the review is to examine whether the magnitude of effectiveness of RJIs may be influenced by study characteristics such as the population (e.g., age, ethnicity, or sex), the form of intervention (e.g., face‐to‐face mediation compared to family group conferencing), the place of delivery of the intervention (e.g., in independent office, in court), implementation (e.g., trained facilitators, dose, fidelity) and methodology (e.g., randomised controlled trial). The third aim of the review is to synthesise the qualitative evidence about RJ to develop a better contextual understanding of how these programmes may work and to elucidate factors that might increase the efficacy and implementation of RJ interventions. The specific research questions this systematic review aims to address are: (1) Do RJ interventions reduce children and young people's involvement in offending or reoffending relative to a comparison group? [RQ1]. (2) Is there variation in the impact of different RJ approaches on young people's involvement in offending or reoffending? [RQ2]. (3) Is there variation in the impact of RJIs on children and young people's offending or reoffending depending on the characteristics of the participants taking part in the RJI (e.g., sex, age, ethnicity)? [RQ3]. (4) What characteristics of RJIs, influence the effectiveness of RJIs for children and young people's offending and reoffending? [RQ4]. (5) What are the most notable barriers and facilitators, as reported by participants (e.g., the victims, children/young people, or mediators who have taken part in an evaluation of an RJI, or those children or young people who were meant to take part in an evaluation but ultimately did not), to the implementation of RJIs to reduce later offending or reoffending? [RQ5].

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Social Innovation and Interprofessional Collaboration in Child–Family Reunification Services: The Family Group Conference

Bozic,

Hean,

Tembjerg

2024

Rebuilding Family Relations for Children and Youth Separated From Family

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Family group conferences: context, process and ways forward

Cited by 32 publications

References 24 publications

Activating school bonds: a study of truanting young people in the context of the Ability School Engagement Program (ASEP)

Activating school bonds: a study of truanting young people in the context of the Ability School Engagement Program (ASEP)

Protocol: The effect of restorative justice interventions for young people on offending and reoffending: A systematic review

Social Innovation and Interprofessional Collaboration in Child–Family Reunification Services: The Family Group Conference

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