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...