TY - JOUR
T1 - PROTOCOL
T2 - Effectiveness of parent-engagement programs to reduce truancy and juvenile delinquency: A systematic review
AU - Kethineni, Sesha
AU - Frazier-Kouassi, Susan
AU - Shigemoto, Yuki
AU - Jennings, Wesley
AU - Cardwell, Stephanie M.
AU - Piquero, Alex R.
AU - Gay, Kimberly
AU - Sundaravadivelu, Dayanand
N1 - Publisher Copyright:
© 2021 International Initiative for Impact Evaluation (3ie). Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021/9
Y1 - 2021/9
N2 - This review aims to synthesize the evaluation evidence for parent-engagement programs that focus on reducing juvenile truancy as the primary outcome. Delinquent behavior will be assessed as a secondary outcome when included. This objective is guided by the following research questions: (1) what is the effectiveness of parent-engagement programs for children in preschool (ages 4–5) through secondary education (ages 13–19) on primarily (a) reducing student truancy (i.e., unexcused or unauthorized absence) and secondarily (and when included) (b) reducing delinquent behaviors? (2) Is there variability in the effectiveness of parent-engagement programs across moderators such as gender, age, grade levels, settings, and contexts? (3) What factors (e.g., groups, settings, and contexts) explain the variability in the effectiveness of engagement programs in a multivariate framework?.
AB - This review aims to synthesize the evaluation evidence for parent-engagement programs that focus on reducing juvenile truancy as the primary outcome. Delinquent behavior will be assessed as a secondary outcome when included. This objective is guided by the following research questions: (1) what is the effectiveness of parent-engagement programs for children in preschool (ages 4–5) through secondary education (ages 13–19) on primarily (a) reducing student truancy (i.e., unexcused or unauthorized absence) and secondarily (and when included) (b) reducing delinquent behaviors? (2) Is there variability in the effectiveness of parent-engagement programs across moderators such as gender, age, grade levels, settings, and contexts? (3) What factors (e.g., groups, settings, and contexts) explain the variability in the effectiveness of engagement programs in a multivariate framework?.
UR - https://www.scopus.com/pages/publications/85114882244
U2 - 10.1002/cl2.1189
DO - 10.1002/cl2.1189
M3 - Article
AN - SCOPUS:85114882244
SN - 1891-1803
VL - 17
JO - Campbell Systematic Reviews
JF - Campbell Systematic Reviews
IS - 3
M1 - e1189
ER -