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EVALUATION OF A TRUANCY DIVERSION PROGRAM AT NINE AT‐RISK MIDDLE SCHOOLS
Author(s) -
Haight Courtney M.,
Chapman Gillian V.,
Hendron Marisa,
Loftis Rachel,
Kearney Christopher A.
Publication year - 2014
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21775
Subject(s) - truancy , psychology , attendance , context (archaeology) , psychological intervention , absenteeism , academic achievement , medical education , juvenile delinquency , pedagogy , social psychology , developmental psychology , criminology , psychiatry , medicine , political science , paleontology , law , biology
Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated into schools to reduce stigma and transportation burdens on families. The present study involved an evaluation of a truancy diversion program in nine at‐risk middle schools in an ethnically diverse sample. Graduates from the program demonstrated significant declines in internalizing and externalizing behavior problems. In addition, participants and their parents expressed high levels of perceived improvement in academic performance. Academic tutoring was found to differentiate program graduates from nongraduates. Results are preliminary but discussed within the context of the role of school attachment in truancy diversion programs.