Forensic interviews with preschool children: An analysis of extended interviews in Norway (2015–2017)

Using an AI-based avatar for interviewer training at Children's Advocacy Centers: Proof of Concept

This proof-of- concept study focused on interviewers' behaviors and perceptions when interacting with a dynamic AI child avatar alleging abuse. Professionals (N = 68) took part in a virtual reality (VR) study in which they questioned an avatar presented as a child victim of sexual or physical abuse. Of interest was how interviewers questioned the avatar, how productive the child avatar was in response, and how interviewers perceived the VR interaction. Findings suggested alignment between interviewers' virtual questioning approaches and interviewers' typical questioning behavior in real-world investigative interviews, with a diverse range of questions used to elicit disclosures from the child avatar. The avatar responded to most question types as children typically do, though more nuanced programming of the avatar's productivity in response to complex question types is needed. Participants rated the avatar positively and felt comfortable with the VR experience. Results underscored the potential of AI-based interview training as a scalable, standardized alternative to traditional methods.

Forensic Interview Techniques in Child Sexual Abuse Cases: A Scoping Review

Child sexual abuse (CSA) is widely recognized as a global public health problem with negative consequences for victims, their families, and society. The child's testimony is essential to the case outcome, given the frequent absence of physical or biological evidence of the abusive acts. Thus, the child forensic interview plays a decisive role in criminal investigation. The present scoping review aims to identify and describe the judicial procedures for collecting CSA victims' testimony using an evidence-based approach and a structured methodology. The review followed Preferred Reporting Items of Systematic Reviews and Meta-Analysis-Scoping Review guidelines. Studies were identified through manual reference checking and in four electronic databases: PsycARTICLES, PubMed, SCOPUS, and Web of Science. In all, 146 studies were identified according to the defined inclusion criteria, that is, empirical studies identifying judicial procedures to collect CSA victims' testimony, published in English or Portuguese. In total, 30 different forensic interview procedures to collect the child victim's testimony were found. The National Institute for Child Health and Human Development investigative interview protocol was the most frequently mentioned. Despite the variety of protocols, it was possible to conclude that they have a similar general structure. This review also identified gaps in interviewing practices with CSA victims. The scoping review corroborates the importance of forensic interviews with CSA victims, stating its implications for criminal investigation, the legal system, and the child's recovery process.

Enhancing investigative interview training using a child avatar system: a comparative study of interactive environments

The impact of investigative interviews by police and Child Protective Services (CPS) on abused children can be profound, making effective training vital. Quality in these interviews often falls short and current training programs are insufficient in enabling adherence to best practice. We present a system for simulating an interactive environment with alleged abuse victims using a child avatar. The purpose of the system is to improve the quality of investigative interviewing by providing a realistic and engaging training experience for police and CPS personnel. We conducted a user study to assess the efficacy of four interactive platforms: VR, 2D desktop, audio, and text chat. CPS workers and child welfare students rated the quality of experience (QoE), realism, responsiveness, immersion, and flow. We also evaluated perceived learning impact, engagement in learning, self-efficacy, and alignment with best practice guidelines. Our findings indicate VR as superior in four out of five quality aspects, with 66% participants favoring it for immersive, realistic training. Quality of questions posed is crucial to these interviews. Distinguishing between appropriate and inappropriate questions, we achieved 87% balanced accuracy in providing effective feedback using our question classification model. Furthermore, CPS professionals demonstrated superior interview quality compared to non-professionals, independent of the platform.

Enhancing questioning skills through child avatar chatbot training with feedback

Training child investigative interviewing skills is a specialized task. Those being trained need opportunities to practice their skills in realistic settings and receive immediate feedback. A key step in ensuring the availability of such opportunities is to develop a dynamic, conversational avatar, using artificial intelligence (AI) technology that can provide implicit and explicit feedback to trainees. In the iterative process, use of a chatbot avatar to test the language and conversation model is crucial. The model is fine-tuned with interview data and realistic scenarios. This study used a pre-post training design to assess the learning effects on questioning skills across four child interview sessions that involved training with a child avatar chatbot fine-tuned with interview data and realistic scenarios. Thirty university students from the areas of child welfare, social work, and psychology were divided into two groups; one group received direct feedback (n = 12), whereas the other received no feedback (n = 18). An automatic coding function in the language model identified the question types. Information on question types was provided as feedback in the direct feedback group only. The scenario included a 6-year-old girl being interviewed about alleged physical abuse. After the first interview session (baseline), all participants watched a video lecture on memory, witness psychology, and questioning before they conducted two additional interview sessions and completed a post-experience survey. One week later, they conducted a fourth interview and completed another post-experience survey. All chatbot transcripts were coded for interview quality. The language model's automatic feedback function was found to be highly reliable in classifying question types, reflecting the substantial agreement among the raters [Cohen's kappa (κ) = 0.80] in coding open-ended, cued recall, and closed questions. Participants who received direct feedback showed a significantly higher improvement in open-ended questioning than those in the non-feedback group, with a significant increase in the number of open-ended questions used between the baseline and each of the other three chat sessions. This study demonstrates that child avatar chatbot training improves interview quality with regard to recommended questioning, especially when combined with direct feedback on questioning.

Associations between emotions and psychophysiological states and confirmation bias in question formulation in ongoing simulated investigative interviews of child sexual abuse

Introduction

In forensic settings interviewers are advised to ask as many open-ended questions as possible. However, even experts may have difficulty following this advice potentially negatively impacting an investigation. Here, we sought to investigate how emotions and psychophysiological parameters are associated with question formulation in real time in an ongoing (simulated) child sexual abuse (CSA) interview.

Method

In a experimental study, psychology students (N = 60, Mage = 22.75) conducted two interviews with child avatars, while their emotions (anger, sadness, disgust, surprise and relief), GSR and heart rate (HR) were registered.

Results

First, we found that general emotionality related to CSA and perceived realness of the avatars was associated with stronger overall emotional reactions. Second, we found that closed (vs. open) questions were preceded by more facially observable anger, but not disgust, sadness, surprise or relief. Third, closed (vs. open) questions were preceded by higher GSR resistance and lower heart rate.

Discussion

Results suggest for the first time that emotions and psychophysiological states can drive confirmation bias in question formulation in real time in CSA.

Taking Oral Evidence in Chile from Child Victims in Priority Groups: Challenges for the Practice and Training of Justice Professionals

In Chile, Law 21.057 established in 2019 that, for criminal cases in which there is a child or adolescent victim of a sexual or other serious crime, professionals who take the evidence from the victim during the investigative interview and court testimony are required to be specially trained as interviewers and intermediaries, respectively. Although Chile has been progressively moving into a child-friendly justice system, the expertise and training on how to address victims who have particular communicative, emotional, cultural, or social needs have been rather limited. This study explores the challenges experienced by investigative interviewers and intermediaries with child victims from priority groups, through the lens of their instructors. The term "priority groups" encompasses people who require special protection because of a condition that puts them at a disadvantage. Using purposive sampling, 12 of the most experienced instructors were recruited, and five semi-structured group interviews were conducted remotely. Through thematic data analysis, eight categories of challenges were found. First, the study identified particular difficulties experienced by professionals with six groups of children and adolescents who are here called priority victims or members of priority groups: (1.1) preschool children, (1.2) victims with neurodevelopmental disorders, (1.3) victims with psychiatric disorders, (1.4) reluctant victims, (1.5) Indigenous and migrant victims, and (1.6) victims in complex contexts/crimes. Secondly, the analysis identified cross-cutting challenges for the professionals related to (2.1) difficulties remaining after their initial training, and (2.2) the unavailability of background information about the victims before the proceedings. The article emphasizes the need to strengthen advanced competences and training content regarding priority groups, to reinforce initial skills, and to refine guidelines to assess and address these victims adequately, in order to facilitate their access to justice.

"I do not remember… You are reminding me now!": Children's difficult experiences during forensic interviews about online sexual solicitation

BACKGROUND

Forensic interviews for children who have undergone online sexual solicitation (OSS) constitute a unique setting compared to other forms of child sexual abuse (CSA). In these cases, the interviewer holds concrete evidence of the abuse in the form of pictures or texts. During the interview, interviewers use these materials to advance the data collection regarding the abuse, a practice that may significantly influence the child's wellbeing.

OBJECTIVE

The current study aims to explore children's experiences during forensic interviews concerning OSS.

PARTICIPANTS AND SETTING

The sample included 20 Jewish children in Israel who were referred to and participated in a forensic investigation.

METHODS

A thematic qualitative methodology was used to analyze the children's narratives.

RESULTS

The findings demonstrate the children's difficulties when confronted with materials related to the abuse. The children detailed the different ways the interview challenged their wellbeing, including visualizing and verbalizing the abuse, new insights, and being videotaped.

CONCLUSIONS

The findings in the current study emphasized the intrinsic challenges that children face in OSS forensic interviews resulting from the tension between the interviewer's need to collect details about the abuse and the child's desire to forget it. Practical ramifications pertaining to these threats to the child's wellbeing, future recommendations, and limitations of the study will be discussed.

Synthesizing a Talking Child Avatar to Train Interviewers Working with Maltreated Children

When responding to allegations of child sexual, physical, and psychological abuse, Child Protection Service (CPS) workers and police personnel need to elicit detailed and accurate accounts of the abuse to assist in decision-making and prosecution. Current research emphasizes the importance of the interviewer’s ability to follow empirically based guidelines. In doing so, it is essential to implement economical and scientific training courses for interviewers. Due to recent advances in artificial intelligence, we propose to generate a realistic and interactive child avatar, aiming to mimic a child. Our ongoing research involves the integration and interaction of different components with each other, including how to handle the language, auditory, emotional, and visual components of the avatar. This paper presents three subjective studies that investigate and compare various state-of-the-art methods for implementing multiple aspects of the child avatar. The first user study evaluates the whole system and shows that the system is well received by the expert and highlights the importance of its realism. The second user study investigates the emotional component and how it can be integrated with video and audio, and the third user study investigates realism in the auditory and visual components of the avatar created by different methods. The insights and feedback from these studies have contributed to the refined and improved architecture of the child avatar system which we present here.