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Dianiska RE, Quas JA, Lyon TD. Using rapport building to improve information yield when interviewing adolescents: A systematic review and call for research. CHILD ABUSE & NEGLECT 2024; 154:106898. [PMID: 38908231 DOI: 10.1016/j.chiabu.2024.106898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Revised: 05/30/2024] [Accepted: 06/05/2024] [Indexed: 06/24/2024]
Abstract
BACKGROUND Adolescents frequently experience and witness violence and crime, yet very little research has been conducted to determine how best to question these witnesses to elicit complete and accurate disclosures. OBJECTIVE This systematic review integrated scientific research on rapport building with child and adult witnesses with theory and research on adolescent development in order to identify rapport building techniques likely to be effective with suspected adolescent victims and witnesses. METHOD Four databases were searched to identify investigations of rapport building in forensic interviewing of adolescents. RESULTS Despite decades of research of studies including child and adult participants, only one study since 1990 experimentally tested techniques to build rapport with adolescents. Most rapport strategies used with children and adults have yet to be tested with adolescents. Tests of these strategies, along with modifications based on developmental science of adolescence, would provide a roadmap to determining which approaches are most beneficial when questioning adolescent victims and witnesses. CONCLUSIONS There is a clear need for research that tests what strategies are best to use with adolescents. They may be reluctant to disclose information about stressful or traumatic experiences to adults due to both normative developmental processes and the types of events about which they are questioned in legal settings. Rapport building approaches tailored to address adolescents' motivational needs may be effective in increasing adolescents' reporting, and additional research testing such approaches will provide much-needed insight to inform the development of evidence-based practices for questioning these youth.
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Affiliation(s)
- Rachel E Dianiska
- Department of Psychological Science, University of California, Irvine, USA.
| | - Jodi A Quas
- Department of Psychological Science, University of California, Irvine, USA.
| | - Thomas D Lyon
- University of Southern California Gould School of Law, USA
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Deck SL, Quas JA, Powell MB. Unique Considerations for Forensic Interviews With Adolescents: An Exploration of Expert Interviewers' Perspectives. CHILD MALTREATMENT 2024:10775595241270046. [PMID: 39073088 DOI: 10.1177/10775595241270046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
Although adolescents are at elevated risk of sexual victimisation, very limited research has focused on how best to interview suspected adolescent victims. The current study was conducted to lay the groundwork for the development of best-practice interviewing approaches with adolescents when sexual victimisation is suspected. Expert interviewers with experience and knowledge in interviewing suspected adolescent victims were asked about common challenges they encounter with adolescent interviewees and how they tailor their interviews for this population. The findings indicated that adolescents are often reluctant to disclose, and the strategies the interviewers use to meet the unique needs of adolescents hinge on respecting each adolescent as a relatively autonomous and independent person. Identifying which strategies expert interviewers use is a fruitful starting point for future experimental research that can test and ultimately develop evidence-based practices for this population, which is necessary to help interviewers interact with suspected adolescent victims in ways that align with their psychosocial and cognitive maturity.
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Affiliation(s)
- Sarah L Deck
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, Mount Gravatt, QLD, Australia
| | - Jodi A Quas
- Department of Psychological Science, University of California Irvine, Irvine, CA, USA
| | - Martine B Powell
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, Mount Gravatt, QLD, Australia
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3
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Lee S, Chung HJ. Effects of Guiding Ground Rules and Individual Differences on the Accuracy of Children's Free Recall and Suggestibility. JOURNAL OF CHILD SEXUAL ABUSE 2023; 32:829-844. [PMID: 37753948 DOI: 10.1080/10538712.2023.2261925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 09/11/2023] [Indexed: 09/28/2023]
Abstract
This research examines how the presence or absence of ground rules and children's temperamental tendencies affect children's free recall accuracy and suggestibility. Participating children showed richer free recall with open-ended questions and displayed greater resistance to suggestive questions when provided ground rules during the interview. In addition, children's recall accuracy varied based on their prosocial orientation: the presence or absence of ground rules influenced memory accuracy more in children with a low prosocial orientation than in those with a high prosocial orientation. These results demonstrate the importance of ground rules for obtaining reliable statements from children during investigative interviews. Findings further suggest that children can provide more detailed information when temperamental characteristics (e.g. prosocial tendencies) are considered.
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Perks DLC, Watt BD, Fritzon KM. Offence-specific scripts among juvenile deliberate firesetters: a possible explanation for fire proclivity. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2023; 31:76-96. [PMID: 38476296 PMCID: PMC10929673 DOI: 10.1080/13218719.2023.2175067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 01/11/2023] [Indexed: 03/14/2024]
Abstract
The study employed inductive-thematic analysis to identify dynamic cognitive-emotional processes occurring in proximity to deliberate firesetting among a sample of N = 35 adjudicated juvenile firesetters. Six fire-specific themes were determined. Three of these themes are akin to an implicit theory (i.e. a belief system informed by previous experiences): Fire Interest, Fire is Controllable, and Fire Denial/Accidental. Three of these themes are consistent with a cognitive script (i.e. a behavioural guide for how and when to use fire): (a) fire is destructive; (b) fire conceals evidence; and (c) fire creates calm. When reviewed more closely, the theme 'fire is destructive' is composed of two separate subcategories: 'fire creates destructive fun' and 'fire is a destructive tool for revenge'. The findings have risk assessment and treatment implications for juvenile firesetters.
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Affiliation(s)
- Danielle L. C. Perks
- School of Psychology, Faculty of Society and Design, Bond University, Robina, QLD, Australia
| | - Bruce D. Watt
- School of Psychology, Faculty of Society and Design, Bond University, Robina, QLD, Australia
| | - Katarina M. Fritzon
- School of Psychology, Faculty of Society and Design, Bond University, Robina, QLD, Australia
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5
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A review of the differential contributions of language abilities to children’s eyewitness memory and suggestibility. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2021.101009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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6
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Rodriguez Steen LA, Malloy LC. Children's clarification requests in interviews: Testing the effects of age, question characteristics, and brief intervention strategies. APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Lindsay C. Malloy
- Faculty of Social Science & Humanities Ontario Tech University Oshawa Canada
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7
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Danby MC, Sharman SJ, Klettke B. Factors influencing the perceived credibility of children alleging physical abuse. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2021; 29:456-470. [PMID: 35756707 PMCID: PMC9225751 DOI: 10.1080/13218719.2021.1917012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Adults' assessments of the credibility of children's reports are affected by factors including the frequency of abuse, reporting delays and the child's age. The present study examined whether similar factors affect the perceived credibility of children reporting physical abuse, which is more common than sexual abuse. Two hundred and eight mock jurors read a simulated transcript of a child reporting physical abuse to police and made credibility ratings. Within each transcript, abuse frequency (once, repeated), reporting timing (recent, delayed), police question type (open, closed) and child age (6 or 10 years) were manipulated. The child was considered more credible when the abuse was only experienced once and reported shortly after it occurred, and when prompted with open questions. The child's age did not affect credibility judgments. Current findings support recommendations to prioritise open questions with children and provide evidence for extension of the benefits of open questions to children's credibility.
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Affiliation(s)
- Meaghan C. Danby
- School of Psychology, Deakin University, Burwood, VIC, Australia
| | | | - Bianca Klettke
- School of Psychology, Deakin University, Burwood, VIC, Australia
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8
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Powell MB, Brubacher SP. The origin, experimental basis, and application of the standard interview method: An information‐gathering framework. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1111/ap.12468] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Martine B. Powell
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, Brisbane, Australia,
| | - Sonja P. Brubacher
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, Brisbane, Australia,
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Ali MM, Brubacher SP, Earhart B, Powell MB, Westera NJ. The utility of ground rule instructions with younger and older adult witnesses. APPLIED COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1002/acp.3648] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Mohammed M. Ali
- Centre for Investigative Interviewing, Griffith Criminology InstituteGriffith University Brisbane Australia
| | - Sonja P. Brubacher
- Centre for Investigative Interviewing, Griffith Criminology InstituteGriffith University Brisbane Australia
| | - Becky Earhart
- Centre for Investigative Interviewing, Griffith Criminology InstituteGriffith University Brisbane Australia
| | - Martine B. Powell
- Centre for Investigative Interviewing, Griffith Criminology InstituteGriffith University Brisbane Australia
| | - Nina J. Westera
- Centre for Investigative Interviewing, Griffith Criminology InstituteGriffith University Brisbane Australia
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Limor K, Rachel LW, Johanna CC. Sexual Abuse Detection Through Drawing Workshop: E-Learning Contribution. JOURNAL OF LOSS & TRAUMA 2019. [DOI: 10.1080/15325024.2018.1549191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Kissos Limor
- Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Haifa, Israel
| | - Lev-Wiesel Rachel
- Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Haifa, Israel
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Navarro C, Knight T, Sharman SJ, Powell MB. Challenges in translating interview protocols for alleged child victims of sexual abuse to different languages: A case study. CHILD ABUSE & NEGLECT 2019; 94:104033. [PMID: 31185421 DOI: 10.1016/j.chiabu.2019.104033] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Revised: 04/11/2019] [Accepted: 06/02/2019] [Indexed: 06/09/2023]
Abstract
Adequate interviewing of alleged victims of child sexual abuse is critical for the investigation and for preserving the welfare of the child. Investigative interview protocols for children (IIPCs) have been developed to meet this twofold purpose. This article focuses on one previously unexplored issue related to applicability of IIPCs: how well they translate into other languages. This case study provides an in-depth analysis of an example of the translation of an IIPC to a new language and its adaptation to a particular cultural setting. Using an interpretive description approach and a mixed-method, stages and outputs of the adaptation process are described, as well as the amount, type and nature of difficulties in translation that were identified and corrected across the process. The main threats to translation equivalence arose from differences among languages, but also from cultural and contextual differences. Prompts to children and interviewers within the protocol presented different translation challenges. Consultation with experts and the protocol's advisors, along with team discussions, were beneficial in identifying and solving translation issues. Typical translation issues and practical recommendations on how to translate and culturally adapt IIPCs effectively are discussed.
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Affiliation(s)
- Carolina Navarro
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia; Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, 176 Messines Ridge Road Mt Gravatt, Qld, 4122, Australia; Department of Psychology, University of Chile, Av. Capitán Ignacio Carrera Pinto Nº1045, Ñuñoa, Santiago, Chile
| | - Tess Knight
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia
| | - Stefanie J Sharman
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia; Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, 176 Messines Ridge Road Mt Gravatt, Qld, 4122, Australia
| | - Martine B Powell
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, 176 Messines Ridge Road Mt Gravatt, Qld, 4122, Australia.
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How children talk about events: Implications for eliciting and analyzing eyewitness reports. DEVELOPMENTAL REVIEW 2019. [DOI: 10.1016/j.dr.2018.12.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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13
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Malloy LC, Stolzenberg SN. Editorial Perspective: Questioning kids: applying the lessons from developmentally sensitive investigative interviewing to the research context. J Child Psychol Psychiatry 2019; 60:325-327. [PMID: 30786020 PMCID: PMC7017956 DOI: 10.1111/jcpp.13005] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/09/2018] [Indexed: 12/01/2022]
Abstract
In 1989, the United Nations Convention on the Rights of the Child solidified that “the child who is capable of forming his or her own views [has] the right to express those views freely in all matters affecting the child.” Involving children as research participants is one key method of ensuring that children’s voices are heard, especially in psychological science where researchers gather information from children across clinical, developmental, health, cognitive, and social research contexts and in related fields like psychiatry, social work, nursing, and medicine. How we talk to children as researchers affects whether we produce rigorous science, and a consensus that has emerged from decades of research on children’s eyewitness testimony demands that we pause for critical self-reflection. In this piece, we propose that scientists studying children consider a large but siloed body of work on developmentally-sensitive investigative interviewing to facilitate complete, accurate, and honest responding from children in research studies. By examining how researchers phrase questions, how they contextualize questioning, and how they report methodology, we address concrete avenues for ensuring robust and reliable psychological science, as well as pathways for children’s optimal involvement in the research process.
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14
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Earhart B, Brubacher SP, Powell MB, Westera NJ, Goodman-Delahunty J. Judges' delivery of ground rules to child witnesses in Australian courts. CHILD ABUSE & NEGLECT 2017; 74:62-72. [PMID: 28882320 DOI: 10.1016/j.chiabu.2017.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Revised: 07/28/2017] [Accepted: 08/02/2017] [Indexed: 06/07/2023]
Abstract
Ground rules directions are given to children in forensic interviews to explain what is expected of them, and to reduce their tendency to acquiesce to erroneous or incomprehensible questions. Ground rules may also be necessary when children provide testimony in court. Drawing on research conducted for the Australian Royal Commission into Institutional Responses to Child Sexual Abuse, the present study examined the use of ground rules directions delivered in court in 52 trials by 24 presiding judges in three jurisdictions to 57 child complainants (aged 7-17.5 years). Eleven categories of rules were identified. The number of words spoken to deliver each rule was counted, and grade-level readability scores were calculated as a proxy for the complexity of the ground rules. When judges asked comprehension or practice questions, the question types were coded. More than one third of the children (35%) received no ground rules directions from the judge; the remaining 65% received directions on an average of 3.5 types of ground rules out of a maximum of 11 types. While comprehension questions were common, practice questions were rare. Comprehension questions were most often presented in a yes/no format that implied the expected response, although this form of question is unlikely to provide an effective assessment of a child's comprehension. Neither the number of rules delivered nor the number of words used was related to children's age. Implications for children's court testimony are discussed.
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Affiliation(s)
- Becky Earhart
- Deakin University, Centre for Investigative Interviewing, Australia.
| | | | - Martine B Powell
- Deakin University, Centre for Investigative Interviewing, Australia
| | - Nina J Westera
- Griffith University, Centre for Investigative Interviewing, Australia
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15
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Baseline Performance and Psychometric Properties of the Child Sport Concussion Assessment Tool 3 (Child-SCAT3) in 5- to 13-year-old Athletes. Clin J Sport Med 2017; 27:381-387. [PMID: 27428682 PMCID: PMC5237625 DOI: 10.1097/jsm.0000000000000369] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
OBJECTIVE To determine the normative, baseline performance and psychometric properties of the Child Sport Concussion Assessment Tool 3 (Child-SCAT3) in 5- to 13-year-old athletes. DESIGN Cross-sectional study. SETTING Practice fields. PARTICIPANTS Contact sport athletes (N = 155) 5 to 13 years old. INDEPENDENT VARIABLES Age, gender, verbal intellectual functioning (receptive vocabulary). MAIN OUTCOME MEASURES Child-SCAT3: self-reported and parent-reported symptoms, cognitive performance (child form of the Standardized Assessment of Concussion; SAC-C), and balance (modified Balance Error Scoring System, mBESS-C; tandem gait). A subset of the sample repeated the Child-SCAT3 at another date. Some subjects also completed the Adult-SCAT3 version of the symptom checklist and mBESS. RESULTS Small-to-medium-sized effects of age were observed on all Child-SCAT3 components. Effects of gender and receptive vocabulary were observed on select components of the SCAT3. Younger age and lower receptive vocabulary were independently associated with greater symptom endorsement, yet parents rated higher symptom burden for older children. Internal consistency reliability and stability of symptom ratings was good to excellent. Stability was more modest for SAC-C and tandem gait scores and very poor for mBESS-C scores, perhaps due to restricted variance. Inter-rater reliability (self-rated vs parent-rated symptoms) was fair. CONCLUSIONS The Child-SCAT3 self-report symptom checklist may be inappropriate to administer to younger school-aged children. Some of the age effects observed warrant use of demographically appropriate norms in Child-SCAT3 interpretation. The findings can provide guidance for clinicians assessing children of varying ages and point to directions for further development of refined approaches for pediatric concussion assessment.
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Andrews SJ, Ahern EC, Lamb ME. Children's Uncertain Responses when Testifying about Alleged Sexual Abuse in Scottish Courts. BEHAVIORAL SCIENCES & THE LAW 2017; 35:204-224. [PMID: 28429396 DOI: 10.1002/bsl.2286] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2016] [Revised: 01/05/2017] [Accepted: 02/27/2017] [Indexed: 05/25/2023]
Abstract
This study examined the uncertain responses of 56 alleged sexual abuse victims, aged 5-17 years, testifying in Scottish criminal court trials. Don't know/remember ground rules were explained to 38% of the children and each child reported uncertainty in response to 15% of the questions on average. Uncertain responding was associated with expressions of resistance and confusion, questioning context (proportionally more regarding substantive than non-substantive issues), question content (least to disclosure-focused questions), utterance type (more to directives, particularly those posed by defense lawyers; more to recall-based than recognition prompts), and age (children in mid-adolescence were less likely to respond uncertainly than those who were either older or younger). There were no associations between expressions of uncertainty and ground rule administration, or with whether or not the question focused on central rather than peripheral details about the alleged crimes. Findings highlight concerns surrounding preparatory procedures to help witnesses, especially adolescents, indicate uncertainty when testifying. Copyright © 2017 John Wiley & Sons, Ltd.
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Affiliation(s)
| | | | - Michael E Lamb
- Department of Psychology, University of Cambridge, Cambridge, U.K
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17
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Hamilton G, Brubacher SP, Powell MB. Investigative Interviewing of Aboriginal Children in Cases of Suspected Sexual Abuse. JOURNAL OF CHILD SEXUAL ABUSE 2016; 25:363-381. [PMID: 27266534 DOI: 10.1080/10538712.2016.1158762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This study examined the investigative interviewing of Australian Aboriginal children in cases of alleged sexual abuse, with a focus on three commonly included components of interview protocols: ground rules, practice narrative, and substantive phase. Analysis of 70 field transcripts revealed that the overall delivery and practice of ground rules at the beginning of the interview was positively associated with the spontaneous usage of rules in children's narratives of abuse. When specifically examining the "don't know" rule, however, only practice had an effect of children's usage of the rule (as opposed to simple delivery or no delivery at all). Children spoke more words overall, and interviewers used more open-ended prompts during the substantive phase when the interviews contained a practice narrative. Children most often disclosed sexual abuse in response to an open-ended prompt; however, they produced the most words in response to suggestive prompts. This article concludes with a discussion of the effectiveness of ground rules, practice narratives, and questioning with Aboriginal children.
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Affiliation(s)
- Gemma Hamilton
- a School of Psychology , Deakin University , Melbourne , Australia
| | | | - Martine B Powell
- a School of Psychology , Deakin University , Melbourne , Australia
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18
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Brown DA, Lamb ME. Can Children Be Useful Witnesses? It Depends How They Are Questioned. CHILD DEVELOPMENT PERSPECTIVES 2015. [DOI: 10.1111/cdep.12142] [Citation(s) in RCA: 48] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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19
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Danby MC, Brubacher SP, Sharman SJ, Powell MB. The Effects of Practice on Children's Ability to Apply Ground Rules in a Narrative Interview. BEHAVIORAL SCIENCES & THE LAW 2015; 33:446-458. [PMID: 26294382 DOI: 10.1002/bsl.2194] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2015] [Revised: 06/12/2015] [Accepted: 06/25/2015] [Indexed: 06/04/2023]
Abstract
Despite the widespread use of ground rules in forensic interview guidelines, it is unknown whether children retain and apply these rules throughout narrative interviews. We evaluated the capacity of 260 five- to nine-year-olds to utilize three ground rules. At the beginning of the interview all children heard the rules; half also practiced them. Children then responded to open-ended prompts about a repeated laboratory event and were assessed for their application of the rules. Logistic regressions revealed that practice only benefitted the use of the "don't know" rule. Although the children accurately answered "don't understand" and "correct me" practice questions, practice appeared to give no greater benefit than just hearing the rules. Results suggest that the current format of ground rule practice in interview guidelines is appropriate for the "don't know" rule, but the other rules may require more extensive practice with this age group.
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Affiliation(s)
- Meaghan C Danby
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC 3125, Australia
| | - Sonja P Brubacher
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC 3125, Australia
| | - Stefanie J Sharman
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC 3125, Australia
| | - Martine B Powell
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC 3125, Australia
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