laura merchant, msw hcsats [email protected]
Post on 19-Dec-2015
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Child Investigative Interviewing:Everything You Need To know
Laura Merchant, MSWHCSATS
Quick Overview
Counties have protocols for Child Abuse investigations
Where criminal prosecution is involved, each child will receive an investigative interview
Each county determines who gets the investigative interview and who conducts the interview
County Protocols
Each county is required to have a protocol on investigations of child abuse cases.
Protocols are developed with partners: Prosecutors, LE, DSHS, medical, advocacy, schools (optional)
Protocols are maintained by each prosecuting attorney’s office. They are required to be updated every 2 years.
Protocols address all aspects of the investigation, emphasizes a coordinated approach and specifies roles of each of the key partners
Who Interviews?
Each county follows their County Protocol, identifying expectations for interviewers LE CPS workers Child Interview Specialists hired via CAC’s or
Prosecuting Attorney’s Offices Many counties conduct initial interviews
with referrals to the official investigative interview as indicated
Differences Between Investigative Interviews and Preliminary InterviewsPreliminary Interview DSHS goal is to assess
risk/safety and find enough information to refer for Investigative Interview
LE goal is to assess if there is reason to suspect a crime.
Both gather enough information about the crime and then refer for the forensic/investigative interview
Investigative Interview Seen as the “official”
interview for children typically between the ages of 4 – 15)
CPS or DSHS interview may be considered the “official” interview in places where they clearly function in that capacity
More often, Child interview Specialists conduct these interviews
Training Requirements for Interviewers Interviewers are required to receive the
statewide multi-disciplinary Investigative Interview training that includes interview skills practice and information on developmental disabilities
Statewide training occurs about 5 times per year and is 4 days long for CPS and 5 days long for LE and child interview specialists
Statewide Interview Training Incorporates research on children’s memory and
suggestibility and on effective interview practices Emphasis on asking open ended questions that lead
to narrative/comprehensive answers from children Information comes primarily from the child, not the
interviewer Ground rules are taught to increase reliability of
information Skills practice is essential in improving practice Child interviewers in the field are used as
“facilitators” to provide expert feedback to participants in skills practice
Statewide Interview Training Training is recommended to be taken
every few years as research informs practice and training changes to incorporate best practice
Peer Review is offered 10 times per year
Booster trainings are available as “Advanced” trainings
Peer Review Meetings
Offered approximately every other month 3 hours per meeting
1 ½ hour: lecture/discussion on a related topic 1 ½ hour: DVD/transcript review with
feedback Agencies host the meeting Members identify topics and sign up to
present a case for review Local communities sometimes also do their
own peer review
The Interviews
Key Components
WA State Child Interview Guide Based on the NICHD protocol A structured forensic interview protocol that has
been shown to improve the quality and informativeness of investigative interviews with
children. Child Abuse & Neglect, Volume 31, Issues 11-12, November-December 2007, Pages 1201-1231; Michael E. Lamb, Yael Orbach, Irit
Hershkowitz, Phillip W. Esplin and Dvora Horowitz
NICHD is the most researched in the world with over 40,000 real-life interviews
NICHD guided interviews elicited more info using open-ended prompts and less info using option-posing and suggestive questions than did std. interviews
In 89% of the protocol interviews, children made their preliminary allegations in response to open-ended prompts, compared with 36% in the standard interviews
Research Results
10 Step Investigative Interview Adaptation of NICHD Protocol
Thomas D. Lyon, J.D., Ph.D. [email protected] © 2005 (version 2)
Professor of Law & Psychology at USC:
http://works.bepress.com/thomaslyon
Stages of an Interview
1. Introduction 2. Ground rules/instructions 3. Narrative practice 4. Transition 5. Substantive 6. Closure
Introduction
Name Your job Anyone watching or in the room AND Explanation of documentation
“Ground Rules”
Instructions
Expectations for the Interview
“Orienting” Child to Interview
Rationale for Ground Rules
Increase accuracy Decrease inclination to guess Increase willingness to ask for
clarification Increase resistance to
suggestion
Ground Rules
One at a time Simple language
Explain and practice Early in the interview to set
the expectations Reinforce throughout
Most important, research-based ground rules
‘Don’t guess’ Don’t understand - ‘Tell me if you
don’t know what I mean’ ‘Correct me if I make a mistake’ Un-informed interviewer - ‘I wasn’t
there’
Truth/Lie Discussions
1. Promise to tell truth
2. Competency assessment
Why include the promise? Reinforces seriousness Increases honesty (decreases lies) Responses can give you valuable
info
Promise “It’s very important that you
tell me the truth.” “Do you promise that you will
tell me the truth?” “Are you going to tell me any
lies?”
Competency Assessment
Decide if it is necessary to do it during the investigative interview
If you do it, can now be done via simpler, revised 1-card version, or through scenario example
Prior way: To do 4 T/L examples to show child knows the difference between a truth and a lie and 4 morality examples
Competency Assessment
Scenario example to demonstrate child’s
understanding of concept
“Joe ate all the cookies. Joe’s Mom asked if he ate the cookies and Joe said ‘No, the dog ate the cookies.’
What’s Joe doing?”
Rapport/Narrative Practice
Key to reinforcing the expectation of answering questions in a narrative manner rather than in short answer response.
Exploring an event from beginning to end Opportunity to practice open ended
questions, sensory focused questions, pairing forced choice or closed questions with open ended follow ups; using facilitators
Opportunity for child to practice answering in more complete sentences
Narrative Practice
More important that more typical “getting acquainted” questions where info is initially generated from the interviewer
More important than more traditional “developmental assessment” questions as narrative practice will help an interviewer assess child’s developmental ability, take less time, and gets them used to providing more comprehensive information
Pattern of Questions
Separate Separation of incidents
Invite Open-ended invitations Elaborate Request to elaborate
Open-ended follow-ups
Focus Time Time segmentation
questions Senses Sensory focus questions Key Facts Focused prompts, paired
with open-ended follow-ups
Clarify and elaborate
Transition to Substantive Information Use open ended questions Use funnel approach as needed Use pattern of questions as practiced
in the neutral narrative section of the interview
Do not introduce body drawings or touch continuum to as transitions to the substantive portion of the interview
First Transition Attempt “Tell me why you came to talk to me.”
OR “Tell me why I came to talk to you.”
“It’s really important for me to know why you came to talk to
me.”
Transitions
“What did [your mom] tell you about why I want to talk to you today?”
“Did anyone tell you anything about why you’re here today?” “What did they tell you?
“Why do you think I want to talk to you today?”
“I understand something might have happened – tell me what happened.”
Transitions
When there’s been a prior statement
“I heard you talked to ________ about something that happened. Tell me what happened.”
“I heard you saw _____ last week. Tell me what you talked about.”
Transitions
When that doesn’t work
‘Someone’s worried’
“Is [your mom] worried about something that happened? Tell me what she’s worried about.”
Transitions
When that doesn’t work
‘Bothered You’
“I heard someone might have bothered you. Tell me everything about that.”
Transitions
When that doesn’t work
‘Something wasn’t right’
“I heard someone may have done something that wasn’t right. Tell me everything about that.”
Pattern of Questions
Separate Separation of incidents
Invite Open-ended invitations Elaborate Request to elaborate
Open-ended follow-ups
Focus Time Time segmentation
questions Senses Sensory focus questions Key Facts Focused prompts, paired
with open-ended follow-ups
Clarify and elaborate
Clarify Frequency
Clarify multiple events right away
“Did [______] happen one time or more than one time?”
Ask for description of specific incidents – last time, first time, another time, “the time you remember the most”
Once a Child Reports Abuse Use “facilitators” – “okay” /“Uh-
huh” Don’t interrupt a narrative Clarify later (using notes to remind
you): “You said _____. Tell me what you
mean by _____.” OR “ Tell me who ____ is.”
Use of Tools/Media
Use only after verbal reports have been elicited
Continue to request verbal clarification & details in the child’s own words
Use least suggestive tools
Closure
Summarize, clarify Invite questions Explaining what will happen
next Discuss “safety plan” Thank the child Switch to a neutral topic Provide interviewer’s contact
information
Safety Plan “Who can you tell if you are
worried about something?” “Name 3 people you could tell if
something bad happened.” “Who can you get help from if you
are hurt, or if something bad or scary happens to you?”
“Why do you think ____ can help you?”
“What can ____ do to help you?”