An examination of the types of leading questions used by investigative interviewers of children

Purpose &ndash; The purpose of this paper is to examine the nature of leading questions used by a representative sample of investigative interviewers of children. In particular, it examined whether these interviewers use the type of questions that are known to elicit reports of false activities or events among child samples.Design/methodology/approach &ndash; A total of 82 police officers who were authorized to conduct interviews with alleged child abuse victims conducted individual mock interviews with children aged 5-7 years. The focus of the interviews was an event that was staged in the children\u27s school a week earlier. Prior to the interview, each officer was provided with accurate and inaccurate information about the event, including details about an activity that did not occur. The officers\u27 task was to elicit as detailed and accurate account of the event as possible using the techniques they would &ldquo;normally&rdquo; use in the field.Findings &ndash; Although the officers refrained from using coercive interview techniques, two problematic types of questions were relatively common. These include: questions that presumed that an activity/detail occurred that had not been previously mentioned by the child; and questions that included highly specific details about an activity. Both of these techniques had featured in prior laboratory research on children\u27s false event narratives.Research limitations/implications &ndash; These results support the need for better training techniques for assisting officers to avoid the use of leading questions.Originality/value &ndash; While it is well established that investigative interviewers do sometimes use leading questions when interviewing children, this is the first study to specify the incidence of various types of leading questions.of leading questions.<br /

Retrieval of episodic versus generic information: Does the order of recall affect the amount and accuracy of details reported by children about repeated events?

Children (N = 157) 4- to 8-years old participated 1 (single) or 4 times (repeated) in an interactive event. Across each condition, half were questioned a week later about the only or a specific occurrence of the event (Depth-first), and then about what usually happens. Half were prompted in the reverse order (Breadth-first). Children with repeated experience who first were asked about what usually happens reported more event-related information overall than those asked about an occurrence first. All children used episodic language when describing an occurrence; however children with repeated-event experience used episodic language less often when describing what usually happens than did those with single experience. Accuracy rates did not differ between conditions. Implications for theories of repeated-event memory are discussed

Mental context reinstatement reduces resistance to false suggestions after children have experienced a repeated event

When children allege repeated abuse, they are required to provide details about specific instances. This often results in children confusing details from different instances and so we examined whether ‘mental context reinstatement’ (MCR) could be used to improve children’s accuracy. Children (N = 120, 6-7-year olds) participated in 4 activities over a 2-week period and were interviewed about the last (4th) time with a standard recall or mental context reinstatement interview. They were then asked questions about specific details, and some questions contained false information. When interviewed again a day later, children in the MCR condition resisted false suggestions that were consistent with the event more than false suggestions that were inconsistent; in contrast, children in the standard interview condition were equally suggestible for both false detail types and showed a ‘yes bias’. The results suggest a practical way of eliciting more accurate information from child witnesses

Designing effective training programs for investigative interviewers of children

\u27Best-practice\u27 guidelines for conducting investigative interviews with children are well established in the literature, yet few investigative interviewers actually adhere to such guidelines in the field. One of the problems is that little discussion has focused on how such guidelines are learned and sustained by professionals. To address this concern, the current article reviews the key elements of interview training programs that are known to promote competent interviewing. These elements include: (i) the establishment of key principles or beliefs that underpin effective interviewing, (ii) the adoption of an interview framework that maximises narrative detail, (iii) clear instruction in relation to the application of the interview framework, (iv) effective ongoing practice, (v) expert feedback and (vi) regular evaluation of interviewer performance. A description and justification of each element is provided, followed by broad recommendations regarding how these elements can be implemented by police and human service organisations in a cost-effective manner.<br /

An Overview of Current Initiatives to Improve Child Witness Interviews about Sexual Abuse

This comment provides an overview of the main barriers to eliciting quality evidence from child witnesses in sexual abuse cases and recent attempts within several Australian jurisdictions to overcome these barriers. The comment takes a constructive approach. Recommendations relate to five themes: adoption of a narrative framework, quality of training, interviewer workplace climate, prosecutor feedback, and ongoing case tracking and evaluation. While the focus is on child witnesses, the recommendations also apply to other vulnerable witnesses and adults

Children’s ability to recall unique aspects of one occurrence of a repeated event

Preschool and school-age children’s memory and source monitoring were investigated by questioning them about one occurrence of a repeated lab event (n = 39). Each of the four occurrences had the same structure, but with varying alternatives for the specific activities and items presented. Variable details had a different alternative each time; hi/lo details presented the identical alternative three times and changed once. New details were present in one occurrence only and thus had no alternatives. Children more often confused variable, lo, and new details across occurrences than hi details. The 4- to 5-year-oldchildren were less accurate than 7- to 8-year-old children at attributing details to the correct occurrence when specifically asked. Younger children rarely recalled new details spontaneously, whereas 50% of the older children did and were above chance at attributing them to their correct occurrence. Results are discussed with reference to script theory, fuzzy-trace theory and the source-monitoring framework

Professionals\u27 perceptions of a new model of sexual assault investigation adopted by Victoria Police

This article presents a qualitative evaluation of a new method of operation for sexual assault investigation developed by Victoria Police. The model is characterised by two core components: the establishment of specialist teams of investigators responsible for investigation and victim support; and the establishment of service sites, referred to as \u27Multidisciplinary Centres\u27, where all key services are located in a single building separate from police stations. The research approach consisted of in-depth interviews with 90 stakeholders (police, counsellors, medical officers, child protection workers and prosecutors). Collectively, these interviews revealed strong, unanimous support for the ideologies that underpinned the new reforms. Reported outcomes included the following: improved collaboration; increased victim satisfaction, referrals between professionals and reporting rates; reduced response and investigation times; better quality briefs; and higher prosecution and conviction rates. These findings, along with the stakeholders\u27 suggestions for further improvements, are discussed

Improving the legal aspects of police interviewing of suspects

The purpose of this paper is to provide some guidance to police interviewers and trainers in relation to improving the legal aspects of police questioning of suspects. The paper is written with reference to Victorian legislation. Sixteen professionals (defence barristers, academics, prosecutors, and detectives), all with extensive knowledge of the law and experience evaluating police interviews with suspects, took part in individual indepth interviews (M &frac14; 100 minutes). The aim of the interviews was to discuss the limitations of police interviews with suspects and to provide exemplars of concerns from a set of de-identified transcripts that had been provided to the professionals prior to their interviews with us. Overall, four key limitations were raised: (a) inadequate particularisation of offences, (b) inappropriate phrasing of questions, (c) poor introduction of allegations, and (d) questions that unfairly ask the suspect to comment on the victim&rsquo;s perspective. These concerns and their practical implications are discussed.<br /