Can paraphrasing increase the amount and accuracy of reports from child eyewitnesses?

Young children’s descriptions of sexual abuse are often sparse thus creating the need for techniques that elicit lengthier accounts. ‘Paraphrasing’, or repeating information children have just disclosed, is a technique sometimes used by forensic interviewers to clarify or elicit information. (e.g., if a child stated “He touched me”, an interviewer could respond “He touched you?”). However, the effects of paraphrasing have yet to be scientifically assessed. The impact of different paraphrasing styles on young children’s reports was investigated. Overall, paraphrasing per se did not improve the length, richness, or accuracy of reports when compared to open-ended prompts such as “tell me more,” but some styles of paraphrasing were more beneficial than others. The results provide clear recommendations for investigative interviewers about how to use paraphrasing appropriately, and which practices can compromise the quality of children’s reports

Why do young children forget where they learned information? The relation between source monitoring, theory-of-mind understanding and suggestibility

In Study one, Fifty young children (3- to 5- year-olds) watched a video and were then interviewed about the video by a Knowledgeable interviewer, who had watched the video with the children, and a Naive interviewer, who had not seen the video. Children were asked yes/no recognition questions, half of which contained misleading suggestions. After five to seven days, children were asked the same yes/no recognition questions by a third Naïve interviewer. Children then completed a source-monitoring task Followed by three theory-of-mind tests. Study two followed the same methodologies as Study one but with an increased sample size (72 children), more differentiated interviewers, an increased number of target items in the video, and forced-choice questions were used instead of yes/no questions. We predicted that (a) children who passed the theory-of-mind tasks would have more accurate source-monitoring scores than children who failed the theory-of-mind tasks, and (b) children who passed the theory-of-mind tasks would be more resistant to the suggestions of the Naive interviewer than the Knowledgeable interviewer. Although children\u27s source monitoring scores were quite low, children more often correctly identified the video as the source of their memories than either of the interviewers. It was found that children who failed the theory-of-mind task reported suggestions from both interviewers equally often, while children who passed were unexpectedly more resistant to suggestions from the Knowledgeable interviewer than the Nav̐e interviewer. However, in Study 1, as children\u27s source-monitoring skills increased, they were more likely to resist suggestions from the Naive interviewer than the Knowledgeable interviewer

The use of paraphrasing in investigative interviews

Objective Young children’s descriptions of maltreatment are often sparse thus creating the need for techniques that elicit lengthier accounts. One technique that can be used by interviewers in an attempt to increase children’s reports is ‘paraphrasing’, or repeating information children have disclosed. Although we currently have a general understanding of how paraphrasing may influence children’s reports, we do not have a clear description of how paraphrasing is actually used in the field. Method The present study assessed the use of paraphrasing in 125 interviews of children aged 4 to 16 years conducted by police officers and social workers. All interviewer prompts were coded into four different categories of paraphrasing. All children’s reports were coded for the number of details in response to each paraphrasing statement. Results ‘Expansion paraphrasing’ (e.g., “you said he hit you. Tell me more about when he hit you”) was used significantly more often and elicited significantly more details, while ‘yes/no paraphrasing’ (e.g., “he hit you?”) resulted in shorter descriptions from children, compared to other paraphrasing styles. Further, interviewers more often distorted children’s words when using yes/no paraphrasing, and children rarely corrected interviewers when they paraphrased inaccurately. Conclusions and Practical Implications Investigative interviewers in this sample frequently used paraphrasing with children of all ages and, though children’s responses differed following the various styles of paraphrasing, the effects did not differ by the age of the child witness. The results suggest that paraphrasing affects the quality of statements by child witnesses. Implications for investigative interviewers will be discussed and recommendations offered for easy ways to use paraphrasing to increase the descriptiveness of children’s reports of their experiences

The Difficulty of Teaching Adults to Recognize Referential Ambiguity in Children’s Testimony: The Influence of Explicit Instruction and Sample Questions

Adults often fail to recognize the ambiguity of children's unelaborated responses to “Do you know/remember (DYK/R) if/whether” questions. Two studies examined whether sample questions and/or an explicit instruction would improve adults' ability to recognize referential ambiguity in children's testimony. In Study 1 (N = 383), participants rarely recognized referential ambiguity in the sample questions or in children's testimony, and answering sample questions had no influence on their ability to detect ambiguity in children's testimony. Study 2 (N = 363) attempted to clarify the meaning of ambiguity for participants with explicit instructions. Results revealed that although an explicit instruction improved performance on sample questions, this also led to an overcorrection, and instructions and sample questions only modestly improved adults' ability to recognize referential ambiguity in children's testimony. Ultimately, the absence of an effective strategy for alerting adults to the problem of referential ambiguity highlights the dangers of DYK/R if/whether questions

Describing Coercion in the Courtroom: The Influence of Language and Maltreatment Severity on Jurors' Perceptions of Child Witnesses

Regardless of compliance to coercion by an alleged perpetrator, child maltreatment is abuse in any form. However, the extent to which coercion is described as an obligation (mandatory compliance) or permission (optional compliance) is legally relevant. The present investigation examined how attorneys question children about coercion and how children describe coercion in courtroom investigations of alleged child sexual abuse, and whether such language influences jurors’ perceptions of children’s testimony. Study 1 assessed 64 transcripts of children’s testimonies and revealed that both attorneys and children use coercive language. Problematically, terms of permission were used when describing sexual abuse, potentially implying compliance was optional. Study 2 presented 160 adults with transcript excerpts, varied by coercive language (obligation or permission) and maltreatment type (sexual abuse or punishment). Coercive language influenced perceptions of coercion and whether the adult was to blame. Maltreatment type influenced perceptions of severity, credibility, and verdict. Overall, coercive language and maltreatment type influence perceptions of how the event unfolde

The Relationship between Therapeutic Alliance and Service User Satisfaction in Mental Health Inpatient Wards and Crisis House Alternatives: A Cross-Sectional Study

Background Poor service user experiences are often reported on mental health inpatient wards. Crisis houses are an alternative, but evidence is limited. This paper investigates therapeutic alliances in acute wards and crisis houses, exploring how far stronger therapeutic alliance may underlie greater client satisfaction in crisis houses. Methods and Findings Mixed methods were used. In the quantitative component, 108 crisis house and 247 acute ward service users responded to measures of satisfaction, therapeutic relationships, informal peer support, recovery and negative events experienced during the admission. Linear regressions were conducted to estimate the association between service setting and measures, and to model the factors associated with satisfaction. Qualitative interviews exploring therapeutic alliances were conducted with service users and staff in each setting and analysed thematically. Results We found that therapeutic alliances, service user satisfaction and informal peer support were greater in crisis houses than on acute wards, whilst self-rated recovery and numbers of negative events were lower. Adjusted multivariable analyses suggest that therapeutic relationships, informal peer support and negative experiences related to staff may be important factors in accounting for greater satisfaction in crisis houses. Qualitative results suggest factors that influence therapeutic alliances include service user perceptions of basic human qualities such as kindness and empathy in staff and, at service level, the extent of loss of liberty and autonomy. Conclusions and Implications We found that service users experience better therapeutic relationships and higher satisfaction in crisis houses compared to acute wards, although we cannot exclude the possibility that differences in service user characteristics contribute to this. This finding provides some support for the expansion of crisis house provision. Further research is needed to investigate why acute ward service users experience a lack of compassion and humanity from ward staff and how this could be changed

Pseudotemporal invitations: 6- to 9-year-old maltreated children’s tendency to misinterpret invitations referencing “time” as solely requesting conventional temporal information

Forensic interviewers ask children broad input-free recall questions about individual episodes in order to elicit complete narratives, often asking about “the first time,” “the last time,” and “one time.” An overlooked problem is that the word “time” is potentially ambiguous, referring both to a particular episode and to conventional temporal information. We examined 191 6-9-year-old maltreated children’s responses to questions about recent events varying the wording of the invitations, either asking children to “tell me about” or “tell me what happened” one time/the first time/the last time the child experienced recent recurrent events. Additionally, half of the children were asked a series of “when” questions about recurrent events before the invitations. Children were several times more likely to provide exclusively conventional temporal information to “tell me about” invitations compared to “tell me what happened” invitations, and asking “when” questions before the invitations increased children’s tendency to give exclusively conventional temporal information. Children who answered a higher proportion of “when” questions with conventional temporal information were also more likely to do so in response to the invitations. The results suggest that children may often fail to provide narrative information because they misinterpret invitations using the word “time.

Young Children’s Ability to Describe Intermediate Clothing Placement

Children’s ability to adequately describe clothing placement is essential to evaluating their allegations of sexual abuse. Intermediate clothing placement (partially removed clothing) may be difficult for young children to describe, requiring more detailed explanations to indicate the location of clothing (e.g., the clothes were pulled down to the knees). The current study investigated 172 3- to 6-year-olds’ descriptions of clothing placement when responding to commonly used questions (yes/no, forced-choice, open-choice, where), as well as children’s on-off response tendencies when describing intermediate placement (i.e., labeling the clothing as fully on or off). Results revealed that where questions were superior in eliciting intermediate descriptions, even for the youngest children. Children sometimes exhibited tendencies to describe intermediate placements as “on” or “off,” which varied by question-type and clothing placement. The implications of the findings for interviewing young children about sexual abuse are discussed

TFEB is a master regulator of tumor-associated macrophages in breast cancer

BACKGROUND: Tumor-associated macrophages (TAMs) play key roles in the development of many malignant solid tumors including breast cancer. They are educated in the tumor microenvironment (TME) to promote tumor growth, metastasis, and therapy resistance. However, the phenotype of TAMs is elusive and how to regulate them for therapeutic purpose remains unclear; therefore, TAM-targeting therapies have not yet achieved clinical success. The purposes of this study were to examine the role of transcription factor EB (TFEB) in regulating TAM gene expression and function and to determine if TFEB activation can halt breast tumor development. METHODS: Microarrays were used to analyze the gene expression profile of macrophages (MΦs) in the context of breast cancer and to examine the impact of TFEB overexpression. Cell culture studies were performed to define the mechanisms by which TFEB affects MΦ gene expression and function. Mouse studies were carried out to investigate the impact of MΦ TFEB deficiency or activation on breast tumor growth. Human cancer genome data were analyzed to reveal the prognostic value of TFEB and its regulated genes. RESULTS: TAM-mimic MΦs display a unique gene expression profile, including significant reduction in TFEB expression. TFEB overexpression favorably modulates TAM gene expression through multiple signaling pathways. Specifically, TFEB upregulates suppressor of cytokine signaling 3 (SOCS3) and peroxisome proliferator-activated receptor γ (PPARγ) expression and autophagy/lysosome activities, inhibits NLRP3 (NLR Family Pyrin Domain Containing 3) inflammasome and hypoxia-inducible factor (HIF)-1α mediated hypoxia response, and thereby suppresses an array of effector molecules in TAMs including arginase 1, interleukin (IL)-10, IL-1β, IL-6 and prostaglandin E2. MΦ-specific TFEB deficiency promotes, while activation of TFEB using the natural disaccharide trehalose halts, breast tumor development by modulating TAMs. Analysis of human patient genome database reveals that expression levels of TFEB, SOCS3 and PPARγ are positive prognostic markers, while HIF-1α is a negative prognostic marker of breast cancer. CONCLUSIONS: Our study identifies TFEB as a master regulator of TAMs in breast cancer. TFEB controls TAM gene expression and function through multiple autophagy/lysosome-dependent and independent pathways. Therefore, pharmacological activation of TFEB would be a promising therapeutic approach to improve the efficacy of existing treatment including immune therapies for breast cancer by favorably modulating TAM function and the TME