What happens when interviewers ask repeated questions in forensic interviews with children alleging abuse?

This study was designed to explore 1) the ways in which interviewers refocus alleged victims of abuse on their previous responses and 2) how children responded when they were refocused on their previous responses. Transcripts of 37 forensic interviews conducted by British police officers trained using the best practices spelled out in the Memorandum of Good Practice were examined. The instances in which interviewers asked repeated questions were isolated and coded into categories with respect to the reasons why interviewers needed to ask the repeated question (i.e., there was no apparent reason, to challenge a child’s response, clarification, no answer the first time the question was asked, digression, or compound question). The children’s responses to the repeated questions were further categorised into mutually exclusive categories (i.e., elaboration, repetition, contradiction, or no answer). On average interviewers asked children 8 repeated questions per interview. Most of the time interviewers asked repeated questions to challenge a previous response (62%), but they were also sometimes asked for no apparent reason (20%). Children repeated previous responses or elaborated on a previous response 81% of the time and contradicted themselves 7% of the time when re-asked the same question. We conclude that children did not appear unduly pressured to change their answers, and, more importantly, did not contradict themselves when interviewers attempted to refocus them on particular responses

Intoxicated eyewitnesses:the effects of alcohol on eyewitness recall across repeated interviews

The study evaluated the usefulness of repeat-interviewing of witnesses to crimes who were intoxicated by alcohol at the time of the incident and their first interview, and then re-interviewed when not intoxicated the following day. Sixty young, social drinkers were divided into three groups. One group was given a “placebo” (alcohol-like) beverage, a second was given a “low dose” of alcohol (0.2 g/kg men; 0.17 g/kg women), and a third was given a “high dose” of alcohol (0.6 g/kg men; 0.52 g/kg women) over a 15 minute period. Twenty minutes later they viewed a 4-minute video of a crime, and afterwards they were given two opportunities to recall everything that they could remember from the incident; the first opportunity was immediately after the event, and the second was 24 hours later. Analyses of the quantity and accuracy of the details recalled revealed no overall increase in the total amount of information recalled between the first and second recall opportunities. However, on average, 18% of the details recalled by participants in the second test were new and accurate. The incidence of contradictions between the first and second recall opportunities was less than 1%. Surprisingly, none of the effects were influenced by alcohol, even at the highest dose. The results imply that 1) memory for at least some incidents observed under the influence of alcohol is resilient even up to relatively high blood-alcohol levels; and 2) the repeated interviewing of witnesses who were intoxicated at the time of the crime can reveal additional, reliable information that is not present at the initial interview, just as is the case for non-intoxicated witnesses

The quality of details when children and youths with intellectual disabilities are interviewed about their abuse experiences

The question for this study was to further understand how children and youths with intellectual disabilities (IDs) provide central and peripheral details when interviewed about their abuse experiences. Through a quantitative method we examined police officers' first formal investigative interviews with 32 children and youths with IDs. We analyzed the details they reported about abuse in relation to types of questions asked. The findings showed that few open-ended invitations were used and that a large number of option-posing questions were asked. The children and youths tended to agree with option-posing and suggestive statements but were nonetheless able to report important information about their abuse experiences without the ‘help’ from these potentially contaminating questions. The results of this study are limited because of the selective nature of the sample and that we did not have access to complete information about the participants specific diagnosis. Although it shows that police officers need to provide children and youths with IDs greater opportunities to report details using open-ended invitations. If they do not develop their responses when asked open-ended invitations they may be asked open directive questions to facilitate the elicitation of both central and peripheral information

Forensic interviews with children in Scotland: a survey of interview practices among police.

The present study surveyed 91 police interviewers in Scottish police forces about their perceptions of how well they adhered to the Scottish Executive (2003) guidelines. Almost all respondents (97%) received the appropriate national training and overwhelmingly indicated (again 97%) that their training equipped them either quite, very, or extremely well for conducting their interviews. Not surprisingly, therefore, that most interviewers (88%) believed that their interviews allowed them to obtain full and complete accounts of the events being investigated. However, aside from this positive self evaluation there are reasons to be concerned about some aspects of the interviews being conducted; 1) Most interviewers (78%) received no refresher training, 2) no interviewers received formal feedback about the quality of interviews that they conducted, 3) practice interviews were reportedly not included in most interviews, 4) the use of open-ended prompts were not widely used with 20% of interviewers indicating that they were rarely used, and 5) interviews are not currently being electronically recorded. These results are discussed with respect to the context of child interviewing in Scotland and recommendations for future training

Are two interviews better than one? Eyewitness memory across repeated cognitive interviews

Eyewitnesses to a filmed event were interviewed twice using a Cognitive Interview to examine the effects of variations in delay between the repeated interviews (immediately & 2 days; immediately & 7 days; 7 & 9 days) and the identity of the interviewers (same or different across the two repeated interviews). Hypermnesia (an increase in total amount of information recalled in the repeated interview) occurred without any decrease in the overall accuracy. Reminiscence (the recall of new information in the repeated interview) was also found in all conditions but was least apparent in the longest delay condition, and came with little cost to the overall accuracy of information gathered. The number of errors, increased across the interviews, but the relative accuracy of participants’ responses was unaffected. However, when accuracy was calculated based on all unique details provided across both interviews and compared to the accuracy of recall in just the first interview it was found to be slightly lower. The identity of the interviewer (whether the same or different across interviews) had no effects on the number of correct details. There was an increase in recall of new details with little cost to the overall accuracy of information gathered. Importantly, these results suggest that witnesses are unlikely to report everything they remember during a single Cognitive Interview, however exhaustive, and a second opportunity to recall information about the events in question may provide investigators with additional information

Do we need to rethink guidance on repeated interviews?

Within the legal system, children are frequently interviewed about their experiences more than once, with different information elicited in different interviews. The presumed positive and negative effects of multiple interviewing have generated debate and controversy within the legal system and among researchers. Some commentators emphasise that repeated interviews foster inaccurate recall and are inherently suggestive, whereas others emphasise the benefits of allowing witnesses more than one opportunity to recall information. In this article we briefly review the literature on repeated interviewing before presenting a series of cases highlighting what happens when children are interviewed more than once for various reasons. We conclude that, when interviewers follow internationally recognised best-practice guidelines emphasising open-questions and free memory recall, alleged victims of abuse should be interviewed more than once to ensure that more complete accounts are obtained. Implications for current legal guidelines concerning repeated interviewing are discussed

Repetition of contaminating question types when children and youths with intellectual disabilities are interviewed

Background The present study examined the effects of repeating questions in interviews investigating the possible sexual abuse of children and youths who had a variety of intellectual disabilities. We predicted that the repetition of option-posing and suggestive questions would lead the suspected victims to change their responses, making it difficult to understand what actually happened. Inconsistency can be a key factor when assessing the reliability of witnesses. Materials Case files and transcripts of investigative interviews with 33 children and youths who had a variety of intellectual disabilities were obtained from prosecutors in Sweden. The interviews involved 25 females and 9 males whose chronological ages were between 5.4 and 23.7 years when interviewed (M = 13.2 years). Results Six per cent of the questions were repeated at least once. The repetition of focused questions raised doubts about the reports because the interviewees changed their answers 40% of the time. Conclusions Regardless of the witnesses' abilities, it is important to obtain reports that are as accurate and complete as possible in investigative interviews. Because this was a field study, we did not know which responses were accurate, but repetitions of potentially contaminating questions frequently led the interviewees to contradict their earlier answers. This means that the interviewers' behaviour diminished the usefulness of the witnesses' testimony

How children talk about events:Implications for eliciting and analyzing eyewitness reports

Legal and social service professionals often question whether various features of young witnesses’ responses during interviews are characteristic of children’s event reports or whether these features are concerning findings that reflect degraded memory, outside influence, or other phenomena. To assist helping professionals and researchers who collect data through interviews, we aggregated findings from child eyewitness studies and revisited transcript sets to construct fifteen principles that capture how children talk about events. These principles address children’s earliest event narratives, how children report information as interviews unfold and typical features of their narratives, threats to the accuracy of answers, the influence of interviewers’ language on children’s styles of reporting, how testimonies compare across multiple interviews and multiple witnesses to the same event, and the structure of accurate and inaccurate reports. A summary table highlights the implications of these principles for interviewers and the decision-makers who analyze children’s reports

The NICHD protocol:a review of an internationally-used evidence-based tool for training child forensic interviewers

PurposeThis article reviews an evidence-based tool for training child forensic interviewers called the NICHD Protocol, with a specific focus on how the Protocol is being adapted in various countries.Design/methodology/approachWe include international contributions from experienced trainers, practitioners, and scientists, who are already using the Protocol or whose national or regional procedures have been directly influenced by the NICHD Protocol research (Canada, Finland, Israel, Japan, Korea, Norway, Portugal, Scotland, and United States). Throughout the review, these experts comment on: How and when the Protocol was adopted in their country; who uses it; training procedures; challenges to implementation and translation; and other pertinent aspects. We aim to further promote good interviewing practice by sharing the experiences of these international experts.FindingsThe NICHD Protocol can be easily incorporated into existing training programs worldwide and is available for free. It was originally developed in English and Hebrew and is available in several other languages.Originality/valueThis article reviews an evidence-based tool for training child forensic interviewers called the NICHD Protocol. It has been extensively studied and reviewed over the past 20 years. This article is unique in the it is the first to bring together practitioners who are actually responsible for training forensic interviewers and conducting forensic interviews from all around the world