Tell Me What Happened : Questioning Children about Abuse.
Lamb, Michael E.
Tell Me What Happened : Questioning Children about Abuse. - 2nd ed. - 1 online resource (347 pages) - Wiley Series in Psychology of Crime, Policing and Law Series . - Wiley Series in Psychology of Crime, Policing and Law Series .
Intro -- Title Page -- Copyright Page -- Contents -- About the Authors -- Series Preface -- Preface -- Chapter 1 Interviewing Children About Abuse: An Overview and Introduction -- The Background: Interviewing and Child Development -- Conclusion -- Chapter 2 Contributions to Children's Testimony: The Child and the Event -- What the Child Brings to an Interview -- The Emergence of Long‐Term Memory in Children -- How Old is the Child? Age Differences in Eyewitness Testimony -- Responsiveness to Questions: Developmental Changes in Children's Verbal Accounts -- Language Skills -- Conversational Ability and Experience -- Suggestibility of Child Witnesses -- The Event -- Encoding Personal Experiences-How Involved was the Child? -- Repeated Experiences-How Many Times Did it Happen? -- Traumatic, Distressing, and Other Unpleasant Experiences-What Kind of Event Was It? -- Effects of Delay-How Long Ago Did it Happen? -- Conclusion -- Chapter 3 Contributions to Testimony: Preparation for the Interview and Questioning Strategies -- How Long Since the Disclosure? -- How Many Interviews? -- Has There Been any Pre-interview Assessment? -- Who Has Talked to the Child Already? -- The Importance of Rapport -- Preparing the Child for the Interview-Ground Rules -- Preparing the Child for the Interview-Practice Narratives -- Types of Questions Asked -- Recall vs. Recognition Processes -- Developmental Differences in Responses to Interviewer Questions -- How are the Questions Distributed? -- Use of Visual Aids or Techniques? -- Conclusion -- Chapter 4 How do Investigators Typically Interview Alleged Victims? -- Recommended Interviewing Practice -- Evaluations of Interviewing-Divergence from Recommended Practice -- Israel -- Descriptive Studies -- United States -- Sweden -- The British Study -- Korea -- Canada -- Research by Other Investigators -- Australia -- Scotland. Finland -- New Zealand -- Norway -- Conclusion -- Chapter 5 The NICHD Investigative Interview Protocols for Young Victims and Witnesses -- Pre-interview Considerations -- The Pre-Substantive Part of the Interview -- Introductory Phase: Explaining the Purpose and Ground Rules -- Rapport-building Phase -- Narrative-training Phase -- The Substantive Part of the Interview -- The Free-recall Phase -- When There May Have Been Multiple Incidents -- Follow-up Questions-The Pairing Principle -- Questions to Avoid -- Break -- Information about the Disclosure -- Closure -- Conclusion -- Chapter 6 When Interviewers Follow the Protocol, What Impact Does it Have on Their Interviewing and on Children's Responding? -- Characteristics of Participants in the Field Studies -- Coding -- Orbach et al. (2000): Israel -- Sternberg et al. (2001): The United States -- Lamb et al. (2009): The United Kingdom -- Cyr and Lamb (2009): Canada -- Naka (2011): Japan -- Cyr, Dion, McDuff, and Trotier‐Sylvain (2012): Canada -- Yi, Jo, and Lamb (2016): South Korea -- Summary of the Findings -- Interviewer and Child Behavior in the Substantive Phase -- Benia, Hauck-Filho, Dillenburg, and Stein (2015): Meta-analysis -- Inclusion of Elements in the Preparatory (Pre‐substantive) Phase -- Examining Children's Accuracy-Laboratory and Field‐based Studies -- Comparing Witness and Suspect Accounts-Another Approach to Establishing Accuracy -- The Meaning of These Findings -- Interviewing Young Witnesses -- Conclusion -- Chapter 7 Interviewing Suspected Victims under Six Years of Age -- Children's References to Temporal Attributes -- Conclusion -- Chapter 8 Interviewing Children with Developmental Disabilities -- Potential Sources of Difficulty for Children with Developmental Disabilities -- Research on CWID -- How Well Can CWIDs Recall Events? -- The NICHD Protocol and CWID. NICHD Protocol Investigations of Adolescents and Adults with ID -- Down Syndrome -- Autism Spectrum Disorder -- Attention Deficit Hyperactivity Disorder -- Recommendations for Interviewing -- Perceptions of Credibility -- Conclusion -- Chapter 9 The Revised Protocol: Effectively Supporting Reluctant Witnesses -- Disclosure Process -- Who Do Children Disclose To? -- Rapport and Emotional Support -- Development and Evaluation of the Revised Protocol -- Further Revision of the Revised Protocol -- Interviewing Suspects Rather than Victims -- Conclusion -- Chapter 10 Using Tools and Props to Complement the Protocol -- Dolls -- Drawings -- Body Diagrams -- Human Body Diagrams and the NICHD Protocol -- Contextual Cues -- Conclusion -- Chapter 11 Training and Maintaining Good Interviewing Practice -- Conclusion -- Chapter 12 Case-related Outcomes When the Protocol is Used -- Assessing Credibility -- The Effects of the Protocol on Credibility Assessment -- Allegation Rates in Revised and Standard Protocol Interviews -- Case Outcomes -- Conclusion -- Chapter 13 Progress to Date and the Challenges Ahead -- The Interview is Only Part of the Investigation -- Future Directions -- Ground Rules -- Rapport -- Coherence -- Maintaining Good Practice -- Using the Protocol with Other Groups and in Other Contexts -- The Protocol as Part of a Broader Process -- Independent Evaluation -- Conclusion -- Revised Investigative Interview Protocol: Version 2018 -- References -- Index -- EULA.
9781118881651
Child abuse-Investigation.
Interviewing in child abuse.
Abused children.
Child witnesses.
Electronic books.
HV8079.C46 .L363 2018
363.25/95554
Tell Me What Happened : Questioning Children about Abuse. - 2nd ed. - 1 online resource (347 pages) - Wiley Series in Psychology of Crime, Policing and Law Series . - Wiley Series in Psychology of Crime, Policing and Law Series .
Intro -- Title Page -- Copyright Page -- Contents -- About the Authors -- Series Preface -- Preface -- Chapter 1 Interviewing Children About Abuse: An Overview and Introduction -- The Background: Interviewing and Child Development -- Conclusion -- Chapter 2 Contributions to Children's Testimony: The Child and the Event -- What the Child Brings to an Interview -- The Emergence of Long‐Term Memory in Children -- How Old is the Child? Age Differences in Eyewitness Testimony -- Responsiveness to Questions: Developmental Changes in Children's Verbal Accounts -- Language Skills -- Conversational Ability and Experience -- Suggestibility of Child Witnesses -- The Event -- Encoding Personal Experiences-How Involved was the Child? -- Repeated Experiences-How Many Times Did it Happen? -- Traumatic, Distressing, and Other Unpleasant Experiences-What Kind of Event Was It? -- Effects of Delay-How Long Ago Did it Happen? -- Conclusion -- Chapter 3 Contributions to Testimony: Preparation for the Interview and Questioning Strategies -- How Long Since the Disclosure? -- How Many Interviews? -- Has There Been any Pre-interview Assessment? -- Who Has Talked to the Child Already? -- The Importance of Rapport -- Preparing the Child for the Interview-Ground Rules -- Preparing the Child for the Interview-Practice Narratives -- Types of Questions Asked -- Recall vs. Recognition Processes -- Developmental Differences in Responses to Interviewer Questions -- How are the Questions Distributed? -- Use of Visual Aids or Techniques? -- Conclusion -- Chapter 4 How do Investigators Typically Interview Alleged Victims? -- Recommended Interviewing Practice -- Evaluations of Interviewing-Divergence from Recommended Practice -- Israel -- Descriptive Studies -- United States -- Sweden -- The British Study -- Korea -- Canada -- Research by Other Investigators -- Australia -- Scotland. Finland -- New Zealand -- Norway -- Conclusion -- Chapter 5 The NICHD Investigative Interview Protocols for Young Victims and Witnesses -- Pre-interview Considerations -- The Pre-Substantive Part of the Interview -- Introductory Phase: Explaining the Purpose and Ground Rules -- Rapport-building Phase -- Narrative-training Phase -- The Substantive Part of the Interview -- The Free-recall Phase -- When There May Have Been Multiple Incidents -- Follow-up Questions-The Pairing Principle -- Questions to Avoid -- Break -- Information about the Disclosure -- Closure -- Conclusion -- Chapter 6 When Interviewers Follow the Protocol, What Impact Does it Have on Their Interviewing and on Children's Responding? -- Characteristics of Participants in the Field Studies -- Coding -- Orbach et al. (2000): Israel -- Sternberg et al. (2001): The United States -- Lamb et al. (2009): The United Kingdom -- Cyr and Lamb (2009): Canada -- Naka (2011): Japan -- Cyr, Dion, McDuff, and Trotier‐Sylvain (2012): Canada -- Yi, Jo, and Lamb (2016): South Korea -- Summary of the Findings -- Interviewer and Child Behavior in the Substantive Phase -- Benia, Hauck-Filho, Dillenburg, and Stein (2015): Meta-analysis -- Inclusion of Elements in the Preparatory (Pre‐substantive) Phase -- Examining Children's Accuracy-Laboratory and Field‐based Studies -- Comparing Witness and Suspect Accounts-Another Approach to Establishing Accuracy -- The Meaning of These Findings -- Interviewing Young Witnesses -- Conclusion -- Chapter 7 Interviewing Suspected Victims under Six Years of Age -- Children's References to Temporal Attributes -- Conclusion -- Chapter 8 Interviewing Children with Developmental Disabilities -- Potential Sources of Difficulty for Children with Developmental Disabilities -- Research on CWID -- How Well Can CWIDs Recall Events? -- The NICHD Protocol and CWID. NICHD Protocol Investigations of Adolescents and Adults with ID -- Down Syndrome -- Autism Spectrum Disorder -- Attention Deficit Hyperactivity Disorder -- Recommendations for Interviewing -- Perceptions of Credibility -- Conclusion -- Chapter 9 The Revised Protocol: Effectively Supporting Reluctant Witnesses -- Disclosure Process -- Who Do Children Disclose To? -- Rapport and Emotional Support -- Development and Evaluation of the Revised Protocol -- Further Revision of the Revised Protocol -- Interviewing Suspects Rather than Victims -- Conclusion -- Chapter 10 Using Tools and Props to Complement the Protocol -- Dolls -- Drawings -- Body Diagrams -- Human Body Diagrams and the NICHD Protocol -- Contextual Cues -- Conclusion -- Chapter 11 Training and Maintaining Good Interviewing Practice -- Conclusion -- Chapter 12 Case-related Outcomes When the Protocol is Used -- Assessing Credibility -- The Effects of the Protocol on Credibility Assessment -- Allegation Rates in Revised and Standard Protocol Interviews -- Case Outcomes -- Conclusion -- Chapter 13 Progress to Date and the Challenges Ahead -- The Interview is Only Part of the Investigation -- Future Directions -- Ground Rules -- Rapport -- Coherence -- Maintaining Good Practice -- Using the Protocol with Other Groups and in Other Contexts -- The Protocol as Part of a Broader Process -- Independent Evaluation -- Conclusion -- Revised Investigative Interview Protocol: Version 2018 -- References -- Index -- EULA.
9781118881651
Child abuse-Investigation.
Interviewing in child abuse.
Abused children.
Child witnesses.
Electronic books.
HV8079.C46 .L363 2018
363.25/95554