A guide to interviewing children: Essential skills for by Claire Wilson, Martine Powell

By Claire Wilson, Martine Powell

Young ones might be witnesses to crimes or injuries, or suspected sufferers of abuse or forget, or they're curious about a few type of criminal motion resembling custody circumstances. In those occasions, they could have to be interviewed officially, and if this isn't performed accurately, flawed or insufficient details will be recorded or the kid's place is probably not competently represented later in courtroom. In circumstances of kid abuse, the kid will not be the one witness, and the standard in their verbal facts is critical.A consultant to Interviewing young ones is a realistic consultant the evidential interviewing innovations wanted through a number pros: social employees, forensic psychologists, legal professionals, police and lecturers. It outlines easy innovations, explains how one can take care of childrens of other a long time (from pre-school to 15 years), easy methods to care for mom and dad, the actual problems with sexual abuse, dealing with a number of interviews of 1 baby etc. it truly is written for a global readership, and may be more effective and canopy a broader diversity of contexts than the opposite titles at present on hand.

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Additional resources for A guide to interviewing children: Essential skills for counsellors, police, lawyers and social workers

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For the child, which would be worse? You will find our suggestions in Appendix 1. DOES A YOUNG CHILD’S MENTAL ABILITY MAKE HIM VULNERABLE TO ABUSE? By seven or eight years of age a child’s thinking becomes less concrete and more abstract (Flavell 1985). g. Joe is drunk; Joe is violent when drunk; therefore, Joe may get violent). A child may also have difficulty remembering where and how he learned something (this is called ‘source monitoring’) (Roberts 2000). Without the ability to connect ideas and to understand the consequences of behavior, a child can find it difficult to understand that someone’s behavior is intentional.

What would you assess? What toys or props might you bring with you? How would you explain the process to the child? Which ground rules would you explain to the child during the assessment? You will find our suggestions in Appendix 1. WHO IS THE BEST PERSON(S) TO INTERVIEW A CHILD? Preferably only one person should be asking a child questions. au 36 DAGLISH STREET CURTIN ACT 2605 36 140 × 216 PREPARATION AND PLANNING OF THE INTERVIEW the more interviewers she has to get to know the more stressful the situation can become.

No/Yes, explain: 9. Type of suspected or known abuse (if applicable): Physical / Sexual / Neglect / Other: Description of injury: Medical examination required No/Yes, name of doctor: 10. Details of people important to the child: Name Age Amount of contact with child Mother: Father: Co-habitee: Other children: Aunt(s)/Uncle(s): Grandparent(s): Friend(s): Babysitter(s): Schoolteacher(s): Family pet(s): 11. Names of places where the child spends time: Address Approximate amount of time spent there Home: School: After-school care: Babysitter’s: Relative’s: Friend’s house: Other: 12.

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