Child Custody Attorneys Montana

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					Forensic Interviewing: The
         Wendy A. Dutton, MA LPC
   Child Abuse Assessment Center
             St. Joseph’s Hospital
   Interview protocols
   Common elements of all protocols
   Establishing corpus
   Corroborating evidence
   Telling the story for the judge and jury
What Is a Forensic Interview?
   Approached from a neutral perspective
   Obtain factual information from children
   Investigate if a crime MAY have occurred
   NOT used to determine a child’s veracity
   Used in a medical or legal setting
The Basics
   Interview length—not to exceed child’s
    attention span
   Neutral, comfortable interview
   Unbiased interviewer
   Ideally, child interviewed alone
   Interview is preserved in entirety
Interview Protocols
   Cognitive Interview
   Stepwise Interview
   Narrative Elaboration
   Finding Words
   Semi-structured Cognitive Interview
   National Institute of Child Health and
    Development Protocol (NICHD)
Common Elements
   Rapport and language sample
   Instructions & motivating truthfulness
   Inviting narrative
   Open-ended questions
   Cue questions
   Direct questions
   Neutral closure
Rapport and Language Sample
   Ask open-ended question about neutral
   Obtain two descriptions about neutral
     People, places or things (school, family)
     Event in time (last birthday, holiday, field trip)

    Obtain a sample of uninterrupted speech
   Instructions about:
       Child is the expert
       Not understanding a question
       Not knowing or remembering an answer
       Correcting the interviewer
       Repeated questions
Motivating Truthfulness
   Important to talk about what really
   Elicit a promise to tell the truth
       More likely to tell the truth if a promise is
        elicited (Lyon & Dorado, 2008)
       Truth induction is more effective than
        distinguishing between truth and lie
Narrative Invitation
   Free recall memory most accurate
   Do not interrupt the child’s narrative
   “Tell me why you are here to talk to me
   “I heard something may have happened to
    you. Tell me everything about that.”
Script Memory
   General descriptions about how the
    abusive events typically happened.

   Necessary to help children describe
    episodic memories

   “Did this happen one time or more than
    one time?”
Open-Ended Questions
   Used to direct child from script memory to
    episodic memory
   Tell me about the last time . . . .
   Tell me about the first time . . . .
   Tell me about the time you remember
    most clearly . . . .
Cue Questions
   Used to clarify information provided in
   Incorporate one or two words from case
    facts to elicit disclosure or information
   Cues on places, locations of others
   ALWAYS followed by requesting narrative
Cue Questions—To Elicit
   I heard something about a note you wrote
    to your teacher. Tell me about that.
   I heard your mom might be worried about
    you. Tell me about that.
   I heard you had to go to a doctor. Tell me
    about that.
   I heard the police came to your house.
    Tell me about that.
Cue Questions—To Clarify
   You said something about some touching,
    tell me everything about that.
   You told me that your clothes were off, tell
    me how that happened.
   You told me that your dad hit you, tell me
    everything about that.
   You told me that he made you touch him,
    tell me more about that.
Direct or Focused Questions
   May be necessary, especially with younger
    children, or about acts not previously disclosed
   Structure the questions so that they are the least
    leading or suggestive as possible
       Wh—questions: where, who, what, how
       Minimize yes/no, multiple choice or forced choice
       Follow direct questions with narrative request
       Avoid suggestive, tag, or coercive questions
   Suggestive questions—Did daddy touch
    you with his peepee?
   Tag questions—Daddy touched your
    peepee, didn’t he?
   Coercive questions—If you don’t tell me
    about daddy touching your peepee, he
    could hurt someone else. You don’t want
    that to happen, do you?
Eliciting a Disclosure—How Far
Can One Go?
   Tell me what happened—request a narrative
   4-5 Cue questions
   Direct non-leading—Has someone been
    bothering/touching you in a way you didn’t like?
   Direct—Has something happened to your
   As a last resort—I heard something about
    “suspect.” Tell me about that.
Neutral Closure
   Return to talking about neutral topics—TV,
    movies, music, plans for after the interview
   Allow the child to ask questions
   Do not leave the child distressed
   Thank the child for talking with you
Establishing Corpus for Each
   Where?
   Who was present? Where others were?
   What happened?
   How it happened?
   When?
When? Difficulties with Time
   Ability to place events in time begins at
    age 10
   Establish time frame by:
       Place of residence
       School references
       Location of significant others
       Order of events
       Written time lines
When? Don’t Ask . . .
   Children under ten
   How many times?
   Before or after?
Corroborating Evidence
   Conversations—before,during and after
   Descriptions of genitals
   Sensory information—sight, sound, taste,
    smell, tactile
   Other victims
   Photographs or videos
   Exposure to pornography, adult sex acts
Asking Questions that Tell the
Process of Victimization
  Victim Selection
Process of Victimization
   Victim selection
       How did you meet the suspect?
       What did you think of him/her when you first
       What did you think of him/her when you got to
        know him/her?
Process of Victimization
   Engagement: How the perpetrator
    establishes a relationship with the victim
       Tell me some things you like about the
       Tell me some things you don’t like.
       Gifts, compliments, privileges
       Did he/she do things that scared you?
       What happens when he/she gets angry at
        you, siblings, parent, etc.
Process of Victimization
   Grooming: What the perpetrator does to erode
    boundaries to touch, sexuality
       Tell me some things you liked to do with the
       Wrestling, tickling, affection
       Intrusions into bathroom, bedroom
       Substance abuse
       Other acts that make child uncomfortable
       Exposure to sex talk, pornography, sex acts
Process of Victimization
   Assault

       Descriptions of different episodes of abuse
Process of Victimization
   Concealment
       Did the perpetrator want someone to know
        about what happened? How do you know?
       What made you feel you could not tell
        someone right away?
       What did you think would happen if you told . .
       What do you think about the perpetrator now?
   Disclosure type—accidental, purposeful,
       How did someone find out about what
       Tell me about your decision to tell someone.
       Who did you tell first?
       Tell me about what happened when you told
Alternative Explanations
   Exposure to pornography
   Other perpetrators
   High conflict custody disputes
       Coaching about the interview?
       Has the child been told to tell a lie?
       Is what the child said true?
       Plans after the interview?
The Art of Interviewing
   Repeating, paraphrasing, silence
   Listening
   Avoiding judgment
   Providing encouragement
   Patience
Contact Information
   Wendy A. Dutton, MA LPC
       2346 N. Central Ave. Phoenix AZ 85004
       602-282-0080

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