By Claire Wilson, Martine Powell
Teenagers might be witnesses to crimes or injuries, or suspected sufferers of abuse or overlook, or they're concerned about a few type of felony motion comparable to custody circumstances. In those occasions, they could have to be interviewed officially, and if this isn't performed effectively, mistaken or insufficient info should be recorded or the kid's place will not be accurately represented later in courtroom. In instances of kid abuse, the kid will not be the single witness, and the standard in their verbal proof is critical.A advisor to Interviewing young children is a realistic advisor the evidential interviewing suggestions wanted by means of quite a number execs: social staff, forensic psychologists, legal professionals, police and academics. It outlines simple recommendations, explains tips to take care of kids of other a long time (from pre-school to 15 years), tips on how to care for mom and dad, the actual problems with sexual abuse, dealing with a number of interviews of 1 baby and so forth. it truly is written for a world readership, and should be simpler and canopy a broader diversity of contexts than the opposite titles presently to be had.
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Additional info for A guide to interviewing children: Essential skills for counsellors, police, lawyers and social workers
Take a written statement . . Matter . . Acknowledge . . Now I’d like to review . . Witnessed . . The occasion of . . Tell me the facts . . His age . . au 36 DAGLISH STREET CURTIN ACT 2605 21 140 × 216 A GUIDE TO INTERVIEWING CHILDREN Did you hear the conversation . . Let me rephrase that . . View this photograph . . Prior to his arrival . . You will find our suggestions in Appendix 1. It is important to remember that a child is usually seeking to make sense of a conversation even if the question asked does not make sense.
The approach taken, however, will obviously depend on the child’s level of understanding and on the circumstances of the concern. au 36 DAGLISH STREET CURTIN ACT 2605 32 140 × 216 PREPARATION AND PLANNING OF THE INTERVIEW Second, you should give the child a rough idea of what you will be doing together—that is, merely talking—and how long this will take. The child is likely to have little experience of interviews and may be concerned that she is in trouble (or will be for talking to you). WHY DO AN INITIAL (PRE-INTERVIEW) ASSESSMENT?
All of these points are equally relevant for a child. For example, you may want to gather information on the child’s age, developmental stage, linguistic ability and attention span. Again, information on these issues can be obtained from the child’s parent or teacher. Such information is likely to have an important bearing on the interviewer’s expectations for the interview. 1 (on p. 26) sets out a checklist of the aspects of a child’s life you may find useful to learn about before an interview.