By Michael E. Lamb
Research of kid abuse is frequently hampered by way of doubts in regards to the reliability of kids as simply assets of knowledge. over the past decade, consensus has been reached approximately kid's boundaries and knowledge. New for the Wiley sequence within the Psychology of Crime, Policing and legislations, inform Me What occurred summarizes key learn on kid's reminiscence, communicative talents and social trends, describes the way it could be integrated right into a particular based interview process and stories facts concerning greater than 40,000 alleged sufferers.
Read or Download Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses (Wiley Series in Psychology of Crime, Policing and Law) PDF
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Extra info for Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses (Wiley Series in Psychology of Crime, Policing and Law)
1994; Hudson, 1990b) they are taking place may enhance children’s event recall. In Tessler and Nelson’s (1994) study, children’s recall of an event in which they had participated reflected those aspects of the event talked about by Factors Affecting the Capacities and Limitations of Young Witnesses 29 the parent and/or the child during the event. Ornstein, Principe et al. (1997) reported compatible findings in a study of children’s memory of a painful medical procedure (see also Haden, Ornstein, Eckerman, & Didow, 2001).
A “strange” interviewer who does not know their family members and was not present during the event in question), and how to structure coherent narratives about past events (Warren & McCloskey, 1997). The challenge confronting investigators is to obtain organised accounts that are sufficiently rich in descriptive detail to permit an understanding of the children’s testimony. Unlike adults and older children, furthermore, young children cannot draw upon an array of past experiences to enrich and clarify their descriptive accounts (Johnson & Foley, 1984).
In addition, if children infer that interviewers would prefer particular responses, they may compromise their accounts rather than communicate their actual experiences in order to appear cooperative (Ceci & Bruck, 1993, 1995). In the forensic context, therefore, interviewers must be sensitive to children’s perceptions of their knowledge and status. , Sternberg, Lamb, Esplin, Orbach, & Hershkowitz, 2002). ”). , Fivush, Peterson, & Schwarzmeuller, 2002; Peterson, Dowdin, & Tobin, 1999), or a reluctance to give “don’t know” responses in the absence of knowledge (Davies, Tarrant, & Flin, 1989; Saywitz & Snyder, 1993).
Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses (Wiley Series in Psychology of Crime, Policing and Law) by Michael E. Lamb