16 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 17 of abuse than children who were interviewed without the use of a practice interview. The bottom line is that conducting a practice interview is an easy technique for interviewers to use to elicit the most detailed reports from children about events that have happened to them. Elischberger, H.B, & Roebers, C.M. (2001). Improving young childrens free narratives about an observed event: The effects of non-specific verbal prompts. International Journal of Behavioral Development, 25, 160- 166. Lamb, M.E., Sternberg, K.J., Esplin, P.W., Hershkowitz, I., Orbach, Y., & Hovav, M. (1997). Criterion-based content analysis: A field validation study. Child Abuse & Neglect, 3, 255-264. Guadagno, B. L., Powell, M. B., & Wright, R. (2006). Police officers and legal professionals perceptions regarding how children are, and should be, questioned about repeated abuse. Psychiatry, Psychology and Law, 13, 251-260. Orbach, Y., Hershkowitz, I., Lamb, M.E., Sternberg, K.J., Esplin, P.W., Horowitz, D. (2000). Assessing the value of structured protocols for forensic interviews of alleged child abuse victims. Child Abuse & Neglect, 24, 733-752. Poole, D.A., & Lindsay, D.S. (2001). Children s eyewitness reports after exposure to misinformation from parents. Journal of Experimental Psychology: Applied, 7, 27-50. Powell, M.B., Roberts, K.P., Ceci, S.J., & Hembrooke, H. (1999). The effects of repeated experience on children s suggestibility. Developmental Psychology, 35, 1462-1477. Powell, M. B., & Thomson, D. M. (2003). Improving children s recall of an occurrence of a repeated event: Is it a matter of helping them to generate options? Law and Human Behavior, 27, 365-384. Roberts, K. P. (2002). Children s ability to distinguish between memories from multiple sources: Implications for the quality and accuracy of eyewitness statements. Developmental Review. Special issue on forensic developmental psychology, 22, 403-435. Roberts, K. P., & Powell, M. B. (2001). Describing individual incidents of sexual abuse: A review of research on the effects of multiple sources of information on children s reports. Child Abuse & Neglect, 25, 1643-1659. R. v. B.(G.), 1990 2 S.C.R. 3. S. v. R. (1989). 89 A.L.R., 321. Schmidt, C.W., & Brigham, J.C. (1996). Jurors perceptions of child victim-witnesses in a simulated sexual abuse trial. Law and Human Behavior, 20, 581-606. Sternberg, K. J., Lamb, M. E., Hershkowitz, I., Yudilevitch, L., Orbach, Y., Esplin, P. W., Hovav, M. (1997). Effects of introductory style on childrens abilities to describe experiences of sexual abuse. Child Abuse & Neglect, 21, 1133-1146. Sternberg, K.J., Lamb, M.E., Orbach, Y., Esplin, P.W., & Mitchell, S. (2001). Use of a structured investigative protocol enhances young childrens responses to free-recall prompts in the course of forensic interviews. Journal of Applied Psychology, 86, 997-1005. Thierry, K. L., & Spence, M. J. (2002). Source- monitoring training facilitates preschoolers eyewitness memory performance. Developmental Psychology, 38, 428-437. The application of the Cognitive Interview in the workplace remains a challenge: Training, environment, or technique? Coral Dando. Lancaster University, UK c.dandolancaster.ac.uk this research serves to highlight a number of factors that apparently conspire to undermine the application of the CI in the workplace The current police service investigative interview model in England and Wales (PEACE) was designed to develop the professional skills necessary to conduct an effective investigative interview (ACPO, 2001) by providing a framework to guide police officers through the interview process. PEACE advocates police officers apply the Cognitive Interview (CI; Fisher & Geiselman, 1992) for any co-operative interviewee (witnesses, victims, and even on occasion, suspects). Described as one of the most exciting developments in psychology in the last ten years (Memon, 2000, p. 344), the CI has been fundamental in shaping the prevailing approach to interviewing witnesses. It is now accepted that when witnesses are asked to describe their experiences they cannot simply rewind a video recording of the event in question. Instead, they have to (re)construct the event from memory, and the manner in which an investigator facilitates the retrieval process (the interview) has a significant effect on both the quality and quantity of the information reported. The CI procedure is one of the utmost researched and generally accepted methods of maximizing witness memorial performance. Yet, there is much to suggest that the application of the procedure in the workplace remains a challenge (Clarke & Milne, 2001; Dando, Wilcock, & Milne, 2008). This begs the question as to why, some 15 years post implementation of the PEACE model, this might be the case. In seeking to gain some insight into the factors that might hinder the application of the CI, I report the findings of research investigating the perceptions of a particular group of police investigators that have hitherto been ignored. Police officers are currently taught the CI procedure employing a tiered approach to training, ranging from Tier 1 to 5. All student officers are initially taught the Tier 1 procedure. As they progress through their police career officers are able to acquire additional interview Tiers by completing further training (i) if they can demonstrate the appropriate interviewing competencies and (ii) should the seriousness/complexity of the types of crimes they investigate dictate it. Thus, some officers do have the opportunity to learn more advanced interview skills that build upon those acquired in the former Tiers (ACPO, 2004). However, for others, Tier 1 is the only training they undergo. Therefore, these officers are an important sub-section of the police service in that not only does Tier 1 have to serve many officers for their entire police career but it also underpins all further training. Hence, the primary objectives of the study reported here were twofold. First, to investigate Tier 1 trained police officers perceptions of their witness interviewing practices with specific reference to their use of the PEACE CI components taught during this training. Second, to explore this group of officers perceptions concerning their practical experiences of interviewing witnesses. To that end, anonymous questionnaires were distributed to 300 serving police officers across five UK police forces. The structure of the questionnaire was based on that described by Kebbell, Milne, and Wagstaff (1999), the content guided by both the research approach and Tier 1 training. The questionnaire was split into four sections (i) about you, (ii)
BULLETIN Volume 2 Issue 2 ISSN 1758-8669 (Print) ISSN 1758-8677 (Online) www.tees.ac.uk/iiirg
2 iIIRG BULLETIN VOLUME 1 2 ISSUE 1 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 SUBMISSION GUIDELINES Given the multi-disciplinary nature of the International Investigative Interviewing Research Group (iIIRG), the worldwide circulation of this Bulletin and practitioner focus, a wide range of articles will be
4 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 5 SCOPE AND AIMS The International Investigative Interviewing Research Group (iIIRG) was founded at the University of Teesside in collaboration with the Norwegian Police University College, Oslo, and later, with the Centre for Forensi
6 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 7 NOTE FROM THE CHAIR As I write this short note, I am, at last, recovered from the 2009 Conference held at Teesside University, Middlesbrough, UK, where I am based. This years conference was a phenomenal success and everyone I spoke
8 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 9 NOTE FROM THE MEMBERSHIP CO-ORDINATOR 2009 has been very encouraging and we now have over 260 members from Australia, Belgium, Canada, Estonia, Finland, Germany, Ireland, Japan, New Zealand, Norway, Portugal, Russia, South Korea, Br
10 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 11 ARTICLES Does type of memory practice matter when interviewing children about a single or repeated event? Sonja Brubacher, Wilfrid Laurier University, Canada sonja.brubachergmail.c Kim Roberts, Wilfrid Laurier University, Canada k
12 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 13 as a repeated event. If they did not do so, however, after approximately 5 minutes they were asked whether it happened one time or more than one time. As expected, no child with single-event experience disclosed multiple incidents
14 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 15 children reported an average of 0.90 (i.e., less than 1) confabulations, which was a significantly greater number than older children who reported an average of 0.47 confabulations. Confabulations per child ranged from 0 to 5. Fif
16 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 17 of abuse than children who were interviewed without the use of a practice interview. The bottom line is that conducting a practice interview is an easy technique for interviewers to use to elicit the most detailed reports from chi
18 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 19 interviewing experience, (iii) interview technique, and (iv) impressions of interviewing, comprising 32 questions in total. Within each section respondents were asked to provide fixed answers on a Likert style scale ranging from 1
20 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 21 inadequately trained, and ill equipped to conduct a PEACE CI. That said, there are limitations that must be borne in mind when interpreting the results of this study. Witness interviews are not routinely recorded in England and Wa
22 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 23 competence and understanding of the techniques themselves. Finally, and most importantly, there appears to be low levels of understanding of how these techniques were designed to be used, interestingly with police and academics al
24 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 25 SCAN: Still on the radar. Georgina Heydon, RMIT University, Australia georgina.heydonrmit.ed I want to provide a tool that will stand up to testing and can be reliably taught to other practitioners, without having to refer people
26 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 27 Who can keep watch over the incidents behind the door? : The Japanese way of visual recording in the interrogation room. Makoto Ibusuki. Seijo University, Japan makoto.ibusukinifty.co statements outside the courtroom are normally
28 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 29 The Japanese public now looks very skeptical at the legitimacy of the interrogation process in the police and prosecutor office, although both agencies are conducting their campaign against the mandatory requirement of visual reco
30 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 31 warned that the interviewer who had questioned them the previous week may have been mistaken about some details. The aim of the warning was to reduce social pressure to go along with the interviewers suggestions. This phase of que
32 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 33 Box 1: The Queensland Police Cautioning Statement Sentence 1 - Before I ask you any questions I must tell you that you have the right to remain silent. Sentence 2 - This means you do not have to say anything, answer any question o
34 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 35 accounts of some of the latest thinking into the detection of deception. Aldert discussed the contemporary research that had examined the effects of increasing cognitive load upon suspects which has tended to show that despite vie
36 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 37 interviewers. Zoe Walkingtons session on the challenges presented by interviewee bias revealed that witnesses generating hypotheses concerning what happened was likely to influence their future recall of the event. Accordingly, Zo
38 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 39 The 19th conference of the European Association of Psychology & Law. Sorrento, 2-5 September, 2009. Kim Drake, University of Leicester, UK d.walshderby.ac.uk It may be argued that theory and practice are, to an extent, symbiotical
40 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 41 iIIRG 2009: Conference and Masterclass evaluation The 2nd iIIRG Conference was held at Teesside University, Middlesbrough, UK, between the 14th and 16th April 2009. There was a Forensic Linguistics Masterclass over a two-day perio
42 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 43 (iii) Whilst at the conference, how would you rate the buffet and dinner? 5. Which session(s) particularly stood out for you? Comments I thoroughly enjoyed the detecting deception key note speech. It covered things that I havent h
44 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 45 Summary of Conference Evaluation In summary, the vast majority of delegates were very satisfied with the conference and felt that they gained much in terms of information, ideas, and new associations. Many expressed the need to co
46 iIIRG BULLETIN VOLUME 2 ISSUE 2 iIIRG BULLETIN VOLUME 2 ISSUE 2 47 3. Generally Do you have any further suggestions or comments you wish to make either on this course? No. No. it was a very enjoyable course I think FL has good possibilities in use of chat rooms etc by child sex offender to identi
3rd ANNUAL CONFERENCE International Investigative Interviewing Research Group of the & Evaluation and effectiveness of investigative interviewing: A multi-disciplinary approach ( ( ) # 22 24 June 2010, Norwegian Police University College Conference Centre in Stavern, Norway
9th International Investigative Psychology Conference of the School of Social Sciences & Law 4 November Postgraduate Open Day Wednesday IA-IP (ia-ip.org) Understanding Criminal Action and its Perpetrators: Psychological & Social Science Contributions to Investigations and the Courts Thursday and Fri
Indico Systems is changing the way the criminal justice sector approaches the secure recording, transcribing and management of video and audio interviews and related evidence. SECURE RECORDING SOLUTIONS W P WILLAN PUBLISHING www.willanpublishing.co KEY BOOKS Handbook of Policing (2e) New Edition Int
CONTENTS Page Scope and Aims Note from the Chair Note from the Membership Co-ordinator Articles 1 2 3 4 5 6 7 Does type of memory practice matter when interviewing children about a single or repeated event? Sonja Brubacher, Kim Roberts & Martine Powell The application of the Cognitive Interview in t
