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Investigative Interviewing (investigative + interviewing)
Selected AbstractsAssessment Criteria Indicative of Deception (ACID): an integrated system of investigative interviewing and detecting deceptionJOURNAL OF INVESTIGATIVE PSYCHOLOGY AND OFFENDER PROFILING, Issue 3 2007Kevin Colwell Abstract This study describes the assimilation and validation of Assessment Criteria Indicative of Deception (ACID). ACID is derived from investigative interviewing, Criteria-Based Content Analysis, Reality Monitoring, and interpersonal deception. Each component has been previously published. Thirty-eight university undergraduates entered a professor's office and either stole an exam or replaced an exam that had been stolen previously. They were interviewed 1 week later with the Reality Interview, which is deliberately challenging and aims to enhance the detection of deception. Half responded honestly and completely; half distorted their responses to avoid incrimination. Incentives were provided. Honest responses were longer, more detailed, and contained more admissions of potential mistakes. Most importantly, honest respondents benefited from attempts to enhance recall, whereas these same attempts caused deceptive respondents to provide shorter, more repetitive statements. This is a promising technique; 33 of 38 cases were classified accurately. Discussion includes characteristics of deception, process of deception during an investigative interview, hypothetical interview strategies to facilitate the detection of deception, strengths and weaknesses of the study, and areas for future research. Copyright © 2008 John Wiley & Sons, Ltd. [source] ,Undesirable' and ,desirable' shifts in children's responses to repeated questions: age differences in the effect of providing a rationale for repetitionAPPLIED COGNITIVE PSYCHOLOGY, Issue 9 2004Pauline Howie This study examined factors influencing children's tendency to shift responses when questions are repeated within an interview. Forty nine 4,5-year-olds and 40 7,8-year-olds were questioned about a video they had seen, with questions repeated by the same or a different interviewer. Half the children were given a rationale for question repetition, and half were not. Overall, the older children shifted less than the younger children, and, unlike the younger children, more to misleading than unbiased questions. The rationale did not affect overall shifting, but reduced the probability of ,undesirable' shifts (towards inaccuracy) in the younger children, and increased ,desirable' shifts (towards accuracy) at both ages. In the younger children, the rationale reduced total number of shifts, but only with the same interviewer, while in the older children the reverse applied. The results suggest developmental progression in the relative contributions of memorial and social/motivational factors to shifting. Implications for investigative interviewing with children are discussed. Copyright © 2004 John Wiley & Sons, Ltd. [source] Oral Language Competence, Social Skills and High-risk Boys: What are Juvenile Offenders Trying to Tell us?CHILDREN & SOCIETY, Issue 1 2008Pamela C. Snow A cross-sectional study examining the oral language abilities and social skills of male juvenile offenders is described. Fifty juvenile offenders and 50 non-offending controls completed measures of language processing and production, and measures of social skill and IQ. Information about type of offending, substance use histories and learning/literacy problems was also gathered. Young offenders performed significantly worse on all language and social skill measures, but these differences could not be accounted for on the basis of IQ. Just over half of the young offenders were identified as language impaired. This subgroup was compared with non-language impaired offending peers on a range of variables. The findings have particular implications in the areas of early intervention for high-risk boys and investigative interviewing of juvenile offenders. © 2007 The Author(s). Journal compilation © 2007 National Children's Bureau. [source] | ||||||||||