START FROM THE BEGINNING Incorporating Narrative AND TELL ME - PDF document

3/28/18 “START FROM THE BEGINNING Incorporating Narrative AND TELL ME EVERYTHING YOU Practice in Child Forensic REMEMBER” Interviews WHERE ARE WE HEADED TODAY? § Understanding Narrative Practice: What, Why, & How § Practice Makes (Narrative) Practice § Reflection, Questions, Wrap-Up Questions, Wrap-Up 1

3/28/18 UNDERSTANDING What is it? Why do it? NARRATIVE PRACTICE And how? WHAT IS NARRATIVE PRACTICE? ¡ Also known as practice narratives, practice interview, narrative training, or episodic memory training ¡ A “critical component of the forensic interview” which “consists of asking the child to tell about a neutral or positive event in a way that maximizes open-ended questioning and encourages narrative responses.” (APSAC, 2012, p. 18) 2

3/28/18 WHY DO NARRATIVE PRACTICE? ¡ Because there is agreement in the field ¡ To align your practice with best practice recommendations § APSAC Guidelines § OJJDP White Paper WHY DO NARRATIVE PRACTICE? ¡ Because it’s in your protocol § Child First § NCAC § CornerHouse § RADAR § NICHD § 10 Step Investigative Interview ¡ Because research supports it § See NCAC’s annotated bibliography (NCAC, 2016) 3

3/28/18 HOW DOES IT HELP? ¡ A forensic interview is a novel experience for most children § Uninformed adult § Power dynamics § Usual “rules” of conversation do not apply (Steele & NCAC, 2010) HOW DOES IT HELP? ¡ Child practices remembering information § Retrieving § Recounting ¡ Interviewer practices using question types § Narrative invitations § Open-ended questions § Detail (WH) questions (Roberts, Brubacher, Powell, & Price, 2011) 4

3/28/18 HOW DOES IT HELP? ¡ Informs the child about the interview § What type of information the interviewer wants to know (i.e. what is forensically relevant) § How to communicate it (i.e. child does most of the talking and shares details they remember) (APSAC, 2012) HOW DOES IT HELP? ¡ Informs the interviewer about the child § Development and abilities § Speech patterns § Willingness to engage § Response patterns to different types of questions § Testimonial competency (ability to accurately perceive, remember, and communicate about an event) (APSAC, 2012) 5

3/28/18 THE BOTTOM LINE Substantial research shows that children provide longer and more detailed responses in the substantive (allegation) phase when narrative practice is part of the rapport-building phase . (Newlin, et. al., 2015; Roberts, Brubacher, Powell, & Price, 2011; Saywitz, Lyon, & Goodman, 2018; Steele & NCAC, 2010) WHEN & HOW DO I DO IT? ¡ Early in the interview § During the rapport-building phase § Prior to transitioning to the topic of concern § Refer to your forensic interviewing protocol or model for specific guidance ¡ Rapport-building ≠ Narrative practice 6

3/28/18 Non-narrative Rapport Building vs. Narrative Practice WHEN & HOW DO I DO IT? ¡ Common topics for narrative practice (APSAC, 2012) § Something mentioned by child or shared by caregiver prior to the interview § Interest § Activity § Recent event § Last birthday § What the child did prior to arriving at CAC ¡ AVOID topics involving the setting or people indicated in the allegation ¡ Five minutes should be long enough (Saywitz, Lyon, & Goodman, 2018) 7

3/28/18 VIDEO WHEN & HOW DO I DO IT? Narrative Practice in NCAC’s Preschool Interview Structure (2014, p. 1) § Don’t try to get sequence § Ask about a topic that you know they know something about § Daily routine § Favorite activity reported by caregiver § Use their language 8

3/28/18 VIDEO WHEN IS IT OK TO SKIP NARRATIVE PRACTICE? § Child transitions to allegation before you initiate narrative practice § Child has communication differences or disability § Other situations? § Ask yourself: § Do I have a reason to skip it? § Can I justify my decision in court if needed? 9

3/28/18 PRACTICE MAKES Put your skills to (NARRATIVE) PRACTICE the test! NARRATIVE PRACTICE PARTNER EXERCISE ¡ Two minutes: Find a Partner § Someone you don’t know or don’t know well; NOT a colleague § Decide who will be in the role of the forensic interviewer first (Partner A) and who will be interviewed first (Partner B) 10

3/28/18 NARRATIVE PRACTICE PARTNER EXERCISE ¡ Five minutes: Choose Your Own Adventure § Option One: Use one of the child profile examples § Option Two: Get creative and come up with your own “character” § Option Three: Be yourself ¡ SEE HANDOUT REFLECTION, QUESTIONS, & WRAP UP 11

3/28/18 REFERENCES American Professional Society on the Abuse of Children (2012). Practice guidelines: Forensic interviewing in cases of suspected child abuse. Elmhurst, IL: Author. Cordisco Steele, L., & National Children’s Advocacy Center (2010). Narrative practice (What is it and why is it important?): A research-to-practice summary. Huntsville, AL: National Children’s Advocacy Center. National Children’s Advocacy Center (2014). Pre-School Interview Structure. Huntsville, AL: Author. National Children’s Advocacy Center (2016). Narrative practice in forensic interviews of children: A selected bibliography. Huntsville, AL: Author. Newlin, C., Cordisco Steele, L., Chamberlin, A., Anderson, J., Kenniston, J., Stewart, H., & Vaughan-Eden, V. (2015). Child forensic interviewing: Best practices. Office of Juvenile Justice and Delinquency Prevention Juvenile Justice Bulletin. Laurel, MD: OJJDP. Roberts, K.P., Brubacher, S.P., Powell, M.B., & Price, H.L. (2011). Practice narratives. In M.E. Lamb, D.J. La Rooy, L.C. Malloy, & C. Katz (Eds.), Children’s testimony: A handbook of psychological research and forensic practice (2 n d ed.),(pp. 129-146). West Sussex, UK: John Wiley & Sons, Ltd. Saywitz, K.J., Lyon, T.D., & Goodman, G.S. (2018). When interviewing children: A review and update. In J.B. Klika & J.R. Conte (Eds.), The APSAC handbook on child maltreatment (4 t h ed.), (pp. 310-329). Los Angeles, CA: Sage Publications, Inc. CONTACT INFORMATION Lydia Johnson Grady, MSW, LSW ljohnsongrady@gmail.com 304.704.5677 12