Description Using the episode Adolescents in the module above and the reading please discuss the fo ...
Description Using the episode Adolescents in the module above and the reading please discuss the following questions: How is getting sensitive information from children different from adults? Should memory be taken into consideration and is that different for different age groups? In the video what would you think the child has for a diagnoses? What can we do to help allivate some of the stress and possible burnout for working with children that have witnessed or experienced challenging things? Please write three paragraphs at least 250 words and respond in detail to at least one other post. You are welcome to focus on any aspect of the video or the article. I also encourage you to look into the work of Elizabeth Loftus for extra detail on this important topic. UNFORMATTED ATTACHMENT PREVIEW APSAC PRACTICE GUIDELINES APSAC PRACTICE GUIDELINES Forensic Interviewing APSAC of Children PRACTICE GUIDELINES APSAC Copyright © 2023 All rights reserved by the American Professional Society onPRACTICE the Abuse of Children (APSAC) in Partnership with The New York Foundling. No part may be reproduced GUIDELINES without a citation including the following: Author: APSAC Taskforce Title: Forensic Interviewing of Children Publication Date: 2023 Publisher: The American Professional Society on the Abuse of Children (APSAC) Retrieved from: https://www.apsac.org/guidelines APSAC encourages broad distribution of the document in its entirety. No pages may be omitted when reproducing this document in electronic or print versions. Any questions regarding use of this document should be directed to info@apsac.org. Learn more about APSAC at www.apsac.org. APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children Thank you for your interest in this publication from the American Professional Society on the Abuse of Children. APSAC is a non-profit professional society dedicated to translating research into best practices in child maltreatment prevention and all forms of legal and clinical intervention. We are funded almost completely by membership dues and revenue from publications and training. Please consider making a contribution or joining APSAC to enjoy all benefits we offer members! ii APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children Contents INTRODUCTION 1 PURPOSE OF A FORENSIC INTERVIEW 3 1. Ethical Obligation to Focus on ‘Best Interests of the Child’ 2. Focus on Children as Witnesses and Possible Victims 3. A Child Forensic Interview Is Only One Part of a Complete Investigation 3 3 3 INTERVIEWER ATTRIBUTES 4 INTERVIEW CONTEXT 8 1. 2. 3. 4. 5. 6. 7. 8 8 8 8 9 9 9 9 10 10 10 10 10 10 11 11 11 11 12 12 12 13 13 13 14 14 1. Engage in Practice That Is Research-Informed 2. Participate in Ongoing Training and Peer Review 3. Exhibit Stance Aimed at Eliciting Accurate & Reliable Information 4. Use Language That Is Developmentally Appropriate 5. Adapt to the Individual Child 6. Demonstrate Respect for Cultural Diversity 7. Be Aware of Potential Barriers Between the Child and Interviewer 8. Use Qualified Bilingual Interviewers Whenever Possible 9. Accommodate Any Unique Needs the Child May Have 10. Actively Participate as Part of a Multidisciplinary Team Preparation Timing and Duration Caregiver Notification Location/Setting Documentation Number of Interviews Participants A. Number of Interviewers B. Advocates or Support Persons C. Parents D. Suspected Offender E. Other Children 8. Structure 9. Importance of Establishing/Maintaining Rapport 10. Linguistic and Developmental Considerations 11. Questioning Techniques and Types of Prompts A. General Considerations 1) Avoid Inappropriate Suggestion 2) Script and Episodic Memory B. Types of Prompts 1) Most Preferred Prompts – Broad Open-ended Invitations a) Breadth, Depth and Cued Invitations i. ‘Breadth’ Invitations ii. ‘Depth’ and ‘Cued Recall’ Invitations b) Time Segmentation and Time Framing Invitations c) Descriptive Invitations 4 4 4 4 4 5 5 6 7 7 iii APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children 2) Wh-Questions and Prompts a) Preferred Wh- Prompts i. Sensory Focus Prompts ii. Thoughts and Feelings Prompts iii. Prompts about Clothing and What Occurred with Hands and Mouths iv. Prompts About Conversations, Disclosures, and Motivations b) Less-Preferred Wh- Prompts 3) Least Preferred Questions - Option-Posing Questions (Y/N & Multiple Choice) 12. Accommodations for Engagement and Communication 15 15 15 15 15 15 16 17 18 INTERVIEW COMPONENTS 1. INTRODUCTORY COMPONENT 20 20 A. Introduction 1) Introducing Self, Role, and Purpose of the Interview 2) Informing Child about Documentation Method and Observers 3) Brief Rapport B. Interview Instructions 1) ‘Don’t Guess’ Instruction 2) ‘Don’t Understand’ Instruction 3) ‘Correct Me’ Instruction 4) Un-informed/Naïve Interviewer Instruction 5) Promise to Tell the Truth C. Narrative Event Practice 2. INFORMATION-GATHERING COMPONENT 20 20 20 20 20 21 21 22 22 22 23 23 A. Transition to the Topic of Concern B. Substantive Questions 1) Gathering Information About What Happened & the Child’s Experiences 2) Presenting a Child With Physical Evidence 23 24 24 25 3. CLOSURE COMPONENT 27 CONCLUSION 29 ACKNOWLEDGEMENTS 30 APPENDICES A. Developmental and Linguistic Concepts B. Suggestions for Narrative Event Practice C. Formulating Case-Specific ‘Transition’ Prompts D. Ideas for Prompts During Substantive Phase 31 32 33 34 A. Break B. Concluding the Interview 27 27 iv APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children INTRODUCTION A child forensic interview is an investigative interview conducted by a specially trained objective professional, for the purpose of gathering reliable information from children regarding allegations of maltreatment, exploitation, or exposure to violence. Such interviews aim to minimize trauma to children, are developmentally sensitive, and utilize research and practice-informed techniques. An effective child forensic interview is all about learning to listen more effectively to children. Forensic interviewing is a specialized skill. It is part of a larger investigation and used to gather evidence about what a child may have experienced or witnessed in cases involving allegations of maltreatment, exploitation, neglect, or other crimes. Forensic interviews should be conducted by specially trained child forensic interviewers who might also have other roles on the multi-disciplinary team. This evolving skill requires on-going training and peer review. These interviews are evidence that can be utilized in criminal child abuse proceedings, civil child protection proceedings, domestic proceedings, and other court settings. Systems should be in place to protect their content and accessibility during the legal process, regardless of who conducted the interview. Information from the interviews may help identify other victims and perpetrators, assist professionals responsible for assessing risk and safety needs of children and families, and facilitate case management decisions. Forensic interviews should inform follow-up investigative activities and other interventions. These Guidelines are an update of the 2012 APSAC Practice Guidelines on “Interviewing in Cases of Suspected Child Abuse.” They reflect current knowledge about best practices related to forensic interviews and should be considered in conjunction with the 2018 APSAC Handbook on Child Maltreatment – 4th Edition (see especially Chapter 19, “When Interviewing Children: A Review and Update” by Saywitz, Lyon & Goodman). They are aspirational and intended to encourage the highest level of interview proficiency and to offer direction for training professionals who conduct child forensic interviews. These Guidelines are not intended to establish a legal standard of care or a rigid standard of practice to which professionals are expected to adhere in all cases. They provide a framework for professionals who conduct forensic interviews and are not an all-inclusive guide. For example, these Guidelines, while informative, are not meant to provide specific guidance for medical providers, who may follow different standards when they obtain medical incident history as part of a medical examination. Nor are they meant to provide specific guidance for forensic mental health evaluations (see 2022 APSAC Practice Guidelines on “Forensic Mental Health Evaluations When Child Maltreatment Is at Issue”). Based on practical experience and empirical research that began in the late 1980s, these Guidelines are offered with the understanding that there is no single correct way to conduct a forensic interview. Best practices will continue to evolve and change as new research becomes available. There are some aspects of interviewing for which there is limited or no empirical research. Interviewers should utilize ethical standards, critical thinking, consultation, and professional judgment in individual cases and stay informed about the latest research and developments. As experience and scientific knowledge expand, further revision of these Guidelines is expected. -1APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children While many forensic interviews involve children who have previously disclosed, many recommendations contained in these Guidelines can be utilized in exploratory (e.g., at-risk, precautionary, screening) situations where there has not been a previous disclosure. The skills presented in these Guidelines are transferable in other contexts such as interviewing vulnerable adults. These Guidelines are not designed for first responders conducting preliminary questioning (sometimes referred to as ‘minimal facts’ interviews). First responder contacts should be limited to the information necessary to make short-term safety decisions and accurate medical decisions. ‘Minimal facts’ interviews meant to assess the child's immediate safety when there is an allegation of serious maltreatment should be focused on caregivers' ability and willingness to protect the child and the alleged offender's relationship with and access to the child. Their purpose is not to determine what happened and they should not go beyond the information necessary to generate further investigation by the appropriate agency and a referral for a forensic interview. As a bridge to the forensic interview, they can be invaluable in helping to assess and address possible barriers to disclosure by a maltreated child, especially in cases where recantation or minimization of actual maltreatment is a high risk. Legislation, court decisions, and local practices, as well as case characteristics, may require interviewers to adjust interview practices. Interviewers should remain flexible in applying these Guidelines and continuously seek new knowledge. Interviewers should adhere to the APSAC Code of Ethics and be prepared to justify their decisions about particular practices in specific cases. A child who does not disclose maltreatment in an interview may not have been victimized. On the other hand, a child’s lack of disclosure in an interview or a subsequent recantation cannot be considered as definitive proof that maltreatment did not occur. A lack of civil or criminal action does not mean there was no maltreatment. Additionally, just because a disclosure does not rise to the state definition for substantiation does not mean there was no maltreatment. Research and practice experience indicate that there are multiple reasons maltreated children may not disclose maltreatment they have experienced. The field has increased its focus on effectively recognizing and motivating reluctant children to talk about their experiences (e.g., by providing non-suggestive support, assessing for and addressing any barriers, and giving children more than one opportunity to be interviewed). However, there is no definitive strategy that will result in disclosure from all maltreated children or witnesses to crimes. Despite best efforts or attempts, some children who have experienced maltreatment may not disclose. These Guidelines refer to forensic interviews conducted with minors of all ages, from preschoolers to adolescents, and the words “child” or “children” will be used throughout to denote these minors. These Guidelines use the term “primary language” to refer to the language in which a person is most comfortable. It may or may not be the language they first learned or the language they use in school or in their current home. -2APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children PURPOSE OF A CHILD FORENSIC INTERVIEW 1. Ethical Obligation to Focus on ‘Best Interests of the Child’ The purpose of a forensic interview is to elicit as much reliable information as possible from the child to inform the investigation and guide case planning. Interviewers attempt to collect facts in a neutral, supportive, and objective way. In keeping with the APSAC Code of Ethics, the interview should be conducted “in a manner consistent with the best interests of the child.” The goal is to provide a trauma-informed opportunity for a child to talk about their experiences while minimizing negative impact. At their core, forensic interviews are non-leading, nonsuggestive, non-blaming, and non-shaming. 2. Focus on Children as Witnesses and Possible Victims A forensic interview is intended for victims and witnesses and not for suspect interrogation, although some skills may be transferable. The forensic interviewer should focus on victimization, not suspect interrogation. Protocols or policies should be in place to assure that the child’s interview or disclosure cannot be used against them in any other proceeding. 3. A Child Forensic Interview is Only One Part of a Complete Investigation No interview is perfect. No matter how good an interview is, the child interview is only part of a complete child protection or criminal investigation. Further investigation and collection of evidence should be conducted to confirm or refute the allegations, and to see if details supplied by the child can be corroborated. Interviewers should always attempt to elicit information about specific facts that can be verified later such as during a search of the scene or during interviews with other witnesses and the suspect. Additional investigation may corroborate facts elicited during the interview and thus prove the reliability of those facts, even at times when the interview was not conducted in a manner consistent with these Guidelines. -3APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children INTERVIEWER ATTRIBUTES Forensic interviewers come from a variety of disciplines, agency affiliations, and educational backgrounds. Even though interdisciplinary goals may differ, effective forensic interviewers utilize similar skills and techniques. Specialized knowledge is necessary. This knowledge can be acquired through a combination of training, experience, peer review, supervision, and independent learning. Gender of the interviewer is less important than skill. However, if the child demonstrates a strong preference, then the child’s preference should be accommodated when possible . The following are recommended interviewer attributes, competencies, and practice behaviors: 1. Engage in Practice that is Research-Informed Interviewers should have a mechanism to remain up to date on new and existing research relevant to forensic interviewing, and should use this knowledge to improve practice. 2. Participate in Ongoing Training and Peer Review A. Complete specialized child forensic interview training and supervision prior to assuming primary responsibility for conducting forensic interviews. B. Take advantage of opportunities to reinforce best practice interviewing skills and participate in continuing education on a regular basis. C. Seek periodic review, evaluation and consultation from peers and more experienced colleagues to enhance skills. 3. Exhibit an Interviewer Stance Aimed at Eliciting Accurate and Reliable Information A. Convey a warm, friendly, and respectful manner. B. Be open-minded and explore known reasonable alternative explanations. C. Attempt to equalize power and de-emphasize authority. D. Provide non-contingent supportive comments and behaviors. E. Avoid stereotype induction (negative or positive characterizations of suspected abusers or the events disclosed). F. Be patient and comfortable with silence. G. Consider plausible explanations for unusual or seemingly inexplicable elements in the child's account; do not automatically dismiss the child's report when these are present. 4. Use Language that is Developmentally Appropriate A. Tailor vocabulary, sentence structure, and complexity of prompts to the child’s developmental level. B. Continue to assess and clarify the child’s understanding and use of language throughout the interview. 5. Adapt to the Individual Child A. If possible, find out what the child was told and how the child is reacting prior to the interview. B. Let the child set the pace for the interview and adjust accordingly. C. Listen to the child; allow the child’s responses to guide the questioning process, and use the child’s words whenever possible in follow-up questioning. -4APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children 6. Demonstrate Respect for Cultural Diversity and Strive to Be Culturally Informed A. Interviewers and interviewees who share the same race, ethnicity, gender expression or identity, or other similarities, do not necessarily share cultural norms; however, observable differences between an interviewer and a child may present an initial barrier. 1) Culturally informed interviewing, whether from a perspective of cultural competence or cultural humility, requires openness, respect for each person’s uniqueness, and recognition that people can best define the meaning of their own cultural views and experiences. 2) Be aware of cultural biases in your own interviewing practices and interview setting (such as artwork or materials used in the interview). 3) Develop the ability to accommodate children with diverse needs. 4) Do not rely on stereotypical notions about members of any cultural group; rather, expect that members of groups manifest their culture in a wide variety of ways. 5) Remember cultures are in flux; how individuals and groups live their culture regularly changes in the larger context of societal change. 6) Engage in an ongoing process of self-reflection regarding personal responses and possible biases in order to cultivate greater cultural awareness and avoid stereotyping. 7) Remember that interviewers, children, and their families are all cultural beings who bring their own definitions, nonverbal behavior, preferred phrasing, and habits of formality/informality to the interview process. 8) Culturally informed interviewing is essential to interviewing competence. Interviewers who fail to connect with the children they are interviewing or who unwittingly offend the child or their families, are less likely to conduct a successful interview. B. Learn as much as possible about the child’s cultural background, practices, and language proficiency prior to the interview, and adapt the interview accordingly. 1) If the child’s family has recently immigrated, try to ascertain the degree to which the child and family have assimilated into the dominant culture. 2) Learn about relevant cultural values such as parenting practices related to child discipline, hygiene, and sleeping and bathing arrangements; cultural definitions and expectations regarding child maltreatment, violence, and sexual assault; and actions that might be expected when maltreatment, violence, or sexual assault is suspected. 3) Determine whether the child is a native speaker of English. If not, find out their level of English proficiency and primary language. Provide an interviewer who can conduct the interview in the child’s primary language whenever possible. 4) Note any cultural or family norms that may inhibit reporting of maltreatment or impede the interviewer’s ability to develop rapport with the child. 5) Cultural practices related to eye contact and pacing (e.g., longer pauses and more silences, or rapid overlapping speech) may vary and be apparent during the interview. 7. Be Aware of Potential Barriers When There Are Religious, Ethnic, Social Class, and/or Linguistic Differences Between the Child and Interviewer A. Establishing rapport and trust may require more time and effort. B. Kinship terms may not have the same meaning to the child as they do for the interviewer. C. The child’s culture may strongly discourage disagreement with or correction of adults; thus, the child may agree more readily with suggestive questioning. Giving permission to correct interviewer mistakes and assessing the child’s willingness to do so, as well as -5APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children asking open-ended questions and encouraging narrative responses, becomes even more crucial in such circumstances. When children are unwilling to correct the interviewer, the interviewer should explore the reason for their unwillingness, then attempt to address that barrier, perhaps by providing more encouragement (e.g., “It is fine to correct me in this room today, because I am learning from you," or "It is important to correct me if I make a mistake. Should we check with your mom to make sure she agrees before we get started?”) D. The child’s cultural norms may prohibit or discourage revealing sensitive, family-related information, resulting in the child’s reluctance to disclose such information. E. It might be helpful to consider requesting that a respected elder or the child’s nonoffending caregiver, in the presence of the interviewer, give the child permission to talk with the interviewer and tell the truth about what happened. It can also be helpful to explore with the child during the interview what they were told by elder(s) and caregiver(s) prior to the interview. 8. Use Qualified Bilingual Interviewers Who Are Able to Accommodate the Child’s Primary or Preferred Language Whenever Possible If a bilingual interviewer is not available, use qualified interpreters when the child is not proficient in English, or whenever the child is deaf/hard of hearing. When children who have a different primary language prefer to be interviewed in English, try to have an interpreter available to help with occasional missed words, or in case the child uses their other language. A. Keep in mind that just because a child is capable of participating in a school setting where English is spoken does not necessarily mean this is the best language for a child to communicate about potentially traumatic experiences. All children should be afforded the opportunity to speak in whatever language or languages are best for them. B. Family and friends should not be used as interpreters. C. An experienced professional interpreter should interpret interview questions and responses as close to verbatim as possible for the interviewer and child, recognizing that some things can’t be interpreted exactly in different languages. D. The interpreter should be prepared for the sensitive and sometimes triggering nature of the information that might be disclosed. E. The interpreter should be instructed to interpret exactly everything said by the interviewer and child, to not add or change anything, and to not dialogue with either party during an interview. The interpreter should be instructed to interpret in ‘first person’ (i.e., verbatim what each party says, as opposed to “She said X” or “She is asking X.”) The interviewer should speak directly to the child in first person language, as they would in any English language interview (e.g. the interviewer should not say to the interpreter, “Ask her if X”). F. As much as possible, the child’s attention should be focused on communication with the interviewer. It may be helpful to have a spoken language interpreter sit behind or beside the child with the interviewer facing the child. The interviewer should speak directly with the child and not direct questions to the interpreter. G. A sign language interpreter should sit next to the interviewer. Be aware that professional deaf/hard of hearing interpreters often work in pairs, with one person who is deaf and one who is hearing. H. Be aware of the impact of having additional people in the room with the child and be prepared to address this possibility, especially if multiple interpreters are needed. I. If challenges arise during the interview related to interpretation, the interviewer and the interpreter should step outside the interview room to address them. -6APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children J. If the interviewer leaves the interview room for any reason, the interpreter should also leave to minimize the potential that there will be conversation between the child and interpreter. 9. Accommodate Any Unique Needs the Child May Have, Including Physical, Intellectual, and Developmental Disabilities A. Find out whether the child requires any accommodations or has any unique or special needs or disabilities that should be considered before an interview begins including physical accessibility of the interview location. B. Because the range of unique needs and possible disabilities is so wide, it is beyond the scope of these Guidelines to address all recommended accommodations. The following are general recommendations for interviews with children who have special needs. C. Interviewers should learn as much as possible in the time available before an interview about the individual child they will be interviewing. Whatever the unique needs of the child, interviewers should have access to information from teachers, parents, caregivers, medical professionals, or others familiar with the child to learn as much as possible about those needs. General information about the child’s unique or special needs and/or disabilities from reputable sources may also be helpful. At the same time, interviewers should be careful to keep an open mind and not make negative assumptions about the child’s ability to communicate. Careful assessment about whether the interviewer and child are communicating effectively should take place throughout the entire interview. D. Whenever possible, interviewers should take advantage of opportunities to attend training related to effective strategies when interviewing children with special needs and specific disabilities. E. Ascertain if any medications the child may be taking are likely to affect the child’s behavior, communication, and ability to relate to others, perhaps in consultation with medical personnel, and schedule an interview accordingly. F. Because adaptive equipment (e.g., wheelchair, helmet, hearing aid, and computer) is typically regarded as an extension of the child's body, ask permission before attempting to touch or adjust the equipment. Evaluate how, if at all, this may affect an interview, ideally in consultation with others who know the child (e.g., medical and school personnel, case managers, and non-offending caregivers). G. Interview instructions may be especially helpful with some children with special needs who may aim to please adults. See INTERVIEWER ATTRIBUTES, section 7.C., pp. 5 to 6 and INTERVIEW COMPONENTS, section 1.B. Interview Instructions, pp. 20 to 22. H. Increased time may be necessary to develop rapport, assess baseline development, and accommodate sensory needs for some children with special needs or disabilities; consequently, multiple interview sessions may be appropriate. 10. Actively Participate as Part of a Multidisciplinary Team, If Available Whenever possible, the interviewer should consult with other professionals involved with the child, the child’s family, or the investigation before, during (if they are observing), and after an interview. -7APSAC 590 Avenue of the Americas, 14th Floor New York, NY, 10011 (P) 614-827-1321 | (F) 614-251-6005 | (Toll Free) 877-402-7722 | www.apsac.org | apsac@apsac.org APSAC Practice Guidelines © 2023 Forensic Interviewing of Children INTERVIEW CONTEXT The circumstances surrounding a forensic interview can influence its outcome and should be carefully considered. 1. Preparation It is helpful to know as much as possible beforehand about the child (e.g., cultural, developmental, emotional, behavioral, and cognitive abilities) and about the reason for an interview. This can include reviewing the specifics of the referral and police report as well as considering information from the child’s non-offending caregiver, other witnesses, and other professionals involved in the case. Such information will assist the interviewer to better meet individualized needs, and to understand the child’s reactions and statements. It will orient the interviewer and direct possible avenues of inquiry. The interviewer should keep in mind that the background information may be incomplete or inaccurate or both. Rather than being used to confirm a particular belief, report, or hypothesis, the information should be used to encourage the child to provide as many details as possible in their own words. It should also be used to facilitate the development and exploration of reasonable alternative explanations for the allegation as well as for pre-planning specific transition prompts and additional questions. 2. Timing and Duration The initial child interview should occur as close in time to the event in question, disclosure, or reason for referral as feasible. Whenever possible, the child interview should also be timed to maximize the child's capacity to provide accurate and complete information. This often involves consideration of the child's physical and mental state (e.g., alert, rested) as well as immediate safety. As a general rule, it is preferable to make the length of an interview match the child’s abilities and stamina and not make assumptions about the child’s attention span based on age. The interviewer should listen to the child’s cues and be mindful of signals indicating fatigue, loss of concentration, or need to use the bathroom. When breaks are taken, what occurs with the child during break time should be documented. Multiple interview sessions are an option when children are unable to engage in longer interviews. 3. Caregiver Notification Interviewers should consult local procedures and legal requirements to determine if and how to notify parents, caregivers, and guardians prior to and after the forensic interview. Notification may be inadvisable when parents, caregivers, or other family members are suspects, or when notification may result in attempts to influence the child’s report, prevent an interview, or cause destruction of evidence. 4. Location/Setting It is recommended that an interview occur in a neutral environment whenever possible. The setting should be private, informal, free from distractions, and Americans with Disabilities Act (ADA) compliant. Children's Advocacy Centers and other specialized interview rooms are advan
