This comprehensive text describes the science and practice of child forensic interviewing, with an emphasis on child abuse cases.
For the forensic interviewer, eliciting descriptions of childhood assaults, at any age, is no easy task. Over the last several decades, research on children and the law has greatly expanded, especially on the topics of forensic interviewing, memory, suggestibility, linguistic development, and social and emotional development. This area of study and practice is especially concerned with both false denials and false allegations. These concerns have led to the development of useful evidence-informed protocols, but there is still more research to be done.
This book offers a holistic overview of current research directions and policy implications regarding child witnesses interactions with the legal system, including the long-term outcomes after their initial involvement. Children and families impacted by the trauma of a sexual assault, or the trauma of a false report, can experience lasting mental and physical effects. Children are especially vulnerable to experiencing distress when interacting with the legal process. This volume covers the best techniques that minimize further distress when child witnesses are involved in legal proceedings, and illustrates how best to deal with the inevitable stressors. Chapters delve into interviewing methods, social support, child understanding of legal proceedings, true versus false reporting, and countering juror bias.
Arvustused
"This is a state-of-the-art review on children's eyewitness memory and child forensic interviews that is dedicated Dr. Karen J. Saywitz, who devoted her entire career to scientific research in this area and to advocacy for children. I have no doubt that both researchers and practitioners in the fields of developmental, clinical, and forensic psychology will benefit from reading this holistic overview." - Yoojin Chae, PhD, Department of Human Development & Family Sciences, Texas Tech University, Lubbock, TX
"Judges, lawyers, social workersindeed, all legal professionalsrisk contributing to injustice when they rely on intuition or untested assumptions in their work. In the field of child abuse, this handbook offers a vital corrective. Authored by leading experts on children and the law, it presents the most up-to-date, comprehensive synthesis of foundational and applied research, making it essential reading for any legal professional who is committed to advancing justice." - Donna Shestowsky, JD, PhD, Senior Associate Dean for Academic Affairs and Martin Luther King Jr. Professor of Law, University of California, Davis, School of Law
Chapter
1. Child Witness Research: Introduction
Gail S. Goodman, Thomas D. Lyon, Sue D. Hobbs, and Rayna Enriquez
Part I. Basic Research
Chapter
2. Childrens Mental Health and Childhood Adversity
Yo Jackson, Sherille Bosfield, and Sara Such
Chapter
3. Childrens Memory and Suggestibility for Abuse-Related Events
Yuerui Wu, Nathalie Moriarty, Juan Pablo Hernandez Aldaco, Ben T. Reeb, and
Gail S. Goodman
Chapter
4. Adults Memory for Childhood Maltreatment and Childhood Trauma:
The Continued Relevance of Research on Historic Child Sexual Abuse
Avery Stackle, Martine Fredrickson, and Deborah Goldfarb
Chapter
5. Childrens Memory for Repeated Events in Child Maltreatment
Investigations
Sarah L. Deck, Sonja P. Brubacher, and Martine B. Powell
Chapter
6. Initial Denial of Child Sexual Abuse: Reluctance or
Suggestibility
Thomas D. Lyon, Breanne E. Wylie, and Zsofia Szojka
Chapter
7. The Development and Correction of Childrens False Memories
Henry Otgaar, Mark L. Howe, and Charlotte BÜcken
Part II. Improving Childrens Reports
Chapter
8. The Developmental Narrative Elaboration Interview: A Toolbox
Approach for Interviewing Young Children
Lorinda B. Camparo
Chapter
9. Supportively Questioning Children About Suspected Abuse
Michael E Lamb, Irit Hershkowitz, Yael Karni-Visel, and Uri Blasbalg
Chapter
10. Research on the Use of Ground Rules in Interviews with Children
Sonja P. Brubacher and Deirdre A. Brown
Chapter
11. What We Know and Dont Know About Eliciting Disclosures from and
Interviewing Adolescent Victims and Witnesses
Victoria W. Dykstra, Rachel E. Dianiska, and Jodi A. Quas
Chapter
12. Rapport and Social Support in Childrens Forensic Interviews
Sue D. Hobbs, Rakel P. Larson, and Christine R. Wells
Chapter
13. Mechanisms of Denial: Childrens Deception and Secrecy
Angela M. Crossman and Victoria Talwar
Chapter
14. Child Victims and Witnesses with Autism: Interactions with the
Legal System
Rayna Enriquez, Katie Maras, and Lucy A. Henry
Part III. Perceptions of Children in Court
Chapter
15. Childrens Competency and the Effects of Direct- and
Cross-Examination on Childrens Accuracy and Productivity
Stacia N. Stolzenberg, Colleen E. Sullivan, and Lea Sobrilsky
Chapter
16. Mock Jurors Perceptions of Child Sexual Abuse Victims: A Review
Jonathan M. Golding, Margaret C. Stevenson, Kelly C. Burke, and Mary M. Levi
Part IV. Emotional Reactions and Court Preparation Programs
Chapter
17. Childrens Interactions with the Legal System
Hannah M. Johnson, Michaela G. Ramsey, Alexandria P. Winstead, and Stephanie
D. Block
Chapter
18. Childrens Advocacy Centers and Kids in Court Preparation
Programs
Rebecca Nathanson
Gail S. Goodman, PhD, is distinguished professor of psychology, emerita at the University of California, Davis. Dr. Goodman received many national and international awards and grants for her writings and research on child witnesses. Her research is cited pivotally in U.S. Supreme Court decisions concerning child witnesses and courtroom testimony. She obtained her doctoral degree in psychology from UCLA. She published for many years with Dr. Karen J. Saywitz, and they were very close friends. Dr. Goodman and Dr. Saywitz are often credited with starting the modern scientific study of childrens eyewitness memory and children in the legal context.
Thomas D. Lyon, JD, PhD, is the Judge Edward J. and Ruey L. Guirado chair in law and psychology at the University of Southern California Gould School of Law. After graduating from Harvard Law School, he worked as an attorney for the Childrens Services Division of the Los Angeles County Counsel. He obtained a PhD in developmental psychology from Stanford University, and was a post-doctoral researcher with Karen Saywitz, PhD at UCLA. His work has been funded by the National Institute of Child Health and Development, the National Science Foundation, and the Department of Justice.
Sue D. Hobbs, PhD, is professor of child and adolescent development and chair of undergraduate studies in education in the College of Education at California State University, Sacramento. Dr. Hobbs received her doctoral degree in developmental psychology from the University of California, Davis. She received the Karen Saywitz Early Career Award for Outstanding Contributions to Research and Practice from the American Psychological Association Division 37. Her research and peer-reviewed publications focus on children's eyewitness memory, forensic interviewing techniques, and the experiences of foster youth in the legal system.
Rayna Enriquez, PhD, works at the National Institute of Justice and holds a doctoral degree in developmental psychology from the University of California, Davis. Dr. Enriquez obtained her bachelors degree in psychology with a specialization in Law, Forensics, and Criminality from the University of Southern California. As part of her training, she served as a researcher of forensic interviewing techniques for children in court actions. She specializes in eyewitness memory and perceptions of children with developmental disorders, as well as in true and false memory in adults.
