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A qualitative examination of police officers' questioning of children about repeated events

Guadagno, Belinda L. and Powell, Martine B. 2009, A qualitative examination of police officers' questioning of children about repeated events, Police Practice and Research: an international journal, vol. 10, no. 1, pp. 61-73, doi: 10.1080/15614260802128468.

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Title A qualitative examination of police officers' questioning of children about repeated events
Author(s) Guadagno, Belinda L.
Powell, Martine B.ORCID iD for Powell, Martine B. orcid.org/0000-0001-5092-1308
Journal name Police Practice and Research: an international journal
Volume number 10
Issue number 1
Start page 61
End page 73
Total pages 13
Publisher Routledge
Place of publication Abingdon, England
Publication date 2009-02
ISSN 1561-4263
1477-271X
Keyword(s) police interviewing
repeated offences
particularisation
Summary For an offender to be convicted in relation to repeated child abuse, most jurisdictions require that each separate act be identified with reasonable precision with reference to time, place, or some other unique contextual detail (S v. R, 1989). The current study provided a qualitative examination of the way in which police officers assist children to identify and distinguish between occurrences of a repeated event. Field, as well as mock interviews (about an innocuous staged event) were examined, with child witnesses' ages ranging from 3 to 16 years. Overall, several problems in the questioning were highlighted. These included: over-reliance on specific questions, use of 'labels' for occurrences without inquiring as to whether these were unique, and frequent shifting of the focus between occurrences. The implications of these findings are discussed.
Language eng
DOI 10.1080/15614260802128468
Field of Research 170199 Psychology not elsewhere classified
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2008
Copyright notice ©2009, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30017161

Document type: Journal Article
Collections: School of Psychology
Higher Education Research Group
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