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An investigation of the question-types teachers use to elicit information from children

Brubacher, S. P., Powell, M., Skouteris, H. and Guadagno, B. 2014, An investigation of the question-types teachers use to elicit information from children, Australian Educational and Developmental Psychologist, vol. 31, no. 2, pp. 125-140, doi: 10.1017/edp.2014.5.

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Title An investigation of the question-types teachers use to elicit information from children
Author(s) Brubacher, S. P.
Powell, M.ORCID iD for Powell, M. orcid.org/0000-0001-5092-1308
Skouteris, H.
Guadagno, B.
Journal name Australian Educational and Developmental Psychologist
Volume number 31
Issue number 2
Start page 125
End page 140
Total pages 16
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2014-12-16
ISSN 0816-5122
1839-2504
Keyword(s) communication
elementary school
identification
maltreatment
mandated reporting
question-styles
Summary Background: Teachers are required to report suspected child abuse in many parts of the world, but there is a paucity of research characterising how they question children about wrongdoing. Aims: Because children often speak to multiple people before arriving at a forensic interview it is critical to understand how untrained teachers question children. Sample and Methods: Teachers (n = 47) completed a mock interview, written quiz, and rated their expected performance. Results: In both the interview and quiz, teachers asked few open and many leading questions. Yet, they asked proportionally more open and fewer leading questions on the quiz than during the interview, demonstrating an implicit awareness of good questioning. Holding a higher education level degree was associated with asking fewer questions overall, and fewer leading questions, during the mock interview. Higher perceptions of performance after the mock interview were associated with having asked more open and more specific questions. Conclusions: Overall, teachers asked fewer open questions than desired but also demonstrated some awareness of good interviewing skill. We review the teachers' performance by highlighting the positive aspects of their interviewing skills, identifying areas for improvement, and making suggestions for enhancing teachers' abilities to question children about wrongdoing. Copyright © Australian Psychological Society Ltd 2014.
Language eng
DOI 10.1017/edp.2014.5
Field of Research 170102 Developmental Psychology and Ageing
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Cambridge University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30067507

Document type: Journal Article
Collection: School of Psychology
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Created: Mon, 08 Dec 2014, 12:52:16 EST

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