Guidelines for teachers to elicit detailed and accurate narrative accounts from children

Brubacher, Sonja, Powell, Martine, Snow, Pamela C., Skouteris, Helen and Manger, Bronwen 2016, Guidelines for teachers to elicit detailed and accurate narrative accounts from children, Children and youth services review, vol. 63, pp. 83-92, doi: 10.1016/j.childyouth.2016.02.018.

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Title Guidelines for teachers to elicit detailed and accurate narrative accounts from children
Author(s) Brubacher, Sonja
Powell, MartineORCID iD for Powell, Martine
Snow, Pamela C.
Skouteris, Helen
Manger, Bronwen
Journal name Children and youth services review
Volume number 63
Start page 83
End page 92
Total pages 10
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2016-04
ISSN 0190-7409
Keyword(s) mandated reporters
child maltreatment
evidence-based interviewing
interview guidelines
institutional responses
Social Sciences
Family Studies
Social Work
Summary This paper provides interview strategies for teachers who talk to children about serious events, including bullying, truancy, and suspected maltreatment. With regard to the latter, teachers are among the largest group of professionals reporting child abuse, but also tend to evince low substantiation rates. We review research on best practice interviewing, with a focus on its application in school settings. Interview phases are described chronologically, with interview excerpts included for illustrative purposes. Gaps in knowledge about the appropriateness of techniques are highlighted, and recommendations for future research specifically within the school setting are made. It is proposed that teachers receive basic training in best practice interviewing so that, when required, they can confidently ask about difficulties in children's lives while minimizing the potential for contamination of children's responses.
Language eng
DOI 10.1016/j.childyouth.2016.02.018
Field of Research 170104 Forensic Psychology
1607 Social Work
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Elsevier
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Document type: Journal Article
Collections: Faculty of Health
School of Psychology
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