Suchergebnisse

We asked 111 6- to 11-year-old maltreated children to tell "everything that happened" on their last birthday, the last time they did something they liked to do outside, and yesterday. All children produced details in response to the like to do and yesterday narratives, compared to 98% of children in response to the birthday narrative. Questions about yesterday were more likely to elicit productive responses (93%) than questions about the child's birthday (90%) or things they liked to do (88%). Older children produced the most details in response to questions about yesterday, and older children's birthday narratives were more productive than those about favorite activities. Narratives about children's birthday and yesterday produced comparable percentages of negative details (15%), whereas 32% of children mentioned something negative when discussing a favorite activity. The results suggest that although children find yesterday easier to recall than their last birthday, the birthday narrative is a productive tool for encouraging children to practice recalling more remote events, preparing them for abuse disclosures.

Regardless of compliance to coercion by an alleged perpetrator, child maltreatment is abuse in any form. However, the extent to which coercion is described as an obligation (mandatory compliance) or permission (optional compliance) is legally relevant. The present investigation examined how attorneys question children about coercion and how children describe coercion in courtroom investigations of alleged child sexual abuse, and whether such language influences jurors' perceptions of children's testimony. Study 1 assessed 64 transcripts of children's testimonies and revealed that both attorneys and children use coercive language. Problematically, terms of permission were used when describing sexual abuse, potentially implying compliance was optional. Study 2 presented 160 adults with transcript excerpts, varied by coercive language (obligation or permission) and maltreatment type (sexual abuse or punishment). Coercive language influenced perceptions of coercion and whether the adult was to blame. Maltreatment type influenced perceptions of severity, credibility, and verdict. Overall, coercive language and maltreatment type influence perceptions of how the event unfolded.

Children's ability to adequately describe clothing placement is essential to evaluating their allegations of sexual abuse. Intermediate clothing placement (partially removed clothing) may be difficult for young children to describe, requiring more detailed explanations to indicate the location of clothing (e.g., the clothes were pulled down to the knees). The current study investigated 172 3- to 6-year-olds' descriptions of clothing placement when responding to commonly used questions ( yes/no, forced-choice, open-choice, where), as well as children's on-off response tendencies when describing intermediate placement (i.e., labeling the clothing as fully on or off). Results revealed that where questions were superior in eliciting intermediate descriptions, even for the youngest children. Children sometimes exhibited tendencies to describe intermediate placements as "on" or "off," which varied by question-type and clothing placement. The implications of the findings for interviewing young children about sexual abuse are discussed.

Child interviewers are often advised to avoid asking "How" questions, particularly with young children. However, children tend to answer "How" evaluative questions productively (e.g., "How did you feel?"). "How" evaluative questions are phrased as a "How" followed by an auxiliary verb (e.g., "did" or "was"), but so are "How" questions requesting information about method or manner (e.g., "How did he touch you?"), and "How" method/manner questions might be more difficult for children to answer. We examined 458 5- to 17-year-old children questioned about sexual abuse, identified 2485 "How" questions with an auxiliary verb, and classified them as "How" evaluative ( n = 886) or "How" method/manner ( n = 1599). Across age, children gave more productive answers to "How" evaluative questions than "How" method/manner questions. Although even young children responded appropriately to "How" method/manner questions over 80% of the time, specific types of "How" method/manner questions were particularly difficult, including questions regarding clothing, body positioning, and the nature of touch. Children's difficulties lie in specific combinations of "How" questions and topics, rather than "How" questions in general.