TY - JOUR
T1 - Rapport Building in Multiple Interviews of Children
T2 - Rapport Building in Multiple Interviews
AU - Waterhouse, Genevieve
AU - Ridley, Anne
AU - Bull, Ray
AU - Satchell, Liam
AU - Wilcock, Rachel
N1 - Funding Information:
The first author's time was funded by London South Bank University's Institute of Social Science Research PhD studentship. The authors are incredibly grateful to the staff and children at the primary schools that took part in the research for their help and time. We also thank Sian Thomas for her indispensable work in helping recruit schools. The authors would also like to thank the London South Bank University students who acted as research assistants for the project: Rana Rashid, Cecilia MacDougald, Ana Luderowski, Demelza Lobb, Hope Dove, Katarzyna Boduch, Jacqui Aston, Anoushka Tauk, Neli Pavlova, Jasmine Ward, Gilly Franklin, Jennifer De Caires, Antoniya Minkova, Liam Murphy, Colesta Sowah, Hakeem Adebambo, Melanie Mawditt, Sofia Nosa, Monica Stewart, and Trudi Kavanagh. Finally, the authors would like to thank the following members of the First Real Interactions and Engagement with Naturalistic Designs (FRIENDs) lab for their help with inputting data for this study (in alphabetical order by surname): Reagon Alford, Francesca Bannister, Mara Doherty, Runa Hofstad, Jamie Kiltie, and Charlotte Plain.
Publisher Copyright:
© 2023 The Authors. Applied Cognitive Psychology published by John Wiley & Sons Ltd.
PY - 2023/8/8
Y1 - 2023/8/8
N2 - Rapport-building is key in child investigative interviews, however, recommendations of how to build rapport differ. Additionally, rapport in more complex situations: when a child is interviewed repeatedly or requires separate rapport building have not been studied. This research examined the UK’s ‘Achieving Best Evidence’ guidelines (Ministry of Justice, 2022) for rapport-building, which recommend conducting a neutral discussion, compared with a control condition and a separate rapport-building session for first interviews on children’s recall and well-being (measured by state anxiety and rapport questionnaires). For second and third interviews, additional full rapport-building sessions were compared to shortened or no rapport-building conditions. No significant differences in children’s (N = 107) recall or well-being were found across rapport-building conditions for all interviews. We conclude that for children who have experienced non-traumatic events, the inclusion of a neutral discussion rapport-building phase may not be any more beneficial for children than conducting a friendly interview.
AB - Rapport-building is key in child investigative interviews, however, recommendations of how to build rapport differ. Additionally, rapport in more complex situations: when a child is interviewed repeatedly or requires separate rapport building have not been studied. This research examined the UK’s ‘Achieving Best Evidence’ guidelines (Ministry of Justice, 2022) for rapport-building, which recommend conducting a neutral discussion, compared with a control condition and a separate rapport-building session for first interviews on children’s recall and well-being (measured by state anxiety and rapport questionnaires). For second and third interviews, additional full rapport-building sessions were compared to shortened or no rapport-building conditions. No significant differences in children’s (N = 107) recall or well-being were found across rapport-building conditions for all interviews. We conclude that for children who have experienced non-traumatic events, the inclusion of a neutral discussion rapport-building phase may not be any more beneficial for children than conducting a friendly interview.
KW - Rapport-building
KW - Investigative Interviews
KW - child victims
KW - multiple interviewing
KW - eyewitness testimony
KW - rapport-building
KW - investigative interviews
KW - Arts and Humanities (miscellaneous)
KW - Developmental and Educational Psychology
KW - Experimental and Cognitive Psychology
UR - http://www.scopus.com/inward/record.url?scp=85167351403&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/f7137419-ef1e-3c66-9c85-c099862c7e2e/
U2 - 10.1002/acp.4116
DO - 10.1002/acp.4116
M3 - Article
VL - 37
SP - 1210
EP - 1222
JO - Applied Cognitive Psychology
JF - Applied Cognitive Psychology
SN - 0888-4080
IS - 6
ER -