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Rapport-Building: Understanding the First Eight Minutes

Rapport-Building: Understanding the First Eight Minutes. Mollie Cherson and Michael E. Lamb University of Cambridge International Investigative Interviewing Research Group Conference June, 2011. RESEARCH BACKGROUND. Davies, Westcott, and Horan(2000)

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Rapport-Building: Understanding the First Eight Minutes

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  1. Rapport-Building: Understanding the First Eight Minutes Mollie Cherson and Michael E. Lamb University of Cambridge International Investigative Interviewing Research Group Conference June, 2011

  2. RESEARCH BACKGROUND • Davies, Westcott, and Horan(2000) • Short Rapport (less than 8 minutes) tended to produce longer answers by the child. • What is happening in those 8 minutes? • What aspects of rapport-building and the pre-substantive phase affect the informativeness of a child? • What do we currently know about factors in the pre-substantive phase that affect informativeness?

  3. The Pre-Substantive Phase • NICHD Protocol and others • Open-ended questions • ‘Tell me what happened at school today’ • Supportive style • Affirmative comments • ‘You are doing a good job’ • Repeating the child’s name • ‘Mollie, what is that you said?’ • Confirming comments • Repetition of what the child has just said.

  4. Current Research • The use of 75 Memorandum of Good Practice interview transcripts • Content of the Interviewer Speech • Telling the Truth • School Discussion • Question Type • Closed question • Open-ended question • Child Questions • Did the child ask a question? • Connected Conversation

  5. CONNECTED CONVERSATION • Originated from social understanding theory – tested with younger children and their mother found that higher connected conversation lead to a higher child score in social understanding • Interviewer is semantically connecting with the child • Subtle cues that allow the child to know that the interviewer is listening

  6. EXAMPLE OF CONNECTED CONVERSATION I: Do you have any brothers or sisters? C: A sister, Sara. I: Do you? How old is she? C: 12. I: 12, right, so an older sister. C: Yeah. I: Yes, well do you have any pets?

  7. EXAMPLE OF DISCONNECTED CONVERSATION I: Right okay, do you have any brothers or sisters? C: Yes, two brothers. I: Oh right. C: Pete and Ben, he’s a baby. I: Right, do you have any pets? C: No I: OK

  8. Age Differences in Connected Conversations

  9. Age Differences in Disconnected Conversations

  10. Connected Conversation and Informativeness • Mean of details in the substantive phase as a factor of connected conversation

  11. Disconnected Conversation and Informativeness • Mean details in the substantive phase as a factor of Disconnected Conversation

  12. DIFFERENCE IN LOW/HIGH RAPPORT AND CONNECTED CONVERSATIONS

  13. DIFFERENCE IN LOW/HIGH RAPPORT AND DISCONNECTED CONVERSATIONS

  14. Conclusion • Connected Conversation does not lead to informativeness in the substantive • There is a link between Connected Conversation and a shorter amount of rapport • Subtle connections with the child may influence the informativeness of the child • Importance of supportive interviewer style • Further research

  15. QUESTIONS??

  16. THANK YOU FOR YOUR TIMEMOLLIE CHERSONMC705@CAM.AC.UK

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