Ground Rules-Benefits of Including Interview Instruction in the Forensic Interview
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“I only want to know what you know”: The use of orienting messages during forensic interviews and their effects on child behavior (Anderson, Anderson, & Krippner, 2016).
Developmental differences in children’s learning and use of forensic ground rules during an interview about an experienced event (Brown, Lewis, Lamb, Gwynne, Kitto, & Stairmand, 2019).
The use of ground rules in investigative interviews with children: A synthesis and call for research (Brubacher, Poole, & Dickinson, 2015).
The effects of practice on children’s ability to apply ground rules in a narrative interview (Danby, Brubacher, Sharman, & Powell, 2015).
Children’s performance on ground rules questions: Implications for forensic interviewing (Dickinson, Brubacher, & Poole, 2015).
An examination of “Don’t Know” responses in forensic interviews with children (Earhart, La Rooy, Brubacher, & Lamb, 2014).
Setting the ground rules: Use and practice of ground rules in child forensic interviews (Fessinger, McWilliams, Bakth, & Lyon, 2020).
Young children’s understanding that promising guarantees performance: The effects of age and maltreatment (Lyon & Evans, 2014).
Forensic interviewers’ experiences of interviewing children of different ages (Magnusson, Ernberg, Landstrom, & Akehurst, 2020).
Children’s requests for clarification in investigative interviews about suspected sexual abuse (Malloy, Katz, Lamb, & Mugno, 2015).
The effect of delay and individual differences on children’s tendency to guess (Waterman & Blades, 2013).
Other Resources
- Child Abuse Library Online (CALiO)
