Background: This evaluation examined the use of the Facilitated Attuned Interaction (FAN) approach to reflective practice among child welfare and early childhood professionals working with vulnerable children and families. Objective: The aims of the current evaluation were to test (a) the role of vicarious trauma in predicting professional burnout, (b) the effect of reflective practice quality in decreasing professional burnout, and (c) the ability of reflective practice quality to lessen the relationship between vicarious trauma and professional burnout. Participants and Setting: The sample included sixty-three professionals across diverse professions including child welfare social workers, early childhood educators, and child welfare attorneys. Methods: Child welfare and early childhood professionals participating in reflective practice with consultants trained in the FAN approach to reflective practice completed surveys measuring their vicarious trauma, burnout, and the quality of reflective practice pre-intervention as well as nine months post-intervention. Results: Results indicated that pre-intervention vicarious trauma directly and significantly increased child welfare and early childhood professionals' post-intervention reports of professional burnout, β = 0.42, [95% CI: 0.08, 0.76]. Post-intervention reflective practice quality did not directly nor significantly reduce professionals' post-intervention reports of professional burnout, β = −0.06, [95% CI: −0.46, 0.36]; however, the relationship between pre-intervention vicarious trauma and post-intervention burnout was significantly diminished by positive perceptions of reflective practice quality, β = −0.36, [95% CI: −0.69, −0.02]. Conclusion: Vicarious trauma was associated with increased rates of professional burnout among child welf essionals. The current evaluation indicates the potential benefit of receiving high quality reflective practice with the FAN approach.
Objective: We surveyed a national sample of child forensic interviewers to learn the types of information they wanted to have before interviewing children, their attitudes and beliefs about forensic interviews, the characteristics of their interviews, and their professional experiences. Hypotheses: We predicted (1) interviewers would want many different types of information before interviewing children, but specifically details about the child, alleged abuse, and disclosure, and that interviewers would find this information helpful and accessible; (2) interviewers would consider their own interviews to be neutral and nonleading and to yield accurate and complete information from children; interviewers’ concern about false reports would be related to (3) the amount of preinterview information they wanted and (4) their years of experience and amount of training. Method: Forensic interviewers (N = 781) from all 50 states and the District of Columbia completed all (n = 754) or part (n = 27) of a questionnaire that consisted of open- and closed-ended questions. Results: (1) Interviewers wanted many different types of information before interviewing children, but most often information about the child, alleged abuse, and disclosure. They thought these types of information were the most helpful and very frequently had access to that information before interviewing. (2) Interviewers thought their interviews were fairly neutral, slightly leading, mostly accurate, and fairly complete. Interviewers who were more concerned about false denials (3) wanted more preinterview information than interviewers who were more concerned about false allegations and (4) had fewer years of experience. Conclusions: Our survey results underscore the need for future research examining the effects of preinterview information on forensic interviews and children’s reports. They provide a current snapshot of forensic interviewing and a national benchmark to which local child advocacy centers can compare their practices. They highlight the inherent difficulty courts face when determining the admissibility of a child forensic interview based on its primary purpose.
Jailhouse informants are a leading cause of wrongful convictions. In an attempt to preempt such miscarriages of justice, several states (e.g., Connecticut and California) have mandated that judicial instructions be provided to act as a safeguard against false testimony. This study evaluated the effectiveness of these instructions in helping jurors distinguish between reliable and unreliable jailhouse informants. Participants read a trial transcript that varied instructions (Standard, Connecticut, Enhanced) and informant reliability (reliable, unreliable). The results indicated that the instructions had no effect on verdict decisions. Even though verdicts did not vary, participants rated the unreliable informant as less trustworthy, honest, and interested in justice than the reliable informant. This is consistent with previous findings that indicate that participants are aware of the legal prescriptions given in the instructions, but they do not implement them in making decisions. Therefore, instructions may be an insufficient safeguard.
Objectives: Problem-solving courts are traditionally voluntary in nature to promote procedural justice and to advance therapeutic jurisprudence. The Family Treatment Drug Court (FTDC) in Lancaster County, Nebraska, is a mandatory dependency court for families with allegations of child abuse or neglect related to substance use. We conducted a program evaluation examining parents' case outcomes and perceptions of procedural justice to examine whether a mandatory problem-solving court could replicate the positive outcomes of problem-solving courts. Methods: We employed a quasiexperimental design that compared FTDC parents to traditional dependency court parents (control parents). We examined court records to gather court orders, compliance with court orders, case outcomes, and important case dates. We also conducted 263 surveys (FTDC = 232; control = 31) to understand parents' perceptions of procedural justice in the court process. Results: Overall, FTDC parents were more compliant with some court orders than control parents. Although FTDC and control parents did not have significantly different case outcomes, FTDC parents' cases closed significantly faster than control parents' cases. FTDC parents also had higher perceptions of procedural justice than control parents. Mediation analyses indicated that FTDC parents believed the court process was more fair and therefore participated more consistently in court-ordered services and therefore reunified more often than control parents. Conclusions: Mandatory problem-solving courts can serve parents through the same mechanisms as voluntary problem-solving courts. More research is necessary to examine which specific elements of problem-solving courts, aside from the voluntary nature, are essential to maintain their effectiveness.
Most child forensic interviewing protocols recommend that interviewers administer a series of ground rules to emphasize concepts that are important to accurately answering interview questions. Limited research has examined whether interviewers follow ground rules recommendations in real-world forensic interviews. In this study, we examined how often highly trained interviewers presented and practiced each of the recommended ground rules. We also examined whether children accurately responded to practice questions. We coded transcripts from 241 forensic interviews of 4- to 12-year-old children conducted by interviewers in the United States who were largely trained using the Ten Step Investigative Interview. Results demonstrated that interviewers routinely presented and practiced the ground rules, but this significantly varied by children’s age. Additionally, children often accurately responded to practice questions, but younger children were less accurate than older children. Taken together, results highlight that interviewers may deviate from ground rules recommendations based on the characteristics of the child, which has implications for both future research and practice.
As the field of psychology and law begins to embrace more transparent and accessible science, many questions arise about what open science actually is and how to do it. In this chapter, we contextualize this reform by examining fundamental concerns about psychological research—irreproducibility and replication failures, false-positive errors, and questionable research practices—that threaten its validity and credibility. Next, we turn to psychology’s response by reviewing the concept of open science and explaining how to implement specific practices—preregistration, registered reports, open materials/data/code, and open access publishing—designed to make research more transparent and accessible. We conclude by weighing the implications of open science for the field of psychology and law, specifically with respect to how we conduct and evaluate research, as well as how we train the next generation of psychological scientists and share scientific findings in applied settings.
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