A test of three refresher modalities on child forensic interviewers’ posttraining performance.

Cyr, Mireille; Dion, Jacinthe; Gendron, Annie; Powell, Martine B.; Brubacher, Sonja P.

doi:10.1037/law0000300

Cited by 15 publications

(11 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Refresher training or ongoing supervision can also support sustainability (e.g., Cyr et al, 2021;Cyr & Lamb, 2009;Rischke et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Only a few studies have published evidence of long-term change, and these have involved intensive and spaced practice over many months (Benson & Powell, 2015a; Cederborg et al, 2021). Refresher training or ongoing supervision can also support sustainability (e.g., Cyr et al, 2021; Cyr & Lamb, 2009; Lamb, Sternberg, Orbach, Esplin, et al, 2002; Rischke et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, leading questions introduce information not yet provided by an interviewee or suggested or presumed information. Despite some differences in terminology across research groups, the question types and definitions coded are consistent with an abundance of prior literature (e.g., Benson & Powell, 2015a;Cederborg et al, 2013Cederborg et al, , 2021Cyr et al, 2021;Lamb, Sternberg, Orbach, Hershkowitz, et al, 2002). For each interview, the percentage of question type relative to the total number of questions (excluding minimal encouragers) was calculated.…”

Section: Codingmentioning

confidence: 99%

See 2 more Smart Citations

Teaching child investigative interviewing skills: Long-term retention requires cumulative training.

Brubacher¹,

Shulman²,

Bearman³

et al. 2022

Psychology, Public Policy, and Law

Self Cite

View full text Add to dashboard Cite

Successful interview training includes components beyond content learning (e.g., coding question types, practicing skills in simulated interviews), but the advantages conferred by adding components are unclear. The present research evaluated best practice questioning and behavior following the addition of a series of training components delivered in a logical order. In Study 1, randomly assigned treatment (n = 34) and control (n = 41) participants received an intensive 1-day content lecture. Next, the treatment condition completed workbook exercises (self-paced) followed by small-group practical sessions over 6 weeks. Both conditions were assessed prior to and immediately following the lecture, after the coding exercises, after the small-group sessions, and 9 months posttraining. Improved skill was observed in all participants after the lecture. The treatment condition continued to progress with cumulative training, whereas the control condition leveled off or decreased in skill with time. There was no deterioration for the treatment condition 9 months posttraining. Study 2 replicated the treatment condition from Study 1 except that all training was delivered online (with face-to-face components via videochat) and learners (n = 12) differed from Study 1 participants in their profession, country of employment, and recruitment. Study 2 results indicated that the training program could be delivered completely online with the same positive outcomes as when the program included in-person components. Overall, results indicated increased learning with the addition of components and showed that, when initial learning is intensive, skill is maintained.

show abstract

“…Refresher training or ongoing supervision can also support sustainability (e.g., Cyr et al, 2021;Cyr & Lamb, 2009;Rischke et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Codingmentioning

confidence: 99%

See 1 more Smart Citation

Teaching child investigative interviewing skills: Long-term retention requires cumulative training.

Brubacher¹,

Shulman²,

Bearman³

et al. 2022

Psychology, Public Policy, and Law

Self Cite

View full text Add to dashboard Cite

show abstract

“…Feedback information must be appropriate and manageable (Kluger and DeNisi, 1996). Further, it must be congruent with training; when peers provided feedback that differed from training recommendations, interviewer performance declined (Cyr et al , 2021). These findings further support the argument that peer evaluators would be well-served by a strong understanding of the skills and behaviors they are assessing.…”

Section: Peer Review As a Mode Of Workplace Learningmentioning

confidence: 99%

“…The finding suggests that even well-trained interviewers (who had to meet criteria levels to pass the current training course) may still provide feedback that is not evidence-based. Supervisors and, where possible, external trainers may want to check in on the quality of peer review sessions periodically (see also Cyr et al , 2021, for discussion).…”

Section: Implications For Practicementioning

confidence: 99%

The use of a guided peer review assessment for investigative interviewers of child witnesses

Brubacher

Powell

Steele

et al. 2021

JFP

View full text Add to dashboard Cite

Purpose Investigative interviewers assess their colleagues' interviews (‘peer review’) as a necessary part of their practice, and for their self-development. Yet, there is little guidance around what the process involves and how they might do it. Research suggests that effective peer review is supported by using guidance material. The goal of the present work was to describe the use of such a guide by a group of professionals who regularly conduct investigative interviews with children, to share what was learned with other professionals seeking to create a formalized peer review process. Design/methodology/approach Sixty US child witness interviewers completed a guided peer review assessment of an anonymous interview, as an assignment at the conclusion of an 18-hour training program that focused on developing their interviewing skills. They consented to the use of their learning data in research, and the research was approved by the university's research ethics board. Peer reviews were coded for the extent to which they used the guide to support their evaluations, and the overall quality of the review to assess the utility of the guide in supporting them to conduct effective assessments. Findings In general, the guide and instructions for providing feedback were moderately effective in supporting the peer assessments, but results suggested specific training in how to deliver peer review would be useful. Practical implications Through this process, the authors identified components that would be helpful to further increase the efficacy of peer review. Originality/value The aim of this work was to spark a greater conversation among practitioners and academics about professionalizing the peer review process and aiding interviewers to develop peer review tools that would support their continued growth. The authors conclude with five key tips for professionals that stem from the experiences creating and evaluating the guide in combination with existing literature and three areas for future investigation.

show abstract

A Mega-Analysis of the Effects of Feedback on the Quality of Simulated Child Sexual Abuse Interviews with Avatars

Pompedda

Zhang

Haginoya

et al. 2022

J Police Crim Psych

View full text Add to dashboard Cite

The present study aimed to test the effectiveness of giving feedback on simulated avatar interview training (Avatar Training) across different experiments and participant groups and to explore the effect of professional training and parenting experience by conducting a mega-analysis of previous studies. A total of 2,208 interviews containing 39,950 recommended and 36,622 non-recommended questions from 394 participants including European and Japanese students, psychologists, and police officers from nine studies were included in the mega-analysis. Experimental conditions were dummy-coded, and all dependent variables were coded in the same way as in the previously published studies. Professional experience and parenting experience were coded as dichotomous variables and used in moderation analyses. Linear mixed effects analyses demonstrated robust effects of feedback on increasing recommended questions and decreasing non-recommended questions, improving quality of details elicited from the avatar, and reaching a correct conclusion regarding the suspected abuse. Round-wise comparisons in the interviews involving feedback showed a continued increase of recommended questions and a continued decrease of non-recommended questions. Those with (vs. without) professional and parenting experience improved faster in the feedback group. These findings provide strong support for the efficacy of Avatar Training.

show abstract

A test of three refresher modalities on child forensic interviewers’ posttraining performance.

Cited by 15 publications

References 51 publications

Teaching child investigative interviewing skills: Long-term retention requires cumulative training.

Teaching child investigative interviewing skills: Long-term retention requires cumulative training.

The use of a guided peer review assessment for investigative interviewers of child witnesses

A Mega-Analysis of the Effects of Feedback on the Quality of Simulated Child Sexual Abuse Interviews with Avatars

Contact Info

Product

Resources

About