(Chil Aone fe Nels, Vol 31, No.2, pp- T5C286 87 ie ve SRS IT SO145-2134(96)00154-8 r DEVELOPING THE INTERVIEW PROTOCOL FOR 2 VIDEO-RECORDED CHILD SEXUAL ABUSE 'VESTIGATIONS: A TRAINING EXPERIENCE WITH POLICE OFFICERS, SOCIAL WORKERS, AND CLINICAL PSYCHOLOGISTS IN HONG KONG IN Ka-ronc Monrr CHEUNG caduate Schoo! of Sovist Work, Univesity of Houston, Houston, TX, USA sew sis of taining programs which focused on culturally relevant quesoning sil snd video recorded SS LOLST show coves were designed for socal wosters police offices, and clinical psyehologias in Sr rendu protocol was developed wih four stages oppor buldig, free naive of acsoant, } 1 Ree THe coment analysis of soleplayed faeriews of Videorevorded investigation reveled Fee ted stems aa were feed by tes profesional and cir insect" 8 el teres in 19 cess en sspeted of having been scully abuse. Although each poesia iatrviewed chil iets a ee they al found tat ainaining 2 balanced perspective o ply tie oles in protecting te cil ih ni Sand electing evidence war Be mos impor aspect In an ivealgave process, © 1999 Ebevier Science Lid posta pees 8 Hong Kone enon. ey Word Chi sexel abuse, Videotape interviews, Police and social workers, Interiepiy effons in sexu Sie waning INTRODUCTION CHILD SEXUAL ABUSE is not a new social problem but its surrounding laws have been constantly changing in response to the need of protecting vulnerable witnesses. This victim- focused movement was initiated by child advocates who worked closely with child abuse vietims (Faller, 1996). Chitd victims of intrafamilial sexual abuse are especially vulnerable bectuse they may testify against someone they know personally and recall their painful experi- ‘ence with someone close to them in the family. The investigative process in sexual abuse ‘cases is distressing because the victims are often required to repeatedly share their past experi- i ‘ence with many unfamiliar faces. They are subjected to numerous interviews by various professionals, inchiding teachers, school counselors, social workers, police officers, nurses, physicians, and other health and mental health professionals, Tedesco and Schnell (1987) indicated that these professionals, if not equipped with adequate interviewing skills, can further traumatize the child victims by asking insensitive or leading questions. Sliener and Hanson (1989) also pointed out that mistakes such as “leading questions, differential reinforcement, coercion, bribery. of force"” could significantly reduce the credibility of the child during a Recieved for pulieation June 24, 1996; al revision received August 30, 1996. excepted September 4, 1996 Aegon gine ould atheed Pr, Mant Chang OSS, Uneiy of Ht, Hoan TH 77zm KOM. Cheng videotaped interview (p. 68). investigations that are inappropriately conducted may also jeopar~ ize the child's mental health, making the child feel unsafe, hopeless, guilty, and shameful (audes & Marrone, 1992) Since the investigative process involves multidisciplinary team efforts, it is important to provide training for team members to work toward the same goal —""working together and tmusting each other for the welfare of the child."” This goal statement has been adopted by a newly formed child abuse investigative team composed of social workers, police officers, and clinical psychologists in Hong Kong to constantly femind themselves that a collaborative effort is essential in child protection. From working experience with this team, this article reports fan interview training program for child sexual abuse investigation in Hong Kong by: (1) addsessing child sexual abuse awareness in Hong Kong; (2) identifying major interviewing techniques used in the video-recorded interviews with children suspected of having been sexually abused; and (3) analyzing the outcomes of a joint training effort designed far social workers, police officers, and clinical psychotogists. Child Sexual Abuse Awareness in Hong Kong At present, Hong Kong does not have 2 mandatory reporting system in child protection service (CPS). Family Service Centers and the Child Proteetian Services Unit operated by the Hong Kong Government's Social Welfare Department, as well as nongovernment organizations (NGOs) such as Againse Child Abuse, the Caritas-Hong Kong, and the Hong Kong Family Welfare Society are handling cases of reponed child abuse. With a population of ? million in 1996, Hong Kong has only 20 government caseworkers specializing in child protection who testify in civil and criminal cases. Although itis anticipated that more caseworkers will join this team, child abuse cases have been handled by both the government and NGOs’ staff to deal with the problem of resource shortage, ‘The Hong Kong Government has addressed the general problems of child abuse since the 1970s. Child sexual abuse, however, has not entered the picture of public awareness unti] f recently when it represented less than 1% all established child abuse eases prior to 1990, and increased to 3.5% in 1991, 7% in 1992, 14.7% in 1993, 17.1% in 1994, and 20.1% in 1995 f) (Social Welfare Department, 1996). This increase was a response to the publicity efforts on the prevention of child sexial abuse in the past 5 years. Educational leaflets lave been printed by the Social Welfare Department and other NGOs to educate people to detect signs of sexual abuse. This prevention effort aims at helping childzen and their families to prevent sexual f) abuse. However, the culture of saving “*face"” for the family is stil a strong barrier covering. ‘many intrafamnilial abuse cases. In a study of 13 intrafamilial sexual abuse cases (Lau, 1996), the victims (mean age 14.2) accidentally disclosed their experience after an average of 5 years ‘of abuse. Multiple victims and multiple abuse occurred in these families. Unfortunately, incest is a hidden problem and often goes unreported and untreated. In June 1994, the Working Group of Child Abuse (1996) launched a project to recommend 8 Set of procedures for handling child sexual abuse cases. In December 1995, the interdseiplin- ary Child Protection Special Investigation Team was formally established. In a month's time, the team investigated and videotaped a total of 23 child sexual abuse cases. Because of the ‘visibility of this team, the number of investigative cases of intrafamilial sexual abuse quickly escalated from less than 20 a year in the past 5 years to 16 cases in just 1 month. Although ‘many cases are still unreported due to fear and shame, itis believed that incest victims are increasingly aware of their rights. the reporting channels, and the community resources ( Sing Pao, 1994) In 1995, the Hong Kong Government passed an amendment of the Criminal Procedure onc mot me chet sep et pr poli 199) lin the Chi vide cul cult cul pat Th ee the rep por pe inta Preece seer EEE ~ Video ecordedineriens in child veal abuse ceca able means o enable children and otber vulnerable victims ors ce eecrng esis wat eon closed-irut wate oe carom Te tae enon of ld stl as Includes specific ao ser an situation (Wong Group om Ca Ase, 1960-1) arama of atau in hie et cr an 3 le ud decent pia my neater cy pes te een ove apy tan he i a BY Tadividals wheter Knows orsemens” Ins air is t0 provide vi in process, training in video-recording interviews is a first onal in handling sensitive child abuse cases, especially in SP Eee situations, Before the amendment that permis insert videotapes 10 be sexual Se in court was implemented in Decerber 1995, planning or is {implementation was wiiy pursed by the Social Welfare Deparimem. and ihe Polis Tore Included in the Staring actives were a series of imerdepatmental mesingt of various departments and itpies, an intensive taining program delivered by a te fof trainers (a social worker, @ enc, and a medical practitioner in CPS practice) from the Unite Ringsom in Jone Pe ind follow-up waning course focusing on Chinese cultures cones by a Chinese one Mrgacisonet (specialize in chik! sexual abuse) from the United Stats & ‘months after caovefang program, This anicle reports on the specialized training prozram provided for the are Proton Special Investigation Team in October 1995 wih a foes O° Nak inter cy tals for handling child sexual abuse cases and specific techniques in conducting, Maso recording interviews with Cantonese speaking, vietims with new legislative changes ‘gop to prepare competent profess Culturally Focused Videotaping Interviews “according to Mak (1990). social work ening inthe 1990s requies the inclusion of “the see Moon of socal life and social problems (p. 1). In e specialized taining progrne ultra jowing chid sexual abuse vitims, cultural sensitivity is a prereduiss and Styurally relevant questioning techniques isa focus ofatention, Seventy fons Satire parici= a Ocrober and November of 1995, which focused on video tt Chinese child sexual abuse victims in Hong Kong. sea ree In acquired bacie knowlevige and skills im child sexual abuse invesigeiot trough training and/or actual practice prior to waining. Thirty-cignt volves Sos ‘from a rye Deparment (31 social workers and seven clinical psychologists) and 96 wre esened the Police Force. They were divided into four groups, sch attending a 5 day tusining program. ‘The taining curriculum had two major com Tecording investigative interviews wit jponents: language skills and videotaping inter- vice ining program. the trainees focused on the practice of questioning is ene Ce ee ee donded interviews ih an actual interviewing suite designed for videoling Sarposes_ Each ance role played in three videotaping interviews (of achat scenarios) and Piffonned each of the thzce roles: being the interviewer, the, monitor. apt the child. The rerrrnang tine averaged 38 minutes per ease. Because the admissibility of vieeotpe et interviewing Uv felpment in the ld of ehild sexual abuse, none ofthese professionals had yet conducted an aetual videotape interview prior 10 (raining, Curriculum Component 1: Questioning Skills iewing children. Seven areas were emphasized: (1) ‘Trainees practiced their skills of inter’ ith many ideas or propositions: (3) avoid negatives; use simple words: (2) avoid sentences wit26 KM. Cheung (4) avoid overuse of pronouns: (3) clarify the child's terminology of private body parts: (6) avoid changing the child's language: and (7) avoid leading questions. Beyond being knowledgeable about children's languuge development, uainees were required to Know chil dren's terminology of private body parts according to the local culture. Body parts were Separately listed for females and mates, including terms for penis, vagina, bottom, buttocks, breast, and anus. They wrote down the common terms of private body parts and took tame pronouncing them in Cantonese. This exercise served two purposes. Fits, wainees prepared themselves to accept that the child vietims would use sexually explicit erms to describe the abuse during an actual interview. Second, tainees would not feel embarrassed whem they repeated the child's terminology for clarification purposes. Curriculum Component 2: Videovape Inserviews The interview protocol for videv-iccurded child sexual abuse investigations included four major stages: rapport building, free narrative account, questioning, and closure (Gartner, 1995, HMSO, 1994). A standardized protocol was used to ensure that the interviewer would ask all necessary questions that would help establish the child's account and velidate the case (See appendix 1) FINDINGS Using the standardized interviewing protncol, 74 interviews were conducted. Among these interviews, the following techniques were found most helpful: (1) building rapport with the child; (2) addressing the child's feelings when the child does not want to continve: (3) using the WH technique (What, Who. Where, When, and How) to ask questions: (3) not using leading questions; and (5) clartying the child's information by using follow-up questions Questions to clarify the abuse situation were asked only after the child had disclosed abuse Since each interviewing s 1g Kong has a monitoring room and the interviewing team is comprised of an interviewer and a monitor, it is essemtial to announce the identity of the monitor at the start of the videotape. ‘A content analysis of these 74 videotaped interviews was ennducted to help trainces evaluate their level of skill obtainment immediately after the training. Excluding the standardized introductory and closure statements, 119 questions and statements were rated by both the trainer and trainees to be helpful or extremely helpful. In addition, skills such as “following clues. “active listening,” “not interrupting the child.” “demonstrating appropriate empa. thy" “using “minimal” encouragers™ (exemple: “um hm'" rather than “yes, yes, go on.” £6). and “using eulturslly appropriate eye contact,” were rated by the child actors as helpful in most interviews. These siil items are congruent with previous research findings by Steven- son, Leung and Cheung (1992). Appendix 2 shows the 119 interviewing techniques (the ‘umber next to each question does not necessarily indicate the order of interviewing steps), IMPLICATIONS ‘The questioning techniques described in this anicle represent a collection of questions strongly recommended by three groups of professionals—social workers. clinical paycholo- tists, and police officers. Since the purpose ofthe joint training was to promote interdiseiplinary collaboration, the techniques were evaluated from the perspectives of protecting the child,” \Vaeo reunded ineriens in hl sexta abuse idence for the purpose of prosecutions. Although each cing the cid, and collect appor building skills were essential because the vietins Neto generally afraid to tell their seer perience to a “sranger.” Most anes wer abe 10 ae ‘appropriate skills to work ene ils resistance and identify information that WeIpet them determine a plan to oe child rom further harm, The police offvers generally dig ot respond to of avoided onal questions tha were clated «0 the CNAs Sune feelings or emotions. In addition, Perot hid asked te interviewer not to repeat the “seret 12 ‘other people, most trainees wets it ifiul to cespond, in order to assess risk and, wor ‘closely with the child. the four er could simply adres the child's fear by sayings “Wal a5 28 concerned about?” ier ele sol’ row about this?” the eta Kept ene we could use ore seat tie before resssuring the child, “EA ty my Best te help you if { know what fae been bothering, you."” assessing the Child ‘all trainees agreed that it was imporant not to souad judarnta) oF jased-against the neue perperator or the child victim 50 that they could accurately ps6 the child’s account at child's love/hate felationship with the alleged perpetrator. The arses used in seppon building and those For clarifying the child's femino/OBY of sexual abuse were found 12 p pnicularly bepful in assessing the child's developmental eve] and appropriate 1m ge about the Geseribe sexual cts. Because the terminology of soxas pars May 1 kro ld to another, is important t lai these terms in order to Bes hs mos aN fr oe on Eepecially when iterviewing an adclescent it is helpful fo say, fy 6 90% Guestions to clarify some terms you use in our conversations 1 doesn't mean thet 1 don't seers you. Te may mean thot [cannot assure I Know the meaning ift haven'¢ ‘checked that with you." it ecking the child's understanding of telling the trth was used wo smooth he eee. malging rapport tasking the child abou the details of abuse; More important. aa ed at helping the child understand Bis oF her resyonsbility for cling the rath wo that possible false allegations could be identified at an early stage Collecting Evidence ‘When asking about the incidence of sexual abuse, the trainees demonstrated their sucnBh8 in dhatning detailed information, Technigues 19 seek further clarifications were wed if the child forgot or did not know the information. What, I the child mentioned the abuse in 2 “free narrative format” the interviewer wonle aienty specie information bY repeating the child's desripion at 2 tater point. Foe example, ey are ar carier that your uncle touched Your pee-pee, what is Your pee-pee?”” Where. If the child mestioned a general place of abuse (home, school) the interviewer would erie Unit describe the place (e.g. address, numberof rooms, signs on the door, prcsenee Soeaetons_ other surroundings) and the exact location of abuse (e.g. “WhereSoa Saeco eoorEEooEe eee rac es KM. Cheung Who. If the child did not know the alleged perpetrator's (AP's) full name, the interviewer ould ak about the AP's physical characterstes or other personal identifiers ach os age, gender, ethnicity, occupation, addtess, and 0 on When Ifthe child forgot the exact date and time of abuse. the interviewer would ask additional Restions based on the childs school activites on that day, the TV program that wos show Before and/or after abuse, holidays or special events occurring around that day or lime period, or daylight, weather, and so forth Bo phe child described something that he/she could not possibly have seen (such as how meepen berformed anal ex with the child), the interviewer would cck how the child taco, happened and clarify what the child saw, heard, felt, smelled, or tase ‘THE LEARNING LESSON FROM AN OUTCOME-FOCUSED TRAINING The etcseiplinary raining nitative marked a succesful cllaborative effort to re-examine ihe imerviewing skils of competent professionals. The three groupe of rafeelecct social wees telnedl psychologists, and police offcers—demonststed thir strengie and set sare ime leamved rom cach other. The outcomes of this taining inch eons 1g the racy cd sed in an investigative interview with a child victim of serual reuse 2s demonstrated in the videotaping interviews, both the social workers and clint sycholo- ae mean descriptions of abuse, the police officers usually requested that te chan ‘identify Tocaton of armation as possible regarding the identity of the alleged pecpromen sat? location of abuse. On the contrary, the social workers and elinient psychologists clarified Tha ation of how the abuse happened and then checked how the chill view fee time of tion from a child victim, Jine information presented inthis article not only describes practical wa icalso identifies the fact that the iterdisciptinary team approach sn child seconVato recontedinericns in hil seal abuse REFERENCES snupeted of hating been ses ane. Twsan Ot, CA: S286 ater, 6.11996, Eatin le pyblicaicn. ERIS ons, pra fr he see agent Cresive Toeapeut. Gate Bs omonmfm of food race, Laren, UR Au BBO tcp (perdi of Sea Peditrice, 89, 164-1168 Yale 7 a one. Strom eta fear am egg tay Tiench Taming Come a NG ctr eager Oe a ae ay Ta ht oa Beane of meee of AM use cases in Hong Keng. Hoo MEE Sing Boe Daly News Se oi Fe ona 81980). Gaines fr weap meres in SE sexual abuse cate, American iF pane Pvclags, 7.1), 61-78 ce El an (Su) (19) Sessa ci ul eae es fading SWD and a Neigh _1005. Hong Kong: Author ease eee eam Cheong S152), Compacne ued eon ot nenieS nS shill ei ern EN a Sl Work Remarc & Absa, 2603), 10 18 Sens PoE Stn Stipa es sacs 1 ex aie sess dT chit abuse & neice 1. 22-30 Teta mse 1986. Prceres for ang hil evil date ass Hos Kong: Autor ium free tt trate ie aia, a iB paints 2 ONE ofthe Touma rewomen fe stay wn ene de tats Je eg fittes de pac y yer sce Ha Kon. ena Tr 2 “tatelimente sdecuadas» wabecionab Fees ee ee cage B22 et eat “Te envevite que Bo EE ten in ee a fami evs 2 A mtn Soa Ee ee une “Se bee Tee a? 7 ar que sa fea eee oe eal Bo, hanes eon os de vesigec. a dsepeay 5 NGS? ‘roebedn, evs y svoeeeén Se ee ns mpi ane ur penetra Tass PROTOCOL FOR VIDEOTAPING INTERVIEWS [STAGE 1, RAPPORT ‘Sethe Suge Monitor's Ineroducton Imeriewer'sFenity oan te Dope ant Peet Bobi Conncenatty and Coe of Tape ‘Otsin Chas Consent flow Chie © Ast Questions “Enabsh Rappon and Chili's Competencs cits Same ae Date of Bis Eraue and Favorite Sujecs Fhvonie Paces 40 Programs Famaly Menor 3 Heme280 KM Cheong Explain he Ground Rates Ditteentiton between Truth and Lies, Facts and Fantasies UUntertanding the Imsanance of Telling the Truth sn AAceepsbiiy of Saying "I dont know" or “ont undessand STAGE I, FREE NARRATIVE ACCOUNT Encourage Child to Give an Account in Owe Words STAGE Il. QUESTIONING “4H of Last Incident * Wha Happened Bi Was need Dit Happen ‘Dis Happea Hoe Didi Happen Also Consider ‘Wn Ele Was Present Frequency Duration Metiod(s)& Progression of use Secrecy & Conte Whe Ese Knows Remember Clary the eb terminology sn une Un sis language 1 ask questions staat IV, CLOSING THE INTERVIEW Bret Sammary Important Information Only) ‘Answer Questions From Chi Comfort ara Tanke Crd Report Chaure Time APPENDIX 2: CONDUCTING THE VIDEO-RECORDED INTERVIEW STAGE 1. RAPPORT -Monvor’s Announcement (in Front ofthe Camera} My name is _ (name) of ____(deparent). | wil be recording the ene process of this interview inthe ‘monitor room. Today is (date). Now je a.m/pm. This i the interviewing suite of he Police Force The imerewer, ‘Pame and postien of lnerviewer) and 2 yearsld hid. (oame) wil be coming in shor Irtroduction bythe Interiewer 1. Pease come in, Have a sat tere." 2. "My nume is "Tam a social worker/poice officer/linal psychologlst. Do you know what sci workers/paice efces tiniest peycholnge 0” 3. "Yen we help peopleveatchtheves/dnsssesments. We also alk ath children and try to help them. (Pause pee sre bs be ” Epha Ven-ecued otessews in shld sex abuse cx Laok at this oom, Ths T0OM Mas TO cues ptton he 08 gustan: tt YOuL LA isha te write Jown evertong and can conusntote el sy. OK? acest nepremasetit Merwe eating i Senden ay heel ok pera. Sa ah wo ecru wane) wi te moni te ames Yous la) ai be tn Me. — a Me eching sth wevsion vent Feequentd by ie chiand ine Ne) inte fie gm Sp ani cbs ro oa or ect spore ‘oe willeotie video. ox? eno ing ont is Compete tno esas Win youe mame? TNR de yous tends cal you fp tal you 1B How ode 307 ‘hen your bh ws ge ao hard ou ie ost ena 3 nWvnat tie da yOu Ko home from schoo}? has pow event elif? progam ta Who tes at Dome? Tell hei ates Moy elpe ou wah your Pome uk?” TE ano ig your est ea? 1, no lve oo you fe w plas wth Je Stow aid you come ere toss? tain he Ground Th & Lies tay you ane gong to tak aout something tat very ior, Before we bein, Led now rome, eh tnd the dierence between tling he th and tig 2 ie Bares Approach (Tor oder ciléren) 2 Teme in your own words what the word "eh" means. FE Tele what alle meas 1 you" CConcepual Approach 1H, Give mn example of le and ceck for competency Sie eating nse this foor?” (chk answers "ys" “n0") 1 a ainng ints room, would that be Ure wth o «De 25, tite eld does wet ancwer, sk he question in iferent wy pad ict you a fat ov i fantasy (or, did make it 9) 2h. Ao give an Cuample of de Guth ard check fr competency "Wat color is my jacket” (child answers) “ats, Tim wearing oe jackel, would that be the crth oF fe?” Fenn se wehe fo diferenate bawecn the tuih and » he, the interviewer shoul make an atempt 10 deine the difeence in simple terms such as The iris someting tha realy Happene things o fantaies that ae ade wp "te epescrs the fot, Lies are things chat don't realy happen, Accepbity of Saying “I don't non” or don't understand sion i's OK to say “I don’t kpow" and when you don't 1. If you realy don't know ie answer fo my gues Wd alta the question in a diferent way. ‘ertand my gestion, ay 1 don't understand” an Concaion ve. “Evening we alk about today mat be only the rh, ning made up cr pretended, Alb, don leave anything out, OF22 KM. Cheung STAGE II, FREE NARRATIVE ACCOUNT 30, "Now tell me what happened STAGE Id. QUES Trigger Questions (f Chil s Reicene) 3), Why are you ere today? 32. fou appet to be upset Tell me what happened" 33, “Ewer Toery at schol, you tok (someone) iat someting happened to ov. Tell me sot that 29, fhe elf eluctat ote, use the folowing questions Necelved a phone cal (or eepor that someting has happened snd 1 would lke to beable co hep. I frst reed io know, ia your own words, exactly what hus happened" as, “yas anyone dene vmsethingt You Dat you shovldte™ 36. “Has anyone fold you fo keep a secret?" BP. Chay we chs Tewsosogy and sae the BM language to ach quetons. Avoid ang quesone 9h a SBoseu renemiers ee Can you tell me» "that Ue ld can imply aver "yes" or "98" 19 aV0I8 angeeting the secon par of the question Derailed Information ofthe Mov Recent Inetdent: What (General Questioning) 28, “What happened” 39, Tell me tote about tn 40, Tall ne ae ont cent eS A Goon 82, What elie happened? 43. What happened neat?” (34 Yo said that daddy Gi something ba Tell ne what day a Where 15, Yow said something happened wlan momeay wa vot home. Which Nome ae you refering 102" 45 “Whete were you when Jour ea touched yu" {2 om saat as at home. What he aves of your home? £38 “How many rooms docs your house/apanment have” 19, “Which room were you tm when your daddy touched you 50. “Whose bedroom was it?” Sl, “Describe what wat side tat room 452. “When yo repped in is place, what id you see™ 453. How sd you goto ts place? ‘54 “eu anid tht Uncle Tom vee on the third or of an sparen building. Wasi anything such 262 number posted onthe sparen door? Who ‘55. Who is Une Tomn?™ 56, “what Unele Tom's ful ame?" 57, “How lng have you known Bi?” 58. “Where does Uncle Tor lve? 50. “whieh teacher did you say put his hand In your pans” 60. “What your msc teach’ rare?" Si. “Is your susie teacher aman of woman?” 2, “How ol ie he/she 63, “Desenbe how he/she loks." When 68, “When dt happen?” (Check dine ard date) 5, "You sald yeu were watching TV whew i appened. Tet me what was on TV at that me.” 66, “You sad you cult remeraber the date, Did you go 10 scoot tha ay?" 657, “What eid You do at schoo! tat day? 8, “You esd happened the right before. Today i 19, "War date uti 0” was ayligh So. “au saa you were seeping when sour ance came in, What ie did you go vo bed that day?" {dae), what date was the aight before”? ow 1 cou 302 ye {toe cd 10% | mw &a a ai ‘ideorevetde interiens in child sete bose 283 pow ots Quen 9 bse Sere Det) i yg iw dake or, Ho i cu tn wa Ua To? 7 Ye SAS temeting to yu and 30 erga tas Une Tan, wht es" FSS make gon "umes jour ane 00 d Fa ee tm pa Whats yor “boom 2 brome wae for “sh Ls oat moni oaé cl heope ht dns ye ean when he roched 3 Whe ei eng when be ached ou? ht a ua see roe at i ou ps “How a pri jour nau Da ey ating Hf ei a?” yee spec guen sour moa 3s “Dense fn gee ee int coe yo ee We rb once hn prt in of yu a eel en ne pt some Ie btn POE Gh owe ne el : om ise shook ha by show me ow es” “Ro tuny ines i he baie” row bow ott a cr mu ue it be pend with yo” How a lee 0 wipe yrs whe iy wipe” TRUSS ey lc what dou ee on eve ape trey ve ie pane a a ang Uts on pur Bao 0 See wha ak wa Yo 2 et we ae foetal Ret wha Gd you Go 6h 7" * ‘se iy ecto ‘tee ne se ‘ha npn ew 900? 1) Rn ney ake Coesint Secrecy t 100, “What eve di he (ae tay when he put Ms peepee in your mou Ho eigeahea You agains the walt an made you kneel don, How did he make you knee! down?” Her Chek and St he ese to rasp our souler?™” (Chil answers) "What du he oath the he a" 1 Before Uncle Tom elt your bedroom (ipod your leas, et). did he sy anying?” 106. “Whe els brew about what you's js old me” {7 “When you tol your mos aboot ist. what dd she suv?" Who Ele 108, “Who ese was im the Bedroom when Uncle Tem came in 109, he else was in the ovse/aparcnent when tis happened?” THe. “You mendoned your brother was lng inthe bedroom. dié he say anyting a that time asterands id he Say anything fo you? * “How about Progression of Abuse 11 “What ete nappene™ 112, “Did ts Kind of hing happen in che past? 113. “How many times dit happen 1a. Tell me what happeaed inthe fst ce" ventions ofthe most recent ncigence + Feces on the AW questions foe the ist icidence afer asking STAGE IV. CLOSING THE INTERVIEW Brief Sammars 118. You jot tld me tat daly ouched your peepee and you were scared wo el Is there anything elie you sso lke fe me a ,23s KM. Cheong Answer Questions From Child 6 “Thave asked you alot of questions today. Do you have any guestins you Would like to ask me?" Comfort and Thank Child 117. Xaow this may have been difcak fr you to alk about, Thank you very much for tling me about i 118, “You seem to Be ansious fo go, But before we to, 1 would lite to task jos fo solog 419.“ want you © kaow tht T wil ty to help yout 20 through thie proces, you tr ve any questions for ‘Repeat let me know. {wil lave my phone sumer to yeu (or relative fora young child). Thank you for coming Repor Closure Time (for « Formal Casure} "This imtecview with (child's name) ends at (ee). We can go now