Guidelines for teachers to elicit detailed and accurate narrative accounts from children

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Brubacher, Sonja P
Powell, Martine B
Snow, Pamela C
Skouteris, Helen
Manger, Bronwen
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2016
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Abstract

This paper provides interview strategies for teachers who talk to children about serious events, including bullying, truancy, and suspected maltreatment. With regard to the latter, teachers are among the largest group of professionals reporting child abuse, but also tend to evince low substantiation rates. We review research on best practice interviewing, with a focus on its application in school settings. Interview phases are described chronologically, with interview excerpts included for illustrative purposes. Gaps in knowledge about the appropriateness of techniques are highlighted, and recommendations for future research specifically within the school setting are made. It is proposed that teachers receive basic training in best practice interviewing so that, when required, they can confidently ask about difficulties in children's lives while minimizing the potential for contamination of children's responses.

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Children and Youth Services Review

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63

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© 2016 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.

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Applied economics

Social work

Applied and developmental psychology

Forensic psychology

Social Sciences

Family Studies

Mandated reporters

Child maltreatment

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Brubacher, SP; Powell, MB; Snow, PC; Skouteris, H; Manger, B, Guidelines for teachers to elicit detailed and accurate narrative accounts from children, Children and Youth Services Review, 2016, 63, pp. 83-92

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