共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
OBJECTIVE: This study compared the effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers' ability to adhere to open-ended questions in simulated practice interviews about child abuse. METHOD: In one condition, feedback was provided at the end of each practice interview. In the other, the instructor stopped the interviewer at various stages during the practice interviews to provide feedback. The relative effect of these conditions was examined by measuring interviewers' performance in a standardized mock interview paradigm immediately prior to, immediately after, and 12 weeks after the practice and feedback sessions. RESULTS: Prior to and 12 weeks after the practice sessions were administered, there was no significant difference in participants' adherence to open-ended questions irrespective of the nature of the feedback, or whether feedback was received. At the immediate post-practice assessment interval, however, the participants who received feedback during the practice interviews performed better (M proportion of open-ended questions=.85, SD=.13) than the other participants (post-interview feedback M=.67, SD=.18, p<.001; no feedback M=.56, SD=.16, p<.001). This heightened use of open-ended questions was associated with a greater tendency among the interviewees to provide abuse-related details in response to open-ended questions (M=.91, SD=.11) compared to the other participants (post-interview feedback M=.77, SD=.15, p<.05; no feedback M=.69, SD=.16, p=.001). CONCLUSIONS: Different types of feedback can be differentially effective in training child abuse investigators to adhere to open-ended questions. The benefits of any training program, however, are likely to be short-lived without ongoing practice. PRACTICE IMPLICATIONS: A single study compared the relative effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers' ability to adhere to open-ended questions in simulated practice interviews about child abuse. This research is relevant to trainers of investigative interviewers because there is currently large variability in the type of feedback employed in training programs. This study is one of the first to empirically demonstrate that different types of feedback may be differentially effective in improving the performance of investigative interviewers. 相似文献
3.
Despite being a key target outcome to prevent child maltreatment, little research has been conducted to examine the prevalence and predictors of interpersonal safety skills in a standardised manner. In this study, interpersonal safety skills were measured in a Year 1–2 student sample through use of a standardised simulated risk scenario, with three primary skills examined: withdrawal from an unknown confederate (motor safety response), verbal refusal of an abduction lure (verbal safety response) and disclosure of confederate presence. Children who participated in this study had not completed any prior behavioural skills training or child protective education programs. Overall, the prevalence of interpersonal safety skills varied, with 27% children withdrawing from the confederate, 48% refusing the lure and 83% disclosing the confederate’s presence. For correlates, motor and verbal safety responses were positively associated with each other. However, the only other correlate of interpersonal safety skills was anxiety, with children who had greater anxiety disclosing earlier but also being more likely to agree to leave with the confederate. Future research may seek to examine whether these correlates remain present with different types of interpersonal safety risk (e.g., bullying) and to identify other potential predictors of interpersonal safety skill use. 相似文献
4.
OBJECTIVE: The study aimed to examine: (1) the variability of interview practice among professionals who interview children to investigate suspected sexual abuse; (2) the relationship between interview practice and respondent characteristics; (3) the characteristics of interviewers who used the anatomically correct dolls in the course of their interviews. METHOD: Sixty investigatory interviewers completed questionnaires focusing on professional background, training, and interview practice. RESULTS: Interview practice varied considerably and some practices were at odds with the recommendations of the literature. Most of this variability was not accounted for by the respondent variables examined. Where there was evidence for an association, the interviewers' professional background, number of interviews conducted in the previous year, and whether or not they used the anatomically correct dolls appeared to influence practice, whereas general training and specific training in child sexual abuse had no significant effect. Only a minority (36%) used the anatomically correct dolls and none of the interviewer characteristics evaluated differentiated them from non doll-users. CONCLUSIONS: In this sample interview practices varied considerably and did not appear to be influenced by the interviewer's specific or general training. Further research is needed to focus on the comparative effectiveness of different interview techniques and the comparative effectiveness of different training programs in influencing interviewing practice. 相似文献
5.
6.
There is an important need to enhance the skills of physicians in conducting medical interviews. The medical interview consists of the primary tasks or content of the medical history. It is the basis for establishing a therapeutic relationship with the patient, ascertaining a clinical diagnosis, and implementing an appropriate treatment plan or health maintenance. Effective medical interviewing skills are prerequisites for learning the skills which are essential for patient counseling. This paper describes the medical interview, reviews videotape feedback models for training, and gives suggestions for the training of physicians as counselors. 相似文献
7.
OBJECTIVES: The present study was designed to explore structural differences between forensic interviews in which children made allegations and those in which children did not make allegations. METHODOLOGY: Fifty forensic interviews of 4- to 13-year-old suspected victims of abuse who did not disclose abuse during the interview were compared with the same number of forensic interviews of alleged victims who made allegations of sexual or physical abuse. Only cases in which there was substantial reason to believe that abuse had taken place were included in the study. Audiotapes of the interviews were examined with a focus on interviewer utterances and children's responses during the pre-substantive rapport-building, episodic memory training, and 'getting the allegation' phases of the interviews, which all employed the NICHD Investigative Interview Guide. FINDINGS: Forensic interviews which yielded allegations of child abuse were characterized by quite different dynamics than interviews with children who did not make allegations. When interviewing non-disclosers, interviewers made less frequent use of free recall prompts and offered fewer supportive comments than when interviewing children who made allegations of abuse. Children who did not disclose abuse were somewhat uncooperative, offered fewer details, and gave more uninformative responses, even at the very beginning of the interview, before the interviewers focused on substantive issues and before the interviewers themselves began to behave differently. CONCLUSIONS: A premature focus on substantive issues may prevent children who are not responsive in the episodic memory training phase from disclosing abuse. Identifying reluctant disclosers and making more extensive efforts to build rapport before substantive issues are broached, or interviewing such children in more than one session, may help suspected victims disclose their experiences. 相似文献
8.
OBJECTIVE: To show how the results of research on children's memory, communicative skills, social knowledge, and social tendencies can be translated into guidelines that improve the quality of forensic interviews of children. METHOD: We review studies designed to evaluate children's capacities as witnesses, explain the development of the structured NICHD Investigative Interview Protocol, and discuss studies designed to assess whether use of the Protocol enhances the quality of investigative interviews. RESULTS: Controlled studies have repeatedly shown that the quality of interviewing reliably and dramatically improves when interviewers employ the NICHD Protocol. No other technique has been proven to be similarly effective. CONCLUSIONS: Use of the structured NICHD Protocol improves the quality of information obtained from alleged victims by investigators, thereby increasing the likelihood that interventions will be appropriate. 相似文献
9.
Telephone interviewing is a crucial but not well-documented qualitative research method in sociology.Such aspects as how to conduct a telephone interview and by whom such a method is best used,are illustrated specifically.More importantly,the advantages and disadvantages of telephone interviews are critically exploited.As a relatively cheap,flexible and reliable means of gathering data,telephone interview deserves more attention.Moreover,due to such obstacles as sampling,establishing rapport and recognizing the limitations of data generated,it is best to use telephone interviewing for educational research in conjunction with other data collection methods. 相似文献
10.
This project evaluated the effect of collaboration via email links on the quality of 10–11 year old students’ science investigative
skills in six primary rural schools. After a joint planning meeting, sixty children collected, identified and shared information
via email about moths in their area, in order to produce a joint booklet. All email traffic was monitored throughout the project.
Indepth structured observations and interviews were carried out at the schools. Children completed daily diaries. The children
demonstrated a variety of science skills, particularly observation and recording. Their competence and confidence in using
computers, handling email and in manipulating a data base developed during the project. The project identified a number of
important issues relating to teacher inservice training requirements, the importance of a suitable progression of IT experiences
throughout the school, development in cooperative groupwork for children, and software design. 相似文献
11.
OBJECTIVE: Children's Advocacy Centers (CACs) aim to improve child forensic interviewing following allegations of child abuse by coordinating multiple investigations, providing child-friendly interviewing locations, and limiting redundant interviewing. This analysis presents one of the first rigorous evaluations of CACs' implementation of these methods. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on investigation methods in 1,069 child sexual abuse cases with forensic interviews by reviewing case records from multiple agencies. RESULTS: CAC cases were more likely than comparison cases to feature police involvement in CPS cases (41% vs. 15%), multidisciplinary team (MDT) interviews (28% vs. 6%), case reviews (56% vs. 7%), joint police/child protective services (CPS) investigations (81% vs. 52%) and video/audiotaping of interviews (52% vs. 17%, all these comparisons p<.001). CACs varied in which coordination methods they used, and some comparison communities also used certain coordination methods more than the CAC with which they were paired. Eighty-five percent of CAC interviews took place in child-friendly CAC facilities, while notable proportions of comparison interviews took place at CPS offices (22%), police facilities (18%), home (16%), or school (19%). Ninety-five percent of children had no more than two forensic interviews, and CAC and comparison differences on number of interviews were mostly non-significant. CONCLUSIONS: Relative to the comparison communities, these CACs appear to have increased coordination on investigations and child forensic interviewing. The CAC setting was the location for the vast majority of CAC child interviews, while comparison communities often used settings that many consider undesirable. CACs showed no advantage on reducing the number of forensic interviews, which was consistently small across the sample. 相似文献
12.
13.
Marni Goldenberg Katherine E. Soule 《Journal of Adventure Education & Outdoor Learning》2013,13(4):284-295
Means-end theory was used to analyze differences in outcomes from original interviews and follow-up interviews occurring four years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) 2006 course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N = 510) completed their course. In 2010, semi-structured telephone interviews were conducted from a convenience sample of the original participants (N = 200). Results of this study show how OB and NOLS programs continued to increase participant self-respect/esteem/confidence, impart transferable lessons and skills, and provide a sense of self-awareness four years after course participation. Understanding such participant outcomes allows program managers to effectively market programs, comprehend relationships between program attributes and participant outcomes, and design programs for specific outcomes. 相似文献
14.
OBJECTIVE: To introduce and evaluate a structured interview protocol designed for investigative interviews of youthful alleged perpetrators of child sexual abuse. METHOD: Seventy-two alleged perpetrators ranging from 9 to 14 years of age (M = 12 years) were interviewed by 1 of 13 experienced youth investigators, employed by the Israeli Ministry of Labour and Social Affairs, about incidents that had been reported by alleged victims. All interviews were conducted as part of the investigators' regular work and followed the structured interview guide appended to this article. RESULTS: Interviewers questioned older and younger children similarly, but addressed fewer invitations, directive questions, and option-posing prompts to suspects who denied the allegations than to those who partially or fully admitted them. The total number of details provided by the suspects did not vary depending on their age or whether or not they fully or partially admitted the allegations. In both cases, more information was elicited using invitations rather than suggestive or option-posing prompts. CONCLUSION: Contrary to expectations, suspects who at least partially admitted their involvement provided considerable amounts of information and were very responsive to free recall prompts, although interviewers used more risky (potentially error-inducing) prompts when interviewing suspects rather than alleged victims. 相似文献
15.
ObjectiveThe study used a series of vignettes to investigate how the presence of three disabilities (cerebral palsy, intellectual disabilities, emotional/behavioral disabilities) affects the processes and outcomes of child abuse investigations at two levels of child injury severity (moderate, severe).MethodSeventy-five CPS case workers completed study surveys and answered questions in response to a series of eight vignettes.ResultsThis study revealed differences in the responses of CPS case workers when the alleged victim of physical abuse had a disability. Children with disabilities were more likely than children without disabilities to be seen as having characteristics that contributed to their abuse. Most CPS workers felt at least some empathy with abusive parents; empathy was highest when the children had emotional/behavioral disabilities. Services recommended for families of children with disabilities were more likely to be child-focused. Parent-focused services, such as individual counseling and adult anger management, were more likely to be recommended for families of children without disabilities. In general, differences among disability groups and between cases involving children with and without disabilities were more pronounced when the children's injuries were less severe. Even with more severe injuries, such as a concussion or broken bones, the CPS workers still responded differently depending on the disability status of the child victims.ConclusionsRecommendations are made concerning the utilization of investigation teams that include disability specialists and the need for further disability-related training for CPS case workers.Practice implicationsThere is a strong need for training related to disability, with an emphasis on attitudes as well as knowledge and skills. The training should include examples of healthy family functioning and positive aspects of parenting a child with a disability to counteract the prevailing perception of disability as a cause of chronic stress and dysfunction; identification of broader ecological contexts in which these families live, including social response to disability and the disability-related service system and; strategies for disentangling the signs of abuse from characteristics of the disability. Interdisciplinary teams should include members from disability-related fields to share expertise and increase communication between systems. 相似文献
16.
Marianne B. Barnes Emilia M. Hodge Melinda Parker Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264
The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University
of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews
and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive
their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills?
How have these experiences contributed to their professional and personal growth and development, and how will they influence
teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases,
insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development
programs. 相似文献
17.
This article describes the implementation of a module that utilizes drama students to teach social work students how to use active listening skills in an interview environment. The module was implemented during a semester‐long micro skills practice course taught to 13 undergraduate social work seniors in a western liberal arts university. Four drama students attending the same university served as clients. Clients evaluated the social work students' active listening skills at the end of the interview, and social work students completed self evaluations and evaluations on the module. Results indicated that the module was effective in helping students to learn interviewing skills and identify strengths and weakness regarding use of skills. Implications for social work education are discussed. 相似文献
18.
Eran Vaisben 《Journal of Jewish Education》2018,84(1):79-106
Although most Jewish supplementary religious school principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational leaders. This study examined the essential leadership and management skills of effective Jewish religious school leaders, and assessed their preparation to undertake the key challenges of this complex job. This study also investigated the principals’ perceptions about their training and whether they experienced a knowledge gap as school leaders. The respondents felt unprepared to conduct essential tasks—such as working with lay leaders, managing human resources, and planning budgets—after completing their training programs. 相似文献
19.
This paper investigates how 192 trainees’ self-assessment practices and personal attributes related to their success in an online interview training program. Performance was measured pre- and post-training by evaluating the use of open-ended questions and positive interviewing behaviors. Personal data and a pre-training survey on self-assessment practices (i.e., SEFI, seeking external feedback through inquiry; SEFM, seeking external feedback through monitoring; SIF, seeking internal feedback; and SR, self-reflection) were also collected. Trainees with higher levels of SEFI had larger learning gains from the training, whereas trainees with higher levels of SEFM or SIF had smaller learning gains. Trainees with lower interviewing skills before the training, and those from policing backgrounds, demonstrated larger learning gains. Younger trainees evidenced a larger increase in the use of open-ended questions, while older trainees showed greater changes in prevalence of positive interviewing behaviors. The implications of the findings for the development of training programs are discussed. 相似文献
20.
STANLEY B. BAKER MICHAEL E. SCOFIELD WAYNE W. MUNSON LAWRENCE T. CLAYTON 《Counselor Education & Supervision》1983,23(1):71-82
Students enrolled in an introductory counselor education course who lacked training and experience as interviewers were randomly assigned to one of two short-term attending and responding skills training groups or a wait-control (WC) group. Brief microskills practice (MS) and mental practice (MP) training methods were used in the two treatment groups. All students conducted posttraining simulated counseling interviews, and their videotapes provided data for analysis of the quality of their interview competence and their proficiency with attending and responding skills. MANOVA and follow-up analyses of data from independent ratings of the videotapes indicated that MS was superior to MP and WC on attending skills, MP led to superior performance on responding skills, and neither MP nor MS led to significant differences in perceived competence on qualitative dimensions. 相似文献