Kimberly Collins and Dr Martin Doherty, Dept of Psychology, University of Stirling, UK

1. It’s all to play for: an alternative approach to rapport building in child investigative interviewing Kimberly Collins and Dr Martin Doherty, Dept of Psychology, University of Stirling, UK Prof Gwyneth Doherty-Sneddon, Dept of Psychology & Sports Science, University of Northumbria, UK

2. What is the purpose of the rapport phase? Should not be omitted Explain ground rules and interview’s purpose Inform interviewer of child’s social, cognitive and emotional capabilities Establish trust and relax the child

3. What has academic research shown so far? Very important but has been subject to little research Open ended vs. direct style of rapport building (Roberts et al, 2004; Sternberg et al, 1997) Open ended produced more detailed and accurate information from children aged 3-9 years

4. What is currently being used? Discussion about neutral topics e.g. school day, fave tv progs, hobbies etc with emphasis on open ended style of questioning (Home Office, 2002: Scottish Executive, 2003) Practice interview. NICHD protocol Practice interview not being used by 87% of interviewers?!! (La Rooy et al, 2010; Collins et al, in preparation)

5. Play method of rapport • Is used during rapport and during the interview but not often, why? • Never systematically investigated • Used in a various clinical contexts to build rapport (e.g. Dougherty & Ray, 2007)

6. Why play rapport? May reduce power imbalance (e.g. Doherty-Sneddon et al, 2000) Used in child psychotherapy (Chethik, 2001) Used to treat children during play therapy (Dougherty & Ray, 2007) Helps children work out appropriate rules for social interactions (Vygotsky) Children spend most of free time engaged in play(Blundon & Schaefer, 2006) Play acts as a buffer when encountering new experiences (Barnett & Storm, 1981) Play is a child’s natural mode of communication (Morton, 2001)

7. What did practitioners think? Used before so open to the idea Attention span? Not there for playing Children could relate to play Would it encourage fantasy? Opened up communication Distraction? Took off the pressure

8. Aims of study • Evaluate the impact of play rapport on the quantity and quality of information elicited • Compare with open practice approach used in Scotland • Examine whether differences across age and sex

9. Method • Data collected from 100 children across 2 age groups • 3 (Rapport Type: play, practice and control) x 2 (Age: 5-7 and 8-10) x 2 (Sex) between participants design 1. Pirate activities Event to be recalled. Carried out by 4 research assistants. Lasted 15 mins. One week later 2. Rapport phase No rapport. Child coloured in Interviewer and child completed a play task together Practice/open interview 3. Interview Interviewed about pirate activities

10. Method • Communication: richness and accuracy of reports, information given in response to different question types. • Rapport and anxiety still to be analysed

11. Findings • For no overall effect of rapport . • Interaction between rapport type and age group for total info, accuracy, info in free narrative and open ended. No differences across specific or closed Difference between play and control for 8-10s No rapport effect for 5-7s Younger have limited attention span? Biopack effects?

12. Findings • For total info, accuracy and free narrative info - females gave more than males. Due to female interviewer? - 8-10s gave more than 5-7s. Typical age effect. • No effects of rapport type on inaccuracies or intrusions. Play did not effect accuracy of information.

13. What are the implications for practice? • Structured play could be an additional and alternative approach to building rapport with older primary aged children • No additional effects for younger children. Did bio pack interfere with communication? • Impact on rapport, child’s demeanour and anxiety have still to be analysed

14. What are the implications for practice? • Rapport important for 8-10s • Rapport necessary for more elaborate responses with older primary aged children • Concerns about fantasy element not confirmed • Interaction important. More about empowerment and making child feel comfortable than practice at recall strategy?

15. Thanks to all the children, parents and schools that have taken part. Thanks to Victoria Plant, Kayleigh Atkinson, Rebecca Duffield and Stacey Mitchell for their help with the pirate activities and coding of video clips. Any questions?

16. References Barnett, L.A. and Storm, B. (1981). Play, pleasure, and pain: The reduction of anxiety through play. Leisure Sciences, 4, 161-175. Blundon, J.A. & Schaefer, C. E. (2006). The role of parent-child play in children’s development, Psychology and Education - an Interdisciplinary Journal, 43, 1-10. Chethik, M. (2001). The play relationship and the therapeutic alliance. Psychoanalytic Social Work, 8, 9-20. Collins, K. & Doherty-Sneddon, G. (2010). Rapport building during forensic interviews: the attitudes and experiences of child protection officers. Paper being prepared for submission. Collins, K. & Doherty-Sneddon, G. (2010). Playing with rapport: the communicative impact of building rapport through play with young people during forensic interviews. Paper being prepared for submission Doherty-Sneddon, G. and McAuley, S. (2000). Influence of video-mediation on adult-child interviews: Implications for the use of live link with child witnesses. Applied Cognitive Psychology, 14, 379-392. Dougherty, J. & Ray, D. (2007). Differential impact of play therapy on developmental levels of children, International Journal of Play Therapy, 16, 2-19. Home Office. (2007). Achieving Best evidence in Criminal Proceedings: Guidance on Interviewing Victims, Witnesses, and Using Special measures. London: Home Office.

17. La Rooy, D., Lamb, M. E., & Memon, A. (2010, June). Forensic interviews with children in Scotland: A survey of interview practices among police. Paper presented at the meeting of the International Investigative Interviewers Research Group Conference, Norwegian Police University College, Stavern Conference Centre, Norway. Morton, C. (2001). The play relationship and the therapeutic alliance. Psychoanalytic Social Work, 8, 9-20. Roberts, K.P., Lamb, M.E. & Sternberg, K.J. (2004). The effects of rapport-building style on children’s reports of a staged event, Applied Cognitive Psychology, 18, 189-202. Scottish Executive. (2003). Guidance on interviewing child witnesses in Scotland. Edinburgh: Scottish Executive. Sternberg, K.J., Lamb, M.E., Hershkowitz, I., Yudilevitch, L., Orbach, Y., Esplin, P.W. and Hovav, M. (1997). Effects of introductory style on children’s abilities to describe experiences of sexual abuse. Child Abuse and Neglect, 21, pp. 1133-1146.