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An examination of police recruits’ planning and interviewing practices
Adrian J. Scott, Jane Tudor-Owen, Pamela Henry (Edith Cowan University) Ray Bull (University of Derby; Edith Cowan University)
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Introduction The PEACE model of investigative interviewing was introduced in Western Australia in 2009 as part of a statewide investigative interviewing training regime The mnemonic outlines five stages of the interview process: Planning and preparation Engage and explain Account, clarification and challenge (Account) Closure Evaluation Present research examines the planning and interviewing practices of Western Australia police recruits with regard to the Engage and explain, Account and Closure stages
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Introduction Focus on the stages of PEACE internal to interviews: Engage and explain, Account and Closure Relative neglect of the stages of PEACE external to interviews: Preparation and planning and Evaluation Planning is considered an important aspect of investigative interviewing by police officers (Soukara et al., 2002) Use of written plans for investigative interviews has been recommended (Clarke & Milne, 2001) Research suggests a positive relationship between planning and interviewing practices (Clarke & Milne, 2001; Walsh & Bull, 2010) But planning has been assessed on the basis of the interviews rather than the plans themselves
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Introduction Aims To examine the influence of training on planning and interviewing practices Recruits at the Western Australia Police Academy: Week 2 vs. Week 12/15 14 composite interview components To examine the relationship between planning and interviewing practices Recruits at the Western Australia Police Academy: Week 12/15 75 individual interview components Understanding the influence of training on, and the relationship between, planning and interviewing practices has implications for training
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Method Design Participants Repeated measures Week 2: Untrained
Week 9: Post-legal and procedural training Weeks 12/15: Post-interview training Weeks 22/23: Fully trained Participants 37 recruits (70% male, 30% female), average 27 years of age Week 2: 37 witnesses (30% male, 70% female), average 24 years of age Week 12/15: 37 witnesses (19% Male, 81% female), average 31 years of age
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Method Materials and procedure
Mock crimes filmed at the Western Australia Police Academy from the perspective of the witness: Week 2 = Assault Week 12/15 = Theft from a vehicle Recruits given 10 minutes to plan for the interviews Witnesses watched mock crimes Both directed to interview rooms Recruits conducted interviews without time restrictions
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Method Coding The coding schedule contained 75 key interview components for interviews with witnesses as identified using previous coding schedules (Clarke & Milne, 2001; Walsh & Milne, 2008; Scott et al., 2015; WA Police training materials) 24 Engage and explain 40 Account 11 Closure E.g., Introduces self Explains the purpose of interview Asks for uninterrupted account Summarises interview Thanks witness for time
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Method Coding 68 of the 75 key interview components were collapsed to form 14 composite interview components 5 Engage and explain 6 Account 3 Closure E.g., Introduction Interview structure - Introduces self - Asks for uninterrupted account - Provides date - Does not interrupt - Provides time - Shows evidence of topic boxes - Place of work - Appropriate structure - Keeps to relevant topics
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Results
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Results
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Results
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Results
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Discussion The influence of training on planning and interviewing practices Greatest focus on Account followed by Engage and explain and Closure in plans Proportionately more key interview components in plans post-interview training Exceptions... Witness demographics and Person details Greatest focus on Account followed by Closure and Engage and explain during interviews Proportionately more key interview components covered during interviews post-interview training Witness demographics, Offence details and Confirm account
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Discussion The relationship between planning and interviewing practices Majority of key interview components Planned/Covered or Not planned/Not covered More key interview components Not planned/Covered than Planned/Not covered Relationship between planning and interviewing practices stronger for key interview components… Requiring specialist knowledge (Account) Relating to specific instructions (Engage and explain and Closure)
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Discussion Proforma Plans Development of a more balanced proforma
Emphasis where relationship between planning and interviewing practices evident Plans Training regarding how to use plans during interviews Strategic plans may be set for a period of time with regular reviews Intermittent assessments of the utility of plans are common Recruits should feel comfortable assessing their plans during interviews in order to ascertain their progress Effectiveness of planning diminished if recruits do not consult their plans during interviews
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Email j.tudorowen@ecu.edu.au
‘Written plans and self-evaluations in investigative interviews with witnesses’ Available at The authors would like to thank the Western Australia Police Academy for its support during the development of this research and highlight that the views expressed are those of the authors and do not represent the policies or views of the Western Australia Police
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