1. Interviewing Adolescents A Police Perspective

2. What Research Tells Us

3. NSPCC ‘No one noticed no one heard’ 2013 Key Barriers to not disclosing
No one to turn to
Lived in families with multiple problems, such as substance misuse / mental health / disability
Suffering abuse from a number of perpetrators
For many abuse started when they were very young so didn’t realise it was wrong
They were threatened or intimidated by the perpetrator to keep silent (keep a secret)
Felt ashamed / embarrassed or were afraid of being stigmatised or accused of lying

4. What was important to them when they disclosed
How professionals communicated with young people was key
Using age and developmentally appropriate words and communication styles
Providing a safe place to talk
Informing the young person of the actions they were going to take and progress of the investigation
Other key features were:-
Felt believed
Being provided emotional support
Someone taking notice when things were not right

5. Further Research from ‘European Union Agency for Fundamental Rights’ Dr Sarah Krahenbuhl (Research Lead) & Gill Darvill (registered Intermediary)
Asked about their experiences in relation to their rights and judicial practices in the UK
Right to be heard
Right to be informed
Right to protection and safety
Assessment of child friendliness
Non-discrimination
Best interest of the child
And there is more research that has been commissioned by the Childrens Commissioner in England which is due to be published in October this year relating to victims of CSE 5

6. Right to be heard Should be empowered
Not all Police Officers understand how children and young people feel
It all takes so long
Special Measures – might not be ‘right’ for an individual
Behaviour of legal professionals
On their police interviews, comments ranged between having been told by one 'lovely' officer not to be embarrassed, and being expected to report intimate sexual details to male interviewers who appeared not to grasp just how embarrassed the child was. 6

7. What do Police need to consider

8. Rapport is essential
Feeling Safe
Time and location of Interview
Compliance with the Victims Charter
Length of interviews is key
‘Written Statement’ v ‘Visually recorded interview’
Investigator to understand cognitive ability, impact of trauma, the psychological impact of exploitation
Understand their ‘language’

9. Get to know the young person
How do they wish to be addressed
Male or female interviewer
Check how they are feeling
Offer intermediary or supporter
Anticipate set backs

10. Factors that impact Attachment to the abuser Self esteem Self blame
Self identity
Sexual identity
Peer engagement
Emotional regulation

11. Accept the account may have discrepancies
Could be due to misunderstandings confusion, immaturity rather than malicious motivation
Investigators must have an awareness of the issues
Not to be judgmental
Follow the adolescents lead
Don’t take the young person behaviour personally
Communicate Empathy
A common mistake is assuming that the interviewers good intentions will get things off to a positive start with the teenager. Being a friendly person with an interest in what the young person has to say does not guarantee a successful interview. Not because they are being difficult, although unresponsiveness to a friendly interviewer is frequently misinterpreted as a lack o f co-operation.
Successful interviewing requires EMPATHY being able to stand in the shoes of the teenager. To be empathic, the interviewer has to tune out reactions to the adolescents presentation and behaviour.
Simple comments such as “that must have been frustrating” validate the young persons struggles and communicate empathy

12. Questioning
Focused, specific questions only provide answers to those questions asked, without a context
so instead ask
“Tell me about that….”
“Tell me everything…..”
“Then what happened? ”what Happened next?”
Using the more open approach gives context without sending a message to the adolescent that you are seeking certain information
Tell me everything – (I wasn’t there, I want to hear what you think and feel about what happened)
This open approach allows that free narrative from the child and shows an interest in what they have to say
Open questions allows the young person to freely report, minimising use of externally derived or leading questions
It may not give everything you need in the first question but allows for more focused later on
Provides spontaneous, unsolicited information
Spontaneous information that can often be corroborated and helps to evaluate witness credibility

13. ‘Young people’s competence and confidence in telling is reliant on the interviewers competence and ability to listen and respond appropriately’
What often happens is interviewers will say –’The child didn’t disclose’ or ‘the child dint say anything? When actually the responsibility is with the adult/ interviewer for perhaps providing the environment or asking the right questions, failure to plan etc.
Or the interviewer did not respond appropriately or listen to the young person