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An Investigation of the Question-Types Teachers Use to Elicit Information From Children

Published online by Cambridge University Press:  08 July 2014

Sonja P. Brubacher Open the ORCID record for Sonja P. Brubacher [Opens in a new window] ,
Martine Powell ,
Helen Skouteris  and
Belinda Guadagno
Sonja P. Brubacher
Affiliation:
Department of Psychology, Central Michigan University, Mount Pleasant, Michigan, USA
Martine Powell*
Affiliation:
School of Psychology, Deakin University, Melbourne, Victoria, Australia
Helen Skouteris
Affiliation:
School of Psychology, Deakin University, Melbourne, Victoria, Australia
Belinda Guadagno
Affiliation:
School of Psychology, Deakin University, Melbourne, Victoria, Australia
*
Address for correspondence: Martine Powell, School of Psychology, Deakin University, 221 Burwood Highway, Burwood VIC 3125, Australia. Email: martine.powell@deakin.edu.au
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Abstract

Background: Teachers are required to report suspected child abuse in many parts of the world, but there is a paucity of research characterising how they question children about wrongdoing. Aims: Because children often speak to multiple people before arriving at a forensic interview it is critical to understand how untrained teachers question children. Sample and Methods: Teachers (n = 47) completed a mock interview, written quiz, and rated their expected performance. Results: In both the interview and quiz, teachers asked few open and many leading questions. Yet, they asked proportionally more open and fewer leading questions on the quiz than during the interview, demonstrating an implicit awareness of good questioning. Holding a higher education level degree was associated with asking fewer questions overall, and fewer leading questions, during the mock interview. Higher perceptions of performance after the mock interview were associated with having asked more open and more specific questions. Conclusions: Overall, teachers asked fewer open questions than desired but also demonstrated some awareness of good interviewing skill. We review the teachers’ performance by highlighting the positive aspects of their interviewing skills, identifying areas for improvement, and making suggestions for enhancing teachers’ abilities to question children about wrongdoing.

Keywords

communicationquestion-stylesmandated reportingmaltreatmentidentificationelementary school
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 31 , Issue 2 , December 2014 , pp. 125 - 140
Copyright
Copyright © Australian Psychological Society Ltd 2014 

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