Browsing Psychology by Authors
No evidence against Sketch Reinstatement of Context, Verbal Labels or the use of Registered Intermediaries for children with Autism Spectrum Disorder: Response to Henry et al. (2017)Dando, Coral J.; Ormerod, Thomas C.; Cooper, Penny; Marchant, Ruth; Mattison, Michelle L. A.; Milne, Rebecca; Bull, Ray; University of Westminster; University of Sussex; City, University of London; Triangle Services; University of Chester; University of Portsmouth; University of Derby (Springer Verlag, 2018-02-13)Recently, Henry et al. (2017) found no evidence for the use of Verbal labels, Sketch Reinstatement of Context and Registered Intermediaries by forensic practitioners when interviewing children with a diagnosis of Autism Spectrum Disorder. We consider their claims, noting the limited ecological validity of the experimental paradigm, the impacts of repeated interviewing where retrieval support is not provided at first retrieval, question the interviewer/intermediary training and their population relevant experience, and comment on the suppression of population variances. We submit that rejecting these techniques on the basis of this study is completely unwarranted and potentially damaging, particularly if used in legal proceedings to undermine the value of testimony from children with ASD, who continually struggle to gain access to justice.
One step forward and two steps back? The ‘20 Principles’ for questioning vulnerable witnesses and the lack of an evidence-based approach.Cooper, Penny; Dando, Coral J.; Ormerod, Thomas C.; Mattison, Michelle L. A.; Marchant, Ruth; Milne, Rebecca; Bull, Ray; Birkbeck University of London; University of Westminster; University of Sussex; University of Chester, Triangle, University of Portsmouth, University of Derby (SAGE Publications, 2018-08-19)It is a widely held belief that questioning vulnerable witnesses is a specialist skill. In England and Wales vulnerable witness advocacy training built around ‘20 Principles’ has been developed and is being delivered. The 20 Principles do not cite a tested theoretical framework(s) or empirical evidence in support. This paper considers whether the 20 Principles are underpinned by research evidence. It is submitted that advocacy training and the approach to questioning witnesses in the courtroom should take into account the already available research evidence. The authors make recommendations for revision of the training and for a wider review of the approach taken to the handling of witness evidence.