The Self‐Administered Witness Interview Tool (SAW‐IT): Enhancing witness recall of workplace incidents

Given the often crucial role of witness evidence in occupational health and safety investigation, statements should be obtained as soon as possible after an incident using best practice methods. The present research systematically tested the efficacy of a novel Self‐Administered Witness Interview Tool (SAW‐IT), an adapted version of the Self‐Administered Interview designed to elicit comprehensive information from witnesses to industrial events. The present study also examined the effect of schematic processing on witness recall. Results indicate that the SAW‐IT elicited significantly more correct details, as well as more precise information than a traditional incident report form. Contextual information about a worker's safety history biased the reports of participant witnesses, confirming that witnesses should be shielded from extraneous post‐event information prior to reporting. Importantly, these results demonstrate that the SAW‐IT can enhance the quality of witness reports.     

The corroboration requirement in child sex abuse cases

The sharp rise in reports of child abuse has led to efforts to protect children in family courts in child protective proceedings. Hearsay evidence of a child's prior statements may be admitted in child protective proceedings, but such evidence is legally insufficient to support an adjudication of abuse without corroborative evidence. Courts have admitted expert psychological, psychiatric or social work testimony about the child sex abuse syndrome as sufficient corroborative evidence. The testimony is called “validation” testimony. The scientific basis for such validation testimony in the absence of a disclosure by the child is very weak. Courts have also tended to accept the most minimal evidence as corroboration of the child's out-of-court statements, including other hearsay evidence. The socially valuable policy of protecting children by admitting weak evidence, such as validation testimony, or other hearsay, should be reviewed to ensure the evidence meets criteria of reliability in order to minimize erroneous determinations.     

Intrafamilial physical victimization and externalizing behavior problems: Who remain the ‘forgotten’ children?

Over the past few decades, researchers have documented positive associations between direct child maltreatment and exposure to interpersonal violence (including intimate partner violence, community violence, school violence, and media violence) and children's externalizing behavior problems. However, current family violence literature largely ignores the effects of child abuse on other children in the family. A handful of studies have focused on exposure to child abuse and documented the behavioral effects on siblings, and these studies lend support for broadening scholarship focused on this type of family violence. This article presents empirical research and theories that focus on the relationships between child physical abuse and exposure to intimate partner violence and children's externalizing behavior problems. Using this literature as a foundation, an argument is made for the need to focus on children's exposure to child physical abuse. This article presents information from the few studies that have focused on children who were exposed to the physical abuse of a sibling and offers theoretical frameworks, including social learning theory and psychological proximity, as a foundation for future research. The article concludes with a discussion of services that may be necessary for children who have been exposed to the physical abuse of a sibling, including services focused on safety and mental health.     

Not so far from home: How family characteristics predict child care quality

This study examined the relationship between family background and child care quality for 636 children enrolled in 120 day care centres in three states in the US with widely varying regulations for child care centre quality. Family characteristics accounted for a substantial portion of the variance in day care quality. Mother' attitudes towards child-rearing and parent' education were the most potent family-level predictors of quality. State child care policy variables were also strong predictors of quality. Findings also suggest that the influence of environment on children's development cannot be partitioned simply into family and out-of-home child care effects; rather, the child care environment is an extension of the family environment, with parents determining characteristics of both.     

The role of target gender and race in children's encoding of category‐neutral person information

Two studies are reported that examine whether children encode category‐neutral information about target persons with respect to gender and race categories. In Study 1, using a semi‐naturalistic adaptation of the ‘who said what?’ technique (Taylor, Fiske, Etcoff, & Ruderman, 1978), children of 5, 8 and 11 years were asked to recall peers' choices in a preference task. For all three age groups, significantly more within‐sex than between‐sex confusions were found, indicating that children had encoded neutral information about targets with respect to their sex. In Study 2, 5‐, 8‐ and 11‐year‐old children were presented with a conventional ‘who said what?’ task in which they were shown four photographs, two of black children and two of white children, along with 16 statements attributed to the target children (i.e. four statements to each child). Following this, 16 statement cards had to be assigned to photographs of the four target persons to indicate ‘who said what’. Across all age groups there were significantly more within‐ than between‐race confusions. The evidence from these two studies indicates that even for category‐neutral information, gender and race play an important role in children's initial encoding of others' behaviour.     

The development of metasuggestibility in children

One component of metasuggestibility is the understanding that a person's statements can influence another person's reports. The purpose of the present study was to examine the development of this understanding in school‐aged children. We produced a short video in which a boy makes a false allegation about being hit following an adult's suggestive interview. Children aged 6–13 years (N = 196) watched the video and answered open‐ended and forced‐choice questions about why the boy made a false allegation. The 6‐ and 7‐year‐olds performed poorly on all question types, whereas the 12‐ and 13‐year‐olds were at ceiling. There were developmental increases in metasuggestibility between 8 and 11 years. Our findings indicate that metasuggestibility undergoes prolonged development well into the school years. Implications for child witness training programs are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Exposure to Violence,Social Information Processing,and Problem Behavior in Preschool Children

Understanding the mechanisms by which early risk factors for social maladjustment contribute to disruptive behaviors in social settings is vital to developmental research and practice. A major risk factor for social maladjustment is early exposure to violence, which was examined in this short‐term longitudinal study in relation to social information processing (SIP) patterns and externalizing and internalizing behaviors in a sample of 256 preschool children. Data on exposure to violence were obtained via parent report, data on SIP were obtained via child interview, and data on child problem behavior were obtained via teacher report. Findings supported the hypothesis that, compared to children not exposed to violence, children reported to witness and/or experience violence are more likely to attribute hostile intent to peers, generate aggressive responses, and evaluate socially unaccepted responses (aggressive and inept) as socially suitable. The former were also found to exhibit higher levels of externalizing and internalizing behaviors. Finally, SIP mediated the link between exposure to violence and problem behavior thus supporting this study's general approach, which argues that the link between exposure to violence and children's problem behaviors are better understood within the context of their perceptions about social relationships. Aggr. Behav. 38:429‐441, 2012. © 2012 Wiley Periodicals, Inc.     

Maternal limit‐setting in toddlerhood: Socialization strategies for the development of self‐regulation

Early findings from the Prohibition Coding Scheme (PCS; Houck & LeCuyer, 1995; LeCuyer‐Maus & Houck, 2002; Medvin & Spieker, 1985) revealed that maternal limit‐setting styles with toddlers were differentially related to later child social competence, self‐concept, and delay of gratification. For this study, the PCS was revised to provide more information about the specific strategies mothers used during limit‐setting in relation to those outcomes. Results from the PCS‐Revised (PCS‐R; LeCuyer & Houck, 2004) included that the more time mothers spent actively distracting their toddlers away from a prohibited object during limit‐setting, as early as 12 months, the longer their children could delay gratification at age 5 years. Mothers who spent more time sensitively following and being engaged in their toddler's own interests (other than the prohibited object), again as early as 12 months, had more socially competent children with more developed self‐concepts at age 3 years. Maternal use of reasoning statements later in toddlerhood also related to higher levels of social competence. Maternal limits and prohibitions were not related to these outcomes, and appeared to contribute to the development of self‐regulation mainly by creating the opportunity for the use of other, less directive strategies. The findings indicate that these strategies may be important to include in intervention programs for the promotion of toddler and child development of self‐regulation.     

Factors influencing child witnesses

This study elucidates how professional intervention can influence children's abilities to report accurately about abuse experiences. Based on knowledge acquired through previous research and the present case study, the study shows how methods of information acquisition used during preliminary investigations can negatively affect child reports. The case study emanates from a larger study of 193 allegedly sexually abused children. Examination of these police interviews shows that 55 children were interviewed more than once and their reports were exposed to possible professional influences before and during the preliminary investigation. The case study reveals the inadequate management of a child witness. The findings indicate that police officers and psychologists should avoid suggestive interventions and co-ordinate their efforts during the preliminary investigation in order to safeguard the children's as well as the suspects' legal interests. This paper points out the need for implementing interview interventions that can enhance children's abilities to report accurately about abuse experiences.     

Enabled or disabled? Working parents of disabled children and the provision of child‐care

This research explores the reported experiences of working parents of disabled children with respect to formal and informal sources of child‐care, the need for which extends beyond the childhood years. Forty families with at least one disabled child, representing a variety of family structures and work situations, participated in semi‐structured interviews. The resultant data revealed an analytical axis of disabling and enabling features of child‐care. These are illustrated here with reference to the parents' accounts. Disabling barriers were physical, attitudinal or material. However, some features of either formal or informal care served to dismantle these barriers. Where formal child‐care was available, appropriate, flexible and accommodating to the needs of both the parents and the disabled child, the parents reported being able to combine working and caring roles successfully. However, where formal supports were inadequate or non‐existent, parents who could rely on the support of family and friends to supply emotional and instrumental assistance reported balance between work and caring roles. Whilst all parents need satisfactory child‐care in the early years, these parents' needs extend beyond the childhood years: the parents' accounts highlighted their complex and long‐term child‐care needs. Options for further research were proposed which would emphasize negotiation within families over time, or would focus on intersections of other parts of the work‐family‐community system. Copyright © 1999 John Wiley & Sons, Ltd.     

The Relation of Exposure to Traumatic Events and Longitudinal Mental Health Outcomes for Children Enrolled in Systems of Care: Results from a National System of Care Evaluation

This study examined the relation between children's history of exposure to potentially traumatic events (PTEs) and clinical and functional mental health trajectories over a 18‐month period among a national sample of youth referred for services in children's behavioral health systems of care (SOCs). Using data from the national evaluation of the Comprehensive Community Mental Health Services program for communities funded from 1997 to 2000, the study sample included 9556 children and their families. Latent growth modeling was used to assess the effect of history of exposure to PTEs on trajectories in a number of behavioral health outcomes during the 3‐year period following referral to services, controlling for child demographic characteristics (gender, race, and age). Results revealed that, on average, children in SOCs exhibited significant improvements over time on all four outcome measures. Children with a history of exposure to PTEs had higher rates of internalizing and externalizing problem behaviors and functional impairments and fewer behavioral and emotional strengths at baseline, but experienced improvements in these outcomes at the same rates as children without exposure to a traumatic event. Finally, child race, gender, and age also were associated with differences in behavioral health trajectories among service recipients. Implications for SOCs, including approaches to make them more trauma‐informed, are discussed.     

Maternal Emotional Distress,Abuse Risk,and Children's Symptoms: Child Gender as a Moderator of Parent Sensitivity as a Mediator

Mothers' distress is a correlate of their children's elevated behaviour problems and symptoms. Parenting practices have been shown to mediate these associations, but few studies have observed parenting or focused on parents at risk of child abuse. In this study of 269 high‐risk mothers and their young children (M = 4.2 years), structural equation modelling was used to test associations between mothers' distress and child externalizing and internalizing symptoms. Associations were expected to be partly indirect via mothers' observed low sensitivity, and child gender was expected to moderate associations. Also, mothers' child abuse risk was examined as a unique correlate of sensitivity and children's symptoms, and a moderator of associations of distress with sensitivity and symptoms. Associations showed a pattern of gender‐moderated mediation with the link between mothers' distress and internalizing mostly direct for boys, and equally direct and indirect via sensitivity for girls. The association of mothers' distress with externalizing was mostly direct for boys and girls. Mothers' child abuse risk was not uniquely associated with sensitivity or symptoms and did not moderate any associations. There were no differences in model paths between mothers referred from child welfare/mental health compared with other sources or self‐referred. Copyright © 2013 John Wiley & Sons, Ltd.     

Improving mother–child interaction in low‐income Turkish–Dutch families: A study of mechanisms mediating improvements resulting from participating in a home‐based preschool intervention program

This study examined whether the effects on cognitive and language outcomes of a recently developed home‐based educational intervention program, Opstap Opnieuw, for 4–6‐years‐old disadvantaged children could be explained by improved mother–child interaction. The present sample (n=30) was drawn from a larger sample of Turkish–Dutch families (n=181) for which in a previous study significant effects of Opstap Opnieuw were found on children's (first) language and cognitive pre‐math skill, 5 months after the program ended. The present study focused on two facets of interaction quality as possible mediators of these program effects: the mean cognitive distancing level of mothers' communication and instruction behaviour as an indicator of the cognitive and verbal stimulation provided, and the degree of cooperation as an indicator of mothers' social‐emotional support to their children. Both measures were based on systematic observation of mother–child interaction during sorting tasks. Participation in the program appeared to improve mothers' social‐emotional support behaviour substantially, but not their cognitive distancing behaviour. For Turkish (first language) vocabulary, about half of the program effect appeared to be mediated by the improved social‐emotional support. For cognitive pre‐mathematical skills, two‐thirds of the program effect appeared to be mediated by improved social‐emotional support. Mothers' cognitive distancing was moderately‐strongly related to children's vocabulary development, but did not mediate program effects. Some implications of the results are discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

Peer interaction in child care centres at 15 and 23 months: stability and links with children's socio-emotional adjustment

In this longitudinal study, 70 children were observed during 90 min of free play in their child care centres at 15 and 23 months of age. The children (39 boys and 31 girls) attended 51 different care groups in 39 centres. The occurrence and stability of peer interactions in the second year of life and their relations to children's socio-emotional adjustment were examined. The frequency of children's negative initiatives towards peers showed significant inter-individual stability from 15 to 23 months and predicted child aggressive/disruptive behaviour at 23 months as rated by professional caregivers in child care. Involvement in positive interactions with peers, and particularly positive responses to peer behaviours at 15 months, predicted well-being in child care at 23 months as rated by professional caregivers. The frequency of negative initiatives towards peers significantly increased and the frequency of positive responses to peer behaviours significantly decreased from 15 to 23 months.     

Father-infant interaction program: Preparation for parenthood

The role of the father in child care has been expanding in recent years. Today, the father assumes a more active interest in his wife's pregnancy and participates more in the care and nurturing of his children. Fathers are most comfortable and confident when they have direct exposure and experience with their infants from the time of the infants' birth. To be of greater assistance, preparation for parenthood courses can increase the information that they offer on the father's role with his children. These courses can provide opportunities for expectant fathers to meet separately from their wives to discuss and share concerns and feelings about parenthood. Fathers express very positive feelings about having opportunities to interact with their infants and to discuss concerns and feelings with other fathers.     

Maternal attributions and young children's conduct problems: a longitudinal study

The association between negative maternal attributions and child conduct problems is well established in correlational studies. However, little is known about how these variables influence each other over time. The present study examined patterns of prediction over time between maternal attributions and pre‐school conduct problems. Sixty mothers and their 3‐year‐old children with a range of levels of conduct problems were interviewed when the child was just 3, and then again when the child was just 4. Childhood conduct problems were assessed using the parental account of childhood symptoms and parental attributions were assessed using a modification of Walker's Parental Attribution Questionnaire. Results indicate that even as young as age 3, child conduct problems are associated with negative maternal attributions. In longitudinal analyses, children's conduct problems at age 3 predicted mothers' attributions at age 4, but mothers' attributions did not predict children's conduct problems over the same time period. The data are consistent with the notion that negative attributions may be a result, rather than a cause, of having a difficult‐to‐manage child. This has implications for current proposed mechanisms that link maternal attributions and child conduct problems, and thus for interventions for these problems. Copyright © 2006 John Wiley & Sons, Ltd.     

Inhibiting children's memory of an interactive event: the effectiveness of a cover‐up

Children are generally more susceptible than adults to suggestive interview techniques. Children's memories of an event can be altered and added to by presenting post‐event information (PEI). What is not known is whether embedding silence about a particular scene within the PEI makes that scene less likely to be reported. Children aged 5–6 years made cakes with an agent ‘Mrs Flour’. The following day they received PEI in which a target scene from the original event was omitted, resulting in children reporting the target scene significantly less often than did controls (control= 57% and omit= 23% correct responses). There was direct evidence from the children's language that the omission led to a detriment in memory for the original scene itself. Allowing children to draw during the interview did not reduce the effect. Implications are discussed in terms of child victims and witnesses particularly regarding child sexual abuse. Copyright © 2002 John Wiley & Sons, Ltd.     

Child care quality and Dutch 2‐ and 3‐year‐olds' socio‐emotional outcomes: Does the amount of care matter?

High amounts of early child care have sometimes been linked to higher levels of behaviour problems, while high‐quality child care has more often been related to fewer behaviour problems and more social competence. The current study investigated whether the level of centre emotional and behavioural support (child care quality) interacted with the amount of child care in predicting children's socio‐emotional behaviour. Participants were 417 children (mean age = 27 months) from 61 Dutch daycare centres. The amount of daycare ranged from 1 to 5 days per week (M = 2.3 days). Multi‐level analyses showed that, independent of the amount of daycare, high levels of centre emotional and behavioural support were related to more caregiver‐rated social competence 1 year later. In addition, children spending 3.5 days or more in highly supportive daycare centres showed the lowest levels of parent‐rated externalizing behaviour 1 year later. The findings emphasize (a) that the combined effects of the amount and quality of child care are important and (b) that high‐quality early child care is related to children's socio‐emotional development. Further policy, practice, and research implications are discussed.

Highlights

• We studied in a Dutch sample how the amount and quality of daycare interacted in relation to children's socio‐emotional outcomes.
• High levels of daycare quality were related to more teacher‐rated social competence.
• Children spending 3.5 days or more in highly supportive daycare centers showed less parent‐rated externalizing behavior.

     

Child Sexual Abuse

Summary

Children who are recent victims of sexual abuse may initially present to their primary care health provider. Often, the outward manifestations of sexual abuse are somatic complaints or nonspecific behavioral changes. Retrospective reports of adults suggest that about 20-30% of women were sexually abused as children, with figures for men ranging from 10-15%. Interview guidelines for children and adolescents emphasize the need for sensitivity to cognitive development and emotional issues while simultaneously being focused on eliciting specific behavioral data. The use of anatomically detailed dolls, in the context of a comprehensive assessment, is discussed. Health care providers are mandated reporters and must disclose suspected child sexual abuse to the state's child protective service department. Guidelines for reporting as well as addressing this issue with parents are discussed.