The document provides guidance on interviewing children regarding potential abuse or neglect. It discusses typical signs of different types of abuse and neglect, basic interview techniques, and dos and don'ts for interviews. Some key points include building rapport with children, using indirect questions if the issue is hidden, getting collateral information from others to corroborate the child's statements, and focusing on "what" questions rather than "why" questions which children may struggle with.

1. Child Abuse &
Neglect
Interviewing
Greg Mason MSW
Shanghai Community International
School- Pudong

2. What Will We Learn
The basics of abuse and neglect
How to make a child comfortable
How to ask without asking
What works and what doesn’t

3. What is going on with
that child?
Something physical or mental change?
New student and we don’t know enough?
Assignments full of content that worries us?
Parents asking for help, fearful, or
conflicting stories?

4. Typical signs (culture
alert!)
Warning signs of emotional abuse in children
•
Excessively withdrawn, fearful, or anxious about doing something wrong.
•
Shows extremes in behavior (extremely compliant or extremely demanding; extremely
passive or extremely aggressive).
•
Doesn’t seem to be attached to the parent or caregiver.
•
Acts either inappropriately adult (taking care of other children) or inappropriately infantile
(rocking, thumb-sucking, tantruming).
Warning signs of physical abuse in children
•
Frequent injuries or unexplained bruises, welts, or cuts.
•
Is always watchful and “on alert,” as if waiting for something bad to happen.
Injuries appear to have a pattern such as marks from a hand or belt.
•
Shies away from touch, flinches at sudden movements, or seems afraid to go home.
•
Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.

5. Signs Continued
Warning signs of neglect in children
•
•
•
•
•
Clothes are ill-fitting, filthy, or inappropriate for the weather.
Hygiene is consistently bad (unbathed, matted and unwashed hair, noticeable body odor).
Untreated illnesses and physical injuries.
Is frequently unsupervised or left alone or allowed to play in unsafe situations and environments.
Is frequently late or missing from school.
Warning signs of sexual abuse in children
• Trouble walking or sitting.
Displays knowledge or interest in sexual acts inappropriate to his or her age, or even seductive
behavior.
• Makes strong efforts to avoid a specific person, without an obvious reason.
• Doesn’t want to change clothes in front of others or participate in physical activities.
• An STD or pregnancy, especially under the age of 14.
• Runs away from home.

6. What the experts
say shows that young children are
Research
the most open to interview influence, but
adults and teens are not different in their
abilities to recall information..we all forget
the details.
Taping/recording an interview gives more
feedback and fact recall then verbatim note
taking. If verbal consent is given by the
child, go for it. Let the parent know as soon
as possible.

7. Basic Interview
Technique
Use what you have, but don’t get ambitious.
You are not trying to prove anything. We are
Oprah, not Dr. Phil. If you heard something,
fact check. Don’t add details or push the
interviewee. Say “I was told...why would
they think that” Not “I was told...is that
true?” or “I hear this goes on..when did it
start?” Let the unknowns come from the
interviewee.

8. Front Door or Back
Do you get the point or
Door?totoget the facts?use multiple
questions
Personal
preference and the evidence will dictate the
method. If you can see it, you can ask
about it. If it is hidden, and you know it, you
can ask about it. If you don’t know, or it
can’t be seen, you might use indirect
methods. Our job and rapport can be an
asset. “I have to ask” “I might be able to
help out” “This is a safe place”. We want to
know facts, but we might not need a direct

9. Make Your Job
Become a
person. Build
Easiertrusted your students by being
relationships with
around and letting them know you care
Build a relationship with parents by
communicating what you can help with (be
pro-active). Give them the resources to help
themselves before things become
problematic
When interviewing, do not forget to build
rapport and warm up your interviewee

10. Culture Counts
Don’t be surprised if your interviewee stays
silent. When you are probing for information
and you have a culture that isn’t into
sharing things outside the family, don’t
exert yourself with western “you want to talk
to me” counseling techniques. You are
better served acknowledging individual
family culture, then using some “How would
you help a child that had this going on?”
“What would you want someone to do for
you and your family?”

11. Investigation
do/don’t introduce yourself if you
Initial meeting-
don’t know them already. (Young child) tell
them that your job is to help children and
parents be good to each other and to make
sure people are safe and happy at home.
Ask about their clothes or what they like to
do for fun, take a minute to get them talking
about themselves.
Have a list of questions you know you need
to ask in front of you. If you have to record,

12. Do/Don’t
Don’t get ahead of yourself. Let the
conversation happen naturally. Order your
questions to build upon one another, make
sure that you don’t scare your interviewee
away
Make sure the child is capable of having a
useful conversation. Be aware of any
disability that might make talking and fact
checking difficult, adapt. Ask questions
about the day, timing, things that happened
yesterday to see if the child has good
recollection skills

13. Do/Don’t
What is good, why is not. Children can not
always answer why, and they might make
up reasons if they think you want one.
Asking “what” is easier to answer for a
child. “What happens when you get in
trouble?” “Why were you in trouble?”As a
counselor we might want to know why, but
when interviewing for neglect/abuse, why
doesn’t matter.

14. Do/Don’t
If it’s abuse you seek, find out how. If it’s
neglect you seek, find out how little. “When
you got that mark, who was there?” “What
did that” “Tell me about your day after
school, who lives with you, do you see
them before bed?” What things do you eat
for breakfast/dinner” Who watches you?

15. Before You Confront
Don’t take the child’s word alone. Do like an
investigator and get collateral contacts.
Teachers, after school activity folks, tutors,
neighbors. If you can get a broad
perspective of the family dynamics.

16. Test yourself with
feedback
http://www.hownottotalk.com/abuse/index.h
tml
This website has an interviewing game that
plays like a choose your own adventure,
allowing you to flow through possible
questions and answers in a role play with
feedback for choices...

17. How the role play
looks