Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The use of a guided peer review assessment for investigative interviewers of child witnesses

The use of a guided peer review assessment for investigative interviewers of child witnesses Investigative interviewers assess their colleagues' interviews (‘peer review’) as a necessary part of their practice, and for their self-development. Yet, there is little guidance around what the process involves and how they might do it. Research suggests that effective peer review is supported by using guidance material. The goal of the present work was to describe the use of such a guide by a group of professionals who regularly conduct investigative interviews with children, to share what was learned with other professionals seeking to create a formalized peer review process.Design/methodology/approachSixty US child witness interviewers completed a guided peer review assessment of an anonymous interview, as an assignment at the conclusion of an 18-hour training program that focused on developing their interviewing skills. They consented to the use of their learning data in research, and the research was approved by the university's research ethics board. Peer reviews were coded for the extent to which they used the guide to support their evaluations, and the overall quality of the review to assess the utility of the guide in supporting them to conduct effective assessments.FindingsIn general, the guide and instructions for providing feedback were moderately effective in supporting the peer assessments, but results suggested specific training in how to deliver peer review would be useful.Practical implicationsThrough this process, the authors identified components that would be helpful to further increase the efficacy of peer review.Originality/valueThe aim of this work was to spark a greater conversation among practitioners and academics about professionalizing the peer review process and aiding interviewers to develop peer review tools that would support their continued growth. The authors conclude with five key tips for professionals that stem from the experiences creating and evaluating the guide in combination with existing literature and three areas for future investigation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Forensic Practice Emerald Publishing

The use of a guided peer review assessment for investigative interviewers of child witnesses

Download PDF
17 pages

Loading next page...
 
/lp/emerald-publishing/the-use-of-a-guided-peer-review-assessment-for-investigative-J0lOTdVMq2
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2050-8794
DOI
10.1108/jfp-07-2021-0040
Publisher site
See Article on Publisher Site

Abstract

Investigative interviewers assess their colleagues' interviews (‘peer review’) as a necessary part of their practice, and for their self-development. Yet, there is little guidance around what the process involves and how they might do it. Research suggests that effective peer review is supported by using guidance material. The goal of the present work was to describe the use of such a guide by a group of professionals who regularly conduct investigative interviews with children, to share what was learned with other professionals seeking to create a formalized peer review process.Design/methodology/approachSixty US child witness interviewers completed a guided peer review assessment of an anonymous interview, as an assignment at the conclusion of an 18-hour training program that focused on developing their interviewing skills. They consented to the use of their learning data in research, and the research was approved by the university's research ethics board. Peer reviews were coded for the extent to which they used the guide to support their evaluations, and the overall quality of the review to assess the utility of the guide in supporting them to conduct effective assessments.FindingsIn general, the guide and instructions for providing feedback were moderately effective in supporting the peer assessments, but results suggested specific training in how to deliver peer review would be useful.Practical implicationsThrough this process, the authors identified components that would be helpful to further increase the efficacy of peer review.Originality/valueThe aim of this work was to spark a greater conversation among practitioners and academics about professionalizing the peer review process and aiding interviewers to develop peer review tools that would support their continued growth. The authors conclude with five key tips for professionals that stem from the experiences creating and evaluating the guide in combination with existing literature and three areas for future investigation.

Journal

Journal of Forensic Practice – Emerald Publishing

Published: Feb 1, 2022

Keywords: Collaboration; Assessment; Adult learning; Peer review; Training; Guide; Forensic interview; Investigative interview

References

  • The productivity of wh-prompts in child forensic interviews
    Ahern, E.C.; Andrews, S.J.; Stolzenberg, S.N.; Lyon, T.D.
  • Evaluation of a comprehensive interactive training system for investigative interviewers of children
    Benson, M.S.; Powell, M.B.
  • Peer learning and assessment
    Boud, D.; Cohen, R.; Sampson, J.
  • Aligning assessment with long-term learning
    Boud, D.; Falchikov, N.
  • An overview of best practice investigative interviewing of child witnesses of sexual assault’
    Brubacher, S.P.; Benson, M.S.; Powell, M.B.; Goodman-Delahunty, J.; Westera, N.; Bryce, I.; Petherick, W.W.
  • Effects of practicing episodic versus scripted recall on children’s subsequent narratives of a repeated event
    Brubacher, S.P.; Roberts, K.P.; Powell, M.B.
  • The investigative interviewing of children and other vulnerable witnesses: psychological research and working/professional practice
    Bull, R.
  • Cognitive apprenticeship: making thinking visible
    Collins, A.; Brown, J.S.; Holum, A.
  • A test of three refresher modalities on child forensic interviewers’ post-training performance
    Cyr, M.; Dion, J.; Gendron, A.; Powell, M.; Brubacher, S.P.
  • The place of peers in learning and, assessment
    Falchikov, N.; Boud, D.; Falchikov, N.
  • An examination of the association between interviewer question type and story-grammar detail in child witness interviews about abuse
    Feltis, B.B.; Powell, M.B.; Snow, P.C.; Hughes-Scholes, C.H.
  • An expectancy theory motivation approach to peer assessment
    Friedman, B.A.; Cox, P.L.; Maher, L.E.
  • Nursing peer review: principles and practice
    Haag-Heitman, B.; George, V.
  • Best practice recommendations still fail to result in action: a national 10‐year follow‐up study of investigative interviews in CSA cases
    Johnson, M.; Magnussen, S.; Thoresen, C.; Lønnum, K.; Burrell, L.V.; Melinder, A.
  • Can we teach critical thinking?
    Kaminske, A.N.
  • The effects of feedback interventions on performance: a historical review, a Meta-analysis, and a preliminary feedback intervention theory
    Kluger, A.N.; DeNisi, A.
  • The NICHD protocol: a review of an internationally-used evidence-based tool for child forensic interviews
    La Rooy, D.; Brubacher, S.P.; Aromaki-Stratos, A.; Cyr, M.; Hershkowitz, I.; Korkman, J.; Lamb, M.E.
  • Training nursing students' communication skills with online video peer assessment
    Lai, C.Y.
  • Difficulties translating research on forensic interview practices to practitioners: finding water, leading horses, but can we get them to drink?
    Lamb, M.E.
  • Age differences in young children's responses to open-ended invitations in the course of forensic interviews
    Lamb, M.E.; Sternberg, K.J.; Orbach, Y.; Esplin, P.W.; Stewart, H.; Mitchell, S.
  • Testing the effectiveness of a blended vulnerable witness training for forensic interviewers
    Lawrie, M.; Brubacher, S.P.; Earhart, B.; Powell, M.B.; Steele, L.C.; Boud, D.
  • Web-based peer review: the learner as both adapter and reviewer
    Liu, E.Z.F.; Lin, S.S.; Chiu, C.H.; Yuan, S.M.
  • Child interviewing practices in Canada: a box score from field observations
    Luther, K.; Snook, B.; Barron, T.; Lamb, M.E.
  • Ten step investigative interview, version 2
    Lyon, T.
  • National children’s advocacy center’s child forensic interview structure
  • Assessing the quality of child investigative interviewing in The Netherlands
    Otgaar, H.; La Rooy, D.; Horselenberg, R.; Hershkowitz, I.; de Ruiter, C.; Blezer, L.; Kollau, R.
  • An overview of current initiatives to improve child witness interviews about sexual abuse
    Powell, M.B.
  • The origin, experimental basis, and application of the standard interview method (SIM): an information-gathering framework
    Powell, M.B.; Brubacher, S.P.
  • Guide to questioning children during the free-narrative phase of an investigative interview
    Powell, M.B.; Snow, P.C.
  • Putting a social‐constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review
    Price, M.; O’Donovan, B.; Rust, C.
  • Self‐reported current practices in child forensic interviewing: training, tools, and pre‐interview preparation
    Rivard, J.R.; Schreiber Compo, N.
  • Nursing peer review in an online course
    Schubert, C.; Momeyer, M.A.; Tornwall, J.
  • Repeated self-and peer-review leads to continuous improvement in child interviewing performance
    Stolzenberg, S.N.; Lyon, T.D.
  • Peer assessment practices in nurse education: an integrative review
    Tornwall, J.
  • Assessing the effectiveness of a training program for interviewing child witnesses
    Warren, A.R.; Woodall, C.E.; Thomas, M.; Nunno, M.; Keeney, J.M.; Larson, S.M.; Stadfeld, J.A.
  • Examining forensic interviewers’ perceptions of practice-focused supervision
    Wolfman, M.; Brown, D.; Jose, P.
  • Understanding and addressing challenges faced by forensic interviewers in their work with children, unpublished
    Wolfman, M.
  • Child forensic interviewing: best practices
    Newlin, C.; Steele, L.C.; Chamberlin, A.; Anderson, J.; Kenniston, J.; Russell, A.; Vaughan-Eden, V.