Day 3 Introduction Session outline Day 2 recap

Day 3 Introduction

Session outline • Day 2 recap activity • Day 3 objectives • Communication content • Case study analysis

Day 2 Recap activity • Sit at different tables from yesterday • Table groups of 4 -5 participants each • You will be assigned 3 or 4 letters of the alphabet • Brainstorm words that represent yesterday – can be a topic we covered, an approach used, or way it made you feel – words must start with letters you’re assigned

Recap Day 2 objectives • Agree context specific case studies • Participants can name all 3 of the CCS key issues & the 7 guiding principles • Participants can name 9 best practice guidelines for communication with CS • Participants can name 3 techniques for communicating with child survivors

Day 3 objectives • Participants… • …know essential components of child survivor interviews • …receive constructive feedback on their own communication style • …can give examples of suitable responses to challenging reactions • …can name the seven stages of the case management process

Communication content & case studies

Communication content

Healing statements EVERYONE should say to children I believe you It’s not your fault I am sorry this happened to you You can ask me anything you want Other children have also gone through this, you are not alone You have been very brave to have told your mother / father / friend / to be talking to me about what happened

Opening the discussion • To get the child to tell you what happened in her / his words and at their own pace. • Begin by asking the child some simple questions about him or her. • Use open-ended prompts - Example: “Maybe you could tell me a little bit about what happened? ” - Instead of “have you been sexually abused?

Sample Script 1: Introduction: Explaining purpose “ Today I want to ask you some questions about what happened. The reason I need this information is so I can understand know how to help you. I know this might be scary. We don’t have to discuss everything today; we can take it step by step. And you can decide to stop at anytime. I want to help you as much as I can…”

Sample Script 2: Introduction: Explaining confidentiality “My job is to help you & make sure that you are not hurt again. If I hear something that I am worried about, I may need to talk to another person or agency to make sure that you get the help you need. But I will talk to you about this first, is that okay? ”

Content: Dos… • Give verbal and non-verbal encouragement to talk: - “Yes, go on…” “It takes courage to tell me, well done” Nod • Be patient – allow the child to tell their story at her / his own pace, when and if s/he chooses

Content: Dos… • Gently explore the story: “Could you tell me more about that? ” • Let the child express his / her feelings - let her/ him talk, cry, feel sad • Reassure them that this was not their fault, their feelings are normal, & they are not alone

Content: Do nots… • Do not… Push her/him to tell you more than s/he is comfortable telling • Do not… Blame her / him, stay silent, or tell her/him that their reactions are not normal • Do not… Tell her / him to stop crying or stop being angry. Do not tell her / him how to feel • Do not… Tell the child s/he is lying or making up stories

Energizer

Sample script 3: We can stop at any time • “It can be scary to tell the story of what happened” • “If you start to feel funny in your body or scared, we can stop talking, or take a break” • “Maybe you want to have a hand signal that shows me if you want to stop” (If the child cannot think of one suggest putting his / her hand up)

Ending an interview • Explain what the next steps will be to help the child • Make a safety plan with the child and his/her caregiver if appropriate. Remember that a child is often at greatest risk when s/he attempts to seek out support and services • Thank the child. Give an encouragement, “you were really brave for sharing your story with me today”

After the initial interview… • After the child shares her/ his story with you, you can go back and clarify specific points that you are unclear about with regards to her/his experience • Use open-ended, follow-up questions • Explain that asking questions/clarifying does not mean that you doubt the child’s story

Examples of clarifying statements • “I’m not sure that I understand, could you explain this…? ” • “Could you tell me more about…? ” • Paraphrase / repeat content: “So, to make sure I understand correctly, the last time this happened to you was xx days ago, is that correct?

Communication case study activity

Case study analysis • Break into your case study groups • Review your case study & answer the questions in “Case Study Communication Analysis Grid” (10 mins) • Exchange case studies with another group & review the new case study answering the same 4 question (15 mins)

Guidance by age & stage of development

Guidelines for interviewing infants/preschool - 0 -5 y. o. • Limited verbal communication skills, unable to make any disclosures about abuse • Children in this age range should NOT be interviewed directly about their abuse • Non offending parents/caregivers should be primary sources of information about child & suspected abuse Non-offending parents/ carers primary source of information

Guidelines for interviewing children 6 -12 years old • Can be directly interviewed • Short interview – 30 mins • Use toys / art about sexual abuse • Details should also come from trusted sources in child’s life • Caregivers/parents or someone the child trusts can be in the interview if child requests • Use of toys, art work, and other materials very useful with this age group

Guidelines for interviewing early & late adolescents, 13 -18 y. o. • Children in this age range can be interviewed directly • Caregivers/parents or someone the child trusts can be involved in the interview as long as the child requests and the adult is not a suspected abuser Longer interview – 45 min – 1 hr is possible

Children with disabilities • DO NOT assume all children with Caregiver can advise on how best to communicate with individual child disabilities cannot communicate or communicate differently from other children • Communication depends on form of disability • Caregiver can advise on HOW to communicate

Children with disabilities, continued • Communicate care & comfort to Insert photo May not always be possible to carry out verbal interview the child using verbal and nonverbal communication techniques e. g. , smile • Use dolls, toys & other art materials to allow the child to communicate freely when necessary • Identify and obtain further information from child’s caregiver

Key points

Key points • Ensure the content of what you say reflects the CCS attitudes & principles of communication • Children have individual communication & support needs. Decide on approach to communication on case-by-case basis • Ask child how & with whom they feel most comfortable communicating • See CCS Guidelines Healing statements p. 63; Introductions, p. 66; Child friendly phrases p. 68 -69; Sample script, p. 97