Working with Victims Effective questioning and interviews Disclaimer

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Working with Victims Effective questioning and interviews

Working with Victims Effective questioning and interviews

Disclaimer • The information provided in this presentation is designed for educational purposes only

Disclaimer • The information provided in this presentation is designed for educational purposes only • Completion of this presentation does not prepare the viewer to work with victims of human trafficking without further training • In the event that human trafficking is suspected, contact the National Hotline at 888 -3737 -888 (c) 2015 LACAT 2

Building trust • Victims of abuse, exploitation and human trafficking are conditioned to secrecy

Building trust • Victims of abuse, exploitation and human trafficking are conditioned to secrecy and mistrust • This mistrust is often compounded by the circumstances in which you find yourselves (as professionals) entering the scene • Your job is to provide stability and peace to an otherwise chaotic situation (c) 2015 LACAT 3

Choosing the setting • Within reason, allow the victim to choose meeting time and

Choosing the setting • Within reason, allow the victim to choose meeting time and place • Ask the victim if they need to walk around and check the room or building before they sit down • Allow the victim to choose where he/she sits • Remember that many of these people have not been allowed to make decisions for a long time…they may need your help • Would you like to sit here by the door or over there by the desk? • Let them know what you’re going to do before you do it, especially if it involves moving towards them or touching them • It is highly advised that you do not touch them without receiving permission first • Don’t ask as you’re moving; ask before you move (c) 2015 LACAT 4

Order and pace • Asking the right questions is important, but it’s just as

Order and pace • Asking the right questions is important, but it’s just as important to ask them in the right order • Start with basic, non-threatening questions and then intermingle open-ended questions sporadically • Allow the question period to build to a conversation • Strategically position loaded questions with random questions • Don’t ask the big questions upfront, as you will likely get shut down before you get started (c) 2015 LACAT 5

Untangling the web • Until you gain a victim’s trust, they are unlikely to

Untangling the web • Until you gain a victim’s trust, they are unlikely to tell you anything other than the story their handler has instructed them to use • If their story is fabricated, there will be few details and timelines may be fuzzy • Lies are harder to recall when they’re out of order, so have them tell you the story again but in reverse • Give them enough time to let them know you care about them • Treat them like victims, not suspects (c) 2015 LACAT 6

Getting unstuck • If a victim gets stuck on a question, give them time

Getting unstuck • If a victim gets stuck on a question, give them time to answer • If they cannot answer, change not only the question but also the type of question • For example, if they got stuck on an open-ended question, switch to a multiple choice question. If they’re still stuck, switch to yes/no question • Allow them to be successful in the interview • Give them time, patience and grace (c) 2015 LACAT 7

What not to say • Avoid questions that can be answered with a single

What not to say • Avoid questions that can be answered with a single word or through nonverbal cues (nods or shrugs) • Are you okay? • Avoid questions that suggest the answer • You’re not being abused by anyone, are you? • Avoid questions that may overwhelm or confuse the victim • What’s wrong with you? (c) 2015 LACAT 8

Language and terms • Do not use language that may be confusing to the

Language and terms • Do not use language that may be confusing to the victim • Listen like a student, not like a teacher • Recognize that much of the language we use as professionals does not easily translate to children • For example, asking a child if they’ve been abused assumes that you and the child define abuse in the same manner. What you define as sexual abuse, they may well define as love. Remember that definitions are not universal (c) 2015 LACAT 9

Pace and reassurance • Use open ended, non-threatening questions • Allow the victim to

Pace and reassurance • Use open ended, non-threatening questions • Allow the victim to help direct the conversation • When dealing with heavy information, talk about it a little while, switch to a safer topic, and then revisit when the victim is ready to proceed again • Let the victim know that you’re not afraid of whatever s/he has to tell you • Continually read the body language of the victim; give them a break whenever they need one (c) 2015 LACAT 10

What they can’t say • Depending on the extent of abuse, victims may require

What they can’t say • Depending on the extent of abuse, victims may require help in asking for things • Some victims will not recognize their own needs. By taking on the need yourself, you allow them to get what they desire • I’m a little thirsty, would you like a drink too? • Many victims will not move without permission, so offer them things without them having to ask • Would you like to take a break or use the restroom? (c) 2015 LACAT 11

Their world • Unless you have experienced what they have gone through, do not

Their world • Unless you have experienced what they have gone through, do not insult them by saying that you understand • Recognize that their context for the world may be very different than yours, but it is still their reality • Find out what makes the victim feel safe and what makes them feel unsafe • Be honest and teachable. If you don’t understand what they’re telling you, ask them to tell you again • Don’t use language from The Life unless you really know what you’re saying • Respect the victim at all times…it will be a deciding factor in whether or not they will talk to you (c) 2015 LACAT 12

Respect • On the street, one of the only things that matters is respect.

Respect • On the street, one of the only things that matters is respect. People will live by, and die for, a code of honor that is difficult for outsiders to understand • Don’t be a rat • Protect your pimp • Don’t let anybody disrespect you • Threats and bullying seldom work. Victims already live in hell…they have nothing to lose • Don’t make promises you can’t keep…surprise them by keeping your word (c) 2015 LACAT 13

Working with young children • Position them in a place of power • Whenever

Working with young children • Position them in a place of power • Whenever possible, sit below their eye level…this gives them a sense of safety • Have another safe adult in the room with you, but position them away from the child and out of their line of sight • This protects everyone involved • Provide age-appropriate tools (art supplies, toys, etc. ) to help them tell their story (c) 2015 LACAT 14

Questions for young children • Tell me about your family… • Follow up: What

Questions for young children • Tell me about your family… • Follow up: What is your house like? • What’s your favorite part of the day? • Follow up: What’s your least favorite part? • Who lives at your house? • Follow up: Does anyone else stay there? • What do you think is nice or fun? • Follow up: What do you think is nasty or gross? • Does anyone make you do things that make you feel sad or bad? • Do you have anyone that you talk to about things that scare you? Who? • Do you feel better when you talk about things? (c) 2015 LACAT 15

Working with older children • Be aware of what they have and what they’re

Working with older children • Be aware of what they have and what they’re wearing…and whether its different from the last time you saw them • Watch for new items (clothes, tennis shoes, name-brand purses, etc. ) • Ask about their cell phones…where they got it, what kind it is, how many they have, etc. • Find as many support systems for them as you can • Peer tutoring, school sports, family counselors, etc. • Recognize that they may believe that their handler is their boyfriend (c) 2015 LACAT 16

Questions for older children • Tell me about where you stay • Do you

Questions for older children • Tell me about where you stay • Do you like living there? • Do you have to do anything you don’t like to do to stay there? • Who else stays there or comes by? • Is that good or bad? How come? • Do you have a boyfriend? • Tell me about him • What kind of things do you do together? • What’s your favorite thing? Least favorite? (c) 2015 LACAT 17

Older children cont. • Who else do you hang out with? • Do you

Older children cont. • Who else do you hang out with? • Do you have a best friend? What’s her name? • What do you guys do when you hang out? • Does (best friend’s name) like (boyfriend’s name)? • How come? • What do you want to do when you finish school? • What do you think you need to do to make that happen? (c) 2015 LACAT 18

Questions about boyfriend • • How did you meet your boyfriend? What’s he like?

Questions about boyfriend • • How did you meet your boyfriend? What’s he like? Is he the same age as you? How long have you been dating? What do you do for fun? What’s your favorite thing about Boyfriend? What’s your least favorite thing? Has he ever asked you do something you didn’t want to do? What happened? Do you like being his girlfriend? How come? Has he ever hurt you? Has he ever let his friends hurt you? Could you stop dating him if you wanted to? What would happen? (c) 2015 LACAT 19

In closing… • Thank them for their courage • Give them a way to

In closing… • Thank them for their courage • Give them a way to contact you if they want to talk again • email address or office phone; not home or cell phones • Let them know that you believe them…and that you believe in them • Let them know what they can expect next • you will be talking to authorities, gathering more info, etc. • Thank them again and let them know they are helping others through their willingness to come forward (c) 2015 LACAT 20