Forensic interview techniques’ for this coursework can include:
For suspects, the Reid Method, and the English PEACE method are likely to be the main interview techniques, but summarise them briefly. The main focus should be on studies that explore how effective they are, and their strengths and weaknesses. You can also include theories underpinning these methods, and touch on more recent research that can inform good interviewing practice. The focus can be on obtaining reliable confessions or on preventing false confessions. NB. There is a lot of research on detecting deception in suspects. However, as this topic was not covered in the lectures, please do not include these studies.
For child victims or witnesses you are likely to review interview methods such as Achieving Best Evidence and/or the NICHD protocol and the research that has contributed to their development and/or evaluated their effectiveness. Cognitive interview techniques may also be mentioned. The practical and theoretical backgrounds to these methods can be referred to. You may choose to contrast the above methods with cross-examination of child witnesses, but this is not essential.
It is acceptable to use one or two case studies to illustrate particular points, but this should be done briefly (while ensuring the reader can understand its relevance to the point you are making). Do not be tempted to base your essay largely around case studies as this will not get you a good mark.
Guidelines on format and general tips.
Your essay should include an introductory paragraph that states the key issues concisely with appropriate references. You may decide to include appropriate referenced definitions of any key terms and/or processes. This paragraph should also state what the essay will cover. This will alert the marker/moderator/external examiner about what to expect. Make sure you do cover what you say you will cover (this may sound obvious but it is often not the case).
The main ‘body’ of your essay should be well structured with a number of paragraphs, each of which explores a separate theme. Avoid short paragraphs and/or paragraphs that only describe one journal article. Ideally each paragraph should draw on a number of relevant studies and you should demonstrate understanding of how, together, they contribute to our understanding of a topic. Evaluation is important and this can either be at the level of an individual journal article, a subset of articles, or of the combined studies cited in a paragraph. Pointing out the similarities and differences in the methods and/or findings of different papers is a form of evaluation. For example, one such methodological difference might be between experimental and field studies; another might be noting that studies were done with different populations or groups. A difference in findings might be that some studies have shown beneficial effects of an interview method while others have found the method to be less beneficial. At the end of each paragraph it’s a good idea to summarise in one sentence the overall ‘message’. The following paragraph should flow logically from the previous one, and an introductory sentence should tell the reader what it will be about.
Your concluding paragraph should summarise the main points from your essay and reach an overall conclusion about how interview techniques can affect the accuracy of evidence obtained. Remember, some techniques may be good, and others bad. Some may have both good and bad aspects. Here you can suggest ideas for future research and/or practice. NB. Never introduce new material in the conclusion.
Be sure that you cite and list your references in line with APA guidelines. If you do not do this, you may receive a referencing penalty.
Submission and marking
Your coursework will be marked against the criteria below, using the Division of Psychology’s categorical marking scheme for coursework. Please copy and paste the criteria at the top of your coursework. Make sure you are checking your work back with the criteria below, making sure you can mentally tick off each box.
