ACTIVITY #7

JURIDIC PSYCHOLOGY

UNIVERSITY CORPORATION GOD'S MINUTE

SCIENCE, HUMAN AND SOCIAL FACULTY
PSYCHOLOGY
NEIVA / COLOMBIA
2020
 WEEK SEVEN

CERÓN CONDE KAREN VALERIA ID: 577928

CERQUERA MORALES MARÍA PAULA ID: 551764
PATIÑO DELGADO EDNA ELIZABETH ID: 556209

PRESENTED TO: MERCY YOVANY POLANIA

NRC: 8356

UNIVERSITY CORPORATION GOD'S MINUTE

SCIENCE, HUMAN AND SOCIAL FACULTY
PSYCHOLOGY
NEIVA / COLOMBIA
2020
 ÍNDICE

Techniques used with children in the credibility of the testimony …………………………P.4

Personal opinion…………………………………………………………………….P.4

Use of guides in interviews with children is essential for the credibility of the testimony ……P.5
Techniques used with children in the credibility of the testimony

The CBCA "Criteria-Based Content Analysis" technique (Steller and Kohenken, 1982), which

has been used for several decades in other countries and if scientifically validated for the

Colombian population, would become a psychological assessment tool of judicially of the child

and also make a contribution of psychology as a science and auxiliary, to the administration of

justice

The CBCA technique for assessing the content of the statement, other sources of information

are used to achieve a final judgment of credibility that allows an overall assessment of the child's

statements, such as the validity of the statements obtained and that may be evaluated by the list

proposed by Steller (1989) and which he calls SVA technique. Both techniques are

complementary and allow us to assess the credibility of statements in minors. (Manzanero, 2001)

Why the use of protocols, with children is essential in the credibility of the testimony?

The use of the protocol with children is very important and essential in the credibility of the

testimony as it is a fundamental tool when conducting an interview for the collection of data and

facts and depending on how well the protocol is performed succeed in court, because in the

protocols you will be able to know the styles to start the interview and how to create a good

communication with your client and so you can understand what strategies are to assess the

competencies of the interviewees as witnesses and strategies. So in a nutshell we can say that it is

important to take a step by step so that all the evidence collected by the child is accepted before

the court, since we know that if that proper protocol is not met and those tools are skipped data

collection can drop our case.

Why the use of guides in interviews with children is essential for the credibility of the

testimony

When the witnesses are the children, the use of the interview deserves certain considerations.

In free recall tasks:

* Children retrieve less information than adults.

* The level of detail and accuracy with which a success is remembered increases with age.

* If the memory task is related to a meaningful and familiar context, the memory skills exhibited

by minors are superior to when it is an unknown context and devoid of meaning.

* In these contexts, the reproduction of a minor is neither less exact nor productive.

Said information must be clarification or investigation, and never by itself a proof of accusation.

The instructions have been modified so that the child understands what is being asked and the

demands of the task are adapted to the mental abilities of the task.

Diane Birch and Ray Bull (1997) performs a protocol and action to obtain the declaration of

minors, to collect information on the child's evolutionary status, language level and physical,

social and sexual maturation.

They developed 4 phases:

a) Understanding and understanding

b) Free memory

c) Interrogation

d) Conclusion.
a) Understanding and understanding

* It is of fundamental importance to get a good testimony.

* The minor must be relaxed.

* Feel comfortable.

* Children are educated not to speak to strangers.

* It is recommended to start the task talking about neutral events: hobbies, friends, school, etc.

* Prevent minors from feeling guilty, or from believing that they have done something wrong.

* Insist on the need for them to tell the truth.

* Inform the child of what he is expected to do.

b) Free memory

* They are asked to tell everything that happened.

* The interviewer should act as a facilitator, but never ask specific questions.

* Special attention must be paid to the child's possible cognitions: they believe that adults already

know this.

* It is necessary to insist that they have to tell everything.

* The interviewer will perform active listening.

* Avoid intervening in breaks and long silences.

c) The interrogation

It will formulate in this order:

1. Open questions: In order for the minor to provide more information on some unclear aspects.

2. Specific questions (not suggestive): Clarification of previously obtained aspects. Questions

should not be asked with the implicit answers.

3. Closed questions: Questions should not be asked with two alternatives (yes or no), minors

tend to give the first available answer, especially if it is a yes. Other response alternatives have to

be provided, I don't know, I don't remember.

4. Deep questions: Only if necessary, do the answers implicitly.

d) Closing the interview

It consists of a recapitulation in which it is investigated, using a language adapted to the

evolution of the child, on whether what was obtained in the interview is correct.

Other Procedures

If information is provided that the minor does not have properly operationalized, it is helped to:

estimate times, lengths, etc., with something that he can compare, he is encouraged to use

drawings, etc.
Referencia

Alonso-Quecuty,M.L. (1999). Evaluación de la credibilidad de las declaraciones de menores

víctimas de delitos contra la libertad sexual. Papeles del Psicólogo,73, 36-40.

Manzanero, A. L. (2001). Procedimientos de evaluación de la credibilidad de las declaraciones

de menores víctimas de agresiones sexuales. Universidad Autónoma de Madrid. Pga, 64.

Manzanero, A.L. y Muñoz J.M., (2011). La prueba pericial psicológica sobre la credibilidad del

testimonio: reflexiones psicolegales. Madrid, Sepin.

Manzanero, A.L. (2008). Testimonios infantiles. En A.L. Manzanero. (2008). Psicología del

Testimonio. Madrid: Psicología Pirámide.