Traditional Structured, and Inferential Interviewing with Statement Analysis Techniques
Chapter 4
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-2
Source Identification
Information typically comes from multiple sources that must be approached to determine their willingness to provide information.
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-3
Identify the Sources Side-tracker
One who falsely claims involvement as a witness or suspect to a crime
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-4
Identify the Sources Complainant
A person who reports a crime or accuses another of an offense
Victim or witness
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-5
Traditional Interviewing: Just-the-facts approach
Use for witness evaluationPreliminary assessmentsTo obtain emergency
response informationFor field interviewing with
limited time
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-6
Guidelines for Traditional Interviewing Ask
questions to answer in any order What, who,
when, where, why, how
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-7
What happened?
What offense was committed? What happened? What weapon was used? What was said? What did the eyewitness hear or
see? Avoid leading questions Avoid sounding accusatory
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-8
Determine the Actus reus
Actus reus is a term which means the “guilty act”
Is the act a violation of the law?
Has a crime been committed?
What is the nature of the offense
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-9
Who is involved?
Who is the victim? Who is the perpetrator? Who are the witnesses? Get names, addresses, telephone
numbers and physical descriptions Find out if there any family relationships Obtain prior record information Search records for outstanding warrants
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-10
When did this incident occur?
When was the event reported? When did injuries occur? When did the injured seek medical
attention? Is the incident still ongoing? How old or new is the complaint? Has this type of offense ever occurred
against the victim in the past?
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-11
Where was the location of the incident? Where did the event begin and where did
it end? Where were the witnesses located in
relation to the offense? Determine the jurisdiction of the crime Does the event cross multiple
jurisdictions? How were the witnesses located to
accurately view or hear what they report?
Were there indications of force or forced entry?
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-12
Why did this occur?
Purposefulness
Knowing
Reckless behavior
Neglect
What is the reason or goal of the act?
Was the activity something that the person should have known would bring consequences?
Was the behavior one that increases the risk of harm?
A failure to act where a duty of care exists
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-13
Establish the mens reaRefers to
the state of mind of the perpetrator, not the victim
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-14
How did it happen?
How was the victim approached? How did the perpetrator gain
access? How often has a similar even
occurred? Include information leading up to
the event and after the event Determine the sequence of events
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-15
Conducting the Traditional Interview Treat all with dignity Be courteous and professional Avoid professional jargon Do not make ANY promises Never suggest confidentiality Establish rapport
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-16
Tools
Use sketches & drawings
Take photographs
Use audio or video recording
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-17
Indirect Approach
Exploratory to find out what they know Use open-
ended questions
Clarifying questions
Avoid leading questions
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-18
Direct Approach
Ask specific closed-ended questions Avoid leading
questions Use with an
uncooperative person Determine any
source of difficulty
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-19
How does Structured Interviewing differ from Traditional Interviewing?
Structured interviewing is a method that builds on the traditional interview by adding three steps
1. Build Rapport2. Obtain narrative
description from non-leading and open questions
3. Allow ample interviewee response time
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-20
Structured Interview Components
Incorporate active listening skills Use of open-ended questions Appropriate non-verbal behavior Encourage active participation by
the interviewee Do not interrupt narratives Record accurately & completely
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-21
Inferential Interviewing4 principles to discover dishonesty
1. Coherency: A statement should make sense by not violating the rules of nature or contradict itself
2. Response Rate: Deception is associated with shorter response length, a slower rate of speech, and more speech errors (verbal leakage)
3. Type-Token Ratio: Unique words divided by total words in a statement
4. Verbal Hedging: verbal techniques used to avoid answering and buy additional processing time
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-22
Definition of Statement Analysis
A word-by-word examination of the grammar within a statement Can be used with
any method of interviewing as an assessment of deception
Both written and oral statements can be evaluated
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-23
Components of Statement Analysis
1. Parts of speech
2. Extraneous information
3. Lack of conviction
4. Statement balance
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-24
Methods for Evaluating the Parts of Speech Evaluate
pronoun, noun, verb, adjective Establish the
norm in the statement
Look for changes to the norm, evaluate why
Example in rape case: My story (noun) has never changed; I would never hurt (verb) the child (adjective), I love (verb) him
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-25
Pronouns
Truthful persons provide statements using the pronoun “I”, first person singular Overuse of “we”
indicates a lack of commitment and unwillingness to take responsibility
Example of truthfulness: I woke up and went to school. I met some friends and we went to class together. At noon we all left.
Example of lack of commitment: I woke up. We all met and went to class. We left when the lunch bell rang.
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-26
Nouns
A change in noun use signifies a change in the reality of the suspect
Example of the norm: I loved my baby. I did not mean to hurt my baby, but I drowned her.
Example of a deviation: I loved my baby. I did not mean to hurt my baby, she went under the water and something kept her down.
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-27
Verbs
It is normal to use the first person, singular past tense to recall past events Change in the
tense of the verb signals possible deception
Example of the norm: I saw the shooting I was so scared that I ran as fast as I could
Statements which contain verbs such as “tried” or “started” represent a weakened assertion of the facts
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-28
Adjectives
Use of “that” and “those” to refer to a person suggests distancing
Example of the norm: I did not hurt David
Example of a deviation: I did not hurt that child
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-29
Statement Balance
A truthful statement contains three parts; prior to the event, the event, and afterwards
They should contain roughly the same amount of information
A truthful person will provide these events in a chronological order
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-30
Field Statement Analysis
A shortened version of the Statement Analysis
Uses two rather than four components Lack of conviction Extraneous
information
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-31
Lack of Conviction
The lack of conviction refers to words that are used to label or change the meaning of something
Frequent “I don’t remember” or “I believe” or “kind of surprised” are suspect
Smart Talk: Contemporary Interviewing and InterrogationBy Denise Kindschi Gosselin
PRENTICE HALL©2006 Pearson Education, Inc.Upper Saddle River, NJ 07458
4-32
Extraneous Information
The person who attempts to justify their actions will give extraneous information, statements that does not answer the question
To measure extraneous information count the statement’s total number of lines, identifying which contain unnecessary information
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