The Application of Images in Child Abuse Investigations
Chapter in Image-Based Research: A Sourcebook for Qualitative
Researchers
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(Jon Prosser, Editor)
Hollida Wakefield and Ralph Underwager
ABSTRACT: Mental health professionals use a variety of image-based techniques
when interviewing children about sexual abuse allegations. These include
anatomical dolls, books, puppets, drawings, projective cards, play dough,
games, and toys. Many of these lack acceptable validity or reliability for
the ways they are used; whereas others appear helpful in obtaining forensically-useful
information from young children. The history and current status of research
concerning the child witness is the background for a discussion of these
practices. It is argued that interviewers should only use techniques that
can be defended in terms of their reliability and validity.
From ancient cave drawings, to archeological artifacts ranging from royal
jewelry to household objects, to thousands of clay Chinese warriors, to
today's computer screen, images and symbols show the richness and complexity
of human life. Human cognition often depends upon the use of images and
symbols to represent or stand for something other than itself. This ability
separates us from all other creatures and has enabled humanity to transcend
space and time. Science makes great use of models, symbols, and number systems
to advance our human capacities.
The use of images and symbols is so much a part of human cognition that
adults often completely overlook the fact that children are not born with
a capacity to represent one thing by another thing. This is a cognitive
capacity that must be learned during the developmental process of the individual
from infant to adult (DeLoache, 1995a). A longitudinal study of this process
in seven distinct symbol systems (Gardner & Wolf, 1987) shows developmental
changes both within and across the seven systems. From ages 5 to 7 the symbolic
process begins to develop and notational literacy is acquired in early school
years.
Unfortunately, during early developmental stages when children are difficult
to communicate with, adults who want to elicit information from children
may attempt to use images and symbols in an effort to break through the
limitations. But the child may not have the capacity to use one object to
represent another. If adults are not familiar with this developmental process,
they may miss opportunities to accurately understand children and may then
introduce unnecessary error into the interaction.
Mental health professionals use a variety of techniques employing images
when interviewing children about sexual abuse allegations. These include
anatomical dolls, books, puppets, drawings, projective cards, play dough,
games, and toys (Conte, Sorenson, Fogarty, Rosa, 1991; Kendall-Tackett,
1992). Many of these are controversial and do not show acceptable validity
or reliability for the ways they are used (Underwager & Wakefield, 1995);
others appear valuable for assisting young children to provide forensically
useful information. A crucial factor is how the image-based techniques are
used by the interviewer. The history and current status of research concerning
the child witness is the background for a discussion of these practices.
Brief History of Research on Child Witnesses
The Use of Images in Interviews
Techniques using images vary greatly as to whether they introduce potential
error into the investigation or whether they are useful aids to accurate
recall. Unfortunately, despite growing knowledge about how interviews should
be done to increase the reliability of the information elicited, many interviews
in actual cases continue to be suggestive and contaminating (Underwager
& Wakefield, 1990; Warren, Woodall, Hunt, & Perry, 1996).
Anatomically-Detailed Dolls
Puppets
Books
Drawings
Other Projective Techniques
Play Therapy Toys
Image-Based Techniques in The Cognitive Interview
Conclusions
Given the lack of demonstrated validity and reliability for many image-based
techniques used in obtaining information from children, there are serious
questions about the ethical quality of their use. The use of invalid techniques
and techniques when there are questions about competency is proscribed by
the 1992 American Psychological Association's Ethical Principles and Code
of Conduct (Bersoff, 1995; Smith & Dumont, 1995; Dumont & Smith,
1996). Since it is not possible to be competent in doing something that
nobody knows how to do to produce outcomes at a better than chance level
(Underwager & Wakefield, 1989), until there is sufficient research
to show a technique can meet the requirements for validity and reliability,
it is best to remain cautious and use only those which can be defended adequately.
Knowledge and understanding of the developmental capacities of children
to use one object to represent another must also be demonstrated. Whatever
techniques are used, any limitations or qualifications to any opinion based
on the use of images must be clearly stated.
References