Intro to Science-Based Interviewing

Expanded Course Outline

Overview & Introductions

• Welcome
• Course expectations/POST documentation
• Introduction of Instructors/Coaches
• Introduction of students
• Student expectations of course

Planning & Analysis

• Process called The Boards (Data Assessment)
• Identify; Facts/Information/Inferences/Gaps/Objectives
• Chart these
• Breathing, living document that could change as interview evolves

Impression Management

• Thought processing
• Biases
• Stereotype Content Model
• Warmth & Competence

Brand Identification & Management

• Personal branding
• Perspectives wheel modeling
• How we see subject
• How the subject sees themselves
• How subject sees us
• Who do we need to be?

Engage and Explain

• First Lines & Predictable Dialogue

Questioning Strategies

• Framing Questions
• TED
• Interview Maps

Observing Rapport-Based Interpersonal Techniques (ORBIT)

• What is rapport
• What is not rapport

HEEAAR Principle

• Honesty
• Empathy
• Evocation
• Autonomy
• Adaptation
• Reflection
• Obstacles to listening

Cognition and Cognitive Interview

• Research based
• Memory enhancing
• Not based on question/answer
• Define roles/expectations
• Explain purpose of the interview
• Explain the ground rules and expectations
• Encourage active participation
• Request a free narrative
• Context reinstatement
• Form a mental image of the scene
• Put back in context of the scene to remember more details
•  Vision, Smell, Sound, Taste, Temperature, Use all senses; No detail is too small
• Supplemental memory techniques
• Reverse order
• Sketching

Credibility assessment

• We have been taught that we are good at detecting deception
• We are good at being lied to not at detecting when someone lies
• Studies show we are just over 50% chance of detecting deception
• Beliefs about deception
• Visual cue research
• Verbal cue research
• Indicators of credibility
• Inclusion of quotations
• Inclusion of unexpected incidents (complications)
• Inclusion of verifiable details
• Inclusion of Spontaneous corrections
• Presence of these does not necessarily mean truth-telling
• Absence of these does not necessarily mean deception

Strategic Use of Evidence (SUE)

• Having a plan versus not having a plan
• Evaluate evidence
• Available evidence
• Validated evidence
• What does this evidence tell us?
• What am I willing to use this evidence for?
• Engage and Explain
• Elicit Information/Prompt Memory
• Confront Deception
•  Disclosure
• Early disclosure
• Late disclosure
• SUE Funnels
• Start wide
• Close-ended questions
• Bring the subject into evidence slowly
• Provide multiple opportunities to tell the truth or deny
• Lock them into a statement
• If at any time, they answer YES, go to TED
• Evidence Framing Matrix