Title: Rapport with people with learning disabilities
1Investigative Interviewing
Rapport with people with learning
disabilities Putting Theory into Practice
2Objectives
Achieving Best Evidence Interviewing of
vulnerable witnesses (Including children) in
criminal proceedings (Home Office 2002) Issues
related to rapport in practice Video
clips Conclusion
3Achieving Best Evidence (Home Office 2002)
- Focus on their ability not their disability
- Practice suggests that 20 minutes is maximum
period of concentration - When discussing neutral topics the need for a
full account - Gathering information on particular traits,
behaviour and concepts
4Issues
- Social communication and disability
- Social conversation can be taken literally
- Compliance
- Acquiescence
5Teach to talk
- Teach the interviewee about a conversation with a
purpose - Equality and empowerment
- Empathy and reducing anxiety
- Assess the communication abilities
- Effective use of notes
- Enabling an effective environment
- Practice interview
-
6What can we learn from rapport
- Ability of the interviewee to give an account
- Confirmation of particular issues
- Concept of number
- Concept of colour
- Sentence structure
- Detail in free recall
- types of questions
- Compliance and acquiescence
7Video
Julie is a learning disabled adult and attends a
day centre. Video removed from version
made public.
8Preparation for Free narrative
- Instructional link from rapport
- The structure of the free narrative
- Issues of anxiety or emotion
9Video clip
- In this clip the interviewer has reminded
Julie of the quality and quantity of information
she gave in rapport and the need for the same in
the free narrative. - Video removed from public version.
10Conclusion
- Plan the rapport
- Establish the communication needs of the
interviewee - Link the rapport to the needs of the free
narrative
11