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IV. GENERAL CONSIDERATIONS FOR INTERVIEWS ISTANBUL PROTOCOL

so it may be necessary to take breaks during the 292. In discussing traumatic events, some techniques may
interviews or conduct them over multiple sessions. assist the child in describing the events. Drawing a
timeline can help a child to sequence events and using
289. Interviewers should use child-appropriate language well-remembered chronological anchors, for example
and adapt their communication style to match local “Did this happen before or after your tenth birthday?”
terminology and cultural norms to help the child or “Before or after the school year ended?”, can
feel at ease and engage in the interview process. further help to pinpoint events in time with greater
The interviewer can utilize a “practice narrative” specificity. Some children will be able to relax more
whereby the child is encouraged to talk at depth while moving their entire bodies, for example talking
about a neutral topic. This also enables interviewers while walking. A child may prefer to draw a picture
to get to know children, their verbal ability and and then to explain it. While toys may be helpful
their degree of relational (un)ease. Questions about to allow a range of expression, physically discharge
their age, what they like to do if they have free time anxiety during the interview and provide comfort,
and where they currently live can all be good “ice toys should not be used to elicit history as they can
breakers” before transitioning to more sensitive blur the line between fantasy and reality. For survivors
topics. A clinician can slowly lead into trauma- of torture and other trauma, it is important to note
related topics using their own words in response that traumatic play is characteristically very repetitive
to open-ended questions whenever possible. and long lasting, often with either a disengaged, flat
affect or with an overly aroused, anxious affect, either
290. Emotional reactions among children may vary. of which can render the child somewhat impervious
Children may become silent for a long period of to interruptions by the clinician. Although non-
time, avert their gaze or change the topic altogether verbal methods of exploration must be used with
when they become overwhelmed by a question. In caution, they may be a source of information.
those cases, it is usually best to follow their lead and
switch, at least temporarily, to a less threatening 293. Children typically provide less information than adults.
subject. The ability to concentrate and participate This is partly because they are less capable of, and
in interviews may also be affected by heightened less skilled at, generating retrieval cues independently.
emotionality and limited capacity to regulate their The use of probing questions is effective with children,
affect, especially in adolescents. Explanations of especially young children, as they provide a cue within
events that appear shallow or implausible to an the question (e.g. “You mentioned a man; did the man
adult may be a reflection of a child or adolescent’s say something to you?” or “What did the man say?”).
limited reasoning or more impulsive behaviour. However, for reasons outlined above, interviewers
should avoid interviewing children solely with probing
291. The presence of important attachment figures such as and closed-ended questions. A better method is to
parents or guardians, at least early in the interview encourage elaboration based on what a child has
process, can provide comfort to an anxious child and already said (e.g. “You said [detail]; what happened
also allow the parent or guardian to tacitly endorse next?” or “You said [detail]; tell me more about that”).
the child’s cooperation. Particularly when the torture As a child becomes more developmentally mature, they
consisted of forced separation from caregivers, become better at generating their own retrieval cues
clinicians must exercise patience in desensitizing the and are better able to answer open-ended questions.
child to being interviewed alone, which is ultimately Empowering the child to answer “I do not know” or
desirable. A child may feel uncomfortable in disclosing to defer or refuse to answer questions if they are too
information about trauma in the presence of a painful or difficult not only can increase the accuracy
parent due to their concern that the disclosure will of the information obtained but suggests that a fact-
distress their parent or add to their guilt, shame or finding agenda will not override the child’s well-being.
embarrassment. Clinicians must exercise judgment
and patience in making children comfortable and 7. Cultural, religious and social/political
support them when being interviewed alone, especially awareness
in situations involving sexual violence. Clinicians
may need to consider the wishes of children to 294. Clinicians who conduct evaluations of victims of
keep information they disclose confidential from alleged torture should have the cultural humility and
their parents and how to address this ethically. transcultural perspective necessary to understand and
effectively document the physical and psychological

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