FORENSIC EVALUATION OF THE PRE-SCHOOL CHILD

SKILL SEMINAR G

Linda Cordisco, M.Ed. L.P.C.
National Children's Advocacy Center
106 Lincoln Street
Huntsville, AL 35801

FORENSIC EVALUATION OF THE PRE-SCHOOL CHILD

Making sense of an allegation of maltreatment of a preschool child presents a particular challenge when using a one-session interview model. Allegations of sexual abuse are substantiated primarily by what children are able to tell us about their experiences. Preschool children have limited and often unique language skills, which often require greater familiarity with the child to understand speech and language patterns. Further, they possess a shorter attention span than older children, have less experience in interacting with unfamiliar adults, and are not able to engage in abstract reasoning or thinking.

This seminar describes an extended forensic evaluation model developed and tested by the National Children's Advocacy Center (NCAC) for use with young children in cases of suspected child maltreatment. Children who have been sexually abused are often reluctant to disclose the abuse to investigators due to intimidation, fear, shame, or guilt. Some children require more time and trust in the interviewer to feel comfortable with full disclosure of sensitive facts about abuse.

The NCAC forensic evaluation model was designed for that specific group of children. The model begins with an initial session with the non-offending caregiver, and approximately five sessions with the child. The sessions with the child progress in stages, beginning with developmental assessment and rapport building, followed by social and behavioral assessment, and finally moving to abuse specific questioning.

Young children are among the most vulnerable to acts of abuse, and the limits of their ability to talk about their experience makes them difficult to protect. The NCAC forensic evaluation model works well with this population, in that: (1) the format allows the young child to become more comfortable with the environment and the evaluator; (2) the model allows the evaluator to better understand the developmental skills and temperamental characteristics of the child before addressing abuse specific questioning; (3) the evaluator has the opportunity to access multiple sources of data; (4) the progressive nature of the model allows the evaluator an opportunity to address a number of topics with a young child without over-taxing his or her abilities and attention span; and (5) the model provides a vehicle for forensic work to be provided by a mental health professional that has specialized training and work experience with young children.