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| Introduction to Interviewing | |
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| Learning Objectives | |
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| The Need | |
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| The Interviewing | |
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| Interviewing Skills | |
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| Interviews as Verbal Skills | |
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| Interviewing as Instantaneous Response | |
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| Interviewing as Influencing | |
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| Neutrality | |
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| Interviewing as Assessment | |
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| Interview Styles | |
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| Interview Viability | |
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| Interviewing and Interrogation | |
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| Suggestibility and Compliance | |
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| Purposes of Interviewing | |
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| Prediction | |
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| Art or Science? Criminal Justice and the Parent Role | |
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| Barriers to Communication | |
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| Interview Biases | |
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| Optimum Environment for Communication (OEC) | |
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| Agency Interviews | |
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| Direction of Training | |
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| Summary | |
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| Study Questions | |
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| Reliability/Validity | |
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| Targets | |
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| Skeptical/Suggestible Profile (SSP) | |
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| Interview Challenge | |
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| Preliminary Interviewing Considerations | |
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| Learning Objectives | |
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| Professional Development | |
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| Preparing for Interviews | |
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| Note Taking | |
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| Electronic Documentation | |
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| Role Playing | |
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| Unfreezing and Refreezing | |
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| Focused Audio or Video Feedback | |
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| Legal and Ethical Standards | |
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| Interviewing and Interrogation Research | |
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| Stereotypical Interrogation Reliefs | |
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| Interviewing with Time Constraints | |
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| Nonverbal Communication | |
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| Types of Nonverbal Communication | |
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| Risks in the Use of Nonverbal Communication | |
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| Nonverbal Interviewing Techniques | |
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| Detecting Deception in a n Interviewing | |
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| Basic Terms | |
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| Notes of Caution | |
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| Why is It So Difficult to Detect Deception | |
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| How to Catch a Liar | |
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| Diversions | |
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| Advice | |
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| Aversive Language | |
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| Gossip | |
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| Red-Crossing or Band-Aiding | |
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| Mind Raping | |
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| Summary | |
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| Study Questions | |
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| Aversive and Technical Language | |
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| Extended Role plays/Psychodrama | |
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| Interview Challenge | |
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| Diversity and Special Needs | |
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| Learning Objectives | |
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| A Framework for Multiculturalism and Diversity | |
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| Traumatized Interviewees | |
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| Interviewees with Special Challenges | |
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| Interviewees with Special Learning Challenges | |
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| Children | |
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| Adolescents | |
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| Offenders | |
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| Sociopaths | |
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| Zones of Questioning | |
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| Confidential Informants | |
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| Sexual Aggressors | |
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| Addicted Offenders | |
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| Interviewees Under the Influence (IUI). Multicultural Interviewing | |
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| Basic Concepts in Multiculturalism | |
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| Interviewing and Worldview Dimensions | |
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| Language and Cultural Differences | |
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| Multiculturalism and Emotions | |
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| Diversity and Deception | |
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| Multicultural Interviewing Skills | |
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| Summary | |
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| Study Questions | |
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| Multicultural Interviewing Competency and Knowledge Inventory (MICKI) | |
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| Interview Challenge | |
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| The Basic Skills Model | |
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| Learning Objectives | |
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| Introduction. to the Basic Skills Model | |
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| Interviewing Communication Theory | |
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| Pre-Assessment | |
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| Interview Appraisal Scales | |
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| Basic and Specialized Skills Hierarchy | |
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| Levels of Encounter | |
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| The Primary Interviewing Skills | |
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| Preliminary Training Considerations | |
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| Summary | |
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| Study Questions | |
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| Class Interview Rating Worksheet | |
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| Self-Ratings and Communication Pre-Test | |
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| Stress, Memory, and Information Processing and theInverted-U | |
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| Interview Appraisal Scales | |
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| Distinguishing Between Thoughts, Feelings, and Behaviors | |
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| Pre-Interviewing Self-Rating | |
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| Interview Challenge | |
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| Skillfully Communicating Accurate Empathy | |
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| Learning Objectives | |
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| Benefits of Empathy | |
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| Intellectual vs | |
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| Therapeutic Empathy | |
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| Empathy vs | |
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| Sympathy | |
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| Empathy, Experience, and Talent | |
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| Cautions on the Use of Empathy | |
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| Communicating Empathy | |
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| The Basic Model of Empathy | |
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| Rating Responses | |
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| Modes of Interchangeable Responses | |
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| Semantic Hierarchy of Emotions | |
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| Diagnosing Emotional Content Conservatively | |
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| Summary | |
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| Study Questions | |
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| Empathy | |
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| Interview Challenge | |
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| Skillful Use of Speed and Pacing | |