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Predicting suggestive questioning from cognitions and emotions about child sexual abuse across three study paradigms.

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Title: Predicting suggestive questioning from cognitions and emotions about child sexual abuse across three study paradigms.
Authors: Gewehr, Elsa (AUTHOR), Merschhemke, Marie (AUTHOR), Pülschen, Simone (AUTHOR), Pülschen, Dietrich (AUTHOR), Volbert, Renate (AUTHOR)
Source: Legal & Criminological Psychology. Sep2026, Vol. 31 Issue 2, p566-594. 29p.
Subjects: Child sexual abuse, Interviewers, Statistical bias, Attitude (Psychology)
Abstract: Purpose: Although interviews are individual in nature, and suggestiveness is a major pitfall when questioning children, individual differences in interviewer bias and suggestiveness remain understudied. We assessed relationships between Cognitions and Emotions about Child Sexual Abuse (CECSA) with suggestive questioning and bias across three mock case studies and a meta‐analytical integration. Methods: In all studies, participants filled in the scales of the CECSA questionnaire (Naive Confidence, Emotional Reactivity and Justice System Distrust) and read mock cases about children displaying unspecific behavioural symptoms, potentially triggering sexual abuse suspicions. In Study 1, 285 human sciences students further read interview transcripts and selected questions suitable to pose to the children. In Study 2, 241 police students read interview transcripts and freely formulated questions to pose to the children. In Study 3, 148 teaching students interviewed virtual children using natural language in a virtual reality simulation. Participants in Studies 1 and 2 additionally rated the abuse likelihood for the children with unspecific symptoms, whereby high ratings indicated biased mindsets. Results: Across three studies and their meta‐analytical integration, we found substantial evidence that higher Naive Confidence and Emotional Reactivity but not Justice System Distrust scores significantly relate to stronger bias and suggestive questioning (b =.14–.37). The newly developed measures to assess suggestive questioning validly captured a unidimensional trait of suggestive questioning but showed unsatisfying reliability. Conclusions: The findings enhance our understanding of individual differences in suggestive questioning and bias and can inform the development, customisation and evaluation of interviewer training programs. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Purpose: Although interviews are individual in nature, and suggestiveness is a major pitfall when questioning children, individual differences in interviewer bias and suggestiveness remain understudied. We assessed relationships between Cognitions and Emotions about Child Sexual Abuse (CECSA) with suggestive questioning and bias across three mock case studies and a meta‐analytical integration. Methods: In all studies, participants filled in the scales of the CECSA questionnaire (Naive Confidence, Emotional Reactivity and Justice System Distrust) and read mock cases about children displaying unspecific behavioural symptoms, potentially triggering sexual abuse suspicions. In Study 1, 285 human sciences students further read interview transcripts and selected questions suitable to pose to the children. In Study 2, 241 police students read interview transcripts and freely formulated questions to pose to the children. In Study 3, 148 teaching students interviewed virtual children using natural language in a virtual reality simulation. Participants in Studies 1 and 2 additionally rated the abuse likelihood for the children with unspecific symptoms, whereby high ratings indicated biased mindsets. Results: Across three studies and their meta‐analytical integration, we found substantial evidence that higher Naive Confidence and Emotional Reactivity but not Justice System Distrust scores significantly relate to stronger bias and suggestive questioning (b =.14–.37). The newly developed measures to assess suggestive questioning validly captured a unidimensional trait of suggestive questioning but showed unsatisfying reliability. Conclusions: The findings enhance our understanding of individual differences in suggestive questioning and bias and can inform the development, customisation and evaluation of interviewer training programs. [ABSTRACT FROM AUTHOR]
ISSN:13553259
DOI:10.1111/lcrp.70012