NCJ Number
152359
Journal
Virginia Child Protection Newsletter Volume: 43 Dated: (Fall 1994) Pages: 1-5,7,13-16
Editor(s)
J Grayson
Date Published
1994
Length
10 pages
Annotation
This article first examines how children are viewed as witnesses by investigators, judges, and juries, followed by issues of competence and credibility will be addressed and a description of conditions that affect a child's ability to relate events accurately.
Abstract
In reviewing how children are viewed as witnesses by various participants in the investigative and trial processes, various studies and surveys are cited. In discussing the competence of child witnesses, one suggestion is that it may be useful to subject children to a more extensive screening process before testifying. An independent examiner could be appointed by the court to assess the child's knowledge of honesty and to determine the child's memory capacity. Regarding whether or not children are credible witnesses, there are several factors that affect the answer. These are developmental issues related to a child's ability to remember, the effect of trauma upon memory, motivational issues (such as fear of reporting or deliberate lying), suggestibility, and stress factors associated with the forensic process. The forensic context of a child's testimony contains factors that affect the quality of the testimony. Communicative competence in the courtroom is a function of the child's understanding of investigative and judicial processes. The degree to which children misunderstand the forensic process may influence their verbal and nonverbal responses to questions in ways that are not yet understood completely.