Staffordshire University logo
STORE - Staffordshire Online Repository

Mock jurors’ perceptions of a child witness: The impact of the presence and/or intervention of a Registered Intermediary during cross-examination

KRAHENBUHL, Sarah (2018) Mock jurors’ perceptions of a child witness: The impact of the presence and/or intervention of a Registered Intermediary during cross-examination. Psychology, Crime and Law. ISSN 1068-316X

[img] Text
Mock Jurors perceptions of child witnesses - accepted article (1).docx - AUTHOR'S ACCEPTED Version (default)
Restricted to Repository staff only until 8 November 2019.
Available under License All Rights Reserved.

Download (76kB) | Request a copy

Abstract or description

In recent years Registered Intermediaries (RIs) have been involved in facilitating communication in children’s investigative interviews and trial proceedings. Their presence and interventions are generally deemed to have a positive impact on child engagement, but their impact on jury appraisal of evidence, during cross-examination is unclear. This study addressed this issue in a more ecologically valid context than that previously used.
Adult mock juror participants (N = 217) watched a video-recording of a mock cross-examination of a child witness in which a RI was present or absent, and in which RI type interventions were either included or omitted. The participants rated the quality of the cross-examination and the child’s responses in relation to child credibility, child understanding, legal professional’s behaviour, and trial progression.
Findings indicated that RI presence or absence, and inclusion or omission of interventions had no effect on mock juror ratings. However, an interaction between these variables demonstrated that mock jurors rated trial progression towards a guilty verdict according to which court professional did, or did, not intervene. The findings also demonstrated that mock jurors based their assessment of trial progression towards a guilty verdict on the evidence presented, and that child understanding per se was irrelevant.

Item Type: Article
Faculty: School of Life Sciences and Education > Psychology
Depositing User: Library STORE team
Date Deposited: 23 Nov 2018 11:24
Last Modified: 23 Nov 2018 11:24
URI: http://eprints.staffs.ac.uk/id/eprint/4953

Actions (login required)

View Item View Item

DisabledGo Staffordshire University is a recognised   Investor in People. Sustain Staffs
Legal | Freedom of Information | Site Map | Job Vacancies
Staffordshire University, College Road, Stoke-on-Trent, Staffordshire ST4 2DE t: +44 (0)1782 294000