Essay on "Meagans Law Meagan's Law Questions and Answers"

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The following are the other finer points of the interview process.

1. To get the best results, the person doing the interviewer will need to already have some knowledge of the case before they even come in contact with the child. This should involve things like the child's age, name, developmental level, previous revelations, technique of revelation, and outcomes of preceding interviews or examinations, medical history from the past, symptoms or signs that are connected to sexual abuse (Giles-Sims, J. 1985). It is also accommodating to be able to ask who the family members, friends and babysitter and even things like who the child calls "daddy" or the name of the supposed perpetrator (Cole, R, 1997). The person doing the interview also would need to find out about exposure to things like pornographic material such as videos in the home, and other ways the child may have found about anatomy or behavior that is sexually explicit (Edleson, J.L.,1999).

2. Another finer point is being able to understand the format. The basic format will need to have a little rapport building phase, a challenge to regulate the child's developmental level, communication skills, and familiarity of things like truth/lie, and what they believe to be pretend/real (Graham-Bermann, S.A., 2002). Next the person doing the interview will need to go over the child's awareness of body parts and ability to use words expressions for instance on top of, in front, behind, in, under, and on, beside, before, after, first, last, never, always. These questions are routine safety inquiries to evaluate the child's capability to give detail and narrate learned knowledge.

3. Next, they should know that it is important to make sure that the foremost section of the interview by requesting queries that are mostly open ended like: "Do you know the reason why you are here?" "Your Mother told me you have been having an issue with a certain issue. "Has anybody ever discussed with you regarding good touch bad touch before?" If the child does decide to talk it is important that you that the person doing the interview ask as many questions as possible (Graham-Bermann, S.A., 2002). By making sure that there are open ended or attentive or direct questions as likely. Avoid leading questions or placing words in the child's mouth (Edleson, J.L.,1999).

4. It is important that whoever is doing the interview avoid things like teaching the child about sexual activity, trying to correct whatever the child states, or giving judgments that regard the supposed criminal being a person that is bad. Do not even use words the child does not know. Stay away from sentences that are hard. Keep away from questions to be answered by no or yes (Cole, R,1997). It is important that they do ask questions about something that may be hurting to them, because a lot of types of sexual abuse are not only not throbbing, but they may bring on some pleasurable feelings. It is important that they do ask about pornography, and certain type's creams, toys, lotions used, etc. A lot of those that are child molesters do normally have the child touch the adult, not the other way around, so it is important that they remember to ask about that as well (Ross, S.M., 1996).

5. Another Good technique to elicit some information is to include questions or statements such as: There are a lot of things that have to be thought about to insure that the material uncovered will be accommodating to the situation (Graham-Bermann, S.A., 2002). Can you tell us more? What makes you think that? Then what happened? Are there other things you want me to know? What did they say when that occurred? What kind of things did he do with his hands? Has there been anyone who asked you to keep some secrets? Has anyone ever told you not to tell things when it comes to private touching? Do you know what to do if someone touched you on a private part of your body and then told you not to tell? Have you ever told anyone at one time regarding touching on your privates? I understand sometimes it is extremely hard to talk about things that have happened to you, but I have talk with lots of kids regarding situations like these. it's always the right thing to do when you talk to experts; even talking to doctors about secrets is okay (Cole, R,1997). You are not going to get into any type of trouble (or go to jail). Can you remember what were you wearing? Do you know what he was possibly wearing? Do remember how all of your clothes might have come off? Do you remember what it felt or tasted or even looked like? Can show by pointing where it took it placed? Did anything happen with the use of using your mouth? Was there anybody else there? Do you remember the first time it happened? Do you remember where you were when this incident had taken place?

Question 4-2: Describe the major intervention steps from the time the case is reported until the family receives treatment. What special considerations should be made in dealing with the family?

Answer 4-2: Crisis intervention starts at the first instant of contact with the clients. As a result, community synchronization in its planning and application does result in marvelous remunerations to families (Ross, S.M., 1996). Families in just a matter of weeks will be able to achieve progress that is the equal of 1 or 2 years of old-style case management and action. In actual fact, families are most prepared to alter their nonproductive methods to problem-solving throughout a time of crisis.

The following is a model that can be used in the step process:

A Nine-Step Crisis Intervention Model

The following model will be able to provide a better understanding and also incorporate steps from a seven-stage model for crisis intervention. This nine-stage model is to some extent more all-inclusive.

Step 1: Rapidly Establish a Constructive Relationship

In the first step, it is very important that the stress is being placed on crisis worker genuineness, respect, and compassion to clients' emotional state and conditions. Crisis employees will need to listen and perceive for long eras of time (Giles-Sims, J. 1985). As Payer states in Helping People in Crisis, "Listening that is active really does entail listening for the dormant, fundamental, coded message and then looking to see if you have been getting it correctly."

Active listening provides clients a relay good way to be able to develop their own strengths. By supposing that clients are interested, they are maintained in discerning through their answers, which improves their self-esteem (Graham-Bermann, S.A., 2002). "The worker," Puyear makes the point, "needs to makes sure that the client is feeling that something valuable has been done in the first gathering and that there is potential of something that is valuable being proficient in the next." Rapport is improved by viewing admiration and unqualified positive respect for customers (Ross, S.M., 1996). Crisis employees need to begin with the supposition that individuals are essentially decent.

Step 2: Elicit and Encourage Expression of Painful Feelings and Emotions

Annoyance, frustration, and feelings that are related to the present disaster are the emphasis of interference rather than subjects in the previous time. Connections to past catastrophes and boring, unsuccessful replies to difficulties can be discovered at a later… READ MORE