Mock-juror reactions to multiple interview presentation and rapport-building

ABSTRACT

In the UK and some US states, video-recorded investigative interviews of child victims/witnesses can be presented in court as the child’s evidence-in-chief. However, there is scarce advice or research on the effect that presenting different sections of the interviews may have on juror perceptions of the child’s testimony. Two aspects of testimony presentation are examined here: first, whether to show the rapport-building phase of the interview, and second, the presentation of multiple interviews (i.e. more than one interview with the same child). Participants (n?=?103) informed they were watching two interviews of the same child separated by a week had more positive perceptions of the child’s testimony than those informed they were watching just one extended interview with a ten-minute break. Also, those watching the rapport-building phase had less positive perceptions of the child’s testimony than those who did not watch this phase. Participants’ perceptions of the interviewer and their case progression decisions were mainly not related to the above presentational differences. Thus, (i) mock-jurors were not inherently biased against multiple interviews and (ii) decisions regarding whether or not to show the rapport-building phase in court may have significant effects on jurors’ perceptions of the child and their testimony.     

Selling intra-curricular clinical legal education

A well-run student law clinic can bring benefits to its local community and to the students who participate in the initiative. The many shapes and sizes of law clinics mean that the model adopted can have an impact on the mix of community benefit and student benefit that any particular project brings. One key potential difference between clinical programmes is whether an intra- or extra-curricular model is employed, with the question of whether one is preferable to the other being a difficult one to contend with when considered in the light of the (often equally valid) competing interests that exist. This article makes a case for the practical and tactical decision of introducing an academic, credit-bearing element to student clinical legal activity, drawing on a literature review of clinical legal education (CLE) sources, lessons from experiences of CLE and survey data from volunteers at the Aberdeen Law Project, the University of Aberdeen’s student founded and, until recently, extra-curricular organisation.     

Female Domestic Violence Toward Male Partners: Exploring Conflict Responses and Outcomes

The general purpose of this study was to investigate domestic violence within a conflict framework. Specifically, the association between conflict-based, communication response and outcome behaviors and the frequency and severity of female domestic violence towards male partners was examined. Participants were 153 female volunteers who reported on a range of communication responses and outcomes for both self and partner. The contribution of relationship distress was controlled for and also examined as a moderator. Relationship distress was not found to be a significant moderator. Results showed that seven communication response variables and four outcome variables were significantly associated with the frequency and/or severity of female domestic violence. Relative to nonviolent relationships, relationships with female violence had more male and female unilateral verbal aggression, more mutual verbal aggression, more male verbal aggression/female calms things down, more male demand/partner withdraw, more mutual avoidance, and less constructive relative to destructive communication. Relationships with female violence also had poorer resolution of problems and more emotional distance after problem arguments and discussions than their nonviolent counterparts.