This is an HTML version of an attachment to the Official Information request 'Interviewing of child witnesses'.

 
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Video recorded forensic interviews with at-risk 
children and young people 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
This chapter contains these topics: 
Summary 
Roles and responsibilities 
Interviewing 
Before the Forensic Video Interview 
Conducting the Forensic Video Interview 
After the Forensic Video Interview 
Video Recordings 
Appendix 1 - Questioning terminology 
Appendix 2 - Evidence Regulations 2007 
Appendix 3 - Standard Consent Form 
Appendix 4 - Interpreter Confidentiality Statement 
 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
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Summary 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Overview 
Child, Youth and Family and the New Zealand Police have a joint commitment to 
providing specialist forensic video interviewing services for children. 
 
The policy and operating guidelines ensure forensic video interviews are conducted and 
recorded in accordance with the Evidence Act 2006 and the Evidence Regulations 2007. 
The policy and guidelines have been agreed jointly by Child, Youth and Family and the 
New Zealand Police. 
 
Scope of document 
This document is for trained forensic interviewers of Child, Youth and Family and the 
Police, and their supervisors and managers. 
 
Forensic video interviewing is a skilled task which requires specific training and 
supervised practice. A forensic video interview cannot be conducted successfully and 
competently just by following the policy and guidelines in this document. 
 
This document should be read in conjunction with: 
•  sections 103, 104, 105, 106 and 107 of the Evidence Act 2006 
•  the Evidence Regulations 2007 
•  the Child Protection Protocol between New Zealand Police and Child Youth and Family, 
for the reporting and investigation of serious child abuse which is available from the 
respective agencies intranet. 
 
Child, Youth and Family and the Police recognise that some interviewing situations may 
call for procedures not specifically referred to within this document. Where this occurs 
the interviewer should exercise his or her discretion with care, taking into account the 
welfare of the child being interviewed while also considering the legal implications of 
such action. These situations require consultation and agreement between interviewer 
and the monitor and/or other experienced person. 
 
The practice guidelines within this policy are current at point of publication. Practice 
changes may have occurred since publication as a result of court precedent, research 
and literature. 
 
Video Recorded Forensic Interviews 
A video recorded forensic interview (forensic video interview) may be used as part of an 
investigation into a concern where a child has, or may have been, abused or witnessed a 
serious crime. It may later be used as part of court evidence. 
 
A forensic video interview is conducted in a manner that complies with the Evidence 
Regulations 2007. 
 
A forensic video interview can be used: 
•  as the basis of prosecution to present all or part of the evidence-in-chief in court 
under sections 103, 104, 105, 106 and 107 of the Evidence Act 2006 
•  as evidence in proceedings for a declaration in the Family Court 
•  for those purposes outlined in regulation 20 of the Evidence Regulations 2007. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Video recording of forensic interviews is considered the best way to meet both the child’s 
needs and interests, and the interests of justice. It meets the child’s needs in that: 
•  the interview process is focused on the child and allows them to state clearly and 
freely what (if anything) has happened while also capturing the information according 
to the rules of evidence 
•  the video recorded interview can be used for criminal prosecution and care and 
protection purposes. This lessens the number of times that a child needs to recount 
their statement. 
 
This serves the interests of justice in that: 
•  the interview process is conducted according to the rules of evidence in order to meet 
the standards necessary for criminal prosecution 
•  video recorded interviews are a transparent method of interviewing and therefore 
have the greatest level of accountability 
•  it allows the Family Court, in Children, Young Persons, and Their Families Act (1989) 
proceedings, the best opportunity to view the child’s evidence, while limiting the 
impact on the child. 
 
Joint Child, Youth and Family/Police Video Recording Forensic Interview 
Policy 
 
Policy 
A forensic video interview of a child who has, or may have, been abused or who has, or 
may have, witnessed a serious crime must be video recorded. 
 
Forensic video interviews must be conducted according to the rules of evidence and the 
Evidence Act 2006 and Evidence Regulations 2007. 
 
If there is more than one alleged offender separate forensic video interviews should be 
conducted to discuss the incident(s) relating to each alleged offender, unless the alleged 
offences were co-perpetrated. 
 
A forensic video interview must be carried out by an interviewer with specialist training 
in the forensic interviewing of children and the requirements of the Evidence Regulations 
2007. 
 
Every forensic video interview must be monitored. The monitor must be a Child, Youth 
and Family child forensic interviewer or a police officer trained in interviewing and/or 
monitoring. 
 
The interview must take place in a child friendly environment. It should not take place in 
an offender interviewing room. 
 
Police must supply the videotape or DVD on which the forensic interview is recorded. 
 
Guidelines 
Referral for a forensic video interview is indicated when: 
•  a child has made allegations of sexual abuse, serious physical abuse, serious neglect, 
serious family violence where the child is a witness 
•  medical findings indicate possible abuse or neglect 
•  there are extreme and persistent patterns of sexual behaviour 
•  there has been unsupervised contact with a known offender 
•  abuse is witnessed by a third party 
•  abuse is admitted by an offender 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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•  a serious crime has been witnessed 
•  there is a recent complaint witness. 
 
Definitions 
The following definitions identify the meaning of key terminology within this document. 
Term Definition 
Child 
Child or young person under the age of 17 years. 
Emotional / 
Emotional abuse is any act or omission that results in impaired 
psychological 
psychological, social, intellectual and/or emotional functioning and 
abuse 
development of a child. It may include but is not restricted to: 
•  rejection, isolation or oppression 
•  deprivation of affection or cognitive stimulation 
•  inappropriate and continued criticism, threats, humiliation, 
accusations, expectations of, or towards, the child 
•  exposure to family violence 
•  corruption of the child through exposure to, or involvement in, 
illegal or anti-social activities 
•  the negative impact of the mental or emotional condition of the 
parent or caregiver 
•  the negative impact of substance abuse by anyone living in the 
same residence and the child. 
Forensic Video 
A video recorded interview that is conducted in accordance with the 
Interview 
Evidence Regulations 2007, and can therefore be used in court. 
Interpreter 
A suitably qualified interpreter who can assist the child, where their 
first or preferred language is other than English, or the child is has a 
communication disability. 
Interviewer 
A person with specialist training in the skills associated with forensic 
interviewing of children, having successfully completed the Forensic 
(Evidential) Interviewing of Children Course. 
Monitor 
A trained Child, Youth and Family forensic interviewer or Police 
officer who monitors the interview from a remote location and 
assists the interviewer. 
Monitor Break 
A pause in the interview to allow the Interviewer and Monitor to 
confer. 
Movement 
A form attached to the video record that records the location of the 
Sheet 
video record and forms a record for the chain of evidence. 
Neglect 
Neglect is any act or omission that results in impaired physical 
functioning, injury, and/or development of a child. It may include 
but is not restricted to: 
•  physical neglect – failure to provide the necessities to sustain the 
life or health of the child 
•  neglectful supervision – failure to provide developmentally 
appropriate and/or legally required supervision of the child, 
leading to an increased risk of harm 
•  medical neglect – failure to seek, obtain or follow through with 
medical care for the child resulting in their impaired functioning 
and/or development 
•  abandonment – leaving a child in any situation with arranging 
necessary care for them and with no intention of returning 
•  lack of parental responsibility – unwillingness or inability to 
provide appropriate care or control of a child. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Parent 
The usual fulltime caregiver or legal guardian of the child. This may 
include biological parent/s, step-parent/s, wider whänau or family or 
anyone with caregiver responsibilities (the parent or guardian or 
usual carer/custodian may arrange or ask for you to arrange another 
adult to fulfil the role of supporting the child). 
Recent 
Recent complaint person is the first person that a child disclosed to. 
Complaint 
They can be called to give evidence in sexual abuse cases where an 
Person/Recent 
exception to hearsay can be made. 
Complaint 
Recent Complaint Evidence is the evidence provided by recent 
Evidence 
complaint person – this evidence is only about the demeanour of the 
child at the time of disclosure. 
Regulations The 
Evidence Regulations 2007. 
Serious Physical  Serious Physical Abuse is the actions of a perpetrator that result in 
Abuse 
or could potentially result in physical harm or injury being inflicted 
on a child. The Child Protection Protocol defines a test for 
seriousness which is determined by considering the action, the 
injury and the circumstances (factors of the case). 
Sexual Abuse 
Sexual Abuse includes, but is not limited to an act involving 
circumstances of indecency with, or sexual violation of, a child, or 
using a child in the making of sexual imaging. 
Support Person  Any person (other than the alleged offender(s)) who supports the 
child throughout the interview process. 
Vulnerable 
Child witness to a serious crime. 
Witness 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Roles and responsibilities 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
The Forensic Interviewer 
 
Policy 
A forensic video interview must be carried out by a trained forensic interviewer from 
Child, Youth and Family, or a Police interviewer trained in forensic video interviewing of 
children (having successfully completed the Forensic (Evidential) Interviewing of Children 
Course) and the requirements of the Evidence Regulations 2007. 
 
The forensic interviewer must: 
•  ensure he/she is aware of the provisions of the Evidence Regulations 2007, in 
particular regulations 5, 6, 7, 8, 9, 10, 11, 12 and 13 inclusive 
•  cover the points listed in regulation 8 of the Evidence Regulations 2007 
•  provide a non-threatening environment 
•  facilitate a process where a child can talk about what, if anything, has happened 
•  report key observations/conclusions to the referring social worker and Police following 
the interview 
•  recommend any further action needed to the social worker 
•  provide evidence in court for criminal prosecution or other proceedings if required. 
 
The forensic interviewer must not
•  engage in therapy with the child, or their family members 
•  assess whether the alleged offender is guilty or not 
•  assume social work responsibility for the child’s case (except Police may manage the 
criminal case, in some circumstances) 
•  conduct the wider investigation and assessment (except Police may conduct the wider 
investigation, in some circumstances). 
 
The Monitor 
 
Policy 
A forensic video interview must be monitored by a trained forensic interviewer from 
Child, Youth and Family or police officer trained in forensic interviewing of children and 
the requirements of the Evidence Regulations 2007. 
 
The Monitor must: 
•  ensure video recording equipment is set up and functioning 
•  operate the equipment where required during the interview 
•  be present in the monitor’s room throughout the interview 
•  take accurate, comprehensive and legible interview notes. Attempts should be made 
to make these verbatim when they relate to the child’s allegation or details about the 
alleged offender 
•  provide support to the interviewer by identifying areas that are missing from the 
interview or which need clarifying or expanding 
•  record the time at significant points throughout the interview – this must include 
beginning and end of interview and all breaks. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Guidelines 
The monitor should: 
•  have knowledge of the referral information. This may mean sitting in on a parent 
interview 
•  be alone in the monitor’s room unless other professional support is required due to 
the child’ special needs or the needs of the investigation 
•  during breaks, keep discussion with the interviewer to a minimum 
•  only interrupt the interview if it is absolutely necessary, for example if a legal 
requirement is missed, or equipment failure 
•  take notes of any relevant pre- or post-interview discussion the interviewer has with 
the child 
•  assist the child, and monitor the child’s interactions with other people, should they 
leave the room for any reason. 
 
Child, Youth and Family and Police Managers 
 
Policy 
Child, Youth and Family Managers and Police District Commanders (or their nominees) 
must ensure that children have access to forensic interviewing services. This includes 
•  trained and skilled forensic interviewers 
•  adequate interviewing facilities and resources i.e. venue, video-recording and 
interview equipment 
•  access to these services as soon as practicable on receipt of forensic video interview 
referrals. 
 
In highly complex cases, such as those involving allegations of abuse of a number of 
children, it is important that there is a high level of consultation and co-ordination 
between the investigating team and the forensic interviewer. It is the responsibility of 
the Child, Youth and Family Manager and the Police District Commander (or their 
nominees) to ensure this occurs. 
 
Staff 
Where Child, Youth and Family or Police staff are designated as forensic interviewers, 
their managers must ensure that they receive specialised training as well as regular and 
appropriate clinical supervision (refer Training and Development and Supervision). 
 
The Child, Youth and Family Manager and the Police District Commander (or nominees) 
must ensure that interviewers have opportunities to meet with one another to improve 
and standardise their practice. 
 
Facilities 
The recording equipment must: 
•  be high quality both for sound and picture 
•  be in stereo 
•  have a wide angle lens 
•  have the capacity to make two video records ] 
•  be compatible with court equipment. 
 
It is also helpful if, wherever practicable, there is a time recording facility on the video 
footage for later reference and for court editing purposes. 
 
The interview room must have a simple, clear-faced clock with a second hand fixed in 
the interview room so that it is visible to the camera [Reg. 8(g)]. A digital clock cannot 
be used, as it has no second sweep hand. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Guidelines 
Agencies can provide forensic video interviewing services by the following means: 
•  using established interviewing units where staff have been appropriately trained 
•  designating and training social work or Police employees as forensic interviewers 
•  contracting approved forensically trained professionals to conduct forensic video 
interviews. 
 
Locations should have sufficient forensic interviewers available to relieve and co-work. 
It is ideal for an interviewing facility to have these areas: 
•  reception area 
•  waiting room 
•  playroom 
•  interview room 
•  monitor’s room 
•  toilet 
•  tea/coffee facilities. 
 
The interview and monitor’s rooms should be located away from the public waiting room, 
and insulated from traffic and corridor noise in order that the noise does not rebound. 
Evenly distributed fluorescent lighting must be adequate for the video camera. Windows 
require window coverings (curtains or blinds) to ensure optimum video production and 
privacy. 
 
A range of appropriate interviewing tools should be available and in good condition. 
(Refer Interviewing Tools below). 
 
Training and Development 
 
Policy 
All Interviewers must have completed the nationally recognised training course in 
Forensic (Evidential) Interviewing of Children before undertaking forensic video 
interviews of a child. 
 
Guidelines 
Training should be: 
•  nationally consistent 
•  conducted by an experienced practitioner 
•  up-to-date with changing literature and court precedent 
•  available regularly, for both for beginners and experienced practitioners. 
 
A component of the training should include observing experienced interviewers through 
working as a monitor. 
 
Basic training for forensic video interviewing needs to include: 
•  knowledge of: 
-  Evidence Act 2006 and Evidence Regulations 2007 
-  Children Young Persons, and Their Families Act 1989 (CYP&F Act) 
-  other relevant legislation 
-  requirements for gathering evidence 
-  components of specific offences relating to child abuse 
-  sexual, physical and other forms of abuse 
-  child development, including normative sexual development 
-  family dynamics and cultural differences 
-  memory, recall and suggestibility 
-  relevant research 
•  skills in: 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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-  appropriate questioning and use of interviewing tools 
-  exploratory questioning 
-  relating to and communicating with children (adapting the interview to the child’s 
needs, simplicity of language) 
-  liaison and communication with other adults and professionals involved 
-  handling challenging behaviours, e.g. aggression, silence, withdrawal, sexualised 
behaviour 
-  understanding non-verbal communication and emotional states 
-  recognising the child ’s cognitive competence and developmental level 
-  giving evidence in court. 
 
Forensic interviewers need to keep their skills and knowledge up-to-date. They should 
also keep up-to-date on case law decisions and current literature related to their area of 
work. Interviewers should seek the legal advice regarding case law as appropriate.  
Interviewers should have opportunities to meet with one another to share knowledge, 
understanding and practical experience on these topics. This should include regular 
attendance at local, regional and national Peer Review meetings, and attendance at 
advanced training specifically for experienced staff. 
 
Supervision 
 
Policy 
Child, Youth and Family Site Managers and Police District Commanders (or their 
nominees) must ensure that forensic interviewers receive supervision of the following 
nature: 
•  regular and frequent clinical supervision from a person with recognised professional 
training in clinical work with children 
•  personal supervision from a person with expertise in stress management and 
debriefing 
•  practice review by a person or people with sound up-to-date knowledge and 
experience in this area 
•  cultural supervision from a person recognised as qualified and appropriate to the task 
•  administrative oversight. 
 
Guidelines 
It is likely that the components of supervision cannot be carried out by one person and 
within one agency. Therefore it may be necessary to contract-in some aspects of 
supervision from an external supervisor. 
 
Practice and clinical supervisors need to be fully conversant with literature in these 
areas: 
•  culturally appropriate responses to and from children 
•  dynamics and indicators of abuse 
•  children’s memory 
•  trauma 
•  interviewing children 
•  child as a witness 
•  the requirements of the Child Protection Protocol between New Zealand Police and 
Child Youth and Family 
•  false allegations 
•  retractions 
•  process of disclosure 
•  staff stress and vicarious trauma. 
 
Supervision needs to cover review of video records, reports, court affidavits and 
processes. The video record review component of supervision also serves to monitor and 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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standardise forensic interviewing practice, which is important as this area of work is 
continually evolving. Peer tape review by a psychologist, crown lawyer and Police are 
excellent complements to individual supervision. 
 
Social Workers and Police - The Interface with Interviewers and 
Monitors 

A forensic video interview usually takes place as a part of the investigation and 
assessment process. The forensic video interview is a tool to help Child, Youth and 
Family and Police to establish if: 
•  the child is in need of care or protection 
•  there is evidence that a criminal offence has been committed. 
 
The forensic interviewer is responsible for the forensic video interview and specific tasks 
relating to the interview (refer Tasks in relation to a Forensic Video Interview). 
 
The Child, Youth and Family and Police CPP supervisors are responsible for the other 
tasks relating to the care and protection of the child as follows: 
 
The primary functions of Child Youth and Family are to assess the safety and wellbeing 
of children and provide care and protection where this is needed. The primary functions 
of Police are addressing the immediate safety of children, investigating and holding 
perpetrators to account wherever possible. 
Stage Description 
Responsibility 
Intake 
Report of concern received. Child, 
Child, Youth and Family and 
Youth and Family and Police advise 
Police CPP Supervisors 
each other about the report of concern   
they have received and make a CPP 
referral (as per agreed protocol)  
Consultation 
Child, Youth and Family and Police staff  Child, Youth and Family and 
on the case 
at the local level should share 
Police CPP Supervisors 
information about the referral and 
 
discuss what approach is to be taken. 
This consultation may occur at the 
same time as the case was referred. 
Agreement to 
All child protection protocol cases will 
Child, Youth and Family and 
Investigation 
have an agreed investigation plan so 
Police CPP Supervisors 
Plan 
that staff involved in the case agree 
 
 
and understand: 
Social worker in conjunction 
•  who is involved in this case 
with supervisor and co-
•  what they will do 
workers and where 
•  when they will do it. 
appropriate the Police 
 
investigator 
The investigation plan must consider: 
 
•  the safety of the child 
•  any joint visits needed 
•  the management of the initial 
interview of the child 
•  the need for a child forensic 
interview, interviews of alleged 
perpetrator and other, including 
protective caregiver or parent 
•  collection of forensic evidence 
•  referral to a medical practitioner. 
Child and 
If the case is not confirmed as a child 
Child, Youth and Family and 
Family 
protection protocol case Child, Youth 
Police CPP Supervisors 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Assessment 
and Family will continue to work on the   
case as required under their differential 
response process. Police will 
electronically close the case and this 
will be noted in the investigation plan. 
A child forensic interview can still be 
conducted in an assessment phase. 
Social work 
•  care and protection assessment 
Social worker in conjunction 
intervention 
based on the information from the 
with supervisor and co-
interview or assessment and all 
workers 
other information gathered during 
the investigation 
•  decide whether the child is in need 
of care or protection and level of 
intervention required 
•  implement the intervention needed 
Criminal 
•  review interview information as part  Police and 
processes 
of the criminal investigation 
Police prosecutor 
•  decide whether to prosecute or not 
•  decide how to present the case (i.e.: 
whether or not to use the video 
record) 
•  decide how evidence will be given 
•  apply to the courts for mode of 
evidence 
•  refer to Court Victim Advisors for 
any necessary court education 
 
Tasks in relation to a forensic video interview 
The following table details the tasks required through the stages of the forensic video 
interview process and where responsibility for the tasks sits. 
Stage 
Social Worker/ Police  
Forensic Interviewer and/or 
Monitor 
Referral 
•  preliminary consultation with 
•  preliminary consultation with 
interviewer about referral 
social worker about referral 
•  complete full written referral 
•  receive written referral 
•  advise the interviewer if the child has  •  arrange interview 
special needs or if there are any 
contentious family or contextual 
issues 
•  discuss the referral with the child and 
their family 
Before the 
•  provide information to the child and 
•  read referral and background 
Interview 
parent  
information  
•  ensure an appropriate parent or 
•  plan interview in consultation 
support person will accompany the 
relevant persons (monitor 
child to the interview  
and interviewer) 
•  obtain consent if the parent will not 
•  interview parent to clarify 
be at the interview  
information on interview, its 
•  clarify if therapy or counselling of the 
recording, use 
child has taken place prior to 
•  clarify and/or obtain further 
interview and if so be aware of the 
background information from 
circumstances under which this has 
them  
occurred 
•  obtain consent (preferably 
•  identify the appropriate agency for 
written) 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 11 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
advice and organise assistance if the 
•  describe interview procedure 
child has special needs (language, 
to the child or arrange for the 
hearing)  
monitor to do; note this 
•  relay any new information to the 
occurred, read referral and 
interviewer 
background information 
•  Social worker 
•  (monitor) assist with 
•  assess the need for the child to have 
interviews with the child and 
counselling  
parent, guardian, caregiver or 
•  accompany the child to the interview 
support person. 
•  provide support and advice re: 
counselling. 
 
 Social 
Worker/ 
Forensic Interviewer Monitor 
Police  
Interview 
•  support parent 
•  interview the child  
•  monitor equipment 
throughout the 
•  ensure interview 
interview process  
meets regulations 
•  support child pre 
•  ensure all relevant 
and post interview 
areas of evidence 
are covered in the 
interview  
•  take accurate and 
comprehensive 
notes that reflect 
the content of the 
whole interview 
After the 
Social Worker
•  talk to child to 
•  assist with 
Interview 
•  assess information 
answer questions 
interviewer’s tasks 
•  arrange a medical 
•  talk to the social 
as required 
assessment if 
worker (this may 
necessary 
need to be done 
•  make care and 
first and 
protection decisions 
separately), 
in consultation with 
caregiver or support 
supervisor 
person about what 
•  provide support and 
has been said in the 
advice re: 
interview  
counselling 
•  seal, label and 
•  explain to the child, 
secure video record 
parent what will 
•  arrange for security 
happen next. (This 
of video record 
may be done in 
•  file diagrams and 
conjunction with 
drawings 
Police.) 
•  complete Summary 
•  complete recording 
Report 
requirements 
•  prepare formal 
Police
written statements, 
•  carry out relevant 
review video 
criminal 
records and check 
investigation 
against transcripts 
•  notify parties of 
•  appear in court if 
prosecution 
required 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 12 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
Interviewing 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Interviewing Principles 
a) Approach the interview with the understanding that the child may have nothing to tell 
or they may not be ready to talk about what has happened to them. 
b) Provide sufficient structure and direction to help the child to engage and feel 
comfortable. 
c) Conduct the interview in a confident, straightforward and respectful way to minimise 
the child’s anxiety. 
d) Communicate using language and sentence structure that is appropriate to the child’s 
age, developmental level and cultural background. 
e) Facilitate the child to give as much information as possible in their own words and 
follow the pace and direction of their narrative. 
f) Ask questions in such a way so as to promote the child’s ability to express themselves 
in a free narrative way. [Refer Appendix 2]. 
g) Set clear contexts for the questions asked and respond to what the child says to avoid 
confusing them - avoid out of context questioning. 
h) Help them to put a structure to their account, such as a beginning, middle and end to 
the incident. 
i) Check and clarify their responses to avoid assumptions and ambiguity. 
j) Be attentive to the child’s reasons for distracting, non compliant or regressive 
behaviours and assess how to respond appropriately. Sometimes this may mean 
terminating the interview. 
k) Be aware of your own body language, voice tone, gestures, verbal responses and 
their potential messages to the child. 
l) Be aware of the range of feelings and reactions a child may experience during the 
interview process 
m) Keep the interview to a reasonable length unless there are good reasons to vary this, 
(Refer Number and Duration of Interviews). 
 
Number and Duration of Interviews 
 
Guidelines 
In most cases one forensic video interview will be sufficient. It may be appropriate to 
conduct a second forensic video interview where: 
•  the child becomes tired or distressed and is unable or unwilling to complete the 
interview 
•  makes an allegation or further allegations late in the interview and is willing to 
undertake a further interview 
•  spontaneously reveals further information outside the interview 
•  has special needs, for example, an interpreter or technical aid to communicate 
•  gives new information indicating a more serious offence 
•  gives information about a second perpetrator unconnected with the first interview 
•  equipment fails 
•  other considerations arise following consultation with the investigation team. 
 
Most interviews take 45-75 minutes. A forensic video interview should last no longer 
than 90 minutes, unless special circumstances exist. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 13 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
Interviewing Tools 
Younger children communicate better with the help of objects. 
 
Policy 
Any piece of equipment in the interview room must be suitable for forensic video 
interviewing. 
 
The waiting room should not contain books and toys that relate to child abuse. 
 
Guidelines 
Suitable and unsuitable toys and equipment for forensic video interviewing 
Use 
Don’t Use 
•  appropriate body outlines* 
•  dolls’ house 
•  plain paper (quality A4 that can be 
•  books 
filed) 
•  food, sweets or rewards 
•  pens (non-toxic, thick, strong colours 
•  distracting toys e.g. construction toys, 
to show up on video) 
bouncing balls 
•  play dough 
•  anatomically detailed dolls 
•  beakers/cups for concepts with under 
•  other children’s drawings in the 
6s 
interview room 
•  blocks 
•  clothed rag dolls ** 
•  koosh balls 
•  tissues 
•  or other relevant materials 
 
*If a body outline is introduced it is preferable that this is towards the end of the 
interview and only after a verbal allegation had been made by the child. The purpose is 
to clarify the part that the child has referred to in the interview when this has remained 
unclear from their verbal statements. 
 
**Dolls may be used for clarification of body positioning only after a verbal statement 
about positioning has been made, and the interviewer needs further clarification on what 
the child means. The use of the dolls must have a direct relationship to the child’s 
statement. 
 
Breaks, including Monitor Breaks 
In both ingredients of alleged offences format and exploratory format the interviewer 
should break the interview and confer with the monitor to check that all key areas of 
questioning have been covered. 
 
Breaks may occur for other reasons, for example, if the child needs to use the toilet, the 
equipment malfunctions or there is a fire alarm. 
 
There are no restrictions on the number of monitor breaks; however, they should be 
kept to a minimum as too many checks become disruptive. There may be times where it 
may be preferable for the monitor to pass a written message to the interviewer to avoid 
the need for an additional monitor break. All written notes must be retained on the 
interview file.  
 
Before leaving the interview room, the Interviewer should state the time, purpose and 
expected length of the break; on return to the interview room, they should state the 
time. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 14 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
The child should remain in the view of the camera during the break. Interpreters and 
support people must not confer with the child during the break. 
 
The monitor should supervise the child if they leave the room. 
 
Support Person 
 
Allowed by law 
The interviewer may allow a support person to be present during the interview where 
they consider it is in the child’s best interests Reg. 6(2). The support person must be an 
appropriate person to support the witness; it is up to the discretion of the interviewer to 
deem whether it is appropriate for a parent to be that person. 
 
The support person must not take part in the interview (Reg. 6(2)), identify themselves 
on video at the beginning of the interview and be clearly visible throughout the video 
recorded interview (Reg 11). 
 
Policy 
The child should be interviewed alone unless there are exceptional circumstances; where 
it is in the best interests of the child and not likely to influence the narrative or 
responses of the child. 
 
The interviewer must clearly inform the support person about their role. The support 
person must be clearly informed that they cannot participate in any way during the 
interview. 
 
The interviewer should ensure that any support person has signed a statement of 
confidentiality prior to the interview. 
 
Interpreters 
 
Allowed by law 
A suitably qualified interpreter may be present with the child where their first or 
preferred language is other than English or where there is a communication disability, 
such as hearing impairment (Reg 7(b)). 
 
The interpreter must identify themselves, at the beginning of the interview state their 
role in the interview and promise to accurately and completely translate the words of the 
witness (Reg 8(e)), and be clearly visible throughout the video recorded interview. 
 
Policy 
The interviewer must clearly inform the interpreter about their role in the interview. 
They are to interpret the interviewer’s questions for the child and to translate the 
answers back for the interviewer. The interpretation and translations needs to be as 
verbatim as possible. 
 
The interpreter needs to be visible on video at all times and should leave the room with 
the interviewer at any monitor breaks. 
 
Guidelines 
The interviewer should ask the interpreter to sign a confidentiality statement prior to the 
interview taking place. [Refer Appendix 4] 
 
The interviewer should spend time after the interview with the interpreter to answer any 
questions that the interpreter may have about the process of the interview. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 15 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
If the child, and the family of the child, require interpreters a different interpreter from 
the one used in the forensic video interview should interpret for the family. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 16 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
Before the Forensic Video Interview 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Preparation 
 
Guidelines 
Practice experience has shown that good preparation and planning are integral to the 
forensic video interview. It is essential for the interviewer to have an interview plan 
which may or may not be written. 
 
When planning the forensic video interview consider: 
•  if the child has any special needs? If so, liaise with the social worker to identify the 
appropriate agency for preliminary assessments, advice and/or organising assistance. 
This could include an interpreter or support person present at the interview (Regs. 6 & 
7) 
•  what information and supportive preparation need to be provided to the child. 
•  whether the referral and background information are clear? You should be familiar 
with the information provided 
•  who will accompany the child to the interview. The child should be accompanied to the 
interview unit by their parent or a support person. The child’s social worker should 
also be present and available to the parent/support person, and the interviewer after 
the interview. 
 
When developing the interview plan and structure, consider: 
•  the Regulations and interview procedures 
•  the roles and tasks of the interviewer and monitor 
•  the interview structure 
•  strategies for handling different situations, e.g.: if the interview is disrupted 
•  arranging the room and equipment. 
 
Consultation with the Parent and Social Worker 
 
Policy 
The interviewer must have: 
•  taken all steps to ensure that relevant information is known before the interview with 
the child. This should include a meeting or telephone consultation with the child’s 
social worker. 
•  informed the parent and social worker about the possibility that the interview with the 
child may not result in clarification of the referral concerns. Alternative explanations 
for the concerns may need to be considered. 
•  informed the parent and social worker about the recording, number and use of the 
interview 
•  obtained informed consent [Refer Appendix 3] to video record the interview with the 
child. 
 
The child must not be present at any consultation with the parent or social worker. Notes 
should be made during the consultation with the parent as soon as practicable 
afterwards. Any issues of contention or concern should be declared, resolved and 
recorded. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 17 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
At the discretion of the interviewer, the monitor may be present at the consultation with 
the parent or social worker. 
 
Guidelines 
Wherever relevant the following information should be clarified with the parent prior to 
the undertaking of the forensic video interview: 
•  Understanding of the Interview Process 
-  Information they have about the interview. 
-  What the child has been told about the interview. 
•  Allegation and/or concerns 
-  What they know about the report of concern 
-  The context of the allegations or concerns, for example: how often the child sees 
the alleged offender; how long concerns have been present? 
-  As much detail as possible about the questions asked of the child. 
-  As much detail as possible about the child’s words in response. 
-  What the adults’ response was to the child first telling of the alleged abuse. 
-  Anything the child has said that is of concern (in as much detail as possible). 
-  What has been said by key adults to the child and what information key adults 
have received from other adults about the allegations. 
•  Context of the allegation or concerns 
-  Any changes in their behaviour over time. 
-  Any observed sexual behaviour. 
-  Their behaviour and performance at pre-school or school. 
-  Their daily routine. 
-  Significant people they are in contact with. 
-  Whether they are avoiding any person or situation. 
-  Whether they have been exposed to pornographic material or sexual behaviour 
between adults. 
-  Child’s access to electronic communication. 
•  Child’s vocabulary and conceptual level 
-  Their words for different parts of the body and level of sexual knowledge (where 
appropriate). 
-  Any developmental issues. 
•  Factors impacting on the interview 
-  How the child feels at the moment. 
-  Behaviour when under stress. 
-  Issues that may impact on the interview, for example: custody dispute or any 
other relationship or family context issues involving the adults or child concerned. 
-  Health and medication. 
•  Parents/family 
-  Any previous history of abuse allegations. 
-  Parental attitudes and beliefs regarding sexual conduct and norms (where 
appropriate) for example: response to nudity, sex education. 
-  History of the family/whanau, for example: marital separation or conflict, exposure 
to family violence, trauma, exposure to pornography or explicit material, drug and 
alcohol use. 
-  Parental attitudes and beliefs regarding discipline and punishment. 
-  Child’s relationships with significant others. 
 
Consent 
Informed consent should be obtained from the parent or guardian, wherever practicable 
and appropriate. It is preferable that this consent is written. 
 
Where appropriate, consent should also be obtained from the child to be interviewed. 
Interviews with a child should not proceed if the child is unwilling to be interviewed. 
[Refer Appendix 3 Standard Consent Form] 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 18 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
If parental consent is refused the interview may proceed, with written consent from the 
social worker or their supervisor provided that the Chief Executive has custody of the 
child.  
 
If a parent refuses consent and the child is not in the custody of the Chief Executive, the 
social worker must seek legal advice with a view to seeking a warrant. In some cases a 
young person may be of sufficient capacity and understanding to consent to an interview 
on their own account, without the need for parental consent or custody. Extreme caution 
must be exercised and prior legal advice must be obtained. 
 
Consultation with legal services may also be appropriate, for example, where the parent 
or guardian is an alleged offender. 
 
Pre-interview with the Child 
 
Policy 
Depending on the child’s age and level of maturity, the interviewer or monitor will 
endeavour to explain to them about the interview procedure, its recording and use. 
 
Guidelines 
It is desirable that any discussion with the child is recorded in writing. 
 
It is useful if any discussion with the child is monitored. 
 
The child may need some time to settle and familiarise herself/himself with the 
surroundings before the interview begins. 
 
Be honest with the child. Do not make promises that cannot be kept. The interviewer 
cannot promise: 
•  absolute confidentiality 
•  the child will not have to appear in court 
•  who will see the transcript and video 
•  what the court outcome will be. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 19 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
Conducting the Forensic Video Interview 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Structure of Interview 
All forensic video interviews must be conducted in accordance with the Evidence 
Regulations 2007. The phases and steps within the forensic video interview are fully 
explained and practised within the national forensic video interviewing training course 
that all forensic interviewers attend before conducting interviews. What is presented 
below is a summary and practice changes may have occurred since publication as a 
result of court precedent, research and literature. 
 
All forensic video interviews are divided into three phases. All three phases are video 
recorded. 
 
Summary of phases of a forensic video interview 
Phase Purpose 
1. Introduction: 
•  Cover Regulation requirements. 
Rapport and 
•  Explaining ground rules. 
Regulations 
•  Rapport building practicing free narrative techniques on 
one or two episodic events. 
•  Checking out of conceptual understanding (generally for 
children under the age of six). 
•  Establishing understanding of truth/lies and promises and 
obtaining a promise. 
2. Middle: Ingredients 
•  Encourage the child to talk about anything that has 
of Alleged Offences or 
happened using a free narrative approach. 
Exploratory Format (if 
•  Obtain details of any allegations that are made and 
the child makes no 
ingredients of any alleged offences that the child discloses. 
allegation) 
•  Obtain a sense of chronology/frequency. 
Note: this Phase will 
•  Recent complaint evidence. 
be punctuated by a 
•  Body diagram (if required). 
monitor’s break 
•  Monitor’s break – cover Regulation 9 requirements. 
3. Closure: 
•  Ask questions for further clarification if required. 
•  Sign any exhibits used. 
•  Opportunity for child to ask any questions. 
•  Divert to a neutral topic. 
•  Close the interview. 
 
Interview Procedures 
These procedures consist of instructions and guidelines. The instructions are based on 
the Evidence Regulations 2007 and best practice. The guidelines are to assist the 
interviewer to carry out these instructions. What is presented below is a summary and 
practice changes may have occurred since publication as a result of court precedent, 
research and literature. 
 
This interviewing model may be used for interviewing other vulnerable witnesses (i.e. 
child witnesses to serious crime). 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 20 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
Before starting 
Step Instruction 
Guidelines 

Turn on the equipment and make sure it is 
Once the interview begins 
working. 
the monitor should be 
Position the camera at the level of the child. 
alone in the monitors’ 
room unless other 
professional support is 
required due to the child’s 
special needs or needs of 
the investigation. 

Set up the interview situation: 
 
•  the child must be seated with their face visible 
to the camera during the entire interview 
•  a support person or interpreter, if required, 
must be seated out of the child’s sight but in 
view of the camera (Regs. 11 & 12) 
 
If the interpreter is using sign language they 
must be in the full view of the child and the 
camera at all times. 
 
A simple, clear-faced analogue clock with a 
second hand, correctly recording the time, must 
be fixed and visible throughout the interview 
(Reg. 8(g). 
 
Note: If at any time during the interview the child is unable to proceed, or exhibits 
continuing unwillingness to proceed, with the interview the interviewer should conclude 
the interview and, if appropriate, reschedule another appointment for a further 
interview. 
 
Phase 1: Introduction: Rapport and Regulations 
Step Instruction 
Guidelines 

State the interviewer’s name 
 
State the place, date and time of the 
interview (Reg. 8(a) (b)). 

State that the interview is being 
 
monitored and the monitor’s name and 
designation  

Ask the child to give their name and age  It is preferable not to ask the child to 
(Reg. 8(b)). 
give their school, teacher or address as 
this information should not be seen or 
heard by the defendant in court. This 
may put the child’s safety at risk.

If present, the interpreter and/or 
 
support person must state their name 
(Reg. 8). 
The interpreter must promise to 
interpret accurately (Reg. 12) and 
accurately and completely translate the 
words of the witness (Reg. 8(e)).

Ground rules 
It may also be useful to practice 
Give the child permission to say if they 
setting ground rules, using neutral 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 21 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
do not know or do not remember or do 
topics, to ensure the child has 
not understand. Give them permission 
understood. 
to correct the interviewer if they feel 
the interviewer has misunderstood 
them. 

Rapport Building And Free Narrative  E.g. Phrases such as "tell me 
Practice 
everything that you did on your last 
Use two neutral topics such as last 
birthday" and "what else can you tell 
birthday, yesterday at school, to allow 
me about that" are useful to enhance 
the child to practise using a free 
narrative. 
narrative style. 
Use time segmentation (zooming) 
techniques. 

Concepts 
Using blocks or beakers as objects, 
If the child is under six years, or where 
test out the child’s knowledge of the 
appropriate for developmentally 
following: 
delayed, establish their understanding 
For example 
of concepts 
•  primary colours 
•  big/small 
•  first/last 
•  inside/outside 
•  on top/underneath 
•  in front/behind 
•  next to/in between/middle 
•  same/different 
• counting using objects 
10 
Truth and Lies 
Impart solemnity by telling the child it 
Inform the child that it is important to 
is important to tell the truth and not 
tell the truth and not tell any lies NB: 
tell any lies. 
Although the Regulations only require 
Use one or two age appropriate 
an over 12 year old to tell the truth it is  examples of truth and one or two 
recommended that the same steps are 
examples of lies to clarify their 
followed. 
understanding of these words. Older 
Use examples to establish if the child 
children might be able to provide their 
can differentiate between the truth and 
own examples. 
lies. 
Don’t use authority figures in 
Establish the child understanding of the 
examples, use "someone" in examples 
consequences of lying. 
e.g. if someone said your name was 
 (Reg. 8(c) & (d). 
_____ would that be the truth or a lie? 
To increase the sense of solemnity and 
gauge their understanding of 
consequences ask children if it is best 
to tell the truth or best to tell lies and 
how come? 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 22 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
11 
Promises 
Ways of exploring this are. 
Establish the child’s understanding of 
Have you heard the word promise? 
promises. 
What does making a promise mean? 
Ask the child what a promise is and 
Wait for the child’s explanation and use 
what happens if they promise to do 
one or two examples to clarify. 
something (Reg. 8(c) & (d). 
Don’t use authority figures in 
examples, use "someone" in examples 
e.g. if you promised someone that you 
would sit with them at lunchtime what 
would you do? 
If they are having problems with this 
try 
Is a promise something you have to 
keep or don’t have to keep 
Is a promise important or not 
important 
If you make a promise do you keep it 
or break it?
12 
Obtaining a promise 
Remind the child that it is very 
Directly following Step 11 ask the child 
important that everything they talk 
to promise to tell the truth today in the 
about in this room today is the truth. 
interview room (Reg. 8(c) & (d). 
Ask them: "Will/do you promise to tell 
If a child becomes distracted, it may be  the truth in this room today?" 
necessary to check or reiterate steps 
If the child nods, ask what that means, 
10-11 before again asking the child to 
or say: "I need to hear you say that 
promise to tell the truth. 
word". The child needs to make a 
verbal response. 
If the word promise is not understood, 
other alternatives are to get the child 
to ‘make a deal’, ‘keep their word’ or 
seek the agreement of the child, for 
example. 
Will you agree to tell the truth in this 
room today? 
Will you agree not to tell any lies? 
Will you keep your word today to tell 
the truth?
 
Phase 2: Middle: Determining Ingredients of Alleged Offences Format or 
Exploratory 
 
Format 
The first step in Phase 2 (step 13) will determine whether the interview will gather 
ingredients of alleged offences or follow a more exploratory format (if child makes no 
allegation). 
Step Instruction 
Guidelines 
13 
a) Ask the child what they have 
Example: "What have you come here 
come to talk about. 
to talk about today?"  
b) If they don’t know, ask further 
"Who brought you here today?" 
invitational and transitional 
"Was there anything he/she said about 
questions: 
coming here today?" 
"What do you think it might be about?" 
"Is there anything that you don’t want 
to talk about today?" 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 23 of 38 
 


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children and young people, Continued... 
 
 
Version : 11.0  
 
As a last resort a question such as 
"Mum/social worker said that you had 
something you need to talk about – tell 
me about that?" 
c) If the child still does not know 
If a child goes on to allege abuse 
proceed to an exploratory format.  during the exploratory format, the 
This sometimes requires more 
interviewer must revert to Step 14 of 
than one forensic video interview. the ingredients of alleged offences 
format and proceed from there. 
d) If the child alleges abuse in Step 
 
13, proceed with an ingredients 
of alleged offences format
 
Phase 2: Middle: Ingredients Of Alleged Offences Format and Exploratory 
Format 
Step 
Ingredients Of Alleged Offences 
Exploratory Format 
Format 
 Instruction 
Guidelines 
Instruction 
Guidelines 
14. 
Invite child to 
Ask the child to 
Consider the 
Use neutral 
narrate and then  tell you all about 
factors that may  topics to explore 
use free 
what happened. 
constrain the 
different aspects 
narrative 
When their free 
child’s 
of the child’s 
techniques to 
narrative reaches  engagement, 
situation. 
assist the child to  an end, assist 
e.g. shyness, 
 
elaborate. 
them to 
anxiety. 
 
elaborate by 
 
questions such as 
"Tell me about 
that," or "Then 
what happened?" 
or "What else can 
you remember 
about that?" 
15.  
Briefly clarify 
Briefly clarify 
Engage the child  Use "free-
range of alleged 
whether anything  in a discussion 
narrative" 
offences. 
else like that has  that allows them  techniques to do 
 
occurred (with 
to give 
this. 
the same alleged  information 
offender), and an  freely. 
idea of frequency   
in order to allow 
the interviewer to 
structure and 
pace the rest of 
the interview. 
16. 
Obtain in depth 
In the course of 
Enquire about a 
Use information 
detail of each 
the interview 
range of things 
that the child has 
alleged offence, 
obtain the 
in the child’s 
previously 
or a selection of 
following 
environment. 
offered and 
alleged offences 
information if 
 
general events in 
using questioning  possible: 
 
children’s lives.  
techniques (refer  •  details of 
Be alert to issues 
Appendix 1 for 
alleged 
of concern 
questioning 
offences 
expressed by the 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 24 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
terminology). 
•  locations and 
child. 
 
times 
•  content of 
conversations 
•  factual detail 
such as 
colours smells 
and other 
observations 
•  corroborative 
evidence 
•  identify 
witnesses 
•  description of 
injuries 
•  other relevant 
information. 
17. Gather 
recent 
•  who the first 
Focus on target 
Directly relate 
complaint 
person was 
areas of concern.  this to what the 
information, or if 
that they told 
If the child does 
child has already 
not, information 
•  when they told  make any 
spoken about. 
about why no 
them 
allegations 
Get them to 
complaint was 
•  how come 
during this 
clarify these 
made at the 
they decided 
phase – revert to  areas of concern. 
time. 
to tell then 
step 14 
Without raising 
 
•  how come 
Ingredients of 
prior knowledge 
they didn't tell  Alleged Offences  attempt to clarify 
before (if 
Format. 
any issues of 
there's been a   
concern 
delay) 
identified in the 
•  gather any 
referral or 
information 
consultation 
about the 
process that the 
child’s 
child has not 
demeanour, as 
previously 
the recent 
spoken about 
complaint 
during the 
witness can 
interview. 
give evidence 
 
on this at trial.
 
Phase 2: Middle: Monitor Break 
Step Instruction 
Guidelines 
18 
a) Before the end of the interview 
The monitor’s notes will assist the 
the interviewer should break the 
monitor to determine any areas or 
interview and confer with the 
points that may have been missed 
monitor to check that all key areas 
in the interview. Usually the 
of questioning have been covered. 
interviewer will break the interview 
 
to confer with the monitor. 
There are no restrictions on the 
number of monitor breaks; 
however, they should be kept to a 
minimum as too many checks 
become disruptive. 
b) Before leaving the interview 
Whenever there is a break in the 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 25 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
room, state the time, the estimated  interview steps b and c must be 
duration of the break and the 
followed. 
reason for leaving; (Regs 9 (a),(b) 
The interviewer should explain to 
& (c). 
the child the purpose of the 
monitor’s break and the expected 
length of the break. 
The child should remain in the view 
of the camera during the break. 
Interpreters and support people 
must not confer with the child 
during the break. 
c) on return to the interview room, 
 
state the time. 
 
 
 
Phase 3: Closure: Steps 19-34 apply to all forensic video interviews (both 
exploratory and where allegations have been made) 

Steps Instruction 
Guidelines 
19. 
Clarify any issues raised by the 
 
monitor. 
20. 
Offer the child the opportunity to add   
to or correct any information 
provided or to ask questions. 
21. 
In order to identify exhibits, ensure 
You may hold all plans, outlines and 
all material produced during the 
drawings up to the camera, showing 
interview has the child’s name, and is  both sides of the page. 
signed and dated. 
22. 
Introduce a neutral topic, e.g. what 
If the interview has followed the 
they have missed at school today. 
exploratory interview format, the 
Let the child narrate. Acknowledge 
interviewer may talk to the child 
the child's participation in the 
about the possible need to return for 
interview. 
a further interview. 
23 
State the time at the end of the 
 
interview (Reg 8(h)). 
 
24. 
Turn off the video equipment. 
 
 
Phase 3: Closure: Tasks for the interviewer 
Step Instructions 
Guidelines 
26. 
Label both video records. 
 
28. 
Complete required schedules – one 
 
for the master copy, one for the 
working copy. 
29. 
Seal master schedule with master 
 
video record and sign seals (initials 
are sufficient). 
30. 
Attach the working schedule to the 
 
working video record. 
31. 
Complete the office video record log  Each office needs to set up and 
book which should be kept up-to-
maintain these log books: 
date at all times. 
interview log book to record the 
interviews conducted; 
video log book to record the videos 
made (could be included in the 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 26 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
interview log book); 
video movement book to record the 
inward, internal and outward; 
movement sheet attached to each 
video record. 
 
Phase 3: Closure: Uplifting the video record - The Police Officer 
Step  
Instruction 
Guidelines 
32 
If the video record is subsequently 
Every movement of the video record 
moved the video movement book 
must be recorded. 
must be signed indicating which 
 
video record is being moved and 
It is imperative that the chain of 
the schedule must be noted. 
evidence is maintained as the video 
 
record may not be admitted in court 
it there is any infringement of the 
Regulations. 
 
Develop a clear system with your 
local police for moving video record. 
Video records should be transported 
by hand or if that is not possible 
either by courier or registered mail. 
 
The person who is entrusted with 
the video record must be fully 
informed of the legal requirements. 
33 
Deposit the video record for 
 
storage in a secure place. 
34 
If the video records come back to 
 
the Interviewer (for verifying 
transcripts or any other purpose), 
the person receiving the video 
record must complete step 28. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 27 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
After the Forensic Video Interview 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Debriefing 
The role of the interviewer post interview is to provide the referrer and the support 
person/carer, with information about what has been said in the interview. 
 
Policy 
The interviewer must inform the referrer and where appropriate Police of the interview 
outcome. 
 
Guidelines 
The interviewer needs to talk to the child, in a way that is appropriate to their age and 
maturity, to: 
•  acknowledge and affirm their participation in the interview 
•  check how they are feeling 
•  explain that you will be speaking with the adult(s) who are supporting the child 
through the interview process 
•  explain what will happen to the video records and who may see them 
•  explain that you will be talking to their social worker about what will happen next e.g. 
(counselling, medical, court) 
•  answer any questions but if the child asks about future safety explain that their social 
worker will talk to them about that. 
 
With older children it may be appropriate to ask if they want to be present when you are 
talking to the parent. 
 
The interviewer needs to talk to the parent (wherever possible with the social worker 
and/or the Police employee present, although some times it may be necessary to talk to 
the social worker alone first) to: 
•  give them feedback on the interview in appropriate detail 
•  explain what will happen to the video records and who may see them; 
•  explain what will happen next regarding your role 
•  talk about how the child is feeling and check out how the adult is feeling. 
 
* Discuss the child’s immediate safety needs with the social worker and the family when 
a child has made an allegation of abuse in the interview. 
 
Record significant points from these debriefings and date, sign and file this record. 
 
The interviewer and monitor should, where possible, meet to debrief after the interview. 
 
Summary Report 
 
Policy 
The interviewer must secure every outline, drawing, monitor’s message and note made 
during the interview as these may be used as evidence. 
 
The interviewer must complete and send a Summary Report to: 
•  the referrer 
•  Police in every case where allegations have been made. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 28 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
The Summary Report must be marked confidential and may only be used with the 
permission of Child, Youth and Family and Police, in consultation with the interviewer 
and according to legal guidelines. 
 
Guidelines 
The report is not a verbatim account. It should contain a factual summary of the 
interview and the allegations. State that full details of the child’s statement are available 
on video record. 
 
The report must: 
•  state whether the child alleged abuse 
•  present factual notes about what they said or did. 
 
The report may include recommendations for further social work follow up. 
 
Role of the Forensic Interviewer in Court 
Where the child’s evidence is presented on video record in court, the interviewer can be 
called as witness. The interviewer can be cross examined on any aspect of the interview. 
•  Preparation of the child. 
•  Truth, lies and promises. 
•  Inconsistencies in the child’s account. 
•  Questioning style. 
•  Any other aspect of the interview or general interviewing practices that may cast 
doubt on the child’s or the interviewer’s credibility as a witness e.g.: supervision, 
training, current literature. 
 
Guidelines 
When presenting evidence in court preparation is crucial. 
•  Go through the transcript thoroughly. 
•  Go through the transcript with another interviewer or supervisor to identify areas 
where you are likely to be cross-examined. 
•  Where ever possible review the video carefully, as you are unlikely to be able to view 
it in court. 
•  Consult with, and seek advice from, a Child, Youth and Family solicitor. 
 
The Crown Prosecutor is acting for Police in these matters. Child, Youth and Family staff 
should seek advice from the site solicitor to avoid any conflict of interest. If aspects of 
the criminal process are not within the immediate knowledge of the site solicitor, it is 
their role to find someone who can assist the interviewer. 
 
As criminal cases are determined through an adversarial process, the prosecution must 
prove guilt beyond reasonable doubt. The defence lawyer may attempt to cast doubt on 
the evidence presented. As a result of this process, the interviewer may feel as if they 
are on trial. It is important to remember that it is not a personal attack. 
 
Where the interviewer’s credibility is questioned, it is important to emphasise 
qualifications, training and experience. It is useful if the interviewer can be specific about 
the number of interviews they have conducted. 
 
In criminal court it is important to give definite answers where possible. Witnesses 
should not be afraid to say if they don’t understand a question or to ask for the question 
to be restated or rephrased. 
 
Do not be afraid to acknowledge any shortcomings in the interview for example, a 
contentious question. One or two mistakes do not invalidate the entire interview. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 29 of 38 
 


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children and young people, Continued... 
 
 
Version : 11.0  
 
The interviewer must not be drawn into giving an opinion about whether or not the child 
is telling the truth. The interviewer’s task in the interview was to create a situation that 
enabled the child to say what (if anything) happened. The judge and jury must 
determine whether or not the case is proven. 
The interviewer needs to utilise their own personal strategies, and forms of support 
provided by their employer/organisation, for coping in stressful situations. The 
interviewer’s task is demanding and difficult and it is important for them to be confident 
about their professionalism and competence. 
 
Transcripts 
 
Legal requirements 
A transcript is required where the video record is used as evidence in a criminal 
proceeding (Reg 28). 
 
Policy 
Police are responsible for preparing the transcripts where criminal charges follow and 
may lead to court proceedings. 
 
The transcript should contain all noticeable non-verbal communication. 
 
The interviewer must check the transcript against the video record for accuracy and 
acknowledge in their formal written statement that this has occurred. 
 
If a transcript has been prepared a copy must be kept on Police files. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 30 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
Video recordings 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Video Record Security and Access 
Whoever holds a copy of the video record is responsible for: 
•  the safe keeping of the video record 
•  registering who has viewed the video record 
•  recording all movements of the video record. 
 
Legal requirements 
The master copy of a forensic video record where a child has made an allegation must be 
sealed with a completed certificate as contained in the Schedule to the Evidence 
Regulations and placed in the safe custody of Police (Reg 17(2)). 
 
Police must keep a record of the date the master video record was placed in their 
custody and details of any subsequent dealings with the master copy and the reason for 
that (Reg 17(2)(b)(i)&(ii)). 
 
A working copy of a forensic video record must be identified as such and placed in the 
safe custody of Police, with a completed copy of the certificate as contained in the 
Schedule to the Evidence Regulations Reg (18(1). 
 
A record must be kept with the working copy identifying the name and designation of 
anyone who views the video record and the date of viewing (Reg 18(2)). 
 
Under regulation 21, Child, Youth and Family may request a copy of the video record to 
•  show the child 
•  enable the Chief Executive or a social worker to discharge duties under any Act. 
 
When a copy of a video record is provided to Child, Youth and Family, if produced the 
transcript must also be provided. 
 
Child, Youth and Family may only show a copy of any transcript to a person if it is in the 
interests of the child who is the subject of proceedings (under the Care of Children Act 
2004 or CYPFA) and it is not likely to jeopardise any pending criminal proceeding and a 
record is kept of every person who is shown the transcript. 
 
Regulation 20 defines the purposes for which a video record may be shown by Police. 
 
Policy 
Access to the video record must be in accordance with the Evidence Regulations 2007. 
The video record must be used in keeping with the principles of the Children, Young 
Persons, and Their Families Act (1989) and, where appropriate, the Privacy Act (1993) 
and the Official Information Act (1982). 
 
Guidelines 
The decision to allow access to the video record must be guided by the child’s best 
interests. Police should consult with Child, Youth and Family to assess this. 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 31 of 38 
 


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children and young people, Continued... 
 
 
Version : 11.0  
 
Video Record Retention and Destruction 
 
Legal requirements 
All forensic interview video records must be kept for a predetermined number of years. 
Under regulation 40, Police must keep the master video record until: 
•  it is produced to court as an exhibit and becomes its property; 
•  seven years after the date the video record is made, in the event that no prosecution 
is brought (Reg 40(1)(b)). 
 
Where there are court proceedings master video records must be kept for ten years by 
the courts, measured from the date when the proceedings are finally determined or 
discontinued (Reg 39). 
 
The master video record and working video records are to be destroyed or erased by the 
destruction date. 
 
Refer to regulations 36 to 48 as to who is responsible for destroying or erasing the 
master video record, working copy or any copies of either. 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
Page 32 of 38 
 


Video recorded forensic interviews with at-risk 
children and young people, Continued... 
 
 
Version : 11.0  
 
 
Appendix 1 - Questioning terminology 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Note: Forensic Interviewers are trained in the appropriate use of these questions. 
 
1. General questions 
Open-ended enquiry about the child’s well-being or salient issues; it does not assume an 
event or experience. 
 
Example:  
“How can I help you” 
“How are you feeling today?” 
“Is there anything you want to talk about?” 
 
2. Narrative invitations 
A broad open-ended enquiry or statement that encourages the child to talk in a free 
narrative style about an event without interruption from the interviewer. These sorts of 
questions have been shown to increase the detail and accuracy of children’s statements.  
 
Example:  
“Tell me what you’ve come to talk to me about today.” 
“Tell me what happened.” 
“What else can you remember about that?” 
“Tell me more about that”. 
 
3. Facilitative cues 
Interviewer gesture or utterance aimed at encouraging more narration 
 
Example: 
“Un huh”  
“Anything else?” 
“Mmhmm” 
 
4. Time segmentation/ Zooming  
Probing for details by asking about a particular time during an event described by the 
child – breaking down a reported segment of time. 
 
Example
“You told me about your birthday party. Tell me what you did from the time your friends 
came to your party until you opened your presents.” 
“You said that Uncle Harry came in your room. Tell me everything that happened from 
when he came in your room until he left” 
 
5. Open-ended prompts  
Questions that allow for a broad range of responses, while minimising leading or 
suggestive material that could be introduced in the interview. Open ended questions are 
useful throughout the interview process as a method of providing some structure to the 
child’s recall without being overly suggestive or leading. 
 
Example
“Tell me everything that happened, even if you don’t think it’s important.” 
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The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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“Tell me about your family.” 
“What happened next?” 
 
6. Cued invitations  
Questions that focus the child on a particular topic, place, or person, but refrain from 
providing information about the subject. These questions also serve to trigger memory 
and can be conceptualised as a way of framing a question to narrow the child onto the 
topic the interviewer is enquiring about. These questions are more specific than open-
ended questions.  
 
Example:  
“You said that Uncle Harry touched you. Tell me what you mean by “touched”. 
“You said you and Uncle Harry were in the caravan. Tell me everything that happened in 
the caravan.” 
 
7. Direct questions (5WH) 
Questions that start with words such as what, when, where, how, and how come, that 
may be necessary to elicit specific information that has not been clarified by the more 
open-ended questions above. It is often useful to pair these questions with open 
questions. 
 
Example: 
“What were you wearing when that happened? (Child responds) Tell me about that.” 
“Where were you when that happened. (Child responds) Tell me everything that 
happened when you were in that shed.” 
 
8. Option-posing questions 

Questions that are yes/no and multiple-choice are sometimes necessary after open-
ended techniques and direct questions have failed to elicit relevant information. Although 
these questions may be useful to cue the child’s memory they should be carefully 
phrased to reduce the amount of new information introduced in the question. Multiple-
choice questions should include all relevant options and a catchall category “or 
something else” at the end. These questions are more suggestive than direct questions 
and should be paired with more open questions. 
 
Example: 
“When that happened were you sitting, standing up, lying down or something else?” 
(Child responds). Tell me all about that”. 
“I’m just wondering whether that happened in the morning, afternoon or night time?” 
(Child responds). Tell me what happened from the start to the finish. 
 
9. Externally derived questions 
A question that relies on information not disclosed by the child in the interview. Although 
there are times when it may be appropriate to introduce prior knowledge (for example, if 
the child has a sexually transmitted disease) these questions should not normally be 
asked as they may lead or mislead the child. They should only be used with extreme 
caution and in a planned way, if all other avenues are exhausted and there are clear care 
and protection concerns indicated. 
 
Example: 
“Do you remember anything about a camera?” 
“Your Mum said that you went to the doctor yesterday. Tell me all about that”. 
 
10. Leading questions 
A statement the child is asked to affirm. These questions should never be asked. 
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The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Example: 
“Isn’t it true that your brother touched your fanny?” 
“So your dad gave you that bruise didn’t he?”. 
 
11. Misleading questions 
A question that assumes a fact that is not true, which the child is explicitly or implicitly 
asked to confirm. These questions should never be asked. 
 
Example: 
“What colour scarf was the nurse wearing?” (When she wasn’t wearing one) 
“Show me where he touched you”. (When no touching has been alleged by the child) 
 
12. Coercion 
The use of inappropriate inducements to get cooperation. These sorts of statements 
should never be used. 
 
Example: 
“If you tell me what your mother did, we can go for ice cream”. 
“You can play with that after you’ve told me all about what Uncle Harry has done. 
“If you tell me we can put him in jail and keep other children safe”. 
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The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Appendix 2 – Evidence regulations 2007 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Refer to the Evidence Regulations 2007. 
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The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Appendix 3 – Standard Consent Form 
These guidelines are an interim version. The practice, training and accreditation of Child 
Forensic Interviewers is currently being subject to a comprehensive review by a joint 
Police/CYF project. Any questions in relation to these guidelines should be addressed to 
the Investigative Interviewing Team, NCIG at Police National Headquarters. 
 
Download the Standard Consent Form (word document, 33 KB). 
 
 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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Appendix 4 - Interpreter Confidentiality Statement 
Download the Interpreter Confidentiality Statement (word document, 34 KB). 
This is an uncontrolled document printed for reference only. 
The controlled document can be found in the Police Instructions site which is accessible via the New Zealand Police Intranet. 
 
 
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