Transcript

Host: Børge Hansen, CEO, Davidhorn
Guests: Kjeld Hendrik Helland-Hansen and Oddvar Moldestad (Forensic Investigators, Western Police District) and Bente Skattør (Senior Advisor ICT and Innovation, Norwegian Police).

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BØRGE HANSEN: Today, we’re talking about innovation in policing and what it actually looks like. Criminals are already playing with AI tools. We see deepfake voices used to trick people, AI-written scams that feel uncomfortably personal. And at the same time, the amount of evidence is exploding. Every case means hours of video and audio, phone data, documents, and chat logs. The police aren’t just under pressure from offenders; they’re also buried under information. And still, many investigators are typing crime-scene notes by hand, replaying interviews over and over, and working in systems that don’t really talk to each other. So the question is, how do we keep up and how do we get ahead?

The good news is that innovation is already happening inside policing. And the team around this table has been recognised for that work with a Europol Innovation Award, a National Digitisation Award nomination, and a Global Innovation Prize in Brazil. I’m very happy to have you here. Bente Skattør, project lead and innovation lead for AI for interviews at the Oslo Police. Kjeld Henrik Helland-Hansen, forensic investigator in the West Police District and the wildcard. And Oddvar Moldestad, also a forensic investigator and a longtime CSI innovator in the West. In this conversation, we’ll look at what’s actually changing at the crime scene, in the interview room and in the courtroom. What works, what’s hard and what it looks like when innovation comes from within the police.

So let’s start there. Bente, you’re leading AI for interviews. When people ask you what is actually changing in policing right now, where do you begin?

BENTE SKATTØR: I begin with the police officers, the CSI folks, the team, because that is where you actually start. But first of all, thank you very much for having us here. We are really thrilled to be here to talk about what we actually burn for, and that is innovation in the police. As you so clearly mentioned, Børge, the criminals have already embraced AI.

And that is also where we are. We are really trying to embrace the technology, but of course, we have to do it in a responsible way. So what we’re doing now in the AI for interviews is actually trying to build upon the speech-to-text technology, AI analysis. So we are working with the police workers strongly and tightly because they have to take and use the tools.

So that is essential, I think. So what we are working on is actually, as you said, we are working with investigation, and AI for interviews is actually about—we started with investigative interviews. So that is where we have the starting point. But we have seen the huge potential of using speech-to-text in many areas. That’s why we are also here for the CSI crime scene investigation, the courtroom, and putting TVC on the streets from the patrols. So we have huge potential.

BØRGE HANSEN: What did you start with in investigative interviewing? I know Norway is really on the forefront there. Why is that and how does it work for you guys that you started out with something that the Norwegian police think they’re really good at already?

BENTE SKATTØR: Yeah, it was not a coincidence. Because I’m really proud also that Norway has a good methodology of the way we are doing investigative interviews. So we have sort of stolen with pride from the PEACE in the UK, but we have also cultivated our own methodology. But the point is that they are writing the investigative interviews manually.

And we saw also the potential for using Norwegian language models so they can focus on rather doing the summary or understanding what is in the interview instead of taking notes while they are doing the interview. And of course they are taking many. So in Norway, I know Norway is a small country, but anyhow we have approximately 150,000 each year interviews, whether they are inside or outside—150,000 interviews with victims, suspects or similar from the police.

So we have a huge and very exciting potential and we have come that far that I hope people can see or hear that we are on the right way.

BØRGE HANSEN: So what’s the impact that you’re seeking in AI for interviews? Obviously, you talk about the 150,000 interviews all across Norway. What’s the impact that you want to get out of those 150,000?

BENTE SKATTØR: As you said in the start, Børge, we are having so much data within investigation and we need to help the investigators to do their job so they can focus on what really matters within investigation. So we can remove the boring job. It’s very important to have a good summary, of course, that they still have to do. And they also still have to control what is coming out of these language models when we do the transcription. But the potential of letting them focus more on the core case—that is investigation. And the data is not going to stop. It’s going to flood more. It’s growing each day and I have no belief that it will be less, it will be much more.

BØRGE HANSEN: But you also work closely with, in Norway, we call PPS or police officers in the field, working in the field at the crime scene. How does that innovation work that you’re doing now? How does that impact the PPS situation?

BENTE SKATTØR: We are in a position now where we actually can ask them and they have answered a questionnaire, but they’re also doing interviews about what they feel. But today it’s going very fast from when you take the interview in the street until it’s transcribed. It takes approximately one and a half to two minutes.

BØRGE HANSEN: So from the interview performed to the transcription ready, a couple of minutes?

BENTE SKATTØR: Yes, absolutely. And also the data will be valid inside the police. But we can also enable that for the court, for operation central and the core team if we have a huge case going on. So they can see the data also, what’s coming from the street immediately. So we also built that inside.

BØRGE HANSEN: In our talks earlier, you often talk about innovation as a muscle that the organisation has to train. What does that look like in practice?

BENTE SKATTØR: Yes, we have big muscles. I always say that innovation is a muscle that you have to train in order to keep up the speed with the AI revolution which is ongoing. So you have to exercise on the turn of the technology. So that means we also have to train on different arenas. We have to do smaller proof of concept, very fast, fail fast, but also going in the right direction.

And then you have to work strategically. So when it comes to the smaller proofs of concept, doing the things to explore—then we have a really good example here, is about the crime scene investigation team. I’m really proud to have Oddvar and Kjeld Henrik on our team.

BØRGE HANSEN: Before we move on to the CSI team, we also said that police work and innovation have to go hand in hand. And what does that look like on a good day?

BENTE SKATTØR: When police officers say we are on the right way, this is good, it can be better. But when they say this is working and we are on the right—that’s giving me thrill. And I’ve lately been so lucky to hear that. And I also have seen that that makes us even stronger for striving for more innovation.

BØRGE HANSEN: If criminals innovate faster than the police, why should the public still trust the police to keep up?

BENTE SKATTØR: I think that is a huge question. First of all, if we don’t move faster, I think we might lose trust. Because if we are coming more and more or lacking behind the criminals, that will immediately hit the trust for the police. That’s kind of natural. And the police force is founded on trust. So if we don’t have the trust, it will be much harder to keep on going.

BØRGE HANSEN: So, Bente, one of the challenges we’ve spoken about earlier is that we feel that people challenge us that we need to know everything about everything before we can start using these systems. But your approach is much more sandboxing and point-to-point solutions.

BENTE SKATTØR: Yeah, and that is a huge… we can philosophise a lot and discuss whether we should have a general base model that can serve and suit everyone’s need, or you should go on point-to-point to actually deliver value. And when you are in that discussion, you can easily become paralysed. That is not a good thing because innovation has to happen fast. You have to respond to the needs and also to testing it out very fast on what works. So if you are going, and this is also what I’ve seen in several technology development in Norway, we sometimes think too much before we actually do something. So we have to look ahead, we have to do smaller point-to-point solutions, and if these smaller point-to-point solutions works, you can take the same piece of technology on the next thing, and then next thing. And that’s also the way we actually evolve the data.

BØRGE HANSEN: So working in police, one could imagine that you’re not only working with supportive people. There’s a lot of cynicism in police work because—well, the reality of living with crime and criminals every day. How do you take that cynicism and turn it into something progressive or positive?

BENTE SKATTØR: I think by meeting the police workers, I really do. Because when I speak about AI, the immediate question is, will the robot take my job? Of course we—I cannot, that is a question that is fair and you have to address it. So that is what you do. But that is also then why it’s so important to involve the police officers strongly and early. Because they see and hear what, because it’s hard to say, to think about what you need or what could help you. But once you see a proof of concept and you hear it in your own language, then you immediately see the help of how this will lighten your job. So that is by involving them, I think. And also admitting that, this is a sandbox, meaning that this is where we will test the new technology. But it doesn’t mean that everything will be working.

BØRGE HANSEN: As many people listening, working in investigative work or courts or prosecution knows, policing is a profession that’s caught between extremes. There’s a lot of rules and regulations and bureaucracy that stops work. At the same time, there’s an urge to do things in the right proper way because lives are at stake. How do you navigate that as innovators in a very traditional setting?

BENTE SKATTØR: Yeah, so this is actually what I’m burning for because I have worked now in 20 years or more within the police in ICT department, not operational. But I know that it is always saying that, no this is not allowed, or we cannot do that, or we have to check and so on. And I don’t say that we shouldn’t do that of course, we have to obey the law. But it is a huge difference saying what is possible under the law instead of saying, can we have the allowance? And I think that is a huge culture thing that we have to embrace in police as well. That we…

Of course, within the law, but what is the playground? So to have that change, you need the leaders that have that same value and will give you allowance to test things and that also okay to fail.

BØRGE HANSEN: For those of us who haven’t been to a crime scene, we have a lot of impressions from TV series. What is the job of working on a crime scene in 2024 or ’25?

ODDVAR MOLDESTAD: If I may say so, crime scene investigation as a profession is all about documenting. What you observe, you observe traces, you observe persons, you observe objects, whatever. And that is quite boring work in many ways because you have to be very thorough, you have to be structured. And with the Sandwich Project we now are part of, we see how we can do these tasks in a better way. What we want to spend our time on is that is very important for crime solving. But at the same time, we can let technology do the boring part, I mean the documentation part of it. So we can use more time with other observations.

BØRGE HANSEN: So can you just take us through a crime scene? We’re looking at a traditional crime scene, there’s been a breaking and entering, a house burglary. How does an investigator or a technical investigator work in that scene traditionally and how do they work now with technology that you guys have been working on?

ODDVAR MOLDESTAD: Just briefly, first of all we establish what has happened and what do we need to do to start our crime scene investigation. And that is actually looking around. And then you start doing your thorough investigation where we use, could be photography, all kind of methods to describe the scene. And you are very accurate, you make drawings, you measure, measure every object.

So we can try to recreate at a later point of time when you also done the whole investigation, make kind of recreation of what has happened. And yeah, that is a quite boring aspect of CSI work. So you have to be structured and write everything down and basically this is what we want technology to do for us because we see that could be a lot easier if you can have tools that can make this work easier, not only for us but of course also for the patrol officers. They have—they are first on the scene. They also need to do the same things we do, but of course they have other tasks as well. And yeah, we want to make this easier in many ways.

BØRGE HANSEN: Traditional CSI work is what? Pen and paper, dictaphone…

ODDVAR MOLDESTAD: Yeah, basically pen and paper. I think the last years we’ve had the ability to type into our tablets, but still you’re in this crime scene, you wear these gloves, you don’t want to contaminate anything, still you are forced to take up your phone or your computer or whatever and you have to type this in. So you don’t want to—if you find a suspected trace, you don’t want to take off your gloves and put on the gloves and do, redo this many times. So we saw quite early that voice-to-text could be the solution here. So that is what we started to do a couple of years ago when we started this project.

BØRGE HANSEN: So these days you are working in a crime scene with voice-to-text. What does it look like to you? What is your working situation like?

ODDVAR MOLDESTAD: I think you are perhaps more out in the field, and especially on this and testing this out in the—on the field. So perhaps you can elaborate more on that?

KJELD HENRIK HELLAND-HANSEN: Yeah, so initially when we saw the possibilities in this, I thought it would be revolutionary just to have something that can transcribe my voice into text. So I don’t have to stand there in the dark with gloves and having to write this. So that was just fabulous. And then when you also realise that this transcription actually systemises, from the voice to text, and systemises according to a template that we work with. So what we call people and what we call objects and what we call traces, it puts everything in a system. So basically we can go through the crime scene, describe everything we see and then get out a finished report and that is just fabulous.

I did some exercise with the Western police, and that was with a colleague who was also a CSI technician and also the patrol police. And one of my fellow colleagues, I would describe him as one of the more analog crime investigators in our office, but that’s fine, we’re different. He was using the headsets and just logging everything. It was counter-stabbing, it was an exercise with the Norwegian Navy where they had gone off two bombs and there were dead and wounded people—that was the scenario. And when we got to the place of the incident, then he started to log, describing everything and going along. And then this was transcribed and systemised. And we asked afterwards, so what do you think of this? And he just answered, yeah, honestly, I did this, I got this report now in 20 minutes.

And if I should have done this in the traditional manner, I’d use at least two days, perhaps more. So that was a very satisfying answer for us at least because we are tech nerds, I admit it. So we like to move ahead, we like to be in the front and testing things, but this has to have an impact on the whole level, not only as tech-savvy guys, but I think in this case, the ones that will benefit the most from it are the guys typing with one finger on their keyboards. They will really see the benefits of this.

BØRGE HANSEN: Crisis exercises, you guys said earlier that it gives you much more realistic data than synthetic test data. And as you describe, you can see the technology being used in practice with your own eyes. What’s the biggest surprises from these exercises? Good and bad.

BENTE SKATTØR: I might answer that because to having allowance to test out early technology is quite cumbersome. Sometimes you have to plan very thoroughly or maybe you have to work with synthetic data, but these kind of arenas is really fantastic to explore technology. And so we jumped very fast into the exercise because we had short notice—that’s also very cool. That was a level of, parts running again. But you can actually, because now we have a toolkit of tools that works pretty well. And we also gather data. So we are in the golden hour of investigation. So we use also the interview solution and also the CSI. But the most important was actually it not that it worked, but it was a good stage of exploring technology much better than I hoped for. So now next year we are actually planning to do more so we can expose and test our solution to the end users. And then we can build on something that is already working, but also have add-ons to explore because there’s no danger to having mistakes in such exercises. That’s what we are aiming for, to learn, build.

So I’m really thrilled about that. And one of the key questions that we have—we’ve also been participating in four exercises now. So we have data collected from these exercises. So when we have more power or GPUs or machine power in the police, it’s going to be really, really fun to run also AI analytics of this data. So yes, I’m really thrilled. And also what is… The people who work with this technology can be on stage to see how Kjeld Henrik and the bomb squad is using the technology. That’s essential also.

BØRGE HANSEN: Let’s zoom out a little bit internationally. These challenges aren’t unique to Norway. You’re watching and working with others around the world who are wrestling with the same problems. Who’s inspiring you internationally and what are they learning from your work and the Nordic approach?

KJELD HENRIK HELLAND-HANSEN: But I would also like to point out that we don’t have any financial commitment in many ways to this kind of thing. So we are eager to share. Now, criminals don’t care about borders. They don’t care if you’re in Norway or Denmark, or if you sit in one part of the world doing crimes in another part of the world. And I think it’s so important to share this kind of knowledge with our colleagues in law enforcement in other countries as well. Because I really believe that if we share this kind of knowledge, we will get something back. And I think it’s counterproductive to sit in every country doing the same kind of innovation with just a small variance. So that’s why I believe that Europol, for instance, here in Europe, is an essential hub for sharing.

And our collaboration with different countries, it’s great because we see the same needs in every country, perhaps with small differences, but still—and recently when we were in Brazil, same thing. I think this is universal and we need to, since we are, I think I agree with you, Oddvar, we are in this particular area, we are quite in the front.

And I think it’s our obligation to share this with our colleagues because what we do care about is helping people. That’s why we became police officers in the first place anyway. So this is our main task to help people. And if we can do that by sharing to help other colleagues doing the same thing, yeah, I cannot say it’s important enough.

BØRGE HANSEN: Very good.

BENTE SKATTØR: I would like to add also, because getting inspired by people which are much better than you, come on with it. Give us all, because that’s essential. And why shouldn’t we also be inspired by the criminals? Because they embrace the technology and they are really innovative. So of course we shouldn’t commit crime, but we should turn it around to combat crime.

Getting the inspiration of being, having the possibility to embrace—because I strongly believe if we embrace the technology, we can see the possibilities. We can break up and see the possibilities and believe me, we will anyhow handle within the rule of law. But this is instead of taking what is possible within the law, it’s a complete different thing.

BØRGE HANSEN: Do you think the criminals are eating elephants and running like that?

BENTE SKATTØR: They are running. And then they suddenly also get innovative in a strategic matter. Then it’s becoming organised crime. And they are really innovative also to get hold of money and also of course doing really bad things hurting people. But they are really innovative in that they actually—when they have a possibility, they’re actually going for the low-hanging fruits, and then they organise it very fast. So they’re doing business. And also, as many probably already know, in Norway, committing fraud using AI and technology is a bigger business compared to selling drugs in Norway now, at the time being.

BØRGE HANSEN: So let’s finish by looking forward and keeping it practical. If all this works, everyday investigative life and the quality of justice should improve. If you could change one thing in global policing tomorrow, one thing that would actually make investigators’ lives better and justice more reliable, what would it be and why? Cooperation?

BENTE SKATTØR: Cooperation across borders. Yes, together with academia, police, public sector and also industry across borders because the crime is borderless and we have to meet on the same, what you call, football stage as them. More cooperation.

BØRGE HANSEN: Cross-border cooperation.

KJELD HENRIK HELLAND-HANSEN: I agree quite much on that one. I mentioned the importance of sharing and exchanging ideas and seeing the possibilities to get that wider view to see what you can do. And also that you have leaders that see the importance of this, see, yeah, give you the space to try your wings, to try to be a bit more innovative, not just doing your day-to-day thing, but actually looking forward and see, have that vision. I think it’s important.

BØRGE HANSEN: It’s out of the proverbial box thinking. How about you, Oddvar? One thing you would want to improve.

ODDVAR MOLDESTAD: So learning more faster.

BØRGE HANSEN: So we’ve covered a lot, tech, practice, culture, law. But what I hear, it’s ultimately about people and how they work. Innovation in policing isn’t a future dream, it’s already here. And tonight, you’ve given us a glimpse of how it looks from the inside. Thank you for joining me.

ALL: Thank you.

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END OF TRANSCRIPT

© 2025 Davidhorn. All rights reserved.

Transcript

Host: Sigrun Rodrigues, former Chief Marketing Officer, Davidhorn
Guests: Carly McAuley and Maxime Cole, Directors at Triangle

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Sigrun Rodrigues: Hello and welcome to this podcast. I’m Sigrun Rodrigues, Chief Marketing Officer at Davidhorn, and I’m very excited to have you here today. Would you like to introduce yourselves?

Carly McAuley: Thank you very much for having us. My name is Carly McAuley. I’m one of the directors at Triangle.

Maxime Cole: Hi, I’m Maxime Cole, and I’m also a director at Triangle.

SR: Tell me a little bit about Triangle. What is Triangle?

CM: Triangle was created in 1997, and we currently provide specialist support to children, consultancy, and training. We also provide expert opinion, intermediaries, and therapeutic services. Everything we do is very bespoke, depending on what’s needed for the children and young people. Many of the children and young people we provide services to have had abusive starts to their lives, and we’re trying to help them come to terms with that. We provide advocacy services and investigative interviewing, which is what we’re here to talk about today.

MC: Our investigative interviewing services are really growing every year. We’re doing more and more, and it’s what we mainly do now, along with a lot of training.

SR: So, specifically, children’s interviewing?

MC: Well, our specialism is with children and young people, but we actually work with people up to the age of 60. We’re asked to do investigative interviews if an adult has additional needs or communication difficulties that make it harder for someone else to interview them. We use the same skills that we use to interview children and young people for everybody anyway.

CM: That’s a real fundamental Triangle belief, isn’t it? If we get it right with the youngest children with the most complex needs, then it helps our communication with everyone.

MC: Absolutely.

The Scope of Triangle’s Investigative Work

SR: Is this related to police investigations? What type of investigations do you do specifically?

MC: It’s quite a range. Some of the interviews we do are directly referred to us by the police. It might be because the child’s very young – we interview lots of two and three-year-olds for the police. Or it might be that the child has very complex needs. Quite often, we find that children have been taught to hate the police and told that they mustn’t speak to the police, so there’s already this barrier there. Coming in as an independent organisation can make it much easier for the child to communicate with us.

The variety of investigations could be anything, but primarily, it’s sexual and physical abuse investigations that we’re involved in. Then some of our work comes from the family court. We’re asked to interview children so that the court can make decisions going forward.

CM: But it’s not quite as simple as that, is it? Sometimes we’ll interview a child for family court, but what they end up saying makes that interview go back to the criminal court and back through a police investigation.

SR: You’re discovering things in the process that nobody was aware of.

CM: Exactly. It’s quite fluid.

The Challenge of Initial Police Visits

MC: The police are in a difficult situation with some children. In the UK, if a child says something potentially concerning to a teacher, for example, the police have to go out to visit that child with a social worker and try to get the child to repeat what they’ve said to the teacher before they’ll proceed to a visually recorded interview.

For some children, it might have taken them four years to build enough rapport with that teacher to feel comfortable enough to tell them. Then they don’t know that social worker or that police officer, and they’re expected to repeat what they said straight away without having built any rapport. Often, that doesn’t work, so they don’t go on to be interviewed. Ultimately, it ends up in family court, and then we interview. So, actually, that child has said something potentially concerning before, but it never went to a police interview because they didn’t repeat what they’d said in that initial visit.

CM: We’re becoming more aware the more police we’re training of the systems and the way they work. Recently, in one of the courses where we trained a local police force, they talked about having “no further action.” That isn’t necessarily to do with what the child said – it’s not having enough evidence or not having the standard of evidence that would go to court. Whereas we specialise in knowing what questions to ask, how to ask them, and what’s needed for further action to take place.

SR: So you’re trained and have the specialist competence to dig into the hard questions to get that evidence right.

CM: Yes. And some of the things are really quite simple. We’re training the police to ask questions in a different way. For example, if you ask a child “why” something happened, they find that really difficult to answer. But if you use a simple rephrase – “what made him do that” instead of “why did he do that” – they’re then able to answer the question.

MC: And we spend a lot of time explaining to children that we don’t know what happened because we weren’t there. Children assume that adults know everything, and then they don’t see the need to provide the information they’re being asked for because they’re thinking, “Well, you already know. Why am I going through this with you?” So we do a lot of that: “We don’t know because we weren’t there.”

Training Police Forces

SR: From what I understand, you train police forces?

MC: Yes, we’ve trained a lot of different police forces now. Some police forces come to us – we’re based in Brighton – and others we train in force, so we go to them and train at their headquarters.

SR: What does this training consist of?

MC: It’s called FQC – Forensic Questioning of Children. When we initially started training, it was a four or five-day course and involved police officers taking an exam, so it was a pass-fail course. Then COVID hit. After speaking to many forces, we realised that having them out for four or five days was really difficult for police forces, making commissioners reluctant to do that. We’ve managed to compact it into a three-day course, which is where we’re at now.

It doesn’t have a pass-fail examination, but the last day is spent with police practising what we’ve learned over two days so that we can observe. If we did have any major concerns, which have happened but very rarely, then we would follow that up.

CM: And we offer support to the police after the course as well. They can contact us by phone or email, and they do. They might say, “I’ve got this three-year-old that says this – should we go and talk to them or should we go straight to the interview?” It’s nice to be able to be there afterwards and advise.

MC: We had a query last week about a child who’s now three and a half, but they were two and a half when the incident happened. The police were messaging us to say, “Is it still viable to interview? Should we still interview?” It’s a real range of questions. Sometimes it’s supporting them with live cases, and other times it’s helping them decide whether an interview should take place – whether it’s in the child’s best interests or not.

SR: Is it a one-off training or do you do repeat training?

MC: We also do a one-day refresher course. That’s really important because sometimes you can forget, or you can unlearn elements of it and perhaps not use the techniques to their full potential.

What the FQC Training Covers

CM: In the course, we cover a lot of the basics about what language to use with children, how to adapt and simplify your communication to make it easier for children to understand. We cover a lot of rapport building because that’s absolutely essential, and we teach them how we build rapport with children.

We cover a lot about attention and arousal – keeping an eye on the child and where they’re at within their window of tolerance. Are they able to communicate, or do we need to help them by doing something calming or something lively to get them back to a place where they’re able to communicate?

We do a lot of troubleshooting – teaching what you would do if a child did this – and a lot of focus on separating out events with children.

The Problem of “Muddling” Through Repeated Questioning

MC: We get called in to do what we call “unmuddying interviews.” This happens a lot. Children are asked repeatedly. They might have told their teacher something, and then the safeguarding lead asks them about it. Then they get a visit from the social worker and the police, and they ask them about it. Perhaps they get police-protected and move into foster care, and then the foster carers ask them about it. Then they get a social worker who asks them. The next month, they get a new social worker, and that social worker asks them about it. By the time they get to the interview, it’s so muddled because they’ve been asked again and again.

CM: We often get family members recording them, doing their own interviews on their phones.

MC: It’s all so muddled by the time it gets to us. We teach the police about that as well – how to tell which parts have come from the child and which parts have been added by well-meaning adults along the way.

We often say to children: “We need to find out what you saw with your own eyes, heard with your own ears, and felt with your own body.” It’s all anchored back to that, so we can separate things out. We’ll acknowledge, “We know you’ve told lots of people, we know you’ve spoken to lots of different people.” If we can, we’ll list those people and say, “Our job is to really think about everything that we’ve heard and that you’ve said and to get it really right.”

SR: I’m from Norway, and we’ve had a few cases where whole villages have been in a bad state because the interviews weren’t done correctly. Teachers and lots of different people have been accused of doing things, and it’s turned out that the interviews weren’t done correctly. There have been some really bad miscarriages of justice following that.

CM: People are trying to be helpful. It’s not – I mean, obviously, sometimes you get cases where people are trying to change a story or change what’s happened. But in our experience, the majority of the time, it’s because people are trying to help children, but actually, it’s not helping.

Training School Staff

MC: We also know – I don’t know about in Norway, but in England – the training that’s given to school staff, particularly because we know that’s a place where a lot of children do talk about things, is very negative. Don’t do this, don’t do that, don’t do this, don’t do that – but not what to do.

Another thing we started a couple of years ago, post-COVID, was these workshops for school staff. We know there are huge funding issues, so they’re up to two hours long, where we talk about things that you can do rather than things you can’t, because it’s all very negative guidance out there currently.

CM: It scares professionals off – the guidance that a lot of people are given in their safeguarding training is “don’t ask any questions, don’t do this, don’t do that.”

MC: Professionals need to be taught how to safely listen to children’s concerns so that by the time children are interviewed about things, hopefully it’s only the second time they’ve talked about it, not the 22nd time.

SR: And of course, in Norway, we have these Barnahus centres where children are brought in to be interviewed properly. Why do you work mainly within the UK?

CM: Yes, we do. We have done some international work. In 2018, a colleague and I flew to India, and we trained the High Court judges in Delhi. We then flew to southern India and trained a whole lot of different professionals down there in the FQC training – how to communicate with children.

We do a lot nationally. We train police nationally, as mentioned, and also social workers in schools and frontline workers. We try to link a lot of our training to serious case reviews because out of those come lots of learning points for us as a culture and a country.

We’ve developed resources with the NSPCC, and we’ve also done some work with MOPAC, which is the Mayor’s Office for Policing and Crime. They look at the Met Police and make sure that everything they’re doing is efficient. We’ve helped them think about scripts for young people and vulnerable people who come into custody and need to understand processes a bit more.

Working with Non-Verbal Communication

MC: We do interview children who have very limited speech and who use other ways to communicate – symbols, picture books. Years ago, we interviewed someone using an eye gaze machine to communicate.

CM: It’s more about them understanding us, I suppose, as well as them communicating.

MC: There’s a film we made called “Two-Way Street,” which is all about communication being two-way and not just putting it on the child. It’s the adults’ responsibility as well. As a person, if you’re talking to someone and they’re not interested in you, you’re not going to tell them very much. Whereas if you’ve got a person that is interested and engaged and giving you the right non-verbal cues and signals, you’re going to engage a lot more. This is the case for children.

Children are brought up in a society where, in the past, a lot has been done to them by adults. To suddenly put them in a position where the adult is asking them to talk about something that they have the knowledge of – children are a bit like, “Well, this isn’t usual.” Kids go to school, and the teachers know everything. Kids are at home, and the parents are completely in control of what’s happening.

It’s really trying to get those children and young people to realise that they’re the experts and that we’re part of a two-way process with them to help them tell us their expertise because we don’t know.

The “No Guessing Rule”

CM: As I mentioned earlier, we spend quite a lot of time in rapport building, reassuring children of that. There’s a rule called the “no guessing rule” that we practise with children a lot. At school, children are taught to guess all the time. For us to then have them come and see us and say, “In this room, we don’t do guessing. What colour’s my car?” And they’re like, “Red.” “We’re not doing guessing. You’ve seen my car. Do you know what colour my car is?”

I think for us, a key point in the training is to help the police and other adults understand that you have to spend time helping children understand this switch of roles.

MC: It’s such a different process. With you talking about it being that two-way street as well, everyone that we train, we try to really outline that children’s communicative competence is really reliant on the adults’ communicative competence. You can’t get a good answer by asking a bad question. It’s not going to work. The adults really need to develop their questioning skills to enable children to give their best evidence.

Challenging Assumptions About Children’s Capabilities

CM: Certainly, in the UK, there’s a saying – I don’t know if you have it in Norway – “never work with children or animals.” Children are being blamed for their lack of competence all the time. We’ve heard people say, “If someone asked me to interview a three-year-old, I’d run a mile.” It’s almost as if the child isn’t good enough at communicating. But actually, it’s us. It’s breaking the barriers.

MC: You’ll get police saying, “Oh well, they can’t even sit still, so how can you interview them?” It’s like, well, do you have to sit still to interview them? Can you do it while you’re moving on the floor? It’s looking at breaking those adults’ expectations of how children should behave, and thinking, “Actually, it’s about me.”

CM: Another bit to add is that “Two-Way Street” film we made in the ’90s, and then we followed it up years later with “Three-Way Street” because we realised that a lot of these children’s interactions weren’t just with one adult – there were normally two adults. If you think about that dynamic, that’s children being put in a room with two adults. That’s almost making it harder for the children because they’ve got two adults who they think know everything.

MC: Carly and I do a lot of that when we’re interviewing, where we’re talking with each other. I’ll say, “Well, Carly, I don’t know because I wasn’t there. Do you know?” “No, I haven’t seen that either.” We do a lot of that, and then they understand together. Suddenly, the penny drops. “I’ve never been to Johnny’s school. I don’t know what his teachers are like. I haven’t met his mum or his family.” “No, me neither.” “So I don’t know.” Then suddenly Johnny will pipe up, “But I know. I know!” because he then realises why we’re asking the questions.

CM: We teach the police a lot about that as well, because children are baffled sometimes: “Why on earth are you asking me that?”

MC: Because adults know everything.

The Evolution of Child Interviewing in the UK

SR: You talk about PEACE interviewing, which is very relevant to us on the technology side. You’ve got these frameworks that were implemented early on in the UK, and I’m sure this has developed the cultural side of interviewing – the mindset that police go into the interviewing situation with. You’re teaching them that mindset to speak to children and have a different approach when they go into those conversations. You’ve been following this since the ’90s. Have you seen any change over time? Has it eroded? Has it gotten better? How would you describe this development since back then?

CM: I think it has evolved. There are some positives and some negatives as well. One thing that is key for us at Triangle is that we know statistically that children with communication difficulties and disabilities are far more likely to be abused. Yet we are still not supporting those people in everyday life to have communication systems to enable them to communicate. That’s linked to education, but also ideas of what disabled people and people with communication difficulties are able to do. That hasn’t changed very much. We still see that as a big barrier.

But what has changed a lot is the realisation that children can give evidence regardless of their age. It used to be extremely rare that children under five would be interviewed, and now it’s much more common. But we’re still not all the way there. There are still very young children who just aren’t seen as reliable just because of their age, so their evidence isn’t being gathered.

MC: Sometimes we’re asked to interview four out of a five-sibling group, and we’re thinking, “Why are we not seeing the youngest one?” It’s maybe because they’re two and a half. But actually, two-and-a-half-year-olds can give really great evidence if they’re interviewed in the right way.

SR: That’s changed a lot since the ’90s, though, right?

MC: It has changed a lot. We were involved many years ago in one of the first cases with a two-year-old who was a witness to murder. He was the sole witness. Initially, the police were very reluctant because he was so young, but we were able to support the two-year-old to communicate. They didn’t need to know what happened because they knew it was a murder. They didn’t need to know where because they knew where. They didn’t need to know when because they had a time scope. All they needed to know was who.

Everyone who’s met a two-year-old knows that they can identify people, and this child knew the person. We did that through a mixture of speech and using photos and supporting the young person. That actually did end up going to trial. I think that was quite a first for England, believing that actually that could happen.

Even now, in our police training, when we mention that, everyone’s like, “What? Two? How did you do that?” It’s just focusing on what information is crucial. As Carly said earlier, if you’re asking children about timelines when they’ve been living in an abusive situation all their lives, and you’re thinking about how long this has been happening, time is a huge, difficult concept for children anyway. It depends on what the questions are and what information you need to gather.

Working with Children with Limited Verbal Communication

CM: The same with children and young people who communicate using yes and no – it’s really important if you’re interviewing them that you’re getting a balance of yes answers and no answers. If you’re asking a young person questions and all they’re communicating is “yes, yes, yes, yes, yes,” it’s not really credible. Whereas if you’re really clever with your questioning and you’re getting “yes, no, yes, yes, no” – there’s not a pattern – it’s much more effective and much more evidentially safe.

The Problematic Push for Efficiency

MC: The other thing, thinking about since the ’90s and what’s changed and hasn’t changed – at the moment, interviews go to the CPS, the Crown Prosecution Service. They review the interview and decide whether charges can be brought as a result. But they are asking police forces to keep their interviews to 20 to 30 minutes maximum because it’s more efficient that way for them to review the interview.

But that doesn’t work for children. It really, really doesn’t work for children. We might spend 20 minutes of an interview talking about Play-Doh, and that is needed for that child because that’s resettling them. That’s letting them know that we’re attending to what they’re saying and that we’re interested in them. We would never be able to limit ourselves to time like that. I think that is a negative change. It’s trying to be streamlined for efficiency, but it just really doesn’t work for children.

CM: We’ve found that a lot of children who come in to talk to us won’t really respond to “what have you come to talk to us about today” type questions. We need quite a lot of warm-up. We’re not talking to them about their hobbies – it’s an interview at that stage – but we might be asking questions like, “Tell us all about what it was like living with your mum and dad.” You might get lots and lots of details that aren’t evidentially relevant, but you might get really relevant stuff because we’re starting to build a picture and an understanding of that child’s lived experience. They might say a few things in there that we can then ask about later, and that’s when we get that evidence. We can’t do that in 20 minutes.

MC: Absolutely. We know that children living with trauma, which a lot of the children we meet are, are within their window of tolerance. They can dip in and out of that. As Carly said, you’ll be there for hours sometimes, but the number of questions you’re asking would only add up to maybe 40 minutes or something because you’re doing so much to support them and not re-traumatise them. You’re enabling them to communicate safely for them and evidentially safely. It’s a balancing act.

The Critical Importance of Visual Recording

SR: I guess this is where recording comes in as relevant. Do you record your interviews with these children?

MC: Yes, we record all of our interviews. We have an interviewing suite here at Triangle in Brighton, and then we have our portable camera from Davidhorn as well. When we’re travelling around the country, sometimes we use police interview suites and sometimes we use our portable camera, but we’re always recording interviews. It means that it can be used as the evidence in chief at court if it’s visually recorded.

Also, we have so many children who communicate non-verbally. I think it’s not just us – children communicate non-verbally a lot. They show a lot. A good quality recording is absolutely crucial for that.

We interviewed a seven-year-old here who, although she was completely verbal and a competent communicator, wasn’t able to verbally tell us what had happened to her. Almost the whole interview from her perspective was silent. She was able to draw what had happened, and then she was able to produce paper figures as representations of the people in her family. We could check using the paper figures who were in the picture. She was able to show, using those paper figures – actually manipulating them – to show us what had happened. Then she was able to indicate on sticky notes. We gave her written choices – “one time” on one note and “more than one time” on another note. She pointed to which one in response, or we had “yes,” “no,” or “don’t know.” She was able to answer more questions about what had happened.

The visual recording of that is crucial beyond crucial. It absolutely needs to be shown.

CM: It needs to be a video recording.

MC: Otherwise, they would be listening to just us talking.

Body Language Contradicts Verbal Statements

CM: We’ve also had an interview with a teenager where, unfortunately, the circumstances within her home were that dad had to leave the family home, and the family couldn’t afford to live in two homes. Just before the interview, she’d been told by mum, “Just say it was an accident. Say it wasn’t meant to happen because we can’t afford to live like this. We can’t afford for your dad to be the breadwinner in another home, running another home with more bills.”

She came to interview, and I can’t remember whether she said at the beginning or the end that mum had said this to her. But when we were asking her questions, she was verbally saying, “Oh no, it didn’t happen.” But her body – what she was doing with her hands – she was digging in her nails and she was covering her genital area, which was showing so much.

For that interview, when we wrote our report at the end of it, we said that the transcript had to be read whilst watching the video so that you could see that although she was saying “no, no, that definitely didn’t happen,” what she was showing in her body was very different.

MC: If we hadn’t recorded that, you would have just got the transcript of her saying, “No, that didn’t happen.”

SR: When you’re also saying you’re asked to do a 20 to 30-minute interview, potentially with a recording that is the same length, there is a lot of pressure on police and on the whole system to cut costs. This is what we’re seeing, and I think this is widely known. There’s definitely a balance between quality and cost in this case, specifically.

Specialised Transcription Services

CM: Absolutely. We offer a transcribing service as well after our interviews because we have learned over the years that other transcribing services out there don’t transcribe the non-verbal communication – they just transcribe the verbal communication. Whereas we have trained transcribers here who look out for all communication. That’s another service that we offer quite regularly after we’ve interviewed.

MC: There are so many children who show what’s happened rather than tell.

CM: Adults do as well. I’m realising here that I’m doing this with my hands all over the place!

SR: That’s what we hear very often – that the best interviewers, independent of the case, are the interviewers who interview children because they are very concrete, really good at building rapport. There’s something there that if you put a child interviewer in front of a suspect, they can do a really, really good job as well, which is really interesting.

MC: We were talking about that, actually, a couple of weeks ago, when training one of the police forces. They interview a lot of suspects and interview a lot of children, and they said, “Oh, I’m so going to use some of these techniques with interviewing suspects,” especially commenting on non-verbal communications. They get so many no-comment interviews, but they say, “Oh, you’re nodding.” That’s then in the transcript.

CM: They can get those responses by verbalising the non-verbal communication, which is so often missed because that’s what we do with children. We say, “Oh, you’re nodding,” and they’ll say, “Yeah, because that really did happen.” They’ll add information if we notice and verbalise their non-verbal communication.

Another one might be, “Oh, you’re looking at the door.” “Yeah, because is he going to come? Is he coming here?” There are these tiny, tiny little things.

The Challenge of Inappropriate Vocabulary

MC: The other one I wanted to add that Carly touched on – a lot of these children don’t have words to talk about what’s happened to them because they shouldn’t have words to know these things. Actually, these adults are putting them in a situation, asking them to talk about something that they shouldn’t really have access to at their age, especially regarding sexual abuse. Often, they would have been told by the abuser that “this is our little secret” or “this is because you’re special.” For that child to communicate is really hard.

Having drawings and all these other resources, and showing and having that on camera, is just key.

SR: Absolutely. There’s a lot of talk about AI. There is a lot of potential in saving time and cost through the use of AI. I just saw recent transcription research that highlighted what you said – that the transcribers being used are not necessarily trained in anything related to police work or interviewing. They very often just decide for themselves what to put in that transcript.

It’s interesting to hear small techniques like you say – put words to what is going on and put little comments. There are ways to work around that to make sure this is highlighted. I think that is something that will probably come with more use of technology.

Technology and AI in Child Interviewing

CM: Absolutely, and of course, it has to include the non-verbal, which requires a video or visual recording.

SR: Do you see that these types of technologies can help you in your work in the future? Are you reluctant?

MC: I don’t think we’re reluctant at all. Absolutely, we would be interested in exploring technologies that could help us. It’s just difficult at the moment to really know in what ways, because the AI that we’ve experimented with – it’s not there yet. It’s just not that advanced. It needs to learn more, and it will learn more.

I think it’d be really interesting. I mean, we have used it to help us create resources to explain things to children. I don’t see it as a threat. Some people see it as a threat, but AI obviously needs somebody who has those skills and knowledge to tell it what you want. It’s a two-way process to an extent.

CM: Sorry, that’s a bit of a muddled answer, isn’t it? I think there are pros and cons. We do see it. We are beginning to look at it and explore. But obviously, you’ve got the huge area of GDPR and confidentiality and all of that, so it’s always going to be limited in our work for that reason.

MC: Because we can’t feed it lots of confidential information and ask it to write us an interview plan.

SR: No, exactly. Currently, you can’t. But hopefully, in the future, you can have a safe AI.

CM: If you’re standing up in court to be cross-examined, you want to be sure that you’ve read that bundle of however many pages yourself rather than depend on a computer reading it and maybe missing out a bit that they didn’t think was essential.

MC: That’s the thing. That’s what I mean by needing to learn more because there are so many nuances. The meaning of a sentence can be changed by a single word, and AI is not there yet to notice all of those. At the moment, everything’s still very manual.

CM: As well, sometimes when we’re interviewing a child, they might say something that wasn’t necessarily in our questioning initially. But if you’ve read the bundle and you’ve got that background, you might see that as an important link to something that AI wouldn’t necessarily pick up.

MC: Yeah, absolutely.

Innovations Needed in the Justice System

SR: Are there any other technologies or innovations or policy changes that you see can support children’s legal status and conditions in the justice system?

CM: One of the things that we’ve been talking about a lot is that we’d really like to train first response officers – in the police and the ambulance service – to be able to communicate with children. We would love, for example, to help the ambulance service to write a script for their telephone operators that they can press a button that says “I’m talking to a child” and their prompts change, because early information about reported incidents can be really crucial later on in an investigation.

Currently, children aren’t necessarily being asked questions that they can process or understand. We’d really like to get involved in that from an innovation point of view.

MC: First response officers are rarely given any training in talking to children. I think we’re missing potentially some really important bits of evidence from children almost at the scene of a crime or immediately afterwards, when a child might be more likely to be able to tell or give that initial bit of information, because the thing has just happened and they know and they understand what they’re being asked about because it’s in the context.

CM: Because it’s in the context, exactly. That’s another thing – children don’t always know why they’re there. Training for first response officers could really change a lot for children.

We’ve already been talking with some of the police that we trained recently, about when they arrive on a scene, and they have their body-worn cameras, and they do an initial Q&A. We’re already talking to them about using that as part of the rapport building.

SR: These police officers rarely have any interview training, so to have specialist training like that is not happening, right? To actually empower them or enable them to ask the right questions is really, really crucial. I think also that is the moment when the child contacts the police – they’re in an urgent situation. You get the unfiltered truth, right?

MC: Absolutely. It’s the unfiltered truth, and it’s also potentially that child’s first experience of the police. If that can be a positive one, then that child can be better protected throughout the rest of their lives.

Prevention Through Education

CM: One of our founder members of Triangle, Ruth Marchant, who sadly died a few years ago, had a mission statement: to change the world at Triangle. We can go out there and change the world. Something that we feel very strongly about at Triangle is children and young people being given safe education about their body and private parts and safety. That’s not to say it’s putting the onus on the children to keep themselves safe, because obviously it isn’t. But what it is to say is that if children are taught safely and in a fun way in nursery schools – we’re using really good resources about what safe touch and unsafe touch is, and the same as secrets, safe secrets and unsafe secrets – Triangle has designed our own resources, but there’s a lot else out there. I think that’s the key to children and young people saying things earlier.

There was a young person we interviewed a few years ago who was about 14, and she’d been very sheltered. She’d been brought up with a very abusive father, lots of domestic violence, as well as sexual violence. One thing that will never leave me, I think, is her saying at the end of the interview – we always ask, “Is there anything else you want the judge to know?” – and she said, “Why did no one tell me about this? Why wasn’t I taught that this wasn’t right?”

Her experience had been that at age 14, she was finally allowed to go for a sleepover at a friend’s house. While getting ready for bed, she said to her friend, “Well, when’s your dad coming in?” The friend said, “What do you mean?” She said, “Well, at my house, my dad comes in and this is what happens.” This was how this case came to light, because the friend told her parents, and then obviously they contacted the police.

To me, that question of “Why wasn’t I educated? Why wasn’t I told about this?” – she’s not the only young person. We interviewed another young person who did learn at school, but it wasn’t until she was in secondary school, in a personal, social health lesson, that she learned that it wasn’t okay for adults to do those things to you. This had been going on for years.

MC: She was 11 or 12 at school when she was taught that.

CM: We need to be teaching children much, much younger because if it’s always happened to you and you don’t know any different, why would you tell someone?

MC: That’s definitely a societal change.

Managing Secondary Trauma and Officer Wellbeing

SR: There’s one more thing I would really like to ask you, because I know that there are a lot of police officers in the UK and everywhere who are going through a lot of trauma in their own work. I think you guys are working with such heartbreaking themes. How do you deal with these issues in your work? How do you manage to stay clear in your minds and mentally healthy?

MC: Yeah, it’s a good question. I think it’s quite different for us than for the police, but we can talk about both. For us, we debrief after every interview, so we spend time together talking about how it went, but also how that made us feel. We’ve got peer support in that. Also, we barely work alone. We’ll always be working together, so we’ll always hear the same things. Whether one of us is in the recording room or in the interview room, we’ll still be open to the same information.

Sometimes a child will say one thing that maybe I will go, “Oh, I found that a bit much,” or Carly might say, “Oh, I found that a bit much,” and I won’t. It’s interesting how different children in different situations maybe press different buttons for us. But having that debrief is key.

We also have another colleague who will critically read reports and sometimes be involved in the planning. She’ll often check in with one of us or we’ll ask her opinion. We have access to a psychotherapist for supervision. We have regular supervision, and we also have access to a 24-hour counselling line that’s completely confidential.

CM: Our interviewing team – we either interview together or with another colleague – so there’s always someone around for us to talk to.

But with the police, I think it’s a really different story. They have very little protection against that sort of secondary trauma. A lot of the police forces that we’ve talked to say that they get a wellbeing questionnaire once a year, but then they don’t have that same opportunity that we do of debriefing after every interview. Not at all.

At the last training that we did here with the police, we had quite a long conversation about how just in their role as a police officer, it’s assumed that you should deal with things like this. There’s an assumption that, well, you signed up for that job, you want to do it. So why are you moaning that you’ve just seen this or that?

There was one case where the officer was saying, “Well, I knew it affected me, but I felt like I couldn’t go to anyone because it’s part of my job. But why did this one affect me but the other 20 didn’t? I didn’t want them to be going, ‘Well, maybe you should be moved to a different area,’ because I love my job. I just needed a bit more help with this.”

MC: We know that as humans, we’ve all had different backgrounds, we’ve all had different upbringings, and there’d be different triggers. Sometimes it won’t even be something that’s said. It might be a smell or a sight. Being able to identify that ourselves is key, and being able to open up about that and acknowledge that yes, you signed up to be a police officer, but still hearing this can be really difficult.

I gave an example of certain friends that I will talk more to than others. I know sometimes if I’m with a certain group of friends, everyone will go around the table and say, “How was your day? How was your day?” And they’ll completely bypass me because they don’t want to know how my day is, because they don’t want to know that this really happens and that this is a world that we live in.

CM: It’s a real conversation killer at parties, isn’t it? “What do you do?” “I interview children that have been abused.”

MC: We do have quite a sense of humour as well. I’d say that’s another coping mechanism for us. You have to see a lighter side to life. Carly and I both enjoy walking a lot as well, so having those outdoor things. We both have pets. You have gardening. It’s having that free time, that balance of nurture for yourself and your families, other than your work, which I suppose is the same for all jobs, but particularly where you’re working with trauma.

SR: Do you see that bringing any of those support systems could be beneficial for the police – having a 24/7 line where you can call?

CM: There was one police force that did have something similar. But what they said was that often there wasn’t time before you’re on your next case. You don’t have time to ring up and process. It kind of links to the secondary trauma – you’re just adding on, aren’t you?

MC: I mean, there are services in the UK for blue light workers that they can access – text services and phone services. But I don’t think it’s – I think the issue is often the time not being available.

CM: I think it’s the time and the expectation of the role. When we train them here, we very much say, “You are humans. You’re going to have your own triggers. What you’re going to be hearing is horrendous, and you need to be able to have people within your organisation that you can go to and say, ‘That was really hard,’ and have them acknowledge that and not go, ‘Oh well, that’s your job, get on with it. Don’t come moaning to me.’”

It’s that openness, I suppose, really, that we are all humans and that it would be wrong – you shouldn’t be in this job if nothing affected you.

MC: And investing in support services would reduce burnout. So yes, you need to spend money allowing people that time, but it saves you money in the long run.

CM: Also in England for the police, a lot of police careers are only 30 years, and that’s due to the stress and the nature of the job.

MC: That’s changing now.

CM: It is changing, but my point with that is that it also adds pressure for some officers.

Child Suspects and Fair Treatment

SR: We’re coming to the end of this conversation, but I was just wondering about one thing. There’s been a series on Netflix called “The Accused.” I don’t know if you’ve watched that one. It’s about a boy who’s a suspect of a murder, and that has brought a lot of discussion around social media here in Norway about interviewing of children and suspect interviewing of children, children suspects. Do you work with child suspects at all? Are you called in by the police to do that type of work?

MC: No, but we would love to be. We aren’t really asked to do that kind of work as interviewers, but our intermediary teams do provide intermediaries for suspect interviews. They’ll go in – intermediaries are people who specialise in communication and they facilitate the communication between the child or young person or adult and the police or the court, whoever’s trying to communicate with that person. They’re the middle person, making sure that the police are asking questions that the child can understand and that the child is understanding the questions that they’re being asked.

A lot of the time there’s a real breakdown where adults don’t even realise that the child’s misunderstood the question. It happens so much. We see it loads. So we do that for suspect interviews, but I don’t think it’s a right for child suspects yet to have an intermediary as standard under a certain age, which is worrying.

CM: I think a lot of child suspects have additional needs, especially those who are involved in child exploitation cases, organised crime, because that’s part of why they have become a target. They have these additional needs and communication needs as a result, and I think that the support really needs to be there.

I’ve never really understood why – so in the UK our justice system is centred around innocent until proven guilty – but why don’t we treat suspects the same as witnesses then? Because maybe they are actually also a witness.

MC: Exactly. Having good quality, clear, coherent, accurate evidence, which is what you achieve by using an intermediary or by using specialist interviewers – that benefits everybody. It makes it more likely that justice will be achieved.

CM: We would love to be more involved, and hopefully that’s a real growing area. I think our only experience of suspect interviewing is where there’s been family cases where there’s been abuse within the family, within siblings. We interview all of the siblings, and one of them has accused another one of them of a crime. So indirectly, but not – well, it has been a couple of cases. We were asked to interview a boy about rape, and then later we were asked to interview his siblings, one of whom was the accused. That was the reason we were called in in the first place – the rape accusation. But yes, our interview process was the same for witness and suspect.

MC: It’s something that we feel – a lot of these young people are just as vulnerable and they need the same support. We need to come in with an open mind and a fair approach.

Looking Ahead to the 2026 Summit

SR: We saw each other at the conference in March where you also went through the ORBIT training, which was very interesting. We have another conference coming up in 2026, and we’re hoping that you will be there to run some training for those who would like to learn from you.

MC: Absolutely. Very excited about that.

CM: Hopefully we can also bring some international practitioners who would like to learn from you as well.

MC: Yeah, definitely. That’s great.

SR: Thank you so much for sharing all of your knowledge with us. We could probably talk for a lot longer, but thank you so much.

CM: Thank you for having us.

MC: Thank you.

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About the Guests

Carly McAuley and Maxime Cole are Directors at Triangle, a UK-based organisation founded in 1997 that specialises in investigative interviewing of children and vulnerable adults. Triangle provides training, intermediary services, expert witness testimony, and therapeutic support to help children who have experienced abuse navigate the justice system.

About Triangle

Triangle operates from Brighton, UK, and works nationally across England with police forces, family courts, social services, and educational institutions. Their Forensic Questioning of Children (FQC) training has become a cornerstone programme for law enforcement professionals working with child witnesses and victims. The organisation’s founder, Ruth Marchant, envisioned Triangle as a vehicle for changing how society communicates with and protects its most vulnerable members.

Transcript

Ivar Fahsing: 
Well, good evening, everybody. And welcome to the Davidhorn interview summit here in Copenhagen and to this live podcast. And welcome to you as well, Laurence Alison This is why they’re strange, isn’t it? My name is Ivar Fahsing and it’s it’s an honor to hosting you tonight. we’ve been through, discussion Laurence on, I go straight to the ball.

Laurence Alison: (00:17)
We will.

Speaker 2 (00:27)
One of your great products, I have years of research, is called Orbit. It’s a rapport-based interviewing approach. And as you know, the ruling kind of scientific approach to interviewing is called PEACE Model.

Is this the death of PEACE

Speaker 1 (00:44)
No, absolutely not. And if I said anything to that effect, I’d probably be shot by Andy Smith, who’s the national lead at the moment. Yeah, I think there’s a bit of confusion. It’s definitely not a competitive model. And I think it is very sympathetic with PEACE If you read the original PEACE documentation, there’s nothing in it that is inconsistent with what we’re teaching at all. What I think has happened to PEACE a bit is some of it has been taught not as it was originally written.

And sometimes when we’re training people, some of the officers have treated it as very mechanical. You have to do this bit, you have to do this bit, you have to do this bit and so forth and so on. Even down to the inappropriate translation of the so-called challenge phase, where sometimes what we have seen in some UK interviews is they get right to the end and then suddenly they throw everything at the challenge phase. But that’s not in the original version of PEACE.

So I don’t think it’s a competitive model. I think it’s broadly sympathetic and congruent with what is taught in PEACE. And PEACE, as I see it, is largely a planning approach anyway, about the phases that are important to conduct and go through. and Orbit is very, very specific. It’s enabling police officers to understand the skills that are required to deal with people when they are being resistant or difficult.

not in a way to trick them or persuade them or cajole them or manipulate them, but to make that interaction reasonable, proportionate and fair. So if someone’s talking to you, don’t need any of the Orbit stuff because it’s working. It’s when you’re met with resistance or difficulty that those skills are important.

Speaker 2 (02:15)
So the church that we’re hearing in here now is not for PEACE.

Speaker 1 (02:19)
It is not for PEACE in there. I mean, it’s not for me to say, it? You know, PEACE has been around for a long time. It seems to be working perfectly well for UK police, so there’s no reason to change it. But there’s, for me, there’s nothing within what we’re teaching which is inconsistent or incongruent with what’s mapped out in PEACE.

Speaker 2 (02:35)
You’re so polite Laurence. I was saying in a break here there’s something missing. Could I suggest maybe this is like a turbo booster?

Speaker 1 (02:46)
You’re

trying to get me to say something bad about PEACE.

Speaker 2 (02:48)
More that, as you said, okay, let’s slip it then and say, what is Orbit not delivering?

Speaker 1 (02:54)
Not delivering. I think it doesn’t touch on a very important part of what is important in an interview, which is the decision making. You know, the cognitive processes about how you manage an interview, what the sorts of questions are, things like the strategic use of evidence, those elements, pre-interview disclosure, prepare statements, all that element of it, which we all know are important. You know, a lot of your work as well, Ivar and the decision making elements of it. It’s not a decision making model.

It’s a very specific model about how you deal with people differently, depending on the different forms of resistance. mean, going back to the PEACE thing, know, what PEACE doesn’t teach officers is how you deal with people when they’re difficult. And that’s what we focused on.

Speaker 2 (03:35)
It’s a very nice clarification to get because there are different models out there and sometimes you think of should we take A or B. Here you need two pills.

Speaker 1 (03:45)
Yeah, I mean, as you know, we’ve trained all over the world, have you and different police forces are using different things and we were talking about it before. You know, there’s a lot of confusion and if I was a frontline police officer being given interview training, I wouldn’t know what was going on because it does feel a bit pick and mix. You know, I think there’s too many ideas in the pot and my advice would be to the police is to interrogate any model that you are being sold.

What is the basis for you teaching me this? What data is it based on? What is the sort of data that is based on? When you make that claim, tell me what the claim is based on. Where’s the evidence for it? I mean, in the same way that you wouldn’t take a pill or a medical intervention with that, I would assume, knowing that it’s had rigorous testing. Yeah.

You know, I would want to know what I’m about to put if my body and that there’s been some testing of it. So not all the models that are out there are equally based on strong evidence.

Speaker 2 (04:40)
Absolutely not.

If you think about Orbit, we’d be discussing that I think in some communities, in some countries, flies very well, it’s very popular, especially in the Netherlands and the UK, and you’ve just been presented in Norway, I guess in Ireland, there are some offices I know is really fond of it. Are there places where you think this is more needed?

Then, other

Speaker 1 (05:03)
Well, I think it’s needed in the US because historically they’ve been using other methods which are not based on evidence, which have been endemic and are kind of ingrained in the DNA of how they operate. so I think weirdly where we can have quite a lot of impact probably is in the US. And I think that vehicle is slowly turning around. But if you’ve been using technique A for 60, 70 years, and that is the

preferred model just because it’s been around for a long time. I think that that is a hard message to convince people of. That said, you know, we’re working with the district attorney of the state of California, lovely fellow called Vern Pearson, who’s very responsive to it. And we go out each year and we do trainings there. And they’re trying to scale that activity up there. And, you know, it is, it is slowly turning around to the point where I think there’s very going to be very little

of these other techniques used in the state of California, at least. Plus also we’re working with the Federal Law Enforcement Training Center, FLETC. They’re very responsive and my experience of the US with the HIG as well, High Valley Detainee Derogation Group, they’re quite responsive. They’re appropriately skeptical, but they’re pretty responsive to it.

Speaker 2 (06:14)
to ask you, because you also travel a lot around the world. I was just thinking maybe there is a cultural underlying issue here that is beyond or is not linked necessarily to interviewing more, are we taking lessons from this country or not? Who are you to teach me?

Speaker 1 (06:31)
Possibly, yeah, maybe. mean, in truth, we don’t really encounter that when we go to different countries. I’ve been surprised how receptive people are. There might be a little bit of resistance. I mean, I can’t name names, can I? There was one military group that we were with, I remember, a couple of years ago, and I remember walking in the room, and I thought, my God, this is going to be a nightmare. There’s about 30 of them, and they all tattoos, folded arms, and you could tell very experienced people.

And quite reasonably, they were sort of looking at a bearded psychologist and thinking, does he know? Fair enough, you know. But we turned it around pretty quickly through what we were talking about and being respectful to it and allowing discussion to come out and blah, blah. I haven’t particularly found that anywhere. I’ve found a healthy skepticism, but broadly a receptivity. But going back to your point about PEACE and PACE I do think in the UK,

Where our officers can be weak in interviewing is in a lack of persistence and a lack of rigor and a lack of fair and even-handed but firm questioning. I think there is a little bit of that, whether that is a pendulum swing from PACE where there’s a kind of reticence to, you know, probe a bit more, whatever it is, I don’t know. But certainly I see in some of our UK officers, you see a question asked and they’ll

be given a half an answer but not really an answer and they’ll go god I can’t ask I can’t probe on that because that’s like asking another question but I think if the person has given an incomplete answer you’re well within your rights to explore it a bit or if there’s a discrepancy in what’s been said well that doesn’t make sense you’ve said this but on the other hand we’ve got this so I think there’s a little bit of tentativeness in in some of our UK law enforcement and and whether that’s associated with PEACE I don’t know

I can’t say, but there’s certainly that element there.

Speaker 2 (08:17)
The reason I asked you this cultural question, remember you’re Asbjørn Rachlew know, a friend of both of us. We were doing training down in Beirut and partly funded by the European Union. So there were two high ranking officials coming down to inspect this training room just to see that the money was spent the way it was intended. It was a German judge and a French former Supreme court judge.

And they were kind of beginning observing from the back and just, you know, a little bit reserved. But then as the days progressed, they were getting more and more involved and enthusiastic around it. I thought, it looks really good. And then we went out for dinner and they were so, them were all in, oh, this is really good. And I said, so after a couple of glasses of wine, I said to say, isn’t it

Isn’t it fascinating? We’re sitting here in Beirut now. The German and the French judge and you’re very fascinated about what we’re implementing here in Beirut. And this is not implemented in any of your countries. So in the taxi back to the hotel,

I think it was a German that said, Ivar you surely know why. You must know why it’s not taken on in either France or in Germany. said, no, help me.

Speaker 1 (09:28)
British.

Well, fair enough.

Speaker 2 (09:29)
Wah agwin, that’s even a rate

Speaker 1 (09:31)
Well, I mean, I’ll give you another story. Not that this is interviewing relevant, but we developed a tool to look at resource management in indecent image cases. And as you know, there are so many individuals that are downloading, distributing, or in possession of indecent images in the UK and everywhere else that you can’t investigate all of them. So you have to investigate the ones that you think are much more probably.

involved in a contact offender as well. We’d like to pick them all up, but we can’t. We’ve got to go for the ones that are actually contact offenders. Anyway, for many years, we developed a tool and it started off in Kent. I was working with the police officer, Matthew Long, lovely fellow. He’s now got out of child protection, but he got very high up in the NCA. Lovely fellow, did a PhD with me. Anyway, for many years, we developed this tool and it was very good. It was very accurate. It was very accurate at correctly identifying those individuals that were much more likely to be contact offenders.

whilst also correctly identifying those individuals that were not likely to be contacted vendors. We then did a big project. We were funded by when we were in the European Union by the Fighting International. we’ve got some decent money to look at it in Estonia, in Spain, various other countries. And some of you may be aware of Hofstede’s work about cultural variability. And the question was asked, well,

in these different countries, maybe pedophiles are different, you know, so there may be different in the UK as to Estonia and this despair. I said, that’s no, you’re wasting your money. The tool will be the same wherever we go. I guarantee you the tool will be said. Anyway, we got data from Estonia and all these other countries. And unsurprisingly, the tool is pretty much exactly the same. Tiny, tiny variations. But each country wanted it to be called. You know,

ERAT if it was in Estonia or SPERAT if it was in Spain or FERAT at if it was in France because they wanted that ownership over their own tool. So I think there’s a bit of politicking and you know, whatever but as a scientist you just don’t care. mean it is what it is. It’s like with the Orbit thing. It’s not that we you know we’ve done studies of how to appropriately speak to child victims of sexual abuse in South Korea. The model’s the same.

honesty, empathy, autonomy, evocation, interest in values, thoughts and beliefs. The forms of resistance or difficulty might be different, embarrassment, shame and fear. But if you speak to people appropriately, if you are persistent, you are patient, you’re able to be versatile, you’re authentic, you’re interested, you’re listening, you get more information.

Speaker 2 (11:53)
Absolutely. I guess also the threshold for when you would call it unfair is a bit different. Well, in England you can’t ask a question twice. Why in Vietnam they’re happy if you beat you, but you don’t beat so hard.

Speaker 1 (11:59)
What do mean?

Well, that’s, mean, we were talking about this in the break, the idea of asking a question twice. I agree. I don’t think you can ask the same question twice. But I think what we do, which I was talking about a minute ago in the UK, we’re reticent to ask a question which has been unanswered. And I wouldn’t do that. If you said something to me now and I didn’t understand what you’d said, not because you being deceptive, I’d want more. Deceptive. And you wouldn’t think I was being oppressive in asking for it. If I kept asking you the same question, then that would be oppressive.

But if I’ve not properly explored what you said in, a spirit of curiosity and interest, then I think it’s perfectly okay. Yeah. Yeah.

Speaker 2 (12:42)
Respect.

you very early engaged with practitioners in your research, which is something that is still with you as a researcher, that you have a very close and trustful relationship with practitioners.

Speaker 1 (12:56)
God, 1991 I think I did my undergraduate degree. Is that right? Anyway, it when the Silence of the Lambs was out.

and all the cool kids wanted to be offender profilers. And I worked with David Cantor, who’s an interesting man. We won’t go there. For a few years, and I was at the university of Surrey and all the cool kids wanted to be offender profilers. And I started looking at this stuff and most of it was complete bullshit. I’d come off the back of three years of academic study, rigorous adherence to scientific methods and people wandering around turning up at crime scene saying, think,

It’s a postal worker who hates his mum or whatever bullshit was involved. And David bless him came in whilst I was still a master’s student actually, and gave her gave me a huge pile of papers. And actually this developed my interest in interviewing and decision making. And it was a big pile of papers about that big. And I was only a master’s student as well. I was a lot younger than obviously. And he said, this is an undercover operation and it’s everything.

every letter, phone call and meeting between an undercover operative called Lizzie James and the target, Colin Stagg. And it was in the wake of the Rachel Nichell murder, who most of you are far too young to remember, who was murdered on Wimbledon Common in front of a three-year-old son. It was a horrific murder case. And there was a psychologist involved who was allegedly an offender profiler who gave a profile which was very ambiguous and vague and could have been pretty much anyone.

Colin Stagg was lifted for this, interviewed badly and an undercover operation was set up in which they provided a 30 year old woman undercover called code name Lizzie James who basically, this is a very short version of the story, develops a relationship with Colin Stagg and was kind of offering herself to him if he gave admissions about this offense, which actually he never did.

Speaker 2 (14:46)
Because

sure he was man enough for her.

Speaker 1 (14:48)
Yeah, exactly. So I did an analysis of this whole undercover operation and I was appalled by it. It was clearly coercive, corruptive. was all the confirmation bias that you would expect. The profile was bogus. Anyway, it never got to court. It was thrown out of the voire d’erre by law chief Justice Ognor, who described it as the grossest conduct and an overzealous police investigation.

And what was interesting about it was from a decision-making point of view, it was all over the place. It was like, this is the guy that we think it is. And we’ll look for all the evidence to confirm it. And the interview was bad. And you could clearly demonstrate statistically that the guy was being led, clearly being led. And my early career actually was directed, I got a

I realized I got a name for myself when I did various court cases and I was up in West York and they said, you know what they call you, you? I said, no. They said, you’re called the hatchet man. And I said, what does that mean? They said, because we get you in when a load of bogus psychologists have made up a load of bullshit and we get you into basically destroy, straighten up these dodgy theories. And I did a lot of that in the early 90s.

which was a good experience because it made me realize what rigor you needed if you were going to contribute to something which was meaningful and practical and helping the police. It better be what it is that you’re saying it is. And unfortunately, psychology, supposedly experimental studies that look good. Well, as we all know, there was a big, you know, sort of debate around the worth of psychology a while ago about its merits and its applicability and its replicability.

So certainly in the early 90s, a lot of my research was directed at basically dissecting problems with other theories. And I wanted to be not an offender profiler, but that interested me. But I soon realized, you know, I’d come off the back of a degree at University College London, which was very rigorous. And there was all this bogus stuff going on. But that was the early 90s.

Speaker 2 (16:43)
Yeah, exactly. Because I was fortunate enough, to have a lunch with, David. because I was considering then, if it was possible for me as an Norwegian police officer to do the Masters, And then we came into that he wanted to…

Speaker 1 (16:54)
there.

Speaker 2 (16:58)
a warners of what would be expected from us if they invested in master. And he said, I remember he said something like that. Remember guys, what your bosses want you to come back with is this neat, nice suitcase. And inside it is a big green who did it button. And he said, just, just be aware that’s not what I’m going to give you. I said, well, where are you going to give us then? And he said,

Well, I guess what we can give you is that we will help you so that over time you will help the Norwegian police think differently about their problems. I think this was very good advice.

Speaker 1 (17:36)
he’s a brilliant mind really in generating a new area of psychology, investigative psychology, which has not been present before. And he definitely brought new ideas to the field and there’s been progression, as you know, in the profiling arena. are studies now that can help us with geo profiling, there are risk management and David’s an awkward spiky character, but I respect and admire

you know

Speaker 2 (18:01)
I’m personally very thankful for his encouragement and for me warmth that he actually gave that time. I also remember another thing you said, you did this research on offender profiling and getting back to decision making. Because I remember what David said, well, what’s the alternative to if offender profiling doesn’t work, what should you do instead? And he said, better thinking.

You have to, you know, absolutely get better at doing what you’re doing. And because typically you’re overseeing pretty obvious stuff and the cases we’re looking at, there are obvious information if you’re overseeing or that you lost or haven’t addressed or… So that was the other thing, know, strengthen the way you think. And I think you also wrote that, you and him, in a research paper.

for the home office. I’m not getting into quoting you, but I think it was around late 90s, 1998, 99. The reason I remember it so vividly is that you said, I’m done research on decision-making together with my brilliant supervisors, Per Anders, Gunnar Öhl and Karl Ask at the University of Gothenburg, who you were working with at the time. I was thinking we need a model.

for how to think as a detective, just as a PEACE model or the Orbit that you have to have some kind of system to help you. What are you going to do then? Well, that’s quite generic one. And there was a quote from one of your reports that actually gave me that idea. What could that starting point was? B. And I think it goes something like this.

Good thinking is characterized by a thorough search for an alternative without favorizing the one already on mind.

Speaker 1 (19:44)
Cool, really good.

Speaker 2 (19:46)
It’s got a full name on it.

Speaker 1 (19:47)
I’m very impressed with that. Did I write? You’ve got a much better memory of my past than I do.

Speaker 2 (19:52)
I have to say, Laurence, I’m very thankful for that phrase because there are some Norwegian leading detectives in the room. think they also can testify that this became kind of the centerpiece of the decision-making part in the Norwegian version of the PEACE training. So this kind of actively identifying these alternative explanations of the evidence, different stories fit the same evidence?

And can we actually actively identify them in the interview? Can we actively rule it out or can it replace the suspicion? Where do you find more, you know, inference to the best explanation? What explanation does best fit the available evidence? So that became very important in the Norwegian and probably more important than the interview model itself.

Speaker 1 (20:34)
Well, mean, you I mean, as you know, you develop that work and as you’ll know, there’s a big litch on decision making. I mean, I think the only psychologist that’s won the Nobel Peace Prize is Dan Kahneman. And funnily enough, not for his work on decision making, because for all economics. But you know, all that Kahneman and Tversky stuff around confirmation bias, heuristics, et cetera, et cetera, you know, is all good stuff. And you will have drawn on that in your thesis. So, but look, I mean,

What I was interested in in the early days, because it sounded sexy, was what was going on inside the criminal’s mind. That was what it was all about in the early 90s. But you soon realized, or I realized, that I think you can make a bigger contribution if you understand what’s in the police officer’s mind. How they think, how they gather information, that I think is more important in many ways. And the two things in combination can either be done really badly or really well.

If you’ve got an open-minded police officer that goes into an interview and interviews correctly, then you’ve got a result. If you’ve got a closed-minded police officer that’s using confirmation bias and then coercive techniques, they’re going to get what they always thought they were going to get in the first place. But you know, that’s a tough place to be, it?

Speaker 2 (21:37)
Definitely,

So you actually flew in single-handedly to Gothenburg and spent two days with me, with Per Anders and Carl to kind of pin down how can this be done? Can we actually compare decision-making? Because I wanted to compare English and Norwegian detectives. It’s impossible actually to, across sectors, across countries, across jurisdiction, to compare good decision-making.

Speaker 1 (22:28)
And were they very different?

Speaker 2 (22:30)
They were,

I remember the first news that you should do this in the, the, in the, in the hydro suite. And I challenged that said, well, that’d have to be an advantage to the Brits because they’re to that. So we decided to do it outside of it. But what we found that Carl in those studies that we wanted them to see, can you identify the possible inclinations?

good thinking is. So you said, well, that’s good Ivar but don’t do that without a gold standard. It’s just, it’s not the number of hypotheses, it’s the quality of them. So that was another good advice that I picked up. I don’t, you don’t like phrasing here, but that was a very important advice. And then we do the Delfi process on identifying, what are the…

explanations than an unenviable person case and rapidly came to the agreement that there’s only six. There are only six possible explanations why someone disappeared. And all of them have underlying investigative needs. So they’re appointing to information needs. So we also asked them to see, you tell us what investigative actions should you do? And when we did that, the Brits came out with an average of 80 %

the gold standard, whilst the Norwegians had 41.

Speaker 1 (23:49)
what do you think that was?

Speaker 2 (23:50)
No training, no feedback, no training. Just like you and me. Or very little training. So that more training in England, they were more fit. I think, you know, that you have to have to rationalize why you’re doing this. There’s someone looking over their shoulder on the accreditation system. You know that when my plan…

Speaker 1 (23:51)
No train.

Speaker 2 (24:09)
is 24 hours old, someone will knock on this door and come on and check it. And if it’s not good, they will report on it. And if it’s not good after there are so and so many hours, there’s no days they’ll come back. I think mainly in England, they this to kind of stop them from spending money on bad investigations, but it also meant that they, you know, we

Speaker 1 (24:30)
Do they

have a different volume of cases though? the Norwegian officers add less exposure to cases maybe?

Speaker 2 (24:35)
I’ll be obvious. So, so, so, so you get bigger exposure, but there’s also the fact that if you, and it’s quite obvious when we can, I didn’t hypothesis it. was thinking that the difference would be not that big, then we realized there is no.

certification, is no reach, the recertification or anything. So there are, of course, there were some of the Norwegians who did really good, but there were some who were really poor. So the variance was extreme. then we were thinking this, you need a system. You actually need an accreditation to be a proper detective and you need to kind of retrain and re-prove that you actually still are up for it.

So that’s what came out of that research. interestingly enough, the Norwegian police directorate picked up on that. So now you have, we are slowly moving towards a system where you need the training before you get the job and you also need to get that kind of…

Speaker 1 (25:32)
Are

you having increasingly young detectives though? Because I think in the UK that’s true with us that they’re taking on because of resources and finances and everything else. The younger people are taking on quite high profile cases now, not necessarily with enough experience to sit down. I mean, we did a study on rape investigation and it was quite interesting. One of the manipulations that we did, it was a similar sort of study. We gave a…

A scenario to individuals around a rape investigation, we did develop a gold standard in much the same way in looking at the quality of the decisions. And to half the group, we said, right, I’m really sorry, but you’re under bit of time pressure today, so you’re gonna have to do this quickly. Even though we gave them exactly the same amount of time as the other group that we didn’t say that to. And what was quite interesting was individuals that had been investigating rape more than seven years. So you could have one officer that had been a detective for 10 years.

and done seven years in rape. First another officer that had been a detective for 20 years and had done six years on rape and that person would do less well. And it’s a bit like this is a random jump, but it’s a bit like the studies on people that can assess the quality of There’s actually studies on people that can look at pigs and say that’s gonna be a decent pig to eat. But it doesn’t transfer to cows.

Now that might sound random, but my point is it’s about domain specific knowledge. Exactly. So you could have been doing missing people. Exactly. For 20 years and six years on rape, but you’re not going to do as well as a person that’s been doing eight years on rape. Only. one of the things we don’t know much about at all is what the variation is in those different sorts of investigations. But seven years seemed to be a predictor.

Another predictor was a thing called need for closure, which is an individual difference to do with how tolerant you are of ambiguity. And we found that people that were highly decisive, but also tolerant of ambiguity tended to also do well on that task. And the other thing was we took a measure of fluid intelligence, which is the thing Raven’s progressive matrices, which is non-numeric, non-verbal, which is to do with how people recognize patterns.

So it’s pattern, recognizing complex patterns in information, open-mindedness, but decisiveness, lots of experience. And then the other thing, I mentioned this manipulation around time pressure. What we found was that the people that were particularly good at making the decisions, when they were under time pressure, did all the things that they had to do and were able to push out the redundant stuff quite quickly. Whereas people that had less than seven years,

weren’t very decisive, weren’t tolerant of ambiguity and had low fluid intelligence, got panicked by simply being told they had less time and didn’t do all the critical stuff. So it was quite interesting. in terms of, you’ve got to have some degree of experience. Intelligence is a predictor and of course training and exposure. that’s, mean, the other, sorry, I’m waffling there. The other thing that I’ve got increasingly interested in is

How do you get people to get better at doing a complex technical skill without having to make them go through seven years of dipping hit? Exactly. So, mean, you mentioned Hydra there, which is, I was involved in the early days of Hydra, which is a big immersive scenario based learning thing. And that was great. But I’ve got very interested in the concept of micro learning, the short learning, but repetitive learning. So,

There’s something, there’s emerging literature and micro-learning which might be relevant to interviewing, might be relevant to decision making. How do you get people to acquire a complex technical skill that normally takes a lot of time to acquire?

Speaker 2 (29:04)
So little bit of tennis every week instead of once a year.

Speaker 1 (29:06)
Yeah, exactly. You know, you’re learning tennis, do I spend eight hours with you and then disallow you from doing it again for another year? Or do I make sure you practice 10 minutes a day every day for three weeks?

Speaker 2 (29:16)
Do you think, as I said, the research on British and Norwegian homicide detectives showed, at least suggest, that certification, that you actually need to do something to get and to keep the certificate. Is that something we could consider the interview as also the interviewing world?

Speaker 1 (29:32)
depends on how it’s certified I is my sure answer to that

Speaker 2 (29:36)
Exactly. you know, probably you could think about it. You know, we have accreditation systems for all kinds of stuff. It’s mostly technical stuff, but also for processes. the interview is a process. And there are certain steps that shouldn’t be ignored.

Speaker 1 (29:51)
Yeah, I mean, it’s like anything, isn’t it? You want to make sure that the measure is a fair measure of what it is that you know that improves performance. It’s like, I mean, not that we need to get political again, but I mean, certain governments, who I won’t name, have over-engineered mechanisms to metricize performance. And that can also be a problem.

So my answer is it depends on the metric. It depends on the measure. It depends on how onerous it is and it depends what the intent is. The idea of measuring is clearly important. The idea of oversight and performance and scrutiny is important. But again, going back to the stuff on decision making, I’ve certainly, well, I mean, even going back to the things that we were talking about, the over-tensitiveness of interviewing, you want to make sure that it’s proportionate, that it’s fair, that it’s regulated and it’s not overdone.

Because the other stuff that I did on research on accountability was, I mean, as you know, my other areas of interest is critical instance decision-making and decision inertia. So in high profile instance where all options look bad, the worst thing you can do is do nothing, but that happens frequently. So, you know, we can all think of countless examples of problematic decision-making where people have been too slow to act or haven’t acted at all. And we know from the research.

Speaker 2 (30:48)
Thank

Speaker 1 (31:03)
that part of that is to do with the perception of accountability for owning a bad decision. And therefore, you know, I’ve got a cataclysmic option and I’ve got a bad one, but I don’t want to own either of these, so I’ll do nothing. So actually the bad one is better than the cataclysmic one. So, sorry, I’m waffling a bit, but yeah, I mean, think certification is a good idea, degree of scrutiny, as long as it’s a fair measurement and not over them.

Speaker 2 (31:26)
I think also we’re hosted this interview by Davidhorn and I think also technology can play a part. If you want to test people and want to certify people, you should be reliable and testable and consistent. that technology might play a part in that, whether we can document that skill and test it consistently.

and then probably it could be a future to see if it can be also effectively, you know.

Speaker 1 (31:53)
I mean anything that helps the observation of the detail of what’s going on in the interview room and you know we were all watching a presentation earlier about transcription and translation and technology to help observe all of that sort of has obviously got to be helpful.

Speaker 2 (32:07)
Obviously, and I guess you couldn’t have done your research on Orbit without recordings, could you?

Speaker 1 (32:12)
Extremely difficult. extremely difficult. Nearly all of our stuff was audiovisual. Some of it was tape only. I don’t think any of it was transcription only. I think all of it was at least audio. Yeah.

Speaker 2 (32:23)
I definitely think, we’re also talking about this on the summit, AI, how that can help us. I think some of the decision inertia which you find in your decision, critical decision making research, is also…

hampering interviews massively in interviews. So interviewers don’t know what to ask for. They don’t follow. They’re not able to kind of follow what does this mean? In my case right now. And you can teach them as much interview techniques as you want to. But if they don’t know what they want to know, how do they know what to ask? And then they start going in circles and then they annoy the suspect and you know,

Speaker 1 (32:38)
is also was.

Speaker 2 (33:02)
Fuck up the intro.

Speaker 1 (33:03)
Well, mean, anything that can help reduce the cognitive load is going to be massively helpful. Me and Børge have spoken about this. Any technology that can help organize the information or help give you a bit of a nudge or visualize it in an important way or just give you access to something that is going to be faster, all of that’s going to definitely be helpful. I mean, we’re doing bits of, not that I’m diverting off into another realm now, but we’re doing some work with DARPA.

around the use of AI in medical triage and mass casualty incidents. So, you know, when you’re getting flow within a hospital that gets overwhelmed because of a shooting incident, at what point do you hand over autonomy to a system? you know, looking at all of that, I think it’s important, but anyone that’s been involved in AI, either as an ethicist or a legal practitioner or a psychologist, will know that one of the important things is that you’ve got to keep the human in the loop somewhere, because what

what people are uncomfortable with is if they don’t know what the AI is doing when they’re doing it. So when we spoke to surgeons about AI around mass casualty, they said, yeah, yeah, we’re definitely in support of AI if it can take the load off us and if we get a surgeon can help us. But we want to know why it’s triaging in that way, which is perfectly reasonable. Exactly. So the AI interviewing stuff is quite interesting. I’ve been playing around with various different chat bots to see if I can lie to it successfully.

Well, I won’t name particular ones. There was one that I was really impressed by actually. I can say this, can’t I? Inflection. Has anyone tried inflection? Have you tried it now? It’s quite impressive. I actually felt bad saying goodbye to it. But what was interesting about it, a lot of the other ones that I tried, tried to pretend that they were human, which obviously I knew weren’t. And I say,

Sorry, I’m diverted now, you can cut this bit. But I was chatting to one of them and he said, Oh, hi Laurence, what are you interested in? I said, one of the things I like is artwork. And they said, Oh really? And I said, yeah. And I said, you like artwork? And they said, yeah, I quite like Picasso. And I thought, well, that’s bullshit. You’ve never seen a Picasso. I said, where have you seen a Picasso? Oh, I haven’t seen one. And so it was lying to it. was trying to do what we see interviewers do badly, which is be congruent with me and like me. But the inflection one didn’t lie to me. It recognized that it was a robot.

and it was straight, it said I’ve never seen any art in my life, I couldn’t tell you what it’s about. I thought okay, I can live with that. So you know what I mean? So from an interviewing point of view, I felt it was relatable, because it wasn’t trying to…

Speaker 2 (35:19)
somehow bullshitting, yeah?

Speaker 1 (35:20)
And it was quite good at metaphor. I said, well, we’ve been talking for about an hour now. I said, if I was an animal, what would I be? And it came up with an animal and gave quite a good description as to why. I thought it was quite clever. And it seemed rational within what I’ve, I know we’re diverting wildly. What animal was that? Octopus. So you’ve got your, you know, you’ve got your tentacles on a lot of things and you’re sliding around all over the place and quite mercurial, which is what I’m doing now, I guess. But I…

But that was an inventive, imaginative metaphor that I could relate to. Anyway, we’re going off PEACE. I mean, in terms of AI interviewing, I guess we’ll get there at some point. Because it’s never going to get tired. It’s never going to get pissed off. know, two things that are going to happen to interviewers, I’m now fatigued.

Speaker 2 (36:00)
And will, last question, will do you think, Laurence, at some time, robots or AI replace the human interviewer?

Speaker 1 (36:08)
It’s completely conceivable. I mean, even if you think about cognitive empathy, you know, if you’re, if I’m interviewing a 19 year old female that’s gone to Syria and had that experience and I’ve, will have a limited knowledge of it, an AI potentially would know every road that this person might have traveled. So I’ll have much richer, denser knowledge than I will.

So in terms of knowledge it will have it, it won’t get tired like I would either of it. So I don’t know, potentially.

Speaker 2 (36:42)
It’s like you said earlier, technically a robot can probably fly an airplane safer than a human pilot.

Speaker 1 (36:51)
Almost certainly,

Speaker 2 (36:52)
So it might be the same.

Speaker 1 (36:54)
Potentially,

Speaker 2 (36:55)
Thank you very much, Professor Laurence Alison