Anderson Investigative Associates · About Anderson Investigative Associates: Anderson Investigative Associates (AIA) is a customized organization focused on driving forward to accomplish

INTERVIEWING FOR AUDIT PROFESSIONALS

Anderson Investigative Associates

~Investigative Interview Training

& Consulting for the Future...

St. Marys, Georgia

March 2015

Clearwater, FL

Mark A. Anderson

Mark A. Anderson is the Director of Training and Development with Anderson Investigative Associates, a firm specializing in customized training for audit, evaluation, inspection, investigation and human resources professionals. He is a retired Special Agent with the U.S. Department of Justice, Office of the Inspector General (DOJ/OIG) who served as a Program Manager and Instructor at the Inspector General Criminal Investigator Academy (IGCIA) at the U.S. Department of Homeland Security’s Federal Law Enforcement Training Center (FLETC) in Glynco, GA. At the IGCIA, he was responsible for managing the Advanced Interviewing for Inspector General Investigators, and Interviewing for Fraud Auditors programs. Mr. Anderson also instructed in several other basic and advanced programs for the IGCIA, mainly in the areas of interviewing,

interrogation, employee misconduct, investigation planning, and other requested areas of investigation, audit, evaluation, human resources, and inspection work. Prior to assuming his position at the IGCIA, Mr. Anderson was a Detailed Instructor assigned to the Behavioral Science Division (BSD) at the FLETC instructing in both basic and advanced courses to both uniform law enforcement and criminal investigators. While with BSD, Mr. Anderson participated in the design, construction and presentation of BSD’s Advanced Interviewing program. He wrote and modified

other curriculum requirements for the division while assigned there. He has designed and instructed courses for: the FLETC, the IGCIA, Federal Aviation Administration, Department of Energy, Department of Commerce, U.S. Agency for International Development, Small Business Administration, Department of Homeland Security, Department of Labor, and numerous other federal, state, and local organizations. Mr. Anderson’s law enforcement career began 30 years ago as a Forensic Chemist with the New York State Police after obtaining his master’s degree in forensics, working mainly toxicology and drug chemistry. He has served as a Special Agent with the Federal Bureau of Investigation handling general crimes, foreign counter intelligence, drug investigations, and international terrorism. He also served in the same position with the U.S. Nuclear Regulatory Commission (NRC), Office of Investigation, working investigations involving fraud, abuse, and corruption regarding entities regulated by the NRC. Finally, he served as a Special Agent for the DOJ/OIG investigating allegations of fraud, abuse, corruption, or waste in federal agencies falling under the DOJ. These matters, as was the case at the NRC could be criminal or administrative in nature.

Additionally, he has served as a Deputy Inspector General and Director of Internal Audit in the New York State Office of the Inspector General assigned to the Division of Military and Naval Affairs and other state agencies. Prior to this, he was assigned as a Confidential Investigator to the state IG office with responsibilities in all state agencies. He has also worked as a Director of Security in the corporate sector involved with supervising staff and executing programs within that entity. Mr. Anderson has taught as an adjunct instructor in the undergraduate criminal justice program at two liberal arts colleges in Pennsylvania, Alvernia College and Lycoming College. He has developed and instructed courses in terrorism, forensics, and fraud and white collar crime. He has also provided seminars in the areas of leadership training, ethics matters and coordinating effective interaction between auditors and investigators. Mr. Anderson holds a Bachelor of Science degree in chemistry from St. Lawrence University. Additionally, he earned a Master of Science degree in forensic chemistry from Northeastern University. In 1983, he attended and graduated from the FBI Academy. Throughout his career in law enforcement he has attended training in interviewing, forensics, terrorism, and white collar crime and fraud matters. Mr. Anderson is married and resides in St. Marys, GA with his wife and two of their five children.

About Anderson Investigative Associates:

Anderson Investigative Associates (AIA) is a customized organization focused on driving forward to

accomplish our mission of “Conducting Personalized, Responsive, High-Quality, Cost-Effective, State-of-

the-Art, Investigative/Audit Specific Training and Professional Development.” We want to be your

preferred choice for personalized and effective Investigative and Audit, Evaluation, Inspection Specific

Training and Consulting. Our small size and personal focus allow for customization of training opportunities

focused on your organization’s needs and requirements. In this era of limited training funds, we intend to be the

provider that focuses on accomplishing training that affects production and mission for your employees,

immediately.

We will insure that our training is current and using modern methods and developments, while keeping costs

reasonable. We recognize the diversity of training requirements for the audit, inspection, evaluation, law

enforcement and investigative communities and will address those, while at the same time promoting a unified

approach, because of the essential interaction between these entities within organizations, but the often lack of

quality cooperation that adversely affects the health, results and mission accomplishment of these organizations.

To that end, our staffing goal is to attract experts with experience in each community for the development of

specific training, but with a focus toward this unified approach in conjunction with our mission and objectives.

We look forward to meeting your training needs! Please contact us so that we can work together to accomplish

your needs.

Subject Matter Offerings for Prospective Training:

One of the qualities of AIA, and differences from other organizations, that we want to stress, is our willingness

to custom fit our training opportunities to your organization’s needs. Needs are unique to an organization based

on previous training received and mission requirements. We want to be cognizant of those issues and factor

that into our training objectives with you. Listed below are some menu items of instruction available to

incorporate into your training objectives.

1. Orientation to Advanced Techniques

2. Planning Law Enforcement Interviews

3. Audit, Inspection, and Evaluation Interview Planning

4. Audit Interviewing Techniques

5. Special Interview Considerations for IG Investigations

6. Advanced Evidence Presentations/Theme Presentations

7. Handling Denials

8. Interviewing with Attorneys Present

9. Recorded Interviews

10. Question Types to Elicit Admissions

11. Obtaining a Detailed Written Statement

12. Behavioral Baselines and Analyzing Verbal and Nonverbal Behaviors

13. Case Presentations

14. Countering Interviewee Questions

15. Emerging Trends in Interviewing

16. Strength and Weakness Forum for Interviews

17. Employee Misconduct Investigations

18. Theories and Methods of Interrogation

19. Advanced Rapport Strategies

20. Subject Elimination Interviews

21. Interrogation Case Study

22. Modern Leadership Trends

23. Human Resources Interviewing

2015 Inspector General/Internal Audit Workshop: Agenda

May 12– 13, 2015 Safety Harbor, Florida

Thursday, May 12

7:30 a.m.— 5:00 p.m. Registration (Athena Ballroom)

7:30 a.m.—8:30 a.m. Continental Breakfast (History Hall)

8:30 a.m.—9:00 a.m. Introduction/Orientation (Athena Ballroom)

9:00 a.m.—12:00 p.m. Orientation to Advanced Interviewing for Audit Professionals

(Athena Ballroom)

10:00 a.m.—10:15 a.m. Mid-Morning Break

12:00 p.m.—1:00 p.m. Lunch Provided (History Hall)

1:00 p.m.—3:00 p.m. Behavioral Baselines and Physical and Verbal Behavior

(Athena Ballroom)

3:00 p.m.—3:15 p.m. Mid-Afternoon Break

3:00 p.m.—5:00 p.m. Minimizing Denials and Handling Interviewee Questions

(Athena Ballroom)

Friday, May 13

7:30 a.m.—12:00 p.m. Registration (Athena Ballroom)

7:30 a.m.—8:30 a.m. Continental Breakfast (History Hall)

8:00 a.m.— 10:00 a.m. Question Types Designed to Elicit Admissions

(Athena Ballroom)

10:00 a.m.—10:15 a.m. Mid-Morning Break

10:00 a.m.—11:45 a.m. Advanced Rapport and Theme Development (Athena Ballroom)

11:45—12:00 p.m. Evaluations/Graduation (Athena Ballroom)

12:00 p.m. Workshop Ends

Property Map

Breakfast ………………………………………………………………History Hall

Education Session…………………………………………….…... Athena Ballroom

Lunch………..………………………………………..………………...History Hall

Interviewing for Audit Professionals: Florida Court Clerks and Comptrollers

Table of Contents Interviewing for Audit Professionals:

Introduction/Orientation – Strength/Weakness Forum ............................................................................................................... 1

Orientation to Advanced Interviewing for Audit Professionals ................................................................................................ 6

Behavioral Baselines and Verbal and Physical Behaviors ......................................................................................................... 36

Minimizing Denials and Handling Interviewee Questions ......................................................................................................... 57

Question Types Designed to Elicit Admissions ................................................................................................................................. 76

Advanced Rapport and Theme Development ................................................................................................................................... 87

Attachments ........................................................................................................................................................................................................ 113

Essentials for Effective Interviewing Position Paper .................................................................................................................... 113

Time Responsibility Continuum ............................................................................................................................................................. 120

List of Potential Questions and Examples of Appropriate Responses ................................................................................ 122

Bait Question Exercise ................................................................................................................................................................................ 128

Table of Rationalizations and Themes ................................................................................................................................................. 131

References for Interviewing ...................................................................................................................................................................... 132

Evaluation

Slide 1

Interviewing for Audit Professionals


March 12-13, 2015Florida Court Clerks and

ComptrollersClearwater, FL


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 Who is Teaching Us today?

Mark A. Anderson Director of Training and Development, AIA

Special Agent, DOJ/OIG, Inspector General Criminal Investigator Academy

Detailed to FLETC/DHS, Behavioral Science Division

Former Special Agent, DOJ, FBI, NRC

Deputy Inspector General and Director of Internal Audit in NYS Office of Inspector General

Contact Information

(912) 882-5857 ~ Office(912) 571-6686 ~ [email protected]


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3 AIA Contact Information

• Main phone: 912-882-5857

• Fax: 912-882-5857

• Mailing address: Anderson Investigative Associates

128 Oarsman Crossing

St. Marys, GA 31558

• Staff: Cathy Anderson, CEO, [email protected]

Mark Anderson, [email protected]


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 AIA Programs

Programs for Investigators:

Advanced Interviewing and Interrogation

Employee Misconduct Investigations

Recorded Interviews Sworn Statements See our website for

prospective courses and program information


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5

“We are what we repeatedly do. Excellence then, is not an act but a habit.”-Aristotle


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6

Interviewing

• Three types of interviewers:▫ 1. Absolutely Loathe It

▫ 2. Part of the Job

▫ 3. Love It, the main focus of job


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 What is our Goal for this class?

Learning

Performance Change and Improvement

Enjoyment for participating

Transfer of information


Principles of Learning

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 AIA Program Information

Texts and Supplies At your desk for you to

keep Graduation Certificate of Training

upon completion of alltraining

No formal graduation ceremony

No written exam


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9 Program Evaluation

• Complete evaluation form before end of last day.▫ Constructive feedback is

encouraged.

▫ Address course content, methodologies, student texts, handouts, etc.

▫ Address training facility accommodations (e.g., size of room, comfort, availability of restaurants, parking, etc.)

▫ Thank youAnderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 Professional Courtesy

• Phones off or on silentmode

• Phone calls outside of classroom

• Show up 5-10 minutes early for class

• Return from breaks, including lunch on time

• Stand in the back of the room if you are sleepy

• Thank You


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 What We Need From You

• Good Attitude

• Spirited Participation

• Inquisitive Nature

• Sense of Humor


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 12 Introductions

Please tell us:• Your name?• Who you work for and

position?• Your work experience?• Something interesting

about yourself?• Explorer, hostage, or

vacationer?• What interview training

have you received?Anderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 13 Strengths/Weaknesses?

Please tell us:• 1. What do you consider your greatest

strength as an interviewer?

• 2. What do you consider your greatest weakness as an interviewer?

• 3. What is a preference you have regarding interviews?

• 4. What is one way you feel you could develop and/or improve your interviewing skills?


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 Questions?


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15

Interviewing for Audit Professionals


March 12-13, 2015Florida Court Clerks and

ComptrollersClearwater, FL


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 1

Mark A. Anderson

Director of Training


www.AndersonInvestigative.com

[email protected]

912-261-3686

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3

Given audits, inspections, and evaluations in IG work, the Inspector General auditor, inspector, and evaluator will identify the most common types of IG interviews, the common elements of these interviews, and what types of interviews are most applicable for interviews in the IG area.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4

They say you can’t know what a man looks

like when he is lying, until you know what

he looks like when he is telling the truth.

Same principle applies to interviewing; you

have to see how you don’t do it, to then

learn how to do it!

Anderson Investigative Associates 4

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6

Process of dyadic relational communication with

a predetermined and serious purpose designed to

interchange behavior and involves the asking and

answering of questions.

Task of gathering information.

Conversation between two people for the

purpose of obtaining information


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 Conversation


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9


Conversing

VS.

Connecting

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 10

--Tools in the tool belt

What technique are you using to

complete your interviews?

--GAO, Reid, W-Z?

--Or “Winging It”?

--Incumbent with this is a general lack

of planning.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11

--Tools in the tool belt

It is essential as an experienced

professional in an interview environment to

examine the overlap of issues as instructed:

A prime example of this is the importance

of rapport and the many places in the interview

process where it applies, including other

contacts throughout your field work.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 12

--Interview or Interrogation

We will look at methods for any IG

interview with a victim, witness, or

subject.

--We will add steps to complete a

subject interview involving confronting

the interviewee with facts we possess.

--Not a confrontation -- but

confronting with facts.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 13

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14

Interviewers generally displayed ethical interviewing standards

Interviewers frequently used open questioning techniques


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15

Insufficient planning and preparation for interviews.

Shortfalls in rapport building.

Inadequate listening skills.

“Woefully” insufficient management of operations.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 16

Sufficiently trained interviewers “outstripped the performance of untrained colleagues in: Actively encouraging interviewees to talk

freely. Developing topics for further discussion. Exploring information received from the

interviewee. Dealing with difficulties in the interview. The employment of pauses and silences

during the interview.Refresher interview training significantly

improves performance of advanced techniques among interviewers.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 17

ProcessPlanning

Perspective

-Backgrounding- Active Listening

- Understanding

Interviewing in

Audits, Inspections

And Evaluations

Essentials for Effective Interviewing

Persuasion-Influencing

- Convincing

- Observation

- Evaluation

- Strategizing


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 18

Beginning Middle End

Rapport

Introduction

Purpose statement

Rapport

Questions

(General & Specific)

Monologue

Themes

Summary

Close

Contact Info


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 19

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 20


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 21

Where will you conduct the interview?

- your office?

- witness’s location?

- neutral site?

EMPLOYEE SAFETY IS #1 PRIORITY.

- consider the eventualities

- weapons in interview room?


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 22

Is this only a audit matter?

Is there possible criminality?

Are there civil elements?

Could it be administrative?

Planning the interview


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 23

Objective of interview- think general

- what do you already know?

- what do you need or want to know?

- what statement or documents can this

interviewee provide?


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 24

Research your interviewee

- City directory

- Criminal record and reputation

- Employment/educational records

- Other sources?

**The more we know, the better prepared we

will be.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 25

Prepare an Outline- name and identifying data of interviewee

- objectives to cover

- items to request

- date, time, place of interview and persons

present

- avoid writing out specific questions, with

some exceptions


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 27

VICTIMS

Generally, interview victims first, then witnesses.

Separate and interview individually. Why?

WITNESSES

Friendly

Not-so-friendly

SUBJECTS

When might you interview a subject early on?


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 28

VICTIMS/WITNESSES FIRST

As a general rule; there are exceptions

Separate and interview all individually

avoid information contamination

others cannot overhear

minimize dominant personality


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 29

SUBJECTS LAST

Some exceptions

flight risk, agency policy, alibi

Two IG employees if possible

Always separate subjects

Any required, appropriate warnings


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 30

Planning should be implemented

here: How am I going to initiate contact?

What is best for maximizing results?

Rapport begins here!

May have previous obstacles to overcome.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 31

Need to minimize participants

Preferably interviewer, interviewee and witness

If several present, consider how to minimize

unwanted participation.

Consider how to strategically arrange the room

Consider impact of others and relationship to

each other

Address arranging interview to maximize

results obtained.

Strategize


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 32

Ideal set up

Obstacles

Desks

Conference Tables

Low Sofas

What Else?


W

I

S

Door

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 33

FIRST IMPRESSIONS ARE MADE

WITHIN ____ SECONDS!

Clothing

Hairstyle/facial hair

Jewelry

Cosmetics, etc.

Automobile

Handcuffs, etc.

Attitude


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 34

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 35


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 36

Introduction

Rapport

Questions

Summary

Closing


I

N

F

U

S

E

D

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 37

Self, partner, interviewee

Credentials/Appropriate Identification

PURPOSE STATEMENT- What is my “sales pitch” to cause someone to be willing to talk to me?

Business Cards, (here or at summary)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 38

PURPOSE STATEMENT- What is my “sales pitch” to cause someone to be willing to talk to me?

Subject – Contract officerreceiving bribes

Witness – Voucher fraud of coworker

Subject – Production & distributionof child pornography


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 39

Conditions interviewee to talk

Establishes baseline of behavior

Begins immediately

Establish trust

Re-emphasize if reserved or hostile

Must establish with subjects as well

Continue throughout interview as

needed


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 40


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 41

One

question

deeper


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 42

The language to enhance rapport in interviews

includes:

“I am seeking your assistance…,”

“We need help with clarification on…,”

“We need your assistance to resolve…”

Rapport is enhanced by the initial use of non-

threatening questions concerning background.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 43

Use familiar terms.

Address one topic at a time.

Be clear and easy to understand.

Vary your voice.

Active Listen – use all senses.

Repeat back information for clarification as needed. (Ensure understanding)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 44

GENERAL QUESTIONS(OPEN ENDED)

“Tell me…”

“Describe to me…”

Should result in long narrative

SPECIFIC QUESTIONS(CLOSE ENDED)

6 W’s

Specific Responses


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 45

Who

What

When

Where

Why

How


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 46

Purpose is to listen for missing

information and inconsistencies

Pauses

Wandering

These will appear inconsistent with

base lining.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 47

Open-ended

(Narrative)

Specific

Who

What

When

Where

Why

How“Tell me about….”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 48

Essential part of the interview

Interviewee will add or clarify (if done

properly)

Performed by the secondary in two person

interview

Ask necessary follow-up questions

Listen for discrepancies or omissions


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 49

“Thank you.”

“When you think of something else, here is the best way to get in touch with us.” Leave your card or contact number (if you haven’t already done so).

“If we need to get back in touch with you, what is the best way to do that.” Get their contact numbers and determine best times to call.

The above will assist you in future dealings.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 50


(1) Introduction

(2) Rapport

(3) Questions

(4) Summary

(5) Close

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 51

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 52

Factual Method vs. Other

Approaches

Factual Method

Story Lock Method

Direct Method


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 53

Based upon the rational model of

confession.

Evidence is systematically presented

to convince the interviewee that the

interviewer has the evidence to

prove he/she did what is suspected.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 54

Foundation is the preparation prior to the

interview.

Attempt to determine motive/rational

prior to interview. Examples: Personal

gain, convenience, need, revenge, sex or

excitement.

Need to complete adequate

backgrounding of interviewee, and of

the issues and circumstances.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 55

Utilize all steps of an effective

interview.

Can be done without prior interview.

All information necessary to obtain

will be done during rapport and

general questions.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 56

The Steps:

1. Introduction

2. Rapport

3. Questioning

4. Summary

5. Close


Where is the confrontation

in suspect interviews?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 57

Questioning

a. General Questions

-Alibi; -Informational

b. Factual Presentation/

Monologue

c. Themes Development/ RPM’s

d. Choice Question

e. Admission/Confession/Details


Where is the confrontation

in suspect interviews?

SEAMLESS

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 58

After introduction and sufficient rapport the interviewer will present questions.

Questions are asked:

-to receive additional specific information,

-lock them into story, or

-to aide in evidence or theme presentation.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 59

Up until the question phase of the interview, the interviewee should be doing most of the talking.

After the question phase, the interviewer talks exclusively. During the monologue the interviewer will systematically present information/evidence, and immediately transition to the theme development of why the person is involved.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 60

Themes are organized around the principles of: rationalization (R), projection (P), or minimization (M).

Telling the interviewee why they did what they did gives them an out and helps them save face.

Best method to use when you have direct, audit, or forensic evidence.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 61

--Once the interviewee is in a posture of submission the interviewer will apply a choice or assumptive question.

--The interviewer will then identify with the interviewee to allow him/her to feel good about the admission.

--Then the interviewer will work to obtain all necessary details for the audit, inspection, or evaluation. All the details needed for documentation.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 62

Without direct, audit, or forensic

evidence the factual presentation method

is not preferred.

Doing this allows the interviewee to talk

his way out of the evidence because of

the uncertainty of the evidence.

We can not overwhelm the interviewee

with evidence we are not sure of.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 63


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 64

During questioning phase, the

interviewer locks the interviewee

into information that is going to be

used later in the interview.

This takes away the ability to refute

evidence when presented.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 65

Can be used with victims, witnesses

and subjects.

Good method to flesh out details of

an account.

Story lock method also can be used

during an alibi or informational

gathering interviews.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 66

Ask questions that you already know the answers to. Great opportunity for base-lining and accessing the credibility of the interviewee.

Ask questions that gain information for or set up information you already possess for theme presentation.

Hold details you possess back until the interviewee has volunteered enough of their own information.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 67

Can be utilized in any interview. Ideal

for white collar interviews, employee

misconduct interviews, and cases that

involve policies and procedures.

If no truthful information is obtained,

their story or detailed denial can be vital

to a successful inquiry when compared to

the information already developed.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 68

Studies reveal that 60% of subjects confessed because they strongly believed they had already been caught

Without the use of direct details the key to a successful interview will be the credibility and confidence displayed by the interviewee. THIS IS VITAL!!!

Method also requires good acting and presentation skills.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 69

(1) Introduction

(2) Rapport

(3) Questions

(4) Summary

(5) CloseAnderson Investigative Associates

69

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 70

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 71

Common tool in conducting interviews

Not always initiated by you

Use same interview step process

Use non-threatening questions to enhance rapport.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 72

Cost and time effective for out of state or

out of country

Interviewee not prepared in advance

Use when obtaining follow-up information


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 73

Who are you talking to?

Restricted control over interviewee and environment

Inability to evaluate nonverbal behavior

Not good for subject interviews


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 74

Interviewers lose all non-verbal cues in a

telephone interview, we must then focus on

verbal and vocal cues.

Listen for:

uncertainty and modifiers in responses,

lack of factual statements,

use of second person pronouns,

short responses,

speech errors and delayed responses.

Listening skills must be optimized in telephone

interviews.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 75

Give the interviewee your full attention. Don’t fool yourself into thinking you can check email and mobile devices while conducting an interview. You will miss valuable information, including vocal and verbal signs. Avoid smoking, eating, drinking and chewing gum.

Use silence as a tool to elicit more information without having to ask questions. This works especially well on the telephone, when the interviewee cannot observe your reactions.

Provide vocal feedback frequently to reassure the interviewee that you are listening and engaged.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 76

Emotions like anger and fear must be

managed before attempting to question a

caller.

Statements like: “Ma’am, calm down” often

cause emotions to escalate rather than de-

escalate.

Allowing the interviewee to vent emotions

can be an effective tactic to calm the

situation.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 77

Validation of emotions may further

defuse.

Try an assertive instruction such as:

“Ma’am sometimes it helps to

take a deep breath.”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 78

Addressing the concerns of the victim first

helps break through mental barriers...

Determine emotional barriers to information.

Victims need safety and security. You need

information. How can we handle the

“convergence of needs?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 79

Before asking questions emotional barriers

may have to be removed.

“No Act of Kindness, no matter how small, is ever wasted.”

-AESOP


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 80

The “You, We,

I” Approach


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 81

Focus on the victim’s needs first

Ask, “Are YOU OK?” and listen to the response.

Let them vent.

Validate their feelings. (You have every

reason to feel that way”)

Let them know that they are safe now, and that

you are sorry this happened.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 82

Explain what WE are doing.

Explain what will happen next.

Ask them if they have any questions.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 83 “I”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 84

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 85

Generally, secondary takes notes.

With just one interviewer, listen, then take notes. (“Seek First to Understand”

~ Steven Covey)

Required forms may actually aid rapport.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 86

Anderson Investigative Associates86

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 87

What do I take with me?

What do I say?

What should I record? special considerations

in subject interviews

What do I do with my notes?


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 88 M. Anderson DATE/TIME

Case number: 123456

S/Doe, John p. 1

M. Anderson

DATE/TIME

Case number: 123456

S/Doe, John p. 1

W left for JAX with a

friend in the morning.

What time?

Friend name?

Anderson Investigative Associates88

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 89

When not to take notes:

When they create a barrier.

Write everything down as soon as possible.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 90

Bring out notepad early.

If notepad is a barrier, put it away.

Maintain visual contact.

If asked why you are taking notes respond…


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 91

Sufficient notes to prepare required documentation, (Audit notes, MOI, statement or affidavit)

Format of notes (agency policy controls)

Record non-verbals (agency policy controls)

Preserve – discoverable

Confidential Informant Information (agency

policy controls)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 1 BEHAVIORAL BASELINES AND

VERBAL AND PHYSICAL BEHAVIORS

Mark A. AndersonDirector of Training

Anderson Investigative Associateswww.AndersonInvestigative.com

[email protected]


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 Topics Covered

Determine baseline illustrators, manipulators, and speech.

Establish a baseline with biographical data and rapport.

Identify verbal cues of deception.

Identify non verbal cues of deception, including eye accessing cues.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3

Where do they learn these things?Anderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4

Baseline Behavior

“You can’t know what someone looks or sounds like when they are lying if you first don’t know what they look or sound like when they are telling the truth.”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5

Baseline Behavior

DETERMINE BASELINE ILLUSTRATORS, MANIPULATORS,

AND SPEECH.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6

Baseline Behavior

“Meharabian Rule”

Dr. Albert Meharabian, Professor Emeritus of Psychology at UCLA

Communication◦ 55% non-verbal (body language, facial expressions)

◦ 38% voice (volume, tone, pitch, cadence)

◦ 7% words used


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 Baseline Behavior (non-verbal)

Illustrators

◦ Talking with hands

◦ Must match what person is saying verbally Emotions

Reinforcement of words

◦ Usually will indicate honesty Look for baseline changes though

◦ Retracted hands

◦ Overly exaggerated hand movement


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Manipulators

◦ Using hands to perform a task when speaking This behavior cannot be controlled

Nervous tension is released through manipulators

Poker players pick up tells on other players

Never tell an interviewee you know they are lying based on a manipulator you have read


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9

Baseline Behavior (non-verbal)

Manipulators

◦ Unlike Illustrators, Manipulators do not match the spoken words

◦ Timing Behavior will be noticed within seconds after question

or even during question

Behavior must be on-time to be considered relevant


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 10

Baseline Behavior (non-verbal)

Manipulators

Grooming Gestures

Stroking mustache

Stroking goatee or chin

Scratching/combing head/hair with fingers

Lint picking from clothes

Wiping sleeve or pant leg

Inspecting or picking fingernails


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Manipulators

Other Manipulators

Twirling hair

Finger drumming

Popping knuckles

Scratching body

Pulling arm hair

Covering mouth when answering

Touching ear

Covering eyes

Rubbing eyebrows/forehead

Playing with pens, pencils, or other items


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 12 Baseline Behavior (verbal)

Voice – looking for changes from baseline

◦ Fast/Slow

◦ Loud/Soft

◦ Inflections

◦ Tone Tone is about 38% of communication


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 13

Baseline Behavior (verbal)

Words

◦ Contractions: “I don’t know” vs. “I do not know” Non-use could indicate deception (60% who use are

truthful)

◦ Tense (past vs. present) “I loved her” vs. “I love her”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Words

Key Indicator Words

Sometimes Maybe

If Pretty much

Usually Hope

Could Typically

Should Think

About Not really

Honestly

ExampleAnderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Response Latency

◦ Time from interviewer’s last word to interviewee’s first word

Truthful responses: .5 seconds

Untruthful response: 1.5 seconds

◦ Straightforward question should not produce a delayed response

“Did you look at child pornography on your computer?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 16

Baseline Behavior

ESTABLISH A BASELINE WITH BIOGRAPHICAL DATA AND

RAPPORT.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 Baseline Behavior

Biographical Data

◦ Go over personal data to establish baseline Records checks

If you know personal info

◦ Pretend you don’t have the info to test for truthfulness and baseline


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Rapport

◦ Proper rapport will help establish a baseline

◦ We learned early that rapport is to build trust and get the interviewee to want to talk with us Also look for behavior norms both verbally and non-

verbally

◦ Active listening and behavior observation is critical!


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 19 One of the most important skills

that an Interviewer can develop is the ability to correctly assess

nonverbal behaviors exhibited by suspects


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 STRESS...

Causes confusion

Confusion causes mistakes

Mistakes exhibit themselves nonverbally and verbally.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 21

NONVERBAL BEHAVIORS

Stress Response

“Fight or Flight”

◦ Adrenaline dump◦ Increased heart rate

◦ Increased blood pressure

◦ Rapid breathing◦ Need to urinate


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 22 NONVERBAL BEHAVIOR

Sweating begins

Stomach upset

Pupils dilate

Dry mouth, throat clearing

Voice changes

Piloerection(Goosebumps)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 23 CAUTIONS WHEN

EVALUATING NONVERBALS

CULTURE

CHANGE

CONTEXT

CLUSTERS


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 24 CULTURE


What behaviors are normal for a particular culture?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 25 CHANGE


Are changes due to:

•Interviewer’s questions?

•Or, normal behavior pattern?

•MUST get a baseline to know!

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26 CONTEXT


Why did change occur?

Deceptive most often within 1-5 seconds after question

Consider environment, illness, hunger, fatigue etc.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 27 CLUSTERS


Two or more nonverbal behaviors displayed within one to five seconds after a stressful or “key” question.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 28 THE TRUTH…?

False face must hide what the false heart doth know. (MacBeth)

Watch out for the man whose stomach doesn’t move when he laughs. (Chinese proverb)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 29 MORE TRUTH…

He that has eyes to see and ears to hear, may convince himself that no mortal can keep a secret. If his lips are silent, he chatters with his fingertips; betrayal oozes out of every pore. (Sigmund Freud)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 30

Anderson Investigative Associates-NV Video

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 31 EYE CONTACT/MOVEMENT

Eyes are the window to the soul

Normal eye contact is maintained 30-60%

Blink rate (13-15bpm)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 32 SAN PAKU

Japanese

3 whites

Stress may cause the eyelids to rise exposing the whites

Anderson Investigative AssociatesIf your thinking it, it is the Runaway Bride

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 33 BODY MOVEMENT

Shifting of torso

Position in chair

Chair movement


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 34 TRUTHFUL PEOPLE...

USUALLY

sit upright and appear comfortable

are frontally aligned

lean forward and seem attentive

make smooth changes in posture


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 DECEPTIVE PEOPLE...

May

sit slouched in chair

seem rigid

have erratic changes in posture

retract feet

not sit frontally aligned

use supportive gestures and barriers


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 36 DECEPTIVE PEOPLE...

May alsouse grooming gestureshand wringing

scratch, stroke, pick, pull at face, hands, or clothes

clear throat, sigh, yawn, shuffle, tap

ALL THESE RELIEVE TENSION AND STRESS!!


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 37 Physiological Indicators of Stress

Clearing throat, coughing

Licking lips, swallowing

Yawning

Shuffling/tapping feet

Touching face/head

Smoking


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 38 SUCCESSFULLY READING

PEOPLE

Look at the big picture.

Don’t rely on a single behavior or response.

Look for changes from the baseline.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 39

Baseline Behavior

STUDENT EXERCISE


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 40

Baseline Behavior

IDENTIFY VERBAL CUES TO TRUTH VS. DECEPTION.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 41 Truthful Verbal Responses

Are...

Spontaneous Sincere Direct Concerned and

helpful uses pronouns like

“I” or “my” to show commitment


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 42

Truthful Verbal Denials Are...

SpontaneousDirectStrong


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 43 Types of Deception

Deception by concealment is one of the easiest for the subject, as he or she doesn’t have to do anything. Everything they tell the investigator is the truth, it’s just not the whole truth.

Deception by equivocation happens when a subject simply answers a question without actually answering the question. This is also known as “dodging the issue”.

Deception by falsification is the most difficult type of deception for an interviewee to pull off. It requires creating fiction and it’s hard work. It’s also easier to make mistakes when inventing facts.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 44 Deceptive Responses Are...

Guarded

Insincere

Evasive

Appear unconcerned

Sometimes lacking pronouns such as “I” or “my”

No ownership

Protecting themselves


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 45 Deceptive Denials

Hesitation

Repeats question

Weak tone of voice

Uses generalized responses (usually, generally, that’s about it)

“To be honest….”

Qualifiers (at this point in time, as far as I can remember)

Overemphasis: “I swear to God!” “I swear on my Mother’s grave!”

Spoken rapidly as if rushing through a lie.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 46

Ten Signs of Verbal Deception

1. Lack of self-reference

2. Verb tense

3. Answering questions with questions

4. Equivocation

5. Oaths

6. Euphemisms

7. Alluding to actions

8. Lack of Detail

9. Narrative balance

10. Mean Length of Utterance


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 47 Listen to the words……


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 48 Paul Buttafuoco (16 year old son of Joey and Mary Jo Buttafuoco -infamous for being part of a sordid Long Island love triangle) was arrested for allegedly shoplifting from Macy’s. Joey B., the father:

“I am sure that my son, who is a good boy, is innocent of an unusual event that could never have happened.”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 49

In “Dear Abby,” a response to a survey

regarding marriage fidelity:

“Married 66 years. I am 83 and have never cheated; my husband is 89 and says he can’t remember.”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 50

House Speaker Newt Gingrich on issue

of what he said of first lady Hillary

Rodham Clinton:

“I never said - I never said - to the best of my knowledge, I never said what you just said”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 51 Mrs. Buttafuoco, in response to

allegations her husband had sex with

an underage actress Amy Fischer:

“I choose to believe, based on the person that I know and the person that I live with and the person that I spent many, many years with, and the person whose bed I share, that he did not.”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 52 Successfully Reading People

Look at the big picture.

Don’t rely on a single behavior or response.

Always look for changes from the baseline.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 53 Active Listening Process

Remain Neutral

Ask the Question

Look Interested

Concentrate on the Response

Ensure Understanding


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 54 We need to listen well


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 55

Baseline Behavior

IDENTIFY EYE ACCESSING CUES.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 56

Baseline Behavior

Eye Accessing Cues

◦ Baseline established through interviewee’s eye movement for recalling information or a real event

◦ Look for opposites when conducting interview


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 57

Baseline Behavior

Eye Accessing Cues

Studies have shown: Up for visual recall

Over for audio recall

Down for feelings


EMOTIONAL FEELINGS INTERNAL DIALOGUE

AUDIO RECALLAUDIO CREATE

VISUAL CREATE VISUAL RECALL

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 58

Baseline Behavior

Eye Accessing Cues

71% Up/Left for recall

21% Up/Right for recall

3% Defocused for recall

5% No baseline for recall

77% of left handed Up/Left for recall

Bio and Rapport Inconsistencies


EMOTIONAL FEELINGS INTERNAL DIALOGUE

AUDIO RECALLAUDIO CREATE

VISUAL CREATE VISUAL RECALL

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Eye Accessing Cues

◦ Be cautious when reading eye accessing cues It’s not truth and lie, but recall and create

A person can look to their recall side and still be lying

Left handed people are not opposite of right handed

◦ Use bio and rapport to establish a good recall baseline Camouflage these questions so they appear natural


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 60

Baseline Behavior

STUDENT EXERCISE


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 61

Listen and watchAnderson Investigative AssociatesThe Event The Conference

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 62 Summary

Determine baseline illustrators, manipulators, and speech.

Establish a baseline with biographical data and rapport.

Identify verbal cues of deception.

Identify non verbal cues of deception, including eye accessing cues.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 1 MINIMIZING DENIALS AND

HANDLING INTERVIEWEE

QUESTIONS

Inspector General Criminal Investigator Academy

Mark A. Anderson

Director of Training


www.AndersonInvestigative.com

[email protected]

912-571-6686


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Handling Denials

◦ Identify factors that cause an interviewee to

give a denial or consider giving a denial.

◦ Understand the verbal and non-verbal direct

denial and how they should be handled by

the interviewer.

◦ Understand the reason denial and how it

should be handled by the interviewer.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Countering Interviewee Questions

◦ Identify types of questions that can be

posed by victims, witnesses, and subjects

during an interview.

◦ Understand legal considerations when

responding to interviewee questions.

◦ Identify appropriate responses to questions

in order to continue communication with

interviewees.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4


Handling Denials

IDENTIFY FACTORS THAT CAUSE AN

INTERVIEWEE TO GIVE A DENIAL OR

CONSIDER GIVING A DENIAL.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5


Factors That May Cause Denials

Interviewees will give denials due to

many different reasons, including:

Interviewee fears

Room setting

Interviewer’s attitude

Lack of interviewer’s credibility

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6



What are some things that cause an

interviewee to offer denials?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7



Examples of why an interviewee may deny:

Room set-up; chairs to close, doors locked, etc

Innocent

Interviewer fails to build credibility

Lack of rapport

Distractions

Interviewee fears; retaliation outcome, court, prison, loss of job, loss of family, reputation

Weapons present

Interviewer informs of possible penalties

Harsh language; discipline, firing, charges, jury, judge, attorney, prison, jail, prosecute, etc

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8


Handling Denials

UNDERSTAND THE VERBAL AND NON-VERBAL

DIRECT DENIAL AND HOW THEY SHOULD BE

HANDLED BY THE INTERVIEWER.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9


Direct Denial (verbal)

The direct denial is a flat out denouncement

of any involvement or wrongdoing from an

interviewee.

May come from both the guilty, as well as, the

innocent.

“It wasn’t me”

“I didn’t do it”

“You guys are wrong, I had nothing to do with this”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 10


Direct Denial (verbal)

Time and strength evaluation

Guilty versus Innocent

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 Innocent

Guilty

Denial Strength0 10

FOR OFFICIAL USE ONLY Anderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 12


Direct Denial (non-verbal)

Used to portray implied innocence

◦ Shaking head

◦ Deep breath

◦ Use hands to indicate disgust

◦ Facial expressions

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 13


Direct Denial (permission Phrase)

Interviewee interrupts◦ May say:

“May I ask you something?”

“Can I say something?”

“Would you please just let me talk for a second?”

“Please let me speak for a minute.”

The innocent usually do not give permission

phrases. They give a strong direct denial instead.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14


Direct Denial; How to Handle

Both verbal and non-verbal direct denials will use two strategies by the interviewer.

Verbal

Interviewee’s name

Re-state question or accusation

Evaluate time and strength

Non-verbal

Hand up as to say “stop”

Turn head as to indicate you are not listening

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15



Re-accusing; aggressive versus non-aggressive

“Fred, there is no doubt as to what has happened, I’m only

here to find out why”

“Tina, the inquiry is finished and it’s very apparent that

you are the one who took the money”

“Bill, the audit is over, and it’s very clear as to what

happened, I’m just here to find out why”

“Ray, it’s very clear as to what happened and who is

responsible, I’m just here to find out why this happened”

“Yes you did Frank, there’s no doubt about it”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 16



Do not pause after shutting down a denial

◦ Go immediately to a theme; we don’t want the interviewee to counter and possibly create an argument

“George, there is no doubt what happened here; you and I both know you took the money. I’m only here to find out why….and in looking into this incident one thing I learned was that you’ve been going through a tough time. I mean you lost your job and in today’s current economic state………”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 17


Permission Phrase; How to Handle

Same as direct denial◦ Verbal and non-verbal

◦ However, no re-accusation is necessary

◦ Convince suspect the importance of listening to you

◦ Return to themes

“Allison, before you say anything I want you to understand we both can’t talk at the same time. I want to answer your questions but please let me finish what I have to say then I’ll be happy to address your concerns….but like I’ve been saying, the important thing is we find out why these checks were signed by someone other than Bob. I know from your background and talking with you today that things have been difficult lately. With your husband leaving you and the bills piling up, it’s tough to make ends meet, and this could cause someone to do something they normally would never think of……”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 18


Direct Denial; The Lie

Don’t let a guilty interviewee continue to lie

◦ Shut down early

◦ Interviewee has to protect

◦ Increases interviewer’s chance of admission and confession

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 19


Handling Denials

UNDERSTAND THE REASON DENIAL AND

HOW IT SHOULD BE HANDLED BY THE

INTERVIEWER.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 20


Reason Denial

Interviewee gives a reason as to why they

did not commit the crime, which many

times is a true statement in their mind

Usually given by a guilty interviewee

Theory why interviewee gives reason denial

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 21


Reason Denial; Examples

“I would never do something like that, I’m a religious person”

“I wouldn’t do that, I’m afraid of fire”

“I cherish my job, I would never abuse the system”

“I wouldn’t even know how to do something like that”

“I don’t even own a gun”

“My parents didn’t raise me to be like that”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 22


How to Handle the Reason Denial How to recognize when a reason denial is about to be

given

“I would never….”

“I couldn’t…..”

“But why would I….”

Unlike a direct denial, do not shut down a reason denial

Let interviewee finish the reason denial and then agree with

them

Use their reason denial to flip into a theme

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 23


How to Handle the Reason Denial

“Jim, I’m so glad you told me that. By you

telling me you’re religious tells me something

very important. It tells me you must have

grown up in an environment where you were

taught the difference between right and wrong

which now helps me realize you could not

have done this on purpose, so it must have

been an impulsive decision…..”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 24


How to Handle the Reason Denial

When given a lot of direct denials, the

interviewer can turn them into a reason denial

by simply asking;

“Why?”

Innocent will not usually give a reason denial

unless it’s a true statement

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 25


Direct Denial

Student Exercise

Verbal denial

Non-verbal denial

Permission phrase

Reason denial

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26 Countering Interviewee

Questions

IDENTIFY TYPES OF QUESTIONS THAT CAN BE

POSED BY VICTIMS, WITNESSES, AND

INTERVIEWEES DURING AN INTERVIEW.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 27 Potential Questions from Victims

and Witnesses

Questions regarding the purpose of the

interview

Questions regarding needs

Questions regarding retaliation

Questions regarding compensationAnderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


and Witnesses

Questions regarding involvement in an

investigation

Questions regarding how an

investigation works

Questions regarding confidentiality


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


and Witnesses

Questions regarding providing a

statement

Questions regarding testifying


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 30 Potential Questions from Auditee

Questions regarding the purpose of the

interview

Questions regarding accusations

Questions regarding benefits of talking

to auditors/inspectors

Who else have you spoken to

Who else will you speak to


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 31 Potential Questions from Auditee

Questions regarding attorneys or union

representatives

Questions regarding consequences

Questions regarding retaliation

Will I be suspended

Will I be black listed

Do I have to give you the

records


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 32 Potential Questions from those

Possibly Involved

Questions regarding providing a

statement

Questions regarding benefits of

cooperation

Questions regarding future activity

Who is going to know

What do I tell my supervisor


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 33

UNDERSTAND LEGAL CONSIDERATIONS

WHEN RESPONDING TO INTERVIEWEE

QUESTIONS.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 34 Legal

Considerations

Questions Related to Any

Warnings/Rights Advisement

◦ Use as tool

◦ Fairness

◦ Rapport


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 Fair Play


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 36 Nice Guy


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 37 Legal

Considerations

Request to Talk to Someone Other Than

an Attorney

◦ Family member, friend, probation officer,

clergy, etc

◦ Does not constitute equivalent of request

for counsel


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 38 Legal

Considerations

General References to an Attorney

◦ Do not mean they have invoked their right

to counsel

◦ Davis v. United States (1994)

“Oh, maybe I should think about getting a

lawyer…”

“Should I be thinking about getting a lawyer?”Anderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 39 Legal

Considerations

Promises of Leniency and Threats

◦ Real Consequences are impermissible when

used as leverage or promised

(Physical health, personal freedom, financial

status, etc.)

◦ Discussion of Real Consequences acceptable


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 40 Legal Considerations

Appropriate Incentives for a Confession

◦ Overcoming guilt

◦ Respect of peers, etc.

◦ Obtaining understanding

◦ Learning from mistakes

◦ Opportunity to control perspective

◦ Opportunity to counter assumptions

◦ Vengeance or accomplishment

◦ Belief or hope they will receive lighter sentencing

(based on their own conclusion)


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 41

IDENTIFY APPROPRIATE RESPONSES TO

QUESTIONS IN ORDER TO CONTINUE

COMMUNICATIONS WITH INTERVIEWEES.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 42 Responses

Answers Versus Responses

◦ Remove obstacles to communication and foster

information sharing

Persuasion

◦ Often require an understanding of the

interviewee’s background and personality

Goal

◦ To focus on themes and obtain the truth.


Persuasion: saying the right thing to the right person

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 43

Responses

Appropriate Demeanor

◦ Not judgmental, antagonistic, bluffing,

belittling, disingenuous

◦ Good listener, professional, understanding,

truth seeker, focus on resolution


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 44

Responses

Provide Relief from Stressors

◦ Can be felt by victims, witnesses & subjects

◦ Understand fears, emotions, motivations

◦ Show empathy

◦ Incorporate rapport


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 45

Responses

Confidentiality Concerns

◦ Assurances information will be protected vs.

kept confidential

◦ Opportunity to secure interviewee’s

agreement not to disclose information

“Will anyone know I talked to you?”Anderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 46

Responses

Focus on the Truth

◦ Present truth as the “product” of the interview

◦ Motivate witnesses and victims regarding their role in reaching the truth and resolution

◦ Show the interviewee how the truth helps them versus the interviewer

“Why should I talk about this?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 47

Responses

Compliment the Interviewee

◦ Easier for an individual to resist an adversary

◦ Harder for an individual to lie to someone

with whom they have any sort of attachment

or respect; we want to build that connection;

seek commonalities.

“What evidence do you have?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 48 Responses Specific to Subjects

Alleviate Fears and

Offer Solutions

◦ Give subjects the opportunity to address the situation at hand in a positive way


“Does my family have to know?”“What’s going to happen to me?”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Undermine the Subject’s Self-Confidence

◦ Convey confidence in inquiry facts and subject’s

involvement

◦ Follow up with statements that alleviate fears,

offer solutions, and convey the benefits of telling

the truth

“So, why should I talk to you anyway?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Questions About Attorneys

◦ Facilitate continued

communication without giving

any guidance

◦ Explain differences in dynamic

of conversation possible with

attorney present

◦ Emphasize the importance of

getting their side of the story

& the relationship already

establishedAnderson Investigative Associates

“Should I have an attorney here if I’m going to talk to you?”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Bargaining Subjects

◦ Emphasize strength of inquiry and importance of

providing their perspective

◦ Cannot make promises of leniency/results but can

point out potential benefits of telling the truth

Decision-maker understanding & consideration of

circumstances, etc.

“What can you do to help me if I talk to you?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 52 Reasons Other Than The Legal Stuff


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 53 Reasons Other Than The Legal Stuff


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Time/Responsibility

Continuum

◦ Auditee/Interviewees may present future-based

queries that place responsibility on interviewer

◦ Inability to answer may create perception

interviewer is powerless

◦ Shift focus back to present and responsibility

back to intervieweeAnderson Investigative Associates

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 55 “Plenty of ways…”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Time/Responsibility

Continuum Benefits

◦ Facilitates RETURN TO THEMES

◦ Can increase interviewer credibility

◦ Auditee/Subject may see

benefits/empowerment

◦ Control & strategy maintained


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 57 “Plenty of ways…”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 58


Summary

Identify factors that cause an interviewee to give a

denial or consider giving a denial.

Understand the verbal and non-verbal direct denial

and how they should be handled by the interviewer.

Understand the reason denial and how it should be

handled by the interviewer.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 59 Summary

Identify types of questions that can be posed by

victims, witnesses, and subjects during an interview.

Understand legal considerations when responding

to interviewee questions.

Identify appropriate responses to questions in order

to continue communications with interviewees.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 1

QUESTION TYPES DESIGNED TO ELLICIT ADMISSIONS

Mark A. AndersonDirector of Training

Anderson Investigative Associateswww.AndersonInvestigative.com

[email protected]


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Understand the definition, development and use of the bait question.

Understand the definition, development and use of the assumptive question.

Understand the definition, development and use of the choice question.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3 Ask the right questions:


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4

The Bait Question

UNDERSTAND THE DEFINITION, DEVELOPMENT

AND USE OF THE BAIT QUESTION.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5

The Bait Question

The bait question is an implied question which is non-accusatory in nature and is used to help determine truth vs. deception.

Should cause the guilty person to change, or consider changing their original story or alibi.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 The Bait Question

Development

Interviewee locked into story/alibi

“Camouflaging”

Real versus fictitious information◦ Because both are implied, the innocent will not bite on them,

however the guilty will consider both as possibilities

Be sure to discuss your audit, inspection, or evaluation techniques prior to asking the bait question◦ Essential to build up credibility


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7

The Bait Question

Development

The evidence set-up must be implied or you can lose credibility

“what we can do” not “what we did do”

“cameras are everywhere nowadays” not “our cameras caught you…”

“People can leave their DNA many different ways” not “you left your DNA at the scene”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8

The Bait Question

Development

Credibility is a must when using bait questions

◦ Once you lose credibility in an interview, the interviewee knows you are unsure and you will have a tough time gaining the truth

Example: The use of fingerprint evidence when the interviewee knows they wore gloves


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

“Do not lie, imply”◦ Helps the interviewer back out if needed

Begin all bait questions with:◦ “Is there any reason you can think of….?”

◦ “Would there be any reason why….?”

NOT◦ “We have your fingerprints…”

◦ “A witness told us they saw you….”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

Innocent ◦ Does not need to think about the implied evidence

◦ Does not need to change their original story or alibi

Guilty◦ Will usually pause to consider the implied evidence

◦ They consider the evidence because they know they are guilty


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

Guilty◦ Do not let them pause; you will get either a denial, an

excuse, or some sort of reason/story

◦ They may also use stall tactics such:

Repeating the question

Asking the question to be repeated

◦ Look for associated on-time non-verbal behavior indicating deception when suspect pauses


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

Guilty◦ Once the interviewee begins a pause, do not let it

continue

◦ Use a credibility phrase;

“Jim, I think you and I both know what happened here”

“Tina, I think you need to reconsider your original story”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

Only use the bait question once during an interview

The subject may catch on to your use of implied evidence

If you have enough real direct information that implicates the interviewee, the bait question does not need to be used


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

Examples:

◦ “Would there be any reason why if we checked the video, it would show you in the area at the time of the fire?”

◦ “When we get the lab results, is there any reason why your DNA would be in the car?”

◦ “Is there any reason you could think of that your fingerprints would be on the safe where the money was kept?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15

The Assumptive Question


AND USE OF THE ASSUMPTIVE QUESTION.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 16 The Assumptive Question

The assumptive question is a question designed to infer that the answer is already known by the interviewer.

It’s difficult for the interviewee to lie because they know the interviewer may know the truth.

“How long have you known Jennifer?”

NOT

“Do you know Jennifer?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Development

◦ Asking the question in this manner makes it difficult for the interviewee to lie;

Narrative response versus yes/no

Better behavior reading ability

Guilty has to consider that the interviewer may know the answer


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ The assumptive question can be used for:

Victims

Witnesses

Subjects

◦ For subjects there is one added step

Used for admissions after proper theme development (defeated)

Added step is the exaggerative answer


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ You must read behavior prior to the exaggerated question (eyes to recall side, body shift, looking away, manipulators, etc.)

◦ The exaggerated answer gets the guilty to say “no” which is really a “yes”

◦ The innocent will give an immediate denial

“Jim, what’s the most amount of times you forged your boss’s signature? It’s not like 100 times is it?”

“Tina, when was the first time you used marijuana during work? It wasn’t your first day on the job was it?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 The Assumptive Question Use

◦ With victims and witnesses the exaggerated question generallydoes not need to be used

◦ Let this question work for you, not against you (one word answers)

Witness

“How often do you frequent this club?”

NOT

“Have you been to this club before?”

Victim

“How many times have you seen this guy before?”

NOT

“Have you seen him before?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ Use the assumptive question to turn your admissions into confessions during the development of the who, what, when, where, how, and why

“How much money do you have left?”

NOT

“Do you have any more of the money?”

“How many other times have you done this? It’s not like 50 is it?”

NOT

“Is this the first time you have done this?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ The use of assumptive questions during the development of the full truth will/could:

Get you more information about the matter, including greater impact

Help you find out about other matters the subject is involved in


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ The assumptive question can be used in other types of interviews such as pre-employment, for example

“How many speeding tickets have you ever gotten, it’s not like 50 is it?”

NOT

“Have you ever received a speeding ticket?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 24

The Choice Question


AND USE OF THE CHOICE QUESTION.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 25 The Choice Question

The choice question is a leading two-part question that presents an unacceptable versus an acceptable alternative and is designed to elicit a response which is often an admission.

It’s used to gain an admission before the confession, and will assist the interviewee in saving-face, as it provides a more attractive alternative to a less desired one.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26

The Choice Question

Development

◦ Must have good versus bad alternative (although both are bad)

◦ Must have the word “or”

◦ Relates to theme used by interviewer

◦ Develop four themes and choice questions prior to an interview for planning purposes

“Is this something you planned or was it an impulse decision?”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 27

The Choice Question

Use

◦ Present only when theme has been accepted and interviewee is in a defeated state

Eyes down

Crying

Shoulders slumped

Head in hands

Hands covering face


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 28

The Choice Question

Use

◦ Move chair closer to interviewee

◦ Softer voice must be used to show caring and understanding

◦ Place eyes lower than interviewee If interviewee’s eyes are closed consider asking them

to look at you


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 29 The Choice Question Use

◦ Repetition is important (good or bad choice)

◦ Do not pause after question presentation They may realize either choice is an admission

They may give an excuse or reason

They may give a denial

◦ Once admission is obtained, give a reward statement “Great, that’s what I thought all along, I knew this was just

an impulsive decision, that tells me a lot about you.”

“I’m so glad you told me that, I know you will feel better now.”

“Thanks for sharing that Tim, you’re doing the right thing.”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ The choice question is not a trick question; there is a third choice

◦ The third choice is they did not commit the crime

◦ Attorneys may try to challenge the choice question


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


Use

◦ Sometimes the choice question may give the interviewee a way out from the truth

Planned versus accident

◦ Work more themes

Planned for long time versus short time

Example


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 32

The Bait Question

Student Exercise

Bait Question

Assumptive Question


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 33 Summary

Understand the definition, development and use of the bait question.

Understand the definition, development and use of the assumptive question.

Understand the definition, development and use of the choice question.


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 1

MARK A. ANDERSONDIRECTOR OF TRAINING

ANDERSON INVESTIGATIVE ASSOCIATESWWW.AN DE R SO NIN V EST IG ATI V E .CO M

MANDERSON @ AND E RS ON IN VE STI GA TI VE . CO M

912-571-6686


Advanced Rapport and Theme Development

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Understand the significance of rapport during an interview and develop strategies to implement rapport throughout the interview.

Understand elements of the art of persuasion, decision makers viewpoint, and infusion of advanced rationalization, projection, and minimization (RPM) skills into the interview process.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3 Interviews


Not Debates

Establish Common Ground

Planning and Flexibility

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 Rapport Strategies


Strategies are developed prior to any interview. The interviewer must do a thorough background on the subject to look for topics to establish common ground.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 Consider all areas for rapport


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 Why Rapport?


People talk to people they like.

People are comfortable with others who are like themselves.

Rapport establishes trust.

Finding commonality or common interest breaks down barriers in an interview and establishes trust.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 Research and Listen


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 Rapport Fundamentals


Don’t criticize or condemn interviewee

Praise, thank, and encourage

Be sincere and interested

Use familiar language/terms

Explore interviewee’s worldview

Find issues to agree upon

Rapport ONLY with a subject?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9 Other Considerations


Addressing the interviewee by first name or title

Offering of food, cigarettes or drink

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 10


Casual Rapport

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 Build Rapport, be considerate


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 12


Casual Rapport

Close Rapport

Intimate Rapport

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 13 Building rapport via bio


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 Finding commonalities


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15


Importance of Intimate Rapport

Close Rapport

Intimate Rapport

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 16


Building Intimate Rapport

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 Processing Information


Information processing:

1. Visual

2. Auditory

3. Kinesthetic

Understanding how the interviewee processes information will aide in developing rapport.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 18 Dominant Processing Medium


Visual:

“I see what’s going on here.”

“I looked into the problem.”

“It’s clear to me he doesn’t get it.”

“Look, I already explained this.”

“I can’t picture myself doing that.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Auditory:

“I hear what you’re saying.”

“That rings a bell.”

“That sounds weird to me.”

“Listen, I already explained this.”

“We need to discuss that.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Kinesthetic:

“It’s like a weight on my shoulders.”

“It didn’t feel right.”

“That’s not the impression I got.”

“That just doesn’t fit.”

“Hold on a second.”

“I can’t put my finger on it.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 21 Kinesthetic Wording


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 22 Tiger’s words


“I walk through things…”

“every step I make I think about…”

“I know how to use my head…”

“I’d never been there before…”

“She made me feel something…”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 23 Methods of Maintaining Rapport


Mirroring

Highest form of flattery is when someone imitates you.

Develops trust because subconsciously the person feels that you are like them.

Be selective so that it appears that it is natural and sincere.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Mirroring

It is not necessary to mirror another person exactly.

Cross matching simulates the interviewee’s behavior without matching gesture for gesture.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



MirroringLanguageSpeech volume/pace/accentEmotionsBody postureArm/leg movementsBreathingAttire

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Leading

Changing your own behavior with enough rapport that the interviewee will follow.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Leading

Having the interviewee mirror you will allow you to subconsciously establish control.

Generally is done after the interviewer has mirrored the interviewee first.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Leading

Good for opening communication if subject is reluctant to talk.

Good for helping the interviewee relax.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Anchoring

The process by which any stimulus gets connected to and triggers a response.

Internal

External

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Anchoring

Touching or using sound, smell, visual stimulus, or movement at the appropriate time with an interviewee to establish a mood or state of mind, to trigger a thought or memory, or to alter a behavior pattern.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Anchoring

The anchor is a trigger that re-establishes a state of mind.

Anchor can be visual, auditory, olfactory, or kinesthetic.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 33 Anchoring


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 34

Positive Response Negative Response


Smile, lean forward and relax

Positive head nods

Positive sub vocals such as “uh-huh”

Touching a shoulder or arm

Positive verbal gestures

Tense facial muscles, frown or grimace

Lean away, closed posture

Direct eye contact away

Change the your tone, pitch or rate of speech.

Negative verbal gestures

Types of Anchors

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 Maintaining Control


Balance between maintaining rapport and control is critical.

Control can be obtained by how you represent yourself either as an authority figure, an expert, or in a confident, strong manner.

Attitude can be our downfall.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Control is not dominating the conversation, but subtly directing it.

Control is conditioning the interviewee to talk using open-ended questions and positive feedback.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Our Location

Control room setup

Direct the interviewee to sit in a certain chair

Control distractions & remove barriers

Control breaks and pace

Utilize secondary and others, as needed

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 38 Table Move


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Their Location

Invade their personal space: Placing items on their desk

Picking up personal items

Asking for a change of scenery

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 40 Overcoming Resistance


Factors causing resistance:

1. The interviewee been interviewed before.

2. The interviewee has no remorse or emotion about the offense committed.

3. The interviewee perceives the government in a negative way.

4. The interviewee has personal perceptions about the interviewer that cause barriers.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 41 Overcoming Resistance


The interviewer should convince the interviewee to evaluate the person, not what the interviewer represents.

Integrity, respect and honesty can remove these barriers.

Persuasion without coercion by explaining why it is beneficial for the interviewee to talk.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 42 Homework and Rapport


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 43 Develop “Themes”


Themes help interviewees rationalize, project, and minimize their behavior, which makes it easier for them to confess.

Do not harshly judge interviewees or condemn their actions. Instead, help them justify why a “good person” would make this kind of “mistake.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Everyone has developed, through life experiences, a moral compass that justify and control actions.We need to try to understand where each

interviewees moral compass is.

When we understand this we can better help this individual to rationalize actions to bring them back into equilibrium with their moral guidelines.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



When interviewing, we must maintain hope in the interviewee that regardless of what is said, this equilibrium can be re-established.

This hope allows interviewees to admit to wrongful acts.

During the evidence presentation, as you overwhelm, all hope is removed. Then hope is returned during the theme presentation.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



It is important to remember this moral compass is not always going to agree with our own…or that of most reasonable people.

EXAMPLE: What is courage?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



In theme development an opportunity exists for the development of a relationship.

This is one of mediator, rather than adversary.

This allows interviewees to view the interviewer more favorably.

Interviewee sees the interviewer as one who faces problems and turmoil in everyday life; the same as him/her. This creates trust.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Theme development also allows the perception of transferring guilt.

This minimizes the interviewee’s perception of the seriousness of the issue.

This appears to make the interviewee a victim of circumstances, rather than the initiator of the crime.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



This transference of guilt focuses the interviewee’s attention on the resolution of the incident, rather than the consequences.

This focus on resolution allows interviewee to put the incident behind them and leading him to believe it is in his best interest to confess.

If the focus remains on the consequences (loss of job, jail time, fines, etc.) interviewee is much less likely to confess.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



This process allows the interviewee to overcome the fear to confess.

That fear is based on the consequences of what they did.

That fear must be overcome to obtain an admission.

As an interviewer if you can keep the issue of fear paramount in your mind, everything else in themes flows from it.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



RationalizationProjection

Minimization

“You’re a good parent who wants to take care of your kids. It looks to me like you were just trying to put food on the table, like any good parent would.”

“You asked for a raise twice, and they turned you down. If they had just listened when you asked for help, you could’ve done this the right way, like you wanted to. They forced your hand when they wouldn’t help you.”

“It’s not like this is a million dollars. It’s pennies compared to what our government wastes every day. It’s not like anybody got hurt.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Anticipate denials and plan to work through them by being persistent and/or trying different themes.

Your themes may change based upon information gathered during rapport or general questioning.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Interviewers need to put themselves in the interviewee’s shoes through planning and preparation.

Be careful here not to impose your biases or moral and ethical values on the interviewee. Adequate pre-planning should prevent this.

When pre-planning for themes, we are really looking to comprehend the interviewee’s value system.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 54 Where to find themes?


Again, work up front promotes success

Many come from interview/rapport

Active listening – Active thinking

Biography/Background

Witness interviews/Peers

Media – print, web, television, local

Life Experience!

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Life Experience!Personal life, true or embellished

Previous Iquiries

Peer Pressure

Be Creative!Be prepared to alter if unsuccessful

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 56 “My weak point…”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 57 “Some common ground…”


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 58 Listening for Themes


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Anatomy of Interview Themes

Page 62 – Bribery

What Themes?

Page 241 – Terrorism

What Themes?

See attached handout.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 62 Other Theme Options


Themes in the 3rd personLess threatening to the intervieweeAllows the interviewee to discuss or agree

with the theme before it is made personal to them.Makes them less likely to offer denials, and

is much less of a direct attack. Interviewee not sure that the interviewer is

talking about them, so they withhold any denials.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Themes in the 3rd person It is essential to stay away from using the

interviewee’s name or the pronoun “you.”

Depersonalize the theme from the beginning --interviewee less likely to shut down or offer denials.

Look for agreement and buy-in on the theme in the third person, it will be easier to transition to the second person.

In the third person approach use words such as: he, she, everyone, everybody, society, they, others, people, etc.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Themes in the 3rd person

Once denials are offered, the interviewer can use the second person pronouns to continue the themes.

Must continually measure how effective themes are, and employ several of them to find the best theme that the suspect accepts.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Themes in the 3rd person Once a solid theme is identified:

Other themes should be minimized and additional conversation should occur at a deeper level on the meaningful theme.

This more in-depth conversation will strengthen the rapport between the interviewer and the interviewee, which will further diminish the interviewee’s aversion to confession.

Interviewers should use effective rationalizations repeatedly during interviews. The skill in employing this will proportionally affect the ability to overcome emotional resistance in the interviewee.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 66 Third Person Theme


___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Themes in the 3rd person

Anatomy of Interrogation Themes

Page 254 – Burglary

What Themes?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Decision Makers Viewpoint

Presenting themes in this way is another effective method to enlist the involvement of the interviewee in a scenario that does not directly involve them.

Set up situation with similarity or one the interviewee can identify with.

Involve him/her in the decision.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________




Numerous methods and storylines to employ in the decision maker’s viewpoint.

They can be done using children, co-workers, law enforcement officers, etc.

An example could be with a male who is a father who is not giving you the truth so you say:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________




Essential to be a good actor and convincing in how we convey these stories.

Need to be directed at relevant areas of the interviewee’s life.

Get interviewee involved by asking questions throughout the process

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________



Stories/themes should be worked into the Evidence Presentation as well.

Helps to establish a foundation during that presentation, for what is later developed in the theme presentation.

Numerous methods and storylines to employ in the decision maker’s viewpoint.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 72 Develop “Choice Questions”


When you see signs of acceptance or defeat, present a choice question.Teary eyes, slumped shoulders, head dropped or

in hands, nods of agreement, etc.

Should not be posed until you see those verbal or non-verbal indications that the themes are weakening the interviewee’s position.

Maintain eye contact with the interviewee.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 73 Common Mistakes


Allowing interviewee into the monologue

Failure to stop denials

Wrong theme/RPM

Choice question presented too early

Displaying lack of conviction in your evidence and the interviewee’s guilt

Room set up / location

Interviewer’s nonverbal behavior

Does not re-accuse after denials

Interviewer’s weakness in interviewing

Giving up

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 74


In any case, keep cool. Have unlimited patience. Never corner an opponent, and always assist him to save face. Put yourself in his shoes – so as to see things through his eyes. Avoid self-righteousness like the devil – nothing so self-blinding.

~Basil H.L. Hart, Deterrent or Defense (Advice to Statesmen)

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

ProcessPlanning

Perspective

-Backgrounding- Active Listening

- Understanding

Interviewing inAudits, Inspections

And Evaluations

Essentials for Effective Interviewing

Persuasion-Influencing

- Convincing

- Observation

- Evaluation

- Strategizing


Interviewing is the backbone and soul of any good investigation, audit, evaluation, or inspection. There are

continuously “new methods” for interviewing being developed, all with the intent; I am sure, to elicit the best

information possible from an interview. Some of these methods were likely developed for the purpose of profit,

some out of arrogance, and many of them have just confused the interview landscape. The fact is interviewing

is an art form, a free-flowing dance involving moment by moment actions and decisions. However, incumbent

in that need to be impromptu in the moment is the need for planning and preparation, much like that done by a

dancer, athlete, or artist. Therefore, when we study interviewing, we must study the overall art and goals, but

also examine the minute details of planning necessary in order to generate success.

The above model is then provided as a way to examine this complex entity we call an interview. It is provided

to look at the totality of the process, a holistic approach, and put into proper perspective the step by step.

Although the steps simplify the process, they have the effect of limiting the quantity and quality of information

that is obtained. There are those that approach the interview as if I get through these 9 steps, I will have all I

need. This is a gross over-simplification of the interpersonal interaction that is occurring. This is a dynamically

fluid process requiring our ability to adjust and adapt in the moment. Interview steps do have a purpose, like a

roadmap to insure we cover the ground necessary to get to our destination, but they should not direct our trip. If

you are driving and the map directs you on a certain road and there is a bridge out, I sincerely hope you don’t

attempt to go over it. The same is true to a much greater extent in an interview; therefore those steps should

only serve to be a guide.

The intention of this model is to focus on those areas we need to address before and during the interview,

examining issues pertaining to the development (conceptualized) and delivery (applied) of the interviewing

process. This approach allows for individualized subject areas like theme development, purpose transition,

handling denials, and types of interview questions to be implemented within the four areas. It also stresses the

importance of rapport to both the rational and emotional model of interview, and how it’s effective utilization

will facilitate success in each of the four areas.

Keeping in mind the diagram above, and recognizing that this is a fluid process, let’s look at each of the

elements of this model and talk in detail about them. Please note that these items are not in a step order. In

the interview room, you may jump repeatedly from one area to another as you proceed through the interview.

Elements of each area will influence decisions and actions you take. What occurs is a strategically entropic

flow from one area to another as you orchestrate and conduct this interview.

I. Planning

“In preparing for battle, I have always found that plans are useless, but planning is

indispensible.” -Dwight Eisenhower

Planning is one of the most important elements of the interview, yet without a doubt the most

neglected. Studies done in recent years estimate that less than 10% of all interviews have effective

planning completed for them. This applies to all interviews, whether done in an impromptu fashion

on the street or after months of an investigation. The fact is that case loads, administrative pressures,

the amount of effort, and a lack of understanding all contribute to the miserable results we see in this

arena.

The planning we speak of occurs prior to the interview, but also in the room as the interview

develops and progresses. This should be a continual process based on new information received,

relevant to the case, or the individual being interviewed. This data should all be added and

synthesized to assess its effect on the other three elements below.

Planning pertains to knowing the case, knowing its direction, being fully familiar with the people

involved, knowing the personal qualities of the individual you are interviewing, etc. The list here

could go on and on, and attempting to list every item would surely result in items being missed,

because investigations can be very complex. Suffice it to say, the more you know about the matter

or the individual at hand, the less you are unsure about, and the more you can move and influence

the results of your interview, and likely, the investigation. This area is only limited by the creativity

of the investigator.

a. Backgrounding

“What you see is news, what you know is background, what you feel is

opinion” – Lester Markel

This is one element of planning, whether it is biographical information on the individual or

elements of the crimes plausible; the number of areas requiring backgrounding is immense.

These are the common ones, but I want to know the intimacies of the event and I want to know

the likes/dislikes and weaknesses of the individual (Achilles heel). I want to know as many “soft

issues” as possible in order to be able to direct rapport, questioning, and theme development to

optimize the quantity and quality of information I get from that individual. Again, the more I

know, the less is in question and the better able I am to detect deception in the interview room.

When the term detect deception is used, I am not talking about just an outright lie. We are

talking about inconsistent expressions and emissive behaviors, whether they be covert or overt.

b. Strategizing

“In the old days, we responded to our clients. But my philosophy is changing. To be vibrant

and growing, I need to lead my clients. I need to strategize with them to do things neither of

us has ever done.” – Larry Apple

Employing strategy in all elements of the interview, prior to and during the interview, is essential

to optimizing the results. However, this application is often missing or minimized in

interviewing and many other areas of life because of the rigors of effectively doing it. This is

why we see so many micro-managers, because it is easier to do that than effectively plan for long

term contingencies. The implementation of strategy in the interview plan and process helps to

foresee alternatives, and plan for moving beyond them. This element should again be employed

in detail before the interview, but must be consistently evaluated while in the interview room.

II. Process

http://thinkexist.com/quotation/what_you_see_is_news-what_you_know_is_background/183082.html

http://thinkexist.com/quotation/what_you_see_is_news-what_you_know_is_background/183082.html

http://thinkexist.com/quotation/in-the-old-days-we-responded-to-our-clients-but/990456.html



“The creative process is a process of surrender, not control.” – Julia Cameron

It is easy to become regimented in the interview room, and attempt to make the interview happen

like an agenda. This is easiest to work through some laid out steps, but this is not reality, and it is

essential that we are prepared to adjust and adapt continually through the interview process. This

process, although operative in the interview room, must be considered and addressed during

planning, prior to the interview, then continually addressed through the elements captured below.

It is important, to address an issue that applies here and in the Perspective section that follows. We

need to keep “ourselves” out of the interview; not our logic and intellect, but those variables that

interfere with our ability to detect deception, in all of its various forms. What are those?

1. Maintain our role as a mediator, not that of adversary;

2. Actively minimize our bias (perception) in investigations and interviews.

3. Don’t ever be moved from logic to emotion.

When we see ourselves in any other manner than as a mediator of the truth, we will decrease our

ability to effectively “hear” what is being said. If you are looking to confirm what you already know

(confirmation); looking for an argument or discourse (confrontation); or looking for, or susceptible

to praise (compliments), you will be less likely to hear the meaning and the message. Those

affirmations are about you, not about the individual being spoken to. They come from internal

sources and are not focused on the subject being addressed.

a. Active Listening

“To listen well, is as powerful a means of influence as to talk well, and is as

essential to all true conversation” – Chinese Proverb

“A wise old owl sat on an oak; The more he saw the less he spoke; The less he spoke the more he

heard; Why aren't we like that wise old bird?” -Anonymous

This is one of the most grossly underused and poorly applied techniques during an interview. So

many things interfere with doing this at a level to maximize return on information in the

interview. We must minimize those interferences whether external or internal. The first is the

interviewer being focused on what they will say next, and in this focus they do not “hear” what is

being said. Many will say that they can multi-task and therefore don’t miss anything, but this is

not reality. When we are attending to more than one thing, each one gets less information than if

we were focused on one item. In the interview, listening is imperative to understand the issue

and so many other things that interviewee is feeling.

The second issue that interferes is our biases. It is hard to leave them at the door, no matter how

hard we try, but we must first understand ourselves and then consciously apply a standard to

minimize these biases. Some say biases are the same as perception, and that our perception is

often a reflection of our own feelings and attitudes. If this is a natural process, we must work to

minimize its impact. In the interview room, our objective should be to apply these skills to

understand in totality what our subject is saying.

http://thinkexist.com/quotation/the_creative_process_is_a_process_of_surrender/212424.html

http://thinkexist.com/quotation/to_listen_well-is_as_powerful_a_means_of/156513.html

http://thinkexist.com/quotation/to_listen_well-is_as_powerful_a_means_of/156513.html

http://thinkexist.com/quotation/a_wise_old_owl_sat_on_an_oak-the_more_he_saw_the/194152.html

http://thinkexist.com/quotation/a_wise_old_owl_sat_on_an_oak-the_more_he_saw_the/194152.html

A third issue is that we really aren’t interested in what is being said. We must listen to

everything in order to be able to separate the wheat from the chaff. Listening to the totality of

information helps us to better understand that person. Listening with interest is essential through

both non-verbal and verbal encouragement and affirmation. It is also necessary to insure that we

understand what they are saying. Too many of us filter what we are told through our reality,

instead of understanding the reality of our subject.

When we accomplish quality active listening during an interview, it will cause us to refresh,

validate, and correct our backgrounding and planning. Of additional note here is the need to

minimize interrupting by secondary interviewers who are present. This occurrence decreases

comprehension and the quality of information when more than one interviewer is actively

querying the interviewee at the same time.

b. Observation

“The power of accurate observation is commonly called cynicism by those who

haven’t got it.” – George Bernard Shaw

Keen observational skills are key for a good investigator and nowhere are they more important

than in interviewing. Despite how long an interview goes on, we must stay focused to obtain all

the information necessary for a successful interview. This observation must be holistic, listening

to every word, observing all the verbal indicators of truth and deception, accessing non-verbal

cues, and assimilating this through your observational grid. This listening and observation

allows us to continually plan and process, gain perspective and persuade throughout the

interview.

III. Perspective

“The most important persuasion tool you have in your entire arsenal is

integrity.” – Zig Ziglar

Our perspective is formed based on investigation both during and before the interview. It is formed

based on the facts obtained from the investigation in the form of documents, evidence, interviews,

and a variety of other techniques. That perspective is then validated or disputed based on the

information obtained in the interview. This assessment then allows us to fashion the best approach

from an adjust and adapt perspective to positively influence the interview outcome. Through this

assessment we better understand the interviewee and the process that individual is involved in to

justify their actions. We will look at two essential aspects of perspective:

a. Evaluation

“True genius resides in the capacity for evaluation of uncertain, hazardous, and

conflicting information.” – Winston Churchill

As indicated above, we must evaluate and evaluate well. What we hear must be evaluated

against that which we know. This is where facts and investigative results come into contact with

statements the interviewee gives you. This is where we must consider alternative explanation of

http://thinkexist.com/quotation/the_most_important_persuasion_tool_you_have_in/145454.html

http://thinkexist.com/quotation/the_most_important_persuasion_tool_you_have_in/145454.html

http://thinkexist.com/quotation/true_genius_resides_in_the_capacity_for/15851.html

http://thinkexist.com/quotation/true_genius_resides_in_the_capacity_for/15851.html

the facts and the infinite ability for rationalizations produced by interviewees. The process of

evaluation then equips us to better identify with that individual, rapport with them, question

them, and develop appropriate neutralizations for interacting with this person.

b. Understanding

“I know that you believe you understand what you think I said, but I'm not sure you realize that

what you heard is not what I meant.” – Robert McCloskey

We must seek first to understand, and to understand completely. To understand without

consideration of our bias or prejudices and not in conjunction with our realities. We need to

understand not only the facts but the motivations and thought process. Our arrival at this will

again be through effective rapport, excellent questioning, and quality theme development. We

owe it to ourselves and the interviewee to endeavor to understand completely. The better our

understanding the more accurate our ability to detect deception in its multifarious forms will be.

IV. Persuasion

The art of persuasion is key to moving an individual from their reality to our reality. It is key to

helping them to see the issue in a less myopic and more macro way. Seeing the reality of the totality

of the matter in this way allows them to move beyond the event. This is an art, and the most artistic

way in handling requires the interviewer to be fully engaged with the planning, process, and

perspective of the interview, and more importantly, the individual before you. The goal here is

increasing the perception of opportunities (worldview) and decreasing the perception of obstacles.

a. Influencing

“It takes tremendous discipline to control the influence, the power you have over

other people's lives.” –Clint Eastwood

We must influence that individual, however this can never be done without the establishment of

credibility and trust. This credibility and trust can only be established through the employment

of effective rapport. Given this factor, it is imperative to not be identifiably deceitful in the

interview. This factor alone will eliminate the possibility of trust and thereby minimize any

opportunity to influence that person. Influencing must be effectively executed during the

interview after this trust is established via rapport, active listening, and understanding. People

desire to have these qualities expressed in their lives. We know how this is required in

meaningful business and personal relationships. This is the only way good communication

occurs. Likewise, it must be employed in the interview to reach the point where influence can be

exercised.

b. Convincing

“Advertising is the art of convincing people to spend money they don't have for

something they don't need.” –Will Rogers

Convincing is essential to bring the interview to conclusion and success. We can complete

planning through backgrounding and strategizing; we can employ process via active listening

http://thinkexist.com/quotation/i_know_that_you_believe_you_understand_what_you/14623.html

http://thinkexist.com/quotation/i_know_that_you_believe_you_understand_what_you/14623.html

http://thinkexist.com/quotation/it_takes_tremendous_discipline_to_control_the/10485.html

http://thinkexist.com/quotation/it_takes_tremendous_discipline_to_control_the/10485.html

http://thinkexist.com/quotation/advertising_is_the_art_of_convincing_people_to/227178.html

http://thinkexist.com/quotation/advertising_is_the_art_of_convincing_people_to/227178.html

and observation, and we can gain perspective through evaluation and understanding, but if we

cannot persuade and convince, the deal is never complete and the objectives never obtained. The

convincing is completed through an effectively orchestrated interview with the employment of

good rapport and quality individualized neutralization development. This in concert with well-

delivered purpose transition and the use of assumptive and bait questions will influence and

convince the interviewee of the right decision to make in resolving the matter. This is the

culmination of the entire investigative effort when it comes time to convince and conclude. It is

essential that part of this convincing is that it is in their best interest to talk and confess. There

has to be a belief of the positives of what is in it for them by speaking to you.

What we have looked at is a mind set, thought process, or overall strategy for preparation and execution of an

interview. Within the interview itself, techniques must be employed to efficiently and completely perform the

task of interviewing and obtain the positive results anticipated. What is written above does not in any way

detract from our need to become proficient at those techniques or their appropriate execution in the interview.

The determination as to what method of interrogation to use based on the above four qualities will likely give

you much greater confidence and success with the method chosen to be employed. You will with good reason

decide on the direct method or factual approach, whether you will include the use of storylock, or whatever

other combination of methods you strategize. These methods are taught by almost all practitioners and which to

employ will be closely associated by the employment of these essentials.

The use of rapport, neutralization development, purpose transition, and other techniques is essential and will be

better planned and executed based on the implementation of the above four tenets. In order to excel at

interviewing we must become extremely adept at implementing rapport, fashioning applicable neutralizations,

and closing the deal with purpose transitions designed to elicit admissions and confessions. Through execution

of the essentials above, it is extremely likely that the quality of these components will improve greatly in your

interviews. Additionally, you will operate with a great fluidity, that will allow you to adjust, adapt, and

establish control throughout the interaction.

This is a different way to think about interviewing. Becoming familiar with the concept and methodology, and

applying it will result in more successful and complete interviews. However, its employment will necessitate

four more “P’s”: patience, persistence, perseverance, and practice.

Time/Responsibility Continuum:

Answering Those Questions Posed to Us During Interviews: The Time/Responsibility Continuum:

Mark A. Anderson


In the multitude of interviews that we complete, you would have thought that someone would have told our

interviewees that we are the ones asking the questions, not them. But like everything that happens in the

interview room, it doesn’t always go according to plan. Despite our best laid plans, as General Eisenhower has

said, “plans are useless, but planning is indispensible.” This is why we need to have completed enough planning

to be adequately prepared to answer those questions that our interviewee may pose. The reason for this is

because undoubtedly those that we are talking to will have some questions that we need to be strategically

prepared to answer. One of the things we know about these questions is that we see them repeatedly queried

across the interview landscape. You will deal with them again and again. So employ adequate planning to have

responses vs. answers prepared for these eventualities. These answer should become a part of your repertoire

for conducting effective interviews.

In the area of interviewee questions, one of the issues encountered repeatedly are questions that are future-based

and places the responsibility for resolving on the interviewer. Listen to some of these questions, and there are

many more: “Will I go to jail?” “What is going to happen to me?” “Will I lose my job?” “How bad is this?”

“Will my family be told?” This is an abbreviated list of these type of questions. We must employ our best

active listening skills to detect when these gems are being launched onto the interview landscape so that we can

effectively handle them. These questions pertain to the future and shift the responsibility for an answer or

information to us. Our goal should be to bring the matter back to the present and return the responsibility to the

interviewee.

As we all know, in the future, we as interviewers have very little power, responsibility, and authority.

Resultingly, the most common response to these questions is either with a negative contraction or no answer at

all. We might hear, “I can’t tell you what will happen.” “I don’t have anything to do with those decisions.”

“That isn’t anything I deal with.” “That is up to the attorneys”. The negative content of these responses

appear to take power away from the interviewer and place it elsewhere. In many cases we don’t have the legal

authority to answer some of these questions, which is why we want to redirect this question back to the present

and return the responsibility for resolving the situation to the interviewee. The reality is that in the interview

room, in the present, we are the most powerful person in the interviewee’s life, and these negative answers

potentially mitigate the power and authority that we have in the interview room. In some cases, if we answer

with these negative contractions enough, the interviewee might question why he is talking to you and ask to talk

to someone else; someone with authority.

To prevent this from occurring, when we hear (active listening) these questions, we must do two things; shift

the issue back to the present (in the interview room), and shift the responsibility for resolution back to the

interviewee. How do we do this? When the interviewee says, “Am I going to go to jail?” We respond with,

“None of us can predict the future, but I know that when people tell the truth and lay all the information on the

table it looks much more favorable for them. In addition, it gives you a chance to explain why this happened

and it allows you to play a part in the decision-making on this matter as it pertains to you.” This response by us

brings the issue back to the present and shifts the responsibility back to interviewee. By bringing the situation

back to the here and now, this returns us to the position of power and control that is needed to obtain truthful

information in the interview room.

There are several ancillary benefits to this approach. To the interviewer, bringing the issue back to the present

serves to return power, control, and authority to him/her. Additionally, investing in this approach of theme

development increases our credibility and thus our appearance of honesty and integrity to the interviewee.

Benefits perceptively recognized by the interviewee includes an increase in hope, by being provided a chance to

resolve the issues at hand; to secure some control over their destiny; and to actively participate in decisions

about their future. All of our transitional answers in this shifting arena should be directed to accomplish several

of these benefits.

These actions by you as the interviewer accomplish several possibilities. With orchestrating this move back to

the present, you shift the paradigm experienced by the interviewee, which results in their having to recalculate

their approach, giving you an opportunity to maintain control and move ahead with your strategy to obtain the

truth. This can be done by directing questions pertaining to the investigation or toward the interviewee

(theming). This further can be accomplished by returning to themes and moving the interviewee to the position

of submission. If as you adjust and adapt to the circumstances it may be necessary for additional presentation

of evidence coupled with theming.

As can be seen from this one technique, several avenues to re-direct and positively motivate truth-telling can be

accomplished from this technique’s effective, recurring implementation.

LIST OF POTENTIAL QUESTIONS AND EXAMPLES OF APPROPRIATE RESPONSES QUESTIONS REGARDING PURPOSE OF INTERVIEW

Q: So, am I under investigation?

“I’m looking into some weapons matters and have some questions I’m sure you can help me resolve.”

Q: Are you accusing me of something?

“I’m working to resolve issues regarding weapons shipments. I know your role in all this, Bobby, and I would

like to get your side of things today.”

Q: What exactly do you want to talk about?

“Bobby, my goal today is to give you the opportunity to share your perspective on some weapons issues I’ve

been looking into.”

Q: Why is this focused on me?

“I’ve done a lot of work sorting through the facts, Bobby, and I’m here to get your side of things today.”

Q: What makes you think I know anything that could help you?

“I’ve looked into things very thoroughly, Bobby, and it’s clear you need the opportunity to share your story.”

QUESTIONS REGARDING BENEFITS OF TALKING TO INVESTIGATORS

Q: Why should I discuss anything about my business with you?

“I already have plenty of facts regarding what’s going on. Today I’m presenting you with the opportunity to

have a voice in what happens from here.”

Q: What good does it do me to talk to you about this?

“This may seem overwhelming to you right now. You’ve got yourself mixed up with some stuff that’s bigger

than you thought. I know that, Bobby, and I want to give you a chance to explain your side of things.”

Q: You already think I’m guilty of something. Why should I talk to you about anything?

“Bobby, you’re a smart guy. You know I’ve done a thorough job looking into things. You’re also smart enough

to know this is an opportunity to clear up exactly what your involvement is in this.”

Q: What can you do for me if I tell you what’s going on?

“Bobby, I know this isn’t all about you. You’re smart enough to know I’m going to have to provide all the

information in my report to the Assistant US Attorney. You’re also smart enough to know that your honesty can

make a big difference in what eventually happens.”

Q: Do you even care what I have to say about this?

“Of course I care what you have to say, Bobby. I deal with people wrapped up in much worse stuff than you’re

involved in. You’re not like those people, and I want you to have the opportunity to do what’s right by you and

your family.”

Q: If you think I did it, why don’t you just show me the evidence you have?

“Well Bobby, the reason I don’t show you all the evidence is to help you out. You see, if I have to show you the evidence it doesn’t tell the decision makers that you want to cooperate. By you telling me what happened without me having to show you all the evidence tells us that you want to do the right thing and that goes a long way in influencing the decision making process.”

QUESTIONS REGARDING HAVING AN ATTORNEY PRESENT

Q: Do you think it would be a good idea for me to get an attorney?

“You know that’s a decision you have to make on your own. But, I’ll tell you, Bobby, I was really hoping to get

your perspective on all this today. I think that’s real important for you and your family.”

Q: Do you think I need an attorney?

“Bobby, that’s a question you have to answer for yourself. What I think is you’re an honest family man who

already knows the right thing to do is just explain what you’ve got yourself into. I’m here to give you the

opportunity to do that. I can’t promise you’ll have that opportunity again.”

Q: Would you get an attorney if you were me?

“That’s not a decision I can make for you, Bobby. I know all my decisions are based on what the right thing is

for my family. I know family is important to you as well, and I was hoping we could just talk things through so

you have the chance to clear things up for them.

Q: What happens if I say I want an attorney?

“Well, Bobby, the good talk we’re having now has to end. I think that would be a shame because I really want

to get your perspective on all this. I know there is a bigger side to all this than what you’re involved in.”

Q: Can I have an attorney here while I talk to you?

“Of course you can, Bobby. That’s your right. I will tell you, though, this open talk we’re has to end if you do.

And I was really hoping to get your perspective on all this today. I think that’s real important for you and your

family.”

Q: Should I have an attorney here if I’m going to talk to you?

“You know that’s a decision you have to make on your own. But, I’ll tell you, Bobby, I was really hoping to get

your perspective on all this today. I think that’s real important for you and your family.”

QUESTIONS REGARDING CONSEQUENCES OF CRIMINAL ACTIVITY

Q: So, how much trouble am I in?

“Bobby, you know you’re mixed up with some bad guys. I’m here to let you explain what’s going on from your

point of view. I’ll level with you, that point of view can sometimes make all the difference in the world to the

people who make decisions on these things. So tell me…”

Q: Am I going to have to stay in jail?

“I know you’re feeling overwhelmed right now. I wish you weren’t caught up in all this. I’m not the one who

makes decisions on those kinds of things. I wish I were because I think you’re just a good person wrapped up in

some stuff beyond your control. Let’s focus on what you can do for yourself right now. Bobby, let’s work

together to make sure your side of things is clear. So tell me…”

Q: What could happen to me?

“Bobby, I wish I was the one making decisions because I think you’re just a good guy caught up in some bad

stuff. I’m not, though. What I can tell you is that your actions today can make a big difference in what happens.

People like people who are honest and do the right thing. Decision-makers in this stuff are no different. So tell

me…”

Q: What could happen to someone involved in something like this?

“That really depends on a lot of things, Bobby. How honest you are with me today, whether you do the right

thing here, can make a big difference in what happens down the road. So tell me…”

QUESTIONS REGARDING FAMILY AND BUSINESS

Q: How can I keep my family out of this?

“I’m real impressed with how important your family is to you, Bobby. You and I both know your family would

want you to do the right thing. This is your opportunity to explain how you are very much responsible in what’s

going on.”

Q: How can I keep the business out of this?

“Bobby, I know you value what your family has built over the years. I’m hoping you’ll take the opportunity

today to explain how you are very much responsible in what’s going on and do what you can to protect the

reputation of that family business.”

Q: I don’t want my family involved in this. Can I just accept responsibility for everything that’s gone

on?

“This question tells me a lot about the kind of person you are, Bobby. You know, I’m here to help you do

exactly what you’re asking. This is your chance to do the right thing by your family and make sure people

understand what has happened here. So tell me…”

Q: Does my family have to know about this?

“Bobby, I’m going to protect the information you provide me today. I only talk to people I absolutely need to in

order to do my job well. In fact, I think it’s important you don’t talk about what we’ve discussed today with

anyone else.”

Q: What can I do to keep my family and the business out of trouble?

“Bobby, I know you value what your family has built over the years. I’m hoping you’ll take the opportunity

today to explain how you are very much responsible in what’s going on and do what you can to protect the

reputation of that family business.”

QUESTIONS REGARDING CONCERNS FOR SAFETY

Q: Have I gotten myself involved in something dangerous?

“You know, Bobby, I’m afraid you have gotten mixed up with some rough characters. The good thing is that

you’re talking to me and sharing information that lets us know exactly what these guys are up to.”

Q: These guys kind of scare me. What can you do to protect me?

“Bobby, I don’t blame you for being scared. The good thing is there are protections in place for people like

you who provide information on activity like these guys are involved in. The important thing is that you tell me

exactly what you know about them. So tell me...”

Q: I don’t want my family hurt. Can you do anything to protect me if I tell you what’s going on?

“It doesn’t surprise me at all that you’re concerned about your family. Bobby, I want your family to be safe,

too. The good thing is there are protections in place for people like you who provide information on activity

like these guys are involved in. The important thing is that you tell me exactly what you know about them. So

tell me...”

Q: What can you do to protect me if I talk about these people?

“Bobby, I don’t blame you for being scared. The good thing is there are protections in place for people like

you who provide information on activity like these guys are involved in. The important thing is that you tell me

exactly what you know about them. So tell me...”

Q: Can you guarantee my safety?

“You know, Bobby, I’m afraid you have gotten mixed up with some rough characters. The good thing is that

you’re talking to me and sharing information that lets us know exactly what these guys are up to. There are

protections in place for people like you who provide information on activity like these guys are involved in. So

tell me...”

QUESTIONS REGARDING BENEFITS OF PROVIDING A SIGNED, SWORN STATEMENT

Q: Why should I write anything down?

“I really appreciate how honest you’ve been, Bobby. I know that’s going to make a big difference. What I’m

doing now is offering you the opportunity to continue to show how much you want to do the right thing. Writing

down what we talked about is really your chance to tell your side of things in your own words. Get your

perspective out there for people to understand.”

Q: Don’t you have notes/a recording of all this?

“Of course we’ve got good notes/a recording. But nothing can tell your side of things like your own words for

people to read. I don’t give everyone I talk to the opportunity to write things down, Bobby, but I’m doing this

for you today because I think your perspective is so important in what’s happened.”

Q: What good does it do me to write a statement for you?

“Bobby, writing a statement is actually an opportunity for you to put all this in perspective, to get your side of

things down in your own words. Doing that really helps people understand what’s going on and can make all

the difference in the world.”

Q: What are you going to do with what I write?

“Bobby, first I’m going to protect that information. Keep it in official channels. The people who are going to

see what you write are my supervisor and the decision-makers in all this. They need to know your side of

things. That can make a big difference for you.”

Q: Can I write anything I want to?

“I’m glad you asked that because this is your statement, Bobby. Of course, it needs to cover what we talked

about today, but I’d also encourage you to write about your feelings on what happened. What you hope can

happen from here. This statement is meant to put your perspective on things.”

QUESTIONS REGARDING ASSISTANCE TO INVESTIGATORS

Q: What can you do for me if I help you?

“Well Bobby, you know that would be the right thing to do in this situation. I guarantee I will let the right

people know you are cooperative and want to help out. That can make a huge difference in how things go from

here.”

Q: I’m willing to do anything you need. Can you help me get out of this mess?

“I’m glad you have that attitude, Bobby. It just confirms you’re the kind of guy I thought you were. Of course I

want to help you out here, and this is what I’ll do. I’ll let the Assistant US Attorney know exactly how helpful

you want to be. That’s something that can go a long way in how things work out for you.”

Q: Can I get out of trouble if I help you investigate these people?

“Bobby, I wish I could be the decision-maker where that’s concerned. I really appreciate what an honest and

moral person you are. Here’s what I’m going to do for you. I have a long-standing relationship with the

Assistant US Attorney. I’m going to let them know how straightforward and cooperative you are. That can

make a huge difference in how things go from here, and I’m happy to do that for you.”

Q: If I help you, what does that mean I have to do?

“It says a lot about your character that you’re willing to help out, Bobby. I’m not going to tell you that you

‘have to’ do anything other than tell the truth. I’ll keep you posted on other stuff. I appreciate what you’re

doing here, and I know I can count on you to keep cooperating.”

Q: Can all this go away if I help you?

“Bobby, I wish I could be the decision-maker where that’s concerned. I really appreciate what an honest and

moral person you are. Here’s what I’m going to do for you. I have a long-standing relationship with the

Assistant US Attorney. I’m going to let them know how straightforward and cooperative you are. That can

make a huge difference in how things go from here, and I’m happy to do that for you.”

QUESTIONS REGARDING FUTURE ACTIONS

Q: Who can I talk to about this?

“Bobby, I’m going to protect the information you provide me today. I only talk to people I absolutely need to in

order to do my job well. It’s important you protect this information as well and don’t talk about what we’ve

discussed today with anyone else.”

Q: Is this all going to be kept confidential?

“I assure you, Bobby, I’m going to protect the information you provide me today. Keep it in official channels. I

only talk to people I absolutely need to in order to do my job well. It’s important you protect this information

as well and don’t talk about what we’ve discussed today with anyone else.”

Q: What am I supposed to do if I hear from these people?

“I understand why that could be concerning to you. But you’re a smart guy. Just have a normal conversation

with them, then call me immediately. I know I can count on you to do that.”

Q: What happens now?

“Bobby, what happens now is you breathe a sigh of relief having done the right thing. I’ll let the right people

know how helpful you’ve been. You just hang in there and keep doing the right thing. I’ll be in contact, or you

can call me at the number I gave you.”

Q: Who is going to know about this?

“I assure you, Bobby, I’m going to protect the information you provide me today. Keep it in official channels. I

only talk to people I absolutely need to in order to do my job well. It’s important you protect this information

as well and don’t talk about what we’ve discussed today with anyone else.”

Bait Question Exercise

Exercise: A prostitute (victim named Susan) is found stabbed and taken to the hospital. She survives the

stabbing, and you are interviewing her at the hospital at 11:30 pm. She tells you that at about 9:00 pm that night

she met a guy (suspect named Jim) on the street who was driving a blue Ford Expedition. She made a monetary

deal with the guy and got into his truck. They drove to a secluded spot. Before any act took place she asked for

her money to which the guy said he would pay her after. She said she does not work that way and if he did not

pay beforehand she would leave. She then tells you the guy took out a knife and stabbed her once in the left

arm. He then pushed her out of the truck and drove away. As the truck was leaving the victim got a partial

plate (Georgia HHD, no numbers). She described the suspect as white, dark hair with a goatee, slender, and

about 50 years old. Because he was sitting down she did not estimate a height and weight. She tells you the

truck had a GPS on the dashboard. She also tells you that before the truck pulled up to her, she saw it leave the

drive-thru of the Burger King on Elk Street. You conduct investigative steps that reveal a blue Ford Expedition

with Georgia plates beginning with HHD is owned by a male named Chad Smith. You locate this truck and

look into the window and notice a GPS sitting on the dashboard. A check of his driver’s license reveals a photo

matching the description given by the victim. His date of birth would currently make him 49 years old. You

decide to interview the suspect. You lock him into a story that he never has used a prostitute and he was home

during the night in question watching television, although he has no proof of this alibi because he states he was

home alone. He also states that Susan has never been in his vehicle.

Armed with this information, develop two plausible bait questions; one using DNA and the other using either a

witness or camera. Be sure to set them up first.

1. DNA:

2. Witness/Camera:

Exercise: You’re investigating a threatening letter that was sent to a high ranking official. The letter was typed

but the suspect signed the letter with pen, using the moniker “Death Notice.” Your investigation narrows the

list of suspects to a male named Henry Willis. Henry has written several letters in the past and sent them to

high ranking officials; however, none of those letters were ever threatening. The letter was sealed in a legal-

size envelope, and the address on the front was typed. You discover that Henry is an introvert who rarely leaves

his house, so you figure that the letter was typed at his house on his personal computer and printed with his own

printer. You also figure the letter was mailed using his mailbox at his house.

Armed with this information, develop two plausible bait questions. There are about five or six realistic pieces

of implied evidence you could use. Can you find them? Be sure to set them up first.

1.

2.

Bait Question Exercise Suggested Answers

Bait question #1:

1. DNA: After locking the suspect into a story that the victim has never been in his vehicle, the following

could be used: “You know Jim, when we do our investigations we have many tools available to help

solve our cases. One of those tools includes DNA, I’m sure you know what DNA is. When we enter a

room, sit in a car, drink from a glass, etc, we leave many forms of DNA. These include hair, skin

particles, blood, saliva, and many others. With that in mind, if we were to look in your car and search

for DNA, would there be any reason you could think of that we would find blood or skin DNA from

Susan?”

2. Witness/Camera: After locking the suspect into a story that he was home all night the following could

be used: “Jim, when we do our investigations we don’t just go on a fishing expedition for evidence. We

do a very thorough check on many different aspects of an allegation. Many times when someone makes

a mistake, they don’t realize other people in the area or cameras may have witnessed the incident. In

fact, cameras are everywhere nowadays. They are at ATM machines, they are on the roof and outdoor

walls of buildings such as banks and grocery stores, and they are even at some stop lights. With that in

mind Jim, would there be any reason why the cameras at the Southland Bank on Elk Street, which is

next to the Burger King, would show you using the Burger King drive-thru shortly before the incident

occurred?”

Bait question #2: (Implied evidence possibilities: Ink from pen, computer hard drive, printer, mailman as witness, handwriting analysis, DNA)

1. Handwriting Analysis: “Henry, one of the tools we have available to use during an investigation is what

we call handwriting analysis. What we can do is take a piece of evidence such as this letter with

handwriting on it, and then we take a sample of writing from someone like you. Next we send both

writings off to the lab for analysis and what the experts do is determine if the same person wrote each

one. This is a very accurate and sure fire way to match handwriting. With that in mind Henry, is there

any reason you could think of that when we send the letter and a sample of your writing to the lab, the

results will show your handwriting on this letter?”

2. Hard Drive: “Henry, sometimes during an investigation we access a computer’s hard drive and have a

computer forensics expert look at all files that have been not only written on that computer, but also files

that have been erased. As you are aware of, we have seized your computer and it is now being analyzed

by our forensic experts. When the analysis is complete would there be any reason you can think of why

we would find a copy of the letter sent to that high ranking official?”

Table of Rationalizations and Themes

Rationalizations/Themes

Complacency Peer Pressure Impulse Opportunity Personal Emergency Financial

Kids Chemical

Dependency Family Alcohol Gambling Greed

Revenge No Agency

Controls

Agency Owes to

Them Media Envy Love

Lust Sex Sabotage Fetish Affair Accident

Addiction to

(crime specific)

Expensive

Taste on

Limited

Income

Living Beyond

Means

Job

Dissatisfactions Taxes Too Easy

Seeking

Attention Curiosity Guilt Transfer

Perceived

Need/Social

Status

Overextended Credit

Cards Lifestyle

Weak Security

Testing

Security

Procedures

Psychological or

Physical Excuse Get out of Debt

Exaggerate/Minimize

Intent Anger

Someone Else’s

Idea Divorce Threatened Gang Initiation

Others got away with

it Economy

Expectations Demotion Lack of Benefits School Death in Family Retirement

Spouse Family

Upbringing Sports Excitement Self Defense

Build a Better

Life

Medicine Accomplice Blame Internal

Controls Victims Fault Passed over for Job Loss of Job

Competition Personal

Freedom Salary Entitled Work Hard/Play hard Travel

Hunger Goal Oriented Just Borrowed Stroke ego

(they are good)

Reduce Misery for

Victim Injuries

REFERENCES: Theories and Methods of interrogation Gudjonsson, Gisli H. The Psychology of Interrogations and Confessions. West Sussex England. John Wiley &

Sons.

Inbau, Fred E., Reid, John E. Criminal Interrogation and Confessions. Baltimore, MD: Williams & Wilkes.

Neuman, Ariel, Salinas-Serrano, Daniel. “Custodial Interrogation: What we know, What we do, and what we

can learn from Law Enforcement Experiences. Harvard Law School 2005.

Schafer, John R., Navarro, Joe. Advanced Interviewing Techniques. Springfield, Illinois: Charles C. Thomas

REFERENCES: Eye Accessing cues and behavioral baselines Gordon, Nathan J., Fleisher, William L. (2002), Effective Interviewing & Interrogation Techniques San Diego,

California; Academic Press

Inbau, Fred E., Reid, John E.; Buckley, Joseph P. & Jayne, Brian C. (2004), Criminal Interrogations and

Confessions (4th

ed). Sudbury, MA: Jones and Bartlett Publishers

Lieberman, David J. PhD, Never Be Lied To Again, St. Martin’s Press, New York, New York, 1998

Masano, Thomas R., What Their Eyes May Be Saying, CFI Insider, Journal for the Certified Forensic

Interviewer, 2009 Issue 1

Mehrabian, Albert, Dr., Professor Emeritus of Psychology at UCLA, Communication Study, 1967-1971

Walters, Stan B. Principles of Kinesic Interview and Interrogation. CRC Press, LLC. 1st ed. November 1995

REFERENCES: Advanced Rapport Strategies Ekman, Paul. Telling Lies. New York: Beckley Publishing Company, 1986.

Inbau, Fred E., Reid, John E. Criminal Interrogation and Confessions. Baltimore, MD: Williams & Wilkes,

2004.

Neuman, Ariel, Salinas-Serrano, Daniel “Custodial Interrogation: What we know, What we do, and what we

can learn from Law Enforcement Experiences. Harvard Law School, 2005.

Rasher, Don, Legal Advisor and instructor at the ATF National Academy (Bureau of Alcohol, Tobacco,

Firearms and Explosives)

Schafer, John R. and Navarro, Joe. Advanced Interviewing Techniques. Springfield, Illinois: Charles C.

Thomas Publisher, 2004.

Walters, Stan B. Principles of Kinesic Interview and Interrogation. CRC Press, LLC. 1st ed., 1995.

REFERENCES: Question Types to Elicit Admissions Gordon, Nathan J., Fleisher, William L. (2002), Effective Interviewing & Interrogation Techniques San Diego,

California; Academic Press.


Confessions (4rd

ed). Sudbury, MA: Jones and Bartlett Publishers.

Joseph JR., Albert, Lieut, We Get Confessions, Printing Methods Inc. 1995

Walters, Stan B. Principles of Kinesic Interview and Interrogation. CRC Press, LLC. 1st ed. November 1995.

Yeschke, Charles (2004). Interrogation: Achieving Confessions Using Permissible Persuasion. Springfield,

Illinois; Charles C. Thomas.

REFERENCES: Handling Denials Inbau, Fred E., Reid, John E.; Buckley, Joseph P. & Jayne, Brian C. (2004), Criminal Interrogations and

Confessions (4rd



Yeschke, Charles (2004). Interrogation: Achieving Confessions Using Permissible Persuasion. Springfield,

Illinois; Charles C. Thomas.

REFERENCES: Countering Interviewee Questions Gordon, Nathan J. & Fleisher, William L. (2002). Effective Interviewing & Interrogation Techniques. San

Diego: Academic Press.

Hess, John E. (1997). Interviewing and Interrogation. Cincinnati, OH: Anderson Publishing Co.

Inbau, Fred E., Reid, John E., Buckley, Joseph P. & Jayne, Brian C. (2004). Criminal Interrogation and

Confessions. Sudbury, MA: Jones and Bartlett Publishers.

REFERENCES: Advanced Evidence and Theme presentation Cialdini, Robert B. (1993), Influence: The Psychology of Persuasion, (1st ed.). New York, NY: William

Morrow and Company, Inc.

Hogan, Kevin & Speakman, James, (2006), Covert Persuasion: Psychological Tactics and Tricks to Win the

Game, (1st ed). Hoboken, NJ: John Wiley and Sons, Inc.

Lieberman, David J. (1998), Never Be Lied To Again, (1st ed). New York, NY: St. Martin’s Press.

Rabon, Don (1992), Interviewing and Interrogation, (1st ed). Durham, NC: Carolina Academic Press.

Yeschke, Charles L. (2004), Interrogation: Achieving Confessions Using Permissable Persuasion, 1st ed).

Springfield, IL; Charles C. Thomas.

REFERENCES: Subject Elimination Interviews DePaulo, Bella M. & Kirkendol, Susan E., "Can Liars Control Themselves?" Paper presented at A.P.A.

symposium, Wash., D.C., August, 1986.

Gordon, Nathan J., Fleisher, William L. (2002), Effective Interviewing & Interrogation Techniques San Diego,

California; Academic Press

Horvath, Frank S., "Verbal and Nonverbal Clues to Truth and Deception During Polygraph Examinations."

Journal of Police Science and Administration, Vol. 1, No. 2, 1973.


Confessions (4rd


Joseph JR., Albert, Lieut, We Get Confessions, Printing Methods Inc. 1995.

Neuliep, James W. & Mattson, Marifran. "The Use of Deception as a Compliance-Gaining Strategy," Human

Communication Research, Vol.16, No.3, 1990.


REFERENCES: Interviewing with Attorneys Present Boetig, Brian Parsi, Vinson, David M., Weidel, Brad R., Revealing Incommunicado; Electronic Recording of

Police Interrogations, pp. 1-8, FBI Law Enforcement Bulletin, December 2006.

Buckley, David M., & Jayne, Brian C. (2005), Electronic Recording of Interrogations (1st ed). Chicago, IL:

John E. Reid and Associates Publishers.

Sullivan, Thomas P. Electronic Recording of Custodial Interrogations; Everybody Wins. Pp. 1127-1144, The

Journal of Criminal Law & Criminology. Vol. 95, No. 3, 2005.

The Justice Project. Electronic Recording of Custodial Interrogations: A Policy Review. Washington, DC.

REFERENCES: Obtaining Statements Adams, Susan H. (1996). Statement Analysis: What do Suspects’ Words Really Reveal? FBI Law

Enforcement Bulletin, October 1996.

Burke, Timothy T. (2001). Documenting and Reporting a Confession. FBI Law Enforcement Bulletin,

February 2001.

Cornell University Law School, Legal Information Institute. (2009). Federal Rules of Evidence. Retrieved

January 28, 2010 from http://www.law.cornell.edu/rules/fre/rules.htm.

Inbau, Fred E., Reid, John E., Buckley, Joseph P. & Jayne, Brian C. (2004). Criminal Interrogation and

Confessions. Sudbury, MA: Jones and Bartlett Publishers.

Klopf, Gene & Tooke, Andrew. (2003). Statement Analysis Field Examination Technique: A Useful

Investigative Tool. FBI Law Enforcement Bulletin, April 2003.

Sandoval, Vincent A. (2008). Interview Clues: Words That Leave an Investigative Trail. FBI Law

Enforcement Bulletin, January 2008.

Shuy, Roger W. (1998). The Language of Confession, Interrogation, and Deception. Thousand Oaks, CA:

Sage Publications, Inc.

REFERENCES: Emerging Trends In Law Enforcement Interviews Journal Articles

Beune, K., Giebels, E., & Taylor, P. J., Interaction patterns in police interviews: The role of cultural

dependency, Criminal Justice and Behavior, 37, 904-925 (2010)

Boetig, B.P., Vinson, D.M., & Weidel, B.R., Revealing Incommunicado: Electronic recording of police

interrogations, FBI Law Bulletin, Dec. 2006, pp. 1-8

DePaulo, B., Lindsay, J., Malone, B., Muhlenbruck, L., Charlton, K., & Cooper, H., Cues to Deception, 129(1)

Psychological Bulletin 74-118 (2003)

Gabbert, F., Hope, L., & Fisher, R.P., Protecting eyewitness evidence: Examining the efficacy of a Self-

Administered Interview tool, 33 Law and Human Behavior 298-307 (2009)

Hope, K., Gabbert, F., & Fisher, R.P., From laboratory to the street: Capturing witness memory using a Self-

Administered Interview, Legal and Criminal Psychology (in press) (2011)

Lassiter, G.D., Geers, A.L., Munhall, P.J., Ploutz-Snyder, R.J. & Breitenbecher, D.L., Illusory causation: Why

it occurs, 13 Psychological Science 299-305 (2002)

Lassiter, G.D. & Lindberg, M.J., Video recording custodial interrogations: Implications of psychological

science for policy and practice, 38 Journal of Psychiatry & Law 177-192 (2010)

Lassiter, G.D., Ware, L.J., Ratcliff, J.J., & Irvin, C.R., Evidence of the camera perspective bias in authentic

videotaped interrogations: Implications for emerging reform in the criminal justice system, 14 Legal and

Criminological Psychology 157-170 (2009)

Leal, S., Vrij, A., Mann, S., & Fisher, R.P., Detecting true and false opinions: The Devil’s Advocate Approach

as a lie detection aid, 134 Acta Psychologica 323-329 (2010)

Meissner, C. & Kassin, S., “He’s guilty!”: Investigator Bias in Judgments of Truth and Deception, 26 Law and

Human Behavior 469-480 (2002)

http://www.law.cornell.edu/rules/fre/rules.htm

Perfect, T., Wagstaff, G., Moore, D., Andrews, B., Cleveland, V., Newcombe, S., Brisbane, K., & Brown, L.,

How Can We Help Witnesses Remember More? It’s an (Eyes) Open and Shut Case, 32 Law and Human

Behavior 314-324 (2008)

Snyder, C.J., Lassiter, G.D., Lindberg, M.J. & Pinegar, S.J., Videotaped interrogations and confessions: Does a

dual-camera approach yield unbiased and accurate evaluations?, 27 Behavioral Sciences and the Law

451-466 (2009)

Sullivan, T., Electronic recording of custodial interrogations: Everybody wins, 95(3) Journal of Criminal Law

and Criminology 1127-1144 (2005)

Sullivan, T., The evolution of law enforcement attitudes to recording custodial interviews, 38 Journal of

Psychiatry & Law 137-175 (2010)

Vallano, J. & Schreiber-Compo, N., A Comfortable Witness is a Good Witness: Rapport-Building and

Susceptibility to Misinformation in an Investigative Mock-Crime Interview, published online in Applied

Cognitive Psychology (wileylonlinelibrary.com) (2011)

Vrij, A., Granhag, P., Mann, S., & Leal, S., Outsmarting the Liars: Toward a Cognitive Lie Detection

Approach, 20(1) Current Directions in Psychological Science 28-32 (2011)

Vrij, A., Granhag, P.A., & Porter, S., Pitfalls and Opportunities in Nonverbal and Verbal Lie Detection, 11(3)

Psychological Science in the Public Interest 89-121 (2010)

Vrij, A., Leal, S., Granhag, P.A., Mann, S., Fisher, R.P., Hillman, J. & Sperry, K., Outsmarting the liars: The

benefit of asking unanticipated questions, 33 Law and Human Behavior 159-166 (2009)

Vrij, A., Leal, S., Mann, S., Warmelink, L, Granhag, P.A., & Fisher, R.P., Drawings as an innovative and

successful lie detection tool, 4 Applied Cognitive Psychology 587-594 (2010)

Vrij, A., Mann, S., Fisher, R., Leal, S., Milne, B., & Bull, R., Increasing cognitive load to facilitate lie

detection: The benefit of recalling an event in reverse order, 32 Law and Human Behavior 253-265

(2008)

Conference Presentations

Hope, L., Mullis, R., & Gabbert, F., Who did what? When?: Using a Timeline Tool to elicit details of complex

witnessed events, paper presented at 4th International Congress on Psychology and Law, Miami, FL,

March 3, 2011

Keikhaefer, J., Vallano, J., & Schreiber-Compo, N., Rapport-building, anxiety, and eyewitness recall: Does

rapport-building affect anxiety and witness recall? paper presented at 4th International Conference on

Psychology and Law, Miami, FL, March 3, 2011

Leins, D. & Charman S., Exploring alibi generation: How innocent suspects may come to report mistaken

alibis, paper presented at 4th International Congress on Psychology and Law, Miami, FL, March 5, 2011

Taylor, P., Tombline, S, Conchie, S, & Menacere, T., Linguistic indicators of deception in some cultures are

indicators of truth in others, paper presented at 4th International Congress on Psychology and Law,

Miami, FL, March 5, 2011

Vredeveldt, A., Baddeley, A., & Hitch, G., Closing the eyes benefits memory by a combination of concentration

and visualization, paper presented at 4th International Congress on Psychology and Law, Miami, FL,

March 3, 2011

Newspaper Articles

Caruso, D.B., FBI’s Reluctance to Tape Self Costs It, Seattle Post-Intelligencer, Feb. 3, 2005

Cases

U.S. v. Bland, No. 1:02-CR-93 (N.D. Ind. Dec. 13, 2002)

U.S. v. Bowlson, 240 F.Supp. 2d 678, 681 n.2 (E.D. Mich. 2003)

U.S. v. Thornton, 177 F.Supp. 2d 625, 628 (E.D. Mich. (2001)

Legislation

Illinois General Assembly, Public Act 93-0517, August 12, 2003

Ind. R. Evid. 617 (2011)

Internet Resources

National Association of Criminal Defense Lawyers, Mandatory Electronic Recording of Interrogations

Resource Page, http://www.nacdl.org/sl_docs.nsf/freeform/MERI_resources?opendocument

http://www.nacdl.org/sl_docs.nsf/freeform/MERI_resources?opendocument

Sullivan, T.P., Departments that Currently Record a Majority of Custodial Interrogations, June 17, 2010, http://www.nacdl.org/sl_docs.nsf/freeform/MERI_Resources/$FILE/Deptsthatcurrentlyrecord%28asof6-17-10%29.pdf

http://www.nacdl.org/sl_docs.nsf/freeform/MERI_Resources/$FILE/Deptsthatcurrentlyrecord%28asof6-17-10%29.pdf

Attendee List

Nancy Abraham, Inspector General Guardianship Auditor, Polk County Clerk of Court

Tamera Anderson, Tourist Development Tax Manager, Lee County Clerk of Court

Jennifer Bal, Senior Internal Auditor, Manatee County Clerk of Court

Rose Beserock, Inspector General Auditor, Lake County Clerk of Court

Laure Boyd, Internal Audit Manager, Leon County Clerk of Court

James Boyd, Inspector General, Florida Department of Health Office

Randall Caton, Audit Manager, Hillsborough County Aviation Authority

Thomas Cianflone, Senior Internal Auditor/Accreditation Manager, Lee County Clerk of Courts

James Clampett, Senior Internal Auditor, Office of Early Learning

Hector Collazo, Inspector General/CAE, CIG, CIG, CIGA, CFE, CFS, CISA, CRISC, CRMA, Pinellas County Clerk of Court

Kassandra Cook, Senior Inspector General Auditor, Polk County Clerk of Court

Karen Cunkle, Senior Auditor, City of Clearwater

D Edward Daugherty, Internal Audit Manager, City of Sarasota

Anne DiNatale, CFS, CIGA, CIGI, Inspector General Auditor II, Pinellas County Clerk of Court

Melissa Dondero, CPA, CIA, CIGA, CITP, CRMA, Sr. Inspector General Auditor, Pinellas County Clerk of Court

Mabel Febles, Internal Auditor, Lee County Clerk of Court

Robert Flechaus, Investigator , Office Of Inspector General, Palm Beach County

Megan Gaillard, Senior Internal Auditor, Collier County Clerk of the Court

Alice Garner, Senior Inspector General Auditor, Lake County Clerk of Court

Hayden Gaston, Senior Internal Auditor, City of Sarasota

Robin Gomez, City Auditor, City of Clearwater

Ken Green, CIPA Inspector General Manager, Pinellas County Clerk of Court

Maria Hernandez, Auditor, Polk County Clerk of Court

Elizabeth Hogan, Internal Auditor, Hernando County Clerk of Court

Mike Johnson, Senior Internal Auditor, Lee County Clerk of Court

Ava Jurek, Lead Internal Auditor, Hillsborough County Clerk of Court

Michael N. Kennedy, Contract Oversight Specialist II, Office of Inspector General, Palm Beach County

Michelle Leonhardt, Internal Auditor, Hillsborough County Clerk of Court

Michael Martin, Internal Auditor, Hernando County Clerk of Court

Gregory McCullough, Inspector General Auditor III, CPA, CIA, CFE, CIGA, CIGI, Pinellas County Clerk of Court

William McGuinness, CIGA, CGMA, Inspector General Auditor II, Pinellas County Clerk of Court

Attendee List

Cindy McLaughlin, Senior, Inspector General Auditor, Lake County Clerk of Court

Robert Melton, CPA, CIA, CFE, CIG, Inspector General, Lake County Clerk of Court

Cassandre Moreau, CFE, CAMS, Inspector General Auditor, Pinellas County Clerk of Court

Karie Pate, Inspector General Senior Auditor, Polk County Clerk of Court

Sheena Patel, Inspector General Auditor II, Lake County Clerk of Court

Ronald Peters, CIA, CISA, CIGA, CGA, CCL, CRMA , Inspector General Manager, Pinellas County Clerk of Court

Laura Tatem, Director of Internal Audit, Hillsborough County Aviation Authority

Akeem Tory, Auditor Office of Inspector General, Palm Beach County

Kristen Trabulsy, CPA, Internal Auditor, St. Lucie County Clerk of Court

Bharat Vallarapu, Guardianship Auditor, Lee County Clerk of Court

Chiara Velazquez, Staff Internal Auditor, Hillsborough County Clerk of Court

Robyn Walk, Captain, Florida Department of Agriculture and Consumer Services, OIG

Deborah Weiss, CIGA, CIGI, Inspector General Auditor II, Pinellas County Clerk of Court

Roberta Windham, Deputy Director of Internal Audit, Manatee Clerk of Circuit Court

Documents

Anderson Investigative Associates · About Anderson Investigative Associates: Anderson Investigative Associates (AIA) is a customized organization focused on driving forward to accomplish