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1、RapportbuildinginchildinvestigativeinterviewsKimberlyCollinsDepartmentofPsychology,UniversityofStirling2012cclxiAuthor’sdeclarationIdeclarethatthisthesisisapresentationofmyoriginalworkthathasnotbeensubmittedforanyotherdegreeoraward.Alladditionalsourcesofcontributionhavebeenacknowledgedac
2、cordingly.TheworkwascompletedunderthesupervisionofDrMartinDohertyandProfessorGwynethDoherty-SneddonandconductedattheUniversityofStirling,UnitedKingdom.KimberlyCollinsixAbstractTherapportbuildingphaseofchildinvestigativeinterviewingisreferredtoinpracticeguidelinesasanessential.Nevertheles
3、s,incontrastwithotheraspectsoftheinterviewithasbeensubjecttolittleempiricalexamination.Thereisalackofinformationontherapportphase’simpactonchildren’scommunicationandwhetherthischangesacrossavarietyofdifferentcircumstances.Finally,fewresearchershaveempiricallyassesseddifferentstylesofrapp
4、ortbuilding.Thisthesisinvestigatesthecommunicativeinfluenceoftherapportbuildingphaseinchildinvestigativeinterviews.Italsoexaminestheeffectivenessofanewcollaborativeplayapproachtorapportbuildingwithrespecttoitsinfluenceonchildren’scommunicationandtherapportlevelsbetweentheinterviewerandch
5、ild.Theinvestigationbeganbyinterviewingpractitionersabouttheirperceptionsandexperiencesofrapportbuildingpractice,andtheiropinionsontheuseofplayduringtherapportphase.Agroundedtheoryapproachtoanalysisfoundthatinterviewersperceivetherapportphaseasatoolforfacilitatingcommunicationwithchildre
6、nduringtheinvestigativeinterview.Thisisachievedinthreemainways:(1)assessingthechildduringtherapportphase,(2)adjustinginterviewapproachbasedonthechild’spresentationduringtherapportphase,and(3)producingapsychologicaloutcomeinthechildthatthenfacilitatescommunication.Theresultanttheoryandthe
7、commentsmadeaboutplayrapportwereusedinsubsequentexperimentalchapterstodesignandimplementplayrapport,andtointerprettheempiricalfindings.ixThesecondlineofenquiryinvestigatedthecommunicativeimpactofacollaborativeplayapproachtorapportbuildinginadult-childinteractions.Children
