Research Online

Logo

Goldsmiths - University of London

How intuitive is PEACE? Newly recruited police officers’ plans, interviews and self-evaluations

Scott, A.J.; Tudor-Owen, J.; Pedretti, P. and Bull, R.. 2015. How intuitive is PEACE? Newly recruited police officers’ plans, interviews and self-evaluations. Psychiatry, Psychology and Law, 22(3), pp. 355-367. ISSN 1321-8719 [Article]

No full text available

Abstract or Description

The purpose of this study is to examine the spontaneous interviewing skills of 43 newly recruited police officers (i.e., untrained recruits) with reference to the five stages of the internationally adopted PEACE model of interviewing (Preparation and planning; Engage and explain; Account, clarification and challenge [Account]; Closure; and Evaluation). University students acted as witnesses and watched a short video of a mock assault before being individually interviewed by one of the recruits. The recruits’ resulting plans, interviews and self-evaluations were then coded to determine how closely they adhered to the PEACE model. The recruits focused on the Account stage in their plans and interviews with little attention given to the Engage and explain or Closure stages of the model. In self-evaluations of their interviews, the recruits recognised the need to further develop aspects of the Engage and explain and Closure stages. These new findings can be used to ensure interview training is presented at a suitable level and targets the least intuitive aspects of the interview process.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/13218719.2014.949397

Keywords:

interviewing skills, interviews, PEACE model, plans, police, self-evaluations, untrained recruits

Departments, Centres and Research Units:

Psychology > Forensic Psychology Unit

Dates:

DateEvent
25 July 2014Accepted
28 August 2014Published Online
2015Published

Item ID:

20430

Date Deposited:

18 May 2017 11:54

Last Modified:

18 May 2017 11:54

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/20430

Edit Record Edit Record (login required)