Building Forensic Interviewing Skills Description – National Children’s Advocacy Center Skip to content

Building Forensic Interviewing Skills Description


This online, self-paced class is a non-protocol specific transitional training designed for any professional who has completed a basic forensic interview training and who conducts or supervises forensic interviews of children. This course focuses on eliciting forensically relevant details through effective questioning strategies, understanding the benefits and methods of conducting narrative practice, techniques for working with reluctantly disclosing children, approaches to gathering information regarding details of repeated events, and is coupled with specific preparation in interview evaluation. This skill-building training consists of experiential components, readings, self-paced modules, quizzes, and interview simulations.

  • Interactive and engaging: This training includes resources such as videos, quizzes, readings, interview simulations and discussion forums, all delivered in your own private online learning environment.
  • Self-paced: The training is designed to allow more flexibility to complete the course while working from home or work. It takes approximately 15 to 20 hours to complete and must be completed in its entirety within a specified three-month period.
  • Training support team: The course includes live mock interviews over Adobe Connect, access to trainers, feedback on learning exercises, and the opportunity to participate in evaluation research.
  • Interviewing credential: Successful completion is dependent upon conducting a satisfactory final mock interview.  The pre-course and final mock interviews are conducted by researchers from Griffin University. Each student will receive individualized feedback and instruction to assist with successful completion.

The NCAC collaborated with researchers Sonja Brubacher and Martine Powell. For more information on research by Sonja Brubacher or Martine Powell, please see the links below.

This project is supported by a grant awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.