How To Conduct 4.2

4.2 Session Guidance: Professional Communication with Children

Methodology and Learning Process

This session should be delivered through simple explanation, and practical examples. The aim is to help participants understand how police communication can reduce fear, prevent harm, and support protection, regardless of the child’s situation. The focus is on how officers should speak and behave. 

Step 1: Recall from Experience 

Trainer Action

Begin by asking: “When police speak to a child, what can make the child afraid or silent?”

Instructions:

• Invite short responses.
• Write keywords on the board.
• Do not correct or comment yet.

Likely responses may include:

• shouting
• threatening
• uniforms or weapons
• many officers
• harsh questioning
• public setting

Step 2: Linking Communication to Protection

Trainer Input

Summarise briefly:

“How police speak can either protect a child or cause further harm.”

Then state clearly:

“Professional communication is a protection tool.”

Step 3: General Rules for All Child Interactions

Trainer Action (Projector or Flip Chart)

Present the heading:

“General Rules for Communicating with Children”

Explain each rule briefly, using clear and simple language.

Police officers should always:

• speak calmly and respectfully, avoiding raised voices or threats;
• use simple, age-appropriate language;
• introduce themselves and explain their role;
• explain what will happen next, so the child is not confused;
• protect privacy by avoiding questioning in public spaces.

Step 4: Communication by Situation 

Explain that communication must change depending on the child’s situation. You can simply explain verbally (write these points on cards) or play a video which highlight these situations: 

When the Child is a Victim

• reassure and ensure safety first;
• listen patiently without judgment;
• ask only necessary questions;
• avoid language that suggests blame;
• ensure privacy and dignity.

When the Child is a Witness

• explain why questions are being asked;
• use neutral, open-ended questions;
• avoid leading or suggestive questions;
• allow the child time to respond;
• protect the child from intimidation.

When the Child is in Need of Protection

• speak gently and avoid an interrogation tone;
• check immediate needs (safety, food, medical care);
• avoid threats or warnings;
• do not criminalise survival behaviour;
• explain that the purpose is protection, not punishment.

When the Child is Alleged to Have Committed an Offence

• treat the child with dignity and neutrality;
• explain rights and procedures in simple language;
• avoid force, pressure or humiliation;
• keep communication calm and professional;
• remember that detention is a last resort.

Step 5: Special Care Situations

Trainer Action

Explain briefly that extra sensitivity is required when communicating with:

• very young children;
• traumatised children;
• girls and gender-diverse children;
• children with disabilities;
• children facing language or cultural barriers.

State clearly:

“A female police officer should normally lead engagement with girls and younger children.”