Obtaining abuse disclosure from children in forensic interviews can be challenging for interviewers. The present study explored strategies interviewers used when children did not disclose abuse in response to the initial invitation to provide the interview purpose. The sample included 116 forensic interviews with 4- to 16-year-olds who ultimately disclosed abuse (85% sexual). Interviewer strategies were coded following the non-productive initial invitation until the point of children’s eventual disclosure. Four main types of strategies were found: re-phrasing the initial transition prompt, asking a follow-up question, introducing prior information, and using a minimal encourager (e.g., “Uh-huh”). Strategies were coded as high- or low-quality. Consistent with predictions, 85% of children’s disclosures followed high-quality strategies. In a cycle of effective communication, such interviewer strategies predicted informative child responses, which then led to subsequent high-quality interviewer strategies. Both interviewers and children demonstrated consistency in their question and response patterns, respectively. Coupled with additional exploratory sequential analyses of interviewer-child reciprocal communication and the prior research literature, the present data suggest practical ways that interviewers can break ineffective cycles of communication in the process of obtaining child abuse disclosures.

The methodological approach of service-learning has been used since 2009 by the Department of Economics and Business at the University of Chile to promote, on the one hand, vocational training for students facing problematic and real environmental challenges, and, on the other hand, to develop students’ social responsibility competence. This article compares the results of an initial survey (pretest) and final survey (posttest) of students participating in courses containing service-learning regarding their perceptions of their expected and actual achievement of social responsibility-related competencies. Items associated with information collected from community partners, and the estimation of economic impacts, despite showing a slight decrease, showed no statistical significance. The remaining items of the instrument revealed a slight decrease. Service-learning practices aligned with those embedded in the department’s curricular vocational training plan, confirming the need to further strengthen the institutionalization of service-learning and to seek new methodological strategies to develop social responsibility competencies within programs focused on training professionals.

De las patologías de muñeca más frecuentes en la consulta del cirujano de la mano, las inestabilidades carpianas ocupan un lugar importante junto con el dolor en la vertiente ulnocarpiana cuya causa más frecuente son las lesiones del complejo fibrocartílago triangular, que en ocasiones van a condicionar una inestabilidad de la articulación radiocubital distal. Analizando los datos anatómicos y biomecánicos que diponemos de la muñeca y tomando como punto de partida los escasos protocolos rehabilitadores de las inestabilidades escafolunares y lunopiramidales que existen en la bibliografía, se exponen los programas rehabilitadores específicos para cada una de ellas. Se describen también los protocolos existentes para la rehabilitación tras las reparaciones del complejo fibrocartílago triangular y exponemos los protocolos con los que trabajamos en la actualidad.Definimos también la importancia de la reeducación propioceptiva en este tipo de lesiones y describimos un programa detallado de introducción progresiva de determinados ejercicios encaminados a ello.

Investigative interviewing of children who report sexual victimisation focuses on helping children tell in their own words what happened. Children may say other things important to them such as their justice goals. We conducted the first research into this possibility in an exploratory analysis of 300 transcripts of actual interviews with child complainants aged 3 to 15 years. Building on an earlier study involving adults, we explored what goals children may articulate, when in the interview process their goals are relayed and in response to which interviewer prompts. Our analysis revealed that most children did articulate one or more justice goals during these interviews, especially their desire for acknowledgement of the victimisation and its wrongfulness. Children articulated their justice goals spontaneously and largely without any direct prompting by the police officer. These findings suggest that there is more that institutions [and researchers] can learn from carefully listening to children and understanding them as agents claiming justice.

El enfoque metodológico de Aprendizaje-Servicio ha sido utilizado desde el año 2009 por la Facultad de Economía y Negocios de la Universidad de Chile, para propiciar, por una parte, la vinculación de la formación profesional de sus estudiantes con problemáticas y desafíos reales del entorno, y por otra parte, el desarrollo de la competencia de Responsabilidad Social. El artículo tiene como finalidad presentar los resultados comparativos entre la percepción inicial y final de los estudiantes, que participan en cursos con enfoque de Aprendizaje-Servicio, respecto a su desempeño esperado y real de la competencia. Entre los principales resultados destaca que, los ítems del instrumento asociados a la recolección de información con socios comunitarios y la estimación de impactos económicos a pesar de mostrar una leve disminución esta no es estadísticamente significativa, el resto de los ítems presenta una leve disminución. Lo anterior, puede explicarse debido a que ciertos desempeños son mayormente abordados en el plan de formación, ratificando la necesidad de seguir fortaleciendo la institucionalización de la metodología, así como buscar nuevas formas y estrategias metodológicas para el desarrollo de la competencia de Responsabilidad Social en la formación de profesionales.