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This resource presents questions about delayed and piecemeal disclosure alongside summaries of research cited in a dissertation on children’s disclosures. It describes a qualitative study in which children reported concerns about consequences and disbelief, while also noting limited corroboration and possible influence from family members or therapists.
This summary discusses why children and adults may have difficulty assigning dates or time frames to past events. It says time placement develops during childhood, dates may be peripheral rather than memorable details, and adults can help estimate timing by asking about contextual anchors such as residence or other people present.
This short summary states that Criteria-Based Content Analysis and Statement Validity Analysis have not been shown, in the cited material, to reliably distinguish true from false reports by children. It identifies a 2005 reference and presents the point as part of a set of topics prepared for expert testimony.
This summary addresses behavioral signs sometimes discussed in connection with child sexual abuse and cautions that no single symptom or symptom pattern identifies abuse. It notes that some children show no apparent behavioral change, while others may display varied emotional, behavioral, sleep, eating, or physical complaints.
This summary describes children’s autobiographical memory development and the distinction between general event scripts and memories of particular events. It states that young children may retain specific memories as well as general patterns, and that adults’ direct questions can help children retrieve and communicate remembered details.
