When Does a Child Need a Safe Space? The “Green Room” Methodology

1. What Is a “Green Room”?

When a child witnesses or becomes a victim of a crime, talking about what they have experienced can be a difficult and stressful process. This is especially true in cases involving violence or when the perpetrator is someone close to the child.

In such situations, it is important not only to establish the circumstances of the incident but also to ensure that the interaction does not cause the child further harm.

The “Green Room” methodology is an approach to conducting interviews or interrogations with children that takes into account their age and psychological characteristics. It helps minimize the risk of re-traumatization.

The main objectives of the methodology are to:

establish rapport with the child and encourage open communication;
obtain the most complete information possible about the circumstances of the incident;
reduce emotional distress and the risk of re-traumatization;
contribute to a fair decision that takes the best interests of the child into account.

The methodology involves both a specially equipped space for conducting interviews or interrogations and adherence to the principles of safe interaction. A safe adult plays an important role in this process — a professional who takes the child’s needs into account, respects their feelings, and helps them feel protected during the conversation.

2. In What Situations Is It Used?

The “Green Room” methodology is used when interviewing or interrogating children to ensure safe conditions for communication and information gathering.

Categories of children who may be interviewed in Green Rooms include:

children who have experienced a crisis;
children who have suffered abuse or maltreatment;
children who have been victims of human trafficking;
children who have witnessed or become victims of a crime;
children who have committed a crime or an offence;
children from families experiencing difficult life circumstances.

The methodology is particularly important in situations where children may have experienced traumatic events, such as investigations involving sexual violence, abuse, or other crimes against children. In such cases, it is essential to obtain the information necessary for the investigation while avoiding further trauma to the child.

3. Setting Up a “Green Room”

The space where a conversation with a child takes place should be comfortable and should not create a sense of threat. It is important to avoid the atmosphere of a formal interrogation, which may increase anxiety.

When setting up the room, the following should be considered:

A comfortable atmosphere: adequate lighting, a pleasant temperature, a calm interior, and furniture appropriate for the child’s age.
Support materials: paper, pencils, toys, and other objects that may help facilitate interaction.
Minimal distractions: as little noise, unnecessary objects, and other distracting factors as possible.
Confidentiality: the room should ensure privacy and prevent interference from unauthorized individuals.

To ensure proper recording of the child’s testimony, a “Green Room” should be equipped with:

two separate rooms: one for interviewing the child and another for communication between the professional and observers outside the interview room;
an observation system that allows professionals to monitor the interview from the adjacent room;
cameras to record the interview;
microphones to record audio.

4. What Should Professionals Working with Children Know?

The effectiveness of the “Green Room” methodology depends not only on the arrangement of the room but also on how the professional interacts with the child and how the interview or interrogation process is organized.

The methodology is based on a simple formula:

“A safe place” + “a safe adult” = “a child who feels safe.”

A safe place is an environment that is predictable for the child. The child should understand where they are, what is going to happen, who will be present, what role each person will play, approximately how long the conversation will last, and what will happen afterwards.

Understanding the process helps children feel more in control of the situation, thereby reducing anxiety and stress.

A safe place also means that the child is not subjected to pressure and that the environment is physically comfortable and adapted to their needs. This includes appropriate lighting, temperature, furniture, and access to paper, pencils, or other objects that may help the child feel more at ease.

A safe adult is more than simply someone who is present with the child. It is a professional who understands the child’s needs and knows how to create conditions for calm and trusting interaction.

A safe place and a safe adult should provide conditions in which the child feels protected and has sufficient control over the situation.

This means that the child:

understands where they are, what will happen during the interview or interrogation, and who will be present;
knows whom they can turn to for help and can ask for a break, a glass of water, or permission to use the restroom;
has the opportunity to manage their emotions and talk about their experiences safely;
has an attentive and caring adult nearby who protects their rights and best interests;
is protected from both objective and subjective threats.

A sense of safety is important not only for the child’s psychological well-being. When anxiety levels decrease, children find it easier to concentrate, recall events, and describe their experiences in a coherent manner.

How Is a Child’s Interview Conducted?

An interview or interrogation of a child is conducted by a juvenile police officer or investigator in accordance with established stages. Each stage has its own purpose — from preparation and establishing rapport to gathering the necessary information and concluding the conversation.

The preliminary phase is necessary to gather information about the child, their immediate environment, and their family. Understanding the child’s strengths and vulnerabilities helps establish effective rapport and avoid inappropriate or potentially harmful questions.

The preliminary phase is also necessary to:

collect questions from all parties involved in the proceedings — the investigator, prosecutor, the child’s lawyer and, where possible, the defence;
involve a psychologist who will review the questions and help formulate them in a way that is appropriate and understandable for the child’s age;
prepare the interview setting in accordance with the criteria of a “safe place”;
determine an appropriate time for the interview, taking into account the child’s age, needs, and individual characteristics;
check the technical equipment for audio and video recording;
prepare the necessary support materials — paper, pencils, anatomical dolls, etc.;
ensure that there are no unauthorized persons or interruptions during the interview. If it takes place outside a specialized facility, the space should be organized in advance to minimize distractions: colleagues should be informed, access to the room restricted, and an appropriate notice placed on the door.

During the introductory phase, establishing a connection with the child is essential. At this stage, all individuals involved in the interview or interrogation should meet the criteria of a “safe adult.”

If the child has become a victim of or witnessed a crime, it is important to explain clearly that they could not have influenced another person’s unlawful behaviour and are not responsible for it.

This is particularly important when the unlawful actions involve someone close to the child. The child may feel guilty, responsible, or believe that they could have done something differently.

At this stage, it is also important to assess how well the child understands and describes information: whether they can distinguish between truth and lies, identify colours and body parts, etc.

During the free narrative phase, the child is encouraged to describe the event freely and at their own pace. It is important to ask an open-ended question, avoid interrupting or correcting the child, and refrain from suggesting answers.

If the child pauses, they should be given time to think. If necessary, the professional may gently encourage them to continue by using the child’s own words.

The professional should also pay attention to the child’s non-verbal reactions and changes in their emotional state.

The detailed questioning phase involves clarifying and supplementing the information provided by the child during the free narrative phase. Questions should be adapted to the child’s age and psychological state.

It is important not to rush and to give the child enough time to answer, especially when recalling traumatic events. Open-ended questions, paraphrasing, and summarizing can be used to clarify information and check whether the professional has correctly understood what the child has said.

The closing phase focuses on helping the child return to a calm state after discussing difficult or traumatic events. The child may feel sad, remain silent, cry, or, conversely, want to play. Such reactions may be normal.

If the child remains tense or unsettled, they should be given time to calm down. It is important to acknowledge their emotions and conclude the conversation in a safe and supportive atmosphere.

What Helps Establish Rapport with a Child?

Address the child by their name.
Speak slowly and clearly.
Create a safe and welcoming atmosphere.
Maintain natural eye contact without forcing the child to look at you.
Show attentiveness through gestures and tone of voice.
Give the child time to think and respond.
If you do not understand the answer, ask for clarification.
If the child finds it difficult to answer, try rephrasing the question.
Acknowledge the child’s efforts and feelings without judging their answers.
Respect the child’s personal space and preferred physical distance.

What Should Be Avoided?

Do not interrupt the child unnecessarily.
Do not rush the child or demand an immediate answer.
Do not react with surprise, judgment, or disbelief to what the child says.
Do not impose your own explanations or interpretations of what you have heard.
Do not suggest what the child “should” remember or know.
Do not make promises you cannot keep.
Do not promise to punish the perpetrator or offer rewards in exchange for particular answers.
Do not make judgments about people close to the child.
Do not ask the child what punishment the perpetrator should receive.
Do not try to suppress the child’s emotions by saying “don’t cry” or “don’t be nervous.”

An interview or interrogation of a child may be accompanied by audio and video recording. Video recording is an important tool because it makes it possible to preserve the course of the interview and reduce the need for the child to recount their traumatic experiences repeatedly.

Repeated interviews may cause additional stress for the child and may also influence how they recall events. Therefore, whenever possible, it is important to obtain the necessary information during one properly conducted interview and record it.

The video recording may also be used for further analysis of the interview process, including during psychological or comprehensive forensic psychological and psychiatric assessments.

5. The “Green Room” and the Prevention of Sexual Violence Against Children

Preventing sexual violence against children involves more than responding to incidents after they have occurred. It is important to identify risks in a timely manner, create a safe environment for children, and ensure appropriate support when abuse is suspected.

That is why professionals working with children need to understand not only response procedures but also:

which situations and factors may increase the risk of sexual violence;
which changes in a child’s behaviour may indicate danger or a need for support;
how to talk to children about safety and personal boundaries;
how to respond appropriately if a child discloses abuse or there is a suspicion that abuse has occurred;
how to prevent the child from being re-traumatized during subsequent interviews and investigations.

A “Green Room” is more than just a specially equipped space. It is an approach that places the child’s safety, dignity, and best interests at its centre.

The better the environment, procedures, and interaction between professionals are organized, the lower the risk of causing additional trauma to the child.

A safe place + a trained professional + a sensitive interview + minimal repetition = a more child-friendly process.

6. Course Invitation: Why Is This Training Important?

In the context of war, children are particularly vulnerable to violence. Recognizing the signs of abuse in time, listening to the child, recording important information, and responding appropriately are complex and highly responsible tasks for every professional working with children.

We invite you to enrol in the course “Prevention of Sexual Violence and Exploitation”, which will help you understand:

how to recognize possible signs of sexual violence against children;
how to respond to a child’s disclosure and communicate with them safely;
what information is important to document when abuse is reported;
what steps to take and where to seek help.

The course is designed for social workers, educators, employees and volunteers of non-governmental organizations who work with children and are involved in protecting children’s rights.

Gain knowledge and practical guidance that will help you act professionally, avoid causing harm to children, and contribute to their protection.

Register for the course on the BeProfi platform using the link below:

https://beprofi.org/training-courses/course/zapobigannya-seksualjnomu-nasiljstvu-ta-ekspluataciyi

When Does a Child Need a Safe Space: the “Green Room” methodology