TABLE 1. Phases of the NICHD Protocol adapted from Lamb et al. (2007).

Phase I: Introduction	The interviewer introduces him/herself, clarifies the child's task (the need to describe events in detail and to tell the truth), and explains the ground rules and expectations (i.e., that the child can and should say “I don't remember”, “I don't know”, “I don't understand”, or correct the interviewer when appropriate). Examples are provided to ascertain whether the child understands these rules.   ‘And if I say things that are wrong, you should tell me. Okay?’   ‘So if I said that you are a 2-year-old girl [when interviewing a 5-year-old boy, etc.], what would you say?’
Phase II: Rapport building	The interviewer aims to create a relaxed, supportive environment for children and to establish rapport between children and interviewer. The interviewer asks a series of questions to get to know the child better.   ‘Tell me about things you like to do.’
Phase III: Training in episodic memory	Children are prompted to describe a recently experienced neutral event in detail. This “training” is designed to familiarise children with the open-ended investigative strategies and techniques used in the substantive phase while demonstrating the specific level of detail expected of them   ‘A few [days/weeks] ago was [holiday/birthday party/the first day of school/other event]. Tell me everything that happened on [your birthday, Easter, etc.].’  And then what happened?   ‘Earlier you mentioned [activity mentioned by the child]. Tell me everything about that.’
Phase IV: Substantive interview	This stage consists of a number of sub stages that include the transition to the substantive issues:   ‘Now that I know you a little better, I want to talk about why [you are here] today.’  Followed by open-ended questions related to the allegations   ‘Tell me everything about that.’   ‘Then what happened?’ or ‘Tell me more about that.’  Once the child has provided a narration of the allegation using open-ended prompts the interviewer can move on to elicit information that has not been mentioned by the child. For example:   ‘When you told me about the time in the basement, you mentioned that he took off his trousers. Did something happen to your clothes?’ [Wait for an answer.] [After the child responds, say:]   ‘Tell me all about that.’   ‘I see [I heard] that you have [marks/bruises] on your [––––––––––]. Tell me everything about that.’  The interview closes after the child has been asked if they have any questions. The interviewer finishes by asking a neutral topic question such as where they are going after they leave today.