USING QUESTIONS The ability to use an appropriate type of question which produces a useful response is an indicator of effective questioning skills. Individuals who ask questions that can only be answered ‘yes’ or ‘no’ often fail to get sufficient or accurate information and may miss the essence of what is being communication. When caring for, or counselling a person, the type of question you use will affect the type of response you get.

OPEN QUESTIONS Open questions can be used constructively to obtain a more in depth understanding. They encourage the respondent to talk freely with little restriction being placed on their answer eg. ‘How do you feel about…?’ ‘Why did you leave?....’ ‘What would you say about….?’ Open questions tend to use: Where, What, How, When, Which, Who, Why? It is helpful for the questioner to indicator the scope or extent of the answer they expect eg ‘Very briefly, how do you feel about…?’ ‘Tell me in a few words….?’

CLOSED QUESTIONS These can be used effectively to obtain specific items of information, for example, ‘Would you like to watch TV?’ However, if used carelessly, closed questions may result in unhelpful answers. Furthermore, closed questions, from the respondent’s viewpoint, may appear to be trapping them into an answer.

PROBING QUESTIONS This type of questioning is used to elicit depth and detail. Care should be given to anticipating and monitoring their EFFECT on the respondent, so as not to make them feel threatened. Sensitive phrasing and timing is critical. It is all too easy for an interaction between carer and client to seem like an interrogation. Use of WHY? And WHY NOT/ are examples of unhelpful use of probing questions. However consideration should be given to cultural expectations, for example, some people are more comfortable with direct rather than indirect questions.

LEADING QUESTIONS This type of questioning may be described as ‘putting words into the respondents mouth’, to suit the questioners required response ie. It leads the respondent, eg ‘You’re not suggesting that…?’ ‘You must admit that…?’ Leading questions can be used positively in order to encourage and enable eg. ‘Do you feel unfairly treated in this matter?’ Leading questions can have undesirable consequences and should be used with caution. The effects of questioning, the delivery and purpose of the question should be considered.

MULTIPLE QUESTIONS The use of the multiple question should be avoided, as it can confuse, particularly if her/his first language is not English. The respondent may not know which question to answer and the questioner may be confused about which question is being answered. The effective questioner poses a single appropriate question.

THE PAUSE During questioning, a pause can be an effective means of creating an opportunity for the respondent to consider her/his reply. It gives time to reflect, and can be encouraged by non-verbal gestures from the questioner, for example, nods, smiles, raised eyebrows. Questioners may find silences uncomfortable, and need to learn to wait and so avoid the urge to ‘fill the gap’. Silence can also be perceived as threatening if used repeatedly.