International interviewing and counseling 9th ivey chapter 05

Chapter Goals and Competency Objectives slide 1 of 2Awareness and Knowledge ▲Understand the two key styles of questioning: open and closed questions.. Could, can, or would questions are

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Intentional Interviewing and Counseling:

Facilitating Client Development in a

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Chapter 5

Questions: Opening Communication

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Chapter Goals and Competency Objectives (slide 1 of 2)

Awareness and Knowledge

▲Understand the two key styles of questioning: open and closed questions

▲Choose the question stem and style that are most likely to achieve a useful anticipated result that

clarifies the client’s story For example, what questions often lead to talk about facts, how

questions to feelings or process, and why questions to reasons Could/would questions tend to be

the most open

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Chapter Goals and Competency Objectives (slide 2 of 2)

Skills and Action

▲ Draw out and enrich client stories by bringing out a more complete description, including background information and needed details.

▲ Open or close client talk, intentionally, according to the individual needs of the client.

▲ Balance discussion of clients’ concerns in a more positive way using the positive asset search, strength emphasis, positive psychology, and wellness.

▲ Use questions in a culturally sensitive and respectful way.

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Introduction: Questions (slide 1 of 5)

The Case of Benjamin

Benjamin is in his junior year of high school, in the middle third of his class In this school, each student must be interviewed about plans after graduation—work, the armed forces, or college You are the high school counselor and have called Benjamin in to check on his plans after graduation His grades are average He is not particularly verbal or talkative, but he is known as a

“nice boy.”

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The Value of Questions

▲Systematic framework for directing the interview

▲Open new areas for discussion

▲Pinpoint and clarify issues

▲Aid in self-exploration

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Types of Questions

▲ Open

 Can’t be answered in a few words.

 Facilitate deeper exploration of client issues

 Typically begin with what, how, why, or could/would.

▲ Closed

 Enable you to obtain specifics and can be answered in a few words.

 Often begin with is, are, or do.

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Open Questions : Open questions often begin with who, what, when, where, or

why Closed questions may start with do, is, or are Could, can, or would

questions are considered open but have the advantage of being

somewhat closed, giving more power to the client, who can more easily

say that he or she doesn’t want to respond.

Anticipated Client Response: Clients provide more details and talk more in

response to open questions Could, would, and can questions are often

the most open of all, because they give clients the choice to respond briefly (“No, I can’t”) or, much more likely, explore their issues in an open fashion.

Closed Questions : Closed questions may start with do, is, or are Anticipated Client Response: Closed questions may elicit specific information

but may close off client talk

Effective questions encourage more focused client conversations with more pertinent detail and less wandering

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▲ Some theorists and many practitioners raise important issues around the use of questioning

 They maintain questions are best learned after expertise is developed in the reflective listening skills (Chapters 6 and 7).

 Also, some students or trainees will like using questions so much that they will not give enough attention to critical listening skills

 Excessive use of questions takes the focus from the client and gives too much power to the interviewer

▲ Your central task in this chapter is to find your own balance in using questions in the interview.

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Awareness, Knowledge, and Skills: Questions for Results (slide 1

of 9)

▲ Clients do not always provide you with important information, and sometimes the only way to obtain it is by asking questions

 For example, the client may talk about being depressed and unable to act

▲ The client’s response to the open question “What important things are happening in your life right now or with your family?” might reveal that a separation or divorce is about to occur, that a job has been lost, or that some other important issue underlies the client’s depression

▲ Your original assessment of the client’s condition as classical clinical depression may be modified by what is occurring in the client’s life, and treatment may take a different direction

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of 9)

▲With verbal clients and a comfortable relationship, the open question facilitates free discussion and leaves plenty of room to talk

 Examples

 “What would you like to talk about today?”

 “Could you tell me what prompted you to see me?”

 “How have things been since we last talked?”

▲With a less talkative client, it may be best to start a session with informal conversation about

weather or a current event of interest to the client

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WHAT? Facts and information (“What happened?”)

WHY? Discussion of reasons (“Why is that meaningful to you?”)

HOW? Exploration of process or feeling emotion (“How could that be explained?”)

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of 9)

▲ To help the session start again and keep it moving, ask an open question on a topic the client presented earlier in the session.

“Could you tell me more about that?”

“How did you feel when that happened?”

“Given what you’ve said, what would be your ideal solution?”

“What might we have missed so far?”

“What else comes to your mind?”

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of 9)

▲ Empathy requires that you understand specifically what your client is saying

▲ Concreteness is key in empathic understanding

▲ Seek specifics and avoid vague generalities

▲ Counselors and therapists are interested in specific feelings, thoughts, and

examples of actions

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of 9)

▲ Examples of open questions that aim for concreteness and specifics might be

“Could you give me a specific example of ?”

“What do you mean by ?”

▲ Communication from the counselor needs to be concrete and easy for the client to understand.

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of 9)

neuroscience research.

 Memories are stored in many sections of the brain

 Negative emotions and feelings originate primarily in the amygdala, deep in the limbic system

of the brain

 Positive emotions are located in many areas, but the nearby nucleus accumbens sends out signals to the prefrontal cortex, enabling focus on the positive

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evokes a sense of being attacked can cause discomfort and defensiveness

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Observe: Questions in the Interview

▲What do you think of the meeting between Jamila and Kelly?

▲What did you learn about the use of open and closed questions?

▲Was Jamila putting ideas into Kelly’s mind?

▲What is the effect of using why, how, and could questions?

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Multiple Applications of Questions (slide 1 of 4)

▲The antecedent-behavior-consequence-thoughts-emotions (ABC-TE) framework provides a

comprehensive picture of the client’s experience

1. Antecedent: Draw out the linear sequence of the story.

3. Consequence: Help the client see the result of an event.

4. Thoughts: Relating to thoughts and cognitions (prefrontal cortex TAP executive system).

5. Emotions: Relating to emotional regulation involving the limbic system and hormonal impact on the brain and body.

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▲ Questions place power with the interviewer.

▲ Questions from culturally different interviewers may be met with distrust, and only grudging answers may be given.

▲ Asking too many questions too quickly may promote distrust “Rapid-fire” questions may be perceived as grilling.

▲ Questions used insensitively can destroy trust.

▲ Honor cultural differences.

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▲Build Trust at the Client’s Pace A central issue with hesitant clients is trust Trust building and

rapport need to come first, and your own natural openness and social skills are essential

▲Search for Concrete Specifics If your client is talking in very general terms and is hard to understand, it often helps to ask questions from the antecedent-behavior-consequence (ABC) pattern

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share at all

playing with small toys, or playing with a house that includes child and adult figures.

 Phrase ABC questions empathically and carefully.

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Action: Key Points and Practice of Questions

▲Act

▲Value of Questions

▲ “What Else?” Questions

▲Promoting Client Elaboration

▲The Positive Approach

▲Multiple Applications of Questions

▲Multicultural Issues

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