In the Holmes-Rahe life stress inventory, I scored 167 out of 1466 putting me at the lower end of the 150-300 point category. This took into account my recent life changes including a new school (university), moving and living in a new home. Another factor which was not taken into account was the fact that I have moved away from my family for the first time (as most of my relatives reside along the East coast and I now primarily live in Ayr). This is a significant point because this means I have less time with a significant support network. As well as moving away from family and friends, I have moved to an area where I had never visited before and I did not have any connection with. This could add to stress because a lot more of my daily life had to be done independently. I could no longer call a friend to join me going into town or the cinema because I did not know anyone. The 150-300 points category predicts a 50% chance of a major health breakdown in the next two years. My general health at present is good and in the next year I do not plan on any other significant life changes however in the following years I intend moving again and there is a possibility of taking out a loan or mortgage to support this. This could mean that in the next few years my stress levels could go up and my chance of illness could increase. To combat stress in my life I will continue getting support from friends and family where possible and organise my financial affairs.
The main theme of this particular chapter was the use of questioning in communication, the chapter aims to elaborate on the science behind both basic and strategic questioning and why we use it in communication. Throughout, it discussed verbal and non-verbal messaging, questions in different contexts and the different uses of questioning (in a classroom, in court and so on).
Hargie makes the claim that children ask questions during their development and to support this, parents should do their best to respond to these questions (Cook, 2009). I agree with this statement because children will then build curiosity and feel listened to and important.
Hargie also makes a reference to Rudyard Kipling’s question classification of what, why, when, how, where and who. This reflects the information that someone would be looking to gain from and answer rather than how they present the question itself. Towards the end of the chapter, he lists Dillon’s (1990) possible answers to all questions. He acknowledges that respondent may choose not to answer using silence, refusal, changing the subject or use of humour. Dillon also suggests that the answer may be skewed by the respondent by lying, stalling, evading, withholding, answering the ‘real’ question or distortion. They also say that the last option is that the respondent will answer directly.
I personally disagree with the use of probing and persistent questioning used in Box 5.3 (pg 142) against a young child. The questioning technique used distresses the child and the question instead goes un-answered.