Throughout this chapter I think the main aim was to educate how important questions are in different situations and how the type of question can shape the answer that is returned. Questions are an integral part of communication and the many forms questions can take is what Hargie emphasised on in this chapter.
Hargie mentioned quite a few themes among which were what questions are like for children in education and even in adulthood. Children, although known to constantly ask never-ending questions, when put in a classroom tend to ask and respond much less than the teachers. It was stated that teachers ask about two questions a minute whereas their pupils ask only two questions an hour (Dillon, 1982). It was noted that children as they grow older are less comfortable asking questions and one big reason given was “fear of negative reaction from class mates” (Dillon, 1988). This is a natural response to growing up but maybe the constant questioning by teachers does not always help.
Adults too feel this sense of uncomfortableness especially when asking questions to doctors which then results in them not asking enough “in fear of being ignorant” (Roter an Hall, 2006). The hesitation to ask questions I believe is related to how a person feels they will be judged or thought of. This was found in patients who asked 4.1 questions to pharmacists and only 2.5 to doctors, suggesting pharmacists show a more approachable and comfortable environment for them to be part of.
When reading this Chapter there were a lot of points I agreed with however I disagreed with the idea that open questions are better suited to those who had spent at least a year in college than those who had left after secondary school (Schatzman and Struss, 1956). I believe the answer to a question depends on the interviewees personality, comfort and the situation the question is being asked, none of which was mentioned in this article.
I did, however, find out in this chapter how much of an effect misleading questions have on children. I agree that the best approach is to ask children open and non-misleading questions, allowing them to answer freely with as much information they want without being influenced by the interviewer. Children are easily confused and influenced when being questioned so allowing them as much freedom is very important.
Reference list:
‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice.5th ed. London: Routledge
