The Effects of Different Questions

Lineal Questions

These tend to have a conservative effect on the client or family. Because family members usually think of their difficulties in lineal terms before coming to therapy, there is little "news of difference" for the family when the therapist invites them to articulate their prior views (of what happened, who was involved, and how) with lineal questions.

Family members answer the questions but remain virtually unchanged. However, one hazard of lineal questioning is that it may inadvertently embed the family even more deeply in lineal perceptions by implicitly validating preexisting beliefs.

Unfortunately, this happens far more often than clinicians realize while they are conducting ordinary "assessment" interviews. The interviewer is seldom aware of the fact that further entrenchment of pathogenic perceptions and beliefs is taking place.

This process is particularly liable to occur if, during the course of the inquiry, the therapist does not ask the kinds of questions (or make statements) that implicitly (or explicitly) challenge the family's prior beliefs.

Another risk with lineal questioning is that the reductionistic thinking involved tends to activate judgmental attitudes. As the therapist brings forth "the cause" of a presenting problem or of an undesired situation, negative judgments are automatically directed toward it because the problem is unwanted. Thus, while lineal questions are necessary to develop a clear focus of the problem, and are helpful in establishing an initial engagement, it is useful for therapists to remain mindful of potential hazards as well.

Circular Questions

Circular questions, however, do have the potential of having liberating effects on the family. As the therapist asks questions to identify patterns for a circular or systemic understanding of the problematic situation, family members who are listening to the answers make their own connections as well. Thus, they may be able to become aware of the circularity in their own interaction patterns. With this increased awareness, they may be "liberated" from the limitations of their prior lineal views and subsequently be able to approach their difficulties from a fresh perspective.

For instance, if through a series of behavioural effect questions a husband begins to see that it is not simply his wife's worrisome complaints that activate his depression but also that his depressiveness activates her complaining, he may be liberated to act differently rather than by just becoming despondent when she worries and complains.

He has more space to recognize that some constructive initiative on his part may activate a different response from her. He is also likely to become more accepting and less judgmental of her "worrying response" to his depressive behaviour.

The main risk with circular questions is that as the therapist explores larger and larger areas of interaction, the inquiry may drift into domains that seem irrelevant to the immediate concerns and needs of the family. Another risk is that clinicians who are learning to use circular questions may use them in a rather stylized fashion. The questions then seem repetitive or trivial and, thus, can become irritating to the family. On the whole, however, circular questions are more liable than lineal ones to have inadvertent beneficial effects.

Strategic Questions

These tend to have a constraining effect on the family. The therapist tries to influence the client (in a linear fashion) to think or do what the therapist considers more healthy or "correct."

The questions are intended to constrain the probability of family members continuing along the same problematic path. A common side effect is for family members to feel guilty or ashamed for having taken the path they are on in the first place.

The constraint may be of two forms: not to do something that the therapist thinks is "wrong" and is contributing to the problem or to do only what the therapist thinks is "right" and would be helpful. Both tend to confine the family's options to what the therapist thinks is best, whether it actually fits for them at that moment or not. Thus, these questions tend to be more manipulative and controlling.

In the extreme, they can be like the questions a good lawyer might employ in cross-examining witnesses in a courtroom. The lawyer uses strategic questions to lead, seduce, intimidate, or coerce a witness into saying precisely what the lawyer wants the judge and jury to hear. Similarly, a therapist can "force" an individual into saying things that the therapist wants to hear, or wants other family members to hear, even when the person really doesn't think or feel that way. Because of the potentially coercive nature of strategic questions, too many of them could have inadvertent, counter-therapeutic effects.

On the other hand, occasional strategic questions can sometimes be extremely constructive in the therapeutic process. These questions can be vigorously used to challenge problematic patterns of thought and behaviour without having to resort to direct statements or commands. If the questions are carefully worded, clients often can be confronted with the limitations, constraints, or contradictions in their own systems of belief. Alternatively, strategic questions sometimes can be employed to lead the family quite directly to recognize and embrace an obvious solution.

Reflexive Questions

These questions are more liable to have a generative effect on the family. The therapist's influencing intent is moderated by respect for the autonomy of clients and, hence, the tone of these questions tends to be much softer. Family members experience themselves as being invited into entertaining new views instead of being pushed or pulled into them.

The questions tend to open space for family members to entertain new perceptions, new perspectives, new directions, and new options. They also enable a reevaluation, without duress, of the problematic implications of the family's current perceptions and behaviours. As a consequence, family members tend to generate new connections and new solutions in their own manner and time.

The most likely complication of reflexive questioning is that it could foster disorganizing uncertainty and confusion. Opening a multiplicity of new possibilities without providing adequate direction can easily become confusing.

However, such confusion may not necessarily be problematic for the overall therapeutic process. Depending on the domain of the confusion, it may, in fact, be very therapeutic. For instance, when certain family members "know the Truth" or "have all the answers" in a manner that keeps them stuck in problematic patterns and blind to novel alternatives, the confusion can be quite liberating.

Finally, I would like to draw attention to the possible effects on the therapist of asking different kinds of questions. The therapist is influenced by the questions as well. His or her thinking is influenced not only by the assumptions and presuppositions aroused during the formulation of the questions but also by responding to the clients' responses to the questions.

Lineal questions tend to foster further lineal thinking in the therapist just as they do in the clients. Consequently, the therapist is also more liable to become judgmental.

The effect of circular questions on the therapist is to enhance his or her neutrality and capacity to accept the client and family as they are. This acceptance itself has healing potential in the therapeutic system by countering the immobilizing effects of blame, which is so ubiquitous in symptomatic families.

The effect of strategic questions on the therapist is that they tend to lead him or her toward an oppositional stance with the family. On the other hand, reflexive questions tend to guide the therapist toward becoming more creative in the questions asked.

If one question "doesn't work" in opening space for the family to evolve more freely, the therapist searches for another one that is more likely to release the natural healing capacity of the clients.

Research from: Tomm K 1988 Interventive Interviewing_ Part III_ Intending to Ask Lineal, Circular, Strategic, or Reflexive Questions