SKIP TO CONTENT
We use both our own and third-party cookies for statistical purposes and to improve our services. If you continue to browse, we consider that you accept the use of these.
  • Celebrating 20 Years of Training Excellence 2004-2024

Obtaining Admissions with Alternative Questions

There you are deploying theme after theme in the interrogation phase and now you’re wondering-how do I move this guy past his denials and into an admission of guilt? First and foremost, please remember that we are only interested in obtaining the TRUTH. Pushing someone into making a false admission does no good whatsoever and should never be an objective. That said, one of the most efficient ways we know of to move a subject from denial to admission is by the use of an alternative question.

The timing of the alternative question is crucial. If we have deployed the right themes during the interrogation, the subject will react by displaying the “defeatist posture” (body slumped forward, hands over the face, and/or hanging the head). When you see the subject doing this, what you’ve been saying to him has taken an emotional toll on him. He can no longer maintain his stance of denial and realizes that he has been defeated. His body is telling you so.

Now is the time to move-in with the alternative question. You should mind your tone of voice-become softer, quieter. Use a tone of voice that is non-judgmental. Obtaining this initial admission is the hardest part of the whole process. The objective here is to make it psychologically as easy as possible for the subject to make that first admission.

The alternative question provides the subject with two choices, both of which admit guilt, but one choice is more appealing than the other. For example, you might ask the subject, “Is this something you do all the time, or was it an isolated incident?” You see, something he does “all the time” isn’t nearly as appealing as a one-time mistake. Here are some other generic alternative questions you could consider using:

• “Is this something you planned, or did it just sort of happen?”
• “Did you take the money to buy drugs, or were you just trying to provide for your family?”
• “Did you intend to hurt this person, or was it an accident?”
• “Were you trying to take advantage of her, or were you just trying to show love and affection?”

Each of these alternative questions works on the same principle-the lesser of two evils. When faced with such a choice, most subjects will opt for the alternative which allows them to save face.

These questions are only going to be effective when the subject is telegraphing non-verbal behavior that suggests he/she is ready to admit his/her culpability. Asking an alternative question to a subject who is turning away from you, arms crossed, and in a defiant posture will most likely result in a volatile response.

If, after deploying an alternative question, the subject does not make an admission, simply transition into another theme and try a different alternative question several minutes later. Once the subject makes his first admission, be sure to respond with positive reinforcement. Thank him for his honesty and ask him to tell you more about what happened. This is what takes us from admission into confession-the subject of our next article!

  • I highly recommend this training for any Probation staff who have the necessity to interview/interrogate individuals for investigation purposes.

    —R. Bret Fidler, Santa Clara County Probation Department
  • Your training has made the greatest and most direct impact on my assignment of any training class that I've taken.

    —Ken Gelskey, National City Police Department
  • This was, by far and away the best training I have received in 15 plus years of Law Enforcement. The instructors are experienced, engaging, articulate, and very entertaining. I will be recommending this training to multiple agencies.

    —Mark Paynter, Oregon DOC
  • Incredible training with amazing real world instruction. I have been taking law enforcement classes for over 30 years and by far this is the best presented and most useful.

    —Det. Brian Dale, Portland Police Bureau
  • I will continue to use and pass on this information because I really believe in the instructors and their approach.

    —Kimberly Meyer, Washoe County Sheriff's Department
  • Instructional style is engaging and highly effective.

    —George Laing, Fire Prevention Captain, Investigator
  • This training by far has been the most informative and most effective I've attended. The instructors engaged the students in a manner that made me want to speak my opinion, ask questions, and participate.

    —Julio Ibarra, Merced County Sheriff’s Office
  • It not often that you go to a training that you really, really want to pay attention to. Because of the high quality information and style of presentation, I knew that if I looked away I was going to miss out.

    —Quinten Graves, Oregon State Police
  • Your training gave me the confidence and tools to interview the suspect for over 5 hours and to bring a closure to the case.

    —Daniel Phelan, San Jose Police Department
  • The information presented was highly relevant to my job and was presented in a manner that was organized and very easy to digest.

    —Michael McGarvey, California State Prison, San Quentin
  • Effective teaching teams! The presentation of the material was consistently interesting, and intelligent without being too intellectualized.

    —Michele Keller, Deputy Probation Officer, County of Alameda
  • This was, by far, one of the most useful training classes I've attended since becoming an investigator.

    —Steven Aiello, Antioch Police Department
  • This training provided the useful tools necessary for assessing the veracity of a suspected child abuser, which goes a long way in helping to protect children.

    —Sunny Burgan, MSSW, LCSW, Social Work Supervisor, Santa Clara County DFCS