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Professional curiosity in probation
Helen Amor, Effective Practice Lead at HM Inspectorate of Probation, guest blogs on professional curiosity in probation.

“This is a guest post by Helen Amor, Effective Practice Lead at HM Inspectorate of Probation”

Professional curiosity

Professional curiosity is the practice of actively observing, listening, asking thoughtful questions, verifying information, and seeking clarification from all available sources. It requires reflective thinking to interpret information without assumptions or premature conclusions. In probation, particularly within the ASPIRE model, it plays a central role in understanding the whole person, including the impact of race inequality and cultural experiences.

Albert Einstein (1952) once said, “I have no special talent. I am only profoundly curious,” capturing the mindset at the heart of professional curiosity. It’s not just a technical skill, but a deep, inquisitive engagement with people’s lives, essential in probation, social work and leadership.

In a collaboration with Megan Thomas, Ceri Halfpenny, and Jill Dealey from the University of Portsmouth we explored professional curiosity during a podcast (Professional Curiosity – Helen Amor, HMIP – Probation Perspectives) and a Probation Quarterly article (PQ35), aimed at PQIPs and professionals in the criminal justice system. This guest blog shares my insights from those discussions, focusing on core skills, barriers, and practical strategies to embed curiosity in everyday practice.

Professional curiosity in probation practice

In England and Wales, probation practitioners are increasingly encouraged to apply professional curiosity to enhance risk assessment and better understand the individuals they work with (Burton & Revell, 2018, in Phillips et al. 2022a). Its value extends beyond risk management and is fundamental to effective practice, genuine interest, triangulating information from multiple sources, and analysing behaviour critically, regardless of your role.

Phillips et al. (2022b) found that professional curiosity strengthens therapeutic relationships and deepens professional knowledge. Demonstrating interest fosters trust with people on probation, colleagues, and partner agencies, leading to more accurate and meaningful assessments. Practitioners must go beyond initial impressions, verify evidence, and ask, “what does this mean?” to fully understand individuals.

Findings from HMIP 2025 annual report

Although not a new concept, professional curiosity remains a vital skill in probation practice and requires ongoing reinforcement. HM Inspectorate of Probation’s 2025 annual report  identified professional curiosity as a critical area for improvement across probation services. Inspectors found that in 73% of cases reviewed, practitioners failed to demonstrate sufficient professional curiosity at key moments, such as when individuals disclosed new relationships, had contact with children, or committed further offences. These gaps led to missed opportunities for effective risk management and safeguarding. The report emphasised that professional curiosity must be embedded in everyday practice, supported by strong leadership and supervision to ensure it is consistently applied during case reviews and decision-making.

The role of professional curiosity in sound judgment

Professional curiosity ensures judgments are based on comprehensive evidence. Being transparent about why information is gathered, especially in safeguarding, helps build trust and supports robust assessment and planning. Open dialogue about risks and protective measures enhances engagement and promotes collaboration.

Though probing questions can be challenging, confidence grows with experience. Techniques like motivational interviewing (Miller & Rollnick, 2012) help individuals explore ambivalence, build motivation, and reduce resistance. In high-stakes environments like probation, curiosity is not optional. It is foundational to ethical, fair, and person-centred practice. When embedded across teams, it strengthens collective decision-making and can be the difference between missed risk and meaningful intervention (Westby et al. in Phillips et al. 2022b).

Core skills underpinning professional curiosity

HMIP (2022a, 2022b) identified several core skills that support professional curiosity. I highlight some of them below and practitioners should focus on developing these in their practice:

  • Self-awareness: Reflect on your own feelings, decisions, and biases. Be open to feedback and continuous learning.
  • Active listening: Fully engage with what is being said, personalise assessments, and identify inconsistencies.
  • Being inquisitive: Ask empathetic, timely questions to support decision-making, build rapport, and uncover hidden issues.
  • Being analytical: Define problems clearly, gather and interpret information, and test your understanding of risks and protective factors.
  • Professional courage: Challenge assumptions, question differing views, and apply critical thinking with persistence and clarity.
  • Building professional relationships: Use emotional intelligence, optimism, and clear boundaries to motivate change and reduce resistance. Help individuals feel understood and valued.

Practitioners should regularly reflect and ask themselves, how professionally curious am I?

Challenges to embedding professional curiosity in practice

Phillips et al. (2022a) highlighted structural, relational, and emotional barriers to embedding professional curiosity in probation practice.

  • Structural – limited time for skill development and inter-agency collaboration.
  • Relational – trust with colleagues and people on probation take time to build.
  • Emotional – burnout and fear of error can reduce

curiosity and confidence.

To overcome these challenges, professional curiosity must be prioritised daily by practitioners, managers, and leaders. This starts with a shared understanding that curiosity is not only about risk but also about building therapeutic relationships and supporting continuous development (HMIP, 2022a). Time should be protected for skill-building and inter-agency work, with clear roles and open information sharing.

Emotional well-being is equally important. Practitioners should access support, practice self-care, and engage in reflective supervision to manage stress (Phillips et al., 2022b). Awareness of bias and thinking errors is also crucial; actively seeking information that challenges assumptions (Kemshall, 2021).

Finally, appointments should be purposeful. Linking sessions to sentence plans and exploring the root of crises helps structure time effectively.

Conclusion

Professional curiosity is more than a skill, it’s a mindset that underpins ethical, effective, and person-centred probation practice. It enables practitioners to go beyond surface-level assessments, build meaningful relationships, and make informed decisions that support desistance and safeguard others.

While structural, relational, and emotional barriers exist, they can be addressed through organisational support, reflective supervision, and a commitment to continuous learning. By developing core skills such as active listening, self-awareness, and analytical thinking, and fostering a culture that values curiosity, probation professionals can enhance their impact.

Whether working directly with individuals or shaping service delivery, professional curiosity ensures we see the whole person, not just the offence, and respond with empathy, insight, and accountability.

For further guidance, and to access a range of academic resources and effective practice guides which focus on professional curiosity and related topics visit the HM Inspectorate of Probation website.

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