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Process
Have students share their examples of good counseling skills, especially focusing
on question asking. Then discuss with students the impact of the counselor’s good
skills on the patient.
Estimated time: 10–15 min.
Activity 6: Triad Role-Play
Three students practice using questions, primary empathy, and attending skills in
10–15-min role-plays taking turns as counselor, patient, and observer. Allow 10 min
of feedback for each role-play.
Criteria for Evaluating Counselor Questions
Concrete and specific (asks for examples)
Systematic (questions seem planful)
Comprehensive (covers thoughts, feelings, behaviors)
Uses silence
Avoids interrupting
Avoids use of “why” questions
Follows-up questions with primary empathy
Uses open questions where possible
Estimated time: 60–75 min
Process
In the large group, discuss what students learned from the role-plays, what concerns
or confusion they still have about questioning skills, and what they think about the
utility of questioning skills in genetic counseling.
Estimated time: 15 min.
Activity 7: Brainstorming Family History Content Areas
Students generate areas in which genetic counselors would question a patient to
obtain a family history and construct a pedigree. Instructor records their ideas on the
board and fills in any areas which they miss.
Estimated time: 15–20 min.
Activity 8: Constructing a Pedigree Model
Instructor interviews a volunteer from class (or from outside of class) to gather a
simulated family history and draws a pedigree on the board as the volunteer pro-
vides information. Instructor explains why she/he is using certain symbols, nota-
tions, lines, etc. as the interview progresses.
Estimated time: 45–60 min.
5 Gathering Information: Asking Questions