134
Instructor Note
- History taking comprises a major component of initial genetic counseling ses-
sions. This activity provides practice in data gathering and summarization. - This activity can be extended such that each student takes pedigrees from several
other students. Given time constraints, it could be done as an “outside” exercise
rather than an “in class” activity. - Encourage the students to consider cultural issues and develop culturally appro-
priate questions.
Activity 11: Constructing and Interpreting Pedigrees (Dyads)
Students construct their own pedigrees. Dyads exchange pedigrees in class. Next,
each student attempts to write a narrative of the family history based on the pedi-
gree. The dyad members discuss the narratives and pedigrees until both are clear
and accurate.
Estimated time: 60 min.
Instructor Note
- The pedigree construction portion of the activity could be done outside of class.
5.6 Written Exercises
Exercise 1: Formulating Questions^1
Rewrite each of the following counselor closed-ended questions, turning them into
open-ended questions.
- Do you understand this information?
- Do you have any questions?
- Are you upset?
- Are you OK with having a child with Down syndrome?
- Does this test make sense to you?
- Do both of you agree about having this test?
- Does your fiancé know about this disease in your family?
- Do you want any more children?
Exercise 2: Using Questions Appropriately
Refer to the counselor-patient dialogue in this chapter where the counselor’s exces-
sive use of questions led to the patient feeling defensive. Create a similar dialogue
(^1) Adapted from Geldard and Anderson ( 1989 ).
5 Gathering Information: Asking Questions