© Springer International Publishing AG, part of Springer Nature 2018 399
P. McCarthy Veach et al., Facilitating the Genetic Counseling Process,
https://doi.org/10.1007/978-3-319-74799-6
A
Active learning techniques
build relationship, 4–5
efficient, 5
exercises, 11–13
facilitate discussion, 6
facilitate role-plays
critical issues and debriefing, 10
feedback, 11
formats, 8–9
get started, 4
promote skills development
demonstrate/model, 8
organize class sessions, 7–8
use examples, 7
stay focused, 5
Advanced empathy, 78
class activity, 238–243
cultural considerations, 228–229
definition, 216
functions, 216–217
generate hypotheses about patient
situations/thoughts/feelings,
218–220
possible patterns, 224
challenges, 227–228
patient affective themes, 224
patient attitude, 225–227
patient defense patterns, 227
patient nonverbal behaviour patterns,
224
vs. primary empathy, 217–218
share hypotheses, 220–221
sources, 221–222
types, 222–223
written exercises, 243–246
Advice
challenges
believe, 292
faulty assumptions, 291
forget, 293
patient thinking, 292
satisfy, 291
class activity, 296
consequences, 287–288
definition, 284–285
genetic counseling, 285–287
suggestions, 288–291
written exercises, 300–301
Ambivalence, 232
American Society of Human Genetics
(ASHG), 35
Anger, 224, 263–264, 277
Anxiety, 61, 225, 268, 343
Apprehension, 225
Associative countertransference, 336
Attending skills
attentiveness, 53
challenges
anxiety, 61
couple interactions, 63
detachment, 61
enthusiasm, 60–61
genetic counseling modality, 64–65
limited communication ability, 62
low-key involvement, 61
overly concerned, 61
patient anger, 63
silence, 61–62
class activity, 68–71
cultural differences
communication preferences, 65Index