Facilitating the Genetic Counseling Process Practice-Based Skills, Second Edition

25

Positive Corrective

Performance Reinforcement to continue behavior

Emphasizes sharing a perception or

thought

Example: I thought your summary was

well-organized

Reinforcement to modify behavior

Emphasizes sharing a perception or

thought

Example: I think your questions were

too lengthy

Personal Reinforcement to continue a behavior

Emphasizes sharing feelings

Example: When you listened to my

concerns as the patient about being at

risk, I really appreciated it

Reinforcement to modify a behavior

Emphasizes sharing feelings

Example: When you asked me why I felt

the way I did about having genetic

testing, I felt uncomfortable.

A 1.5.2 Giving Effective Feedback^2

Effective feedback is:

• Requested by the receiver, if possible.


• Given as promptly as possible after the observed behavior.


• Concise; it does not contain unnecessary detail or information.


• Focused on the person’s observable behavior, not the person’s character. For
  instance, “You didn’t look at the patient when you talked to her,” not, “You were
  strange and distant.”


• Given in a personal and non-threatening manner, avoiding moral or value judg-
  ments. For example, “When you look away when you talk to the patient, I get the
  impression you’re disconnected,” not, “Nobody likes people who look away
  when they talk.”


• Concerned only with behavior the person can modify. For instance, counselors
  cannot change their gender in order to connect better with a patient.


• Focused on the person’s strengths as well as limitations.


• Discussed by both giver and receiver until they can see each other’s
  perspective.


• Definite, not given and then “taken back.”

A 1.5.3 Receiving Feedback Effectively

When an individual receives feedback, the following behaviors can maximize its
effectiveness:

(^2) Adapted from: Danish et al. ( 1980 ).
Appendix 1.5: Giving and Receiving Feedback