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We would add a fifth criterion:- The student responds defensively to critical feedback by denying or projecting
(e.g., “It’s your fault I haven’t done better”); defending the behavior as a differ-
ence in learning style, interpersonal style, or cultural difference when this is not
the case; pleading or bargaining; challenging the validity of the helping skills
approach; and/or avoiding further feedback.
1.3.4 Student Resistance
It is natural for students to feel varying amounts of anxiety and resistance when
learning and using genetic counseling skills. Resistance “... may stem from
decreased confidence, fear of causing harm or a lack of clarity of psycho-social
goals” (Shugar 2017 , p. 215). They may be resistant to different aspects of helping
skills training for one or more additional reasons, including:
- They are afraid of the unknown.
- They are worried they are not/will not be good genetic counselors.
- They do not see the relevance of a particular topic, activity, etc.
- They don’t want to look foolish or incompetent in front of others.
- They are used to being A students who, in many courses, could memorize mate-
rial and receive a perfect grade. Helping skills training is distinct because there
is always something the counselor could have done differently. - Your instructions/expectations are not clear and/or are inconsistent.
Furthermore, when students go through basic helping skills training without hav-
ing ever done genetic counseling, they may tend to (a) think genetic counseling is
easier to do than it is; (b) discount some of the feedback they receive because it’s not
from a patient or clinical supervisor; and (c) discredit some aspects of the helping
skills model, theory, and skills. For instance, they may be dogmatic about how they
think genetic counseling should be done; this is common for novices who need
some certainty in order to deal with their anxiety about being beginners.
1.3.5 Strategies for Addressing Student Resistance
There are several things you can try to work through student resistance:
- Ask yourself whether the resistance is justified (e.g., you did not provide clear
instructions; the relevance of a particular activity is questionable; etc.). - Create situations where you gradually increase the difficulty/threat level of what
you ask students to do so they can ease into these activities and be more success-
ful in doing them. - Provide a rationale for each topic and activity. If you are challenged (e.g., “Why
are we doing this anyway? It seems like a waste of time!”), ask the group, “Why do
1 Guidelines forfiBook Users: Instructors, Supervisors, andfiStudents