352
- Would you be inclined to give her advice by telling her what you think she should
do if she receives abnormal test results?
Process
The whole group discusses their responses to the situation.
Estimated time: 30 min.
Activity 2: Transference Role-Play I (Triads or Small Groups)
Using the situation in Activity 1, engage in a 5- to 10-min role-play in which the
genetic counselor attempts to respond to patient expectations.
Process
Discuss in triads or in the whole group the counselor’s reactions and responses to
the patient, the patient’s reactions to the counselor’s interventions, and how transfer-
ence can be managed in genetic counseling sessions.
Estimated time: 45 min.
Activity 3: Transference Role-Play II (Triads or Small Groups)
Engage in a series of 5–10-min role-plays in which the patient selects one of the
types of transference described in this chapter (counselor as an ideal, counselor as
seer, counselor as nurturer, counselor as frustrater, counselor as nonentity). The
student should not tell anyone what type of transference she/he selected. The genetic
counselor attempts to manage the patient’s transference.
Process
Discuss in triads or in the whole group the counselor’s reactions and responses to
the patient, the type of transference students believe the patient acted out during the
role-play, and different ways transference can be managed in genetic counseling
sessions.
Estimated time: 45–60 min.
Activity 4: Countertransference (Think-Pair-Share Dyad
Discussion)
Students discuss with a partner their countertransference triggers, using the types of
triggers listed in written Exercise 3. They can have this discussion either before or
after completing the written exercise or in lieu of the written exercise.
12 Genetic Counseling Dynamics: Transference, Countertransference