353Process
The whole group discusses how they felt discussing their countertransference trig-
gers. Next the group generates ideas about ways to anticipate and manage their
countertransference reactions.
Estimated time: 30 min.
Activity 5: Countertransference (Triad Role-Plays)
In triads, the student who will be the counselor selects one of Watkins’ four types of
countertransference and plays this out in a 10–15-min role-play. The student should
not tell the other members of the triad which type of countertransference will be
demonstrated, and she/he should be subtle in showing the countertransference.
Estimated time: 30–45 min.
Process
Triads discuss the type of countertransference they thought the counselor demon-
strated and the counselor behaviors that indicated the countertransference. Next,
they should discuss the patient’s reaction to the counselor’s behaviors. They can
also discuss what the counselor could have said or done differently to manage the
countertransference and counsel more effectively.
Estimated time: 45 min.
Instructor Note
- The instructor could conduct a large group discussion of student reactions to the
role-plays on transference and countertransference as well as their thoughts
about these two counselor-patient dynamics.
Activity 6: Distress and Burnout (Think-Pair-Share Dyads)
Students take turns talking about a situation from their past where they experienced
distress and a situation where they experienced burnout and what they did to cope
with each experience. Next, they discuss what aspects of a career in genetic counsel-
ing might make them vulnerable to distress and burnout.
Estimated time: 30 min.
Process
The whole group offers strategies for dealing with distress and burnout. The group
can also discuss what aspects of genetic counseling may make them personally
vulnerable to distress and burnout.
Estimated time: 30 min.
12.6 Class Activities