371- Letting go of control (developed or became more aware of their open- mindedness
about patients’ views and decisions; learned not to direct patients to a certain
outcome; learned to recognize and manage their hot-button issues; and learned to
accept that some matters are uncontrollable).
Interpersonal lessons included: - Meaningfulness of patient relationships (deepening of empathy and ability to
relate to patients; learned how to manage patients’ difficult emotions as well as
their own). - Managing uncertainty (it is okay not to know everything; developed ability to
handle unknown or new situations as well as ambiguity).
Professional lessons included: - Discovery that certain professional activities (e.g., teaching, clinical work,
problem- solving, mentoring) were particularly enjoyable. - Certain traits, behaviors, and attitudes facilitate optimal functioning in the work-
place (e.g., taking ownership to get important work done, identifying priorities,
advocating for positive change). - Some reported learning lessons from handling undesirable aspects of the job,
such as issues with colleagues. - Energy and growth come from a commitment to ongoing learning from a variety
of sources.
Responses to the second question about advice for genetic counseling students
just starting their careers were coded into similar themes: intrapersonal advice,
interpersonal advice, and professional advice. “Across the themes and domains of
advice the major ‘take home’ points appear to be: (1) take care of one’s self by
learning coping behaviors, assertiveness in job settings, cultivation of non-work
related interests, and creation of ‘balance’ in life and work; (2) approach the profes-
sion and one’s work with an open mind about patients and ways of practicing genetic
counseling, and by learning from a variety of sources; (3) cultivate self-confidence
by learning to manage high expectations of self and others; (4) focus on becoming
autonomous in one’s professional functioning, including knowing when and how to
seek support from others; (5) taking charge of one’s professional and career
development by seeking out responsibilities and additional roles, and participating
in national organizations; and (6) learning to let go of one’s agenda and information-
driven approach in order to empathically attend to psychosocial aspects of cases”
(Runyon et al. 2010 , p. 383).
Zahm et al. ( 2016 ) interviewed novice, experienced, and seasoned genetic coun-
selors about their professional development. Based on their findings, the researchers
developed a model for genetic counselor professional development shown in
Fig. 13.1.
Zahm et al. ( 2016 ) described professional development as “an on-going, non-
linear, and gradual process, with ‘defining moments’ or key events providing addi-
tional ‘bursts’ of influence. Professional development processes, influences, and
13.5 Reflective Practice and Professional Development