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

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Roles

1. Counselors will be asked to demonstrate the skills covered up to that point in the
   course.


2. Patients will be expected to convincingly present the patient’s concerns. Their
   presentation should involve a certain amount of complexity, and their behavior
   should be realistic but not be so difficult that the genetic counselor is unable to
   practice the skills being covered. Examples of inappropriate patient behaviors
   are patient is too quiet or too talkative, mentally ill, and highly resistant.


3. Observers will be expected to watch the role-play and provide the counselor with
   feedback about the behaviors she/he used well (positive feedback) and about the
   behaviors which could be improved (corrective feedback). It is strongly recommended
   that observers make a written record of the role-play so that feedback is specific and
   chronological. One method is to divide a piece of paper into three columns:

Genetic counselor (co) Patient (Pt) Observer (Obs)

In the genetic counselor and patient columns, write down key phrases or sen-
tences. In the observer column, note any comments you might have about the
role-play.
Give your forms to the genetic counselor at the conclusion of feedback.

A 1.3.2 Role-Play #2: Interactive Training Model (ITM)^1

Format and Roles

This is a whole classroom role-play model to help develop counseling skills, self-
awareness, and working conceptualization skills. Class members take turns playing
one of the following roles: Counselor, patient, counselor advisors, patient advocate,
and audience. The audience will act as observers, and they will complete feedback
forms if a written form is used in the course. They will give these forms to the
counselor
The various roles involve the following:

• Patient—Gives realistic portrayal of details in scenario


• Patient advocate—Occasionally gives voice to patient’s inner dialogue by ver-
  balizing thoughts, feelings, and needs the patient does not share directly and the
  counselor is not addressing. This role should be played by the instructor for all or
  most role-plays when the students are novices


• Counselor—Treats commentary from patient advocate as if she/he were listen-
  ing to an intercom in the grocery store, taking it in, but carrying on in the
  role-play

(^1) From: Paladino et al. ( 2011 ).
Appendix 1.3: Guidelines for Student Role-Plays