Training activity information
Details
Recognise and reflect on the adaptation process individuals and families go through as they adjust to their genetic situation in one of more cases
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Active listening skills to elicit this information
- Ability to establish a good rapport with individual/family
- Models of grief and loss
- Support mechanisms
- Family communication
- Different responses, such as guilt and shame
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What is your current understanding of psychological adaptation and coping mechanisms in the context of genetic diagnoses? What theoretical frameworks are you familiar with (even if introductory)?
- What range of responses do you anticipate observing or learning about?
- How will you prepare to recognise and understand these adaptation processes (e.g., reviewing relevant literature, discussing with your supervisor)? What potential challenges might arise in recognising these processes, and how might you address them?
In action
- As you observe or interact, what specific behaviours or communication cues are you noticing that might indicate adaptation processes (e.g., expressions of emotion, questions asked, coping mechanisms)?
- Are you able to identify different stages or types of adaptation responses as they emerge?
- How are you adjusting your communication style based on the apparent adaptation process of the individual or family? Are you considering seeking guidance from a supervisor if you are unsure how to respond to a particular emotional or psychological need?
On action
- What were the key observations you made regarding the adaptation processes of the individuals or families in the case(s) you considered?
- What have you learned about the range of psychological adaptation responses to a genetic situation? Were there any specific coping mechanisms you observed that were new to your understanding? Did you encounter any unexpected responses? How did your in-the-moment reflections during the observation (if applicable) shape your understanding of the adaptation process? How does understanding these adaptation processes relate to providing effective genetic counselling in the future?
- What have you learned about recognising the signs of adaptation in individuals and families? How will this influence how you approach future interactions with patients facing genetic situations? What further learning or resources might you need to better understand and support individuals and families through these adaptation processes?
- What did you recognise in the patient/family with respect to established models of adaptation (e.g. grief & loss)?
Beyond action
- Looking back at the cases you considered, has your understanding of the adaptation process evolved based on subsequent experiences or learning? How do different cases compare?
- How will your awareness of the adaptation process influence your current and future practice? What further learning about specific psychological models of adaptation might you pursue to enhance your future practice?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Apply counselling skills within genetic and genomic counselling consultations. |
| # 5 |
Outcome
Use counselling supervision and reflection to appraise practice and develop counselling skills. |