Training activity information
Details
Prepare cases for discussion at counselling supervision which focus on the counselling relationship in a trainee consultation, critically reflect on the cases and develop an action plan for future patient interaction
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
- Effective use of counselling supervision
- Reflective practice
- Ethical issues
- Issues around the counselling relationship and application of knowledge to enhance the process of genetic counselling, including: transference and counter transference, and managing patient expectations
- Professional standards, including:
- AGNC code of ethics
- GCRB code of conduct
- Good scientific practice
- HCPC standards of proficiency
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 the key elements of a positive counselling relationship? What specific challenges exist within Genetic Counselling around the counselling relationship?
- What specific aspects of the counselling relationship in trainee consultations do you want to explore in supervision? What insights do you hope to gain about your role in the therapeutic relationship and how it impacts patient interaction?
- As you recall or review the consultations you intend to discuss in supervision, what specific interactions or moments stood out to you regarding the counselling relationship (e.g., moments of connection, tension, misunderstanding)? What aspects of your behaviour or the patient’s response are you particularly focusing on? Are you making notes about these specific points to discuss?
In action
- Are you able to identify key factors that influenced the counselling relationship in the case? Are you noticing any patterns in your interactions that might affect the relationship? What aspects of the relationship felt strong, and what felt challenging? How does this case relate to your understanding of a therapeutic relationship?
- Are you considering different interpretations of the interactions you observed or recall? Are you formulating questions for your supervisor to gain different perspectives on the counselling relationship? Are you thinking about alternative ways you might have approached specific moments to foster a stronger therapeutic alliance?
On action
- What elements did the Supervisor pick up on that you did not? Were there any observations you made where the Supervisor provided deeper insights
- What did this case teach you about the factors that influence the counselling relationship in genetic counselling? Did you identify any patterns in your interactions that affected the relationship? How does the development of a positive therapeutic relationship relate to the module’s learning outcomes on therapeutic relationships and patient autonomy?
- What actions will you take to enhance the counselling relationship in your future patient interactions based on your reflection on this case? What specific aspects of your approach will you modify? What support or guidance will you seek in supervision to further develop your understanding and skills in building effective counselling relationships?
Beyond action
- Looking back at the cases you prepared for supervision, and the action plans you developed, have you had opportunities to implement those plans? What were the outcomes? Has your understanding of the complexities of the counselling relationship deepened through subsequent supervision discussions and patient interactions? How do the dynamics you identified in those early cases compare to the counselling relationships you are currently developing?
- Has this focus on the counselling relationship influenced how you now approach building rapport and trust with patients? How has it shaped your ability to identify and address potential challenges in the therapeutic relationship? How has the experience of critically reflecting on these cases contributed to your ability to present and discuss complex relational issues in supervision?
- What key principles regarding the therapeutic relationship have been reinforced through this activity that will guide your practice as a qualified genetic counsellor? How will you continue to utilise supervision and reflective practices to monitor and enhance the counselling relationship throughout your career?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Apply counselling skills within genetic and genomic counselling consultations. |
| # 3 |
Outcome
Employ counselling skills to facilitate individual/couple and family decision-making. |
| # 5 |
Outcome
Use counselling supervision and reflection to appraise practice and develop counselling skills. |
| # 7 |
Outcome
Practice in accordance with the relevant standards. |