Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ABGC > Guiding Models In GC and Empathy > Flashcards

Guiding Models In GC and Empathy Flashcards

1
Q

Rogers Person-Centered Counseling

A

-Respect
-Genuineness
+b/c of respect we don’t want to change client, just have to understand where our thoughts and feelings lie
+congruence
-empathy
*Unconditional positive regard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Congruence

A

Agreement between inner thoughts and outward expression of GC

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Nondirectiveness

A

Presentation of accurate info in a way that is applicable and comprehendable to them and allows them to make informed decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Kessler on non-directiveness

A

Aimed at promoting autonomy and self-directedness in order to build self-esteem and return control to them
-advice giving would undermine this

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Advice giving in GC

A
  • standard of care
  • medical recommendations
  • practice guidelines
  • but this isn’t giving our opinion it’s a means of providing tools for decision-making
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Value free language

A

Promotes importance of individual above their diagnosis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Narrative medicine

A

Giving patients the time to tell their story and actively listening and engaging, being moved by them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Kessler teaching model

A

Main focus is education, based on assumption clients are coming for new info to make their decisions

  • underestimates reactions, opinions, beliefs, etc and emphasizes cognitive processes
  • still meant to give info in an unbiased manner
  • relationship with client is based on authority not mutuality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Kessler Psychotherapeutic Model

A

Goal is to understand the client, bolster their inner sense of competence, reduce psychological distress, raise self esteem and promote them gaining back control
-also want to help them solve specific problems when possible
-based on assumption/perception that client comes for counseling for complex reasons
-emotions, reactions are factored into how education should be provided
+this is more complex and requires Counselor to use different skills to obtain information about the client, their skills, needs, limitations, etc in order to tailor education and be flexible
+education is used as a means to achieving these goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Biesecker and Peters Psychoeducation Model of GC

A

GC is a dynamic psycho-educational process based on genetic info

  • within a therapeutic relationship a client helps counselor to tailor technical and probabilistic information to them in a way that promotes their self-determination and adaptation over time
  • goal is to facilitate client ability to use genetic information in a personalized way that increases control and reduces psychological distress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Reciprocal Engagement Model

A
  • Veach et al 2007
  • client and counselor participate in a mutual process of educational exchange of genetic and biomedical information, based on their psychological identities
  • GC-client relationship is a medium in which this can occur
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Reciprocal Engagement Model Tenets

A

-education-genetic info is key
+biomedical info is essential, but not sufficient in ensuring patients learning, understanding and application of it to their situation
-relationship and rapport building are critical
-patient autonomy is supported
-patients are resilient
-patient emotions make a difference
+genetic info loaded and can cause cognitive and behavioral reactions in patients and families-emotional impact can make understanding difficult

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Genetic Counseling Outcomes

A
  • make a decision
  • manage condition
  • adapt to situation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Transference

A

Unconscious way client relates to GC based on his/her history of relating to others
-sometimes can see overreaction to situation due to this

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Countertransferance

A

Unconscious way GC relates to client based on history of relating to others
-could overidentify (more of a concern) or under/deidentify with client which can cause positive or negative interactions with patients due to the level of empathy in response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Kessler and countertransferance

A

No one is immune to suffering, but the GC experience with suffering is what can cause countertransferance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Associative countertransferance

A

Counselor shifts focus from client to their own reaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Projective Countertransferance

A

When the counselor has the misperception they understand exactly what the patient is going through because they have had similar experiences-does not account for differences in how the same thing may impact someone differently

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Rescuer Fantasy

A

Sign of countertransferance where you believe you are the only one who can reach the patient when others have failed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Self-Disclosure

A

Communication about oneself by GC to the client

-rule of thumb is not to do so, but really should be done situationally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Uses of self-disclosure

A

-builds trust in relationship
+by GC sharing it makes client not feel alone and maybe more open to sharing
-reinforces something the client shared
+shows you’re listening and relate
-could generate new perspectives
-could elicit strong emotions that may be important in aiding the GC to delve deeper and help client cope more effectively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Personal self-disclosure

A

Counselor shared something personal about themselves or their experiences in dealing with a situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Professional disclosure

A

Sharing of experiences with other clients and of working with others to help give the client more info and perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Advanced empathy

A

Goes beyond information provided by client and includes new insight into thoughts and behaviors

  • used to help clients express underlying thoughts and feelings
  • can be highly therapeutic and allows for greater expression
  • requires strong foundational rapport to be established
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Confrontation

A
  • technique used by GCs to directly challenge client on their view of themselves or their situation differently
  • goal is to help patient understand themselves more deeply
  • can only work when relationship has been established
  • start more tentatively and ease into this gradually to help gauge how patient will feel about it-remember patient may not react as expected
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Behaviors to confront

A
  • ambivalence
  • avoidance
  • distortions-twisted or unrealistic thinking
  • evasions
  • discordant non-verbals
  • smoke screens-deflection of topic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Guilt in genetics

A
  • real or imagined internal response to a feeling of responsibility or remorse
  • more frequent in AD or XL conditions because it’s one parent, with AR conditions it still exists, but it’s shared
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Defense reactions to guilt

A
  • repression and forgotten personal responsibility
  • intellectualization or rationalization
  • isolation and/or dissociation of feelings
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Guilt relieving strategies

A
  • authority-use of knowledge and professional role to explain why they don’t need to have guilt
  • normalization-reducing social and psychological isolation
  • reframing-helping perceptions take on a new less stressful meaning
  • limiting liability-setting boundaries to what an individual can and cannot have a role in
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Narcissistic wound

A
  • supplies theory that guilt is actually shame

- particularly with patients who may feel they have failed their child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

shame

A

painful feeling arising from the consciousness of something dishonorable, improper or ridiculous done by oneself or another
-external response to your perceptions of how others see you; usually related to self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

shame relieving tactics

A 
-develop working alliance
\+help proactively identify potential issues and aid patients in finding responses
-evoke feelings-using advanced empathy
-accentuate positive
-bolstering ego
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Kessler and overcoming shame

A

patient has to express their feelings and confess that they have the belief they are to blame, before they can become receptive to normalizing responses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

scaling questions

A

allowing patient to rate or rank their level of feeling about something or how they anticipate an outcome would effect them and why
-allows patients to uncover their emotions and thoughts about different scenarios so as to predict changes in those and help them make decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

empty chair technique

A

creating imaginative setting for patient to role-play and practice a conversation
-allows for feedback, trouble-shooting from self or counselor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

fantasy dialogue

A

individual having an internal conversation
-helps patients predict scenarios with themselves and how they might react or how they want to be told info or how their perspective of themselves might be altered

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

unconditional positive regard

A
  • part of Rogers client-centered model
  • idea that a person is valued as doing what is best for them to move forward constructively and respecting their self-determination
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

challenges to giving bad news

A
  • GC feels unprepared or is unprepared

- many clients perceive it to be a poor delivery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

breaking bad news

A
  1. planning
  2. assessing what is known
  3. assessing what is wanted from the client
  4. give a warning
  5. share the news
  6. respond to reaction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

planning

A
  • place: privacy both physical and emotional
  • time: asking permission, adjusting
  • people involved: patient, supports, who should not be there
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

assessing what is known and what is wanted

A

simple questions are useful, give them the space to change their minds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

give a warning

A

don’t belabor it, inform them to allow them to adjust and ask permission

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

share the news

A

be kind and be clear, no connotative terms (ex: not positive or negative about a result)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

respond to reaction

A

allow time for silence and processing from client because you cannot predict it; reflect what you’re seeing, being empathic, giving space if needed, clarify if needed

  • also assess possible need for further intervention without overdoing it
  • do not try to do too much; make yourself available to client, plan follow-up and discuss immediate next steps to give back control and normalcy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

anger response

A
  • apologize
  • give some explanation for your decision
  • may require confrontation or advanced empathy
  • provide space and ensure necessary follow-up will occur
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

unexpected responses

A
  • place ourselves in the position of client

- provide empathy and aid

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

theory of chronic sorrow

A

parents of children with ongoing needs may be thrown for a loop when something that happens reminds them of earlier challenges or reminds them of ways their child is different than other children

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

crisis

A

stressful event that threatens the psychological equilibrium of a client that overwhelms the normal coping response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

ACT model of crisis intervention

A

-Acknowledge
+name issue
+acknowledge feelings and normalize
+dispelling false information or beliefs
-Communicate
+demonstrate our versatility in understanding how to manage the situation
+providing confidence in client abilities
+creating a safe space for discussion
-Transition
+breaking down into steps
+providing alternatives and offering continued support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

goals in suicidal client management

A
  1. assess adequately regarding suicidal ideation
  2. decrease immediate danger
  3. stabilize and triage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

three components of risk

A
  • haplessness: feeling of ill-fatedness
  • hopelessness: feeling that nothing can get better
  • helplessness: nothing can make a difference and no one can help change circumstances
52
Q

assessing ideation

A
  • understanding intent, asking about plans and extent or imminence
  • provide support dependent upon threat level, then discuss alternatives
  • create safety to diminish threat
  • transfer of care can require bringing in additional departments or personnel or feeling as though the client is able to manage independently
53
Q

moral conviction

A

influenced by personal individualized beliefs (cultural, religious, philosophical, etc)

54
Q

ethical convictions

A

driven by deliberate considerations, sometimes professional standards such as those that guide course of action (guidelines, position statements, evidence-based research)

55
Q

Laws and ethics

A

Laws set a minimum standard for conduct of care, so failure to follow is punishable if the clinician does not follow those laws

56
Q

Ethics of care

A

Focuses on the values of interpersonal relationships (ie trust, love, compassion, empathy)
-idea is that genetics professionals act upon their need to care for the patient in the provider-client relationship

57
Q

Principle-based ethics

A

-used by modern medicine in overseeing clinical cases
-emphasis on moral reasoning and analysis
+how would a virtuous person respond?-principles of beneficence, nonmaleficence, autonomy, justice

58
Q

Code of ethics

A

Ideals set forth by professional organizations for clinicians to follow; can be superseded by state and federal laws
-For NSGC it’s based on our relationships and interactions and how we uphold those

59
Q

For themselves in code of ethics

A

Standards we uphold ourselves to (continuing education and staying up to date, yet recognizing our limitations also)

60
Q

GCs and clients in code of ethics

A

Upholding standards of autonomy, beneficence and nonmaleficence with our clients

61
Q

GCs and colleagues in code of ethics

A

Idea is to treat one another with respect and support each other

62
Q

Projection

A

Defense mechanism in which an individual denies the existence of feelings or emotions within themselves by perceiving or attributing them to others

63
Q

Displacement

A

Defense mechanism that involves taking out frustrations, feelings and impulses on less threatening people and objects

64
Q

Reaction-formation

A

Defense mechanism in which a person acts in opposition to their true thoughts or feelings, which may be socially unacceptable
-tends to be exaggerative, impulsive and inflexible

65
Q

ethic boards and committees

A
  • governing bodies without binding laws

- goal and purpose is to aid in the resolution of dilemmas

66
Q

repeating or reflecting

A

use of words or phrases from client in GC response; using part of their statement as yours, sometimes as a question

67
Q

paraphrasing

A

response is a rephrase of what we believe we heard from client
-counselor words capture essence of what was shared

68
Q

summarizing

A

combining thoughts and feelings stated by the client into a clearer, more poignant statement
-longer than paraphrase

69
Q

empathetic breaks

A

change in focus or dynamic of the session

70
Q

empathy

A

understanding someone’s lived experience and sharing in that understanding with them

71
Q

shared language

A

promoting partnership by mirroring the phrasing of the patient
-mirroring, modelling and contracting are all ways of implicating this

72
Q

compassion fatigue

A

lacking emotional strength, loss of energy

  • causes reduced ability to provide empathy
  • function of bearing witness to the suffering of others
73
Q

burnout

A

emotional exhaustion, depersonalization and reduced feeling of personal accomplishment related to prolonged exposure to demanding interpersonal situations
-related to the negative impact of systemic problems over time

74
Q

working alliance

A

stemming from mutually agreed upon goals and tasks

75
Q

redirect

A

refocusing when client has gotten off track

76
Q

riskiness of the gamble

A

risk as a combination of magnitude of uncertainty and level adversity
-factors and the amount, consistency and clarity of information regarding them will influence the judgement of adversity

77
Q

embodied knowledge

A

integration of personal beliefs and experiences into presented biomedical information that has been transformed by identifiable processes in order to make a decision

78
Q

adapting the message

A

requirement of facts to be communicated in a credible, comprehensive way

  • an effective risk formulation and presentation characterizes the needs of the intended audience and their current beliefs
  • ongoing process
79
Q

engagement

A

the cognitive and emotional involvement risk has for the client

  • fluctuates over time in a client
  • level predicts risk perception
  • higher level of this predicts better adaptations to a positive result
80
Q

experiential knowledge

A

derived from empathetic knowledge and connectedness to others experiences
-integral to understanding and risk perception

81
Q

Heuristic systematic model

A

systematic processing of information, beliefs, experiences, etc leads to an effortful tactic of informed decision making and improved understanding of risk over time
-promoting factors: personal relevance and self-affirmation opportunities, lack of time pressure, perceived accountability need, high perceived amount of information, personalized expression of risk and graphical presentation of risk

82
Q

availability heuristic

A

how easily examples of an outcome come to mind, based on “experience” (ex: knowing an affected individual)

83
Q

representative heuristic

A

interpretation of risk, based on prototypes or samples-inferring from a small sample to a large group
-ex: patient feeling as though their risk to have a BRCA mutation is higher than 50% based on family history

84
Q

anchoring heuristic

A

prior beliefs serve as a frame of reference, in which new information and risk figures are evaluated
-bias introduced by the first concept or risk figure discussed

85
Q

cognitive and emotional factors

A
  • optimism v. pessimism
  • attitude towards taking risks
  • preference for numerical format
86
Q

prior beliefs

A

client beliefs about level of risk; may be influenced by information from other providers, research, etc

87
Q

complexity

A

intricacy of risk figures

88
Q

uncertainty

A

associated with perception of the risk figure

89
Q

math ability

A

capability of the client to understand numerical values and probability

90
Q

competing values

A

importance of something else conflicts with the presented risk

91
Q

consequences

A

expected range of outcomes related to the presented risk

92
Q

binarization

A

tendency to view risk in only two categories

-ie risk will occur or not occur

93
Q

need for uncertainty reduction

A

emotional need to reduce uncertainty

94
Q

risk v. burden

A

occurs in light of the concepts of uncertainty and undesirability
-causes competition or weighing of the two in comparison with the other

95
Q

reactions to bad news

A
  • denial
  • anger
  • grief or despair
  • questioning
96
Q

denial

A

inability to acknowledge information, buys time

  • disbelief: heard not accepted
  • deferral: accepted, not implicated
  • dismissal: devalues legitimacy of info
97
Q

anger

A

seeks to blame, GC should help patient elaborate on the underlying feelings

98
Q

grief or despair

A

intense sadness regarding results, GC should discuss this with the patient and why the reaction is so strong

99
Q

questioning

A

asking “why me?”, GC should understand the driving question and address the emotion behind it

100
Q

interventions to patient reactions

A
  • continued support
  • time
  • empathy
  • acknowledgement
  • normalization
101
Q

confronting

A

coping by trying to change opinions of person in charge, combative

102
Q

distancing

A

coping by acting as if nothing happened

103
Q

seeking social support

A

coping by taking news with other people in hopes of learning more, engaging in conversation

104
Q

self-controlling

A

coping by keeping feelings to oneself

105
Q

accepting responsibility

A

coping by criticizing or blaming oneself

106
Q

escape-avoidance

A

coping by hoping for a miracle

107
Q

planning

A

coping by identifying and following next steps of an action plan

108
Q

positive reappraisal

A

coping by identifying an existing or potential positive outcome(s)

109
Q

repression

A

defense mechanism that stops emotions and memories from reaching consciousness

110
Q

denial

A

defense mechanism in which an emotional response is repressed and cannot be consciously expressed or recognized

111
Q

intellectualization

A

emotional response is repressed in this defense mechanism, and situation is attempted to be addressed through cognitive processes

112
Q

sublimation

A

“unacceptable” emotions are redirected into acceptable activities as a defense mechanism

113
Q

projective identification

A

a client’s defense mechanism behavior induces a repressed or unacceptable behavior in another, could be the GC

114
Q

identification

A

assumes the identity or behavior of another person

115
Q

regression

A

reverting to a less mature behavior as a style of defense mechanism

116
Q

undoing

A

defense mechanism that attempts to cancel out a distressing experience by doing something that signifies an opposite feeling

117
Q

Self-Psychology

A

self is dependent on shaping relational experiences

118
Q

relation theory

A

how connections foster coping and relational skills

119
Q

Family systems theory

A
  • adaptation of families as a whole to critical life events

- individuals best understood through family dynamics

120
Q

health belief model

A

fear or threat of a disease will motivate behaviors

121
Q

stages of change model

A
  1. pre contemplation
  2. contemplation
  3. decision
  4. action
  5. maintenance
122
Q

consumer information processing theory

A

patients process and use information in small, manageable chunks

123
Q

social learning theory

A

behaviors and environment are reciprocal systems

124
Q

theory of reasoned action

A

attitudes and social norms are important in behavioral intention

125
Q

common sense model

A

fear control is parallel to decision-making, so coping may interfere with positive behaviors

126
Q

transactional model of stress and coping

A
  • if something feels controllable, action is problem-focused

- if something feels uncontrollable, action is emotion focused

ABGC (34 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions