An Investigation of Genetic Counselor Experiences in Peer Group Supervision

Peer supervision groups have been studied in counseling fields including psychotherapy and social work. However, limited research exists regarding genetic counselor peer supervision groups. In the present study five major research questions were investigated: (1) How prevalent is peer group supervision among genetic counselors? (2) What motivates genetic counselors to join and continue to seek peer group supervision? (3) What comprises the content, agenda, and structure of group meetings? (4) What are participants’ perceptions of group dynamics, including conflicts, cohesion, and leadership? and (5) What are the perceived benefits and limitations of participating in peer group supervision? A total of 214 genetic counselors completed an online survey, and 70 (34.8%) reported being involved currently in peer group supervision. Fifteen of these 70 respondents were interviewed regarding their experiences in peer group supervision. Inductive analysis of their responses yielded 11 domains and 37 categories. Practice implications and research recommendations are discussed.     

The visual metacognition questionnaire: a measure of intuitions about vision

Recent research has revealed a series of striking limits to visual perception. One important aspect of these demonstrations is the degree to which they conflict with intuition; people often believe that they will be able to see things that experiments demonstrate they cannot see. This metacognitive error has been explored with reference to a few specific visual limits, but no study has yet explored people's intuitions about vision more generally. In this article we present the results of a broad survey of these intuitions. Results replicate previous overestimates and underestimates of visual performance and document new misestimates of performance in tasks that assess inattention blindness and visual knowledge. We also completed an initial exploratory factor analysis of the items and found that estimates of visual performance for well-structured information tend to covary. These results represent an important initial step in organizing the intuitions that may prove important in a variety of settings, including performance of complex visual tasks, evaluation of others people's visual experience, and even the teaching of psychology.     

A Survey of Clinical Supervision in Genetic Counseling

Three hundred and thirty-five full members of the National Society of Genetic Counselors completed a survey concerning the nature of clinical supervision for genetic counseling students. Slightly over half (54.3%, n = 182) had provided clinical supervision within the past 5 years. Of those who supervised, 66.7% had 5 years or less supervision experience, and 55% had supervised 10 or fewer students. The majority became supervisors because they enjoy teaching and contributing to the profession. Common reasons for not supervising include no local graduate program, and had never been asked to supervise. Live supervision is the most prevalent student evaluation method: every supervisor reported providing one-on-one oral feedback, and 47.3% indicated that they always provide feedback immediately following a counseling session. The most frequent challenges involve students who lack technical knowledge and who fail to incorporate feedback. Training, policy, and research implications are discussed.     

Marital Therapy Caught Between Person and Public: Christian Traditions on Marriage

This article addresses a crisis in marital therapy caught between concern for individual well-being and marriage as a social institution. Marital therapy would be enriched by conversation with three models of marriage: Roman Catholic subsidiarity theory, Protestant covenant view, and liberation theology and corresponding languages of social goods, covenant, and mutual responsibility. The authors urge therapists to see marriage as private and social at the same time and to help couples explore the meaning of marital commitment, the connection between personal well-being and marriage's wider social goods, and the dynamics of shared power and radical mutuality in marriage.     

Development of a Congruence Scale Based on the Satir Model

The Congruence Scale derives from the construct of congruence, the goal of therapeutic change in the Satir model. Congruence is conceptualized as a state of awareness, openness, and connection in three human dimensions: the Intrapsychic, Interpersonal, and Universal-Spiritual. Procedures in developing the Congruence Scale are described. Results provide evidence of concurrent validity with the Satisfaction With Life Scale and the Outcome Questionnaire. Four factors of the Congruence Scale are extracted from factor analysis: Intrapsychic-Interpersonal, Spiritual, Creative, and Communal. Further research to confirm the reliability and validity of the congruent construct is recommended.     

Parents’ Perceptions of Autism Spectrum Disorder Etiology and Recurrence Risk and Effects of their Perceptions on Family Planning: Recommendations for Genetic Counselors

Knowledge about the etiology of Autism Spectrum Disorders (ASDs) is increasing, but causes remain elusive for most cases. Genetic counselors are positioned to help families that have children with ASDs despite uncertainty regarding etiology. To determine how genetic counselors might best provide services, an anonymous survey was conducted with 255 parents whose children were diagnosed on the autism spectrum. Questions concerned: 1) their perceptions of ASD cause(s) and 2) recurrence risk, 3) whether perceived risk affected family planning decisions, 4) whether parents had received genetic services, and 5) how genetic counselors might assist families. The most prevalent perceived cause was genetic influences (72.6%). Most parents’ recurrence risk perceptions were inaccurately high and significantly affected family planning. Only 10% had seen a genetic professional related to an ASD. Parents provided several suggestions for genetic counselor best practices. Findings indicate the importance of genetic counselor awareness of parent perceptions in order to best help families who have children with ASDs.     

A Comparative Analysis of Ethical and Professional Challenges Experienced by Australian and U.S. Genetic Counselors

Ethical issues are an inevitable part of genetic counseling practice. Prior research identified 16 domains of ethical and professional challenges encountered by practitioners in the United States. In order to further validate these domains, the present study surveyed Australian genetic counselors. Sixty-three respondents rated the frequency with which they encountered each domain, and 39 individuals also provided personal anecdotes detailing their most challenging ethical and professional dilemmas. Every domain reportedly was experienced by the Australian sample. However, there were some differences between Australian respondents and U.S. genetic counselors in frequencies of domain occurrence, and in strategies recommended for resolving them. Several anecdotes illustrate challenging situations due to Australia’s geography, universal healthcare system, and the genetic counseling profession’s evolution in that country. The results generally validate domains identified for U.S. genetic counselors. They further suggest that certain ethical issues may manifest in ways unique to a given country, and therefore they must be addressed in a culturally-appropriate manner.     

An Investigation of Relationships among Genetic Counselors’ Supervision Skills and Multicultural Counseling Competence

As racial and ethnic diversity increase in the U.S., genetic counselor multicultural competence is growing in importance. In mental health counseling, supervisor multicultural competence has been shown to promote supervisees’ multicultural competence. Moreover, developmentally-advanced supervisors tend to be more effective. This study was designed to investigate relationships among genetic counselor supervisors’ perceived multicultural counseling competence and development as supervisors, and their ability to evaluate a supervisee’s multicultural skills. One hundred twenty-two supervisors completed an online survey of demographics, the Multicultural Counseling Knowledge and Awareness Scale, the Supervisor Development Scale, and a hypothetical vignette in which they evaluated a supervisee’s multicultural skills and provided written feedback. Stepwise multiple regression yielded five significant predictors accounting for 31% of the variance in accuracy of supervisor evaluations of the student: multicultural awareness, multicultural knowledge, age, supervision experience, and supervisor development. Six feedback themes were identified from written responses. Practice and research suggestions are provided.