Form Follows Function: A Model for Clinical Supervision of Genetic Counseling Students
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| 024 | 7 | 0 | |a 10.1007/s10897-015-9837-5 |2 doi |
| 035 | |a (NATIONALLICENCE)springer-10.1007/s10897-015-9837-5 | ||
| 245 | 0 | 0 | |a Form Follows Function: A Model for Clinical Supervision of Genetic Counseling Students |h [Elektronische Daten] |c [Colleen Wherley, Patricia Veach, Meredith Martyr, Bonnie LeRoy] |
| 520 | 3 | |a Supervision plays a vital role in genetic counselor training, yet models describing genetic counseling supervision processes and outcomes are lacking. This paper describes a proposed supervision model intended to provide a framework to promote comprehensive and consistent clinical supervision training for genetic counseling students. Based on the principle "form follows function,” the model reflects and reinforces McCarthy Veach et al.'s empirically derived model of genetic counseling practice - the "Reciprocal Engagement Model” (REM). The REM consists of mutually interactive educational, relational, and psychosocial components. The Reciprocal Engagement Model of Supervision (REM-S) has similar components and corresponding tenets, goals, and outcomes. The 5 REM-S tenets are: Learning and applying genetic information are key; Relationship is integral to genetic counseling supervision; Student autonomy must be supported; Students are capable; and Student emotions matter. The REM-S outcomes are: Student understands and applies information to independently provide effective services, develop professionally, and engage in self-reflective practice. The 16 REM-S goals are informed by the REM of genetic counseling practice and supported by prior literature. A review of models in medicine and psychology confirms the REM-S contains supervision elements common in healthcare fields, while remaining unique to genetic counseling. The REM-S shows promise for enhancing genetic counselor supervision training and practice and for promoting research on clinical supervision. The REM-S is presented in detail along with specific examples and training and research suggestions. | |
| 540 | |a National Society of Genetic Counselors, Inc., 2015 | ||
| 690 | 7 | |a Genetic counseling supervision |2 nationallicence | |
| 690 | 7 | |a Supervision model |2 nationallicence | |
| 690 | 7 | |a Reciprocal-engagement model |2 nationallicence | |
| 690 | 7 | |a Clinical supervision |2 nationallicence | |
| 690 | 7 | |a Student supervision |2 nationallicence | |
| 690 | 7 | |a Supervision goals |2 nationallicence | |
| 690 | 7 | |a Supervision strategies |2 nationallicence | |
| 700 | 1 | |a Wherley |D Colleen |u University of Minnesota-Fairview, Minneapolis, MN, USA |4 aut | |
| 700 | 1 | |a Veach |D Patricia |u Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 E. River Road, 55455, Minneapolis, MN, USA |4 aut | |
| 700 | 1 | |a Martyr |D Meredith |u Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 E. River Road, 55455, Minneapolis, MN, USA |4 aut | |
| 700 | 1 | |a LeRoy |D Bonnie |u Department of Genetics, Cell Biology, and Development, University of Minnesota, Minneapolis, MN, USA |4 aut | |
| 773 | 0 | |t Journal of Genetic Counseling |d Springer US; http://www.springer-ny.com |g 24/5(2015-10-01), 702-716 |x 1059-7700 |q 24:5<702 |1 2015 |2 24 |o 10897 | |
| 856 | 4 | 0 | |u https://doi.org/10.1007/s10897-015-9837-5 |q text/html |z Onlinezugriff via DOI |
| 898 | |a BK010053 |b XK010053 |c XK010000 | ||
| 900 | 7 | |a Metadata rights reserved |b Springer special CC-BY-NC licence |2 nationallicence | |
| 908 | |D 1 |a research-article |2 jats | ||
| 949 | |B NATIONALLICENCE |F NATIONALLICENCE |b NL-springer | ||
| 950 | |B NATIONALLICENCE |P 856 |E 40 |u https://doi.org/10.1007/s10897-015-9837-5 |q text/html |z Onlinezugriff via DOI | ||
| 950 | |B NATIONALLICENCE |P 700 |E 1- |a Wherley |D Colleen |u University of Minnesota-Fairview, Minneapolis, MN, USA |4 aut | ||
| 950 | |B NATIONALLICENCE |P 700 |E 1- |a Veach |D Patricia |u Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 E. River Road, 55455, Minneapolis, MN, USA |4 aut | ||
| 950 | |B NATIONALLICENCE |P 700 |E 1- |a Martyr |D Meredith |u Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 E. River Road, 55455, Minneapolis, MN, USA |4 aut | ||
| 950 | |B NATIONALLICENCE |P 700 |E 1- |a LeRoy |D Bonnie |u Department of Genetics, Cell Biology, and Development, University of Minnesota, Minneapolis, MN, USA |4 aut | ||
| 950 | |B NATIONALLICENCE |P 773 |E 0- |t Journal of Genetic Counseling |d Springer US; http://www.springer-ny.com |g 24/5(2015-10-01), 702-716 |x 1059-7700 |q 24:5<702 |1 2015 |2 24 |o 10897 | ||