caa a22 4500 605544972 CHVBK 20210128100934.0 cr unu---uuuuu 210128e20150401xx s 000 0 eng 10.1007/s10897-013-9647-6 doi (NATIONALLICENCE)springer-10.1007/s10897-013-9647-6 Genetic Counselor Perceptions of Genetic Counseling Session Goals: A Validation Study of the Reciprocal-Engagement Model [Elektronische Daten] [Julianne Hartmann, Patricia Veach, Ian MacFarlane, Bonnie LeRoy] Although some researchers have attempted to define genetic counseling practice goals, no study has obtained consensus about the goals from a large sample of genetic counselors. The Reciprocal-Engagement Model (REM; McCarthy Veach, Bartels & LeRoy, 2007) articulates 17 goals of genetic counseling practice. The present study investigated whether these goals could be generalized as a model of practice, as determined by a larger group of clinical genetic counselors. Accordingly, 194 genetic counselors were surveyed regarding their opinions about the importance of each goal and their perceptions of how frequently they achieve each goal. Mean importance ratings suggest they viewed every goal as important. Factor analysis of the 17 goals yielded four factors: Understanding and Appreciation, Support and Guidance, Facilitative Decision-Making, and Patient-Centered Education. Patient-Centered Education and Facilitative Decision-Making goals received the highest mean importance ratings. Mean frequency ratings were consistently lower than importance ratings, suggesting genetic counseling goals may be difficult to achieve and/or not applicable in all situations. A number of respondents provided comments about the REM goals that offer insight into factors related to implementing the goals in clinical practice. This study presents preliminary evidence concerning the validity of the goals component of the REM. National Society of Genetic Counselors, Inc., 2013 Genetic counseling goals nationallicence Reciprocal-Engagement Model nationallicence Models of practice nationallicence Process goals nationallicence Outcome goals nationallicence Genetic counseling models nationallicence Hartmann Julianne University of Nebraska Medical Center, Omaha, NE, USA aut Veach Patricia Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 E. River Road, 55455, Minneapolis, MN, USA aut MacFarlane Ian Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA aut LeRoy Bonnie Department of Genetics, Cell Biology, and Development, Institute of Human Genetics, University of Minnesota, Minneapolis, MN, USA aut Journal of Genetic Counseling Springer US; http://www.springer-ny.com 24/2(2015-04-01), 225-237 1059-7700 24:2<225 2015 24 10897 https://doi.org/10.1007/s10897-013-9647-6 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10897-013-9647-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hartmann Julianne University of Nebraska Medical Center, Omaha, NE, USA aut NATIONALLICENCE 700 1- Veach Patricia Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 E. River Road, 55455, Minneapolis, MN, USA aut NATIONALLICENCE 700 1- MacFarlane Ian Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA aut NATIONALLICENCE 700 1- LeRoy Bonnie Department of Genetics, Cell Biology, and Development, Institute of Human Genetics, University of Minnesota, Minneapolis, MN, USA aut NATIONALLICENCE 773 0- Journal of Genetic Counseling Springer US; http://www.springer-ny.com 24/2(2015-04-01), 225-237 1059-7700 24:2<225 2015 24 10897