David Rintell, Ed

Biology 207AFall 2014Friday 9:00-12:00

Janet Rosenfield,

Phone: 617-413-2704 (mobile)Office hrs: Fridays 8:00-9:00 AM, or by appointment

David Rintell, Ed.D.

Phone: 617-734-6778 (mobile)

617-739-6100 (home)Office hrs: By appointment

Genetic Counseling Case ConferencesCourse Outline

Objectives

Presenta genetic counseling case integrating a specific counseling/psychotherapy modality, this can include non-traditional “modalities” with approval from Janet and David.
Prepare a publication-quality article, based on the class presentation, which meets the requirements of the Journal of Genetic Counseling. Submission of the paper to the JGC is encouraged.
Enhancecritical skills through reviewing colleague’s papers, pre-submission.
Improve clinical skills through mock interviews in class.

Requirements

Deliver an in-class clinical case presentation
Prepare and distribute handouts one week prior to presentation
Submit a written case presentation in The Journal of Genetic Counseling format
Review two papers written by classmates
Conduct a mock session in class
Serve as “client” in mock sessions in class
Participate actively in class discussion, and read all assigned materials before class

Projects

The In-class Clinical Case Presentation: Each student will present a clinical case report during class time. The presentationrepresents the application of a counseling modality or theory or area of research, i.e. guilt and shame, to a genetic counseling case in which the student participated as a clinician or an observer. The presentation is to be modeled on published case reports in the Journal of Genetic Counseling. Students are required to do in-depth research (in peer-reviewed journals or published books) in order to produce an acceptable presentation and paper. Electronic sources are generally not acceptable, and a student should consult the instructors before utilizing those sources. The chosen “modality” must be approved by the instructors. The presenter should provide handouts to the class (see below).

Each presentation (and paper) should include the following sections:

(a)Abstract

(b)Background information on the disease/disorder and the counseling/psychotherapy modality chosen.

(c)A summary of the genetic counseling encounter.

(d)A pedigree/genogram.

(e)A discussion of the psychosocial issues involved.

(f)A clear description of how the counseling/psychotherapy modality was, or could be, applied.

(g)Conclusion

After the presentation, the student will lead a class discussion. The student should plan discussion questions in advance. As part of the discussion, students may use role-play to show how the modality might be put into practice. The presentation and class discussion should take approximately 1.5-2 hours. Although the presenter will develop and discuss a specific case using one theoretical framework, during the discussion, students are encouraged to think flexibly and creatively.

Presentations should utilize PowerPoint or similar format. The PowerPoint file should be emailed to the instructors on the day of the presentation.

Handouts for the Case Presentation:

Handouts for class presentations are due one week prior to the date of the presentation. Handouts must include:

a.An abstract of the presentation/paper, an outline of the contents, and a bibliography

b.A pedigree

c.2-3 published articles from peer reviewed journals featuring a description/summary of the counseling/psychotherapy modality used.

All students are expected to come to class prepared to discuss the topic, having read the handouts and papers.

The Written Case Report:

The case report is a written version of the paper, which meets the publication requirements of The Journal of Genetic Counseling. An electronic version of the paper, and two colleague reviews, should be submitted to each instructor on or prior to the day of the class presentation.

The case report should follow the Instructions for Contributors as outlined in TheJournal of Genetic Counseling

Any case report that is not consistent with the format outlined in the Journal of Genetic Counseling (with references and citations in APA style) will not be accepted. However, students need not include a cover letter and figures need not be glossy photos or India ink drawings. If additional guidance is needed, please refer to the Publication Manual of the American Psychological Association: Fifth Edition (2009). American Psychological Association, Washington, D.C.: Author.

There are a number of on-line sources that help clarify APA publication format. A good one is:

For APA format regarding electronic media, please consult:

All written work submitted must:

Have page numbers
Use subheadings for discreet sections
Utilize references in the text, and reference section which follow the current APA format as per the APA Publication Guide
No reference should not be listed in the reference section if it is not cited in the text

The written material should be both spell-checked and proof-read. Often a spell checker will miss a mistake if the mistake is also a word. For example, if you meant to write “two” and wrote “to”, a spell-checker will not pick up the error.

Students are expected to use formal language as utilized in published professional material. Students are encouraged to utilize the writing center on campus.

Prior to submitting the report to the instructors, a draft of the paper should be formally reviewed by two classmates, utilizing with tracked changes. The instructors may return the paper to the author with a request for revisions. The revisions should be completed and submitted to the instructors utilizing “Tracked Changes,” to highlight the edits and revisions which have been made.

Serving as a reviewer: Each student will be required to review 2 papers being prepared by colleagues. Reviewers should read for content, meaning, and clarity. Their role is not one of a proofreader. Reviewer’s comments should be submitted to the author utilizing Microsoft WORD “Tracked Changes” or a similar format. Reviewer’s suggestions and comments should be incorporated in the final version of the case report that is submitted to the instructors. The “Tracked Changes” reviewer’s files should be submitted to the instructors by the student submitting the paper.

The Mock Session: Each student will conduct a mock genetic counseling session in class. These sessions will be videotaped. The student can choose any issue/topic/genetic disorder. Students are encouraged to explore counseling situations which the student finds particularly challenging. Copies of a one-page outline of the mock session for the class and instructors are due at the beginning of class on the day of the mock session. The Mock session should emphasize psychosocial issues, rather than information-giving. The mock sessions operate on the assumption that the family/medical histories have already been completed.

Start by “contracting” with the client/couple/family about the session, to begin the role-play and set the stage. Your mock session “clients” should be prepared/briefed about their role before the class. The mock session will be interrupted at 5-10 minute intervals so the observers can give feedback/suggestions to the participants. The entire class serves as case consultants, and all students are expected to contribute to the discussion. Each student is required to serve as a mock client in at least two mock sessions.

If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see the instructors immediately.

Schedule

Class 1: Friday, Aug. 29, 2014

A.Summer internship experiences reviewed

B.Introduction to the class

Class Discussion: Preparing a Manuscript

Readings for class discussion:

Bowen, Natasha (2003). How to Write a Research Article for the Journal of Genetic Counseling. Journal of Genetic Counseling125-21.

Brown, T, Garber, J., Muto, M., & Schneider, K.(1999). Case Report-Loyalty, Legacy and Ledger: Contextual Therapy in a Patient with a Family History of Ovarian Cancer. Journal of Genetic Counseling8 359-372.

Guidelines for Authors: Journal of Genetic Counseling (See above)

C. Using PowerPoint to support a presentation in class, journal club, or conference.

D. Complete Sign up for Topics/Dates for Class Presentations and Mock Sessions (see topic

list and dates of presentations set on schedule, both above). We will be confirming the

schedule of case presentations and mock sessions.

Class 2: Friday, Sept. 5, 2014

Due: Handouts for student presentation #1 are due and should be handed out in class or emailed.

A.Case Presentation: David Rintell. Suicide, with a focus on Multiple Sclerosis and genetic counseling.

Bosco, A.(2000). Caring for the care-giver: The benefit of a peer supervision group. Journal of Genetic Counseling9(5) 425-430.

Jacobs, D. & Brewer, M. (2004). APA Practice Guideline provides recommendations for assessing and treating Patients with suicidal behaviors. Psychiatric Annals34 (5)373-380.

Peters, J. (1994). Suicide prevention in the genetic counseling context. Journal of Genetic Counseling3(3) 199-213.

Rintell, D. & Stazzone, L. (2004). Suicide, depression, and MS. MS Progress Notes: A Newsletter for Health Professionals2(1). Available online: (accessed7/28/2014).

B.Case Presentation: Janet Rosenfield. A Case Report Involving the Role of Countertransference and Projective Identification in a Couple with an Ambiguous Prenatal Result

Readings for the case presentation:

1.Hamilton, NG (1992). Self and Others: Object Relations Theory in Practice. New Jersey: Jason Aronson Inc. 235-250.

2.Likhite, ML (2000). The Interface Between Countertransference and Projective Identification in a Case Presented to Peer Supervision. Journal of Genetic Counseling 9417-424.

3.Weil, Jon (2010). Countertransference: Making the Unconscious Conscious. In Leroy BS, McCarthy-Veach P, Bartels D, Genetic Counseling Practice: Advanced Concepts and Skills: Wiley-Blackwell: 175-195.

The Schedule for Class 3 and beyond will be finalized during the first class

Class 3: Friday Sept. 12, 2014

Due:1. Paper #1 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #1 for Class

3. Handouts for student presentation #2 to class and instructors

#1 Student Presentation & Counseling Theory Discussion

#1 Mock Genetic Counseling Session with Discussion

Friday, September 19, 2014: No Class NSGC

Friday, September 26, 2014: No Class Rosh Hashanah

Class 4: Friday, Oct. 3, 2014

Due:1. Paper #2 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #2 for class

3.Handouts for student presentation #3 to class and instructors

#2 Student Presentation & Counseling Theory Discussion

#2 Mock Genetic Counseling Session with Discussion

Class 5: Friday Oct. 10, 2014

Due:1. Paper #3 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #3 for class

3.Handouts for student presentation #4 to class and instructors

#3 Student Presentation & Counseling Theory Discussion

#3 Mock Genetic Counseling Session with Discussion

Class 6: Friday Oct. 17, 2014

Due:1. Paper #4 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #4 for class

3.Handouts for student presentation #5 to class and instructors

#4 Student Case Presentation & Counseling Theory Discussion

#4 Mock Genetic Counseling Session

Class 7: Friday, Oct. 24, 2014

Due:1. Paper #5 with copies of reviewer comments to David and Janet

2.Outline of Mock Genetic Counseling Session #5 for class

3.Handouts for student presentation #6 to class and instructors

#5 Student Case Presentation & Counseling Theory Discussion

#5 Mock Genetic Counseling session

Class 8: Friday, Oct. 31, 2014

Due:1. Paper #6 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #6 for class

3.Handouts for student presentation #7 to class and instructors

#6 Student Presentation & Counseling Theory Discussion

Class 9: Friday, Nov. 7, 2014

Due:1. Paper #7 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #7 for class

3.Handouts for student presentation #8 to class and instructors

#7 Student Presentation & Counseling Theory Discussion

#7 Mock Genetic Counseling Session with Discussion

Class 10: Friday, Nov. 14, 2014

Due:1. Paper #8 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #8 for class

3.Handouts for student presentation #9 to class and instructors

#8 Student Presentation & Counseling Theory Discussion

#8 Mock Genetic Counseling Session with Discussion

Class 11: Friday, Nov. 21, 2014

Due:1. Paper #9 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #9 for class

3.Handouts for student presentation #10 to class and instructors

#9 Student Presentation & Counseling Theory Discussion

#9 Mock Genetic Counseling Session with Discussion

Friday, Nov. 28, 2014: Thanksgiving break

Class 12: Friday, Dec. 5, 2014

Due:1. Paper #10 with copies of reviewer comments to David and Janet

2. Outline of Mock Genetic Counseling Session #10 for class

3.Brief Review of Term

#10 Student Presentation & Counseling Theory Discussion

#10 Mock Genetic Counseling Session with Discussion