McIntosh Nathalie, Dircks Anita, Fitzpatrick Jennifer, Shuman Cheryl
Genetic Counseling Program, Brandeis University, Waltham, Massachusetts 02454, USA.
J Genet Couns. 2006 Aug;15(4):225-43. doi: 10.1007/s10897-006-9029-4.
Games are defined as ongoing series of complementary ulterior transactions that are superficially plausible but have a concealed motivation to maximize pay-offs and minimize penalties for the initiator. While some games are harmless and part of socialization, others are destructive. Destructive game-playing in clinical supervision, in which game-playing (initiated by either supervisors or students) interferes with a student's realization of internship goals, has been documented in some allied healthcare professions but has not yet been studied in genetic counseling. Genetic counselors and clinical supervisors of genetic counseling students were anonymously surveyed regarding their experiences with destructive game-playing. Results show that such games do occur in genetic counseling clinical supervision. Some games are the same or similar to ones previously described in other health-care professions; others may be unique to genetic counseling. The purpose of this paper is to document these games as a first step to facilitating dialogue, understanding and awareness of them.
游戏被定义为一系列持续的互补性隐蔽交易，这些交易表面上看似合理，但背后隐藏着一种动机，即让发起者获得最大回报并将惩罚降至最低。虽然有些游戏无害且是社交化的一部分，但其他一些游戏则具有破坏性。在临床督导中存在破坏性游戏行为，即（由督导或学生发起的）游戏行为干扰学生实现实习目标，这在一些联合健康职业中已有记录，但在遗传咨询领域尚未得到研究。我们对遗传咨询师和遗传咨询专业学生的临床督导人员就他们在破坏性游戏行为方面的经历进行了匿名调查。结果表明，此类游戏在遗传咨询临床督导中确实存在。有些游戏与之前在其他医疗职业中描述的相同或相似；其他一些游戏可能是遗传咨询所特有的。本文的目的是记录这些游戏，作为促进对此类游戏进行对话、理解和认识的第一步。
