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Normative and pragmatic dimensions o...

Fanning, Joseph B.

Normative and pragmatic dimensions of genetic counselingnegotiating genetics and ethics /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Normative and pragmatic dimensions of genetic counselingby Joseph B. Fanning.
Reminder of title:	negotiating genetics and ethics /
Author:	Fanning, Joseph B.
Published:	Cham :Springer International Publishing :2016.
Description:	vii, 151 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Genetic counseling.
Online resource:	http://dx.doi.org/10.1007/978-3-319-44929-6
ISBN:	9783319449296$q(electronic bk.)

Normative and pragmatic dimensions of genetic counselingnegotiating genetics and ethics /
Fanning, Joseph B.

Normative and pragmatic dimensions of genetic counselingnegotiating genetics and ethics /[electronic resource] :by Joseph B. Fanning. - Cham :Springer International Publishing :2016. - vii, 151 p. :ill., digital ;24 cm. - Philosophy and medicine,v.1240376-7418 ;. - Philosophy and medicine ;v.113..

LIST OF TABLES -- INTRODUCTION -- Methodology and Terminology -- Debbie's Case -- Mapping the Project -- Chapters; I. GENETIC COUNSELING: MODELS AND VISIONS -- Teaching and Psychotherapeutic Models of Genetic Counseling -- Spiritualist Tradition -- A Technical Vision of Communication -- Theses of the Technical Vision -- The Technical Vision and the Teaching Model of Genetic Counseling -- Evaluation -- A Therapeutic Vision of Communication -- Theses of the Therapeutic Vision -- The Therapeutic Vision and Psychotherapeutic Model of Genetic Counseling -- Evaluation -- Summary -- II. A RESPONSIBILITY MODEL OF GENETIC COUNSELING -- Responsibility Model -- Embodiment Tradition of Communication -- A Pragmatic Theory of Communication -- What is communication? -- What is meaning? -- Underwriting the Responsibility Model -- Summary -- III. GENETIC COUNSELING AND NONDIRECTIVENESS -- A Brief History of Nondirectiveness -- Nondirectiveness and the Teaching Model -- Nondirectiveness and the -- Psychotherapeutic Model -- Nondirectiveness and the Responsibility Model -- Evaluation of Models: Debbie's Case -- Summary -- IV. GENETIC COUNSELING AND SPIRITUAL ASSESSMENT -- Spiritual Assessment in Genetic Counseling -- Defining Spirituality -- Initial Motivations for Spiritual Assessment -- Explorations of Spiritual Assessment in Genetic Counseling -- HOPE Approach -- CEGRM -- Evaluation of Harms and Benefits -- Spiritual Assessment and Debbie's Case -- Teaching Model -- Psychotherapeutic Model -- Responsibility Model -- Summary -- CONCLUSION -- Implications -- Genetic Counseling and Professional Communication -- Medicine and Spirituality -- APPENDIX -- BIBLIOGRAPHY.

This book provides an elaboration and evaluation of the dominant conceptions of genetic counseling as they are accounted for in three different models: the teaching model; the psychotherapeutic model; and the responsibility model. The elaboration of these models involves an identification of the larger traditions, visions and theories of communication that underwrite them; the evaluation entails an assessment of each model's theses and ultimately a comparison of their adequacy in response to two important concerns in genetic counseling: the contested values of non-directiveness and the recognition of differences across perspectives, with special focus on how religious and spiritual beliefs of patients are coordinated with the networks of meaning in genetics. Several insights are made explicit in this project through the work of Robert Brandom. Brandom's deontic scorekeeping model demonstrates how dialogue is at the root of grasping a conceptual content. Against this backdrop, professional communications such as genetic counseling can be seen as late developments in linguistic practices that have structural challenges. Brandom's model reminds us that the professional needs the client's understanding to grasp conceptual content in a particular context.

ISBN: 9783319449296$q(electronic bk.)

Standard No.: 10.1007/978-3-319-44929-6doiSubjects--Topical Terms:

274270
Genetic counseling.

LC Class. No.: RB155.7 / .F36 2016

Dewey Class. No.: 616.042

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245 1 0 $a Normative and pragmatic dimensions of genetic counseling $h [electronic resource] : $b negotiating genetics and ethics / $c by Joseph B. Fanning.
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490 1 $a Philosophy and medicine, $x 0376-7418 ; $v v.124
505 0 $a LIST OF TABLES -- INTRODUCTION -- Methodology and Terminology -- Debbie's Case -- Mapping the Project -- Chapters; I. GENETIC COUNSELING: MODELS AND VISIONS -- Teaching and Psychotherapeutic Models of Genetic Counseling -- Spiritualist Tradition -- A Technical Vision of Communication -- Theses of the Technical Vision -- The Technical Vision and the Teaching Model of Genetic Counseling -- Evaluation -- A Therapeutic Vision of Communication -- Theses of the Therapeutic Vision -- The Therapeutic Vision and Psychotherapeutic Model of Genetic Counseling -- Evaluation -- Summary -- II. A RESPONSIBILITY MODEL OF GENETIC COUNSELING -- Responsibility Model -- Embodiment Tradition of Communication -- A Pragmatic Theory of Communication -- What is communication? -- What is meaning? -- Underwriting the Responsibility Model -- Summary -- III. GENETIC COUNSELING AND NONDIRECTIVENESS -- A Brief History of Nondirectiveness -- Nondirectiveness and the Teaching Model -- Nondirectiveness and the -- Psychotherapeutic Model -- Nondirectiveness and the Responsibility Model -- Evaluation of Models: Debbie's Case -- Summary -- IV. GENETIC COUNSELING AND SPIRITUAL ASSESSMENT -- Spiritual Assessment in Genetic Counseling -- Defining Spirituality -- Initial Motivations for Spiritual Assessment -- Explorations of Spiritual Assessment in Genetic Counseling -- HOPE Approach -- CEGRM -- Evaluation of Harms and Benefits -- Spiritual Assessment and Debbie's Case -- Teaching Model -- Psychotherapeutic Model -- Responsibility Model -- Summary -- CONCLUSION -- Implications -- Genetic Counseling and Professional Communication -- Medicine and Spirituality -- APPENDIX -- BIBLIOGRAPHY.
520 $a This book provides an elaboration and evaluation of the dominant conceptions of genetic counseling as they are accounted for in three different models: the teaching model; the psychotherapeutic model; and the responsibility model. The elaboration of these models involves an identification of the larger traditions, visions and theories of communication that underwrite them; the evaluation entails an assessment of each model's theses and ultimately a comparison of their adequacy in response to two important concerns in genetic counseling: the contested values of non-directiveness and the recognition of differences across perspectives, with special focus on how religious and spiritual beliefs of patients are coordinated with the networks of meaning in genetics. Several insights are made explicit in this project through the work of Robert Brandom. Brandom's deontic scorekeeping model demonstrates how dialogue is at the root of grasping a conceptual content. Against this backdrop, professional communications such as genetic counseling can be seen as late developments in linguistic practices that have structural challenges. Brandom's model reminds us that the professional needs the client's understanding to grasp conceptual content in a particular context.
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