Top

Published in:

01-02-2016 | Theory Based Paper

The Life Course Perspective: a Guide for Genetic Counselors

Authors: Rebekah J. Hamilton, Nancy A. Innella, Dawn T. Bounds

Published in: Journal of Genetic Counseling | Issue 1/2016

Abstract

This is the first article in a two part series about utilizing the life course perspective (LCP) in genetic counseling. LCP can be a useful tool for genetic counselors when counseling people with a known genetic mutation. Previous theories such as Protection Motivation Theory (PMT) and Common Sense Model of Self-Regulation (CSMSR) examine current reactions to a positive genetic test result. LCP extends beyond the current time to explore temporal and contextual elements of the experience. A review of research revealed, LCP has been used to study the perspective of caregivers of people with Alzheimer’s disease, referral for a family history of breast cancer, Mexican American caregivers of older adult, social class and cancer incidence and cancer and the sense of mastery. Incorporating LCP into a study explaining the experiences of people living with a positive test result for a genetic mutation such as the BRCA mutation provides a comprehensive exploration of this experience.

Benjamin, C., Flynn, M., Hallett, C., Ellis, I., & Booth, K. (2008). The use of the life course paradigm and life course charts to explore referral for family history of breast cancer. International Journal of Nursing Studies, 45(1), 95–109. doi:10.1016/j.ijnurstu.2006.10.007.CrossRefPubMed

Burke, W., Khoury, M. J., Stewart, A., Zimmern, R. L., & Bellagio, G. (2006). The path from genome-based research to population health: development of an international public health genomics network. Genetics in Medicine, 8(7), 451–458. doi:10.1097/01.gim.0000228213.72256.8c.CrossRefPubMed

Carpentier, N., Bernard, P., Grenier, A., & Guberman, N. (2010). Using the life course perspective to study the entry into the illness trajectory: the perspective of caregivers of people with Alzheimer’s disease. Social Science & Medicine, 70(10), 1501–1508. doi:10.1016/j.socscimed.2009.12.038.CrossRef

de Kok, I. M., van Lenthe, F. J., Avendano, M., Louwman, M., Coebergh, J. W., & Mackenbach, J. P. (2008). Childhood social class and cancer incidence: results of the globe study. Social Science & Medicine, 66(5), 1131–1139. doi:10.1016/j.socscimed.2007.11.035.CrossRef

Elder, G. H., & Giele, J. Z. (2009). Life course studies: An evolving field. In G. H. Elder & J. Z. Geile (Eds.), The craft of life course research (pp. 1–25). New York: Guildford Press.

Evans, B. C., Crogan, N., Belyea, M., & Coon, D. (2009). Utility of the life course perspective in research with Mexican American caregivers of older adults. Journal of Transcultural Nursing, 20(1), 5–14. doi:10.1177/1043659608325847.PubMedCentralCrossRefPubMed

Hamilton, J. G., Lobel, M., & Moyer, A. (2009). Emotional distress following genetic testing for hereditary breast and ovarian cancer: a meta-analytic review. Health Psychology, 28(4), 510–518. doi:10.1037/a0014778.PubMedCentralCrossRefPubMed

Hamilton, R. J., Innella, N., & Bounds, D. (2015). Living with genetic vulnerability: a life course perspective. Journal of Genetic Counseling, xx(xx), xx.

Helmes, A. W. (2002). Application of protection motivation theory to genetic testing for breast cancer risk. Preventative Medicine, 35(5), 453–462.

Hutchinson, E. D. (2011). A life course perspective. In E. D. Hutchinson (Ed.), Dimensions in human behavior: The changing life course (4th ed., pp. 1–39). Thousand Oaks: Sage.

Leventhal, H., Meyer, D., & Nerenz, D. (1980). The common sense representation of illness danger. In S. Rachman (Ed.), Contributions to medical psychology (pp. 7–30). New York: Pergamon Press.

Leventhal, H., Nerenz, D. R., & Steele, D. J. (1983). Illness representations and coping with health threats. In A. Baum & J. Singer (Eds.), A handbook of psychology and health (pp. 219–252). Hillsdale: Erlbaum.

McFarland, M. J., Pudrovska, T., Schieman, S., Ellison, C. G., & Bierman, A. (2013). Does a cancer diagnosis influence religiosity? Integrating a life course perspective. Social Science Research, 42(2), 311–320. doi:10.1016/j.ssresearch.2012.10.006.CrossRefPubMed

O’Neill, S. M., Peters, J. A., Vogel, V. G., Feingold, E., & Rubinstein, W. S. (2006). Referral to cancer genetic counseling: are there stages of readiness? American Journal of Medical Genetics, 142C(4), 221–231.CrossRefPubMed

Prochaska, J. O., Redding, C. A., & Evers, K. E. (1997). The transtheoretical model and stages of change. In K. Glanz, F. M. Lewis, & B. Rimer (Eds.), Health behavior and health education: Theory, research and practice. San Francisco: Jossey-Bass Publisher.

Pudrovska, T. (2010). Cancer and mastery: do age and cohort matter? Social Science & Medicine, 71(7), 1285–1291. doi:10.1016/j.socscimed.2010.06.029.CrossRef

Rogers, R. W. (1983). Cognitive and psychological processes in fear appeals and attitude change: A revised theory of protection motivation. In J. T. Cacioppo, R. E. Petty, & D. Shapiro (Eds.), Social psychophysiology: A sourcebook (pp. 153–176). New York: Guilford.

Schwartz, M. D., Lerman, C., Brogan, B. M., Peshkin, B. N., Hughes-Halbert, C., DeMarco, T. A., et al. (2004). Impact of BRCA1/BRCA2 counseling and testing on newly diagnosed breast cancer patients. Journal of Clinical Oncology, 22(10), 1823–1829.CrossRefPubMed

Shiloh, S., Drori, E., Orr-Urtreger, A., & Friedman, E. (2009). Being ‘at-risk’ for developing cancer: cognitive representations and psychological outcomes. Journal of Behavioral Medicine, 32(2), 197–208. doi:10.1007/s10865-008-9178-z.CrossRefPubMed

van Oostrom, I., Meijers-Heijboer, H., Duivenvoorden, H. J., Brocker-Vriends, A. H., van Asperen, C. J., Sijmons, R. H., et al. (2007). The common sense model of self-regulation and psychological adjustment to predictive genetic testing: a prospective study. Psycho-Oncology, 16(12), 1121–1129.CrossRefPubMed

Vos, J., Oosterwijk, J. C., Gomez-Garcia, E., Menko, F. H., Collee, M. J., van Asperen, C. J., & Tibben, A. (2012). Exploring the short-term impact of DNA-testing in breast cancer patients: the counselees’ perception matters, but the actual BRCA1/2 result does not. Patient Education and Counseling, 86(2), 239–251. doi:10.1016/j.pec.2011.04.017.CrossRefPubMed

Weinstein, N. D., Rothman, A. J., & Sutton, S. (1998). Stage theories of health behavior: conceptual and methodological issues. Health Psychology, 17(3), 290–299.CrossRefPubMed

Title: The Life Course Perspective: a Guide for Genetic Counselors
Authors: Rebekah J. Hamilton
Nancy A. Innella
Dawn T. Bounds
Publication date: 01-02-2016
Publisher: Springer US
Published in: Journal of Genetic Counseling / Issue 1/2016
Print ISSN: 1059-7700
Electronic ISSN: 1573-3599
DOI: https://doi.org/10.1007/s10897-015-9878-9

Keynote webinar | Spotlight on sleep in brain health

Springer Medicine

The Life Course Perspective: a Guide for Genetic Counselors

Abstract

Keynote webinar | Spotlight on sleep in brain health

Springer Medicine

Abstract

Please log in to get access to this content

Other articles of this Issue 1/2016

Parents’ Perspectives on Variants of Uncertain Significance from Chromosome Microarray Analysis

Review of Spinal Muscular Atrophy (SMA) for Prenatal and Pediatric Genetic Counselors

Comparison of Informed Consent Preferences for Multiplex Genetic Carrier Screening among a Diverse Population

A Comparison of Telephone Genetic Counseling and In-Person Genetic Counseling from the Genetic Counselor’s Perspective

Reprogenetics, Genetic Tools and Reproductive Risk: Attitudes and Understanding Among Ethnic Groups in Israel

Attitudes and Knowledge of Maternal-Fetal Medicine Fellows Regarding Noninvasive Prenatal Testing