Journal of Genetic Counseling

, Volume 21, Issue 2, pp 177–178 | Cite as

Developing my Preferred Model of Genetic Counselling

  • Matthew Burgess
Professional Issues

I always enjoyed science, especially biology. When I was 14 years old in my third year of high school in Newcastle, New South Wales, Australia, we studied genetics. I remember learning the difference between autosomal dominant and recessive inheritance patterns, and how I loved completing punnet squares. At the end of that year I first heard about genetic counselling. One of my science teachers left teaching to study genetic counselling at Australia’s first university course in genetic counselling at The University of Newcastle. I stayed in touch with this teacher, and from the age of 15 I visited the clinical genetics unit where she worked once or twice each year. I finished high school, where biology and French were my two favourite subjects. I deferred a Science degree at The University of Newcastle and was lucky enough to be selected to be a Rotary Exchange student. I spent a year in the French Alps improving my French, learning to ski, and eating and drinking plenty of France’s...


Model of genetic counseling Defining moment 


  1. McCarthy Veach, P., Bartels, D. M., & LeRoy, B. S. (2007). Coming full circle: a reciprocal—engagement model of genetic counseling practice. Journal of Genetic Counselling, 16, 713–728.CrossRefGoogle Scholar

Copyright information

© National Society of Genetic Counselors, Inc. 2011

Authors and Affiliations

  1. 1.Genetic CounsellorAustin HealthVictoriaAustralia

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