Counselling Tutor Podcast

Supporting Therapists and Clients Through Peri and Post Menopause - Door Knobbing in Counselling In Episode 359 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore getting over cancellation guilt, looking at what therapist cancellation guilt means, why it arises, and how to approach it with compassion and professionalism. Then in ‘Practice Matters’, Rory speaks with Ruth Hill about supporting therapists and clients through perimenopause and post menopause - challenging outdated views and reframing this life stage as one of growth, not decline. And finally, in ‘Student Services’, Rory and Ken discuss the phenomenon of doorknobbing - those last-minute disclosures from clients - and how to respond ethically and sensitively in practice. Getting Over Cancellation Guilt [starts at 03:09 mins] In this section, Rory and Ken explore getting over cancellation guilt, examining the emotional impact on therapists when they must cancel sessions and offering compassionate strategies to reframe the experience. Key points discussed include: Cancellation guilt is a common emotional experience, especially when sessions are called off at short notice. Ethically, prioritising self-care supports safer practice and protects the therapeutic relationship. Cancelling when unwell models healthy boundaries and gives clients permission to do the same. Communication is key - offer reassurance, alternative times, and avoid oversharing to prevent client worry. Contracting for cancellations upfront can reduce confusion and help manage expectations. Use supervision to explore guilt, recognise blind spots, and develop resilience in responding to these scenarios. Supporting Therapists and Clients Through Peri and Post Menopause [starts at 21:57 mins] In this week’s ‘Practice Matters’, Rory speaks with Ruth Hill, REBT therapist and sports scientist, who shares insights from her CPD lecture on menopause and its implications for therapy. Key points from this conversation include: Menopause is often overlooked, under-celebrated, or medicalised - yet it is a significant life stage deserving validation. Therapists must reframe menopause as a natural transition rather than a deficit or decline. Ruth highlights how REBT and the ABCDE model can help clients challenge perfectionism and internalised stigma. Brain rewiring during menopause affects cognitive and emotional functioning - requiring compassion, not self-blame. The therapy space should allow for honest dialogue, normalising experiences like brain fog or hot flushes without shame. Menopause also affects therapists - being human and modelling acceptance benefits both client and practitioner. Door Knobbing in Counselling [starts at 45:39 mins] In this section, Rory and Ken explore ‘door knobbing’ - when clients make significant disclosures just before leaving a session - and how practitioners can navigate this with care. Key points include: A doorknob comment is typically a serious or emotionally charged disclosure made at the end of a session. Clients may use this as a safety mechanism, dropping difficult truths when time is limited. Therapists should hold the client emotionally and assess immediate risk if necessary. Revisit doorknob comments in the next session with sensitivity - offer choice, don’t impose an agenda. Supervision is essential when managing potential safeguarding issues or feeling overwhelmed. Know agency policies and procedures - particularly for harm to self or others - and act accordingly. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Published: 13 December 2025

The Horn Effect and Autism – Don’t Lose You in Counselling Training In Episode 358 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we discuss letting go of the outcome in counselling - why embracing client autonomy matters. Then in ‘Practice Matters’, Rory speaks with Paula Jones about the Horn Effect and autism - how unconscious bias can shape perceptions of neurodivergent individuals. And finally, in ‘Student Services’, Rory and Ken explore not losing yourself in counselling training - staying authentic while growing through your studies. Letting Go of the Outcome in Counselling [starts at 03:18 mins] In this section, Rory and Ken explore how holding on to an expected outcome can compromise client autonomy and therapeutic presence, highlighting the importance of letting go of the outcome in counselling. Key points discussed include: Fixating on a client’s outcome may cause the therapist to override the client’s direction or autonomy. Therapy is not linear - clients may change goals or progress in unexpected ways. The BACP and NCPS frameworks emphasise client autonomy and non-directive practice. Supervisors play a key role in helping counsellors identify when they’re steering the process. Letting go involves being mindful, present, and trusting the client’s self-directed journey. Progress may be subtle or delayed; the therapist’s role is to offer presence, not direction. The Horn Effect and Autism [starts at 28:48 mins] In this week’s ‘Practice Matters’, Rory speaks with Paula Jones, a neurodivergent leadership consultant and coach, about the Horn Effect and how unconscious bias impacts perceptions of neurodivergent clients. Key points from this conversation include: The Horn Effect is a cognitive bias where one perceived negative trait skews the entire perception of a person. Neurodivergent individuals often experience quick, unjustified judgements in professional and social settings. Misunderstandings can arise from masking, directness, or non-normative behaviours. Paula highlights the need for neurodivergent-sensitive intake processes and safe, accepting therapeutic spaces. Therapists should be aware of their own unconscious biases and create space for clients to be themselves. The interview includes powerful personal experiences and practical suggestions for inclusive practice. Don’t Lose You in Counselling Training [starts at 58:43 mins] In this section, Rory and Ken explore how training can challenge students’ sense of self and how to stay grounded through the process. Key points include: Students may feel they need to become someone else to be a good counsellor. Counselling training can feel intense - it's important to maintain perspective. True personal growth enhances who you are rather than replacing your identity. Authenticity is key - it's okay to be yourself and still be professional. Supervision and personal therapy support students in processing and integrating their development. Sarah Henry joins to share insights on navigating authenticity and maintaining your core self during training. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 6 December 2025

Maximising Your Website Presence – Should Counselling Students Pay for a Placement? In Episode 357 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in 'Ethical, Sustainable Practice', we discuss what to do when your usual supervisor isn’t available. In planning for alternative supervision cover, we explore how to ensure you stay ethical and supported during supervisor absences. Then in ‘Practice Matters’, Rory speaks with Daragh Mac Loughlin from WebHealer about how to maximise your website presence and build a joined-up online identity across web and social platforms. And finally, in ‘Student Services’, Rory and Ken address a hot topic - should counselling students pay for a placement? With insight from Paul Cullen, they look at fairness, value for money, and what to consider if faced with this scenario. Planning for Alternative Supervision Cover [starts at 03:33 mins] Having a backup plan for supervision is crucial - this segment explores how to stay compliant, safe, and client-focused when your supervisor is unexpectedly absent. As part of planning for alternative supervision cover, it’s important to know where to turn if you suddenly need short-term or emergency support. You are ethically required to maintain regular supervision, even during supervisor absences. Consider forming a plan ahead of time for temporary, short-term, or emergency supervision cover. Replacement supervisors should match your client group, modality, and level of risk. Peer consultations can be useful for support, but do not replace formal supervision. Review your ethical body’s rules - students especially must ensure their hours are counted. For counsellors looking for reliable supervision options — including temporary or emergency cover — you can explore a directory of qualified online supervisors at Counselling Tutor's Supervisor Directory Maximising Your Website Presence [starts at 31:42 mins] Daragh Mac Loughlin from WebHealer shares expert tips for creating a strong, connected online presence that builds trust and converts browsers into clients. First impressions count - use a clear, current photo and accessible language to build trust. Align your website and social platforms to create a consistent and professional digital identity. Keep your website fresh with long-form content, updates, and CPD reflections. Use short-form social media posts to lead traffic to your more in-depth website content. Monitor performance with tools like Microsoft Clarity to track user behaviour and optimise engagement. Treat your website as a living tool, not a one-time setup - invest time in nurturing it. Should Counselling Students Pay for a Placement? [starts at 57:41 mins] This contentious issue is explored with input from Paul Cullen - looking at whether charging for placements is fair, ethical, or ever appropriate. Some charities ask students to pay fees to cover clinical leads or provide additional training. Students should ask what’s included - DBS checks, supervision, insurance, or CPD. Placements should offer proper triage to allocate clients within a student’s competency. Be mindful that fees could exclude passionate students without financial means. Students are assets, bringing enthusiasm and current theory - placements also benefit from them. Always check the value of what’s offered and weigh up if it supports your learning journey. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 29 November 2025

EMDR: A 21st-Century Approach to Trauma – AI and Plagiarism in Counselling Training In Episode 356 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore the sensitive topic of lying in therapy, examining why clients may lie or conceal information through a trauma-informed perspective and how therapists can respond with compassion. Then in ‘Practice Matters’, Rory speaks with Andrew Kidd about EMDR therapy - what it is, how it works, and why it's considered a cutting-edge 21st-century therapeutic intervention. And finally, in ‘Student Services’, Rory and Ken discuss the rising concern of AI and plagiarism in counselling training, including guidance for ethical use and how assessment may evolve. Lying in Therapy [starts at 03:11 mins] In this section, Rory and Ken examine lying in therapy, unpacking the nuances behind client dishonesty and offering guidance on how therapists can navigate concealment with empathy. Key points discussed include: Lying in therapy is common and often rooted in past trauma or a need to protect the self. Concealment may serve as a survival mechanism shaped by earlier life experiences. Incongruence between a client’s words and behaviours can be gently explored without judgement. Strong therapeutic relationships and non-judgemental approaches create safety for honesty to emerge. Therapists are often not adept at detecting lies - emphasis should be placed on understanding behaviour rather than catching deception. Dishonesty can signal areas of deep pain; responding with curiosity rather than confrontation is key. EMDR: A 21st-Century Approach to Trauma [starts at 23:40 mins] In this week’s ‘Practice Matters’, Rory speaks with Andrew Kidd, BACP senior accredited counsellor and EMDR Europe accredited practitioner, about EMDR as a powerful method for trauma reprocessing. Key points from this conversation include: EMDR (Eye Movement Desensitisation and Reprocessing) originated in 1987 and integrates neurobiological and relational approaches. It is not a talk therapy but an experiential, highly structured method using bilateral stimulation (e.g. eye movements). The eight-phase protocol includes history taking, preparation, activation, desensitisation, installation, body scan, closure, and re-evaluation. EMDR enables clients to process traumatic memories without needing to disclose every detail to the therapist. Training is intensive and requires therapists to already be accredited and trauma-informed. Andrew will be offering an EMDR overview lecture inside the Counsellor CPD Library soon. EMDR Association UK AI and Plagiarism in Counselling Training [starts at 52:34 mins] In this section, Rory and Ken discuss the impact of AI tools like ChatGPT on assignment writing and how to ethically and responsibly integrate technology into counselling education. Key points include: Assignments must be students’ own work - AI-generated content must be clearly acknowledged and referenced. AI can be used as a planning or brainstorming tool, not as a substitute for personal reflection or lived experience. Joint Council for Qualifications (JCQ) guidance outlines AI use as malpractice if not transparently declared. Reflective and experiential elements of counselling training cannot be replicated by AI. Tutors are encouraged to explore diverse assessment methods beyond written essays to evaluate learning authentically. Academic correspondent Sarah Henry shares how relational, discussion-based, and observational assessment can complement or replace traditional formats. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 22 November 2025

The Cost of Caring with Ona Clark – Client Desires, Therapist Boundaries - Erotic Transference Explored In Episode 355 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they discuss the importance of having a clinical will - why it matters, what it should include, and how it upholds your ethical responsibilities. Then in ‘Practice Matters’, Rory speaks with Ona Clark about the cost of caring - highlighting the emotional, financial, and systemic barriers that many face when training to become a counsellor. And finally, in ‘Student Services’, Rory and Ken explore erotic transference - how to recognise it, work with it ethically, and maintain clear professional boundaries. The Importance of a Clinical Will [starts at 03:36 mins] In this section, Rory and Ken unpack the ethical and legal reasons for having a clinical will and how it ensures continuity of care for clients. Key points discussed include: A clinical will ensures that clients are treated ethically and professionally in the event of a therapist’s death or incapacitation. Ethical frameworks now state that therapists should have a clinical will - it’s no longer optional. The document designates an executor (often a peer or supervisor) who can securely manage client data and provide closure for clients. Therapists must include clear details about client records, contracts, supervision, and how information is stored and accessed. Loved ones and supervisors should be informed of the will’s existence and who the executor is. Clinical wills uphold confidentiality, legal compliance, and demonstrate professional responsibility. The Cost of Caring with Ona Clark [starts at 34:07 mins] In this week’s ‘Practice Matters’, Rory speaks with neurodivergent counsellor and advocate Ona Clark, who shares her personal and professional reflections on the hidden costs of becoming a therapist. Key points from this conversation include: Training to become a counsellor carries hidden financial burdens - from personal therapy and unpaid placements, to travel and supervision. These costs disproportionately affect students from lower-income and underrepresented backgrounds. Ona highlights the additional emotional labour experienced by Black and minoritised trainees, often working harder to feel seen and heard. Mental health impacts of financial strain include burnout, anxiety, and difficulty engaging in personal development. Greater funding, policy reform, and access to therapy for counsellors are needed to build a more inclusive profession. Ona’s campaign “The Cost of Caring” calls for structural change - raising awareness and seeking support through petition and advocacy. Ona also writes thoughtfully about the experiences of survivors in her article, Beyond the Silence: 8 Things Survivors Need from Counsellors — exploring how therapists can create spaces of safety, empathy, and understanding in their work. Plus, she is featured in the latest issue of the National Counselling & Psychotherapy Society (NCPS) magazine, where she expands on themes of neurodivergence, grief support and mental-health advocacy. Client Desires, Therapist Boundaries – Erotic Transference Explored [starts at 58:35 mins] In this section, Rory and Ken explore the complex phenomenon of erotic transference and how therapists can respond ethically and professionally. Key points include: Erotic transference refers to romantic or sexual feelings a client may develop toward their therapist - often rooted in earlier attachment patterns or unmet emotional needs such as validation or closeness. The term was coined by Sigmund Freud in the early 20th century (c. 1912–1915), who described it as Übertragungsliebe - a sexualised form of transference not to be gratified, but analysed within therapy.

Transcribed - Published: 15 November 2025

Draft BACP Ethical Framework for 2025 – REBT: Clear Definitions In Episode 354 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore the draft BACP Ethical Framework for 2025 - highlighting key proposed changes and what they might mean for practitioners. Then in ‘Practice Matters’, Rory speaks with Ruth Hill about REBT – Rational Emotive Behavioural Therapy – offering clear definitions and practical insights for working with beliefs and emotional responsibility. And finally in ‘Student Services’, Rory and Ken discuss how to navigate personal triggers in counselling training - and why these moments offer powerful opportunities for growth. Draft BACP Ethical Framework for 2025 [starts at 03:29 mins] In this section, Rory and Ken discuss the new draft of the BACP Ethical Framework and how it reflects the evolving nature of therapeutic practice. Key points discussed include: The draft framework is currently under consultation and is expected to be finalised in late 2026. It reflects major societal and professional shifts since 2018, including online work, AI, and anti-oppressive practice. The updated framework introduces a clearer, more directive tone - replacing “should” with “must” in many areas. There is a new emphasis on relationships and collaboration, moving away from a purely rules-based approach. Key ethical principles have been rephrased in simpler language to improve clarity and accessibility. Practitioners are encouraged to engage with the framework, reflect on its implications, and prepare for its rollout. Draft BACP Ethical Framework 2025 BACP Ethical Framework 2018 Comparing the BACP Ethical Framework 2018 and 2025 REBT: Clear Definitions [starts at 29:04 mins] In this week’s ‘Practice Matters’, Rory speaks with integrative REBT (Rational Emotive Behavioural Therapy) therapist Ruth Hill about her CPD lecture on REBT and how the model supports emotional responsibility and belief change. Key points from this conversation include: REBT is founded on the principle that we are disturbed not by events, but by our beliefs about those events. It encourages clients to take ownership of their emotions by identifying and challenging unhealthy beliefs. The ABCDE model is used to explore activating events, beliefs, consequences, disputes, and emotional effects. Healthy emotions are distinguished from unhealthy ones - supporting clients to feel appropriately without becoming overwhelmed. Disputing techniques help clients develop flexible, reality-based, and empowering alternative beliefs. The ultimate aim is for clients to become their own REBT therapists - building resilience and autonomy. Personal Triggers in Counselling Training [starts at 52:17 mins] In this section, Rory and Ken reflect on how personal triggers in counselling training can emerge and how to manage them constructively. Key points include: Triggers are emotional responses often rooted in past experiences, activated by present-day stimuli. Training environments can unintentionally bring up difficult material - through discussions, peers, or course content. Recognising a trigger is the first step in managing it - grounding techniques and mindfulness can be useful in the moment. Reflection, journaling, and seeking supervision or personal therapy can support deeper processing and growth. Triggers are not a sign of weakness; they offer valuable opportunities for personal and professional development. Tutors and peers can provide compassionate support - creating a safer learning space for everyone involved. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource

Transcribed - Published: 8 November 2025

In this special edition of the Counselling Tutor Podcast, Rory Lees-Oakes is joined by Dr. Liz Nicholl, Qualifications Development Manager at CPCAB, for an in-depth discussion on the newly relaunched Level 5 Diploma in Psychotherapeutic Counselling. They explore how the qualification aligns with the SCoPEd framework (specifically Column B), what it offers learners beyond Level 4, and how it supports safe, ethical, and inclusive practice in increasingly complex counselling environments. Key Takeaways: The Level 5 Diploma in Psychotherapeutic Counselling has been revised to meet SCoPEd Column B competencies, ensuring alignment with professional accreditation routes such as BACP and NCPS. The course supports a smooth transition from Level 4 to independent or senior agency practice, with a strong emphasis on ethical decision-making and professional accountability. Key learning outcomes include skills in managing complexity, recognising risk (e.g. suicide, self-harm), and developing policies and contracts for private practice. Cultural humility and awareness of social, cultural, and biological diversity are embedded through critically reflective assessment tasks and resources like the RACE Toolkit and the Churchill Framework. Outcome measures such as CORE-10 and PHQ-9 are introduced as relational tools for client assessment, with practical classroom training on how to use them ethically and effectively across modalities. Research literacy is a central theme, with learners encouraged to critically engage with peer-reviewed articles, integrate findings into practice, and consider conducting their own research to inform future client work. If you’d like to find out more about the CPCAB Level 5 Diploma in Psychotherapeutic Counselling (PC-L5), here are a few helpful links to explore: Level 5 Diploma in Psychotherapeutic Counselling (PC-L5) - CPCAB Download PC-L5 mapped to SCoPEd Column B - CPCAB Download PC-L5 Specification - CPCAB Download PC-L5 Tutor Guide - CPCAB Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 1 November 2025

Relational Safeguards in AI Tools – Making Sense of Frame of Reference In Episode 353 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we look at where autism meets attachment, understanding autism and attachment difficulties – and how similarities and overlaps in presentation can be misinterpreted and what this means for therapists. Then in ‘Practice Matters’, Rory speaks with Meg Moss, Head of Policy and Public Affairs at the NCPS, about relational safeguards in AI mental health tools – a timely discussion for any practitioner using or considering AI in practice. And finally in ‘Student Services’, our correspondent Sarah Henry joins Rory to make sense of frame of reference – a foundational concept in person-centred therapy. Understanding Autism and Attachment Difficulties [starts at 03:25 mins] Understanding how autism and attachment difficulties can look similar – and why it matters. Autism and attachment differences often share surface-level presentations but stem from very different origins. Autism is a neurodevelopmental condition present from early childhood; attachment issues develop due to early relational disruptions. Tools like the Coventry Grid can support clinical thinking without being diagnostic. Practitioners are encouraged to adopt a trauma-informed and neurodivergence-informed stance. Holding dialogical thinking – entertaining multiple possible truths – helps prevent assumptions. Therapists should focus on offering safe, supportive spaces without attempting to diagnose. Relational Safeguards in AI Tools [starts at 26:17 mins] Meg Moss, Head of Policy and Public Affairs at the NCPS, outlines ethical principles for using AI tools in counselling and mental health. AI tools are increasingly used for mental health support but often lack relational, ethical safeguards. The NCPS has published six key principles to guide ethical AI integration in therapeutic settings. Key concerns include containment, autonomy, beginnings/endings, and ensuring tools are adjunctive – not replacements for therapy. Many AI tools give the appearance of relational care without actual therapeutic depth or safety. Therapists should be aware of how clients engage with AI and support them in critically evaluating these tools. The NCPS policy helps ensure therapy remains human-centred amidst technological advancement. Read more about the NCPS campaign, Therapeutic Relationships: The Human Connection Making Sense of Frame of Reference [starts at 00:52:52 mins] Exploring the importance and challenges of truly understanding another’s worldview. Frame of reference describes how each individual uniquely experiences and interprets the world. Counsellors must learn to set aside their own worldview to meet clients where they are. Misjudging or assuming sameness in frame of reference can block empathy and insight. Training involves both recognising our own filters and appreciating the lived realities of others. Sarah Henry emphasises that true empathic understanding begins with acknowledging what we don’t know. This skill develops over time and is central to ethical, effective therapeutic relationships. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 25 October 2025

Grandparent Alienation - Navigating Challenges with Tutors In Episode 352 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore the nuances of switching supervisors, including when change is necessary and how to manage transitions ethically and professionally. Then in ‘Practice Matters’, Rory speaks with Dr. Suzanne Degges-White about the deeply emotional issue of grandparent alienation – a growing concern with long-term implications for clients and families. And finally, in ‘Student Services’, Rory and Ken address how to navigate challenges with tutors, a topic frequently raised by students facing difficulties in training environments. Talking Honestly About Switching Supervisors [starts at 03:15 mins] This section explores when and why counsellors might consider switching supervisors and how to approach this decision ethically and with confidence. Key points discussed include: Changing supervisors is a natural part of a counsellor’s development and not a sign of failure or disloyalty. Repetition without growth, lack of freshness, or misalignment in specialisms can indicate it’s time for a change. A managed ending ensures continuity of supervision and safeguards ethical standards. Discussing the transition with your current supervisor can lead to supportive and mutual decisions. Paul Cullen, Counselling Tutor’s supervision correspondent, shares insights on how supervisors and supervisees can navigate this change with openness and courage. Reflective questions can help assess supervision fit, such as: Is this relationship still supporting my professional growth? Grandparent Alienation [starts at 36:04 mins] In this week’s ‘Practice Matters’, Rory speaks with Dr. Suzanne Degges-White, who shares her research and clinical insights into grandparent alienation – when grandparents are cut off from contact with their grandchildren. Key points from this conversation include: Grandparent alienation often arises from fractured relationships between adult children and their parents. Political differences, perceived abuse, and societal changes are common triggers. The loss experienced is often ambiguous, ongoing, and filled with grief and shame. Children also suffer developmental and emotional consequences when denied access to grandparents. Therapists can support clients by validating loss, helping reconstruct identity, and working with meaning-making and boundaries. Intergenerational healing is possible through empathy, family therapy, and creating new ways to maintain symbolic connections. Further reading: • “The Painful Experiences of Alienated Grandparents” (Psychology Today) — provides qualitative insights into the lived experience of being a grandparent cut off from grandchildren. psychologytoday.com • “Grandparent Report (November 2024)” (Kirklees Safeguarding Children) — explores the challenges grandparents face in maintaining relationships with grandchildren and offers recommendations for support. kirkleessafeguardingchildren.co.uk • “Why Grandparent Alienation Is a Loss Unlike Any Other” (Psychology Today) — examines the emotional impact and family dynamics surrounding grandparent alienation. psychologytoday.com • “13 Tactics Families Use to Alienate Grandparents” (Psychology Today) — outlines common behaviours that contribute to alienation and ways to recognise them. psychologytoday.com • “Contact with Your Grandchild if Their Parents Divorce or Separate” (UK Government Guidance) — outlines legal rights, contact options, and available support for grandparents. gov.uk Journal article: Degges-White, S., Hermann-Turner, K., Kepic, M., Randolph, A., & Killam, W. (2024). Grandparent Alienation: A Mixed Method Exploration of Life Satisfaction and Help-Seeking Experiences of Grandparents Alienated From...

Transcribed - Published: 18 October 2025

Counselling, Class and Politics - Linking Theory to Practice In Episode 351 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore the concept of moral injury in therapy - how it shows up in the therapy room and how to work with it ethically and compassionately. Then in ‘Practice Matters’, Rory speaks with counselling student and writer Nell Ash, whose upcoming book addresses how class and politics influence both therapy and training. And finally, in ‘Student Services’, Rory and Ken discuss how to link theory to practice - bridging what you learn in the classroom with what happens in real-life therapy sessions. Moral Injury in Therapy [starts at 03:06 mins] Rory and Ken explore moral injury in therapy - a hidden, yet powerful emotional wound that often emerges in counselling work. Some main points: Moral injury occurs when individuals act in ways that go against their own values, often under pressure or in crisis. Recognised in the DSM as related to PTSD, but not considered a disorder in itself. It can originate from external impositions (e.g. institutional decisions) or internal choices that evoke shame or regret. Clients often don’t present moral injury directly - it may be masked by anger, withdrawal, or self-condemnation. Therapists must use patience, trauma-informed approaches, and supervision to support clients experiencing moral injury. Key interventions include validating the experience, reframing, normalising responses, and helping clients reconnect with their values. Counselling, Class and Politics [starts at 28:27 mins] In this week’s ‘Practice Matters’, Rory speaks with Nell Ash, a trainee counsellor and writer exploring class as an often-ignored factor in therapeutic work. Key points of this discussion: Nell’s forthcoming book is the first since Ann Kearney’s 1996 work to tackle class and politics in therapy. Class is often defined economically, but Nell argues it is deeply cultural and emotional - shaping how people relate, express, and seek support. She highlights how counselling models often reflect middle-class values, which can alienate working-class clients. The conversation critiques therapeutic "saviourism" and urges a move toward greater class awareness and inclusivity. Humour, family dynamics, and language use in working-class communities are often misunderstood or pathologised in therapy. Nell’s project advocates for broader training perspectives and more accurate “mirrors” for clients from diverse class backgrounds. Linking Theory to Practice [starts at 00:55:00 mins] Rory and Ken share guidance for students working to apply counselling theory in real-life client sessions. Main points for this section: Theories offer helpful frameworks, but clients won’t always present in textbook ways. True understanding of theory often deepens during and after client work - not just in the classroom. Assignments and supervision benefit from using theory as a vocabulary for reflecting on client material. Clients are not research subjects - focus on the person, not fitting them into a theoretical model. Theory should support, not override, therapeutic presence and attunement. With time and experience, theory becomes an integrated part of practice rather than a separate concept. Links and Resources Nell Ash's Instagram Class Therapy Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 11 October 2025

Weight Loss Drugs and Disordered Eating - Reasonable Adjustments on a Counselling Course In Episode 350 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore what it means to be starting as a counsellor –  how to bridge the gap between qualification and confident, competent practice. Then in ‘Practice Matters’, Rory speaks with Mel Ciavucco, a specialist in disordered eating, body image, and weight stigma. They explore the psychological impact of weight loss drugs, how these medications may interact with disordered eating behaviours, and how counsellors can support clients ethically and without judgement. And lastly, in ‘Student Services’, we look at the concept of reasonable adjustments in counselling training and how learners can get the support they need. Starting as a Counsellor [starts at 02:59 mins] Rory and Ken delve into the transition from student to practitioner, offering guidance on starting as a counsellor and developing sustainable, ethical practice in the real world. Key points include: Understanding the shift from placement work to independent counselling. Why 21st-century CPD topics like trauma, neurodivergence, and diversity matter. Lifelong learning: your counselling studies don’t end with your qualification. The benefits of identifying a niche or specialism. Practical ways to stand out and serve clients more effectively. Weight Loss Drugs and Disordered Eating [starts at 25:38 mins] Rory is joined by returning guest Mel Ciavucco, an integrative counsellor and trainer specialising in eating disorders, body image, and weight stigma. Together, they unpack the increasing use of weight loss injections like Wegovy, Ozempic, and Mounjaro, with a strong focus on their interaction with disordered eating patterns. Discussion points include: How weight loss drugs can mask underlying disordered eating or body image issues. The risk of misuse among people with eating disorders, especially when prescriptions are obtained privately or online. Why appetite suppression isn’t a treatment for binge eating and may worsen shame cycles. The role of diet culture in shaping perceptions of body weight and food. How counsellors can support clients by remaining non-judgemental, reflective, and trauma-informed. Mel emphasises the need for greater awareness of weight stigma and eating disorders in therapy, and highlights the importance of informed therapeutic exploration when clients are using or considering weight loss drugs. Reasonable Adjustments on a Counselling Course [starts at 00:48:10 mins] Ken and Rory discuss the often-overlooked topic of reasonable adjustments – modifications made to help learners with additional needs thrive in counselling training. Key takeaways include: What reasonable adjustments look like in practice (e.g. coloured overlays, interpreters, extra time). Why it’s important to speak to tutors early and openly about support needs. The difference between formal diagnosis and lived experience, especially for neurodivergent learners. Personal reflections from Rory and Ken on navigating learning challenges. Encouragement to advocate for equitable access to education and training. This segment offers practical advice for students and insight for tutors on creating inclusive learning environments. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 3 October 2025

Email Counselling with Chloe Foster - Understanding Personal Therapy in Counsellor Training In Episode 349 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we discuss how supervision shapes better therapists Then in ‘Practice Matters’, Rory speaks with Chloe Foster about her specialism in email counselling and the benefits and challenges of working through the written word. And finally, in ‘Student Services’, Rory and Ken explore the role of personal therapy in counsellor training and why it is an essential part of your development. How Supervision Shapes Better Therapists [starts at 03:14 mins] In this section, Rory and Ken reflect on how supervision shapes better therapists by showing how different supervision models can guide and enhance counselling practice. Key points discussed include: Supervision models act as a map, guiding how supervision works and what responsibilities each party holds. Models such as the Inskipp and Proctor model (normative, formative, restorative) help supervisees and supervisors identify needs during sessions. The Integrative Developmental Model (IDM) supports counsellors as they move from apprentice, to journey person, and eventually to master craftsperson. The Seven Eyed Model allows therapists to explore their work from multiple perspectives, deepening reflection and practice. Training as a supervisor not only informs supervisory practice but also refines the therapist’s internal supervisor, strengthening their overall client work. Email Counselling with Chloe Foster [starts at 36:00 mins] In this week’s ‘Practice Matters’, Rory speaks with Chloe Foster, a Pink Therapy accredited practitioner, about working with clients via email. Key points from this conversation include: Email counselling offers asynchronous communication, giving clients time and space to process and reflect. It can be particularly effective for clients with busy schedules, neurodivergence, or those who find face-to-face interaction challenging. The disinhibition effect often allows clients to go deeper in written communication, sharing things they may struggle to say out loud. Email counselling requires specialist training to address unique considerations around contracting, boundaries, and endings. Supervision for email counsellors should ideally be provided by supervisors experienced in this modality. 🔹 Wondering if email counselling could work for you?Chloë has a helpful resource waiting for you: Quiz - Is Email Counselling right for you? Understanding Personal Therapy in Counsellor Training [starts at 01:02:26 mins] In this section, Rory and Ken unpack why personal therapy is required during counsellor training and the value it adds to a student’s journey. Key points include: Personal therapy helps students process the intensity of training and the personal changes it brings. It provides a space to explore material that may be triggered by client work. Therapy supports self-awareness, emotional resilience, and professional growth. Experiencing therapy first-hand gives students insight into the client perspective. Far from being a sign of weakness, engaging in personal therapy strengthens both the practitioner and their practice. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 27 September 2025

Practice Management with iMatta - Non-Judgement as a Way of Living In episode 348 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we look at the barriers to diversity in supervision – exploring the importance of cultural attunement, honesty, and managing bias. Then in ‘Practice Matters’, Rory speaks with Chris Metcalfe and Kent Riley from iMatta – a practice management platform for therapists looking to streamline their admin and protect client data. And lastly, in ‘Student Services’, we discuss how non-judgement can be more than a counselling condition – it can become a valuable way of living. Barriers to Diversity in Supervision [starts at 03:43 mins] Rory and Ken explore how barriers to diversity in supervision can arise when issues of equality and inclusion are overlooked, causing supervisees to hold back and ultimately impacting the client relationship. Key points include: Why supervisors need cultural awareness and CPD in diversity. How hidden clients can emerge when supervisees fear judgement or misunderstanding. The impact of language, unconscious bias, and national symbols in triggering discomfort. A powerful contribution from Sarah Henry, Racial Diversity and Training Correspondent, on attunement versus competence. Practice Management with iMatta [starts at 33:00 mins] This week, Rory is joined by Chris Metcalfe and Kent Riley from iMatta, a secure, easy-to-use platform designed for therapists. Discussion points include: iMatta’s origins supporting ex-service personnel and the therapists who worked with them. Core features: GDPR-compliant data storage, secure video calling, notes, assessments, reminders, and invoicing. Community-building and training support built into the platform. How iMatta helps practitioners focus on therapy, not admin. Non-Judgement as a Way of Living [starts at 55:55 mins] Ken and Rory reflect on the deeper meaning of non-judgement and how it can shape, not just our therapy rooms, but our lives. Key takeaways include: Understanding the difference between judgement and assessment. How being non-judgemental starts with self and improves emotional regulation. The role of curiosity, empathy, and critical thinking in reducing bias. How non-judgement brings harmony to personal and professional relationships. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 20 September 2025

Financial Resilience for Counsellors – Why Counselling Trainees Doubt Themselves In Episode 347 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore why autism-informed therapy matters and how inclusivity, legal responsibilities, and lived experience come together to strengthen practice. Then in ‘Practice Matters’, Rory speaks with Aisha Gordon-Hiles about financial resilience for counsellors. They look at the importance of sustainable fees, ethical pricing, and developing a healthy money mindset to support private practice. And finally in ‘Student Services’, Rory and Ken reflect on why counselling trainees often doubt themselves – and how reframing these doubts can support deeper learning and professional growth. Why Autism-Informed Therapy Matters [starts at 03:47 mins] Ken and Rory discuss why therapists must become autism-informed, addressing both the legal obligations under the Equality Act and the ethical need for inclusivity. They explore how autistic and neurodivergent clients experience therapy differently and how therapists can make reasonable adjustments. Key points discussed include: Understanding that every autistic person is unique and avoiding assumptions. The rising public awareness and diagnoses of neurodivergence. Common barriers in therapy for autistic clients, such as diagnostic overshadowing and lack of practitioner training. Creating an inclusive space through sensory adjustments and flexible session formats. We also hear from Paul Cullen, Counselling Tutor's Neurodiversity and Supervision Correspondent. Drawing on lived experience with his autistic daughter and wife, Paul offers practical insights on navigating daily challenges, meltdowns, education systems, and reasonable adjustments in the therapy room — bringing to life why autism-informed therapy matters in practice as well as in principle. Financial Resilience for Counsellors [starts at 32:49 mins] In this week’s ‘Practice Matters’, Rory speaks with Aisha Gordon-Hiles, accredited counsellor and co-founder of the Contained Clinician. Drawing from her CPD lecture Financial Resilience for Counsellors, Aisha explains why counsellors must treat private practice like a business. Key points from this conversation include: Bare bones budgeting: Calculating your minimum financial needs. Ethical pricing and how to set sustainable fees. Addressing money mindset issues and internal beliefs. Future-proofing your practice with savings and pension planning. Balancing accessibility with business sustainability. Aisha shares how her own transition from salaried work to private practice with a young child inspired her to rethink financial well-being as part of self-care and ethical therapy. Why Counselling Trainees Doubt Themselves [starts at 59:15 mins] In this section, Rory and Ken explore the common experience of self-doubt among counselling trainees. From imposter syndrome to comparing yourself to peers, they unpack why this happens and how it can actually be a sign of growth. Key points include: Winging it is more common than you think – even experienced therapists feel it! Theory-heavy learning often triggers self-doubt. Positive feedback sometimes doesn’t land due to internal narratives. Supervision and peer support are essential for reassurance. Reframing doubt as care and curiosity. Here's a free CPD lecture on Confidence for Counselling Students: https://counsellorcpd.com/confidence-lecture/ Links and Resources Aisha Gordon-Hiles Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD

Transcribed - Published: 13 September 2025

Domestic Abuse Awareness – Why a Year of Skills Training Matters In Episode 346 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore trauma-informed practice, focusing specifically on triangulation and trauma — how this hidden dynamic shows up in therapy and why recognising it is vital for working safely and effectively with clients. Then in ‘Practice Matters’, Rory speaks with Mel Ciavucco, a counsellor, trainer, and specialist in domestic abuse, about her new CPD lecture, Domestic Abuse Awareness. They discuss working with both survivors and perpetrators, how coercive control operates, and the importance of understanding abuse through an intersectional lens. And finally, in ‘Student Services’, Rory and Ken explore why formal counselling training includes a full year focused entirely on counselling skills. They explain how these foundational skills form the bedrock of all therapeutic work and how they support students in becoming confident, competent practitioners. Triangulation and Trauma [starts at 03:49 mins] In this section, Rory and Ken explore triangulation and trauma, highlighting how this relational dynamic is often rooted in childhood experiences. Key points discussed include: Triangulation involves bringing a third party into a relationship to manage tension or avoid conflict. It can result in anxiety, hidden trauma, and ongoing relational difficulties if not recognised and addressed. Clients may unconsciously replay triangulation dynamics in therapy, such as trying to get the therapist to “side” with them. Working through triangulation requires consistency, boundaries, and an understanding of attachment repair. Therapists should avoid prematurely disrupting these dynamics without fully understanding their protective role. Domestic Abuse Awareness [starts at 32:58 mins] In this week’s ‘Practice Matters’, Rory speaks with Mel Ciavucco, who draws from years of experience working with domestic abuse survivors and perpetrators. Key points from this conversation include: Mel’s CPD lecture explores coercive control, stalking, spiritual abuse, and honor-based violence. Neurodivergence (like ADHD or autism) can sometimes contribute to harmful behaviours, though not excuse them. Perpetrator work is focused on supporting survivors by addressing the root causes of abuse. Therapists often fear working with perpetrators - but change is possible with the right approach and supervision. The Jane Monckton Smith homicide timeline is introduced as a powerful tool for risk assessment and understanding escalation. An intersectional approach is vital - Mel speaks about LGBTQ+ clients, gender-based violence, and inclusive practice. Why a Year of Skills Training Matters [starts at 1:04:38 mins] In this section, Rory and Ken explain the rationale behind dedicating an entire year of counselling training to developing core counselling skills. Key points include: Skills like active listening, reflection, and silence are often life-changing for students - not just for therapy, but in everyday relationships. Practicing these skills in triads helps students build confidence and competence before entering clinical work. These are advanced communication tools that improve personal and professional interactions across the board. Active listening helps us respond with understanding rather than advice or opinion. Silence, used well, can open space for deeper expression and processing. These foundational skills support the therapeutic relationship - where most healing takes place. Links and Resources Mel Ciavucco Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource

Transcribed - Published: 6 September 2025

Perimenopause and Therapist Identity - Counselling Skills: A Deeper Look at Reflection In Episode 345 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we examine working with rehearsed material with Sarah Henry. How to identify it, what it means for the therapeutic relationship, and ethical ways to respond. Then in ‘Practice Matters’, Rory speaks with Laura Davies, who shares her personal experience of navigating perimenopause while working as a therapist, offering insights into how it affected her practice and ways she adapted. And finally, in ‘Student Services’, Rory and Ken do a deep dive into the counselling skill of reflection. How it works, when to use it, and the important role it plays in helping clients connect with their emotions. Working with Rehearsed Material [starts at 03:28 mins] In this section, Rory and Ken discuss how some clients bring emotionally detached, well-practised narratives into therapy. Key points discussed include: Working with rehearsed material often shows up with high fluency but low emotional expression. It can serve as a protective mechanism, a service-shaped narrative, or a way to test the therapist’s response. Ethical practice involves patience, not forcing emotion, and recognising this material as a valid part of the client’s process. Micro-interventions such as body-based check-ins, sensory prompts, and careful use of immediacy can gently encourage emotional connection. Sarah Henry offers a practice-based view of how clients use rehearsed stories early in therapy to build trust and test emotional safety. Perimenopause and Therapist Identity [starts at 41:15 mins] In this week’s ‘Practice Matters’, Rory speaks with counsellor Laura Davis about her personal experience of perimenopause and how it impacted her therapeutic presence. Key points from the conversation include: Laura describes experiencing brain fog mid-session and questioning her capacity as a therapist. She talks about adapting her practice - tracking symptoms, working more relationally, and using creative methods. The emotional impact of shifting identity during menopause, including fears about professional competence. Ethical considerations around disclosure to clients and maintaining trust in the therapeutic relationship. The importance of workplace support, supervision, and societal openness around menopause. Counselling Skills: A Deeper Look at Reflection [starts at 01:08:23 mins] In this section, Rory and Ken take a deep dive into the skill of reflection, one of the core counselling skills used to help clients access and understand their emotions. Key points include: Reflection bridges the story (narrative) with the emotion underneath. Types of reflection: content, emotional, and meaning-based. Reflection helps counsellors check attunement and gives clients space to name and explore feelings. It should be avoided in situations involving risk assessment, contracting, or when responding to clear client questions. Students are encouraged to develop this skill through journaling, feedback, and supervision. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Transcribed - Published: 30 August 2025

Introducing Therapy for Addiction - Learning Never Stops – Planning Your CPD In Episode 344 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s topics: Firstly, in ‘Ethical, Sustainable Practice’, we look at the ethical use of AI in therapy, highlighting potential risks and ethical responsibilities. Then in ‘Practice Matters’, Rory speaks with Caroline Evers Endicott about her lecture Introducing Therapy for Addiction - a vital area of practice that’s often underrepresented in core training. And finally, in ‘Student Services’, Rory and Ken discuss how learning never stops in counselling - and why planning your CPD is essential as you qualify and build your therapeutic career. Ethical Use of AI in Therapy [starts at 03:34 mins] Ken Kelly, joined by his digital twin “DigiKen,” opens the episode by exploring the ethical use of AI in therapy—how it's quietly being integrated into practice, and the serious questions it raises. Key points of this section include: AI tools such as scheduling apps, transcription software, or marketing generators are already present in most practices. Many of these tools are hosted on international servers and may not comply with UK GDPR or ethical standards. Therapists must assess whether any digital tool: Complies with UK data laws. Has adequate encryption and security. Aligns with professional ethics. Stores client data securely. While AI should never replace the therapeutic relationship, it can support therapists with non-clinical tasks like admin, marketing, or web design. Introducing Therapy for Addiction [starts at 23:23 mins] In this week’s Practice Matters, Rory speaks with Caroline Evers Endicott about working with addiction and her CPD lecture Introducing Therapy for Addiction. Key points from the discussion: Addiction is a stigmatised mental health condition and is often overlooked in standard counselling training. Many clients present with anxiety, trauma, or depression before disclosing addiction later in therapy. Therapists are encouraged not to immediately refer clients on but to recognise the skills they already possess. Therapist tools Caroline highlights include: Person-centred skills: empathy, non-judgement, trust building. Modalities such as CBT, DBT, Motivational Interviewing, and Mindfulness. Understanding clients’ use of substances as a way to self-regulate or self-medicate unresolved trauma or neurodivergence. Caroline also explores: The value of self-reflection for therapists working with addiction. Recovery pathways including 12-step, SMART Recovery, and CBT-informed models. The importance of understanding your clients holistically and not reducing them to “just an addict”. Learning Never Stops – Planning Your CPD [starts at 51:24 mins] In this final Student Services of the season, Rory and Ken discuss how to make the most of your academic break by planning your continued professional development (CPD). Key points include: Graduates often face barriers in employment without additional training (e.g. trauma-informed work or online therapy). CPD should balance: Ethics – e.g. being trauma-informed helps you work safely with complex presentations. Sustainability – e.g. online therapy training increases employability and client access. Choose CPD based on: Clear learning outcomes. Practical application of skills. Client needs you’re most likely to encounter. Ken and Rory encourage newly qualified therapists to: Reflect on gaps in their training. Focus on real-world skills they can use in the therapy room. Avoid overloading themselves - CPD should feel purposeful and empowering. Links and Resources Critical Thinking Matrix for AI in Therapy Counselling Skills Academy Advanced Certificate in Counselling Supervision

Transcribed - Published: 28 June 2025

Race and Everyday Friction – Ending Well in Counselling Training In Episode 343 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore the importance of having an online and telephone informed supervisor when you work in this way. Then in ‘Practice Matters’, Rory speaks with Sarah Henry about her concept of race and everyday friction - how these subtle, often hidden experiences shape identity and create barriers in life and therapy. And finally in ‘Student Services’, Rory and Ken discuss the significance of ending well in counselling training - how to navigate goodbyes with your peers and why these endings matter in your development. Why Have an Online and Telephone Informed Supervisor? [starts at 03:12 mins] In this section, Rory and Ken unpack the ethical importance of having an online and telephone informed supervisor when you practice in these ways. Key points discussed include: Supervision is an ethical requirement to ensure your practice is safe, effective, and supportive of clients. When working online or by phone, you need a supervisor who understands the specific challenges of these settings—like missing visual cues, managing silences, and the different technical considerations. Formal training in online and telephone working is essential, as supervisors who lack this training might not be able to guide or support you fully. Ethical frameworks (like the BACP’s) and supervision competencies in the UK highlight the need for supervisors to hold formal training in any special areas of practice. Supervisors with this training will understand nuances like the disinhibition effect (when clients behave differently online) and data protection considerations. Race and Everyday Friction [starts at 18:53 mins] In this week’s ‘Practice Matters’, Rory speaks with Sarah Henry, a counsellor and trainer who explores the concept of everyday friction. Those small, often overlooked experiences of race that shape a person’s daily life. Key points from this conversation include: Everyday friction can be things like plasters (band-aids) that don’t match darker skin tones, or seeing few Black people on greeting cards - small examples of how whiteness is often the default in society. These small frictions are constantly present and shape identity in powerful ways. White people may not recognise these frictions because they are not impacted by them directly. Conversations about race often start by talking about these everyday frictions - it’s how we build bridges and develop understanding. Recognising and exploring these micro-moments of exclusion can help therapists be more attuned to the lived experiences of their clients. Ending Well in Counselling Training [starts at 40:41 mins] In this section, Rory and Ken share insights on ending well in your counselling course—whether you’re finishing a term, a module, or the whole course. Key points include: Good endings help to close the chapter, mark growth, and ensure no regrets are left behind. Reflect on what you’ve shared and learned with your peers - acknowledge the support, challenges, and personal development. If there have been tensions with others, consider repairing or at least acknowledging them to avoid unfinished business. Remember that even if you see some peers in future courses, each group dynamic is unique. It’s important to close this chapter properly. Taking time to end well helps you carry the experience forward as a positive part of your development. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD

Transcribed - Published: 21 June 2025

Shame in Supervision – Creative Learning During an Academic Break In Episode 342 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly in ‘Ethical, Sustainable Practice’, we explore the art of apologising as a counsellor - why it matters, how to do it effectively, and how to avoid making it about yourself. Then in ‘Practice Matters’, Rory speaks with Dr. Ruth Birkbeck about a powerful and often unspoken topic: shame in supervision. We explore what it looks like, how it can impact both supervision and client work, and what can be done to repair it. And lastly in ‘Student Services’, Rory and Ken look at how you can make the most of your academic break with creative learning - offering tips for staying engaged without overwhelming yourself or contaminating your core training. The Art of Apologising as a Counsellor [starts at 03:10 mins] In this section, Rory and Ken explore what makes a meaningful apology in the therapeutic relationship. Key points include: Apologising isn’t part of most training, yet it’s crucial when a rupture occurs in therapy. A well-placed apology can strengthen the therapeutic relationship and model healthy repair. An apology should focus on the client’s experience, not your own discomfort. Avoid justifying your behaviour or offloading guilt onto the client. Principles of a meaningful apology: Clarify your intention – Why are you apologising? Acknowledge the impact – Understand how your action affected the client. Resist the urge to justify – Don’t make excuses or shift the focus. Take ownership – Use “I” statements to show accountability. Invite the client’s response – Open the door to dialogue. Don’t expect forgiveness – That’s the client’s choice, not your right. Repair the rupture – Explore what can be done to rebuild trust. Tolerate discomfort – Apologising can feel hard, but it’s part of ethical practice. Shame in Supervision [starts at 29:12 mins] In this week’s Practice Matters, Rory speaks with Dr. Ruth Birkbeck about the impact of shame in supervision. The key points of this discussion include: Shame in supervision can silence supervisees and damage the working alliance. Common causes include: Judging or criticising supervisees’ clinical decisions. Idealising supervisees and ignoring their vulnerabilities. Expecting them to know everything, especially in second trainings. Shame often results in withdrawal, silence, and loss of trust. Supervisees may internalise shame and stop bringing important issues to supervision. How to avoid shaming supervisees: Be aware of your own power and possible transference. Stay curious rather than critical. Show your own vulnerability, e.g. by talking about past mistakes. Openly name and repair ruptures if you suspect shame has occurred. Create an attuned, safe supervisory relationship that allows for growth. Shame often arises not from what was said, but from how it was experienced. Creative Learning During an Academic Break [starts at 53:10 mins] In this section, Rory and Ken offer advice on how to use your academic break effectively without overwhelming yourself or stepping outside your core training model. Tips for creative learning: Avoid cross-modality contamination – If you’re training in one modality, don’t dive deep into others during a break. Focus on areas that are universal and always useful: Counselling skills Personal development Professional ethics Use your break to: Review past material to reinforce what you’ve already learned. Read ahead if you know the next module topic. Connect with peers through study groups or online communities. Watch live skills demos to see techniques in action. Other ideas: Explore special interest CPD (e.g. grief, young people,

Transcribed - Published: 14 June 2025

Working with Parents of Children with Disabilities – What to Do if You Don’t Get Onto the Next Course In Episode 341 of the Counselling Tutor Podcast, your hosts, Rory Lees-Oakes and Ken Kelly, take us through this week’s three topics: Firstly in ‘Ethical, Sustainable Practice’, we explore the concept of everyday trauma. Then in ‘Practice Matters’, Rory speaks with Ellie Finch and Dr. Jo Griffin about their CPD lecture, which focuses on working with parents of children with disabilities, complex medical conditions, and special educational needs. And lastly in ‘Student Services’, Rory and Ken discuss what to do if you don’t get accepted onto the next stage of your counselling training, offering support and strategies for staying motivated. Everyday Trauma [starts at 03:33 mins] In this section, Rory and Ken discuss how trauma isn’t always caused by major events, it can also be the result of ongoing low-level stressors. These “small-t” traumas are often overlooked but can be just as impactful. Key points include: Everyday trauma includes repeated, subtle experiences that chip away at confidence and resilience over time. Common sources of everyday trauma: Education-based trauma – e.g. being misunderstood, shamed or unsupported at school. Workplace trauma – e.g. toxic environments, bullying, redundancy, or job insecurity. Medical trauma – mistrust or fear due to past negative healthcare experiences. Poverty and discrimination – food insecurity, racism, homophobia, ableism, or unsafe housing. Clients may minimise their experiences and not see them as “trauma”. These experiences may cause: Low self-esteem Anxiety Hypervigilance Burnout Internalised oppression Rory and Ken highlight the importance of: Being trauma-informed in your practice. Responding with empathy and curiosity, not correction. Holding a non-pathologising space where clients feel seen, heard, and accepted. Looking out for body-based trauma responses, such as shaking, shallow breathing, or restlessness. Working with Parents of Children with Disabilities [starts at 26:57 mins] In this week’s Practice Matters, Rory is joined by Ellie Finch and Dr. Jo Griffin to discuss their new CPD lecture. They focus on how therapists can support parents who care for children with disabilities, complex medical conditions, or special educational needs (SEND). Key points from this discussion include: Parent-carers experience cumulative trauma from daily battles with healthcare, education, and support systems. This trauma can present as: Anger or withdrawal Burnout and overwhelm Grief over the imagined future for their child Therapeutic considerations: Be flexible with appointments. Understand the systems (SEND, healthcare, social care) that they’re navigating. Be aware of the emotional toll of constant advocacy. Importance of recognising ‘inch-stones’ - small milestones that are deeply meaningful to parent-carers. Avoid ‘toxic positivity’, it’s important to hold space for both joy and grief simultaneously. What to Do if You Don’t Get Onto the Next Course [starts at 54:58 mins] In this section, Rory and Ken talk through the common but difficult experience of not being accepted onto the next stage of your counselling course. Key points include: Course places are often capped due to awarding body restrictions - sometimes, it’s simply a numbers game. Rejection doesn’t mean you’re not good enough - there can be many reasons, including tutor availability or institutional changes. What you can do: Ask for feedback from your tutor or application panel. Reflect on any personal or academic development opportunities. Apply to other institutions with similar training standards. Stay focused on your ‘why’ - what made you want to be a counsellor? Remember: Many practising therapists were once rejected from a course.

Transcribed - Published: 7 June 2025

Supporting Male Survivors of Sexual Abuse - Carl Rogers'Seven Stages of Process In Episode 340 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we look at the question: Can clients ask you to delete their data? - covering legal, ethical, and practical considerations. Then in ‘Practice Matters’, Rory speaks with Jeremy Sachs about supporting male survivors of sexual abuse, with a focus on the intersectional challenges they face and practical considerations for therapists. And finally, in ‘Student Services’, Rory and Ken explain and simplify Carl Rogers' Seven Stages of Process, highlighting how this core theory maps client growth in therapy. Can Clients Ask You to Delete Their Data?  [starts at 03:26 mins] In this section, Rory and Ken address a challenging but important question: Can clients ask you to delete their data? Key points discussed include: Under UK GDPR (Article 17), clients have the "right to erasure" (right to be forgotten), but it’s not absolute. You may decline deletion if: The data is required for legal obligations, such as tax or insurance records. You need the data to defend against complaints or for safeguarding purposes. Deleting data prematurely could leave you without a defence if a client complains later or if you are required to provide records to legal authorities or coroners. Good practice includes: Explaining data retention policies in your contract. Consulting the ICO (Information Commissioner’s Office) for UK-based practitioners. Documenting decisions with written evidence from insurers or data protection authorities. Consider using a split-note system to separate identifying details from case notes. How long should client data be kept after therapy ends? (Commonly six years for adults, up to age 25 for children). Supporting Male Survivors of Sexual Abuse [starts at 23:53 mins] In ‘Practice Matters’, Rory speaks with Jeremy Sachs, therapist and author of the upcoming book Masculinity Reconnected, about male sexual abuse and its often-overlooked challenges. Key points discussed include: Societal silence: Male survivors often go unheard due to cultural narratives about masculinity, strength, and emotional repression. The role of masculinity: Traditional masculinity can prevent men from seeking help. Men may internalise shame and avoid vulnerability. "Toxic masculinity" can further oppress male survivors. Intersectionality: Men experience sexual abuse differently based on race, gender identity, class, or sexuality. Therapists must recognise these layers when supporting clients. Supporting survivors: Create safe, validating spaces for male clients to share their stories. Explore how societal expectations and cultural messaging impact their healing. Encourage community and connection to reduce isolation. Carl Rogers' Seven Stages of Process [starts at 45:40 mins] In ‘Student Services’, Rory and Ken simplify Carl Rogers’ Seven Stages of Process, a key person-centred theory describing how clients grow through therapy. Key points include: The seven stages map a client’s journey from rigidity to fluidity - from defensiveness to openness and self-trust. Stages explained: Rigidity & Defensiveness – Blaming others, avoiding self-awareness. External Recognition – Acknowledging problems exist but externalising them. Tentative Self-Exploration – Starting to discuss personal feelings. Here-and-Now Feelings – Becoming present-focused, seeking involvement in therapy. Ownership & Change – Taking control and committing to change. Experiencing Fully – Accepting emotions in real-time and trusting the inner self. Self-Actualisation – Living authentically and growing beyond therapy. Most therapy takes place between stages 3–5,

Transcribed - Published: 24 May 2025

Practising Good Self-care – What is My Counselling Philosophy? In Episode 339 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore the potential dangers of dual relationships in counselling and psychotherapy  – how they arise, the ethical implications, and strategies to manage them appropriately. Then in ‘Practice Matters’, Rory speaks with Sally Anne Armitage about her lecture on practising good self-care – a vital skill for therapists at every stage of their careers. And finally, in ‘Student Services’, Rory and Ken reflect on the importance of defining and understanding your personal counselling philosophy as a student and practitioner. Dual Relationships in Counselling and Psychotherapy [starts at 03:29 mins] This week’s topic explores the often-overlooked issue of dual relationships in counselling and psychotherapy  – where a therapist has another connection to their client beyond the therapeutic one. Key points discussed include: A dual relationship can involve personal, social, familial, educational, or professional overlap with a client. Common examples include supervising someone you’ve worked with as a client, counselling friends, or working within the same family or organisation. These relationships can: Break confidentiality boundaries Lead to power imbalances Create confusion around the therapist’s role Undermine objectivity and the therapeutic alliance Ethical bodies (BACP, UKCP, NCPS) acknowledge that dual relationships sometimes arise, especially in smaller communities or training contexts, but they must be handled with extreme care. Dual relationships can damage trust, blur boundaries, and even cause clients to leave therapy prematurely if not managed appropriately. Practising Good Self-care [starts 27:13 mins] In this week’s ‘Practice Matters’, Rory speaks with Sally Anne Armitage about her recent lecture on practising good self-care – a core component of professional resilience. Key points of the conversation include: Self-care is essential but often neglected by therapists. It must be intentional and planned, not left to chance. There’s a key difference between leisure and self-care – some activities (like scrolling social media) may distract rather than restore. Self-care involves reconnecting the mind and body e.g. noticing when you're tired, hungry, or overwhelmed and responding accordingly. Listening to the body’s cues helps prevent burnout, irritability, and emotional exhaustion. Technology and social media can disconnect us from physical awareness e.g. ignoring hunger, tiredness, or the need for rest. Practical self-care suggestions: Looking at greenery or distant views for improved mental health Listening to the body’s signals (e.g. when to rest, eat, pause) Saying "no" when needed to preserve emotional capacity Recognising early signs of fatigue, such as withdrawal or irritability What is My Counselling Philosophy? [starts at 51:54 mins] In this final section, Rory and Ken explore the topic: What is my Counselling Philosophy? A question that may come up in training and supervision. Key points include: A counselling philosophy reflects your personal values, modality, and beliefs about therapeutic work. It answers: “What do I stand for as a practitioner?” and “How do I understand and approach therapy?” For person-centred therapists, it may include concepts like unconditional positive regard, trust in the process, and self-actualisation. Your philosophy may evolve over time with experience and reflection. Ethical practice means being aware of your values while respecting and prioritising the client’s world and truth. Don’t leave your fingerprints on the client - let them develop in their own way.

Transcribed - Published: 17 May 2025

REBT for Pain Management and Exercise - Counselling Skills Feedback In Episode 338 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore the essential and sensitive topic of supporting suicidal clients – discussing how therapists can respond ethically and effectively, including risk assessment and safety planning. Then in ‘Practice Matters’, Rory speaks with Ruth Hill about her lecture on REBT for pain management and exercise – blending cognitive therapy with physical wellbeing to support client recovery. And lastly, in ‘Student Services’, Rory and Ken discuss the importance of receiving and using counselling skills feedback – helping you get the most from peer observations and strengthen your skills in training. Supporting Suicidal Clients [starts at 03:29 mins] In this section, Rory and Ken discuss the sensitive but important issue of supporting suicidal clients, and how to respond appropriately in therapy. Key points discussed include: Suicidal ideation can range from passing thoughts to detailed planning. All expressions should be taken seriously. Risk factors include mental health diagnoses (e.g. depression, bipolar disorder), substance abuse, previous attempts, bereavement, and neurodivergence (particularly autism). Warning signs may present as hopelessness, withdrawal, giving away possessions, or even sudden mood improvements. Therapists should feel confident in: Asking direct, nonjudgmental questions Assessing risk through clarity on plans and means Creating collaborative safety plans with clients Intervention may include providing helpline details, referring to a GP, or involving other services – guided by your therapeutic contract. Documentation, supervision, and appropriate CPD are all essential to ensure ethical and competent practice. REBT for Pain Management and Exercise [starts at 42:15 mins] In this week’s ‘Practice Matters’, Rory speaks with Ruth Hill about her lecture on REBT (Rational Emotive Behaviour Therapy), and how it can be used to support pain management and exercise. The key points of this conversation include: REBT explores irrational beliefs and helps clients reframe unhelpful thoughts (e.g. “I can’t cope with this pain” becomes “I don’t want this pain, but I can cope with it”). Beliefs around pain often increase suffering and decrease motivation. Therapists can help clients notice and challenge cognitive distortions like catastrophising, black-and-white thinking, and mind-reading. Avoidance and guarding behaviour can worsen pain and increase deconditioning. Exercise can be reintroduced gently and collaboratively. Therapists should explore client history around movement – school PE experiences, family values, or previous injuries can shape limiting beliefs. Exercise doesn’t have to mean running a marathon – it could mean stretching, walking, or visualising movement to reconnect mind and body. Counselling Skills Feedback [starts at 01:05:57 mins] In this section, Rory and Ken explore how to receive and use feedback on counselling skills, a vital part of developing as a student practitioner. Key points include: In triad skills sessions, the “client” should give feedback first, followed by the observer. Keep feedback constructive – use statements like “I wonder what might have happened if…” instead of criticism. Use observation forms to stay focused – reflect on specific skills such as silence, open questions, or paraphrasing. Sandwich suggestions between two pieces of positive feedback. Not all feedback is right – look for consistent patterns before making major changes. Recording practice sessions can help spot what worked well and what could be improved. Feedback isn’t just about ticking boxes – it’s about deepening empathy, timing,

Transcribed - Published: 10 May 2025

iCloud Changes and Client Confidentiality – Dealing with DNAs in Placement and Practice In Episode 337 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore how to talk to children about death – covering developmental understanding, appropriate language, and how to support children through bereavement. Then in ‘Practice Matters’, Rory speaks with Catherine Knibbs about changes in Apple’s encryption policy and what this means for therapists in terms of data protection and confidentiality. And lastly, in ‘Student Services’, Rory and Ken discuss how to respond when a client does not attend a session, particularly while you’re on placement. Talking to Children About Death [starts at 03:26 mins] Talking to children about death is a delicate but vital topic. In this section, Rory and Ken offer guidance on how to approach this with compassion and clarity. Key points discussed include: Begin the conversation by referencing nature - trees, animals, and seasons can help young children start to understand the cycle of life and death. Avoid euphemisms such as “gone to sleep” or “passed away” - these can be confusing and potentially distressing. Children under 5 may not grasp the permanence of death. They may show their grief through regression, clinginess, or confusion. Children between 5 and 11 are more aware but may still not fully understand. They often ask the same questions repeatedly to process the information. Magical thinking can lead a child to believe their actions or thoughts caused a death - therapists and caregivers must gently challenge this. William Worden’s “12 Needs of a Bereaved Child” mention the need for clear and honest information, routine, and emotional expression. iCloud Changes and Client Confidentiality [starts at 24:04 mins] In this week’s Practice Matters, Rory speaks with Catherine Knibbs about the recent removal of Advanced Data Protection from Apple iCloud in the UK, and how this impacts therapists. The key points of this conversation include: iCloud’s end-to-end encryption has been removed in the UK, meaning data stored in iCloud is more easily accessible by government agencies. Therapists who use Apple devices may unknowingly store sensitive client data (notes, recordings) in the cloud. It’s now more important than ever to review your device settings and understand where your client data is going. If you're recording sessions, use dedicated offline devices like a dictaphone rather than mobile phones that automatically sync to the cloud. Be aware of auto-backups on apps and devices, and take steps to disable them if needed. Therapists must now adopt a more technologically informed stance on client confidentiality, reviewing not just clinical practice but also data storage and device use. Dealing with DNAs in Placement and Practice [starts at 49:30 mins] Do Not Attends (DNAs) are a common part of placement and professional practice. In this section, Rory and Ken reflect on how to respond both practically and emotionally. Main points include: It’s normal for clients to miss sessions, especially in the early stages of therapy or during times of personal crisis. As a student, it’s easy to take a DNA personally, but it’s rarely about you - clients may not be ready, or other life factors may have intervened. Use the time to reflect, do coursework, or engage in self-care. Some placement providers use systems to reduce DNAs, such as text reminders or follow-up calls. Take these experiences into supervision to gain support and insight. Clients may only attend one session, but even a single meeting can offer value. It’s part of your development to work through these moments professionally and reflectively. Links and Resources https://www.childrenandtech.co.uk/

Transcribed - Published: 3 May 2025

Pathological Demand Avoidance (PDA) – Reviewing Client Progress In Episode 336 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we look at building your counselling CV – including key features to include, ways to stand out, and how to present yourself professionally. Then in ‘Practice Matters’, Rory speaks with Nicola Durrant about working with clients who have Pathological Demand Avoidance (PDA) – a profile on the autism spectrum that requires a unique and flexible therapeutic approach. And lastly in ‘Student Services’, Rory and Ken look at how to review a client’s progress in therapy – and why it’s an important part of ethical and effective practice. Building your Counselling CV  [starts at 03:31 mins] A counselling CV is your first professional impression – and it should reflect not only your qualifications but also your values and personal qualities. In this section, Rory and Ken explore what makes an effective and authentic CV: Start by making sure it’s well-structured and no more than 2–4 pages. Tailor it to each job, making sure you reflect the ethos of the organisation you’re applying to. Be honest about your experience, but also include transferable skills such as active listening, communication, and resilience. Include professional memberships, ethical awareness, and a commitment to personal development. A personal statement can be a great way to communicate your motivation, values, and readiness for the role. If you’ve done any research or CPD, mention this too – especially if it aligns with the organisation’s client group or focus. Ask a peer or supervisor to read your CV and give feedback – having a second pair of eyes helps spot anything you may have missed. Pathological Demand Avoidance (PDA) [starts at 29:46 mins] In this week’s Practice Matters, Rory speaks with Nicola Durrant about Pathological Demand Avoidance (PDA) – a profile on the autism spectrum characterised by a high level of anxiety around everyday demands. The key points of this conversation include: PDA is a survival response to perceived demands – it is not about control or defiance. People with PDA often mask their anxiety, especially in school or social environments, and release it later in safe spaces like home. Therapy must be collaborative and low-pressure – avoid direct demands and use invitational language like “I wonder if…” Strategies such as co-regulation, emotional literacy, and flexible structure help support clients with PDA. Trauma-informed practice is essential – the behaviours often resemble trauma responses such as fight, flight, or freeze. Adults with PDA don’t outgrow it – they learn how to manage demands and environments that help them feel safe and in control. Reviewing Client Progress [starts at 54:29 mins] Reviewing client progress is a core part of ethical practice, particularly in short-term therapy or student placements. In this section, Rory and Ken look at why reviews are important and how to approach them: Reviews allow the client to reflect on progress, clarify goals, and express what has been helpful or challenging. This also supports therapist development and helps guide future sessions. You can carry out a review through conversation or using tools like the CORE-10 assessment. Let clients know at the start that a review will happen mid-way through the work – this makes it feel natural and expected. Adapt the review timing to the client’s progress and needs – it doesn’t have to be exactly session six. Ask questions like “How do you feel things are going so far?” or “Is there anything you’d like to change or focus on more?” Use supervision to reflect on what comes up in client reviews – this can strengthen your awareness and planning for the second half of therapy.

Transcribed - Published: 26 April 2025

Supporting Male Clients in Therapy – How to Begin a Counselling Session In Episode 334 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly guide us through this week’s three topics: Firstly in ‘Ethical, Sustainable Practice’, we look at extra-therapeutic factors in Supervision and how a client’s world outside the therapy room can influence outcomes. Then in ‘Practice Matters’, Rory interviews James Hawes, author of The Secret Lives of Men, exploring how we can better understand and support male clients in therapy. And lastly in ‘Student Services’, Rory and Ken talk about how to begin a counselling session, and what to say in those crucial opening moments. Extra-Therapeutic Factors in Supervision [starts at 02:47 mins] In this section, Rory and Ken look at extra-therapeutic factors in supervision and how elements outside the therapy room impact therapeutic outcomes. Key points discussed include: Lambert’s Pie research indicates that extra-therapeutic factors account for 40% of positive outcomes in therapy. These include social support, life circumstances, and the client’s external environment. Supervisors assess not just the client’s progress, but the well-being and context of the supervisee, too. ‘Recovery Capital’ highlights the resources clients have (emotional, social, practical), which can help sustain change. Being aware of a client’s personal motivation, support networks, or external pressures helps deepen understanding of their process.  Supervisors should encourage reflection on both internal and external influences that affect the therapeutic journey. Supporting Male Clients in Therapy [starts at 21:19 mins] In this week’s ‘Practice Matters’, Rory speaks with James Hawes about masculinity, male emotional health, and supporting men in therapy. The key points discussed include: Men often lack the emotional language to express their inner experiences—common responses are 'fine', 'normal', or 'okay'. Therapists should avoid directly asking 'how do you feel?' and instead help men build emotional vocabulary through tools and reflection. Shame and intimacy are often unspoken barriers that keep men isolated. Peer group work with other men can help ‘deshame’ difficult experiences. Masculine norms and socialisation discourage vulnerability and seeking help. Media and cultural influences (e.g. influencers, pornography) heavily shape male identity and perception of relationships.  Creating emotional safety and connection is essential to engaging male clients. How to Begin a Counselling Session [starts at 49:40 mins] In this section, Rory and Ken talk about how to begin a counselling session, especially with a new client: First sessions can be daunting for clients—acknowledge that and be warm and welcoming. Invite the client in gently with open questions like 'What would you like to bring today?' Some clients will speak freely, while others may be more reserved—be led by their pace. Active listening and silence are key skills when building initial rapport. Avoid assumptions based on referrals—clients may bring something completely different. In follow-up sessions, continue to let the client set the agenda rather than directing based on previous sessions. Note-taking becomes important to remember key narrative elements between sessions. Allowing the client to feel heard without pressure builds a strong foundation for the therapeutic relationship. Links and Resources James Hawes The Secret Lives of Men Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide

Transcribed - Published: 18 April 2025

Understanding Website Design for Therapists with Daragh McLaughlin Key Takeaways: Ensuring Your Website’s Future:Your website is an essential part of your practice. By taking the right steps and asking the right questions, you can ensure that it remains a valuable asset as your business grows. Red Flags When Choosing a Web Designer:Be aware of slow response times, lack of a formal contract, and poor communication. These are signs that a web design company may not be the best fit for your needs. Understanding Digital Assets:Your website is a valuable digital asset that supports your practice. Ensuring you maintain control over your domain name is crucial for long-term stability. Importance of Domain Ownership:Always ensure that the domain name is registered in your name. Domain ownership issues can cause serious problems if you need to switch providers. Clear Communication and Project Milestones:From the very beginning, establish clear communication expectations. Understand the project timeline, progress updates, and how to contact your designer with any concerns. Ongoing Support and Website Access:Make sure your web designer provides ongoing support and you have administrative access to your website. This ensures that you can manage updates or make changes without relying solely on the designer. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 4 April 2025

Selective Mutism – Ideal Client Load for Student Counsellors In Episode 334 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly guide us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we look at managing triggers and flashbacks—offering insights into how counsellors can support clients dealing with trauma responses. Then, in ‘Practice Matters’, Rory speaks with Antje Bothin about her book Annika and the Treasure of Iceland and how it helps give a deeper understanding of selective mutism. And lastly, in ‘Student Services’, Rory and Ken discuss the ideal client load for student counsellors, offering guidance on balancing client hours in placement while maintaining self-care. Managing Triggers and Flashbacks [starts at 03:06 mins] Managing triggers and flashbacks is crucial for working with clients who have experienced trauma. In this section, Rory and Ken explore the mechanisms behind trauma responses and how counsellors can help clients manage and reduce distress caused by these experiences. Key points discussed include: What Are Triggers? Triggers are stimuli - such as sounds, smells, images, bodily sensations, or emotions - that remind a client of a past traumatic event and activate a distressing response. These triggers can be conscious or unconscious, meaning clients might not always recognise what has set off their reaction. Understanding Flashbacks Flashbacks pull a client back into the past, making them re-experience their trauma as though it is happening in the present. This can be accompanied by emotional regression, where clients may revert to a childlike state in their speech or body language. Helping Clients Identify Triggers Therapists can support clients by identifying potential triggers before they become overwhelming. Trigger journals are a useful tool to help clients recognise patterns and gain greater self-awareness. Techniques for Managing Triggers and Flashbacks Grounding Techniques: These help bring the client back to the present moment, e.g. the 5-4-3-2-1 Method. Breathing Techniques: Encouraging deep, calm breathing to slow the physiological stress response. Physical Movement: Stretching, standing up, or walking to interrupt the trigger response. Developing a Coping Plan: Creating self-soothing strategies, such as listening to music, using a weighted blanket, or engaging in a creative activity. Key Practice Tip: If a client regularly experiences triggers or flashbacks, therapists should incorporate trauma-informed practices into their approach to ensure a safe and supportive therapeutic environment. Selective Mutism [starts at 29:35 mins] In ‘Practice Matters’, Rory speaks with Dr. Antje Bothin, author of Annika and the Treasure of Iceland, about selective mutism - a condition where individuals experience extreme anxiety when speaking in certain situations. The key points discussed include: What is Selective Mutism? A phobia of speaking caused by anxiety, often leading individuals to experience a freeze response in social settings. People with selective mutism may speak comfortably in some environments (e.g. at home) but struggle in others (e.g. school, therapy). Recognising Selective Mutism in Clients Clients may remain silent in certain situations while appearing confident in others. Some individuals exhibit high-profile selective mutism, where they completely stop speaking, while others display low-profile selective mutism, where they respond with one-word answers or gestures. How Therapists Can Support Clients Avoid pressuring clients to speak—instead, create a safe and accepting environment. Use Alternative Communication Methods: Start with closed-ended questions (yes/no answers) before gradually encouraging more open-ended responses. Allow clients to write responses or use nonverbal gestures.

Transcribed - Published: 29 March 2025

Autistic Therapists in Practice - The Essential Skill of Academic Referencing In Episode 333 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly, take us through this week's three key topics: Firstly, in 'Ethical, Sustainable Practice' we look at understanding the Dunning-Kruger Effect in trauma-informed therapy and how it can impact professional competence. Then in 'Practice Matters', Rory interviews an autistic therapist who has chosen to stay anonymous to allow for an open and honest conversation. This discussion is about their lived experience and insights into neurodivergence in the profession. And lastly in 'Student Services', Rory and Ken look at the importance of referencing in assignments, avoiding common pitfalls, and using digital tools to ensure accuracy. Dunning-Kruger Effect in Trauma-Informed Therapy [starts at 03:14 mins] Working with trauma requires ongoing learning, and in this section, Rory and Ken discuss the dangers of overestimating our competence and the need for continual professional development: The Dunning-Kruger Effect suggests that individuals with limited knowledge often overestimate their expertise while those with extensive knowledge may underestimate their abilities. In trauma therapy, assuming we know more than we do can be harmful to clients, as misinterpreting trauma responses can lead to ineffective or even damaging interventions. Ethical practice calls for therapists to engage in continued learning and training to ensure they remain informed and competent. Rory shares his personal journey in recognising gaps in his early training, and how expanding his trauma-informed knowledge transformed his practice. Investing in training isn't just beneficial - it's essential to maintaining ethical and effective care for trauma survivors. Autistic Therapists in Practice [starts at 23:13 mins] In this week's 'Practice Matters', Rory speaks with an autistic therapist about navigating the profession while being neurodivergent. Key points from the conversation include: Breaking stereotypes - Addressing common misconceptions about autistic professionals in therapy. Masking and burnout - How masking neurodivergent traits in a professional setting can lead to exhaustion. Client relationships - How self-disclosure and a neurodivergent perspective can enhance therapeutic connection. Workplace accommodations - The importance of reasonable adjustments to support autistic therapists in practice. Neurodivergent therapists can bring unique strengths to therapy, including deep empathy and creative engagement techniques. The Essential Skill of Academic Referencing [starts at 50:34 mins] Accurate referencing is an essential skill in academic writing. In this section, Rory and Ken explore best practices for referencing and common mistakes to avoid: Referencing provides credibility and allows others to verify the sources used. There are different referencing styles (Harvard, APA, etc.), and it's important to follow your institution's guidelines. Common mistakes include incorrect formatting, missing citations, and relying on non-academic sources like Wikipedia. AI tools and university citation generators can assist in formatting references correctly. Ensuring references are listed in alphabetical order and checking if word counts include citations can help avoid unnecessary resubmissions. Good referencing strengthens your argument and ensures academic integrity. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 22 March 2025

AI in Therapy - Comparing Ethical Frameworks In Episode 332 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly guide you through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we look at developing an online mindset to effectively work with clients online. Then, in 'Practice Matters', Rory speaks with Richard Miller, a counsellor, supervisor, and AI ethicist, about the ethical use of AI in therapy, its possibilities, challenges, and implications. Lastly, in 'Student Services', Rory and Ken discuss comparing ethical frameworks and why it's an important exercise in counselling training. In this section, Rory and Ken discuss the concept of developing an online mindset in therapy. This mindset is essential for counsellors who want to effectively provide online therapy to their clients. The key points discussed include: What is an Online Mindset? An online mindset is understanding that online therapy is as valid as face-to-face therapy, and it requires the same attention to ethical standards, client care, and professionalism. The pandemic of 2020 shifted online therapy from a niche practice to a mainstream method of working with clients. Counsellors must be familiar with the technology they use, including video software, microphones, internet speed, and webcam settings. The Importance of Technology in Online Therapy Understanding how technology works ensures a seamless therapeutic experience for clients. This includes having appropriate equipment, such as a stable internet connection, clear audio, and good lighting. Testing your setup with a peer is an essential step to ensuring everything runs smoothly during online sessions. Professionalism in Online Therapy Just as much care is needed in setting up an online practice as a physical office. This includes considering the lighting, background, and sound quality to ensure clients feel comfortable and supported. Building an Online Therapeutic Space Just like a physical therapy room, an online therapy space should be set up in a way that allows clients to feel safe, comfortable, and confidential. It is the responsibility of the therapist to ensure that their environment supports these qualities. It's important to consider factors such as lighting, background, and sound. AI in Therapy [starts at 29:49 mins] In Practice Matters, Rory interviews Richard Miller about the ethical use of AI in therapy. They explore the possibilities and challenges AI presents for the counselling profession. The key points of this conversation include: The Growing Role of AI in Therapy Richard discusses the ethical implications of using AI tools in therapeutic settings. Examples include AI chatbots used for communication with clients or AI programs that help with documentation. AI technology is widely used in everyday life, such as recommendation algorithms on streaming platforms like Netflix and social media. However, its application in therapy raises concerns about confidentiality, informed consent, and the accuracy of AI-generated content. Informed Consent and Confidentiality When AI is used in therapy, it's important to obtain informed consent from clients about how their data is used, stored, and shared. Therapists must be transparent about the tools they use, particularly AI-driven ones, to maintain client trust. Risks and Challenges of Using AI AI may influence decisions or therapy outcomes, but it cannot replace human judgement or emotional intelligence in therapeutic practice. Richard discusses the ethical responsibility of counsellors to understand and critically assess the AI tools they use and how these tools may affect their practice and client care. Comparing Ethical Frameworks [starts at 59:25 mins] In Student Services, Rory and Ken discuss the importance of comparing ethical frameworks during counsellor training.

Transcribed - Published: 15 March 2025

Working with Life-restricting Conditions - Challenging Stereotypes in Counselling In Episode 331 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we explore ethical dilemmas in supervision and discuss strategies for resolving them effectively. Then, in 'Practice Matters', Rory speaks with Dorothy Hodgkinson about working with clients who have 'life-restricting' conditions and how these conditions impact the therapeutic relationship. And lastly, in 'Student Services', Rory and Ken discuss the importance of challenging stereotypes in counselling training, offering insights into how counsellors can avoid stereotyping clients in their practice. In this section, Rory and Ken dive into ethical dilemmas in supervision, an important topic for all counsellors and psychotherapists. Key points for this section include: The Ethical Framework: Ethics are at the heart of counselling practice, guiding every interaction with clients. It's important to consistently refer back to the ethical framework, especially when faced with dilemmas. Supervision and Ethics: Supervisors play a critical role in helping supervisees navigate ethical issues that arise in their practice. Regular discussion around ethical frameworks ensures that therapists stay aware of their ethical obligations. The Ethical Problem-Solving Matrix: Professor Timothy Bond's ethical problem-solving matrix is a tool mentioned in the BACP Code of Ethics. It helps therapists systematically analyse ethical dilemmas by posing important questions, ensuring that decisions are defensible. Ethical Challenges: Common ethical dilemmas include questions about harm to self or others, dual relationships, confidentiality, and the complexities of working with vulnerable clients. Key Practice Tip: When faced with an ethical dilemma, always write down the dilemma clearly and consider whose dilemma it is-whether it belongs to the client, the counsellor, or both. By doing so, you can more effectively determine the best course of action using the ethical problem-solving matrix. Working with Life-restricting Conditions [starts at 23:28 mins] In 'Practice Matters', Rory interviews Dorothy Hodgkinson about working with clients who have life-restricting conditions. This topic focuses on the therapeutic relationship and the impact of physical and mental health conditions that limit a client's life. The main points of this conversation include: Life-Restricting Conditions and Therapy: Clients with conditions such as chronic fatigue, incontinence, and other debilitating issues often face the challenge of being overlooked in therapy due to the invisibility of their conditions. Client Flexibility: Therapists need to be flexible with their session formats, as clients with life-restricting conditions may have irregular energy levels and fluctuating abilities to attend regular sessions. Addressing the Hidden Challenges: Often, clients with life-restricting conditions feel invisible or unable to fully engage in therapy because their needs are not recognised by the therapist. Counsellors need to create a safe space where clients feel heard and understood. Key Practice Tip: In sessions, practitioners should be willing to adjust the session structure-whether that means allowing breaks, reducing session time, or allowing alternative communication methods like writing or drawing. These adjustments ensure that clients with life-restricting conditions still receive the therapy they need. Challenging Stereotypes in Counselling [starts at 47:37 mins] In 'Student Services', Rory and Ken discuss challenging stereotypes in counselling training. They explore how stereotypes can form and limit both the therapist's understanding of their clients and their therapeutic practice. The key points include:

Transcribed - Published: 8 March 2025

Importance of Psychosexual Therapy - Meeting Supervision Hour Requirements In Episode 330 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we explore the challenges and considerations of offering online therapy to clients abroad, particularly focusing on legal, ethical, and practical concerns. Then in 'Practice Matters', Rory speaks with Lohani Noor about the importance of psychosexual therapy and how therapists can gain the skills to support clients navigating intimate issues. Lastly, in 'Student Services', Rory and Ken provide practical advice for counselling students on meeting course requirements for supervision hours, emphasising the importance of documentation and careful planning. Working with Clients Abroad [starts at 03:15 mins] In this section, Rory and Ken discuss the complexities and ethical considerations of navigating online therapy with clients abroad. This has become increasingly common as more therapists and clients embrace online sessions. Key points from this conversation include: Legalities of International Therapy: Different countries have varying regulations regarding who can practice therapy within their borders, and therapists need to be aware of these laws. Ethical Considerations: Therapists must understand the ethical frameworks that govern their practice, especially when providing therapy to clients in jurisdictions that may have different cultural norms or legal frameworks. Client Safety: It's essential to discuss with clients the potential risks involved in online therapy, especially when they are in different countries with different laws, such as those surrounding confidentiality and the protection of vulnerable clients. Insurance: One of the most important considerations when offering therapy to clients abroad is to speak with your insurance company to ensure that you are covered for international practice. It's crucial to understand what is legally required and the potential risks involved in practising internationally. Importance of Psychosexual Therapy [starts at 28:42 mins] In Practice Matters, Rory speaks with Lohani Noor about psychosexual therapy, focusing on what makes an effective psychosexual therapist and the necessary training and skills required. The main points of this conversation include: Training in Psychosexual Therapy: there is a growing need for specialised psychosexual therapists, and formal training is important. Psychosexual therapy is not only about addressing sexual issues but also understanding relational dynamics. The Role of the Therapist: The therapist's role in psychosexual therapy is to facilitate conversations around intimacy, sexual health, and relationships in a safe, non-judgemental environment. Inclusivity in Psychosexual Therapy: Lohani shares how her training program includes diverse voices to ensure a comprehensive and inclusive approach to psychosexual issues, addressing both cultural and sexual diversity. Biopsychosocial Model: Lohani uses this model to help therapists understand the biological, psychological, and social factors that impact a person's sexual health and relationships. Meeting Supervision Hour Requirements [starts at 47:18 mins] In Student Services, Rory and Ken discuss the crucial topic of meeting supervision hour requirements as part of your training and practice. Key points discussed include: Understanding Supervision Hours: Supervision hours are a non-negotiable part of counsellor training, and it's important to track them carefully. Students must ensure that every hour worked with clients is supervised to meet course and professional body requirements. Tracking Hours Accurately: Rory emphasises the need for students to document their supervised hours accurately. A common mistake is counting unsupervised hours or miscalcula...

Transcribed - Published: 1 March 2025

Navigating Client Complaints Effectively - Managing Observed Skills Sessions In Episode 329 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Ethical, Sustainable Practice', Rory and Ken discuss distinguishing PTSD and Complex PTSD, exploring the evolution of trauma therapy and the importance of understanding physiological responses in trauma-informed practice. Then in 'Practice Matters', Rory speaks with Susie Jamieson about how to navigate client complaints effectively, sharing practical strategies and personal experiences to help therapists be complaint-ready. And lastly in 'Student Services', Rory and Ken talk about managing overwhelm during observed skills sessions, providing tips for reducing anxiety and building confidence in counselling skills practice. Distinguishing PTSD and Complex PTSD [starts at 03:41 mins] Distinguishing PTSD and Complex PTSD is essential in modern counselling. In this section, Rory and Ken explore the following key points: The shift from PTSD to PTS: dropping "Disorder" to reduce stigma. Introduction to Complex Post-Traumatic Stress (CPTS) and its identification. The evolution from 20th-century psychological theories to trauma-informed practices. The significance of physiological awareness in trauma responses and how trauma impacts the body. The role of trauma education in counsellor training and the importance of continuous learning. Navigating Client Complaints Effectively [starts at 24:41 mins] In this week’s ‘Practice Matters’, Rory speaks with Susie Jamieson about navigating client complaints effectively. The key points of this conversation include: Susie’s personal journey and insights from her CPD lectures on complaint readiness. The emotional and professional impact of complaints on therapists. Strategies for being complaint-ready and managing the process effectively. The importance of supervisory support and legal guidance. Encouraging proactive preparation to mitigate the stress of potential complaints. Managing Observed Skills Sessions [starts at 52:34 mins] Throughout your counselling journey, managing observed skills sessions can be challenging. In this section, Rory and Ken discuss strategies to cope with the anxiety and overwhelm often experienced during these sessions: Recognising that observed skills sessions are structured and not reflective of real client interactions. The value of regular practice and preparation to build confidence. Understand the assessment criteria and focus on key skills. Utilise peer support and feedback for continuous improvement. Encouraging self-compassion and realistic expectations during training. Links and Resources Susie Jamieson Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 22 February 2025

Special Edition: Expanding Therapeutic Approaches with NHS Policies In this Special Edition of the Counselling Tutor Podcast, your host Rory Lees-Oakes speaks with Meg Moss from the National Counselling and Psychotherapy Society (NCPS) about how NHS policy design could support a wider range of therapeutic approaches. Key Takeaways: Human Connection in Therapy: Human connection is a vital factor of effective therapy. Common Factors research highlights that the quality of the therapist-client relationship is the most significant predictor of therapeutic success. Limitations of RCTs: NHS systems often prioritise structured interventions like CBT due to their reliance on Randomised Controlled Trials (RCTs), neglecting the relational depth crucial for therapy effectiveness. Qualitative vs Quantitative Data: Qualitative data, such as case studies and client interviews, provides deeper insights into therapy outcomes compared to quantitative measures. Policy Challenges: Current NHS mental health services are heavily policy-driven, with rigid protocols that can lead to therapist burnout and limit therapeutic flexibility. Direct Access to Counselling Campaign: NCPS is campaigning to give GPs more flexibility to refer directly to counsellors and psychotherapists, promoting client choice and improving mental health support. The NCPS Campaign Aims to: Prioritise human connection in therapy services and NHS policy design. Expand access to diverse therapeutic approaches through accredited registers. Advocate for flexible models that allow clients to choose therapists and therapy types. Promote policies that improve mental health service efficacy by focusing on relational dynamics. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 15 February 2025

Couples Therapy using the Developmental Model - Choosing the Therapy Modality In Episode 328 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we delve into professional letter writing by counsellors when communicating with other professionals. Then, in 'Practice Matters', Rory speaks with Claire Ratcliffe about relationship therapy using the developmental model, focusing on how couples evolve and how therapists can support growth at each stage. Lastly, in 'Student Services', Rory and Ken discuss how to choose the therapy modality that is the best fit for you as a future therapist. Professional Letter Writing [starts at 03:24 mins] In this section, Rory and Ken explore the topic of professional letter writing. Writing letters to other professionals is an essential skill for counsellors, particularly when you need to communicate about your clients. Some key points from this section include: Types of Professional Letters: Referral letters, collaboration letters, and report writing. Tone and Accuracy: Ensuring the tone is correct, sharing only necessary information, and maintaining confidentiality. Importance of Second Opinions: Discuss letter content with a supervisor to ensure accuracy and appropriateness before sending. Rory highlights the crucial need for careful wording in professional documents, as these documents can have significant consequences in situations like child protection or legal matters. Letters and reports may be called upon in the future, and they need to be defensible and factual. Couples Therapy using the Developmental Model [starts at 27:52 mins] In 'Practice Matters', Rory speaks with Claire Ratcliffe, who shares her insights on couples therapy using the developmental model. Key takeaways include: The Developmental Model: This model parallels stages of child development and applies them to couples therapy. Couples go through stages, much like children, where they evolve from symbiosis (initial connection) to differentiation (individuality). Therapist's Role: In the developmental model, the therapist takes an active role in guiding the couple through these stages, recognising differentiation, and helping them navigate relationship growth. Therapeutic Metaphors: Claire discusses how metaphors can be used to externalise problems and how this helps clients see their issues in a new light. Claire emphasises the importance of training in couples therapy and how various approaches, such as the Bader and Pearson model, can support counsellors in working with couples. She stresses that understanding the theory behind these models is essential in creating a strong therapeutic relationship. Choosing the Therapy Modality [starts at 51:37 mins] In 'Student Services', Rory and Ken discuss how to choose the therapy modality that suits you best. As a counsellor, finding the right modality for your practice is essential. Some main points for this section: Personal Fit: It is crucial to choose a modality that resonates with you personally. The therapy model you train in will shape how you work with clients. Different Modalities: Some popular modalities include Person-Centred Therapy, Cognitive Behavioural Therapy (CBT), Transactional Analysis (TA), and Gestalt Therapy. Investment and Fit: Choosing a modality is a big commitment of time and money. Consider how well a model fits with your values and goals as a therapist. It's important to stay open to learning and consider how different approaches might complement each other in your work. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide

Transcribed - Published: 8 February 2025

PD Groups for Counsellors - Supportive Supervision before Placement In Episode 327 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we explore the 7-eyed model of supervision in clinical practice. Then, in 'Practice Matters', Rory speaks with Dr. Sonja Falck about facilitating personal development (PD) groups and their importance for both trainees and qualified counsellors. And lastly, in 'Student Services', Rory and Ken discuss the essential topic of accessing supervision before going into placement and why it's crucial to be well-prepared. 7-eyed Model of Supervision in Clinical Practice [starts at 03:37 mins] In this section, Rory and Ken dive deep into the relevance and application of the 7-eyed model of supervision in clinical practice. This model encourages a more holistic approach to supervision by looking at client dynamics, counsellor reflections, and the relationships between all involved parties. Key points from this discussion include: Understanding the 7-Eyed Model: The 7-eyed model encourages supervisors to explore multiple aspects of practice. This includes looking at the client, the counsellor's interventions, the supervisor-supervisee relationship, and more. Clinical Supervision vs. Managerial Supervision: Clinical supervision is distinct from managerial supervision. The former focuses on the client and counsellor practice, while the latter is concerned with performance and organisational issues. Historical Context: The 7-eyed model was introduced by Peter Hawkins and Robin Shohet in the 1980s and is a widely used model in the UK for clinical supervision. Importance of Reflection: Reflection is a key component in supervision. It helps counsellors evaluate their practice and enhances ethical decision-making in client work. PD Groups for Counsellors [starts at 34:00 mins] In this week's Practice Matters, Rory speaks with Dr. Sonja Falck about the vital role of facilitating Personal Development (PD) groups for counsellors. The key points of this conversation include: - Language Builds Relationships: The way we use language with clients builds the therapeutic relationship. From the first email exchange, it is essential to use language that creates a safe, respectful environment. - Acknowledging Mistakes: If you make a mistake, acknowledge it openly. This helps to create a collaborative dynamic in therapy. - Creating Metaphors: Developing metaphors tailored to the client's experience can externalise the problem, making it easier for the client to view and work through challenges. - The Value of PD Groups: PD groups provide a space for counsellors to work on their own development. Facilitators need specific training to ensure these groups are effective and safe for participants. Supportive Supervision before Placement [starts at 42:27 mins] In 'Student Services', Rory and Ken discuss accessing supervision before placement and why it's so important to establish a supportive supervision relationship early on. Key points discussed include: - Getting Supervision Before Placement: It's critical to find a supervisor before you begin working with clients in placement. This ensures that you are prepared and supported in your practice. - What to Look for in a Supervisor: Consider the supervisor's experience, approach, and how they resonate with you personally. The relationship with your supervisor can significantly impact your development as a counsellor. - Preparing for Your First Client: Supervision before placement helps counsellors feel more confident and prepared. It provides guidance on ethical issues, documentation, and how to manage client dynamics. - The Benefits of Supervision: Supervisors are there to help counsellors develop ethically, professionally, and personally.

Transcribed - Published: 1 February 2025

Virtual Reality in Therapy - Vicarious Trauma In Episode 326 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: First up in Ethical, Sustainable Practice: Understanding ambiguous loss, its complexities, and how it presents in therapy. Then in Practice Matters: Rory speaks with Nina Solomons about the innovative use of virtual reality in therapy. Lastly, in Student Services: Rory and Ken discuss a critique of the person-centred model, addressing its strengths and limitations. Ambiguous Loss [starts at 03:07 mins] In this week's Ethical, Sustainable Practice, Rory and Ken explore ambiguous loss - a type of grief where the person or thing is physically absent but psychologically present. The main points from this section: Examples of ambiguous loss are children leaving home for university, missing person cases, and emotional loss due to illness or addiction. Grief in ambiguous loss can be difficult to process as there is no clear endpoint or closure. Clients may experience unresolved emotional states such as yearning, self-blame, or confusion. Ambiguous loss can be unseen both by the individual and by others. Types of ambiguous loss: Physical absence without closure (e.g. a missing loved one). Emotional loss, such as the gradual loss of a person due to conditions like Alzheimer's or addiction. Clients may have difficulty coming to terms with the loss due to the lack of closure. This emotional complexity requires thoughtful therapeutic approaches focusing on acceptance and resilience. Working with ambiguous loss in therapy: Mastery: Helping clients regain control over their lives despite the absence. Acceptance: Encouraging acceptance of the loss. Resilience: Supporting clients in their healing journey through understanding and accepting their grief. Connection and Hope: Encouraging connections with others who have experienced similar losses and nurturing hope for emotional growth. Virtual Reality in Therapy [starts at 30:00 mins] In this week's Practice Matters, Rory speaks with Nina Solomons about how virtual reality (VR) is transforming therapy, offering clients a safe space to express their thoughts and emotions. Key points from this conversation include: VR allows clients to create a personal space where they can express emotions and process difficult topics. Therapists can remotely observe and engage with what the client creates in VR, offering a dynamic approach to emotional expression. Clients can use VR to build visual metaphors that help them externalise complex emotions, aiding in trauma processing or exploring relational issues. Creative methods such as drawing or building in VR can help clients uncover hidden emotions or suppressed memories. The therapist can control aspects of the session, ensuring safety and comfort for the client. VR in therapy provides a creative outlet for clients to express their thoughts, especially those with difficulty articulating complex emotions. VR can also support clients with PTSD, anxiety, and trauma by providing an environment that allows them to face their fears and work through emotions. Vicarious Trauma [starts at 52:16 mins] In this section, Rory and Ken discuss vicarious trauma, how it can affect counsellors, and how to recognise and manage it. Key points include: Vicarious trauma occurs when a counsellor or helper is affected by the trauma they hear about from clients. Even brief mentions of traumatic events can trigger strong emotional reactions or past experiences in the therapist. It's important to be aware of the signs of vicarious trauma, such as feeling emotionally overwhelmed, disconnected, or experiencing distress related to the trauma you hear about. Therapists and helpers can also be vicariously traumatised when they imagine themselves in the client's situation...

Transcribed - Published: 25 January 2025

Neurodivergence and Eating Disorders - Managing Overwhelm In Episode 325 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice,' we look at applying Attachment Theory in therapy and how understanding attachment styles helps build a strong therapeutic relationship. Then in 'Practice Matters', Rory speaks with Bernie Wright and Lisa Smith about the connection between eating disorders, disordered eating, and neurodivergence. Lastly, in 'Student Services, Rory and Ken discuss how counselling students can manage overwhelm and stay motivated through their training journey. Applying Attachment Theory [starts at 03:06 mins] Rory and Ken discuss the key components of applying Attachment Theory and how understanding different attachment styles can enhance our work with clients. Attachment theory forms the foundation of human bonding, and understanding it allows therapists to work more effectively with clients, especially those who struggle with relationships. This discussion highlights the following key points: Secure Attachment: Individuals with secure attachment are typically comfortable with themselves and others, handling differences with ease. Avoidant Attachment: This attachment style involves emotional distancing and difficulty in trusting others. Anxious Attachment: Individuals with anxious attachment often experience difficulties with trust and emotional regulation in relationships. Disorganized Attachment: A more complex style, where the individual has difficulty trusting both themselves and others, leading to internal conflict. Being aware of your own attachment style will help you to better understand and support your clients. Neurodivergence and Eating Disorders [starts at 32:20 mins] In this week's 'Practice Matters', Rory speaks with Bernie Wright and Lisa Smith, who discuss their work on eating disorders, disordered eating, and neurodivergence. They explain how neurodivergent conditions such as autism and ADHD can lead to unique challenges in eating behaviour, often requiring specialised therapeutic interventions. The key points of this conversation include: ADHD and Eating Disorders: Many individuals with ADHD struggle with impulsivity and emotional regulation, which can manifest as disordered eating. Autism and Eating Disorders: Autistic individuals often have rigid behaviours and sensitivities that can make eating challenging, such as avoiding certain food textures or using food as a form of stimming. The Role of Dopamine: Neurodivergent individuals may experience imbalances in dopamine, which contributes to impulsivity and the pursuit of behaviours that provide a dopamine rush, such as overeating or restrictive eating. Creating a Bespoke Approach: Bernie and Lisa stress the importance of tailoring therapeutic interventions to the unique needs of neurodivergent clients, taking into account both psychological and physiological aspects of eating disorders. Managing Overwhelm [starts at 55:04 mins] In this section, Rory and Ken discuss how counselling students can manage feelings of overwhelm during their studies. They provide valuable advice on balancing academic demands, personal therapy, and practice. The key points include: Understand Your Why: Revisiting your reason for starting training can help reignite passion and motivation. Support Networks: It's important for students to seek support from tutors, peers, and supervisors when feeling overwhelmed. Time Management: Preparing for assignments in advance and managing deadlines can help prevent the buildup of stress and anxiety. Self-Care: Taking time to care for yourself and seeking personal therapy when necessary can make a big difference in staying balanced during the challenging times of training. Links and Resources

Transcribed - Published: 18 January 2025

Managing Risk in Online Therapy - Contracting in Counselling In Episode 324 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we look at managing risk in online therapy and the considerations for safe practice. Then in 'Practice Matters', Rory speaks with Meg Moss about the regulation of counselling and psychotherapy. And lastly, in 'Student Services', Rory and Ken discuss the importance of contracting in counselling. Managing Risk in Online Therapy [starts at 04:30 mins] Managing risk in online therapy is essential to ensure the safety of clients and the effectiveness of sessions. In this section, Rory and Ken outline key considerations and practical strategies: Risks in remote therapy: Physical absence makes emergency responses more challenging. Reduced non-verbal cues when using technology can limit communication. High-risk client presentations to consider carefully: Active substance use or addiction. Domestic violence situations where client safety is at risk. Serious medical conditions or histories of self-harm. Risk management strategies: Use tools like What3Words to locate clients in emergencies. Regularly update client records, including emergency contacts. Maintain clear protocols for online and telephone therapy sessions. Contracting for safety: Clearly outline emergency procedures in your initial agreements. Revisit risk management plans as therapy progresses. Regulation of Counselling and Psychotherapy [starts at 31:26 mins] In this week's 'Practice Matters', Rory speaks with Meg Moss, Head of Policy at the National Counselling and Psychotherapy Society (NCPS), about the ongoing debate surrounding the regulation of counselling and psychotherapy. Key discussion points include: The call for regulation: Increased public concerns about client safety and therapist accountability. The effectiveness of the existing Accredited Registers program in maintaining standards. Challenges with statutory regulation: Regulation protects professional titles but does not eliminate harmful practices. Risks of creating defensive practices, which may undermine therapeutic relationships. Promoting public awareness: Clients should be encouraged to verify therapists' qualifications and memberships with accredited registers. Education around ethical standards and informed client choice. This is the final part of a three-part series on regulation - listen to Episodes 322 and 323 for earlier discussions. Contracting in Counselling [starts at 54:45 mins] Contracting is a fundamental part of ethical and effective counselling practice. In this section, Rory and Ken explore why contracts are essential, and what they should include: Purpose of contracting: Sets clear boundaries and expectations between client and counsellor. Protects both parties and ensures transparency. What to include in a contract: Session details: duration, fees, cancellation policies, and confidentiality. Data protection: how records are stored, client access, and GDPR compliance. Termination process: how and when therapy may end. Student considerations: Contracting skills develop as part of your training. Understanding the importance of defensible decision-making if issues arise. Contracts are a cornerstone of professional practice, ensuring clarity and trust in the therapeutic relationship. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide

Transcribed - Published: 11 January 2025

Regulation in Counselling and Psychotherapy - Power Up your Counselling Skills through Observation In Episode 323 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at engaging with clinical supervision and how to get the most from it. Then in 'Practice Matters', Rory speaks with Susie Jamerson in the second part of a three-part series exploring regulation in counselling and psychotherapy. And lastly in 'Student Services', Rory and Ken discuss powering up your counselling skills through observation. Engaging with Clinical Supervision [starts at 03:54 mins] When it comes to clinical supervision, it's essential to ensure you and your clients are getting the most out of the process. Rory and Ken explore the purpose of engaging with clinical supervision and how to evaluate its effectiveness: Proctor's Model of Supervision has three key areas: Normative: Professional standards and ethical issues. Restorative: Support, well-being, and stress reduction. Formative: Skills and knowledge development. Re-evaluate your supervision annually- does your supervisor still meet your evolving needs? Consider the needs of your client group and any specialist training you've undertaken. Recognise barriers to supervision, such as: Lack of choice. Modality mismatch. Fear of judgement. Supervision should challenge you and help you grow, not simply be a comfortable space. Tips to discuss with your supervisor: What works and what doesn't work? How can you refine the process together? Regulation in Counselling and Psychotherapy [starts at 27:40 mins] In this week's 'Practice Matters', Rory speaks with Susie Jamerson about statutory regulation of counselling and psychotherapy. The key points of this discussion include: Regulation aims to protect the public, but implementation must be fair and carefully considered. Concerns about regulation: Will it exclude competent practitioners who don't meet arbitrary criteria? Could it replicate issues seen in the SCoPEd framework? Protecting counselling and psychotherapy as professional titles could be a step forward. Training standards are crucial - licensing training providers may provide a foundation for regulation. Recognising that even in regulated professions, unethical behaviour can still occur. Focus regulation on eradicating charlatans and unqualified practitioners. Power Up your Counselling Skills through Observation [starts at 49:14 mins] In this week's 'Student Services', Rory and Ken explore how you can power up your counselling skills through the power of observation. Social Learning Theory: We learn through observing and reflecting on others' practice. The observer role can be the most powerful learning experience. Watch for key counselling skills (e.g. silence, reflection, summarising). Learn to observe: The use of skills by the listener. The client's (speaker's) reactions to interventions. Feedback Tips: Start with feedback from the speaker to avoid influencing their reflections. Highlight the listener's effective use of skills and areas for improvement. Counselling skills are the engine of your practice - honing them ensures the best outcomes for your clients. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 4 January 2025

Statutory Regulation in Counselling and Psychotherapy - Dual Relationships in Counselling In Episode 322 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Ethical, Sustainable Practice', we discuss the theory of mind and its implications in neurodivergence. Then, in 'Practice Matters', Rory speaks with Dr. Anne Guy about the pros and cons of statutory regulation in counselling and psychotherapy. And lastly, in 'Student Services', Rory and Ken explore managing dual relationships in counselling. Theory of Mind [starts at 04:38 mins] In this section, Rory and Ken discuss Theory of Mind, a developmental psychology concept that has drawn controversy in its application to neurodivergence and autism. Key points include: Theory of Mind (ToM): Understanding mental states such as beliefs, intentions, and emotions, in yourself and others. ToM is crucial for social interaction but has been criticized for portraying autistic individuals as lacking empathy-a view disputed by the community. Double Empathy Problem: A concept by Dr. Damian Milton emphasising that communication challenges in autism involve both neurodivergent and neurotypical individuals. Neurotypical privilege may lead to biases in understanding neurodivergence. Ken uses the analogy of operating systems (e.g., Mac and Windows) to illustrate differences in neurotypical and neurodivergent processing. Takeaway: Therapists must approach neurodivergent clients with sensitivity, recognising diversity in communication styles and avoiding deficit-focused perspectives. Statutory Regulation in Counselling and Psychotherapy [starts at 28:47 mins] In this week's 'Practice Matters', Rory speaks with Dr. Anne Guy about the implications of statutory regulation in counselling and psychotherapy. Main points include: Pros and Cons of Regulation: Regulation may create barriers for diverse practitioners and overly bureaucratise therapy. While it aims to protect clients, it might unintentionally diminish flexibility and creativity in therapeutic relationships. The recent Ella Jenner case reignited debates on client safety and regulatory oversight. Informed Consent: Clients should be empowered with knowledge about therapists' qualifications and ethical standards. The importance of balancing safety with open, authentic therapeutic relationships. Dr. Guy advocates for broader conversations within the profession about potential alternatives to statutory regulation. Dual Relationships in Counselling [starts at 57:17 mins] Managing dual relationships is a critical yet nuanced aspect of ethical counselling practice. Key points: Definition: Dual relationships occur when a therapist has another type of relationship with their client, such as being a friend, family member, or colleague. Case Examples: Counselling a neighbour or acquaintance may compromise confidentiality and boundaries. Handling accidental interactions, such as meeting a client in a public setting, requires discretion and professionalism. Hidden Dual Relationships: Examples include situations where a therapist and supervisor are unknowingly connected through client networks. While generally avoided, dual relationships may sometimes be manageable if carefully considered and supervised. Students should avoid dual relationships entirely to maintain clear boundaries during early practice. Takeaway: Maintain professional boundaries and consult with supervisors or peers for guidance when dual relationships arise. Links and Resources Dr. Anne Guy The Guardian article: Woman who Sued therapist for Sexual Assault Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource

Transcribed - Published: 14 December 2024

Counselling Boys and Men Part 2 - Managing Boundaries in Counselling In Episode 321 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly guide us through this week's three topics: Firstly in 'Ethical, Sustainable Practice' we look at effective online counselling for neurodivergent clients. Then in 'Practice Matters', Rory interviews Phil Mitchell about part two of his lecture on counselling boys and men. And lastly in 'Student Services', Rory and Ken discuss managing boundaries in counselling. Online Counselling for Neurodivergent Clients [starts at 03:41 mins] In this section, Rory and Ken explore the unique considerations of offering online counselling for neurodivergent clients. Key points include: The rapid growth of online and telephone counselling since COVID-19 has made it mainstream in therapeutic practice. Specific needs of neurodivergent clients in online settings, including difficulties with phone-based sessions and sensory preferences. The importance of reasonable adjustments such as offering asynchronous communication (e.g. email) or allowing sessions without video. Risk management considerations, especially with clients at higher risk of mental health challenges, including suicidal ideation. The necessity of formal training for online and telephone counselling. Practical tips: Adapt language, session formats, and response times to suit neurodivergent clients. Include reasonable adjustments in client contracts. Obtain clear emergency contact details for safety. Counselling Boys and Men Part 2 [starts at 29:05 mins] In this week's 'Practice Matters', Rory interviews Phil Mitchell about counselling boys and men, focusing on Phil's two-part CPD lecture series. Phil shares insights into: The importance of using male-centred, action-oriented language to improve engagement. Why traditional therapeutic approaches may not resonate with many male clients. Research supporting a solution-focused, practical counselling style for men. Marketing practices that effectively attract male clients to therapy. Examples of language adjustments include reframing vulnerability as strength and emphasising problem-solving over emotional exploration. Managing Boundaries in Counselling [starts at 55:33 mins] In 'Student Services', Rory and Ken discuss managing boundaries in counselling: Boundaries protect both the client and the therapist, providing a safe and structured environment. Common boundary challenges for students include handling informal counselling requests from friends or family and unexpected encounters with clients outside therapy settings. Strategies for addressing boundary breaches include revisiting contracts and consulting with your supervisor. Flexibility in boundaries, such as allowing reasonable adjustments for neurodivergent clients, can support therapeutic success. Practical advice: Use clear, mutually agreed-upon boundaries as part of initial contracting. When unexpected situations arise, discuss and revise boundaries in supervision. Incorporate boundary management discussions into professional development and supervision sessions. Links and Resources Phil Mitchell Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 7 December 2024

Navigating the Complaints Process Part 2 - Skill of Challenge in Counselling In Episode 320 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Ethical, Sustainable Practice', Rory and Ken look at preparing the therapeutic environment for autism-friendly care. Then in 'Practice Matters' we have part 2 of last week's interview with Susie Jamieson about her journey navigating the complaints process. And lastly in 'Student Services', we look at the skill of challenge in counselling. Preparing the Therapeutic Environment [starts at 03:25 mins] Inclusivity and accessibility are incredibly important in counselling. Making an effective therapeutic alliance can make a huge difference to the outcome of a client's therapy. Ask what reasonable adjustments you might be able to make for a client - allow them to feel as though they can share those with you. You can explore this before you even meet the client, in your first contact such as email or over the phone. Consider things such as sound, lighting, and smell in the therapy room. You don't want a client focusing on their discomfort rather than engaging with what's going on. Sensitivity to sound can also apply to tone of voice and communication style - some may want a more calm, monotonous tone, or some may prefer a faster pace with a more animated tone. You might consider having lights that you can dim, or fidget toys. Do you have busy or distracting wallpaper? Let the client know that you're willing to make reasonable adjustments and advertise that. Navigating the Complaints Process Part 2 [starts at 29:14 mins] In this week's 'Practice Matters' we carry on our interview with Susie Jamieson about her experience with the complaints process. The key points of this section include: The process involves quite a lot of waiting. There is a need for support - surround yourself with as much support as you can. You may be asked to gather references and/or testimonials. One of these might be from your supervisor, a written account of how you work and how you make use of your supervision. The case can be dismissed at any time. Sanction - a soft punishment. You might experience significant financial loss through lost earnings. The process can take a huge emotional toll. The BACP have now launched Member Support Services. Skill of Challenge in Counselling [starts at 56:21 mins] If you find yourself intimidated by the skill of challenge, Rory and Ken are here to talk you through the benefits of this skill, and some practical examples of how you might implement it: When using the skill of challenge, appropriateness and timing are the two key things to consider. There may be fear about it being confrontational - but it's more about highlighting. It might be bringing reality into the room whilst being mindful. You might highlight incongruence in their thoughts, feelings or behaviours. It's not about contradiction or confrontation but shining a light on something that might be inconsistent. It's not meant to make a client feel criticised or put down. Introducing challenge too early in the therapeutic relationship can damage rapport. Rapport needs to be built and established beforehand. Be mindful not to mirror a client's coping mechanism such as a nervous laugh - challenge might be as simple as not laughing with them. Check a challenge with your supervisor - get a second opinion on the challenge you're considering. Be aware of the disinhibition effect and maybe step in and challenge this to prevent the client from possibly feeling regret afterwards. Challenge should be used with care - when used correctly it can be incredibly effective. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision

Transcribed - Published: 30 November 2024

Navigating the Complaints Process - Developing Your Inner Supervisor In Episode 319 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at understanding the Double Empathy Problem in Neurodivergent Therapy. Then in 'Practice Matters', we have the first part of an interview where Rory speaks with Susie Jamieson about her journey navigating the complaints process. And lastly in 'Student Services', Rory and Ken discuss developing your inner supervisor. Double Empathy Problem [starts at 03:33 mins] When working with neurodivergent individuals, we might encounter barriers to communication. In this section, Rory and Ken discuss the Double Empathy Problem, and how you might be able to work around this in your practice: When we engage with neurodivergent individuals, we can have communication challenges. Simile and metaphor might be a bit of a challenge. It boils down to misunderstandings that act as a barrier to communication. Social cues might be missed. Make sure you are saying things very clearly. You might have to adapt your questioning style e.g. Socratic questioning. Ask the client to be a part of how you work with them, ask them what changes you can make. Empathy is a mutual endeavour that requires flexibility, curiosity, and a commitment to seeing beyond neurotypical norms. Avoid ambiguity. Navigating the Complaints Process [starts at 23:08 mins] This section is part one of an interview with Susie Jamieson about her experience navigating the complaints process. The key points of this section include: It can often feel like a huge shock. You might find out about the complaint months after it was made. The wording may sound confrontational. You might invest a lot of time into your preliminary response - look to your notes, your supervision notes, and provide evidence. It's a long, time-consuming process. Find support, this might be with your supervisor. Consider your self-care - are you fit to practice? Do you need to lower your client hours? Once a complaint is made against you, you need to tell your insurance. Consensual Disposal - you apologise in writing to the complainant, and they agree to accept that. Look out for part 2 of this interview next week! Developing Your Inner Supervisor [starts at 50:11 mins] In this section, Rory and Ken look at what the internal supervisor is, and how this develops over the course of your training: You develop your internal supervisor as you move through your counselling studies. As you learn about ethical problems, you develop 'therapeutic wisdom' that helps you to have your own internal supervisor. Unconscious competence - you're no longer having to actively think about what skills you're using. You might start to pick up on your own feelings and work out that it is transference, without taking it to your supervisor first. Intuitive information - trusting your own intuition and acting on it thoughtfully, inviting the client to expand. Everything comes from the client - if certain feelings are coming up for you, start to think about why that might be, and where they're coming from. Links and Resources Susie Jamieson BACP: What happens if a complaint is made against you NCPS Complaints Proccess UKCP Complaints Proccess Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 23 November 2024

Relational Ethics in Psychotherapy and Counselling Private Practice - Claiming Expenses as a Placement Counsellor In Episode 318 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at Autism and the Law Then in 'Practice Matters', Rory speaks with Caz Binstead about her book Relational Ethics in Psychotherapy and Counselling Private Practice: Solidarity, Compassion, Justice. And lastly in 'Student Services' we look at claiming expenses as a placement counsellor. Autism and the Law [starts at 03:12 mins] There are now multiple laws that protect autistic individuals, and it's important to be aware of these in your practice so that you can best serve your clients. The main points of this section include: To be an inclusive therapist, it's important that you can accommodate reasonable adjustments. This can be simple things such as, does your practice have wheelchair access? But there are also reasonable adjustments that apply to those who are autistic or neurodivergent. Anticipatory duty - how are you going to adapt your practice for specific clients? Do you have a ticking clock in your practice room? This can be very distracting for certain neurodivergent individuals, and it can be as easy as removing it from the room to make the client more comfortable. Doing the correct CPD and training can give you an idea of the challenges a neurodivergent person might face. Can you be flexible in your sessions? If a client is low on energy one day, can you provide a shorter session? Clear communication is key - how can you achieve this? Can your client use a fidget toy during a session? Reflection and reflexivity - have a look at your practice from the outside, from a client perspective, what can you improve upon? Let the client know early on that you are willing to make these adjustments. Relational Ethics in Psychotherapy and Counselling Private Practice [starts at 26:51 mins] In this week's 'Practice Matters', Rory speaks with Caz Binstead about her book Relational Ethics in Psychotherapy and Counselling Private Practice: Solidarity, Compassion, Justice. The key points of this discussion include: Caz's book looks at how private practice is - not just what it should be. Solidarity - how do we stay open to the fact that we come face-to-face with diverse clients? How can we have solidarity with not just their life experiences but with their cultural background, which may alter how we need to work with them? Contracting is really important for a counsellor in private practice to get right, because of boundaries. Feel confident with your own practice boundaries. Being inconsistent with your boundaries can lead to complaints. Reflection is key when it comes to ethics - it's not black and white, there is guidance and frameworks, but you should reflect on what has gone on for you. Reflect both on your own and within supervision. Ethics is at the heart of our work as a therapist. Claiming Expenses as a Placement Counsellor [starts at 55:03 mins] When you go into placement, you are volunteering your time. In this section, Rory and Ken discuss what expenses you might be able to claim, and recognising your right to ask about it: Can you claim any expenses for your placement? When you go to an interview, it's well worth asking if they offer any expenses - not all placements will be able to offer this. The NCVO discusses what volunteers can claim. You may be able to claim for things such as your travel, food, supervision, administration costs, stationary, etc. As a placement counsellor, you are valuable - have a voice. Links and Resources Caz Binstead Relational Ethics in Psychotherapy and Counselling Private Practice Counselling Skills Academy

Transcribed - Published: 16 November 2024

Finding Work through EAP - Closing a Skills Session In Episode 317 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly look at this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at the different strengths and challenges in autism that individuals may face. Then in 'Practice Matters', Rory speaks with Sharon McCormick about how an ethical EAP (Employment Assistant Program) operates and the benefits for both clients and employers. And lastly in 'Student Services, Rory and Ken discuss closing a skills session. Strengths and Challenges in Autism [starts at 02:55 mins] There are some traits that are commonly seen in autistic people - these can be both strengths and challenges. In this section, Rory and Ken discuss some of the ways that acknowledging these strengths and challenges in autism within your practice can help when working with neurodivergent clients: Those who are autistic might find some tasks easy to do and they might find some areas of life a bit of a struggle. Some autistic people may have challenges in communication or social interaction. It's still important to remember that every autistic person is different. You're not meeting a stereotype, find out who this client is. An autistic person's energy might fluctuate up and down - they might have had lots of energy in the morning, but by the afternoon they might find the simplest of things a bit of a struggle due to lack of energy. Some neurodivergent people feel they have to map themselves to the world they're in through masking. This can be seen most commonly in social interaction and can take up a lot of energy. Everybody has strengths and challenges - however, there are some traits that are more common in autistic individuals. Making small adjustments to make clients feel more comfortable - are there any sensory challenges that you can accommodate for? If a client is very low-energy, asking them about a special interest of theirs might energise them, or bring a spark back into how they are within the room. See clients as people first, then work with whatever they bring. Allow clients to feel they can ask you to make reasonable adjustments. Is there an opportunity for you to balance out a challenge with one of their strengths? Be creative within the space. Finding Work through EAP [starts at 34:21 mins] In this week's 'Practice Matters', Rory speaks with Sharon McCormick about how an ethical EAP operates and the benefits for both clients and employers. The key points of this discussion include: An EAP provides an external service to an organisation that looks after their staff's wellbeing. This can include talking therapy, signposting, mediation, training, or trauma support. Clients are matched up with a therapist that best suits them. Everything is agreed contractually before they start using the services. This helps the client to prepare as best they can for the first appointment. Initially contract for 6 sessions, but they might attend less than this. If the counsellor feels the client needs more sessions, and the issue is work-related, this will be requested from the employer. Always work in the best interest of the client. Work collaboratively, what does the counsellor feel is best for the client? Closing a Skills Session [starts at 59:02 mins] It can be tricky to know how to end a skills session. In this section, Rory and Ken discuss what to be mindful of when drawing a session to a close: How do we bring skill sessions to an end in a way that is respectful to the speaker? When you give a 5-minute warning and begin a summary, do you use factual information, or emotional language? This speaks to boundaries - sessions need to come to an end without the risk of the client opening up again. At the beginning of the session, you might say how long the session is and state that you'l...

Transcribed - Published: 9 November 2024

Child Abuse in Online Interactions - Listen to Understand, Not to Respond In Episode 316 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Ethical, Sustainable Practice', continuing with our new focus on neurodivergence we'll look at how to see the individual, not the label. Then in 'Practice Matters', Rory speaks with Catherine Knibbs about how seemingly innocent online interactions can lead to child abuse. And lastly in 'Student Services', Rory and Ken look at listening to understand, not listening to respond. See the Individual, Not the Label [starts at 04:16 mins] Having a unique and tailored approach can become even more important to remember when working with neurodivergent clients. It's important to remember that a certain diagnosis or stereotype cannot represent everyone. The main points of this discussion include: Traits that appear in some people won't appear in others - it's not one size fits all. Acknowledge that people are different in the way they think and process - see the individual, not the label and acknowledge the difficulties it might bring. Give the space to listen and understand. As a counsellor, having the knowledge of what to look out for and what to be sensitive to, can really aid somebody. We're not there to diagnose. Your interventions need to be tailored and unique to each client. Be open to making accommodations to suit each client. There isn't one model that suits all people. Reflect on your own attitude towards autistic people, do you carry any stereotypes? Think about what challenges an autistic client might experience in the therapy room, how could you help with these? Child Abuse in Online Interactions [starts at 31:19 mins] In this week's 'Practice Matters', Rory speaks with Catherine Knibbs about how seemingly innocent online interactions can lead to child abuse. The key points of this section include: Pictures of non-sexual body parts, such as feet, hands, elbows, necks, etc., are not illegal to take, send, or ask for. However, it's important for there to be awareness around the intention behind asking for such images, and where it might lead. Receiving a monetary reward for something that isn't breaking the law, can open the door for further coercion or blackmail. Nude images are being traded, stored, sold, and shared non-consensually. AI is now being used to create nude images. Children can't consent to their own abuse. Listen to Understand, Not to Respond [starts at 59:02 mins] Active listening is a key skill for any counsellor. Listen as Rory and Ken discuss what it means to listen to understand, not just to respond: Listening to understand speaks to empathy. Throughout school, we're taught to listen to respond. It's understanding where a person is coming from instead of waiting for a gap to respond. Active listening is like a muscle that feels flexing and working on. 90% of a session can be spent actively listening. Active listening means seeing the entire presentation of the speaker, not just what they're saying - is there anything that shows in the tone of their voice or their body language? Are they clenching their jaw or wringing their hands? Where are they looking? SOLER: Sit facing the person. Open your body position. Lean forward to some extent. Eye contact where appropriate. Relax Try practising your active listening - tune in next time someone is talking to you and really listen to what they're telling you. Journal about your interactions and recognise when you were truly absorbing what the other person was saying. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource

Transcribed - Published: 2 November 2024

Digital Tools in Online Therapy Sessions - Developing an Emotional Vocabulary In Episode 315 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: First up in 'Ethical, Sustainable Practice', Rory and Ken discuss Neurodivergence-Affirming Psychotherapy. Then in 'Practice Matters', Rory speaks with Ellie Finch about using digital tools in online therapy sessions. And lastly in 'Student Services', we look at developing an emotional vocabulary. Neurodivergence and Autism [starts at 03:19 mins] All clients deserve to feel seen and understood within the therapy room. In this section, Rory and Ken discuss neurodivergence and autism in session: It's important to be accepting of people in the therapy room. The language around neurodivergence and autism is still changing and developing. There is a need to use the correct language for the time. We want the client to feel understood. Divergence is an otherness - this doesn't mean it is bad, it is simply different. Everyone experiences the world differently. We need to be able to understand these clients and meet them where they are. It takes time to adapt and get used to - having training and developing your understanding is crucial. You can develop or adapt your practice to help the client - be flexible. Digital Tools in Online Therapy Sessions [starts at 27:09 mins] In this week's 'Practice Matters', Rory speaks with Ellie Finch about using digital tools in online therapy sessions. The key points of this discussion include: Digital tools are a great way to make online sessions engaging. Using digital tools can be useful to younger clients - bringing therapy into their comfort zone. There are multiple considerations regarding data protection - making sure you're complying with your local data protection laws. Where are you storing data? Make sure you're getting a client's informed consent. Using digital sand trays and video games can really enhance the client experience. You can find the one that suits you and become comfortable with it. You're using counselling skills you already have in a new environment. Developing an Emotional Vocabulary [starts at 50:22 mins] It's a skill to be able to put a name to different emotions, and it's a skill that can help a client to better understand their own emotions. In this section, Rory and Ken discuss why developing an emotional vocabulary is important: Be able to name emotions and understand them. There are primary and secondary emotions. Learn how to regulate your emotions. Be able to go beyond the words happy, sad, angry, etc. There are different levels to emotions e.g. are you just happy? Or are you ecstatic? Recognising and seeing a client's emotions can completely change the energy of the session. As the counsellor, we can maybe put a name to an emotion that the client was struggling to identify. This can take trust within the therapeutic relationship to the next level. There is a condition called alexithymia, where someone might have a problem with interpreting or actually feeling emotions. Certain emotions might be deemed acceptable, while others are unacceptable - has your client been told they should suppress some emotions? Let the client know they can express their emotions in the room with you - it's acceptable for them to experience these emotions. Links and Resources Ellie Finch Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

Transcribed - Published: 26 October 2024

Language and the Therapeutic Relationship - Research Projects and What to Research In Episode 314 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at understanding the diverse perspectives and definitions of trauma. Then in 'Practice Matters', Rory speaks with Nadine Pittham about how our use of language can develop and strengthen the therapeutic relationship. And lastly in 'Student Services', Rory and Ken talk about research projects, and more specifically, what should you research? Perspectives and Definitions of Trauma [starts at 03:19 mins] Working with trauma requires extra consideration due to its complexities. In this section, Rory and Ken look at the diverse perspectives and definitions of trauma that exist and why it's so important that we're aware of them: There is diversity and complexities in trauma. If someone is attacked for who they are or their beliefs, there is an element of dual burden - first, there is the trauma of the attack itself, then there is the trauma of acknowledging that they were attacked just because of who they are. This will usually be experienced through harassment, discrimination, hostility, and a rejection of otherness or the individuality of the person. Trauma can also come as a result of relationships, whether that be with a romantic partner, through marriage, or family relationships. Trauma can be unseen to self as well as to others. Small events in life can be traumatic to an individual, and it can put our bodies and minds on high alert to be back in a similar environment or situation. Language and the Therapeutic Relationship [starts at 19:22 mins] In this week's 'Practice Matters', Rory speaks with Nadine Pittam about how our use of language can develop and strengthen the therapeutic relationship. The key points of this conversation include: Language does more than convey fact. When we meet a client, we use language to build a world that exists between us that becomes textured - it becomes a place where the client can feel safe and respected. This language starts immediately - from that first email correspondence. Acknowledge their position - if you make a mistake or miss where the client is, acknowledge that. You're working on this together, invite the client to correct you if you're wrong. Creating a metaphor between you and the client - something that is bespoke and tailored to their experience, and your therapeutic relationship. Talking in metaphor can externalise the problem for the client. Research Projects and What to Research [starts at 42:27 mins] Throughout your counselling journey, you will need to complete a research project. In this section, Rory and Ken look at how you might go about choosing what to research: Your project needs to be manageable and doable - how long have you got from thinking about what to do your project on, to handing it in? Going too niche might mean it's very difficult to find or gain access to the information and research you need. Firstly, you'll need ethical approval, then you need to work out your methodology - will you be looking at qualitative or quantitative research? For a smaller research project, think about if there is a specific area you want to work with when you graduate, what are your interests for further development? Just because a topic has been covered, doesn't mean you can't look at it again with fresher eyes. Can you bring a unique angle to your research? Links and Resources Nadine Pittam Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Shop Facebook group Website

Transcribed - Published: 12 October 2024

Transitioning from Student to Qualified Practitioner - Working Around Barriers in Communication In Episode 313 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Ethical, Sustainable Practice', Rory and Ken ask what is trauma-informed practice? Then in 'Practice Matters', Rory speaks with Alex Gulland about her transition from student to qualified counsellor. And lastly in 'Student Services', we look at barriers in communication. What is Trauma-Informed Practice [starts at 03:13 mins] Understanding and responding to the impact of trauma is essential to be able to best serve our clients. In this section, Rory and Ken take us through what is trauma-informed practice, giving an outline of what it means to be a trauma-informed practitioner: Trauma-informed practice is a framework created by SAMHSA, focused on understanding and responding to the impact of trauma and avoiding retraumatisation. The three E's: Event, Experience, and Effect. An event plays out that creates a traumatic experience, and now there is an effect on the individual involved. These events don't have to be huge for someone to become traumatised. Dual burden e.g. a hate crime - the attack itself is traumatic, and then there is the trauma of being attacked for who you are. (Traumatic event and Negative Cultural event). Working with trauma requires a good grounding of training - it's nuanced, it's got depth, and clients need to feel safe with you. Four R's of trauma-informed care: Realisation: recognising the widespread impact of trauma and understanding potential paths for recovery for clients. Recognition: identifying signs of trauma. Response: integrating your knowledge about trauma into your policies and procedures from the moment you meet a client. Resistance - actively working to prevent retraumatisation. Let clients see the therapy room before a session - are they comfortable with it? Is there anything they'd rather have removed e.g. mirrors? Trustworthiness and transparency - building trust through clear communication and consistent boundaries. Utilising peer support - recognise the value of shared experience. Supporting clients to make informed decisions and encouraging them to take an active role in their journey. Transitioning from Student to Qualified Practitioner [starts at 22:33 mins] In this week's 'Practice Matters', Rory speaks with Alex Gulland about her transition from student to qualified practitioner. The key points of this discussion include: There are a few decisions to be made once you qualify to become a counsellor - will you join an organisation or set up your own private practice? If you decide to go into private practice, do you do that as a limited company, or as a sole trader? You will need to change your insurance from student insurance to cover you as a sole trader (or whatever path you have chosen). Make sure your DBS certificate is up to date. Ensure your data protection is in line with the GDPR. Think about how you are going to take payment from clients. Consider your assessment forms and your contract. Have a clinical/therapeutic will. How will you support yourself financially while you work on setting up your practice? Peer support and networking - keep in contact with your peers, as they will become a good professional network as you go into practice. Working Around Barriers in Communication [starts at 47:59 mins] Barriers to communication come in all different forms. It's important to be able to recognise different barriers to communication and think about how to approach and work around them. In this section, Rory and Ken discuss some of the ways we might be faced with barriers in communication: Language barriers - this includes dialects and accents. Consider differences in language for countries that speak t...

Transcribed - Published: 5 October 2024