Counselling Tutor

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

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

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,

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.

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,

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.

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,

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/

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.

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

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.

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

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.

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:

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...

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

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

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

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.

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...

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

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

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

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

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

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

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

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

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...

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

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

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

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...

Published: 5 October 2024

Critical Incident Debriefing - The Importance of your 'Why' In Episode 312 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 working within your competence in counselling and psychotherapy. Then in 'Practice Matters', Rory speaks with Karen Moore about Critical Incident debriefing. And lastly in 'Student Services', Rory and Ken talk about using your 'why' when things get tough. Working Within Your Competence [starts at 03:41 mins] Understanding working within your competence with clients is so important. In this section, Rory and Ken highlight why this is the case, and how we can go about improving our competency: Competence is all about training. CPD is Continuous Professional Development. Be aware of the Dunning-Kruger effect - don't overestimate your abilities. We don't know what we don't know. Consider the consequences of working outside of your competence with clients. Specialisms such as working with trauma or young people, require specific training for you to work competently. Does your supervisor have competence in this area to be able to supervise you effectively? Will you be able to stay regulated within the therapy room? Have you undergone any personal therapy? Critical Incident Debriefing [starts at 26:11 mins] In this week's 'Practice Matters', Rory speaks with Karen Moore about Critical Incident debriefing. The main points of this discussion include: Critical Incident debriefing is a sharp end of counselling and psychotherapy. It requires you to travel to where an incident has taken place and work with a group of people. You will only step in 48 hours after an incident to allow people some time to process events independently first. You are there to offer psychoeducation and help people understand their own reactions and bodily responses to an event. You will help people put things into chronological order and know what to do going forward. You offer a level of understanding that can help individuals to process what happened. You may need to deal with conflicts that might come from not understanding another person's reaction to the event. You will most likely recommend that individuals undergo their own personal therapy if they feel they could benefit from it. You will need to be prepared and able to think on your feet. There may be instances where people begin to blame each other, and a group becomes fragmented. Your role is more about debriefing the situation than talking about feelings - this should be taken up in personal therapy afterwards. Groups should be separated by proximity to the incident to avoid vicarious trauma. Let managers know how the group might be feeling and what they might need going forward. You may encounter people experiencing moral injury/moral fracture if they have had to make a very difficult moral decision. Self-care and supervision are very important to ensure your own health and well-being after being so close to traumatic situations. The Importance of your 'Why' [starts at 50:35 mins] Sometimes you can become discouraged during your studies, and it's at times like this when you should remember what you're doing it for. In this section, Rory and Ken discuss the importance of your 'why': Your 'why' is the foundation and motivation for your practice. It can help you when things get tough or challenging. It's not a goal - your 'why' isn't something measurable or achievable. You might change, as might your views, through the arc of your training but your 'why' will remain the same. If you feel like you might want to give up - revisit your 'why'. Think about your motivation for going through with your counselling training, what are you doing it for? When your 'why' is strong, the 'how' becomes easier.

Published: 28 September 2024

Personal Preparation Plan for Trauma-Informed Practice - Discussing Racial Identity Respectfully In Episode 311 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 creating your personal preparation plan for trauma-informed practice. Then in 'Practice Matters', Rory speaks with Sarah Henry about discussing racial identity respectfully. And lastly, in 'Student Services', Rory and Ken talk about confidentiality laws for therapists. Personal Preparation Plan for Trauma-Informed Practice [starts at 04:00 mins] Hope for the best, prepare for the worst. Transference - an emotional time machine. Transference describes when you meet someone brand new, but experience feelings and emotions from a past relationship or encounter. Parallel Process - classic parallel process is when a client is going through something similar to what you might have experienced and you begin to feel confused about whose frame of reference you're in, and what emotions belong to who. A more contemporary form of parallel process might be when you begin to enact client behaviours in supervision. Be aware of what your own triggers are. Recognise the work you're doing and the need to be present and well. Work can make us fatigued and irritable - it's about planning how we'll deal with these scenarios. What are you doing outside of your practice to relax and unwind? Implement self-care strategies that are unique to you. Use your supervisor to help you work through these. Grounding techniques can also work for you, not just the client. Personal therapy can be a great way to work through these feelings. Peers - talk with your peers about what you might be feeling. Personal reflection - understand how the self can influence how you are able to show up in the therapy room. When it comes to working with trauma, it's important to look out for yourself as well as the client. In this section, Rory and Ken describe some of the things to consider when it comes to having a personal preparation plan, and why it's a good idea to have one in place: Discussing Racial Identity Respectfully [starts at 30:18 mins] In this week's 'Practice Matters', Rory speaks with Sarah Henry about discussing racial identity respectfully. The main points of this section include: It's important to acknowledge differences and similarities in experiences because of race. 'Colourblindness', and treating everyone equally, while having positive intent, erases racial identity. Finding common ground consists of the ability to both share and receive There is a lot of fear around race: the fear of saying the wrong thing, fear of offending someone, and on the other side of the conversation, a fear of not being listened to, of daring to be vulnerable and that being exploited, and a fear of nothing changing. It's important to make intentions clear, both in how something is delivered and in how it is received. Be open to understanding how something was received, regardless of the intent it was said with. As a therapist, having the courage to acknowledge your own racial identity and be vulnerable to a client who might say 'actually, I'm not sure you're the right person to work with me', is a huge step. Your client will let you know if they are comfortable working with you or not, create an environment where that can be discussed and considered. Allow open communication, and be open to learning. Recognise and become aware of the mundane ways everyday things are racialised, e.g. plasters. Where do we fit in this racialised world and what impact does that have on us? Appreciate that there are people who are positioned differently in that structure. Confidentiality Laws for Therapists [starts at 54:52 mins] It can be daunting to learn about the laws around counselling...

Published: 21 September 2024

Relational Depth in Trauma Therapy - Getting Your Reading List in Order In Episode 310 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 relational depth. Then in 'Practice Matters', Rory speaks with Dr Sonja Falck about the importance of personal development (PD) groups to a qualified practitioner. And lastly in 'Student Services', Rory and Ken talk about getting your reading list in order for the academic year. Relational Depth in Trauma Therapy [starts in 03:34 mins] Relational depth is an important aspect of working with traumatised clients. In this section, Rory and Ken discuss how to build relational depth and its benefits: Trauma isn't just a dysregulation of our thinking, but of our physical being. It's important to offer a client compassion - sometimes we have to empathically suffer with the client. Meet the client where they are with unconditional positive regard. Relational depth requires a high quality of listening. It's not just about listening to the words a client says, but thinking about their body language. What are their eyes/hands doing? How is their breathing? Practice embodiment exercises - think about your posture, how are you sitting? Are your feet planted firmly on the ground to give you a grounding of self, being mindful in the moment? Being aware of your own body, even focusing on the air as you breathe in and out, will help you keep yourself fully grounded in the here and now. Be robust and regulated against projection. Avoid rescuing tendencies - allow the client to process trauma without jumping in to 'fix' them. Manage your personal regulation and recognise dysregulation. Importance of PD Groups to Qualified Practitioners [starts in 20:37 mins] In this week's 'Practice Matters', Rory speaks with Dr Sonja Falck about the importance of PD groups to a qualified practitioner. The key points of this discussion include: People can have differing experiences of PD groups. Being in a group is a powerful experience - evolutionarily, belonging in a group was safer than being on your own, helping each other to find resources and protect against predators. It's in our DNA to want to belong in a group and seek safety and acceptance. On the flip side, this can evoke fears of rejection, being disapproved of, and/or being excluded. There are 3 main aspects to a successful PD group for counselling practitioners: clarity, safety, and skill. Clarity - what is the purpose of the group? What are you doing and how are you going to do it? How do individuals participate? There needs to be an understanding of these things within a group for it to succeed. Safety - create conditions where people start to build trust with other members of the group. This allows them to feel like they can take risks and express themselves without something disastrous happening. Having safety doesn't mean no one will ever feel uncomfortable - it's creating safe discomfort. Skill - there needs to be the skill of the facilitator in helping to create this feeling of safety. How do you manage when someone feels uncomfortable or triggered by what somebody has said and ongoingly create and maintain clarity? They should be able to model good interpersonal interactions and encourage them. For neurodivergent counsellors in PD groups, it can be really useful to make things very explicit, e.g. when you react in X way, it might be understood/received in Y way. Can you express or communicate things such as, 'I want to say something, but I'm worried it will take up too much time', etc. Encouraging people to share what's really going on for them can be incredibly useful. There can be different types of PD groups: a closed group over a fixed period of time, or an open, ongoing group with no end date.

Published: 14 September 2024

Online Trauma Therapy - Exploring Neurodivergence Creatively in Therapy In Episode 309 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 online trauma therapy. Then in 'Practice Matters', Rory speaks with Amy Peters about exploring neurodiversity creatively. And lastly,in 'Student Services', Rory and Ken talk about how to recognise vicarious trauma. Online Trauma Therapy [starts at 03:10 mins] Online and telephone counselling have become increasingly popular in recent years, making it even more important that we're aware of the challenges that can come from working remotely. In this section, Rory and Ken take us through some key things to be aware of when working online: You should look into doing some training before working online - it comes with its own challenges and considerations that don't apply to in-person counselling. The DisinhibitionEffect - sometimes, people act a certain way online or say things that they wouldn't say in a normal face-to-face interaction. The Black Hole Effect - what happens if a client just disappears? Was it their internet or their choice? There are more unknowns when it comes to working online, compared with working in-person. Fantasy Attachment - clients can build a fantasy of you in their minds. They might experience transference or fantasise about a different form of relationship with you. For telephone counselling, allow your client to put a face to the name by having a picture of your listing if possible. This can help minimise the risk of the disinhibition effect or fantasy attachment. You will need to have your client's location and emergency contacts, ideally someone aware the client is receiving therapy - this is something you might not consider necessary for in-person therapy. Utilising mental health questionnaires can help a client see their own progress through the arc of their therapy. They can also serve as a good safety protocol to assess risk. Click here to read more about Online Trauma Therapy Exploring Neurodivergence Creatively in Therapy [starts at 25:21 mins] In this week's 'Practice Matters', Rory speaks with Amy Peters about exploring neurodiversity creatively. The key points of this discussion include: There are still stereotypes around working with autistic and ADHD clients. People who are late-diagnosed/late-identified can sometimes find it hard to explore that newfound neurodivergence just by talking. It might be more beneficial to work with them creatively. Art, music, and games can transcend communication differences. Being able to use a client's passions, interests, or hyperfixations can be a great way to really engage them within therapy. Masking - if a client has been masking for many years, there will be a lot of suppression. There might be a lot of things there to uncover during sessions. It can be really beneficial to use creative methods to externalise something that's been suppressed for so long and hidden from the self. Russian nesting dolls can be used to look at layers of masking. Be flexible and open to change, what is the client comfortable with? Creating emotional safety within the therapy room is really important. Ask about and make any sensory considerations or adaptations. Use creativity as an outlet or relief. How to Recognise Vicarious Trauma [starts at 41:22 mins] In this section, Rory and Ken take us through vicarious trauma. How can we recognise it in ourselves and others and how can it impact us? Vicarious trauma is trauma that a helper can experience when listening to, or working with, clients with trauma. As a therapist, you can hear very difficult stories, and these can stick with you. Even the brief mention of something can bring up past experiences for you,

Published: 7 September 2024

Writing Creatively in Therapy - Trauma: What Counselling Students Need to Know In Episode 308 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 grounding techniques for trauma. Then in 'Practice Matters', Rory speaks with Dr Jessica J. Clapham about writing creatively in therapy and its benefits to well-being. And lastly in 'Student Services', Rory and Ken talk about trauma, and what to know as a counselling student. Grounding Techniques for Trauma [starts at 03:43 mins] Grounding techniques are an essential skill when working with clients affected by trauma. In this section, Rory and Ken discuss when we can put grounding techniques into action, and their impact: What do you do when your client dissociates? This means your client is taken back to the past, this could be a traumatic event or conversation they have experienced. Grounding techniques are a way to bring your client back to the here and now. If you know a client might touch on something traumatic in a session, you can use grounding techniques before you start to help bring them into a more relaxed state. Disclose to the client that they might experience dissociation when speaking about trauma - psychoeducation can be really helpful in normalising a client's responses to their trauma. Take notice of body language and voice etc. to recognise when intervention might be necessary. Look out for fight-or-flight, or shutdown in your client. Be a regulating, calm influence within the therapy room. There are six different grounding techniques that you can try with clients to find the most effective for them. Teach a client these grounding techniques for trauma so that they know how to use them when needed - maybe suggest they practice them at home. Writing Creatively in Therapy [starts at 26:01 mins] In this week's 'Practice Matters', Rory speaks with Dr Jessica J. Clapham about writing creatively in therapy and its benefits to well-being. The key points of this discussion include: Writing is a process that allows us to organise our thoughts and to record and recognise our feelings. Clients can explore their own feelings in response to either a piece of poetry or an image. It can help clients to access the subconscious and explore feelings they might find difficult to articulate. Dr Clapham's group process usually follows these steps: Identifying themes within a poem or image. Exploring your feelings in writing, without caring about punctuation etc. Juxtaposing - listening to other perspectives if people feel comfortable sharing. Re-framing - put positive change into action in light of new information. This exercise can help people to find their voice. It places focus more on the journey than the destination. Encourages clients to develop self-compassion. Trauma: What Counselling Students Need to Know [starts at 44:18 mins] Trauma is something that isn't focused on during the foundations of counselling studies, but during placement, it's possible you might come across it. In this section, Rory and Ken give an overview of the importance of gaining knowledge about trauma in the therapy room: Simple things can trigger trauma for clients, it could be as simple as recounting a walk to work. Learn how to recognise when trauma presents in clients. Be aware of vicarious trauma - being exposed to a traumatic event, even second-hand, can take its toll on you. Practising self-care is important, do your best to recognise when you might be experiencing vicarious trauma. Utilise supervision and take any concerns to your supervisor. Consider personal therapy if something comes up in a session with a client that triggers something for you. Links and Resources Trauma-Informed Grounding Techniques: Essential Tools for ...

Published: 31 August 2024

Special Edition: The Importance of Human Connection in Counselling Training In this Special Episode of the Counselling Tutor Podcast, your host Rory Lees-Oakes speaks with Kelly Budd from the Counselling and Psychotherapy Central Awarding Body (CPCAB), and Meg Moss from the National Counselling and Psychotherapy Society (NCPS) about the integrity of counselling training. Both the CPCAB and the NCPS are coming together to tackle the increase in digital distance learning and stress the importance of human connection in counselling training through their campaign: Therapeutic Relationships: the Human Connection. The key takeaways of this week's podcast include: Certain places online offer 'counselling training' that requires no tutor-led or in-person training. Unfortunately, this training won't qualify you to advance to the next level. There are also new chatbots and apps being marketed as accessible alternatives to traditional therapy. Counselling is all about human-to-human connection. It is two people in a room for the benefit of one person, and the training for this should reflect that. Core counselling training requires tutors, in-person practice, feedback, and peer communication - it's this human connection that forms the foundations of your learning. By bringing attention to the importance of human connection in counselling training and provision, it's not only protecting clients in need from meeting with an untrained counsellor, but also protecting the individuals who genuinely want to become counsellors from being misled and wasting their time and money. The CPCAB and NCPS are campaigning for the government to: Prioritise human practitioners in public funding and policies for mental health support, including policies that increase access to trained therapists and prioritise the therapeutic relationship. Establish guidelines and transparency for digital tools, ensuring service providers disclose the use of AI or digital tools. Commit to investing in research and infrastructure to allow for effective, human-centred therapy to be delivered timely. Improve regulatory scrutiny on the delivery of live guided learning hours in accordance with regulatory definitions. While AI and digital tools offer potential as supportive resources, they cannot be used as a replacement for face-to-face counselling. People looking to become counsellors should make sure they do their research before signing on to a course - what is the progression route of this course? Will it allow you to get where you want to be? Does it offer in-person practice sessions and tutor-led teaching with opportunities for feedback? Join the conversation by taking part in this industry-wide survey here: Human Connection - Industry Survey Find out more about the Therapeutic Relations: The Human Connection Campaign below: Therapeutic Relationships - CPCAB Therapeutic Relationships: The Human Connection 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: 13 July 2024

Growing and Evolving as a Counsellor - Reflecting on Your Counselling Training Journey In Episode 307 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', we look at growing and evolving as a counselling practitioner across the arc of our practice. Then in 'Practice Matters', Rory speaks with Amy Peters about neurodivergent-affirming therapy practice. And lastly in 'Student Services', we look at reflecting on your counselling training journey. Growing and Evolving as a Counsellor [starts at 03:10 mins] As a counsellor, we want to be constantly improving ourselves and our practice. In this section, Rory and Ken go through some steps you can take to continue growing and evolving: Take feedback and reflect on it. Is there anything you can change to improve? Continual professional development (CPD) - become an expert in your field, whether this be a niche that you have a particular interest in. Consider an area you might want to specialise in. Look at your client retention and reflect on what could improve. Partake in self-reflection and awareness. How can you develop yourself within the therapeutic relationship? How can you speak more freely and integrate yourself with the client to develop deeper relational depth? How are you applying your knowledge through communication? Create a network of like-minded people. You can gain valuable insights from colleagues. Neurodivergent-Affirming Therapy Practice [starts at 25:17 mins] In this week's 'Practice Matters', Rory speaks with Amy Peters about her lecture on neurodivergent-affirming practice. The key points of this discussion include: Your client could be late diagnosed - this means they could be looking back on all of their experiences through a different lens, reshuffling them to gain understanding. It's important for a client to recognise it as a difference, not something 'wrong'. Consider intersectionality and how this affects the unique experience of each individual. We're not trying to get rid of these neurodivergent traits in our clients, but we're looking at how they can learn acceptance, self-compassion, and reduce possible self-blame. To see if we are providing neurodivergent-affirming therapy, reflect on how accommodating and flexible our practice is. Can we offer movement breaks or provide fidget toys? It's important to use non-pathologizing language. Don't dismiss the challenges or struggles of a client. For further reflection on how we can provide neurodivergent-affirming therapy, let's identify our own internal biases. Reflecting on Your Counselling Training Journey [starts at 47:35 mins] As important as it is to look to the future, there is also much to be gained from reflecting on the past. In this section, Rory and Ken share some of the benefits of thinking back on your own counselling training: Taking time to reflect is important for self-development. Where are you on your journey? What comes next? Who are you now? Take a moment to let everything wash over you. Look back at your own growth and development. Reflect on how much you've changed. Your outside relationships - it's important to understand that they haven't been through the same experiences you have, and while your worldview might have changed, theirs remains the same. Links and Resources Amy Peters 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: 29 June 2024

Unmasking Neurodivergence and Ethnicity Using Digital Tools - Giving Feedback to Your Tutors In Episode 306 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 recognising suicide risk in your therapy clients. Then in 'Practice Matters', Rory speaks with Lesley Simpson-Gray about unmasking neurodivergence and ethnicity using digital tools. And lastly in 'Student Services', Rory and Ken talk about how to give feedback to your tutors. Recognising Suicide Risk in Therapy Clients [starts at 03:41 mins] Supporting a client who is at risk of taking their own life can be very challenging as a counsellor. In this section, Rory and Ken discuss some ways of recognising if your client is high risk, and the steps you can take to prepare for this: It's time to make a shift away from prediction-based risk assessment and towards an emphasis on therapeutic engagement. We should be aiming to engage with these clients who may be thinking of taking their own life and working on it within the therapeutic relationship. This is a subject that requires continuous CPD. Risk assessments can be very useful - but they're not foolproof. To recognise suicide risk in your therapy clients, you need to be thinking about the dynamic nature of a client and how this might present. Detecting suicidality requires holistic evaluation, detailed enquiry, and checking context. This is a subject with a lot of personalisation - it could present itself differently in different clients. Neurodivergent clients could be at a higher risk. Do you need to break confidentiality? Can you take a collaborative approach with an involvement of support systems around the individual? To help yourself recognise suicide risk in your therapy clients, make sure you're doing the training around this subject. Unmasking Neurodivergence and Ethnicity Using Digital Tools [starts at 19:09 mins] In this week's 'Practice Matters', Rory speaks with Lesley Simpson-Gray about unmasking neurodivergence and ethnicity using digital tools such as video games. The main points of this discussion include: There are so many layers to identity. People have different ethnic experiences and that shape their perception of the world. This can also change how mental health is viewed. Neurodivergence is yet another layer to identity - some difference may be seen as threatening to those less accepting. Learning difficulties can often be dismissed as behavioural issues. Video games can be used as a way for the autistic community to practice social skills and have a space that sometimes feels safer than the real world in terms of social relationships. Finding characters they can relate to, and gaining power through that. Allowing them to be themselves in a way that helps people to see it and accept them. Tools for communication and figuring out identity. A co-created environment to allow the client to feel comfortable and invite you into that space. Giving Feedback to Your Tutors [starts at 44:04 mins] It's common to receive feedback from your tutor, but sometimes you get the opportunity to give them feedback - and you should use it! In this section, Rory and Ken discuss how to give helpful feedback, particularly to your tutor: Giving honest feedback can require us to have courage and be congruent. Feedback should never be given with the intention to hurt someone - it should be aiming to help. There can be an element of power imbalance in tutor-student relationships, but giving feedback can help to rebalance this slightly. Useful feedback offers suggestions for improvement. Try to think of a positive, then state what your challenge/struggle was, and then say what could have made that better for you - what works, what doesn't, how can that improve?

Transcribed - Published: 22 June 2024

Couples Counselling - What to Do about Gifts from Clients In Episode 305 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through today's three topics: Firstly in 'Ethical, Sustainable Practice', we look at the Equality Act and reasonable adjustments in counselling. Then in 'Practice Matters', Rory speaks with Claire Ratcliffe about her observations of being a couples counsellor. And lastly in 'Student Services', Rory and Ken discuss what to do about gifts from clients. Reasonable Adjustments in Counselling [starts at 02:55 mins] When working with certain clients, we may need to consider making small adjustments to our practice that can have a huge impact on their experience. The main points of this section on reasonable adjustments in counselling include: Some neurodivergent clients might want to bring noise-cancelling headphones to sessions to help mute background noise. Some may also prefer to wear sunglasses for light sensitivity. Small adjustments like this can make the experience much better for clients. Think about whether you might need to make adjustments to session structure, such as factoring in a break. To know what reasonable adjustments in counselling might be needed, take advanced preparation - gain this knowledge about your clients as a part of your intake process. Normalise requests for reasonable adjustments to help a client feel more comfortable asking for these things, and reduce their anxiety. Partake in constant CPD to ensure you're not using outdated vocabulary or language. Couples Counselling [starts at 27:46 mins] In this week's 'Practice Matters', Rory speaks with Claire Ratcliffe about her work as a couples counsellor. The key points of this discussion include: Due to a reduction in stigma, there is now a large amount of inquires from couples looking for more support. The relationship dynamic of your parents can have a large impact on your own relationship. Clients can understand themselves more through transactional analysis. You're working with them to discover their own individuality and being able to express their own feelings and needs. What do they want their relationship to look like and how far away from that are they? What to Do about Gifts from Clients [starts at 53:25 mins] Receiving a gift can be a lovely thing, but it can be complicated when the one gifting it is a client. In this section, Rory and Ken suggest some actions you might want to take if you receive a gift from a client: Ask your agency/organisation if they have any policies on gifts. Check with your practice manager. Receiving a gift, especially as a student, can be affirming. Recognise when a gift is inappropriate within its context, e.g. being added to a will, or a particularly expensive gift. Have a clear policy in your mind of what to do when you receive a gift - this will prevent you being put on the spot. Discuss with your supervisor. Links and Resources Claire Ratcliffe 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 June 2024

Psychotherapeutic Needs of Mothers Returning to Work after Maternity Leave - Taking a Course during the Summer Break In Episode 304 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back for this week's three topics: Firstly in 'Ethical, Sustainable Practice', Rory and Ken go through what to look for in an autism-informed supervisor. Then in 'Practice Matters', Rory speaks with Cathy Sansom about the psychotherapeutic needs of mothers returning to work after maternity leave. And lastly in 'Student Services', we look at things to consider when taking a course over the summer break between your studies. What to Look for in an Autism-Informed Supervisor [starts at 03:08 mins] Neurodivergence awareness is constantly rising, and that should be reflected in our practice. In this section, Rory and Ken go over some things to consider when looking for an autism-informed supervisor: If you are working with a neurodivergent client group, you will want an autism-informed supervisor. You want them to have a commitment to ongoing CPD. Have they had experience working with this client group? Have extra consideration for the language you use when working with neurodivergent clients. There is a lot to keep up to date with - even legislation. Every neurodivergent client is a unique individual. Your client may be undiagnosed. Psychotherapeutic Needs of Mothers Returning to Work after Maternity Leave [starts at 24:00 mins] In this week's 'Practice Matters', Rory speaks with Cathy Sansom about the psychotherapeutic needs of mothers returning to work after maternity leave. The main points of this discussion include: It can be overwhelming to return back to work and be met by changes. These can be both big and small. Feelings of anxiety may occur if you don't know what you're returning to. More support, contact, and communication should be given. Returning mothers would benefit from structure and planning. It is very common for mothers returning from maternity leave to have feelings of anxiety and guilt. There may also be feelings of a loss of self-identity. There are certain expectations that might be presented by social media. These women now have a duel role, both as a parent and as an employee. There can be many mixed emotions - they are carrying both the positive and the negative at the same time. Taking a Course during the Summer Break [starts at 41:49 mins] Over the summer break, you might find yourself looking for something to fill your time. In this section, Rory and Ken discuss some of the ways you can prepare for your next level of study. Some people might want to keep their momentum going over the break. Do some CPD, look at courses to do over the summer - be careful not to do courses that stray out of your modality as this may confuse your theory when you get back into study. Look into a retreat or meditation, practice self-care and charge your own batteries. Revisit and refine your counselling skills. 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: 8 June 2024

Supporting Frontline Workers: Interview with Frontline19 CEO - Getting Books and Resources for the Next Leg of Your Studies In Episode 303 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', we look at safeguarding clients in online or phone therapy. Then in 'Practice Matters' Rory speaks with Claire Goodwin-Fee about her role as CEO of Frontline19, an organisation that provides confidential psychological support for people working in the NHS and other frontline services in the UK. And lastly in 'Student Services', Rory and Ken offer some tips on how you might go about getting the best books and resources to prepare for the next leg of your studies. Safeguarding Clients in Online or Phone Therapy [starts at 02:55 mins] Counselling online or via telephone comes with many considerations different to those of working in the room with a client. In this section, Rory and Ken discuss some of the steps you can take to ensure you have appropriate safeguarding in place for your client: Find out essential details about your client before you begin working with them - where they are, what happens in an emergency, whether they can nominate an emergency contact that knows they're having therapy. To safeguard clients in online or phone therapy, it's important to: Understand the necessity of risk management. Identify the components of an effective risk management plan. Recognise the challenges associated with online and telephone counselling in assessing risks. Think about how you can develop strategies for managing risk when working remotely - look for resources local to your client that might be useful to them. Ask a client if they have any risks - revisit and review this regularly to see if it changes. Confidentiality - this can differ from working with a client in the room or for an agency. Make sure the terms of your confidentiality are outlined in your contract. Plan for the worst, hope for the best - you should be prepared and have a plan for what to do in the case of an emergency. Share with the client that there are limitations to online counselling - if a client is presenting stress through body language that is off screen, you will be unable to identify this. Another way to safeguard clients during online or phone therapy is to make sure you are always aware of where your client is during a session - are they in the same place every time? Supporting Frontline Workers: Interview with Frontline19 CEO [starts at 18:52 mins] In this week's 'Practice Matters', Rory speaks with Claire Goodwin-Fee about her role as CEO of Frontline19, providing confidential psychological support for people working in the NHS and other frontline services in the UK. The key points of this discussion include: Frontline19 offers support to those who support us. They help to raise awareness for the traumas frontline workers witness on a daily basis, and the effect this can have on them. So many frontline workers need support with their mental health. There can often be feelings of shame around reaching out for help. The organisation works with volunteers who offer much needed counselling and support to these frontline workers. Working to get more support from the government for our frontline workers. Getting Books and Resources for the Next Leg of Your Studies [starts at 34:33 mins] In this section, Rory and Ken discuss some of the ways you can fill your time waiting for the next step of your studies, and where to look for useful resources: Keep an eye out for cheaper, second hand books - there's nothing wrong with buying an older edition of the books on theory, the only one you want to have the latest book on is ethics as they're constantly changing. Ask your tutor for a recommended reading list.

Transcribed - Published: 1 June 2024

Pre-Trial Therapy Considerations - Managing Next-Level Overwhelm in Your Counselling Training

Transcribed - Published: 18 May 2024

Interview with Renee McDonald - Preparing for the Ending of Your Counselling Course

Transcribed - Published: 11 May 2024

Practicing Online Therapy with Clients Abroad - Preparing for Final Submissions

Transcribed - Published: 4 May 2024

Taking Risks in Therapy - Referencing for Assignments In Episode 299 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', we look at the differences between counselling children and young people vs. adults. Then in 'Practice Matters', Rory speaks with Sally-Anne Armitage about taking risks in therapy. And lastly in 'Student Services', Rory and Ken look at the art of referencing in your assignments. Differences between Counselling Young People and Adults [starts at 03:24 mins] Some students might already know that they want to work with children and young people. In this section, Rory and Ken discuss the differences between counselling young people and adults, and why practicing with younger clients requires specialist training: Many meta-models of therapy were developed for adults. Every adult was once a child - by working with adults first, you can gain a greater understanding of the impact and importance of childhood on adulthood. Children have less autonomy - you're working within a frame of reference that is much more limited. Working with children requires specialist training. One of the key differences between counselling children/young people and adults is the fact that children's cognitive, emotional, and social development stages differ significantly from adults. Can the child comprehend therapy fully? Do they know what it is? Can the young person fully understand their choices? Confidentiality - does the child understand you may need to break confidentiality? Having their trust broken at an early age can impact their adulthood. Make sure you understand your organisation's confidentiality policy. Seeing what skills work best e.g. silence might be less effective when counselling young people. Building up trust is incredibly important - it might need to be built up differently. Rewind your phenomenology - look at things from a child's frame of reference. Taking Risks in Therapy [starts at 36:36 mins] In this week's 'Practice Matters', Rory speaks with Sally-Anne Armitage about taking risks in therapy. The key points of this discussion include: Touch - could you offer a hug to a client? If you think it's what a client might need in the moment and you also feel comfortable with it - why not ask? If sessions become too formal, we risk losing the human aspect of sessions. Acknowledge if something doesn't quite land - maybe you make a joke or comment that didn't break tension as well as you would've liked. Little moments of humanity could really help the therapeutic relationship. They might also help to make a client feel more comfortable in sessions. Be aware of yourself - act based on observations and consider your actions. Referencing for Assignments [starts at 54:47 mins] During your training, you'll need to complete many assignments. In this section, Rory and Ken discuss how we can make referencing easier for ourselves, and its purpose: By adding a reference, you're evidencing your critical thinking. Find out the expectations of your tutor - find out what referencing style they are looking for and see if you can have an example. Look for online tools to help you reference - but try to stay away from AI as they might be inaccurate. You're evidencing the fact that you've read widely and engaged with the subject. Allows you to evidence how you reached your conclusion. Allows people to build on your argument. You should be referencing where ideas have come from, making sure you are not claiming things as your own if they aren't. There are lots of different things you can reference: a textbook, a journal article, a magazine, a newspaper, a YouTube video etc. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision

Transcribed - Published: 27 April 2024

Addressing Racial Identity - Neurodivergence within PD Groups In Episode 298 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', we look at resilience and self-care for counsellors and therapists. Then in 'Practice Matters', Rory speaks with Sarah Henry about the significance of addressing racial identity. And lastly in 'Student Services', Rory and Ken discuss neurodivergence within PD groups. Resilience and Self-Care for Counsellors [starts at 02:00 mins] In order to look after your practice, you need to look after yourself. In this section, Rory and Ken discuss the importance of resilience and self-care for counsellors, and some of the ways you can practice this: Your counselling work should be bracketed, find things outside of work that you can focus on and enjoy. Be an active participant in your own well-being. Know yourself and your triggers - address things with your own personal therapy, and don't be afraid to refer a client. Engage in a hobby or interest. Another self-care tip for counsellors and finding their own mindfulness. Engage in supervision and peer support - it can be a big help to share something that is worrying you or playing on your mind. We're responsible to the client, not for the client - it's about finding that balance. Review your supervision - are you getting the most out of it? Practising self-care as a counsellor also means creating your boundaries and keeping them. Take breaks when you need them. Sharpen your competencies with CPD - CPD is more than courses and certificates, it can be as simple as listening to a podcast such as this one. Addressing Racial Identity [starts at 30:11 mins] In this week's 'Practice Matters', Rory speaks with Sarah Henry, a race trainer, about the significance of addressing racial identity. The key points of this discussion include: The fear of offending somebody can't be avoided, but it can be worked through. It's about building up the resilience and the courage to go through the fear and tolerate the experience of being vulnerable when having conversations about race and identity. Conversations about race don't have to feel uncomfortable - questions that come from a place of respect and genuine curiosity open up conversations for mutual understanding. Sometimes there is a gap in your knowledge, not from malice, but from a lack of experience. Talking about race should be guilt free and free from fear - if you get something wrong, you can apologise and move forward with this gained knowledge. Neurodivergence within PD Groups [starts at 56:57 mins] For some counselling students who are neurodiverse, personal development groups might be uncomfortable. In this section, Rory and Ken ponder how neurodivergence might present in PD groups - and whether something has to change: Sometimes, communication within personal development groups can feel especially difficult for those who are neurodivergent. It's possible to sit in a PD group without saying a word, and still come out having had incredible process and breakthroughs - it is an internal process of personal development, individual to you. However, because of certain expectations that come with being in a PD group, we can feel pressured to speak and/or act in a certain way. Some people may feel they have to do what is expected of them, and that prevents you from meeting the real person. Could PD groups be adapted to understand a neurodivergent way of being? Links and Resources Sarah Henry's website 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: 20 April 2024