Counselling Tutor

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

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

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

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,

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.

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,

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.

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,

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/

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.

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

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

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

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.

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:

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...

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

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

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

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.