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Latest Episodes:

336 – Building your Counselling CV Apr 26, 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.

335 – Extra-Theraptuic Factors in Supervision Apr 18, 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. Extra-Therapeutic Factors in Supervision Click Here to Download Free Handout 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

WebHealer Special Episode Apr 04, 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

334 – Managing Triggers and Flashbacks Mar 29, 2025

334 – Managing Triggers and Flashbacks 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.

333 – Dunning-Kruger Effect in Trauma-Informed Therapy Mar 22, 2025

333 - Dunning-Kruger Effect in Trauma-Informed Therapy 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More

332 – Developing an Online Mindset Mar 15, 2025

332 - Developing an Online Mindset 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. Online Mindset CourseLook and Sound Professional in your Online Practice Click Here for More Information Developing an Online Mindset [starts at 03:19 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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 ...

331 – Ethical Dilemmas in Supervision Mar 08, 2025

331 - Ethical Dilemmas in Supervision 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. Ethical Dilemmas in Supervision [starts at 02:52 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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 ...

330 – Working with Clients Abroad Mar 01, 2025

330 - Working with Clients Abroad 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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,

329 – Distinguishing PTSD and Complex PTSD Feb 22, 2025

329 - Distinguishing PTSD and Complex PTSD 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More 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 im...

Special Edition: Expanding Therapeutic Approaches with NHS Policies Feb 15, 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. This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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

328 – Professional Letter Writing Feb 08, 2025

328 - Professional Letter Writing 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded,

327 – 7-eyed Model of Supervision in Clinical Practice Feb 01, 2025

327 - 7-eyed Model of Supervision in Clinical Practice 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work ...

326 – Ambiguous Loss Jan 25, 2025

326 - Ambiguous Loss 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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.

325 – Applying Attachment Theory Jan 18, 2025

325 - Applying Attachment Theory 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theor...

324 – Regulation of Counselling and Psychotherapy Jan 11, 2025

324 - Regulation of Counselling and Psychotherapy 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More Contracting in Counselling [starts at 54:45 mins]

323 – Engaging with Clinical Supervision Jan 04, 2025

323 - Engaging with Clinical Supervision 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More 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 counse...

322 – Theory of Mind Dec 14, 2024

322 - Theory of Mind 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More Dual Relationships in Counselling [starts at 57:17 mins] Managing dual relationships is a critical yet nuanced aspect of ethica...

321 – Online Counselling for Neurodivergent Clients Dec 07, 2024

321 - Online Counselling for Neurodivergent Clients 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More 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 setting...

320 – Preparing the Therapeutic Environment Nov 30, 2024

320 - Preparing the Therapeutic Environment 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] This segment of the Counselling Tutor Podcast is sponsored by We often think long and hard about how we organise our therapeutic space, but how often do you think about changes you could make for clients? In this section, Rory and Ken discuss some reasonable adjustments you can make in preparing the therapeutic environment for your practice rooms to provide autism-friendly care: 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.

319 – Double Empathy Problem Nov 23, 2024

319 - Double Empathy Problem 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] This segment of the Counselling Tutor Podcast is sponsored by 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

318 – Autism and the Law Nov 16, 2024

318 - Autism and the Law 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] This segment of the Counselling Tutor Podcast is sponsored by 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 Priv...

317 – Strengths and Challenges in Autism Nov 09, 2024

317 - Strengths and Challenges in Autism 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] This segment of the Counselling Tutor Podcast is sponsored by 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 u...

316 – See the Individual, Not the Label Nov 02, 2024

316 - See the Individual, Not the Label 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] This segment of the Counselling Tutor Podcast is sponsored by 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

315 – Neurodivergence and Autism Oct 26, 2024

315 - Neurodivergence and Autism 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] This segment of the Counselling Tutor Podcast is sponsored by 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

314 – Perspectives and Definitions of Trauma Oct 12, 2024

314 - Perspectives and Definitions of Trauma 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] This segment of the Counselling Tutor Podcast is sponsored by 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

313 – What is Trauma-Informed Practice Oct 05, 2024

313 - What is Trauma-Informed Practice 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] This segment of the Counselling Tutor Podcast is sponsored by 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:

312 – Working Within Your Competence Sep 28, 2024

312 - Working Within Your Competence 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] This segment of the Counselling Tutor Podcast is sponsored by 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...

311 – Confidentiality Laws for Therapists Sep 21, 2024

311 - Confidentiality Laws for Therapists 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] This segment of the Counselling Tutor Podcast is sponsored by 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: 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. 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.

310 – Importance of PD Groups Sep 14, 2024

310 - Importance of PD Groups 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] This segment of the Counselling Tutor Podcast is sponsored by 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 ...

309 – How to Recognise Vicarious Trauma Sep 07, 2024

309 - How to Recognise Vicarious Trauma 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] This segment of the Counselling Tutor Podcast is sponsored by 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,

308– Grounding Techniques for Trauma Aug 31, 2024

308 - Grounding Techniques for Trauma 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] This segment of the Counselling Tutor Podcast is sponsored by 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 f...

Special Edition: The Importance of Human Connection in Counselling Training Jul 13, 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. This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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

307 – Neurodivergent-Affirming Therapy Jun 29, 2024

307 - Neurodivergent-Affirming Therapy 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] This segment of the Counselling Tutor Podcast is sponsored by 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

306 – Recognising Suicide Risk in Therapy Clients Jun 22, 2024

306 - Recognising Suicide Risk in Therapy Clients 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] This segment of the Counselling Tutor Podcast is sponsored by 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,

305 – Reasonable Adjustments in Counselling Jun 15, 2024

305 - Reasonable Adjustments in Counselling 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] This segment of the Counselling Tutor Podcast is sponsored by 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

304 – Autism-Informed Supervisor Jun 08, 2024

304 - Autism-Informed Supervisor 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

303 – Safeguarding Clients in Online or Phone Therapy Jun 01, 2024

303 - Safeguarding Clients in Online or Phone Therapy 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.

302 – Shame in Supervision May 18, 2024

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

301 – Skills-First Learning for Counsellors May 11, 2024

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

300 – Trauma-Informed Interventions for Therapists May 04, 2024

Practicing Online Therapy with Clients Abroad - Preparing for Final Submissions

299 – Differences between Counselling Young People and Adults Apr 27, 2024

299 - Differences between Counselling Young People and Adults 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies.

298 – Self-Care for Counsellors Apr 20, 2024

298 - Self-Care for Counsellors 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] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information 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. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More

297 – Scams Targeting Therapists Apr 13, 2024

297 - Scams Targeting Therapists Using Counselling Skills as a Filmmaker - Finding Your Voice in Supervision In Episode 297 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 discuss navigating and protecting yourself from scams targeting therapists. Then in 'Practice Matters', Rory speaks with Alex Gulland about how, as a filmmaker, she uses counselling skills to make sure the people she interviews are heard and understood. And lastly in 'Student Services', we look at finding your voice in supervision. Avoiding Scams Targeting Therapists [starts at 03:25 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Unfortunately, scams have become increasingly common. It's important that we can recognise when something isn't quite right, and take precautions to protect ourselves. The key points of this discussion on scams targeting therapists include: Overpayment scam - where someone pretending to be a potential client will ask if they can pay for 10 sessions in advance before sending the amount for 20 sessions. They would then ask to be refunded for the overpayment before reversing their transaction, leaving you out of pocket. In order to avoid this, say that you will refund the transaction within 7-10 days to ensure the money is deposited into your account before giving it back. Directory scam - they might request banking information from you, allowing them to take out loans in your name. This is a form of identity theft. Be wary of being asked for information such as your full name, your address, or your card details via phone or email. Don't allow yourself to be pressured or emotionally manipulated. Another way to protect yourself from scams targeting therapists is being wary of clicking links you get sent - check the address that it has been sent from. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Using Counselling Skills as a Filmmaker [starts at 24:48 mins] In this week's 'Practice Matters', Rory speaks with Alex Gulland about how she uses her counselling skills to make sure the people she interviews are heard and understood. The main points of this section include: Alex has found that using counselling skills can be helpful when interviewing for a documentary on difficult events. It's very directive in comparison to a counselling session - this keeps that boundary in place and prevents it from turning into a counselling session. It's important to be strict with your emotional boundaries, be assured that you are doing all that you can to help. This will keep that emotional distance in place. Making sure they have support as they walk away from the interview after recounting traumatic events. Being mindful of the emotions brought up in an interview, pick up on body language etc. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down int...

Special Edition: Blogging for Therapists Apr 06, 2024

Special Edition: Blogging for Therapists In this special episode of the Counselling Tutor Podcast, your host Rory Lees-Oakes speaks with Daragh McLoughlin from WebHealer about blogging for therapists. The main points of this conversation include: Blogging gives you a space on your therapist website to share your knowledge and expertise. Allows you to start a conversation with a potential client before you've even met - you can offer reassurance, letting them know they're not alone through the topics you discuss in your blog. Adding a blog to your therapy website allows you to discuss topics in greater detail without being intimidating or overwhelming. Blogging gives you a larger reach, builds trustworthiness that will help your search engine ranking and can be shared among colleagues. Refer to the blogs of your counselling peers if you think they could be of use to someone, and they could do the same with yours. Try to add testimonials or briefly mention your credentials in your therapy blog. Show interest in professional development - you might choose to write about any CPD you did recently. Stimulate conversation, discuss a topic for people to debate over and interact with. Being active online gives people something to work with, look at, and engage with. By writing a therapy blog, you're putting yourself out there and helping to build your trustworthiness. This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net 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

296 – Counsellor Safety Mar 23, 2024

296 - Counsellor Safety Working with Men Abused by Women - Preparing for Your Counselling Residential In Episode 296 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: First up in 'Ethical, Sustainable Practice', we look at counsellor safety and self-care strategies when navigating lone working. Then in 'Practice Matters', Rory speaks with Phil Mitchell about abuse by women towards men, delving into misandry and how it is viewed. And lastly in 'Student Services', Rory and Ken discuss preparing for your counselling residential experience. Counsellor Safety during Lone Working [starts at 03:25 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net It's never nice to consider clients in a negative light, but when it comes to working alone we do need to give consideration to our own safety. In this section on counsellor safety, Rory and Ken discuss some of the things you can put into place for the unlikely event that you feel you are in danger: Assess a client before meeting with them alone - maybe arrange for a video or phone call. Trusting your gut feelings and instincts. Look at the clients' presentations and prepare accordingly, e.g. do they struggle with angry outbursts? Safety buddy - have someone that you contact before a client comes and after they have left. This is a great way to have peace of mind, and someone who is able to get help should you need it. Last resort identification - have a sealed envelope containing your appointments, names and contact details that a third party can access if something happens. This saves emergency services precious time if they were in need of information on where you could be. Emergency communications for counsellor safety - if something comes up during a session, you want emergency numbers to be pre-saved on a phone that you can easily access. Be aware of your environment, details, and your safety. One of the things to consider for your safety during counselling work is where you are sitting in the room - can you leave quickly if you need to? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Working with Men Abused by Women [starts at 23:43 mins] In this week's 'Practice Matters', Rory speaks with Phil Mitchell about abuse by women towards men, paying special attention to misandry - the contempt for, or ingrained prejudice, against men. The key points of this discussion include: Compared to misogyny, misandry tends to be more unseen. There is an imbalance in the way these attitudes and behaviours are viewed, e.g. misandry is often overlooked, or accepted. Men and women experience counselling differently, they often might want a different approach, e.g. men might want something more solution-based, where women might be looking to talk through their emotions. You can begin to make subtle language changes - look to reframe the client's thinking. Move away from the rigidity and beliefs around what the problem is - take a different approach. You need to balance logic and emotion to have these discussions. Consider the effect of media on how boys and men feel about their own masculinity. It isn't black and white, or man vs. woman. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students

295 – Outdoor Therapy for Children Mar 16, 2024

295 - Choice-Led Outdoor Therapy for Children Enhancing Your First Contact with Counselling Clients - Challenges of Compulsory Placement Supervision In Episode 295 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 crafting meaningful connections and enhancing that first contact with potential clients. Then in 'Practice Matters', Rory speaks with Kate Beckwith about how she uses the outdoors, animals, and art to provide children and young people with a unique therapeutic experience. And lastly in 'Student Services', Rory and Ken look at the challenges of being asked to have compulsory placement supervision with a certain supervisor. Enhancing Your First Contact with Counselling Clients [starts at 03:25 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Your first contact with a client is one of the most important moments in the therapeutic relationship. In this section, Rory and Ken take us through why this interaction is so important, and how you can make it count: A person is taking a big step by reaching out, it's important they're not discouraged from getting the help that they need. Look at your online presence and make sure all your contact details are up to date. Admin - keep on top of your emails and voicemails, section out a part of your day that you can dedicate to this. Have a personalised answerphone message - show empathy, name your practice so they know they've reached the right place, ask them to say when will be convenient for you to call back, and give a time period that you'll get back to them by. Avoid counselling jargon in your answerphone message or auto responder. Look at things from the client's perspective, how can we be personal to the person who is reaching out to us? Don't overwhelm anyone with information at first contact. Consider offering a free 'get to know' session. Invite any questions that they might have. Be careful that a client doesn't offer too much of their presentation over the phone. Don't make any early assumptions about a client and what they're bringing. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Choice-Led Outdoor Therapy for Kids and Young People [starts at 36:55 mins] In this week's 'Practice Matters', Rory speaks with Kate Beckwith about her work with the outdoors, animals, and art to make counselling a unique experience for children and young people. The key points of this discussion on outdoor therapy for kids include: Kate has 2.5 acres of land that she uses for her practice with various animals such as goats, pigs, chickens, and guinea pigs. Practicing outside can allow you to observe a client in a comfortable, relaxed, and facilitating environment. Children find the experience exciting. Outdoor therapy for kids offer them choice and a sense of freedom. You can notice how the client feels internally from their external behaviour and interactions with their surroundings. Helps to speed up the therapeutic relationship. It's important to find suitable insurance and licenses if you plan on having animals. Put boundaries in place and take extra considerations when it comes to safety and risk assessment. The client is going to need to be wearing sensible clothing.

294 – Linking Theory to Practice in Counselling Mar 09, 2024

294 - Linking Theory to Practice in Counselling Finding New Therapy Clients through Blogging - Combining REBT with Fitness Coaching In Episode 294 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: First up in 'Ethical, Sustainable Practice', we look at how to unlock new clients through blogging. Then in 'Practice Matters', Rory speaks to Ruth Hill about how she combines REBT with fitness coaching. And lastly in 'Student Services', Rory and Ken look at linking theory to practice in counselling, or recognising where theory applies to actual practice in the therapy room. Finding New Therapy Clients through Blogging [starts at 03:25 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to gaining clients, your online presence can be a great way to encourage people to get in contact with you. In this section, Rory and Ken look at how having a blog can help draw in these potential clients: People very often do their research before committing to a service or a purchase. Potential clients might be looking for a counsellor who's writing about things they've gone through, from a client's perspective. Know, like, and trust - these are all key when it comes to making a decision, just like when buying clothing etc. Write about anything you specialise in, or any niches you have. Regularly updating your blog will enhance your visibility on search engines. Search engines are very competitive, you want to be using keywords to appear as close to the top as you can. Think about educating and empowering - you're helping them to make their own informed decision. Helps a possible client to feel less alone in their troubles and experiences. Include a call to action, encourage them to take the next step. Having a blog can bring networking opportunities with other professionals. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Combining REBT with Fitness Coaching [starts at 26:11 mins] In this week's 'Practice Matters', Rory speaks with Ruth Hill about how she uses REBT in relation to fitness coaching. The key points of this discussion include: Exercise can make significant contributions in reducing anxiety and depression. Motivation is the thing you're working towards - the thing that compels you to exercise, take action. REBT looks for unhealthy beliefs which can trigger uncomfortable, unpleasant emotions. Creates a healthy preference instead of a need for certainty. You can explore the link between the symptoms of anxiety, excitement, and exercise. Changing your thinking - is this helpful? Have you checked that this belief is accurate? Changing your vocabulary - acknowledge when you're exercising, even something as simple as walking around a shopping centre. Balancing rational thought. The power of positive self-talk. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chun...

293 – EAP Counselling Mar 02, 2024

293 - EAP Counselling Why Hire an Accountant - How to Handle Negative Feedback In Episode 293 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: Firstly in 'Ethical, Sustainable Practice', we take a deep dive into Employment Assistant Programs or EAP counselling. Then in 'Practice Matters', Rory speaks with Kassim Harunani about why you might hire an accountant as a counsellor in private practice. And lastly in 'Student Services', Rory and Ken look at how to handle, receive, and process negative feedback. EAP Counselling Pros and Cons [starts at 03:28 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net The EAP are there for companies to be able to support their employees, and you might be interested in playing a role in that. In this section, Rory and Ken take us through some pros and cons of working as a counsellor for EAPs: The services provided by the EAP will be paid for by the company, not the client themselves. This means the service might come with certain limitations such as the amount of sessions you have, how your notes are kept and who sees them. When providing EAP counselling, you might get the opportunity to work with a wider range of presentations. It will provide a regular income. There is the chance for an EAP client to become a private client if they have the means, and decide they would like more sessions with you. In EAP counselling, there can be quite a bit of flexibility in terms of working hours and whether you work online/by telephone. Check what rate you will be paid - if the rate is lower than your own private sessions, weigh up if you are working enough hours to make up for this difference. When providing EAP counselling, you're required to work under the EAP's rules, and possibly under their contract. You may be provided with an internal supervisor. Look into how and when you will be paid. Be clear about any niches or specialties you might have to help with your chances of referrals. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Why Hire an Accountant [starts at 31:44 mins] In this week's 'Practice Matters', Rory speaks with Kassim Harunani, Counselling Tutor's own accountant, about why you might consider hiring an accountant as a private practitioner. The key points of this discussion include: An accountant can use their experience and specialty to help you focus on your own. They will know what expenses you will be able to claim, e.g. can you use your company card to pay for fuel when travelling to a meeting? It's good to have a separate bank account for your business. This gives credibility and makes it easier to administer that account to your accountant. Banks will prefer for you to have a business account, and will look for it if you decide to take out a loan. Being a sole trader vs. a limited company - there is a difference in the way you are taxed on your profits depending which route you choose. There are more expenses that can be claimed as a limited company. You can discuss this decision with an accountant, looking at your business plan. If you use cash, keep receipts and records. Try to avoid holding cash and bank it when you can. You can only claim on training courses if they are a requirement of your workplace or are directly benefiting your busi...

292 – Working with Self-Harm in Therapy Feb 24, 2024

292 - Working with Self-Harm in Therapy Ethical Framework in Supervision - Do's and Don'ts of Logging Client Hours In Episode 292 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 ethical framework in supervision. Then in 'Practice Matters' Rory speaks with Kate Day about working with clients who self-harm in therapy. And lastly in 'Student Services', we look at the dos and don'ts of logging your client hours. Ethical Framework in Supervision [starts at 02:48 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When in supervision, the ethical framework is something that should come up regularly in relation to your topics of discussion. In this section, Rory and Ken highlight some of the reasons this can be so important: Revisiting your ethical framework will help make sure you understand your obligations. It can offer guidance in complex situations. It might not always be about a client, you can consult your ethical framework in relation to a professional challenge in an organisation. You might speak about protecting a client's data. It can allow you to make defensible decisions. Protects your practice. Fosters trust in the profession through ethical and successful counselling. Supports client welfare. Might help prevent potential instances before they come because you're aware of the ethical framework. Helps with your own professional development. If your supervisor doesn't bring it in, you can. Consider how does what you're bringing to supervision link to, or impact on, the ethical framework? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Working with Self-Harm in Therapy [starts at 22:46 mins] In this week's 'Practice Matters', Rory speaks with Kate Day about working with clients who self-harm. The key points of this discussion include: There can be many reasons why people might self-harm: self-punishment in response to self-loathing or anger, to gain a sense of control or self-regulation, to express their distress, dissociate or relieve unbearable tension. Those who are neurodivergent are particularly vulnerable. The experience and meaning of self-harm can differ greatly from person to person. When working with self-harm in therapy, think about what is going on underneath the behaviour - what is driving the harm? There are many different ways to self-harm, and it's not always physical. Psychological-based self-harm - repeating harmful behaviours and patterns as a form of self-sabotage. Allow the client space and time to openly talk about their self-harm with a skilled and empathic practitioner. Remain non-judgemental. Facilitate change by working with and supporting the client, not by trying to 'fix' them. Practice coping strategies, see what works for them as an individual. When working with self-harm in therapy, find the underlying feelings. Listen to the client, pick up on non-verbal cues. Offer reassurance that their thoughts and anxieties are going to be taken seriously. If you feel there is a need to break confidentiality, be open and honest with the client, try to get their consent and help them to understand. The wound somebody may or may not have, doesn't necessarily show the severity of how distressed a perso...

291 – Counselling Neurodivergent Young People Feb 17, 2024

291 - Counselling Neurodivergent Young People Changing Supervisors - AI and Transcribing Skills Sessions In Episode 291 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 supervision - when is it time to change your supervisor, or get a second one? Then in 'Practice Matters', Rory speaks with Sian Clare about working with and counselling neurodivergent young people and students in education. And lastly in 'Student Services', we look at the use of AI in your studies, particularly transcribing skills sessions. Changing Supervisors [starts at 03:22 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net You might be reluctant to think about changing your supervisor, but in this section, Rory and Ken highlight some of signs that it might be time to consider it: As yourself if your supervisor fits with the practice you have now. Are they trained within the modality you're working with? You might consider bringing in another supervisor for a certain part of your practice e.g. counselling online and/or over the phone, a specific skill set or niche. Are you growing in your practice? Being challenged? Receiving gentle challenges from your supervisor is a great way to grow and improve your own skills within your practice. Are they matching your ethics and your values? Do they encourage you to look to other areas and modalities? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Counselling Neurodivergent Young People [starts at 21:15 mins] In this week's 'Practice Matters', Rory speaks with Sian Clare about working with neurodivergent young people and students in therapy. The key points of this discussion include: There are a high number of adolescents in therapy who are displaying neurodivergent traits - some are diagnosed, others aren't. It's important that you're able to pick up on these traits, being attuned to the client. Consider getting this extra training to be able to best support your clients. Ask questions, do an assessment, and build a picture of your client's needs. Try and put clients at ease as best you can. When counselling neurodivergent young people, cater to any sensory needs. Believe your client; understand their frame of reference. Help the client become comfortable with who they are, what they enjoy, and their differences from others. Help them to express their choices, 'I'm the sort of person who…' Is the client comfortable with eye contact? If not, consider how you will sit during your sessions. Adaptation, playing to their strengths, working with Providing psychoeducation for teachers can make a huge difference for the young person and their experience in school. Understanding masking is important when counselling neurodivergent young people. This element of CPD comes with employability and further opportunities. Know the clients special interest, it can be used as a way to help them regulate during sessions. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have bee...

290 – Trauma-Informed Therapist Feb 03, 2024

290 - Trauma-Informed Therapist Counselling Transgender People - Why Students Should Have Their Own Insurance In Episode 290 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 5 reasons to become a trauma-informed therapist. Then in 'Practice Matters', Rory speaks with Dorothy Hodgkinson about working with transgender people. And lastly in 'Student Services', Rory and Ken discuss some of the reasons students should have their own insurance. 5 Reasons to Become a Trauma-Informed Therapist [starts at 02:56 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net With trauma coming up more frequently in the therapy room, there has never been a more important time to consider getting that extra bit of training. In this section, Rory and Ken lay out 5 reasons you should consider becoming a trauma-informed therapist: To deepen your understanding of trauma's impact: By going beyond your core training, you can embrace an advanced understanding of how trauma affects individuals at various levels. This gives an extra understanding of how trauma presents, the physical affects it can have, and how it differs from anxiety. To acquire a specialised skillset and set of techniques: By getting training on how to become a trauma-informed therapist, you learn how much more there is to trauma, and how to identify it. Allow yourself to make trauma-informed interventions. Ethical and empathic client engagement: The client can only go as far as the counsellor. Seeing from a client's frame of reference requires empathy; seeing the world as the client sees it. Being able to recognise when a client has slipped back into the past is important in being able to gently bring them back to the here and now. Respond to a critical social need:Trauma is becoming more prevalent, especially in the form of secondary trauma. It is now easier to witness traumatic or triggering events both on the news and through social media. Personal and professional development: Enhance your own self-awareness, emotional intelligence, and resilience. Deepen your understanding of your own reactions and responses to trauma. Be more thoughtful of looking after yourself, maybe having your own therapy. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Counselling Transgender People [starts at 33:14 mins] In this week's 'Practice Matters', Rory speaks with Dorothy Hodgkinson about working with transgender people. The key points of this discussion include: With a rise in media attention, there has been a rise in hate and hate crime. Go and do the research, find out the reality of what this client group is dealing with. Educate yourself on what is actually going on, not just what people suggest is going on. Use helpful websites such as TransActual and Stonewall. Learn the difference between social transition and physical transition. A client needs to feel safe and comfortable enough to make these changes. Find content that suits you as a practitioner that you're able to engage with and take on board to give off in sessions with clients. Evidence your awareness and your CPD. Meet people and engage with the community. Recognise that one person is one person - avoid stereotyping and generalisation. ...

289 – Why Become a Clinical Supervisor Jan 27, 2024

289 - Why Become a Clinical Supervisor Using Digital Tools in Online Therapy - Comparing and Contrasting Counselling Theories In Episode 289 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at 5 reasons why become a clinical supervisor. Then in 'Practice Matters', Rory speaks with Ellie Finch and Lesley Simpson-Gray about using digital tools in online practice. And lastly in 'Student Services', Rory and Ken compare and contrast some of the main counselling theories. Why Become a Clinical Supervisor [starts at 04:23 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net If you've been wondering how you can take your career a step further, Rory and Ken are here in this section to discuss 5 reasons why you might consider becoming a clinical supervisor: Enhancement of professional growth and development within yourself- if a supervisee comes to you with something you're not familiar with, you can go away and research this, allowing you to develop and evolve your own skill set. You can delve deeper into the human condition, understanding things, seeing it in yourself, and seeing it in others. Contribute to the counselling profession- A good reason why become a clinical supervisor is you will be playing a pivotal role in moulding a competent, ethical, and skilled new therapist. Personal satisfaction and fulfillment- the work is rewarding, leaving your mark and legacy with your supervisees by informing their practice. It can help you to build confidence in your own practice. Diversification of income streams- becoming a clinical supervisor increases your niche. It changes your client group, and supervisees will most likely be around for longer than a client will be, giving more stability in your employment. The work will be less emotionally demanding than your regular practice. Networking and collaboration opportunities- because you will have an extra qualification, it puts you a level above. This gives you more opportunities to be sharing knowledge and meeting colleagues with many years of experience, possibly in different modalities to your own. You will gain people you can go to when you have thoughts, questions, and considerations. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Using Digital Tools in Online Therapy [starts at 25:16 mins] In this week's 'Practice Matters', Rory speaks with Ellie Finch and Lesley Simpson-Gray on working with digital tools in online counselling such as video games, virtual reality, and an online sand tray. The main points of this discussion include: Online counselling is at an all-time high after Covid-19, but the concept of remote therapy has been around for a long time. Using digital tools in therapy is all about finding what can work best for the client. What does your client enjoy? What allows them to feel safe? These methods can work especially well with children, young people, and neurodivergent clients. Expand your own comfort zones so that you're able to work with these tools. It's important to find balance so that you're not over-exposing a client. Digital tools can help you to meet a client where they're at. Use tools that might already be familiar to you.

288 – How Counselling Training Affects Your Personal Relationships Jan 20, 2024

288 - How Counselling Training Affects Your Personal Relationships 7 Habits of an Effective Counselling Supervisor - Seeking Counselling for a Loved One In Episode 288 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: First up in 'Ethical, Sustainable Practice', Rory and Ken discuss the 7 habits of an effective supervisor. Then in 'Practice Matters', Rory speaks with Lucy Mosha to get an insight into what it's like to seek counselling for a loved one. And lastly in 'Student Services', we look at how counselling training affects your personal relationships. 7 Habits of an Effective Counselling Supervisor [starts at 4:00 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net If you've been thinking about training to become a supervisor, here are some of the skills you'll need to be of best help to your supervisees: Active listening - a supervisor will take up more of a listening role, building up a trusting relationship. Constructive feedback - helping to inform your supervisees practice with feedback that they can act on. The feedback should be actionable, and helpful. Modeling professionalism and ethics - your supervisor should be able to guide you, and should understand the ethics of your modality. Fostering reflective and reflexive practice - thinking about what could've been done differently and how you can put that into practice. Helping you to meet the client with more humanity. This comes with a degree of gentle challenge from the supervisor. Adaptability and flexibility - everyone's practice will be different. Help them to understand how to apply their theory, try to understand how your supervisee best learns. Cultivating a supportive environment and a safe space - a supervisee should be able to tell you about things that don't go well without fear of judgement. Use thoughtful language when discussing mistakes or things that didn't go to plan. Commitment to ongoing learning - you can't know everything, if a supervisee comes to you with something you don't know much about, go away and learn about it. Regular CPD will keep your knowledge current. You are working in service of the client by helping to ensure they receive the best possible practice from your supervisee. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Seeking Counselling for a Loved One [starts at 39:08 mins] In this week's 'Practice Matters', we look at counselling from the other side. Rory speaks with Lucy Mosha about her experience finding a counsellor for a loved one, and the difficulties that came with it. The key points of this conversation include: It can be overwhelming to know where to start. There is so much choice that needs to be narrowed down. The idea that therapy is something that has to be assigned to you - there might be a reluctance to reach out on your own. A fear of making the wrong choice. It is comforting to be given the option to meet with a counsellor to see if they are the right fit for you, with the reassurance that if it doesn't work you can look elsewhere. Having the counsellor acknowledge how difficult it is to reach out, and the possibility of them not being the right fit for you. The feeling that your difficulty isn't serious enough to be seeking help, especially from charities.

287 – Adoption Counselling Jan 13, 2024

287 - Adoption Counselling Exploring the Accreditation Process - Joining a Professional Body from a Student Perspective In Episode 287 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: Firstly in 'Ethical, Sustainable Practice', we look at new legislation around adoption counselling. Then in 'Practice Matters', Rory speaks with Julie Naylor about exploring the accreditation process. And lastly, in 'Student Services', we discuss joining a professional body from a student perspective. Update to Adoption Counselling [starts at 03:10 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to working with clients wanting to discuss adoption, the legislation around this in England has recently changed. In this section on adoption counselling, Rory and Ken take us through this change, and what it means for both counsellors, and our clients: According to the 2010 BACP legislation, in order to work with a client wanting to discuss adoption, you had to be registered with Ofsted. This meant that these clients were limited to a small pool of counsellors they could work with. Now, this is no longer a requirement and there are more options for those who want to access therapy. Counsellors working with these clients should still be trained in early trauma, developmental trauma, attachment, and have a good knowledge of the adoption process. If adoption comes up during a counselling session, you no longer need to refer that client if it's not their primary presenting issue. Get training on adoption and build your understanding. Let your insurer, supervisor, and ethical body know if you're working with a client about adoption. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Exploring the Accreditation Process [starts at 20:10 mins] In this week's 'Practice Matters', Rory speaks with good friend Julie Naylor about her personal motivations and experiences undergoing the accreditation process. The key points of this discussion include: If you run your own practice, you might be considering becoming accredited to secure an unknown future. Some EAPs require accreditation for you to work with them. Julie found the experience both challenging and enlightening. Julie found it challenging to decipher what it was she was being asked to do, but found it enlightening to go back to the key foundations of her modality. You have to recall and reflect on things that have now just become second nature. You can always look for help and support from your supervisor. It's a really good opportunity to reconnect with the fundamentals. The process is more for you personally, than for your clients. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More Joining a Professional Body from a Student Perspective [starts at 40:21 mins]

286 – AI and Confidentiality Jan 06, 2024

286 - AI and Confidentiality Supporting the Children of Narcissistic Parents in Divorce - Planning Your Placement Journey The Counselling Tutor Podcast is back for Episode 286 as we enter 2024, and your hosts Rory Lees-Oakes and Ken Kelly are here with more topics and discussions: Firstly in 'Ethical, Sustainable Practice', we look at AI and how it might affect your practice, specifically with regards to confidentiality. Then in 'Practice Matters', Rory speaks with Amy Launder about supporting children of narcissistic parents during the divorce process. And lastly in 'Student Services', we look at planning your placement journey. AI and Confidentiality [starts at 02:49 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net The use of Artificial Intelligence is constantly growing, and it's important that we know how to make use of it safely and ethically. In this section, Rory and Ken discuss some of the ways AI can put confidentiality at risk: There is now a rising market for people selling data - how can we protect our client's data against this? Putting data into an AI-enabled system automatically puts that data at risk. Video platforms such as Zoom have started to have AI built into them - you might not even realise. When agreeing to certain terms and conditions such as Chat GPT, you are consenting for any information you give it to be stored and used to teach and train the AI. To help protect against the confidentiality risk of AI, take steps to understand the settings, terms and conditions, and privacy policies of the tools you are using. Balance your use of AI with the regulations of the GDPR. Many of the platforms we use are based in America, where the data protection standards are lower than those in Europe. To find out more about AI and the risk it poses to confidentiality, use the terms and conditions to check how your data is stored. Think about where you're keeping your client notes. If a complaint is made about how you store your data, can you show that you made a defensible decision? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Supporting the Children of Narcissistic Parents in Divorce [starts at 27:00 mins] This week, Rory speaks with Amy Launder about supporting children of narcissistic parents during the divorce process, touching on the specific challenges this can bring. The key points of this discussion include: Narcissism can cause the parents to differ in how they act during the divorce - they may use the children as weapons against each other. When the parents are together, the narcissistic parent might have been absent or neglectful, but now suddenly they're all over the children because they want to win the child's love, and take that love away from the other parent - not at all thinking about the impact on the child. The child is not only going through the divorce process, but also this renegotiation of the relationship with their parent. Divorce can cause a child to grow up faster than they might have otherwise. It can cause rebellion in the child, or some children may take on a parenting role, either for their siblings or even for their parent as emotional support/confidant. The narcissistic parent might play victim, turning the children against the other parent. There might be a lot of manipulation within this relatio...

Special Edition: SEO for Therapy Websites Jan 02, 2024

Special Edition: SEO for Therapy Websites In this special episode of the Counselling Tutor Podcast, listen as your host Rory Lees-Oakes speaks with Dara McLaughlin from WebHealer about SEO for therapy websites. This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Things to include in your therapy website for better SEO: Think about what potential clients are looking for - what keywords will they be searching? Do you have a specialty? E.g couples counselling. Include your location to ensure you're gaining clients in your local area. These keywords and phrases need to feature prominently on your website. The more niche you can be, the better - this cuts down your competition. What does your therapy website need? It's important that you have a website for your counselling practice that is well-structured and easy to navigate. It should have a clear menu and headings. Factor these keywords and phrases into your headings to improve the SEO of your therapy website. There are also important technical elements - having a website that is mobile friendly, fast loading. A successful website should be bringing in clients. Ways to further improve your website: Have a Google Business profile to leverage your local SEO - you are more likely to show up for potential clients in your area. EAT - Expertise, Authority, and Trustworthiness. Include your credentials and a picture of yourself on your website. A picture of yourself is a great way to initially introduce you to a client and begin that rapport. To improve the SEO for your therapy website, consider having a blog. Adding this to your website as a deep dive into a particular subject can work as a gateway to your website. Create content around frequently asked questions. 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

Special Edition: CPCAB Taster Dec 23, 2023

Special Edition: CPCAB Taster In this week's Special Episode of the Counselling Tutor Podcast, your host Rory Lees-Oakes speaks with Derek Cunningham of the CPCAB about their new information taster they're offering for people interested in becoming qualified counsellors. This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Why choosing the right training is so important: It's important that you receive training through legitimate routes in order to achieve recognised qualifications. The CPCAB's free counselling training taster is designed to help you make an informed decision, choosing the route that is right for you. A week-long course that is purely online is unlikely to gain you a legitimate qualification. It's essential that you're training in a community with feedback, camaraderie, peers, and tutors that can help you during your journey. You should be able to receive feedback that is open, constructive, and fair, to allow you to improve. Face-to-face time is crucial. It's important that you're learning how to give and receive feedback. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information What you can expect from the CPCAB taster: The CPCAB taster shows you the different routes on offer to you and what might be expected of you as you embark on your counselling training. It will give you an idea of what's going to happen in the classroom, and what you're going to be participating in. What skills you'll need to learn as a counsellor, how you will potentially learn them, and what theory they are based in. The difference between talking to a counsellor and talking to a friend. There isn't a complex amount of information, but key information to help you make an informed decision. Aims to make the learning interesting and enjoyable. It includes videos, role plays, an excerpt from an actual counselling session and commentary and discussion on it. Information on Carl Rogers and the core conditions. It might not end up being what you expect - counselling is more than learning the theory, it is applying the theory to yourself. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More How you begin your counselling journey is important, it's the foundations that the rest of your learning is built on. The CPCAB taster session aims to prepare you for this journey, giving an invaluable insight into what you can expect. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information

285 – Canine Therapy Dec 16, 2023

285 - Canine Therapy Getting Your Counselling Assignment in Order - How Abuse Narratives in the Media Generate Inquiries In Episode 285 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Student Services', Rory and Ken share their advice for getting your assignments in order. Then in 'Ethical, Sustainable Practice', we look at the ripple effect - how the abuse narratives in the media can generate specific inquiries. And lastly in 'Practice Matters', Rory speaks with Hilary McNair about canine therapy and her work with her own dog, Oscar. Getting Your Counselling Assignment in Order [starts at 02:41 mins This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Assignments are an essential part of your journey towards becoming a qualified counsellor and in this section, Rory and Ken offer some of their tips and tricks to help you complete them: Build yourself a support system for when you're completing assignments over a break - find a way to talk with your peers. Think carefully about what the assignment is asking you. What information does the question want? Look at Bloom's taxonomy and highlight the key parts of the question. Have a goal in mind and plan how you will achieve it. Give yourself structure and schedule. Look at the reading list and pick out what is relevant to the question. Make notes and build ideas, form the scaffolding for your answer. You're looking to include trigger vocabulary and prove your knowledge. Make sure all of your sentences are working to answer the question. Read your work aloud, have your peers look over it. Show that you understand what you've been taught. Keep going back to the question - check that you're addressing/answering it. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information The Ripple Effect: How Abuse Narratives in the Media Generate Inquiries [starts at 30:41 mins] In this section, Rory and Ken talk us through the ripple effect, and how it can impact your practice: Sometimes news reports may touch on a certain subject, and trigger a response. This could lead to more clients looking for specific help with a specific issue. By keeping your eye on the media, and the stories that are covered, you can target your CPD to be even better prepared for these clients when they come. News coverage or seeing people who have lived through similar experiences come forward, can cause old feelings to come to the surface for clients who have experienced trauma, and urge them to seek help. This extra preparation and knowledge can help you to better engage with the clients when they come. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More Canine Therapy [starts at 47:57 mins] In this week's 'Practice Matters', Rory speaks with Hilary McNair, accompanied by her dog Oscar,

284 – Dangers of Smart Devices in the Therapy Room Dec 09, 2023

284 - Dangers of Smart Devices in the Therapy Room Why We Learn Counselling Theory - Managing Client Breaks Over the Holidays In Episode 284 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Student Services', Rory and Ken think about why we learn counselling theory. Then in 'Ethical, Sustainable Practice', we look at managing client breaks over the holidays. And lastly in 'Practice Matters', Rory speaks with Cath Knibbs about the dangers of having smart devices in the therapy room. Why We Learn Counselling Theory [starts at 02:28 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net If you've ever questioned the importance of learning counselling theory, look no further. In this section, Rory and Ken think about why we use theories in counselling, and why it's key that you know them well: These theories are tried and tested, they won't do harm. They have an agreed upon framework and have been peer reviewed. They stop things getting too personal e.g. urging the client to do something that worked for you personally. By knowing and understanding theory, you can know its limits and where it won't be effective. It's important to find your learning style and use resources that compliment it. You can undergo your own personal development using theory. Talk about theories and explore them with your peers. When being taught theories, clarify and ask if there's something you don't quite understand. Within the therapy room, you won't actively be applying the theories - unconscious competence. However, it can be useful to think about your theory after your sessions, linking it to the skills you employed. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Managing Client Breaks Over the Holidays [starts at 25:36 mins] When running your own practice, it's likely you'll take time off over certain holidays. In this section, Rory and Ken discuss how you can prepare for these breaks away from your clients: It's important that you're taking this time for yourself. Do you have a business phone and a personal phone? Having a separate business phone means it can be turned off during a break. Put protocol in your contract and speak about it with your client. Have a discussion with your client well before the break - ask about their plans, what their frame of reference is towards the upcoming holiday. For some people, the holiday period can be really difficult. Map support for your high-risk clients - include these support phone numbers in your automatic voicemail and email responders. Discuss your plans and high-risk clients with your supervisor. The holidays can bring about unseen risks - not just for your high-risk clients. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More

283 – Legal Obligations of Counsellors Dec 02, 2023

283 - Legal Obligations of Counsellors Idiosyncratic Empathy - Being a Placement Manager In Episode 283 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Student Services', we look at idiosyncratic empathy. Then in 'Ethical, Sustainable Practice', Rory and Ken discuss the legal obligations of counsellors, particularly in relation to the coroner's court. And lastly in this week's 'Practice Matters', Rory interviews Nikaela Morrison about her work as a placement manager, and her project Trainbee. Idiosyncratic Empathy [starts at 02:56 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Idiosyncratic empathy is a term coined by Gerald Bozarth, and in this section, Rory and Ken will take us through it's meaning, and how it can be used in your practice: Idiosyncratic empathy means developing empathic responses in a congruent way. It is an approach more tailored to the client. Idiosyncratic - relating to the individual. Listening at a deep level - seeing from the clients' frame of reference. Be aware of the relationship you have with the client. Be careful your response isn't coming from your own frame of reference. Personal development and therapy - learning about yourself and knowing yourself completely will help you to be there for others. Using supervision to think through your approach - are your actions coming as an individual in response to another, arising here and now, or is it coming from your own experience? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Legal Obligations of Counsellors [starts at 24:12 mins] This section applies to legislation in the UK. In this segment about the legal obligations of counsellors, Rory and Ken delve into one of the occasions that will require you to break confidentiality and share your notes: Coroner - someone who will try and investigate the cause of death, e.g. a violent death or unexplained death. Another part of their work is PFDs - Preventing Future Deaths. If a coroner asks for your notes, you'll need to surrender them. The conditions under which you'd need to break confidentiality should be outlined in your contract. The request for notes might be on a past client, not a current one, emphasising the importance of proper note taking and proper note storage - being able to retrieve those notes when legally required to. Visit supervision and get some support when dealing with legal obligations as a counsellor. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More Being a Placement Manager [starts at 43:08 mins] In this week's 'Practice Matters', Rory speaks with Nikaela Morrison about her job as a placement manager, and her project Trainbee. The key moments of this discussion include: When recruiting,

282 – Counselling from Home Nov 25, 2023

282 - Counselling from Home Choosing and Using Academic Text - Critical Incident Debriefing In Episode 282 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Student Services', Rory and Ken take us through some tips for choosing and using academic texts. Then in 'Ethical, Sustainable Practice', we look at some of the important things to consider about counselling from home. And lastly in 'Practice Matters', Rory speaks with Karen Moore about her work facilitating critical incident debriefing groups. Choosing and Using Academic Text [starts at 02:58 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to academic reading, it's impossible to read everything front to back - that's why finding what is going to be most useful to you is an important skill. In this section, Rory and Ken share some of their tips and tricks when it comes to academic reading: Start at the index - search for your keyword and use those texts as your starting point. Academic reading is different from reading for pleasure - use it as a tool. Reference process - you are looking to refer back to the things you find. Choosing your format - when it comes to preference and cost, you have options on how you read these texts e.g. paperback, kindle/e-book. When buying a secondhand book, be careful. Any books on ethics or legislation are being constantly updated and you will want to be referencing the most recent edition. Look around in charity shops. Referencing - find out what style your learning institution wants and ask for an example. You can then use an online generator for your referencing. Being widely read will benefit you, your studies, and your practice. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Counselling from Home [starts at 27:59 mins] There are so many things to think about when weighing up where to set up your private practice, but it's important that you choose what's best for you and your clients. In this section, we see some of these things to consider about setting up your practice in your own home: Running your counselling practice from home has huge benefits in cost and convenience by cutting the need for travel and renting a space. However, there are other things to consider about whether your home is suitable to run a practice from: Accessibility Personal items e.g. family photographs. Parking Confidentiality e.g. will people be watching them come and go from your home. Will there be other people in the house while sessions take place? Are your rooms soundproof? Is there a risk of sessions being interrupted e.g. if a parcel arrives and you're the only one in the house. Lone working policy - When considering counselling from home, think about how to make sure you're safe. Are you able to leave your work in that room/space? Disengage? How will you decompress? Setting boundaries with clients, making sure they don't show up at your house outside of scheduled times, planning for worst case scenarios. It's all about weighing up your own situation. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling st...

281 – Cancellation Policy for Therapists Nov 18, 2023

281 - Cancellation Policy for Therapists Counselling Fundamentals - Aphantasia In Episode 281 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Up first in 'Student Services', Rory and Ken discuss the benefits of going back to the counselling fundamentals. Then in 'Ethical, Sustainable Practice', we look at the importance of cancellation policy for therapists. And lastly in 'Practice Matters', Rory speaks with Sassy Smith, founder of Aphantasia Academy, as she shares her insight into one specific area of neurodivergence, aphantasia - the inability to visualise. Counselling Fundamentals [starts at 02:30 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Whether you're a student or an experienced practitioner, remembering and revisiting your counselling fundamentals can be a huge help to you in your practice. In this section, Rory and Ken go over these fundamentals and their importance: Timekeeping - before a client comes in, take time to ground yourself. Find that ability to put everything else out of your mind and be able to focus on the person that will be in front of you. Being attentive - giving the space and time for a client to speak. Providing that safe environment. Active listening - don't just listen, hear. Silence - allowing silence in the therapy room can actually be incredibly useful. Don't try to fill every gap. Wrapping these skills around the core conditions - empathy, frame of reference, tuning in to someone else. Still being yourself - not just a professional helper. It's important to still be real in order for the client to build up that trust in the therapeutic relationship. Look at the pace the client is going at - meet them where they are. Summarise - gives the client an opportunity to refine/alter how you understood what they said. It allows them to set us right if we land outside of their frame of reference. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Cancellation Policy for Therapists [starts at 20:29 mins] When it comes to running your own private practice, it's important that you're treating it as what it is - a business. In this section, Rory and Ken discuss the importance of factoring cancellations and no-shows into your policy and client contracts: It's important to protect your income. Having a therapy cancellation policy can help you do that. You deserve to be paid for your time, and the time you set aside for a session. Include a cancellation policy in your therapy contract and make it clear to your client. You might decide that cancellations are non-refundable if made within 24hrs of the session. You may choose to take payment for sessions in advance e.g. by having a client pay for two sessions at a time, you will already be covered for a cancellation or no-show fee. Decide what works best for you. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down ...

280 – Overcoming Imposter Syndrome as a Therapist Nov 11, 2023

280 - Overcoming Imposter Syndrome as a Therapist The Hidden Third Person in the Therapy Room - Games in Transactional Analysis In Episode 280 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Student Services', Rory and Ken look at overcoming imposter syndrome as a therapist. Then in 'Ethical, Sustainable Practice', we discuss the hidden third person in the therapy room. And lastly in 'Practice Matters', Rory speaks with Lisa Mathurin about games in transactional analysis. Overcoming Imposter Syndrome as a Therapist [starts at 02:58 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Imposter syndrome is something that can affect us all at any stage in our lives. Recognising these feelings of self-doubt is the first step in helping ourselves get past it. In this section, Rory and Ken take us through some signs to look out for, and how we can go about overcoming imposter syndrome as therapists: There are multiple 'Persona Types' who are more likely to experience imposter syndrome: The Expert - someone who feels they know everything, and are thrown off when up against something they don't. The Perfectionist - has impossibly high goals, focuses on weaknesses rather than strengths. The Natural Genius - accustomed to being capable in a wide range of tasks, but can feel knocked off course if they find something difficult. The Superhero - a high achieving, competitive, workaholic, who can eventually feel burnt out. Try to be kinder to yourself. Ask yourself if you are exercising the necessary and sufficient conditions. You are doing what you can; the rest is up to the client. Imposter syndrome can lead to a change in attitude - are you going into something expecting yourself to not do very well? Do you have very low expectations for yourself? It can also lead to people adjusting their behaviour - trying to appear competent and capable, playing a role in their own lives. What are some things that can help us overcome imposter syndrome as therapists? CBT Coaching - introducing a new way to think about your feelings. Framing anxiety as excitement. Embrace failure. Avoid setting unrealistic targets. Take time to celebrate your own wins and achievements. Don't measure yourself against others. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information The Hidden Third Person in the Therapy Room [starts at 22:30 mins] You might be thinking it is only the client and yourself in your sessions, but it's important to consider whether you have a hidden third party. The main points of this section include: For some clients, technology in the therapy room can bring up uncomfortable feelings and memories. If you have gadgets in the therapy room such as an Alexa, consider unplugging it during sessions to avoid unwanted interruptions. At the beginning of a session, you might want to make it clear to a client that you are turning your phone off and putting it away, e.g. in a drawer. Even if you don't believe that your phone, smart speaker, etc. could be listening to your sessions, you don't know the clients feelings on this. This is about controlling the controllable. If you're recording your skills practice as a student, don't use your mobile phone. It would be best for you to buy a recorder.

279 – Complicated Grief Nov 04, 2023

279 - Complicated Grief Accreditation Pros and Cons - What Motivates People to Become Counsellors In Episode 279 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Student Services', we look at recognising complicated grief. Then in 'Ethical, Sustainable Practice', should you consider becoming accredited? And lastly in 'Practice Matters', Rory speaks with counselling student Sinead Oskun about her 'why'. Complicated Grief [starts at 02:39 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net As a student on placement, if you recognise complicated grief, you will be expected to refer that client. In this section, Rory and Ken identify some of the differences between ordinary grief and complicated grief: Complicated grief is a long grief. It is usually worked on with very specific practitioners. It can be linked with depression. It is intense, long lasting, and affects the client's everyday life. The client could be described as 'stuck' in their grief. Sometimes complicated grief can come about due to sudden/traumatic loss. The client might have lost someone that they were currently in a disagreement with, preventing them from gaining closure or resulting in them dealing with feelings of guilt. A lack of future vision without the person they've lost, not being able to imagine a life without them. Unable to carry out their daily tasks. If you think you have identified complicated grief within a client, take this to your supervisor so you can look into suitable referrals. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Accreditation Pros and Cons [starts at 19:19 mins] In this section, Rory and Ken discuss some of the pros and cons of becoming an accredited counsellor, and things to consider when making your own decision: Getting accredited isn't necessary, you will still be a qualified counsellor without it. When becoming accredited you will submit a piece of work that has to pass, proving that you are of a certain standard. This costs a fee. To work for some organisations, such as the NHS, you might be expected to become accredited. It acknowledges your experience and ongoing commitment. It is by no means necessary, and does not invalidate your skills as a qualified counsellor. Do whatever suits you best. It is rare that a client will ask if you are accredited. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More What Motivates People to Become Counsellors [starts at 34:44 mins] In this week's 'Practice Matters', Rory speaks with counselling student Sinead Oskun about her journey and motivations to become a counsellor. Today, this section of the podcast briefly mentions child bereavement. The key points of this discussion include: It's important to have a strong 'why' behind your counsel...

Special Edition – Website for Counselling Practice Oct 28, 2023

Special Edition - Website for Counselling Practice In this special episode of the Counselling Tutor Podcast, your host Rory Lees-Oakes is speaking with Daragh Mac Loughlin from WebHealer about why your professional online presence, specifically a website for your counselling practice, matters. This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net The importance of your online presence: Your website is a valuable tool for your business. Recognise that you are a business. A website can help you to maximise your success. It's important that you're able to build rapport through your website - it is your 24hr representative. What to include on the website for your counselling practice to help build rapport: Include a well taken, well lit, and natural photograph of yourself on your website. People want to see who they would be receiving counselling from. An element of disclosure - by sharing a bit about yourself, you're allowing the person visiting your website to begin to trust you and feel that connection. List your qualifications and experience - not only will this allow potential clients to see your capabilities, it will allow Google to recognise you as a legitimate suggestion in searches. Include a series of FAQs e.g. how many sessions will there be? How often might they need to meet with you? Add a short summary of what a session might look like - this will be a comfort to someone who has no experience going to therapy. Somewhere on your website you will want a call to action - offer a quick chat/meeting either online or in person. This allows you and the potential client to get to know each other and see if you're the right fit. This short introduction can help the potential client to build the confidence they need to take that next step with you. Getting your counselling website found: Search Engine Optimisation (SEO) plays a huge role in getting your website at the top of internet searches. Your aim is to match user intent. Give a very clear overview of your capability in your subject matter - this shows Google that you are competent, and worth suggesting to its users. It's crucial to be trusted, reassuring, and informative. Show your expertise. The website for your counselling practice is you offering your services, answering questions, and establishing your authority in your field. Make your website as useful as possible to potential clients. By gaining just one client a year through your website - it's paying for itself! Links and Resources www.counsellingtutor.com/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 Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

278 – How to Deal with Ethical Issues in Counselling Oct 21, 2023

278 - How to Deal with Ethical Issues in Counselling Registering with the ICO - Embracing Emotions In Episode 278 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Student Services', we look at how to deal with ethical issues in counselling. Then in 'Ethical, Sustainable Practice', should you register with the ICO? And lastly in 'Practice Matters', Rory speaks with Deb Barnard on emotions. How to Deal with Ethical Issues in Counselling [starts at 02:21 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net During your placement, it's likely that you'll face an ethical dilemma. Learning how to respond to these ethical issues under pressure will be an essential skill for improving your counselling practice and ensuring you're doing what is right for your client and the safety of others: Ethical problem solving - set yourself up to be prepared to deal with these problems when they arise. Some possible ethical issues in counselling: Maybe you and the client have a mutual friend/acquaintance. They may disclose self-harm or plans to harm another. The client might show up to a session under the influence of alcohol or drugs. Look at your contract - if one of these scenarios is covered in your contract, then the rules of engagement have already been laid out. Ethical framework - To know how best to deal with ethical issues you might encounter in your counselling practice, understand your ethical framework and what it asks of you. Work out whose problem it is. Yours? The client's? Both of yours? What are you going to do next? What does the law say? Having these conversations with a client can be tricky - but not having them could have greater consequences. Immediately write down any ethical issue or dilemma you encounter and what you did or didn't do. Defensible decision-making. Respect the clients' autonomy, but weigh that up against the stakes. You may need to break confidentiality, and this will most likely negatively impact the therapeutic relationship. Think of the greater good. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Registering with the ICO [starts at 25:40 mins] The Information Commissioners Office (ICO) applies to our UK listeners, but for our listeners elsewhere, you will also have laws regarding data protection that you will need to look at and adhere to. The main points of this section include: The ICO upholds the General Data Protection Regulations. Should you register? In short, yes. If you have client information stored on an electronic device e.g. notes, phone numbers, doctors notes, a referral letter etc. This is all personal data. If you're handling or moving personal data around, then you need to register with the ICO. Special category data - any information including ethnic origin, politics, religion, trade unions, health, mental health. Put your ICO number in your privacy policy. If you request, the ICO won't publically publish your name and address and will keep it anonymous. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exempla...

277 – Discussing Payment with Therapy Clients Oct 14, 2023

277 - Discussing Payment with Therapy Clients Confidentiality in Counselling - Setting Up a Private Practice In Episode 277 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Student Services', Rory and Ken look at confidentiality. Then in 'Ethical, Sustainable Practice', we look at discussing payment with your therapy clients, particularly if you are running your own practice. And lastly in 'Practice Matters', Rory speaks with Nicola Currie about the basics of starting a private practice. Confidentiality in Counselling [starts at 02:42 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Confidentiality isn't about keeping secrets, it's about keeping yourself and your client safe. The main points of this section include: Contracting - you will set out and agree on what the exceptions to confidentiality are with your client in the first session. Confidentiality allows the client to feel safe and secure, they should feel able to speak freely. Keep in mind laws and policies when contracting your confidentiality. Informed consent - make sure the client understands what the terms of your confidentiality is during your practice. Keep a record of what is said and discussed between you and the client - this allows you to confirm you have made the client aware of your confidentiality exceptions. After the first session discussing the contract, consider revisiting it briefly in the second session to ask if they have any questions, etc. If you're working online, the way you think about your confidentiality might be slightly different. Are you sharing details over email? Are these emails secure? When working in a room - could someone hear you if they were stood outside the room? Is there a window that people can easily look into? Disposing of records - paper notes can be destroyed e.g. by shredding or burning. Digital notes need to be thought about a little bit more. Is where you're storing them secure? Password protected? Keep note of what you have deleted, e.g. 'notes deleted 2013-2018'. Be conscious of where you're taking your notes. If they're kept on a laptop and you're taking that somewhere with you, what happens if it gets lost/stolen? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Discussing Payment with Therapy Clients [starts at 29:09 mins] Unlike working for an agency, private practice will require you to charge the client a fee directly. In this section, Rory and Ken discuss how you might approach discussing payment with your counselling clients. Some people might find it uncomfortable/difficult to ask for payment from a client. Think about what your own relationship with asking for payment is. Your fee will be set out in your contact and agreed upon by both you and the client before counselling takes place. Before discussing payment with your therapy clients, you need to first consider how the payment will be taken. Will you take it in advance? Will it be paid online? Will the client receive the charge as an invoice after the session? Think about including in your contract what happens if a client doesn't show up for a session without notice - will you still charge them for your time? Consider having a separate bank account for therapy clients to pay into - this will...

276 – Career Counselling Oct 07, 2023

276 - Career Counselling Carl Rogers' Potato Analogy - Client-Centred Ethics In Episode 276 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: First up in 'Student Services' we look at Carl Rogers' potato observation, focusing on self-actualisation and hopes. Then in 'Ethical, Sustainable Practice', Rory and Ken speak about client-centred ethics and navigating outcomes and limitation in therapy. And lastly in 'Practice Matters', Rory speaks with Richard Rotberg on career counselling. Carl Rogers' Potato Analogy [starts at 02:50 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Carl Rogers' potato observation offers a new perspective for us to take into the therapy room. Listen as Rory and Ken discuss some of the main takeaways from this theory: Rogers says all behaviour is goal directed. Everybody is trying to be the best they can be. Understanding the clients' goals will make it easier for you to meet them where they are. The potato observation points out that you do the best you can in the circumstances and environment you're in. Person-centred therapy relies on the quality of the therapeutic relationship. It's about feeling heard, free of judgement. Just a small encounter can have a big effect. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Client-Centred Ethics [starts at 19:29 mins] When it comes to your sessions, it's important to note you're working within the means of your client. In this section, Rory and Ken talk about some things you might want to be mindful about when it comes to outcomes and limitations in therapy: It's important that you're being open about pricing with clients - letting them know how many sessions it might take so they can evaluate if it's possible for them. Always consider whether you are the right fit for the client. Do they need something different? Someone who works in a different modality or niche? Be completely honest with a client about how long it could take to resolve their issue - some cases of trauma can take years etc. You don't have to give an exact number of sessions. You don't have to stick to a strict format of one session a week - your client may benefit more from two sessions a week, one every other week, or once a month etc. The sessions can change and evolve with the client. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More Career Counselling [starts at 31:41 mins] In this week's 'Practice Matters', Rory speaks with retired American psychologist, Richard Rotberg, who's written a book called Understanding and Managing Career Problems in Therapy. The key points of this discussion on career counselling include: Sometimes a career issue is actually due to/linked with an underlying emotional, psychological, or behavioural issue.

275 – Tax for Therapists Sep 30, 2023

275 - Tax for Therapists Why Ethics Matters in Counselling - What Happens in Counselling Sessions In Episode 275 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Student Services', we look at why ethics matter. Then in 'Ethical, Sustainable Counselling' we look at tax for therapists and ways to get your tax affairs in order. And lastly in 'Practice Matters', Rory speaks with Chrissie Henson about her new book 'A Look Inside the Therapy Room', and how it can help students and prospective clients get a sense of what happens in counselling sessions. Why Ethics Matters in Counselling [starts at 02:38 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to counselling, it's important that you're practicing safely and ethically. In this section, Rory and Ken discuss the benefits of knowing your ethical framework inside out: An ethical framework offers reassurance and protection to the general public. It's a general agreement of what is ethical so that there is uniformity in the way counsellors practice. It provides a benchmark. Your ethical framework should always be with you to ensure you're practicing ethically. It's important for keeping everyone working to the same standards. It can help answer questions you might have about your practice: What is ethical advertising? What is an appropriate client relationship? How should I be record keeping/note taking? What should I be including in my contracts? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Tax for Therapists [starts at 18:49 mins] When running your own practice, your tax isn't automatically taken out of your wage, giving you another thing to think about. In this section on tax for therapists, Rory and Ken discuss some things they consider when it comes to getting their tax affairs in order: You might want to consider opening a separate bank account for you to immediately put aside your tax money. This removes any temptation for you to spend it and helps form the mindset that this money isn't actually your own. To help you sort the tax for your therapy practice, consider hiring an accountant. This can help you look into what you can legally claim back from your tax as business expenses. A good accountant will pay for themselves with the savings they help you make through their advice. Tax can creep up on you - make sure you're prepared for it when it comes. Understand the different kinds of tax and which ones you are expected to pay as a therapist. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More What Happens in Counselling Sessions [starts at 31:12 mins] In this week's 'Practice Matters', Rory speaks with Chrissie Henson about her new book 'A Look Inside the Therapy Room',

274 – Cultural Competence in Counselling Sep 23, 2023

274 - Cultural Competence in Counselling Settling into a New Counselling Group - Cognitive Behavioural Hypnotherapy In Episode 274 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Student Services', we look at settling into a new counselling group. Then in 'Ethical, Sustainable Counselling', Rory and Ken discuss cultural competence in counselling. And lastly in 'Practice Matters', Rory speaks with Adam Cooper about his use of Cognitive Behavioural Hypnotherapy and other niches. Settling into a New Counselling Group [starts at 02:33 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Starting a new year of study and changing counselling group can be exciting, but it may also bring some challenges. In this section, Rory and Ken discuss what these challenges might be, and the importance of understanding your own feelings: When a new group comes together, it can take time to settle in and to get to know each other. Feeling nervous is completely normal. It's important that you can recognise these feelings. Seeing them in yourself and journalling about them will help you to understand them better. These feelings may mirror those of a client you see in the future, and understanding these feelings in yourself will help you develop empathy. Adjusting to a new counselling group can be a rich area for personal development. You may experience feelings of mourning for your previous group. It's important to recognise and accept that everything has an end. Your counselling group should be a safe place, or, a safe place for you to feel unsafe. It's similar to what you should aim to give your client later on. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Cultural Competence in Counselling [starts at 24:00 mins] During your training you will look at equality and diversity, but this is a growing area that you will require constant and continuing professional development in. The main points of this section on cultural competence in counselling include: How much do you actually know and understand about other cultures? Instead of saying 'Yes, we offer counselling for everyone.' Are you able to comfortably and confidently say you offer counselling for a specific ethinicity, sexuality, or to those who are neurodiverse? Having cultural competence in counselling helps you understand not just the client's difficulty, but also their frame of reference. People should feel seen, understood, and included. You don't have to be an expert - just make yourself more aware. When striving to be a more culturally competent counsellor, remember that knowledge is powerful - just little things can make a huge difference to a client. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study. Assignment Guidance - Complete assignment exemplars and portfolios of work that have been passed by both tutors and awarding bodies. Theory Decoded, Skills Mastery and More - Counselling theories and skills are broken down into easy-to-understand 'chunks', with clear examples to guide you. Learn More

273 – How to Develop a Therapist Network Sep 16, 2023

273 - How to Develop a Therapist Network Planning Your Research Project - Kink in the Therapy Room In Episode 273 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: Firstly in 'Student Services' we discuss some things to consider when planning and completing your research project. Then in 'Ethical, Sustainable Counselling', Rory and Ken discuss how to develop a therapist network and why it is important. And lastly we have 'Practice Matters', where this week Rory spoke with Bay Whitaker about kink in the therapy room. Planning Your Research Project [starts at 02:43 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net As a counsellor or a student of counselling, there's no doubt you will or have already encountered a research project. In this section, Rory and Ken discuss some of the things you'll need to think about when it comes to completing your project: SMART action plan - think about whether your project is Specific, Measurable, Achievable, Relevant, and Timely. Group work - when working as a group, it's important that you are co-operating and listening to one another, meeting regularly and reviewing what has been done and are not afraid to ask for help. Think about how you can play to the individual strengths of those in your group. Think about what methodology you are going to use. Secondary research - you might look at an existing theory or model and see whether you discover the same findings as the initial research. Qualitative vs. Quantitative - qualitative looks at the numbers and can be collected much quicker (e.g. in the form of a questionnaire), and quantitative looks at the experience and can be collected through interviews etc. Another important thing to consider about your project is ethics. You will need to make sure your project idea has been approved and is ethical. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information How to Develop a Therapist Network [starts at 20:16 mins] Throughout your career as a counsellor, you will benefit from having peers and colleagues that you can talk to and share ideas with. The main points of this section on how to develop a therapist network include: Counselling is a solitary occupation - having peers/colleagues/friends you can discuss and debate with is a form of self-care. It's helpful to have diverse and critical voices within your therapist network. Your supervisor counts as a part of your support network. You need a place to share your excitement over something new you might have learnt with people who understand and can share this enthusiasm. This will help you to sustain your practice. Going through this career on your own, you are likely to burn out quite quickly, hence it is important to develop a therapist network. If you are considering training in a niche (e.g. children and young people), it's a good idea to find a colleague who works within that niche. Ask them how they find it and get advice and guidance so you can be sure that it is something you would like to look further into. Counselling Study Resource:Assignment Guidance & Study Support for Counselling Students Academic Lecture Library - Lectures that cover key theory, skills and professional development linked to your counselling study.

272 – Roleplaying Games in Therapy Sep 09, 2023

272 - Roleplaying Games in Therapy The Myth of the Core Conditions - Should You Become an Accredited Counsellor? In Episode 272 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with our latest three topics: Firstly in 'Student Services' we look at the myth of the core conditions. Then in 'Ethical, Sustainable Counselling', Rory and Ken discuss reasons you might, and might not, look into becoming an accredited counsellor. And lastly in 'Practice Matters', Rory speaks with Daniel Hand about using roleplaying games in therapy. The Myth of the Core Conditions [starts at 03:12 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net In this section, Rory and Ken discuss a common misconception about the phrase 'core conditions', and where you might want to be careful when mentioning it in your assignments: The core conditions vs. the 6 necessary and sufficient conditions for therapeutic change. While Carl Rogers spoke a lot of empathy, congruence and unconditional positive regard, he didn't coin the phrase 'core conditions' - that was Robert Carkhuff. 'Facilitative conditions' is a better phrase to use in assignments when referring to the 3 conditions. Person-centered therapy was first rooted in social work. These are transferable skills, regardless of what you choose to do career wise. The 3 core/facilitative conditions (empathy, congruence and unconditional positive regard), are all work done by the counsellor, it is the counsellor who demonstrates these within the relationship. Whereas when we look at the 6 conditions, the other 3 conditions relate to the client, and how they are receiving those first conditions. They aid in creating and forming trust within the therapeutic relationship. They can be considered 'central therapeutic ingredients'. Carl Rogers found the 6 conditions that are necessary to bring about psychological change, but the actual term 'core conditions', sits outside of Carl Rogers - be careful not to trip up on this in your assignments. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Should You Become an Accredited Counsellor? [starts at 20:31 mins] Becoming an accredited counsellor is a personal choice, one that should be carefully considered. In this section, Rory and Ken look at both the reasons you may become an accredited counsellor, and also the reasons it might not be something you feel you need to do: An accreditation is an exam of sorts - submitting a portfolio of evidence responding to questions and seeing if you qualify to be accredited. Being accredited means you become accountable for your practice to your ethical body. Some work environments might require you to become accredited e.g. the NHS. Or you may undergo this process just to have your practice overlooked by a critical friend and therefore give you an indication that your practice is of a standard to become accredited. It's a completely personal choice unless you're asked by an employer. The process comes with fees. Being accredited can look attractive to a client if you are on a register that displays those who are accredited vs. those who are not. However, if you're running a private practice and/or rely on referrals, it's unlikely that a client will know what accredited means, or its significance.

271– How Counsellors Can Use AI Sep 02, 2023

271 - How Counsellors Can Use AI Handling Disagreements with Colleagues - Disability and Therapy In Episode 271 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly offer a warm welcome back after the academic break. With the start of the new academic year, we also have two new sections in the podcast: We start off with 'Student Services', delving into the world of being a student and studying counselling - supporting you along that journey. Today Rory and Ken are discussing the role artificial intelligence (AI) might play in the future, and how counsellors can use AI ethically. Then we have 'Ethical, Sustainable Counselling', looking at the day-to-day running of a private practice - we begin by looking at how to deal with conflict between colleagues. And finally our CPD section 'Practice Matters' makes its return - Rory speaking with Melanie Halacre about disability and therapy. How Counsellors Can Use AI [starts at 03:22 mins] This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net With the rising use of AI, it is clear it's not something that's going away anytime soon - what's important is knowing how counsellors can use AI ethically and productively. The key points of this section include: AI can be a really useful tool when used appropriately. Using it for support without making it do the heavy lifting for you. Counselling Tutor is working on putting together support and lectures on the ethical use of AI for counsellors. Counsellors can ask AI such as Chat GPT to summarise their own notes/handouts - this way it is still using their own work, but presenting it in a way that can strengthen it as another useful resource. Another way counsellors can use AI is by asking it to make a quiz for them to revise with - again using their own notes and resources, reworked into something new they can work with. AI has been around for a long time in things we might not even notice - 'friendly AI' such as the Google algorithm, Siri, Spotify, etc. 'Will AI replace Counsellors?' - Counselling is a career that requires person-to-person contact and connection. It requires empathy and a therapeutic relationship - it is unlikely that technology such as AI will be able to work with emotion in this way. However, we can still look at using AI within running our counselling practice in productive and ethical ways, such as working behind the scenes in invoicing, scheduling etc. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Handling Disagreements with Colleagues [starts at 23:40 mins] Within counselling, it can be very helpful to have critical friends, an outside look at how you conduct your practice. However, this can sometimes lead to disagreements among colleagues that won't be in your clients best interest. Some of the main points of this section are: It's important to know how to handle moments of disagreement - and to see that they are dealt with, rather than being pushed aside and ignored. Think about the basis of the disagreement - does it live in ethics? Ask the person exactly what it is about your practice they disagree with, and then go away and reflect. Critique should always be backed up with information - looking at the ethical framework etc. Someone doing something in a different way to us doesn't immediately make it unethical.

Special Edition: Therapist Website Jul 08, 2023

Special Edition: Therapist Website In this Special Edition Podcast from Counselling Tutor, your host Rory Lees-Oakes speaks with Daragh Mac Loughlin from WebHealer about the importance of therapists having a professionally built website to promote their services, and instill confidence into potential clients. Why should you consider having your therapist website professionally built? This segment of the Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net A professional web designer will be able to give a real sense of yourself and your practice to your potential client. Your website is a great way to boost your credibility - as will adding things such as your qualifications and practice hours to your website. Google itself needs to be able to recognise your therapist website as credible in order to place you at the top of searches. How can the client get in contact with you? Book an appointment? It's important that there is a really clear way to get in contact with you on your website. Add a time frame for your responses to potential clients - do you usually respond within 24hrs? This increases the chances of someone reaching out. Consider adding a calendar to your website where people can book an introductory session - something immediate. It's important that your website is maintained and kept up to date - consider including news/blogs on relevant subjects. You'll want to keep your website relevant, alive, and content-rich - Google will be able to recognise this value in your website. Think of your therapist website as your own personal shop front. What can a web designer help you with? There are so many things to think about when it comes to putting a website together - having professional help will ensure your website is the best it can be. They can put your website together in a way that is both visually appealing, and represents your practice. They can help advise what key data points you'll want to add to your website. They will structure your website in a way that is readable - a large amount of websites are now viewed on mobile phones, is the text on your website digestible? Your content needs to be structured in a way that Google can recognise as relevant - a website designer will have key knowledge on search engine optimisation (SEO) and will be able to integrate this as your website is built. Data protection - looking to your ethical body and the policies of any third party privacy policies. Ask your website designer who keeps on top of your websites software updates - you or them? At WebHealer, they will look after this for you. They can link in your social media, showing you are current, active, and up to date! However, it is important to be aware that what you're posting is relevant to your practice and appropriate to be displayed on your website. You can look at your website analytics - what part of your website is getting the most attention? Can you do more of that? It can be very useful to see how people are interacting with your website and whether there are any changes you can make to improve. Links and Resources Web Healer 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

270 – Looking Up Therapy Clients on Social Media Jul 01, 2023

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269 – Compassion Fatigue in Counsellors Jun 24, 2023

269 - Compassion Fatigue in Counsellors When Therapy Clients 'Ghost' You - Hungers and Strokes in Transactional Analysis In Episode 269 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Theory in Practice', we look at compassion fatigue in counsellors. Then in 'Practice Today', we look at what to do when a client 'ghosts' you, and the thoughts and feelings this might bring. And lastly in 'Practice Matters', Rory speaks with Lisa Mathurin on hungers and strokes from transactional analysis. Compassion Fatigue in Counsellors [starts at 02:08 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Compassion fatigue will not only affect you, but also your clients and your practice. Some of the signs of compassion fatigue in counsellors and what you can do to tackle it are highlighted in this section: Compassion fatigue is empathy failure - struggling to see from the client's frame of reference. Burnout One of the signs of compassion fatigue in counsellors is feeling tired of dealing with the same type of client repeatedly, e.g. grief. Difficulty separating work life from personal life. Look out for negative thinking, intrusive images, or either a hypersensitivity or an insensitivity to the emotional material brought by the client. Dreading working with some clients and being overly optimistic about others. Make regular visits to your supervisor - an observant supervisor will pick up on the signs that you might be experiencing compassion fatigue. Make sure you're keeping on top of your self-care and reduce your client load if necessary. Keep an eye out for these thoughts and feelings that could be a clue you're experiencing compassion fatigue. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information When Therapy Clients 'Ghost' You [starts at 19:49 mins] In this section, Rory and Ken discuss what thoughts and feelings we might experience when a client 'ghosts' us. The key points of this section include: 'Ghosting' - when a client disappears e.g. stops showing up to any sessions, doesn't reply to your texts, calls, emails, etc. It's the client's choice, but it can leave us questioning ourselves - 'did I do something wrong?', 'did I make them uncomfortable in any way?'. Overanalyzing the situation won't help anything, it's important to try and not be hard on yourself for it. Remember that it is the clients' choice, and well within their rights to not have any further sessions. The client may have realised they're not ready/find sharing what they're struggling with too difficult. Try not to take their decision personally. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Hungers and Strokes in Transactional Analysis [starts at 30:32 mins] In this week's 'Practice Matters', Rory speaks with Lisa Mathurin about hungers and strokes from transactional analysis.

268 – Recovered Memory Therapy Jun 17, 2023

268 - Recovered Memory Therapy Post-Modern Counselling Theories - The ABC Grief Model In Episode 268 of the Counselling Tutor Podcast, your hosts, Rory Lees-Oakes and Ken Kelly bring us this week's three topics: Firstly with 'Theory in Practice', we look at what is post-modern counselling and its theories. Then in 'Practice Today', listen as Rory and Ken discuss recovered memory therapy. And lastly in 'Practice Matters', Rory speaks with Mandy Gosling about the ABC grief model. Post-Modern Counselling Theories [starts at 02:25 mins] This episode of Counselling Tutor Podcast is sponsored by WebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net For anyone that hasn't previously looked at post-modern counselling theories, it can be difficult to grasp straight away. Listen as Rory and Ken have a discussion about the beliefs and approaches that make up post-modern counselling: The post-modern method of counselling focuses on solution-focused and narrative-focused ways of working with a client: Solution - helping clients to find and work towards solutions rather than looking into the past. Narrative - encourages the client to build their own stories and reconstruct their sense of selves. For post-modern counselling, there isn't any real sense of any personality theory. A departure from traditional ideas. Deconstruction - thinking about how we believe ourselves to be and how we got there, creating our own truths. Not referencing what has come before. Disproving biases held before. Asking fundamental questions - is what I believe true, or it something I've always been told? Moves away from a fixed idea of personality. Constructing a reality between you and the client and seeing how you can move forwards. Theory to Practice is sponsored by Counselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Recovered Memory Therapy [starts at 17:20 mins] In this section, Rory and Ken discuss recovered memory therapy, and some of the conversations that surround its use with clients: Therapist input - there is a chance these memories could be fabricated based on words said, or suggestions made, by the therapist. Implanted false memories. Recovered memory therapy is linked with hypnosis - a state where someone is more susceptible to suggestion. Sometimes traumatic memories can be locked/hidden away from us, but there is more often than not at least vague detail still in memory e.g. the build up to, or the aftermath of, the traumatic event. EMDR - use of timelines. By putting what happens in a timeline, you can unscramble memories and help the client make more sense of events that took place; however, this deals with things the client knows, and the memories they already have. Tread lightly with clients who believe they have repressed memories - they are vulnerable to suggestion. The difference between implicit and explicit memories. Look for things that are tangible - even if these memories are just in snapshots. Get on-demand Certified CPD that is implementable in your practice Counsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ...

267– How to Write a Counselling CV Jun 10, 2023

267 - How to Write a Counselling CV How to Protect Yourself as a Therapist - Working as an Interpreter for Counselling In Episode 267 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: Firstly in 'Theory in Practice', how to write a counselling CV. Then in 'Practice Today', Rory and Ken discuss protecting yourself as a therapist. And lastly in this week's 'Practice Matters', Rory speaks with Eniko Koncz about being an interpreter for counselling. How to Write a Counselling CV [starts at 02:26 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to putting together a CV, you want to be presenting the best of what you have to offer. In this section, Rory and Ken go through certain things you might include when writing your counselling CV: Your CV should reflect who you are, your views, and your why. Include your understanding of ethics, and your commitment to learning and personal development, your perseverance. When writing a counselling CCV, include some of your hobbies or personal interests - this will assure the person reading your CV that you have an outlet for self-care. Look if you have any transferable skills from things you've done in the past. Your counsellor CV should open a window - you should be able to talk about the things on your CV, it should include things that invite conversation. Include any areas of research you've done and been interested in. When thinking of how to write your counselling CV, consider what they will want to hear - does anything you've done in the past fit in with their values? Do your research on where you're applying. Include headings and highlight/bold certain words you feel are important. When someone is scanning over your CV, certain things should stand out to make them want to read your CV in full. Have your CV proofread, read it to yourself out loud. Ensure your contact details are easy to find on your CV. Show your passion - add why you think you'd be a great fit with where you're applying. Maybe add a letter along with your CV detailing why you are a great fit specifically for where you're applying and your reason for wanting the position. Pay attention to detail. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information How to Protect Yourself as a Therapist [starts at 24:18 mins] Being a counsellor can come with risks, and it's important to take measures to avoid it as best you can. In this section, Rory and Ken discuss some of the dangers you may encounter, and how you might consider planning for them: Have a separate work phone - you should separate personal from professional as much as you can, specifically in relation to how clients can contact you, this allows you to enforce certain boundaries. Think twice about answering a call from a withheld number - if it is a client trying to contact you, they can leave a message and you can get back to them. If you're seeing a client alone, do you have a system in place to account for risk? Consider having a 'buddy' - someone that you text when a client comes in, and when a client leaves. If they don't hear from you and can't get in contact with you, they can alert the police. When working for an agency, there should be a lone working policy in place. If the session is taking place at a client's ho...

266 – Anti-Oppressive Practice in Counselling Jun 03, 2023

266 - Anti-Oppressive Practice in Counselling Moving to the Next Level in Your Counselling Journey - Can You Be Too Congruent? In Episode 266 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Up first in 'Theory in Practice', we look at moving to the next level in your counselling journey. Then in 'Practice Today', Rory and Ken have an interesting discussion about whether you can be too congruent And lastly in 'Practice Matters', Rory speaks with Mamood Ahmad about anti-oppressive practice in counselling. Moving to the Next Level in Your Counselling Journey [starts at 02:25 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Taking the next step in your counselling journey can be a scary thing, but in this section Rory and Ken break down some of the realities of this journey, and offer things for you to think about: As you move up in your training, the difficulty will increase. Think about what started you on this journey, did you want to make a difference? If the why is strong, the how becomes easier. When you feel yourself getting stressed or panicked - go back to your why. Training will take up a lot of your time. Your personal development might impact on your personal relationships. There will be the academic side and the practice side - there will be a lot going on. It can be done - many have done it before you. Hold on to your why - it needs to be strong enough to not need feedback and thanks. What is the route you want to take? The skills you learn are transferable - you can put them to good use in other occupations and just life in general. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Can You Be Too Congruent? [starts at 18:57 mins] In this section, Rory and Ken discuss the difficulty of knowing how far you can go with your congruence. The main points include: There is a fine line between congruence and being rude. Everything you do should always be in service of the client. What 'volume' is your congruence at - it's about knowing when you can turn it up. It's about timing and knowing your client. Being congruent in an empathic way - intertwining it with the core conditions. Ask yourself who is this client? What is your relationship with them and where is the boundary of that relationship? Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Anti-Oppressive Practice in Counselling [starts at 31:55 mins] In this week's 'Practice Matters', Rory speaks with Mamood Ahmad on introducing difference, diversity, and inclusion using anti-oppressive practice foundations. The key points of this discussion on anti-oppressive practice in counselling include: Thinking about the wider social context of your client and how this affects them. Allowing, and providing a safe space for people to talk about social problems and what they feel about that.

265 – How to Set Up a Therapy Room May 20, 2023

265 - How to Set Up a Therapy Room Barriers to Communication in Therapy - Interview with the NCS Chief Executive In Episode 265 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we look at barriers to communication in counselling. Then in 'Practice Today', Rory and Ken discuss how to set up a therapy room. And lastly in 'Practice Matters', we see the end of our 6-week-long series looking into the National Counselling Society (soon to be the National Counselling and Psychotherapy Society) by speaking with CEO Jyles Robillard-Day. Barriers to Communication in Therapy [starts at 02:13 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to communicating with your client, you can be met with a series of unexpected circumstances. Listen in this section as Rory and Ken discuss some of the barriers you might come across in counselling, and how you might go about tackling them: Communication is the successful conveying or sharing of ideas and feelings. If something gets in the way of those ideas and feelings being either shared, or received and understood, it's likely there is a barrier of some sort preventing this. The different types of barriers: External/environmental barriers - noise disruption (e.g. construction), a bad connection if working online. Internal barriers - neurodiversity. Cultural barriers - language, this may also include economic/class differences. Topic barriers - are there any topics you feel uncomfortable talking about? Jargon - occupation-specific vocabulary or even dialect. Are there any topics of conversation that you find yourself shying away from? E.g. sex, sexuality, race, religion. If this is the case, you should look into why these subjects maybe make you feel shy/embarrassed/uncomfortable. If you feel uncomfortable discussing them, the client will too. Barriers work both ways. Clarifying - if you're not sure you understand what a client has said, clarify. Practice recognising barriers and learn the different kinds. Think about what you might do if met with a barrier, this helps you be prepared for if it does come up in a session. Recognise communication barriers in your own life, journal them, take them to supervision and think about why they might be there. Seek CPD on subjects you're not sure on for a better understanding, this will help you to discuss them more comfortably with your client. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information How to Set Up a Therapy Room [starts at 19:27 mins] The space you conduct your sessions in will have a huge influence on how comfortable your clients feel with you. In this section on how to set up a therapy room, Rory and Ken discuss some things to keep in mind: This is something important to consider both face-to-face and online. When setting up your therapy room, keep in mind that the space should enact permission for the client to cry; they should feel like they're in a safe space. Is the room private? Soundproof? Is confidentiality compromised in any way? Is the space accessible? If not, for example if there are stairs, this needs to be made clear to your clients before they choose to take sessions with you. Another consideration when setting up a therapy room is sensory ac...

264 – Counselling a Client You Don’t Like May 13, 2023

264 - Counselling a Client You Don't Like Phenomenology in Philosophy and Counselling - NCS Campaigns In Episode 264 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Up first in 'Theory in Practice', we look at the philosophy of phenomenology and counselling. Then in 'Practice Today', Rory and Ken speak about counselling a client you don't like as a person. And lastly in 'Practice Matters', Rory is once again speaking with Meg Moss, head of policy and public affairs at the National Counselling Society (soon to be the National Counselling and Psychotherapy Society) about some of the campaigns the society is currently involved in. Phenomenology in Philosophy and Counselling [starts at 02:34 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Some people may find phenomenology as hard to understand as it is to pronounce, but in this section, Rory and Ken attempt to break it down and discuss how it applies to the therapy room: Phenomenology is the structure of consciousness, how we perceive ourselves in the world. This is something unique to you. The challenge of counselling is suspending your own frame of reference, putting it aside, and looking at things from the clients' point of view. How does the client see things? Ask clarifying questions - what might be a happy occasion for some, may not be for others (e.g. a pregnancy or holiday such as Christmas). During therapy, you are helping the client make sense of their reality and place within the world (their phenomenology). 'Dasein' - your being in the world, as a counsellor your aim is to understand this. Personal Development - think about what you view as your own being in the world. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Counselling a Client You Don't Like [starts at 18:51 mins] You may find that one day you have a client that you don't like or struggle to view with an unconditional positive regard. In this section, Rory and Ken discuss what you might do in this situation. Take these feelings to supervision - try and find out why you are having these feelings. Think about transference - does the client remind you of someone? Are you projecting the feelings you had towards someone from your past onto the client? Are you getting nervous before a particular client comes in? Or feeling unusually excited? Is the client using harsh language that clashes with your personal values? Do they have opposing political views to you? When counselling a client you don't like, think about how you will go about separating your personal values. A client has come to you to explore or heal some sort of pain. It's sometimes possible that these strong views are a defense mechanism for something that is internalised for them. Another way to work with a client you don't like in therapy is to reframe. Imagine yourself and this person in a different situation - how would you interact? Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ...

263 – NCS Membership Benefits May 06, 2023

263 - NCS Membership Benefits Passing Your Recorded Skills Session - Breaking Confidentiality in Counselling In Episode 263 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we look at passing your recorded or observed skills session. Then in 'Practice Today', Rory and Ken take us through what happens if you have to break confidentiality. And lastly in 'Practice Matters', Rory speaks with Camilla Hyland, the head of member services, and Kate Mahoney, head of professional standards from the National Counselling Society about the NCS's membership benefits. Passing Your Recorded Skills Session [starts at 02:47 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Being assessed is a stressful time for any student, but in this section, Rory and Ken offer some tips that might help to take some of the pressure off: Remember that it's natural to be nervous, it's a challenging experience. The secret is practice. If it's your first experience with recording it'll make it more nerve-racking - try practicing with recording beforehand. Start recording and listening back to your skills practice. Meet up with peers and colleagues over Zoom and record your practice. Evaluate your own skills sessions. Welcome feedback and mistakes, you can learn a lot from them. Try out a number of different skills. The more you understand what happens when you apply a skill and understand what the skill asks of you, the easier you will find it to apply that skill. The more you know, the less you fear. Try working with people you don't know that well - this gives practice of being observed. Look at the criteria of what they'll be looking for in the session - checking your endings etc. If you're recording anything - see about using college equipment so that data can be disposed of correctly. Know how many skills you need to demonstrate - using one skill won't be enough, even if you use it very well, and using too many may make the session feel disjointed and counsellor-led. Work in a triad (a listener, a speaker, and an observer) - make sure you get the speakers feedback first to prevent it being tainted by the observers. Take note of the skills you use and their purpose, make note of its role within the actual practice session, what affect did it have? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Breaking Confidentiality in Counselling [starts at 23:45 mins] It's likely that at least once during your practice you will be required to break confidentiality, and it's important that you are prepared for this. The key moments of this section include: Deciding to break confidentiality requires clear thinking. Look into what your contract says, legally you're required to break confidentiality in the event of terrorism, drug trafficking and money laundering, and harm to self and/or others. It's important that you make your exceptions to confidentiality clear in your contract and in your first session with your client - make sure they understand the contract they are signing. The Caldicott Principles are an example of the steps you should take when breaking confidentiality. You should only use information that is required, sharing the absolute minimum.

262 – Integrative and Pluralistic Counselling Difference Apr 29, 2023

262: Eclectic, Integrative and Pluralistic Counselling Difference The Importance of Psychological Education for Clients - NCS Organisational Membership In Episode 262 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Up first in 'Theory in Practice' Rory and Ken take us through the differences between eclectic, integrative and pluralistic counselling. Then in 'Practice Today', we look at the importance of psychological education for our clients. And lastly in 'Practice Matters', Rory speaks with Faye Blackwell, Head of Engagement and Development at the NCS (soon to be NCPS) about organisational membership and development. Eclectic, Integrative and Pluralistic Counselling Differences [starts at 02:20 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to your practice, you want to be using your knowledge and your CPD to help your client. How you go about putting these into practice determines whether you're using eclectic, integrative, or pluralistic therapy. The key points of the discussion on the differences between eclectic, integrative and pluralistic counselling include: Integrative counselling - when you seamlessly integrate 2 or more modalities into your practice. These should be blended so that you can't see where one modality ends and another begins. In order to use this method, you should have a very good grounding/understanding of the theories that you're blending together. This means that during your practice, it doesn't feel like lots of different things, and the client won't be given the impression that nothing is working and that multiple different things have to be tried. It should just feel like a part of the process - like a well-choreographed dance. Eclectic counselling - this is when the theories are kept separate as opposed to blending them together. However, this can sometimes risk feeling disjointed. Pluralistic counselling - looking at the client's preferences and deciding what is the best fit for them. Is there a particular method that they feel works better for them? Not all modalities will fit together. What is the client presenting with? What modality will best fit with that? Most counsellors are integrative on some level - it can come from using information learnt during CPD. After all this discussion on the differences between eclectic, integrative and pluralistic counselling, have a think. What are you blending in your practice? Is it seamless? Discuss it in supervision and/or with your peers. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information The Importance of Psychological Education for Clients [starts at 17:01 mins] Helping the client to understand the reason behind their actions can lift an enormous weight for them. The main points of this discussion include: It can be important to help the client to understand their own processes. Negative Automatic Thoughts - not everyone realises that these are normal, everyone has nonsense thoughts and they shouldn't have to be a source of guilt. Sometimes the brain takes executive control (e.g. fight, flight or freeze response) - if the client knows they have no control over this reaction, it can be a great relief to them. Having this psychological knowledge can free a person.

261 – Professional Conduct Procedures for Counsellors Apr 22, 2023

261 - Professional Conduct Procedures for Counsellors Assessment in Counselling - DIY versus Professionally Built Websites In Episode 261 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: First in 'Theory in Practice', we look closer at assessment in counselling. Then in 'Practice Today', we have Daragh Mac Loughlin from Web Healer speaking about the differences between a DIY website and a professionally built one. And lastly in 'Practice Matters', Rory continues the series by speaking with Rachel King, Professional Conduct Officer, and Meg Moss, Head of Policy and Public Affairs at the NCS (soon to be the NCPS), about professional conduct procedures for counsellors. Assessment in Counselling [starts in 02:40 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to your first meeting with your client, you're going to need to get a sense of what they're here for, and where they are. One of the ways to do this is through assessment. The key points on assessment in this section include: For assessment, you can use forms such as CORE-10 and PHQ-9. These questionnaires aren't just for showing that a client has progressed, but when used correctly, they can help you to identity exactly what your clients issue might be. These forms need to be interpreted, not set aside. Examples of the info you can gather from holistic assessment includes: Presenting issues. Personal history of a client. Any personal relationships you need to know about - what support they have outside of counselling. Health and lifestyle. Any issues or challenges they may be facing. Any medical or psychiatric history that may effect counselling. Ethnicity, sexuality, and/or disabilities. Previous experience of therapy. The clients' goals. The clients risk profile. Remember that assessment isn't diagnosis Do your competence levels match what the client's expectations are? You can use assessment to help build rapport - showing unconditional positive regard, engaging in dialogue rather than being cold and clinical. Allows client and counsellor to track progress. Gives insight into life of client, anything that influences who they are. Keep in mind that the answers the client is giving you may not be honest ones - trust has not yet been built. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information DIY versus Professionally Built Websites [starts at 20:02 mins] In this week's 'Practice Today', we have Daragh Mac Loughlin from Web Healer discussing website building. The main points of this discussion: A good designer can translate you and your practice into a website that is appealing, easy to digest, and easy to navigate. It is a visual representation of your practice. A website should be working with you to make your practice that bit easier, rather than being something extra you have to think and possibly worry about. You want your website working to the best of its ability to help your potential clients get to know you and your practice, and to get in touch. You can customise tools to fit you. SEO (search engine optimization) is an essential part of getting your website seen, you want people who know how to get your website as high as possible on Google searches. Consider how long it would take you to built your own web...

260 – NCS Accreditation Apr 15, 2023

260 - NCS Accreditation Preparing for Your Research Project - Building Your Ethical Framework into Your Supervision In Episode 260 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Theory in Practice', Rory and Ken go through some things to think about when preparing for a research project. Then in 'Practice Today', we look at building your ethical framework into your supervision sessions. And lastly in 'Practice Matters', Rory speaks with Kate Mahoney from the National Counselling Society (soon to be the National Counselling and Psychotherapy Society) on the NCS accreditation and course recognition process. Preparing for Your Research Project [starts at 02:30 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to your counselling training, you will be required to do a research project at some point - listen as Rory and Ken go through some things you may want to consider when approaching research: Make sure you choose an area where you can find data points - ensure you will be able to cite existing data as evidence to support your opinion/argument. Your research may open new doors away from your original hypothesis, and this is okay. It's good to be able to develop and discover during your research. You will need to provide both qualitative and quantitative research - evidence of both experience and numbers. Peer reviews - allow other people to read over your research with fresh eyes, they may be able to poke holes in your argument or identify areas you need to revisit. Research is what helps to make you more open-minded - this is a quality much needed in this profession. Research indicates where funding goes - having the skill to understand research may help when it comes to finding employment. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Building Your Ethical Framework into Your Supervision [starts at 20:56 mins] It's important that you understand your ethical framework and by bringing it to supervision and discussing it, you will help yourself and your practice. Some of the key points of this section include: It's important to build your ethical framework into your decision making instead of using it as an after thought. Your ethical framework is a valid subject of discussion in supervision - it's not there to only talk about your clients. Knowing your ethical framework will help with tricky situations and making difficult decisions. Don't let your ethical framework be something that you only go to when something goes wrong. Every action you take with a client as a therapist has an ethical aspect. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information NCS Accreditation and Course Recognition [starts at 32:39 mins] In this week’s ‘Practice Matters’, listen as Rory speaks with Kate Mahoney, Head of Training Services and Professional Standards...

Special Edition: NCS Accredited Register Programme Apr 01, 2023

Special Edition: NCS Accredited Register Programme This week we have a special episode of the Counselling Tutor Podcast with Rory speaking to Meg Moss, head of policy and public affairs at the National Counselling Society (NCS) - soon to be the National Counselling and Psychotherapy Society. This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Listen as Rory and Meg discuss the NCS Accredited Register Programme: The programme was set up in 2012 by the Department of Health (now the Department of Health and Social Care). It was set up to provide protection around services related to health care such as counselling, psychotherapy, acupuncture, etc. The programme was administered by the Professional Standards Authority (PSA). Counselling is not a regulated profession/protected title. The PSA looks at public safety in relation to standards of training and practitioners - it's about safety and transparency. Within the NCS Accredited Register Programme, you can trust the complaints process has been under the scrutiny of the PSA and complaints are handled properly and reviewed annually. Robust level of oversight - extra safety and security. Practitioners who have had a complaint held against them and been sanctioned and removed from an accredited register, can't simply rejoin or 'hop' to a new accredited register. This allows the public to feel more assured when choosing a practitioner from the accredited register. What are some of the benefits of the NCS Accredited Register Programme? You can be assured by the knowledge that the society/ethical body you're with is held to meet certain standards - the management of the register is checked regularly. As a counsellor, you'll know you've met the standards necessary to be on the register, and you can share this with clients and prospective clients. Because the register is required to meet high standards, it will offer improved quality. You know that complaints will be dealt with fairly and thoroughly - support is also offered to the counsellor. Links and Resources National Counselling Society - What is the Accredited Register Mates in Mind Professional Standards 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

259 – Counselling Cult Survivors Mar 25, 2023

259 - Counselling Cult Survivors Preparing Clients for Breaks - Understanding Ethical Bodies' Complaints Procedures In Episode 259 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we look at preparing your clients for breaks. Then in 'Practice Today', Rory and Ken discuss understanding your ethical body's complaints procedures. And lastly in 'Practice Matters', Rory speaks with Claire Alison Hams on counselling cult survivors. Preparing Clients for Breaks [starts at 03:25 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Taking breaks are an important part of your practice and self-care, listen as Rory and Ken mention some things to consider when it comes to taking your well-earned break: The quality of the therapeutic relationship is an indicator of positive outcome for the client - unexpected breaks risk damaging this relationship. How much notice should you give the client? You may want to do this as soon as you yourself know you're going to be taking a break, alternatively, you should let the client know a week in advance for every month you've been working with them e.g. if you've been working with a client for three months, try to let them know about your break three weeks in advance. If your client is high risk, you may need a support plan in place e.g. having them see another counsellor in your absence. Reinforce your boundaries, don't give out your phone number. If you decide to continue your counselling online during your break - speak to your supervisor, this is a decision that needs to be well thought out. Look out for some signs of dependency - is there building anxiety in the client as it gets closer to your break? Is the client bringing more and/or heavier material? Are their presentations escalating or are they showing signs of projection/transference? Acknowledge this - ask if this behaviour is due to your upcoming break and work through that with them. You may want to do some support mapping with your client. If you're in placement and something like this happens - speak to your practice manager. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Understanding Ethical Bodies' Complaints Procedures [starts at 21:01 mins] Looking into and understanding your ethical bodies complaint procedure is always a good idea - for both you and your client. The main points of this section include: You'll want to look into your ethical bodies complaint procedure so you can understand the mechanism of how a complaint is dealt with and the part you play in that. The more you know, the less you fear. Ethical bodies aren't looking to punish when a complaint is received - they're looking to mediate, hear what is to be said on both sides, understand, look at your contract, etc. You might be able to use complaints to improve an area of your practice - take them as things you might work on. During the initial contracting with the client, give the client info on how they would go about making a complaint - this balances out the power right from beginning. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements

258 – Touch in Therapy Mar 18, 2023

258 - Touch in Therapy Psychological Contact - Managing Risk in Counselling In Episode 258 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice', we look at psychological contact. Then in 'Practice Today', Rory and Ken share their thoughts on touch in therapy. And finally in 'Practice Matters', Rory speaks with Sally-Anne Armitage on managing risk. Psychological Contact [starts at 02:30 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Psychological contact was recognised by Carl Rogers as an important condition of person-centered therapy. In this section, Rory and Ken discuss psychological contact, and the things that may stand in its way: It's important that the client understands where they are and what they're there for - do they know what process they're going in for? The client needs to want to be there. A client understanding of what they are there for may be impaired by things such as Alzheimer's/dementia, medication, alcohol, or a language barrier. You may require cultural awareness when it comes to forming a psychological connection with your client - whether it be religious, class, sexuality or gender-related. Without this you could miss the client, it's important to meet the client where they're at. The psychological contact can be broken at any point during the arc of therapy - a misstep may lead to the client switching off. If this happens, it will need to be built back up. Alternatively, if you feel you aren't a fit for this client, a referral might be best. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Touch in Therapy [starts at 16:27 mins] Touch in counselling is something that can differ from practitioner to practitioner. In this section, Rory and Ken share their own thoughts on touch in therapy, and some things you may want to consider: If you are working with children and young people - touch is not to be used under any circumstances (with exception to CPR etc.) When working with adult clients in therapy, it may be tempting to offer a gentle touch to the hand/arm, or even a hug to let the client know someone is there - any touch in the therapy room should be heavily thought about and considered. If you do choose to offer a reassuring touch to your client, this should be written in your notes and taken to supervision. If a client asks for a hug, informed consent has been given and this is completely fine. You may want to write physical touch into your counselling contract (either for or against), just to make the possibility clearer to the client, or allow them to share what they're comfortable with. Physical touch can sometimes pull the client from what they're feeling, and this may not always be beneficial for the process of the session. If you feel like you want to hug the client - think about why that is. Is it possible you are experiencing transference? Do you see yourself in the client? If the hug is more for yourself than the client, this is something you will want to take to supervision, and maybe consider looking at in some counselling of your own. No matter what, using touch in therapy should never be a spur of the moment impulse - it should be carefully contemplated and considered.

SCoPEd: Summary of Views and Perspectives Mar 16, 2023

SCoPEd: Summary of Views and Perspectives Background Scope of Practice and Education (SCoPEd) is a framework that sets out the core training requirements and practice standards for counsellors and psychotherapists working with adult clients. It has been developed by six professional bodies that hold registers accredited by the Professional Standards Authority (PSA): Association of Christians in Counselling and Linked Professions(ACC) British Association for Counselling and Psychotherapy(BACP) British Psychoanalytic Council(BPC) Human Givens Institute(HGI) National Counselling Society(NCS - shortly to change its name to the national Counselling & Psychotherapy Society: NCPS) UK Council for Psychotherapy(UKCP). The SCoPEd framework categorises practitioners into three columns - A, B and C - which are shown in the image below. Source: https://www.bacp.co.uk/media/14435/scoped-framework-january-2022.pdf Questions The SCoPEd project and resulting framework have led to much debate and many questions among student and qualified counsellors and psychotherapists. Key questions posed in the Counselling Tutor Facebook group include the following: By accepting this framework, are professional bodies saying there is a difference between counselling and psychotherapy? Should students who are studying at Level 3 consider moving on to Level 7 if they can, rather than to Level 4? What impact will SCoPEd have on my Level 4 qualification? Will the Level 4 route to qualification be phased out? How do Level 5 courses fit into the SCoPEd framework? Will awarding bodies make it clear which column their training sits in? Will the professional bodies tell practitioners where different client presentations fit within the columns (for example, whether a practitioner in Column A can work with depression)? How do you move from Column A to Columns B and C? Can a purely person-centred practitioner enter Column C? If so, how? How will SCoPEd impact those who are accredited or senior accredited by their professional body? Does SCoPEd imply that therapists with Level 7 qualifications should be paid more than those with Level 4 qualifications? Will practitioners in employment with Level 4 qualifications currently working with clients in Column C lose their jobs? We asked two professional bodies (the BACP and the NCS) and an awarding body (CPCAB) for their views on these issues. We also asked two individual practitioners - one who is in favour of SCoPEd and one who is against it - about their perspectives. We share all the results in this summary. Answers By accepting this framework, are professional bodies saying that there is a difference between counselling and psychotherapy? Because the counselling and psychotherapy professions are not regulated (relying instead on voluntary registration via the PSA), practitioners are in effect free to choose their professional title. There are some differences between training paths that are typically associated with the titles 'counsellor' and 'psychotherapist'. These differences relate to various factors, for example the length of training and the academic level - plus the requirements for research, client hours, supervision and personal therapy. Some people who have done psychotherapy training may choose to call themselves 'counsellor', and vice versa. It may be that psychotherapy training is likely to place practitioners in Columns B and C, but people who have undergone counselling training are likely to appear in any of the three columns. While the first iteration of SCoPEd mapped the title 'psychotherapist' onto Column C, the final version does not define the difference between the two titles. Should students who are studying at Level 3 consider moving on to Level 7 if they can rather than to Level 4? Each student is of course be free to choose which course they feel will be right for them in terms of their career goals and personal journey. It will be possible to move through the SCoPEd column...

257 – Counselling Muslim Clients Mar 11, 2023

257 - Counselling Muslim Clients Locus of Evaluation - Meeting a Client in a Social Setting In Episode 257 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: First up in 'Theory in Practice' we look at Locus of Evaluation. Then in 'Practice Today', we think about what you might do when meeting a client in a social setting. And lastly in 'Practice Matters', Rory speaks with Tayba Azim on counselling Muslim clients and supporting them with their mental health. Locus of Evaluation [starts at 02:52 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Locus of evaluation is all about view of self - figuring out who we are and finding our real selves. Listen as Rory and Ken discuss the different types of locus of evaluation, and how this might present in a client: Internal locus of evaluation: trusting our own inner feelings to make right decisions and present as we truly are within an interaction or circumstance. External locus of evaluation: acting in a way to please others, appear better, impress, or be accepted - no longer acting from who we really are internally. You may see external locus of evaluation with a client who doesn't trust their own feelings, decisions, ways of acting/interacting. They may be trying to be what they perceive others want them to be. It takes an act of courage to act out your internal locus of evaluation. An area of personal development - finding who you are, being more of yourself and less of who you think people want you to be. If a client says they've come to therapy because a partner/someone close to them suggested it - this is an example of external locus of evaluation. You may offer a soft challenge to this - asking, "how do you feel about that?" Does their answer stay in the external? Be asking the client how do you feel, what do you think. Be accepting - be there for the client as they find themselves and come to accept it. Think about where in your own life you might be operating in your internal/external locus of evaluation. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Meeting a Client in a Social Setting [starts at 29:59 mins] There is always the chance, regardless of how slim, that you may bump into a client outside of sessions. It's important for both you and your client that you know how you will tackle this situation. The key points of this section include: When beginning your profession as a counsellor, you will need to tell those closest to you that there are now things you can't speak to them about when it comes to your practice. Add boundaries to the contract - asking the client what they're comfortable with. You may write into your contract that you will only acknowledge a client in public if they are the first to acknowledge you. Explain the reasoning behind this e.g. the client may be with someone they don't want to explain where they know you from to, it may put them in a position where they feel they have to lie. If you happen to run into a client outside of sessions - put this in your notes, along with a short summary of the encounter. This could serve as evidence in the unlikely event that a client makes a complaint about you e.g. being unprofessional outside of sessions. Bring up the meeting in supervision - work through whether it...

256 – TEAM CBT Mar 04, 2023

256 - TEAM CBT Building Rapport in Counselling - Use of Transitional Objects in Therapy In Episode 256 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice', we look at building rapport. Then in 'Practice Today', Rory and Ken discuss transitional objects. And finally in 'Practice Matters', Rory speaks with Sean Connolly about TEAM CBT. Building Rapport in Counselling [starts at 02:34 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Building rapport is a vital part of the therapeutic relationship. Listen as Rory and Ken take us through some of the key aspects of rapport and rapport building: Rapport is about finding mutual, common ground - giving a little bit of yourself to another person and them reciprocating. It's a starting point. Trust is built through rapport, maybe leaving a client more willing to share. It consists of neutral and safe dialogue that shows you're interested in the other and listening. By using appropriate self-disclosure, you're showing that you're tuned in as a fellow human being. Non-verbal communication - your facial expression, leaning slightly forwards. Being open and honest if you feel that the rapport is not there. Manage the relationship - try to keep it buoyant. Congruence and exercising patience. Take it to supervision if you feel there is a problem with the rapport between you and your client - discover whether it is a reluctance/issue on your end or the client's. Revisit rapport - it's something that can differ from person to person, a skill that can constantly be developed. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Use of Transitional Objects in Therapy [starts at 23:09 mins] I'm sure anyone listening can identify at least one object that you have, or have had, that worked as a transitional object. The key points of this section include: A transitional object is an object that can help someone to self-regulate. Memories, places and people can be contained within, and connected to, an object. They can sometimes transport you back to a time and/or place. Sometimes even a person, such as you as the counsellor, can work as a transitional 'object' for someone e.g. "What would […] do?" You can use a transitional object to help your client if there is going to be a break from sessions - something they can look at or hold that will remind them of what's been discussed in sessions and help them to self-regulate. It could work as an ending - something the client can take away as a reminder of the progress they've made. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information TEAM CBT [starts at 37:01 mins] In this week's 'Practice Matters', Rory speaks with Sean Connolly about TEAM CBT. The main points of this discussion include: TEAM: T - testing the client's mood at the beginning and end of sessions,

Special Edition: Winston’s Wish Feb 25, 2023

Special Episode: Winston's Wish In this Special Episode of the Counselling Tutor Podcast, your host Rory Lees-Oakes speaks with Letizia Perna, the Director of Services and Service Transformation for the charity Winston's Wish. An introduction to Winston's Wish: The first UK childhood bereavement charity. The charity turns 30yrs old this year (2023). They offer support, advice, and guidance for children and young people aged 0-25 who have lost someone important to them. This advice and guidance focuses on talking about death and dying. This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net During this podcast, Rory and Letizia discuss some of the ways grief affects children and young people, and how to approach talking about death and bereavement: When it comes to helping little children - begin by helping them to understand what life is and what death is. You might do this using nature, e.g. the life cycle of a leaf through spring to autumn. As a child grows and develops, their understanding of death changes too - object permanence becomes something they understand more. Using language like 'lost' can be confusing for children; they may begin to think things along the lines of 'well let's go find them'. This is why it's important to be very precise when speaking to children - using 'clean' language, factual and simple. It's important to have these conversations in an open and honest way. Help children to name their emotions and put a label on how they're feeling. Grief is a constant journey - as they grow, continue to have these discussions and be open. Consider how the other relationships in their lives may of changed due to this loss. It can be an alienating experience - it's likely they don't know another child who has experienced what they have. Unresolved grief may cause behavioural changes. Grief is a really individual experience. It doesn't end or stop hurting completely - give them the chance to talk about it, and don't be afraid to revisit these difficult conversations. Use the word 'death'. Grief can resurface during milestone events. Elisabeth Kübler-Ross' five stages of grief - there is no perfect five chronological stages through grief, it is different for everyone and doesn't reach a final destination. The importance of connecting with those who are dead. It may help some people to speak to their lost loved one or write a letter etc. Dual-Process Model - recognising that life does go on, trying to remove the guilt from going about life after the loss. The benefits of workbooks, journals, play/art therapy, letter writing, and music for a child or young person experiencing grief. Winston's Wish believe in bringing children together, to show them they're not alone. They offer advice and introductory videos for those wanting to learn more about supporting children and young people through bereavement and sessions for both the bereaved and their caregiver. Winston's Wish want to normalise bereavement and let children and young people have a voice and a space to voice their feelings and emotions. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information

255 – Note Keeping in Counselling Agencies Feb 18, 2023

255 - Note Keeping in Counselling Agencies Being a Member of Two Ethical Bodies - Overcoming Procrastination for Counsellors In Episode 255 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Theory in Practice', we look at note-keeping in counselling agencies, in particular the different expectations you might find from an agency or placement when storing notes. Then in 'Practice Today', Rory and Ken discuss whether you can be a member of more than one ethical body, and why you might consider this an option. And lastly in 'Practice Matters', Rory speaks with Josephine Hughes on overcoming procrastination and perfectionism for counsellors. Note Keeping in Counselling Agencies [starts at 03:04 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to storing notes, we're all aware of the importance of confidentiality, and anything that we feel might put that at risk can cause some feelings of discomfort. In this section, Rory and Ken discuss some of the ways you may be asked to keep your notes whilst working at a counselling agency or on placement: The expectations of an agency may be that you store your notes on a system that other people have access to. This way of note keeping in counselling agencies may bring about some initial feelings of discomfort, but it's important in upholding continuity of care. This means a client can see a different counsellor if one is absent, and that clients won't have to recount difficult events multiple times. It's important that if notes are being stored this way, this is written into your contract. Detail the confidentiality policy, and explain why their notes are being stored this way. Clarity - having access to a client's notes before seeing them offers you clarity on the client that you wouldn't of had otherwise. Ask your agency questions - understand these policies so if you're asked by a client, you can give them answers. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Being a Member of Two Ethical Bodies [starts at 18:09 mins] The possibility of being in more than one ethical body might not of occurred to many people, but what does this really mean for your practice? It is completely possible for you to be a member of more than one ethical body. There are currently 11 psychotherapeutic bodies registered under the professional standards authority - each with differently worded ethical frameworks. If someone makes a complaint - you cannot be held accountable by 2 ethical bodies. You will put one of your ethical bodies in your contract that your client can make complaints to. All ethical bodies come down to the same key 'rules' under the professional standards authority - it's just that they may be interpreted slightly differently. It's important to think about why you want to join more than one ethical body. Is it to support your separate practices? E.g. working with adult clients and working with children and young people. Regardless of what you choose, it's important you're making the right choice for you. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support,

254 – Counselling Celebrities Feb 11, 2023

254 - Counselling Celebrities Closing a Therapy Session - Counselling Mothers Returning to Work after Maternity Leave In Episode 254 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: First up in 'Theory in Practice' we look at the art of closing a therapy session. Then in 'Practice Today', Rory and Ken discuss things you might consider when it comes to counselling celebrities. Then in 'Practice Matters', Rory speaks with Catherine Samson about her work looking into the psychotherapeutic needs of mothers returning to work after maternity leave. Closing a Therapy Session [starts at 02:38 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net It can be very difficult to wrap up a session without practice. In this section, Rory and Ken discuss some of the ways you may go about making this easier: Knowing how to end a session is part of deliberate practice - being thoughtful of how you work. Have a clock in the room - consider placing it behind the client so you can look at it without taking your attention away from the client. Contract session hours - factor in maybe a 5-minute greeting at the beginning and maybe 5 minutes to summarise at the end. Stick to your boundaries - getting in the habit of going 5/10 minutes over your scheduled session time may cause future inconvenience if you find yourself busy. You need to factor in some time between clients to collect your thoughts and prepare for the next client. You don't want to be checking your watch in a very obvious way, this may make the client feel as though you're not paying full attention or they are boring you etc. To combat this you may attempt to catch a glimpse of your client's watch or wear your own on the inside of your wrist to allow you to check it more discreetly. You may also consider having a clock that you can see, and a clock that the client can see, this gives the client an opportunity to self-regulate and gives the client some control. It is important that you factor in time for the client to wind down, bringing them back to a place they can re-engage with their lives outside of the session. If the client mentions something they want to address right at the end of the session, make sure you acknowledge it, but suggest that the client brings it to the next session where you can then begin to explore it. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Counselling Celebrities [starts at 19:28 mins] It may be uncommon, but there could be a moment when you encounter a client that has some extent of celebrity status. If this happens, some of the things to consider might be: Is this a dual relationship? Are you able to separate the client from their character/persona/reputation? When counselling celebrities, ask yourself: How do you see this person? Who are they to you? Are you able to see them without filter? It's important to consider this carefully. Consider taking it to supervision to figure out if you can truly do well by this client. Additional professional considerations may need to be put in place - in terms of confidentiality etc. - when counselling celebrities. Who are they coming into contact with when they come for sessions (e.g. receptionist)? You need to be able to de-invest yourself from who you believe this per...

253 – Rational Emotive Behaviour Therapy Feb 04, 2023

253 - Rational Emotive Behaviour Therapy Different Types of Counselling Supervision - Counselling in Tough Economic Times In Episode 253 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly in 'Theory in Practice', we look at different types of counselling supervision. Then in 'Practice Today', Rory and Ken discuss counselling in tough economic times. And lastly in 'Practice Matters', Rory speaks with Ruth Hill about Rational Emotive Behaviour Therapy (REBT). Different Types of Counselling Supervision [starts at 02:41 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Supervision is an essential part of your practice. In this section, Rory and Ken discuss the different types of supervision, and things you might consider: Some of the different types of supervision include: managerial supervision, group supervision, specialist supervision, and internal supervision. If you work online, you're going to want to look for a supervisor that has this competence. Find yourself a supervisor that works for you. You may have a general supervisor, then another supervisor for an area you specialise in. If you're a supervisor and your supervisee is working with trauma, or within a school environment - think whether you as a supervisor are a good fit for them, have you trained in that area? Go to supervision before taking a new intervention/approach you have seen into your own practice with clients - gradually build up your understanding before using it. There are three main areas of supervision: Formative - the supervisor sharing their own experience to teach and inform. Normative - asking supervisee to account for and justify their work. Restorative - offering supervisee support if they're struggling. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Counselling in Tough Economic Times [starts at 23:10 mins] When it comes to tough economic times, it is something that effects all of us and we must think of both the client, and ourselves. The key points of this section include: You might find that clients can't attend sessions due to working extra shifts or not being able to afford bus fares etc. - this can cause issues if there is a 'three strikes' policy. If you begin to offer concessions, what will be the impact on you? Can you afford to offer them? Consider putting together a resource pack for clients that aren't able to have sessions with you. Try asking the client whether your contracted price is still affordable for them, show that this is a subject they can speak freely about. Your primary aim is to be of help. Make sure you balance looking out for yourself and looking out for the client. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Rational Emotive Behaviour Therapy [starts at 38:10 mins] In this week's 'Practice Matters',

252 – Helping Clients with Trauma Bonding Jan 28, 2023

252 - Helping Clients with Trauma Bonding Changing Your Ethical Body - Using Empathy in Counselling In Episode 252 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Up first in 'Theory in Practice', we'll take a closer look at helping clients with trauma bonding. Then in 'Practice Today', we discuss changing your ethical body. And lastly in 'Practice Matters', Rory speaks with Sally-Anne Armitage about the use of empathy in counselling. Helping Clients with Trauma Bonding [starts at 02:30 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Trauma bonding is when an individual, maybe in some kind of abusive relationship, either can't leave or keeps going back. The key features of this discussion on helping clients with trauma bonding include: This response to an abusive relationship is a natural survival strategy e.g. going back to the abuser. It's important to be patient, consistent and understanding of that process - try to alleviate the shame. A client within this relationship may be experiencing, gaslighting, emotional abuse, criticism, and/or violence. They may have thoughts such as 'it's my fault, not theirs' and defend their abuser. You should have patience and empathy for the victim. You need to tread carefully with trauma - it's not good to dig deep if you have not had proper CPD. When helping clients with a trauma bond, explain to them how the brain works - normalise their behaviours, help them to recognise there is not something wrong with them. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Changing Your Ethical Body [starts at 16:03 mins] It can feel like a daunting task to change your ethical body, but Rory and Ken discuss the true ease of the change, and what you might want to consider when it comes to making that choice. The main points of this section include: It's important to find an ethical body that fits your values. It's actually a simple and painless process. Understand the value you're getting from your ethical body. There are 6 different bodies in the UK, just make sure the one you choose aligns with professional standards. Think what are the benefits, what are you offered, what do you gain access to, and how do they align with your way of working. If you choose to make a change to your ethical body, make sure you update this change with your insurer. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Using Empathy in Counselling [starts at 28:57 mins] In this week's 'Practice Matters', Rory speaks with Sally-Anne Armitage about the use of empathy in counselling. The key points of this discussion include: Without empathy, there can't be a successful therapeutic relationship. Empathy isn't 'I've been through something similar and it gets better' - it's about putting your own frame of reference aside.

251 – Difference between PTSD and Complex PTSD Jan 21, 2023

251 - Difference between PTSD and Complex PTSD The Four Pillars of Gestalt Therapy - Talking about Sexual Intimacy in Therapy In Episode 251 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we look at the four pillars of Gestalt therapy. Then in 'Practice Today' Rory and Ken will discuss sexual intimacy. Lastly in 'Practice Matters', Rory speaks with Lou Lebentz on the difference between PTSD and complex PTSD (CPTSD). The Four Pillars of Gestalt Therapy [starts at 02:45 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net First up this week, listen as Rory and Ken take us through the four pillars of Gestalt therapy: Phenomenology - how the individual views their world: A client's view may be very different to your own and you may even disagree. Understand the reasons behind their views. Meet the client where they are. Through discussion, the client may change their view after looking into it further. The dialogical relationship - the relationship between therapist and client. There needs to be dialogue between you as the therapist and them as the client. Be empathetic, show your humanity and allow the client to engage with that. The client should perceive you as someone who is working hard to try and understand their world view. Field theory - what's going on around the client? Their life and day-to-day will effect how they are with you. Things happening both inside and outside of the therapy room. This applies to both you and the client. Experimentation - clients encouraged to do experiments. This is something not seen in person-centered therapy. Experimentations such as empty chair -allows the client to speak the unspoken. It can help the client have internal contact with the disconnected parts of themselves. Doing things such as writing a letter and burning it if they find verbal communication uncomfortable. Gestalt therapy is all about connecting emotionally and physically with ourselves. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Talking about Sexual Intimacy in Therapy [starts at 22:37 mins] Speaking about sexual intimacy may feel uncomfortable for some, but it is a large part of an individual's life and should be welcomed in the therapy room. The main points of this discussion include: If you as the therapist are reluctant, shy or worried about this topic, the client can't go there with you - this means an important part of the client's reality is shut off. Sexual intimacy and activity impacts a client's whole life - sometimes clients will want to talk about it and that takes courage. Try considering how you would feel sharing this information with a professional, and how you would want them to approach that with you. You need to warmly welcome this part of your client. Become comfortable with the aspects of this discussion. Show the client the door is open, that it's okay. If you're struggling to engage with this subject, visit supervision and explore why that might be. The key things to take away are: Welcome the topic. Look for a framework, do some CPD, try talking about sexual intimacy. Desensitize giggles, blushes and cringes - understand where your hidden prejudices lie. Read up on sexual health and consider speaking abou...

250 – Counselling Terminally Ill Clients Jan 14, 2023

250 - Counselling Terminally Ill Clients Donald Winnicott's True and False Self - Protecting Your Data Online In Episode 250 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In 'Theory in Practice' we'll look at Donald Winnicott's theory of true and false self. Then in 'Practice Today', Rory and Ken discuss protecting your data online. And finally in 'Practice Matters', Rory speaks with Paula Mayes on counselling terminally ill clients. Donald Winnicott's True and False Self [starts at 02:56 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Listen as Rory and Ken delve deeper into Donald Winnicott's theory of true and false self, and how this may present in the therapy room. The key points of this section include: True and false self is determined by how far a young child is allowed to be themselves by their caregiver e.g. if a child is told something along the lines of 'boys don't cry', this will effect the way the young boy grows up, and his relationship with showing emotion through crying. These children grow into adults, and adults present in the therapy room - allow them to show their true selves. Clients may show this through being childish, aggressive, or by challenging you - this is the client showing parts of themselves they couldn't express as a child. The counsellor will need to be strong and robust to manage this - undergo your own therapy. It's about you being the good enough other. Being accepting and non-judgemental. The client needs to feel loved and respected - this will allow the client to bring their true self. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Protecting Your Data Online [starts at 16:37 mins] With a large majority of what we do being done online, it's important that we're aware and being careful with how and where our data is stored. The main points of this discussion include: If something is free (e.g. Google Calendar etc.), there is likely some kind of exchange happening instead, such as storing your data. Look at privacy policies to see just how your data is stored and what certain websites/applications do with it. You should also have your own privacy policy if you're a private practitioner with your own website - this is required by law. Sometimes your data may be being sold, or shared with various 'partners'. You should be able to request for your data to be deleted. Your data doesn't disappear/go away; it can be kept and stored for a long time. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Counselling Terminally Ill Clients [starts at 30:01 mins] In this week's 'Practice Matters', Rory speaks with Paula Mayes about working with terminally ill clients. The key points of this discussion include: There are various challenges for these clients: Often counselling is only available through charities/cancer centers. Cost

249 – Stages of Grief Jan 07, 2023

249 - Stages of Grief Working with Interpreters in Therapy - Waking Dreams Starting off 2023 with Episode 249 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly return with two familiar topics - and a new addition, 'Practice Today', where we look at contemporary developments and challenges you may face in the therapy room. In today's podcast: Returning with 'Theory in Practice', today we look at Elisabeth Kübler-Ross' stages of grief. Then in our new section 'Practice Today' we look at working with interpreters in therapy. And finally, returning once again is 'Practice Matters' where today Rory speaks with Allan Frater about waking dreams. Elisabeth Kübler-Ross' Stages of Grief [starts at 02:54 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net You've probably heard the 5 stages of grief: denial, anger, bargaining, depression and acceptance - and in this section, Rory and Ken will explore these stages in more depth and how they may present in the therapy room: The 5 stages of grief are often presented in a linear format - however, this isn't always the case. The stages can present in any order, and for some people, not all stages will be experienced. A client may experience retrospective bargaining - thinking things like 'if I had done this…', 'if only I had thought to…'. The theory of the stages was put together from observing people who were dying - this means it may not always translate to those who have lost someone. The theory has been adapted and modified since its initial release. Using the stages as an example, we can normalise a client's feelings of anger - removing some of the guilt/shame they may experience from feeling this way. Any of the stages can persist long after the initial loss - they can especially be triggered by things such as birthdays or anniversaries. All of the stages can be reverted into - acceptance isn't a finality. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Working with Interpreters in Therapy [starts at 19:51 mins] In the therapy room, you may be in a situation where your client is unable to communicate with you using spoken English. If you have a client that speaks a language you don't or communicates using sign language - you will need to find a way to understand and respond to them. The key points of this section on working with interpreters in therapy include: If you choose to look for an in-person interpreter or translator for counselling - you shouldn't use a family member/friend of the client. There may be things the client doesn't feel comfortable sharing with them in the room, or the translation you receive may be filtered. When you are given a translation from a third party, the client's words are now coming from the translator's frame of reference. This is something important to be aware of when working with interpreters in therapy. Keep a close eye on the clients' body language - look out for the emotions they are conveying through this. If you decide to look into using translating software (such as Google Translate), there are some things you need to consider: There is an assumption of literacy, your client may not be able to read and/or write. There is a chance of the translation being inaccurate. If a client is typing their material into this translation software,

248 – SEO for Therapists Dec 17, 2022

248 - SEO for Therapists Evaluating Counselling Skills - Applying Attachment Theory and Research in Day-to-Day Counselling In Episode 248 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: In 'Theory in Practice', we look at evaluating and improving your counselling skills. Then in 'Practice Partner', Rory and Ken discuss SEO for therapists and counsellors (in particular how to use local SEO effectively). And finally in 'Practice Matters', Rory speaks with Dr. Jeremy Holmes on attachment theory and research in day-to-day counselling. Evaluating Counselling Skills [starts at 02:42 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When it comes to improving your counselling skills, practice makes perfect. Here are some ways Rory and Ken suggest you may want to go about this: For skills evaluation, record stimulated skills sessions and ask your peers/colleagues to listen and offer feedback. Don't be frightened when it comes to practicing these skills - the more we know, the less we fear. This is a lifetime endeavor - even once you're qualified, you can always develop your counselling skills further. What does the theory tell us about the skill - what is the result of using this skill for the speaker and listener? In retrospect, would you choose the same skill? Or would a different skill have been more effective? You're looking for client movement - are they feeling heard? Understood? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information SEO for Therapists [starts at 20:20 mins] As clients are an essential part of running your practice, it's important that when someone in your area is searching for help, your website can easily be found. The key points of this section on SEO for therapists include: You want whatever people might be searching for to be on your website. E.g. if a client is searching "counselling in (town/city)" you're going to want your website to state pretty early on that you are a counsellor based in said town or city. Google My Business - registering your website with Google will confirm your location and establish you as a legitimate business, something that will help your therapy website's SEO. This may result in your website coming up higher in searches made in your area. Another way to help improve the SEO of your therapy website is to make sure that the contact details and address you use on your website are consistent everywhere. Your website will need a privacy policy. Paying attention to these details are all small things that can make your website more favourable to Google's algorithm and therefore place your website higher on search results. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Applying Attachment Theory and Research in Day-to-Day Counselling [starts at 38:57 mins] In this week's 'Practice Matters', Rory speaks with Dr.

247 – Counselling for Adoption Dec 10, 2022

247 - Counselling for Adoption Petruska Clarkson's 7 Level Model - Building a Referral Network for Counsellors In Episode 247 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: First in 'Theory in Practice' we'll look at Petruska Clarkson's 7-level model. Then in 'Practice Partner' Rory and Ken discuss how you can begin to build yourself a referral network. And finally in 'Practice Matters', Rory speaks with Sam Shiel about counselling for adoption. Petruska Clarkson's 7 Level Model [starts at 01:32 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Petruska Clarkson's 7 level model is not a hierarchy, but 7 things to keep in mind equally when working with a client. The key points of this section include: The 7 levels are: Physiological position - how a client feels, their temperament, their temperature etc. Preverbal experience and activity - the client's attachment style or any emotional gaps. Nominative - labeling experiences and emotions. Normative - collective views and experiences. Rational - examining cause and effect. Theoretical - human beings as storytellers, sharing things. Transpersonal - dreams, faith, and beliefs. When working with base emotions, it's helpful to think of them as emotions you can see even in a baby - is there a repression of these base emotions within your client? These levels speak to the different levels of being a human being. What the client is feeling is engrained into them as part of their physiology. Examples of the normative may be recovery circles - we need to make sure we don't collide with this scaffolding, instead working to weave into and strengthen this with our therapy. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Building a Referral Network for Counsellors [starts at 13:19 mins] A great long-term way to gain clients is through referrals. In this section, Rory and Ken will discuss the ways you may go about building a referral network, and some important things to remember during the process. The main points of this discussion include: Some of the people you communicate with for referrals may be your past peers who have turned into qualified colleagues, or you may meet fellow counsellors at CPD events - this is all about networking. A referral network is a long-term venture - it requires built up trust from fellow practitioners. It is based upon know, like and trust. This process also requires you to refer out - it is a reciprocal process. You may look to local organisations and agencies - making yourself known, asking about their referral service. Make sure to let people know if you have a specialism. When it comes to a referral from a fellow professional, the client is much more likely to follow through on this referral. Beware of over dependence on one referral source. In order to maintain these relationships, make sure you're making an effort to stay in touch, pick people who have similar values to your own. Find what their preferred method of communication is, be active in the relationship and try remembering things that are important to them. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical r...

246 – Paid Advertising for Therapists Dec 03, 2022

246 - Paid Advertising for Therapists Petruska Clarkson's 5 Relationship Model - Working with Otherness in Counselling In Episode 246 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back to discuss this week's three topics: Firstly in 'Theory in Practice' we'll look at Petruska Clarkson's 5 Relationship Model. Then in 'Practice Partner', Rory and Ken discuss options when it comes to paid advertising for therapists, and the possible pros and cons. Then lastly in 'Practice Matters', Rory speaks with Dr. Dwight Turner about working with otherness. Petruska Clarkson's 5 Relationship Model [starts at 02:48 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net In this section, Rory and Ken go through some of the key points of Clarkson's 5 elements to sustaining a successful therapeutic relationship: The 5 elements: The working alliance- the contract, clarity, making sure both parties understand. Transference/countertransference- being aware of possible transference both in yourself and from the client, making sure you're not acting differently due to transference. The reparative/developmentally needed relationship- ensuring the client can eventually begin to feel comfortable enough to be themselves, the counsellor takes on an almost parental role to support them during their personal growth. Person-to-person relationship- having a deep level of trust between yourself and the client, making sure you're working as a real person, human being to human being. The transpersonal relationship- a relationship with the client on a more spiritual level, a deep connection. Transference may be a key point in the therapy room that needs to be worked on - if a client tells you that you remind them of someone in their past, make it clear to them that you are not that person, this starts the conversation that not everybody is the same. They can begin to realise those feelings are from a past relationship, and can stay as such. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Paid Advertising for Therapists [starts at 19:18 mins] As we move into 'Practice Partner', Rory and Ken discuss some of the ways you may want to invest in the advertisement of your private practice. The main points of this discussion include: One way of advertising your practice may be counselling directories- these may be private directories, or that of an ethical body. A disadvantage of directories may be competition - there will be many other therapists that you're 'up against' in terms of finding clients. Another method of paid advertising for therapists is Google PPC (pay per click) - this means you will only pay when someone clicks through to your website. According to research, the top link will receive 43% of clicks - the more you pay and the higher up your links is, the more likely you are to receive clicks. The disadvantage of this method may be that it's likely you'll compete against other companies, e.g. private directories that will have a bigger budget for their advertising. However, this method of advertising for therapists is non-disruptive and may therefore be a preferred method. Another method is through social media. Facebook. This method allows your ads to target certain demographics, but may be more suitable to advertise CPD than your counselling ser...

245– Stages of Counselling Nov 26, 2022

245 - Stages of Counselling Digital Tools to Help You in Your Private Practice - Being a Young Counsellor In Episode 245 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we'll look at the stages of counselling. Then in 'Practice Partner', Rory and Ken discuss digital tools you may want to look into when it comes to running your own practice. And lastly in 'Practice Matters', Rory speaks with Carley Symes about what it is like to be a young counsellor in today's world. Stages of Counselling [starts at 02:56 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net During counselling, so many things come in stages. Each of these stages is important for both you and the client. The main points of this section include: Stages within your counselling sessions allow you to manage how you allocate your time. The stages in counselling give clients a structure they can understand and work with. Beginning - contract, the client knowing what they're getting. Middle - putting your skills into practice, listening to the client, allowing them to share freely. End - winding down the session, recapping, avoiding an abrupt end. The beginning with a new client is all about building that therapeutic relationship and trust - making sure the client feels heard. By looking out for changes in your client you can identify what stage you're in - is their body language becoming more comfortable? Are they speaking more freely? Address when your time with a client may be coming to an end - if you see improvements and positive change. Keep track of what stage the client is in, and practice accordingly. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Digital Tools to Help You in Your Private Practice [starts at 26:10 mins] In this new digital age, there are plenty of services and applications out there to make what we do easier - but we must still be mindful of confidentiality and how safe our (and the clients) information is with these services. The key points of this discussion include: An automatic email responder is a great way for your potential clients to feel immediately engaged with and eliminates this 'black hole' feeling that may come from sending an email and receiving no reply. When a client reaches out to you, it takes an enormous amount of courage. Consider that leaving it waiting in your inbox may not be the best for your client. However, when using services such as these, you'll need to state in your privacy policy the service you are using. If you decided the way forwards for you will be digitally signed contracts - you'll need to look for a service to do that with. You may also want to use a practice management service. When using these, always look into how and where these automated services are storing your information e.g. is it in your country? Are you happy with the laws around keeping data in that country? When it comes to invoices and payments - who is this information with? Just make sure these things are known to you and have been looked into. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support,

244 – How to Deal with Guilt in Therapy Nov 19, 2022

244 - How to Deal with Guilt in Therapy Developing Your Internal Supervisor - Data Protection for Counsellors In Episode 244 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we talk about developing your internal supervisor. Then in 'Practice Partner' Rory and Ken discuss how we keep, store and manage data. And lastly in 'Practice Matters' Rory speaks with Amy Launder on how to deal with guilt in therapy. Developing Your Internal Supervisor [starts at 03:23 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net It's important to develop your own interior supervisor for when you encounter something in the therapy room without your external supervisor there to help you in the moment. The key moments of this section include: In order to develop your internal supervisor, you'll need to use your therapeutic conscience - stopping yourself, asking yourself questions, etc. You can start putting yourself in the place of the client and thinking about what you need to do for them in that moment. The longer you've been in practice, the easier it'll be to tune into this interior supervisor. Use your external supervisor to help you improve your internal supervisor. Ask your supervisor what processes they go through when helping you, this will give you a framework to map your internal supervisor to. Your internal supervisor sets you up to be a better supervisee - you can recognise and better lay out what to you need to work on to your supervisor. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Data Protection for Counsellors [starts at 20:08 mins] A necessary part of your practice is data protection - this involves legislation that you can't avoid or ignore. The main points of this discussion are: The General Data Protection Regulation (GDPR) provides the legislation that must be followed in the EU - for the UK, it is now the UK GDPR that must be followed. The UK GDPR covers storing and protecting all personal data that is shared with us as counsellors - this includes name, address, phone number and email. There is also the storage of your clinical notes - these are incredibly personal to the client and must be protected correctly. Data you collect must be used fairly and only in the way the client expects it/has been told it will be used - it cannot be passed on without informed/explicit consent. A client has the right to ask you for access to their clinical notes and the right to erase/be forgotten (excluding some circumstances). To find out more information on what your obligations are in terms of data storage and protection, look at the Information Commissioner's Office (ICO). Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information How to Deal with Guilt in Therapy [starts at 41:00 mins] In this week's 'Practice Matters',

243 – Circumstances That Complicate Grief Nov 17, 2022

243 - Circumstances That Complicate Grief Contracting in Counselling - Portfolio Practice In Episode 243 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: First in 'Theory in Practice' we look at contracting in counselling. Then in 'Practice Partner' Rory and Ken discuss portfolio practice. And lastly in 'Practice Matters', Rory speaks with Dr. John Wilson on adverse circumstances that complicate grief. Contracting in Counselling [starts at 03:22 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Within your practice, contracting is a vital place to start with a new client. Some reasons why, and some ways to go about this are as follows: A contract should allow a client to know exactly what's on offer, the time frame of what's on offer, and give a clear outline of the limits of confidentiality so that clients can make an informed choice. A contract holds boundaries in place - the contract and the lines it draws are always present during sessions. A contract will need to be kept up to date - when legislation changes, your contract will need to change too. Verbal contract - if it's not written down, it doesn't exist. In order to protect both yourself and the client, you'll want a written contract. Harm to self and others - in your contract, you'll want to give yourself the power (and make the client aware) that if the client suggests intention to cause harm to themselves or others, you can break confidentiality. You'll want evidence that the contract has been seen and agreed to by the client - for in-person counselling this will be in the form of a signature, but for online or telephone counselling, you may consider looking into digital signature applications. Ask your clients if they have any questions - let the contract be something that can be discussed. Have a peer/supervisor look over your contract. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Portfolio Practice [starts at 24:59 mins] When it comes to making a living out of counselling - meeting with clients isn't your only option. In this section, Rory and Ken discuss some things to consider when it comes to portfolio practice. The key points of this segment include: You may want to look at an alternate income stream while you build your practice - or even look into things that will compliment your practice. Develop your specific interests within counselling. Make the most of any opportunities you encounter. It takes time to build a practice, in the meantime you may consider: teaching, CPD, coaching, or various other things aligned with counselling. Think about what you can grow and develop. What compliments what you do? There are more ways to be in service than just meeting with clients. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Adverse Circumstances That Complicate Grief [starts at 41:41 mins]

242 – How to Deal with Irrational Beliefs in Therapy Nov 05, 2022

242 - How to Deal with Irrational Beliefs in Therapy From Inquiry to Client Booking - Pre-Trial Therapy Guidance Update In Episode 242 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice' we'll be looking at irrational beliefs. Then in 'Practice Partner', Rory and Ken discuss how we go from an inquiry to a client booking. And lastly in 'Practice Matters', Rory speaks with Erene Hadjiioannou about the changes made to pre-trial therapy guidance. How to Deal with Irrational Beliefs in Therapy [starts at 03:37 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Irrational beliefs are something that everyone experiences, knowing how to challenge these both within the client and within ourselves is important. The main points of this discussion include: Irrational belief falls under cognitive behavior therapy. It's important to help the client identify their irrational beliefs and check them against reality. ABCD: Actuating event (the event that introduces the irrational belief) Belief (the irrational belief itself) Consequence (the affect this belief has e.g. lowered confidence) Dispute (challenging the irrational belief) When a client brings up an irrational belief in the therapy room you may want to gently challenge this. E.g. if a client says 'I'm so stupid', you could respond to this with 'I hear what you're saying about yourself, and I know that's how you feel about yourself, but that's not how I experience you.' For the client, these beliefs are their truths. You can challenge your own irrational beliefs - do some self-reflection and think if there is anything that is holding you back. Challenge these by building your skills - nobody is good at anything until they learn and practice it. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information From Inquiry to Client Booking [starts at 22:00 mins] When it comes to getting clients for your practice, communication is key. In this section, Rory and Ken look at some important things to consider when making that first contact with a client: Regularly check your emails and voicemails - this includes your spam folder. Your possible client is likely quite vulnerable at the time they're reaching out to you - if they do not receive a response from you, this won't help them feel any better. Your first contact with a client is important, it will create an impression of you. Getting back to the client as quickly as possible (preferably within 24hrs) is important. Come back to the client with some information about yourself and maybe offer a free half hour in person meeting so that you can check that your competence level is a good match for this client. If someone has not left a message - don't phone them back. The client may be at work, or with an abusive partner, and ringing them back may do more harm than good. A good way to deal with this may be to set up an answer phone that asks the client to leave a time when you could call them back. Setting up an in-person meeting will be very useful. The therapeutic relationship is so important to the outcome of the counselling. Remember this will NOT be a 30 minute counselling session - that would be unethical as there is no contract between you or the client,

Special Edition: Kooth Counselling and Training Oct 29, 2022

Special Edition: Kooth Counselling and Training In this special edition episode of the Counselling Tutor Podcast, Rory Lees-Oakes speaks with Phil Harvey, the clinical lead for training at Kooth PLC with several years of experience as an online counsellor at Kooth, and John Stones, who works with Kooth's clinical governance team and supports Kooth's practitioners with their training and development. This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Kooth is an online platform that works closely with the NHS and allows its users to access free, safe, and anonymous support from trained practitioners. Some key information about Kooth discussed in this episode includes: Kooth is a service aimed at 10- to 25-year-olds to provide support for children and young people. They also have a service called Qwell, in order to provide support for adults. Both Kooth and Qwell are free for anyone to use. From a counselling perspective, there are a few aspects to the anonymity that can be difficult to adapt to such as missing body language, tone, and voice. However, from a client perspective, this is actually really valuable and reduces the feeling of being stigmatised or judged. This may sometimes lead to a user accidentally oversharing, but in this case, the user has the option to create a new account, and once again become anonymous. How much the user gives away is completely in their hands. Training - for practitioners working with Kooth there are clear safeguarding procedures, training on how to build rapport, and guidance on how you use the typed word to define your personality to the service user. Kooth can also work to get users ready for face-to-face counselling, offer online counselling as an intervention, and do holding work in support of GPs. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Links and Resources Kooth 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 Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course

241 – How to Build a Therapist Website Oct 22, 2022

241 - How to Build a Therapist Website Applying Ethics in Counselling - Equine Therapy In Episode 241 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Starting with 'Theory in Practice', we'll look at ethics and their importance in counselling. Next in 'Practice Partner', we have Daragh Mac Loughlin from webhealer.net to talk about how to build a therapist website. And lastly in 'Practice Matters', Rory speaks with Dr Danielle Mills about equine therapy. Applying Ethics in Counselling [starts at 03:05 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Ethics are an essential part of your practice, and are something you'll have to think about when it comes to working with clients. The key points of this discussion include: Ethics provide an agreed upon right and wrong within the therapy room. Your ethical framework will help to guide your actions. There are ethics that are counselling specific. They set out standard expectations. If you receive a complaint, your ethical body will ask how you used the ethical code to make your decisions. Use your ethical body's code as an external opinion when making your decisions. Make your ethical framework available to your client - this transparency in your practice will help you to build trust. Your ethical framework will provide personal policies for you to work towards. As always, keeping client notes safe and confidential is another branch of your ethical responsibilities as a counsellor. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information How to Build a Therapist Website [starts at 24:13 mins] In this week's section of 'Practice Partner', Rory speaks with guest Daragh Mac Loughlin from webhealer.net about building yourself a website as a counsellor, and the things you'll want to consider: The first thing to consider is whether you're going to make your website yourself or have a professional do it for you. Will the quality of your website reflect the quality of your practice if you are to make it for yourself? Do you understand the behind the scenes aspects that need to be considered such as search engine optimization (SEO)? Could your time be better spent improving your practice through CPD etc? When talking to a professional about building your therapist website, make sure you're comfortable with the price - maybe ask for quotes from a few different people before making your decision. Do they offer after sale service? Will they help you if you meet difficulty with your website further down the line? Make sure the designer you choose has plenty of time to give to your website. When thinking about how to get your therapist website to the top of search engines, think about who's going to land on your website, and what they will be looking for. Make sure you have a clear purpose with your website. Google is looking for 'EAT' - expertise, authority, and trustworthiness. You're going to want to make sure all three of these things are shown clearly through your website. SEO - your designer will be familiar with the term and check certain boxes to give your website the best chance, such as being mindful of heading size etc. Your website is a place to display how capable you are. A blog might be a good thing to consider - giving your clients a platfor...

240 – Counselling Clients with Body Dysmorphia  Oct 15, 2022

240 - Counselling Clients with Body Dysmorphia Maslow's Hierarchy of Needs - How to Make Your Counselling Directory Listing Stand Out In Episode 240 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Starting with 'Theory in Practice', we look at Maslow's hierarchy of needs. Then in 'Practice Partner' we pick up from last week's discussion about directory listings, and how you can make yourself stand out. And lastly in 'Practice Matters', Rory speaks with a Counselling Tutor favourite, Amy Launder, on counselling clients with body dysmorphia and negative body image. Maslow's Hierarchy of Needs [starts at 02:44 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Maslow's hierarchy of needs can be a key feature in thinking about how to work with a client, the main things to think about when putting this theory into practice are: Maslow's pyramid of needs: At the bottom, there is survival (breathing, food, water etc.) Then there is safety (security, employment, housing) Love and belonging (having friends, etc.) Esteem (feeling connected to the world) And at the top, self-actualisation (believing you can do whatever you want to do) If a client is struggling with something at the bottom of the pyramid, such as feeding themselves or paying their bills, they won't be able progress in terms of the issue they have come to therapy with e.g. grief. It is important to meet the client where they are, in their circumstances. This will help you evaluate the order of what is dealt with. For example if a client is worrying about paying the bills, they can't afford the 'luxury' of grief. Another way this may apply in the therapy room is through safety. Can the client feel safe and secure in your sessions? Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information How to Make Your Counselling Directory Listing Stand Out [starts at 18:58 mins] Following on from last week's discussion on directories, Rory and Ken talk more about what you should think about when it comes to writing your listing. The key points of this discussion are: In order to make your headline engaging - you're going to want to recognise the client. What is it that you can do for the client? If you specialise in a certain area, you may want to include this in your headline. Although it may narrow down your clients, it also narrows down your competition for a client that is looking for something specific. Think about who you want your client to be - talk in your listing as if you're talking to them. Consider what the client is asking for. CTA - a call to action. Let the client know how they can get in touch with you and continue the conversation. Read it back, read it aloud, ask for feedback from a colleague - is it really written in your voice? Is this what you want your client to hear? Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Counselling Clients with Body Dysmorphia [starts at 41:51 mins] In this we...

239 – Carl Rogers’ Fully Functioning Person Oct 08, 2022

239 - Carl Rogers' Fully Functioning Person Getting the Best from Directory Listings - Breathwork for Counsellors In Episode 239 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: Firstly, in 'Theory in Practice' we look at the fully functioning person according to Carl Rogers. Then in 'Practice Partner', Rory and Ken look at ways to get the best from a directory listing. Lastly in 'Practice Matters', Rory speaks with Barbara Pidgeon about breathwork for counsellors. Carl Rogers' Fully Functioning Person [starts at 02:54 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net In this section, Rory and Ken discuss the term fully functioning person as used by Carl Rogers. The key points of this discussion include: The fully functioning person is someone who is better able to navigate the peaks and troughs of life. The way life comes at this person won't change - but as a fully functioning person they are able to view things as a part of life, not as something personally directed against them. According to Carl Rogers, a fully functioning person's emotions are less easily swayed - they can remain okay within a storm. A client who is less fully functioning may project negativity into the therapy room. Alternatively, a client who is more fully functioning may look through a frame of gratitude. This could indicate that they are nearing the end of their time with you. A more fully functioning person will have an increased openness to experience - a motivation to gain experiences and try new things. They will be better able to relinquish control of things and go with the flow; they will have trust in their own judgement. Becoming a fully functioning person is a process and a way of being - it's about how you approach and take responsibility of life. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Getting the Best from Directory Listings [starts at 19:45 mins] Delving deeper into what was mentioned in last week's 'Practice Partner', Rory and Ken look at how you might go about standing out in a directory listing. The main points of this section are: The AIDA model is something to consider when creating your listing: Attention, Interest, Desire, and Action. How will you stand out from everyone else? Remember that you're not writing a CV or listing your attributes - you're starting a conversation with someone who is in pain and is looking for help - try using a conversational tone in your listing. Use a picture that represents who the client will see e.g. if you have decided to grow a beard, update your picture to reflect that. Your profile should be honest and well written. When taking your picture consider things like background and lighting e.g. taking your picture outside will provide better lighting with less shadows. Your background shouldn't be distracting - you are the focal point. Crop your picture into a square before uploading it to avoid distortion. Try not to be too smiley - your possible client is currently in pain, a simple and approachable look is a step towards starting the empathic relationship. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported,

238 – How to Get Counselling Clients Oct 01, 2022

238 - How to Get Counselling Clients Boundaries in Counselling - Race, Culture and Anti-Discrimination in Counselling In Episode 238 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: In 'Theory in Practice', we'll look at boundaries in counselling. Then in 'Practice Partner', Rory and Ken discuss how you might go about getting counselling clients - or more importantly, how clients might find you. And lastly in 'Practice Matters', Rory is speaking with Mamood Ahmad about race, culture and anti-discrimination in counselling. Boundaries in Counselling [starts at 02:46 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Boundaries are an important part of your work as a counsellor - both for you and your client. The key points of this discussion include: In your position as counsellor, you have power. Boundaries are therefore put in place as a way to stop harm or damage to either you or your client. There are different types of boundaries: Client facing boundaries e.g. your working hours and when you're willing to respond to clients. Time boundaries - keeping sessions to their set and contracted time. Legal and ethical boundaries. Touch boundaries - if instigated by the client and is purely for the client, it is up to you whether you allow this and where you set the boundary. Boundaries are fixed; they're not something moveable. Boundaries require mutual understanding - they're not just for you. Is someone presenting with something you don't feel confident working with? Can you give this client the best service? Know your own boundaries and capabilities. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information How to Get Counselling Clients [starts at 21:45 mins] When it comes to opening your own practice, you will need to get counselling clients. In this section, Rory and Ken discuss a few ways you may go about obtaining these clients: Counselling directories - these will allow you to advertise your services, but it's a crowded market with lots of other counsellors doing the same thing. If you have a specialism, this will help you to stand out and narrow down the competition. Local referrals - is there a local agency you can create a referral relationship with? Building relationships and networking is an important part of getting counselling clients. The client has a choice to make when looking for a counsellor - it is important to have a digital presence (e.g. website) so potential clients can learn more about you and how you work. Another option to look into to get counselling clients could be paid media. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Race, Culture and Anti-Discrimination in Counselling [starts at 40:55 mins] In this week's 'Practice Matters', Rory speaks with Mamood Ahmad about race, culture, and anti-discrimination in counselling. The main points of this discussion include: Without an understanding of the clients culture or 'othern...

237 – Record-Keeping in Counselling Sep 24, 2022

237 - Record-Keeping in Counselling Frame of Reference - Integrative Counselling In Episode 237 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: In 'Theory in Practice', we'll look at frame of reference. Then in 'Practice Partner' Rory and Ken will discuss record keeping in counselling. And lastly in 'Practice Matters', Rory speaks with Ali Bate on integrative counselling. Frame of Reference [starts at 02:41 mins] This episode of Counselling Tutor Podcast is sponsored by WebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net When working with clients, you may be faced with an individual who has views very different to your own. This is when frame of reference becomes increasingly important. The key points of this discussion include: It is natural to want to defend your opinion or belief when faced with opposition - but this is obviously not an option within the therapy room. Try to understand why somebody is thinking the way they are - try to get into your client's frame of reference. Your frame of reference is made up of your experiences, culture and upbringing - this is what makes your 'truths'. It's useful to recognise your own frame of reference - journaling is a great place to do this. Understanding someone else's frame of reference doesn't mean you have to agree with it. Try your best not to feel under attack when faced with a frame of reference different from your own. Seek CPD to help with working with diverse client groups - this will expand your ability to be empathetic. Theory to Practice is sponsored by Counselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Record-Keeping in Counselling [starts at 16:24 mins] When starting your own private practice, you are responsible for more than just session notes - and these will need to be stored appropriately. The main points of this section on record-keeping in counselling include: When running your practice you'll be in charge of: Invoices and receipts Date and time of appointments Any forms of communication with the client (texts, emails, etc.) Contracts Any kind of assessments or interventions you carry out These will all need to be kept securely and confidentially, as they all include a client's personal information. Look at legal and ethical regulations on record-keeping in counselling, and keep only what is required. Ensure your notes are accurate and include only fact - no opinions or assumptions. It's unwise to use free software to store client information - it will not be secure. Get on-demand Certified CPD that is implementable in your practice Counsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Integrative Counselling [starts at 34:41 mins] In this week's 'Practice Matters', Rory speaks with Ali Bate on integrative counselling. The key points of this discussion include: Integrative counselling uses elements of other models alongside your main modality to better fit to client,

236 – Working with Eating Disorders in Therapy Sep 17, 2022

236 - Working with Eating Disorders in Therapy Conditions of Worth - Making a Counselling Business Plan Part 2 In Episode 236 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Starting with 'Theory in Practice' we'll look at conditions of worth. Then in 'Practice Partner' we continue last week's discussion on business planning. And lastly in 'Practice Matters', Rory speaks with Kel O'Neill about working with eating disorders in therapy. Conditions of Worth [starts at 03:04 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net Linking to last week's topic of introjected values, this week we look at conditions of worth - how they come to be, and things you as a therapist can do to help your client. The main points of this discussion are: Conditions of worth are most often given to us by our primary caregivers, and can be reinforced by partners, friends or society. As well as someone being told they are not worthy, conditions of worth may present themselves differently, e.g. a child who has been told they are 'clever' or 'academic' may feel a sense of failure if they are suddenly faced with something they struggle with. They have been conditioned to believe that in order to be worthy, they must conform to these standards of 'clever' and 'academic'. We live in a world that reinforces the importance of worth e.g. being evaluated on the job you have or the clothes you wear. As a counsellor you will help the client to find out who there are, not who they've been told they are. This might be done through respectful reparenting, or challenging the views they hold of themselves. We ultimately know who we are, and clients must learn to live as their own view of themselves rather than others. A crucial factor of this will be unconditional positive regard from the counsellor. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Making a Counselling Business Plan Part 2 [starts at 25:40 mins] In this section, Rory and Ken return for business planning 02 - a continuation of last week's segment. The key points of this discussion include: Think about who your clients will be: have you trained to work with couples or children and young people? Are you a supervisor who will take on supervisees? If you have done further training in a specialised area, will you use this? Consider where your practice will be and the type of clients you'll be able to work with - will this affect how much you charge? For example if you set up in a wealthy area, people may be happy to pay more for your services. Think about your working hours when setting prices - how much time does it take you to travel to and from sessions? Will you be able to place sessions back to back instead of spread over the week in order to cut down travel? Consider these things from a position of safety - if you make the decision during the planning process, you place yourself in the best position possible. Will you set up a cancellation policy? Where will you get your clients from? Are you relying of referrals? Doing this planning takes away surprises. Try talking to someone already in private practice. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support,

235 – Making a Counselling Business Plan Sep 10, 2022

235 - Making a Counselling Business Plan Introjected Values - Carl Jung's Theories on Ego and Self In Episode 235 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: Firstly in 'Theory in Practice', we look at introjected values. Then in 'Practice Partner', Rory and Ken discuss making a counselling business plan. And lastly in 'Practice Matters', Rory speaks with Dr. Jessica Bockler about Carl Gustav Jung's theories on ego and self. Introjected Values [starts at 02:40 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net We start today with Rory and Ken discussing introjected values, and how these may present themselves in the therapy room. The key points of this discussion include: Introjected values are views we adopt from our caregivers and society. Some people struggle when they find themselves having a view through their own experience that opposes these values. Introjected views are unseen to the person who holds the value - to them, it is a 'truth'. In therapy, you have to treat disarming these 'truths' carefully. A sign of introjected values may be that the client recognises that their beliefs are different from the values they know. When people 'find themselves' this is an example of recognising and stepping away from these introjected values in order to find your own. It is important to remember that these introjected values don't exist solely within the client, they exist within us too. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Making a Counselling Business Plan [starts at 21:01 mins] In a discussion that will be continued in next week's podcast, Rory and Ken list a few things that you might want to think about when making a business plan for your counselling service. The main aspects of this discussion include: A business plan is a layout of what your business will look like - complete with your motivations for starting your own private practice. Consider things like whereyour sessions will take place - will they take place in your home? Online? Will you rent a space or go to the clients' house? What considerations are necessary due to this choice? Think about the cost of set up and what you might need e.g. comfy seating, stable internet, a work email, lockable filing cabinet, a clock, tissues, you may even consider a card reader. Consider accessibility to clients who may use a wheelchair or have other mobility issues. Part of making a counselling business plan is thinking about how you will advertise your business. Take into account costs to yourself (such as possible travel costs) when deciding how much you'll charge. When making a counselling business plan, consider too whether you'll set up as a sole trader or a limited company - research the differences and decide which is a better fit for you. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Carl Jung's Theories on Ego and Self [starts at 40:47 mins] In this week's 'Practice Mat...

234 – Using Humour in Therapy Sep 03, 2022

234 - Using Humour in Therapy How to Use the Core Conditions in Counselling - Business Mindset for Counsellors Back with a new season of the Counselling Tutor Podcast after the academic break, your hosts Rory Lees-Oakes and Ken Kelly are thrilled to be back with today's three topics - two of which are brand new: We start with 'Theory in Practice', looking closer at how theories you learn apply within sessions. This week we focus on how to use the core conditions. Then in 'Practice Partner', Rory and Ken will discuss aspects of setting up your own private practice, focusing this week on having a business mindset. And lastly 'Practice Matters' returns, where this week Rory speaks with Christine Shore about using humour in therapy. How to Use the Core Conditions in Counselling [starts at 04:38 mins] This episode of Counselling Tutor Podcast is sponsored byWebHealer.net WebHealer are the go-to provider of websites for private practitioners in the UK. Established over 20 years, WebHealer offers a non-technical and fully supported service to help therapists grow their private practice. Just one customer from your website each year pays for their service. Go to WebHealer.net and use coupon CT100 for £100 off their "Do it for me" service. Visit WebHealer.net The core conditions: empathy, congruence and unconditional positive regard (UPR) are considered essentials of counselling, but reading and writing about them in essays, is different from using them in practice. The key points of this section include: Congruence - being real and genuine within sessions will make a client feel more comfortable, and thus more likely to open up. It is important to understand that it's okay for you to be you. Empathy - putting your own stuff aside and listening to a clients frame of reference. The more you know about yourself, the easier empathy will come. UPR - you will meet people with different values and views from your own; it is necessary for you to pause your own value system and hear the clients'. Realising that everybody, even those with views different from your own, deserve to be free of pain. These are all areas of personal development that have to be worked on, nobody can do them straight away. Practicing these skills outside of sessions, during your everyday life, can be very difficult. They are difficult to maintain, but as with most things, it will get easier with time. Theory to Practice is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Business Mindset for Counsellors [starts at 20:38 mins] Running a business isn't something necessarily taught during core training, but through the 'Practice Partner' section, Rory and Ken will share some of their thoughts and tips when it comes to setting up and running a private practice. The main points of this section are: Putting a monetary value on your skills can be very challenging; especially considering counselling is very much a helping profession. It can feel like you are exploiting people by charging for your services, but there will always be people who choose to pay, there is no exploitation in the exchange. It's important to value yourself - you have worked hard for your training (and paid for it.) Everyone who chooses to pay for private practice, is making the waiting list shorter for those who can't afford it. You may need to look at, and confront, your relationship with money - if you often say you're bad or irresponsible with money, why is that? Who first introduced this idea to you? This is something you can take to supervision. Paying household bills such as gas and electricity - is you running your home business. You're already most of the way there in terms of having that mindset, and being capable of running your practice. Get on-demand Certified CPD that is implementable in your p...

233 – Focusing in Counselling Jul 02, 2022

233 - Focusing in Counselling Phenomenology - New Beginnings In Episode 233 of the Counselling Tutor Podcast - the last of the season - your hosts Rory Lees-Oakes and Ken Kelly take us through today's three topics: In 'Counselling Foundations', we look at phenomenology - the philosophy of perception. Then in 'Focus on Self', we think about new beginnings. And lastly in 'Practice Matters', Rory speaks with Sally-Anne Armitage about using the skill of focusing in counselling. Phenomenology [starts at 02:03 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Listen as Rory and Ken discuss the tongue twister of the day - phenomenology. The key points of this discussion include: It is the philosophy of experience and perception. How we interpret the world, our place in the world, and what is happening around us - this will be completely individual to ourselves. To enter the clients frame of reference is to understand their phenomenological view. How you engage with the world will be different from others. Should counsellors offer a gentle challenge to alter a client's worldview or opinion on something? The phenomenological way we view things can change. New Beginnings [starts at 19:56 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Plenty of focus is given to endings within our lives, but focusing on new beginnings is just as important. In this section Rory and Ken discuss some of the main things you can consider when it comes to your new beginnings: Maybe try and place more emphasis on beginnings than endings - think about where you're going, not necessarily where you've been. Thinking, 'what's next?' With every ending there is a beginning - try not to dwell of the endings. New beginnings can come in different forms with different feelings - excitement, nervousness. Embrace the new beginnings. Using the Skill of Focusing in Counselling [starts at 30:38 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with good friend Sally-Anne Armitage about using the skill of focusing in your counselling practice. The main points of this discussion include: You might begin by asking the client where they want to start, or if there's something in particular they would like to prioritise speaking about. Using the skill of focusing in counselling also means picking up on incongruence - very carefully watching clients' actions, tones, and emphasis. Taking the clients closer to their own frame of reference. Saying what you observe, inviting the client to be themselves. Some things to be thoughtful of: Not using your own frame of reference - almost everything should be coming from the client, not you. Our intervention should go back into the client - not leading to new. Lead the client 'in' not 'out'. Transference and your own experiences may make it difficult to use focusing and stay in the client's frame of reference. Don't try to solve or analyse - listen. Free Handout Download

232 – Managing Vicarious Trauma Jun 25, 2022

232 - Managing Vicarious Trauma The REBT Model of Counselling - What to Do When a Client Asks You a Question In Episode 232 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: In 'Counselling Foundations' we look at Albert Ellis' REBT model. Then in 'Focus on Self' we think about what to do when a client asks us a question. And finally in 'Practice Matters', Rory speaks with Erene Hadjiioannou on the impact and ways of managing vicarious trauma. Albert Ellis' REBT Model [starts at 02:13 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information In this section, Rory and Ken discuss Rational Emotive Behavioural Therapy (REBT). The key points of this section include: REBT is all about challenging irrational belief. How we think effects how we feel, how we feel effects how behave, then how we behave effects how we live our lives. If you can change your thoughts, you can change the consequences. It's not what happens that effects our emotions, it's how we react. ABCDE model - Action, Belief, Consequence, Dispute, Effect. Puts thinking at the top of the chain - rational over irrational. Have a think about the difference between thinking and feeling. What to Do When a Client Asks You a Question [starts at 24:33 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Knowing what to do when a client asks you a question can be difficult, and in this section, Rory and Ken discuss how they might navigate this. The main points of this section are as follows: Putting the question back to the client is an option, but this isn't always appropriate. Be careful and think whether the client is looking to you to solve their problem for them. Alternatively, your client may simply be looking for more information - in this case, your answer is likely to benefit them. Whether or not you choose to answer personal questions is dependent on your own boundaries and self-disclosure - consider whether answering these questions will help or hinder the therapeutic relationship. Managing Vicarious Trauma [starts at 40:25 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with Erene Hadjiioannou about the impacts of vicarious trauma and ways of managing it. The key points of this discussion include: Repeatedly hearing clients' accounts of trauma may eventually have an impact on your own wellbeing, or trigger your own past trauma. Some impacts of vicarious trauma might be: Trouble regulating your moods. Feeling over-stimulated, agitated, irritated, panicked and/or anxious. Dissociation Depression However, there are ways of managing vicarious trauma: Make sure you aren't seeing trauma patient after trauma patient - schedule them appropriately and don't take on too many. Make sure you have respite. Be conscious of your own condition - recognise when it's becoming too much. Free Handout Download Rational Emotive Behavioural Therapy (REBT)

231 – Working with Couples in Therapy Jun 18, 2022

231 - Working with Couples in Therapy Six Necessary and Sufficient Conditions for Therapeutic Change - Appropriate Self-Disclosure in Counselling In Episode 231 of the Counselling Tutor Podcast, join hosts Rory Lees-Oakes and Ken Kelly as they take us through this week's three topics: In 'Counselling Foundations', we look at the 6 necessary and sufficient conditions for therapeutic change. Next in 'Focus on Self', what can we class as appropriate self-disclosure? And finally in 'Practice Matters', Rory speaks with Dr. Mary Goss on working with couples in therapy. The Six Necessary and Sufficient Conditions for Therapeutic Change [starts at 01:41 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Where you may know only 3 core conditions, in this section, Rory and Ken will discuss the importance of the other 3 'hidden conditions': The 6 core conditions: Psychological contact between the client and the therapist. The client being in a state of incongruence. The therapist is congruent in the relationship. The therapist shows unconditional positive regard for the client. The client receives empathy from the therapist. The client perceives and accepts this empathy and unconditional positive regard. These conditions are all necessary to form a successful therapeutic relationship. The three core conditions (3, 4, and 5) will not work to their full potential without their counterparts (1, 2 and 6). Appropriate Self-Disclosure in Counselling [starts at 17:34 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information In this week's 'Focus on Self', Rory and Ken discuss what could be considered appropriate self-disclosure and what would be considered inappropriate. The key points of this discussion include: Self-disclosure is an important factor of the therapeutic relationship. Clients want a human being in the room with them. Self-disclosure is only appropriate when it is useful - having a positive impact on the client. Some examples of appropriate self-disclosure could be: To normalise something a client is feeling. To help them separate liking something/someone, and loving something/someone. This all depends on what modality you're working in. Keep a sharp focus on what will help the client. Remember that you are just two human beings in a room, with one in service of the other. Working with Couples in Therapy [starts at 36:44 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information This week Rory speaks with Dr. Mary Goss on working with couples in therapy. The main points of this discussion are as follows: Couples therapy isn't just two individuals in the same room - it's very different from regular therapy. When working with couples in therapy, your role is not only as a counsellor, but also as a facilitator, a witness, and an educator. Someone who tries couples counselling without proper training will experience unconscious incompetence - they will be making many mistakes without realising. It is more active on the side of the therapist than normal - the...

230 – Metacognitive Therapy Jun 11, 2022

230 - Metacognitive Therapy Existential Therapy - Adapting Your Therapeutic Model In Episode 230 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: First, in 'Counselling Foundations', we look at existential therapy. Then in 'Focus on Self', Rory and Ken discuss adapting your therapeutic model. And lastly in 'Practice Matters', Rory speaks with Dr Pia Callesen about metacognitive therapy. Existential Therapy [starts at 01:45 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information In this section on existential therapy, Rory and Ken briefly discuss the philosophy behind existential thoughts and some things you can give clients to think about in order to help them deal with these thoughts: Struggling to find meaning between life and death. A fear of existence. Help the client to identify the meaning of their lives through things such as goals. Having an end point gives everything that happens before it meaning. Nothing is fixed - the only thing constant is change. Therapists set the ground for asking questions like 'why not?' - just giving things a go. Adapting Your Therapeutic Model [starts at 16:33 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Once you're a qualified counsellor, there may be times when a client needs something outside of your usual modality. Rory and Ken discuss some of the things to think about when adapting your therapeutic model: It's important to meet the client where they are and adapting your practice to it. However, it's important to not work outside of your competence. CPD - you can integrate elements from your CPD into your practice. Is person-centred therapy a model, or simply a way of approach? Speak to your supervision if there's anything you're unsure about. Metacognitive Therapy [starts at 30:49 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In the final section of this week's episode, Rory speaks with Dr Pia Callesen on metacognitive therapy. The main points of this discussion include: When looking at the main causes of psychological illnesses, Prof. Adrian Wells found that the time spent on your thoughts was an incredibly influential factor, and thus created the metacognitive theory. Metacognitive theory is all about the self-regulation of your thoughts. Don't ruminate on your thoughts - this doesn't mean having an empty head, it just means leaving your thoughts alone. Restoring clients' metacognitive belief - they do have the control to leave their thoughts alone. Changing the belief that worrying and ruminating over thoughts for a long period of time will help to solve the problem. Metacognitive therapy happens over 5-12 sessions - a short term, research-based treatment. The client is still having thoughts and emotions, they're simply not engaging with them. Free Handout Download Existential Therapy 101 Click Here to Download Free Handout Links and Resources Counselling Skills Academy

Special Edition: Counselling Children and Young People Jun 04, 2022

Special Edition: Counselling Children and Young People In this Special Edition Podcast, Rory Lees-Oakes speaks to Kate Day about the importance of training in adolescent therapy. The NCS Children and Young People's Therapist (CYPT) Accredited Register [starts at 01:26 mins] Firstly, Kate goes through the benefits of a new addition to NCS, the CYPT Accredited Register: Helping NCS members to really highlight their skills - particularly in counselling children and young people. Help the public when looking for a therapist that fits what they're looking for. Ensures that counsellors on this list have met the key competences required. Next, some specific questions answered by Kate about her practice and the importance of counselling for children and young people: What inspired you to work with children and young people? [starts at 07:04 mins] Children bring out the hopeful side of you. Humbled by their struggle and their joy to make sense of the world and themselves. Your childhood lasts a lifetime. It's important to receive early support to reduce shame or lifelong self-blame. It's amazing to see the resilience of children and young people. Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information What is lobbying, and what is its importance? [starts at 12:06 mins] A campaign of sorts. Gets you into parliament where you can get your message across. Having an impact. Raising an awareness of something that would otherwise remain unknown to many. What has been the impact of COVID on children and young people's mental health? [starts at 18:37 mins] COVID has intensified the risk factors of mental illness. A rise in self-harm rates in younger ages. Delayed mental health support due to COVID. A rise in insecurity and health fears - children and young people are witnessing people suffer. The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information What are the key competencies of working with children and younger people in therapy, and what do practitioners need to be aware of? [starts at 24:44 mins] You can't carry the wounds of your own past into the therapeutic relationship. Young people are so susceptible to your guidance. For some young people, silence can be excruciating - silence is more effective as an adult model. You'll find that you have to use your own personality more often. Support them with your understanding - they may not have the words themselves or know how to feel/how to express it. Be yourself - patient, calm, playful. It's the therapeutic relationship that heals, and it is the relationship that matters. Links and Resources NCS Children and Young People's Therapist (CYPT) Accredited Register 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

229 – Counselling Victims of Narcissistic Abuse May 28, 2022

229 - Counselling Victims of Narcissistic Abuse The Seven Stages of Process - Difference between Being a Reflective and Reflexive Counsellor In Episode 229 of the Counselling Tutor Podcast, your hosts Rory Lees-Oaks and Ken Kelly take us through today's three topics: In 'Counselling Foundations', we'll look at the seven stages of process. Then in 'Focus on Self', we think about the difference between reflective and reflexive, and the importance of both. And lastly in 'Practice Matters', Rory speaks with Amy Launder on counselling victims of narcissistic abuse. The Seven Stages of Process [starts at 02:06 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Carl Rogers' seven stages of process are an important piece of theory within person-centered therapy. In this section, Rory and Ken discuss some of the key things to think about when working with the seven stages: A form of measurement - allow you to chart the growth of your client. The first stage details someone who may at first blame others and be stuck in the past - it is rare that an individual who is still in this stage would reach out for counselling. You're aiming for the client to be able to accept the past and instead be more accepting of the here and now. The success of the seven stages relies on the motivation of the client, and their own willingness to change and move forwards. Difference between Being a Reflective and Reflexive Counsellor [starts at 17:16 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Reflection and reflexivity are two very closely linked words that are both equally as important as each other when it comes to improving yourself and your practice. The key points of this discussion include: Reflection - thinking about what you can do/change in order to improve. Reflexivity - deciding on a course of action based on your reflection and carrying it out. Think about what you've learnt and how you will apply it - supervision will help you think about this. Be curious. Counselling is a fluid and changing profession, there will always be something new to learn or something to improve on. Counselling Victims of Narcissistic Abuse [starts at 30:15 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with Amy Launder on working with survivors of narcissistic abuse. The main points of this discussion include: Clients often don't know they've been a victim of narcissistic abuse - they may just be confused as to why their relationship ended and what they must've done wrong. Moving goalpost - the victim may have been made to feel like they were never good enough. Gaslighting - they may have been made to doubt themselves. The narcissist will often act different with others than with the victim, so sometimes the victim may won't be believed when they try to share what they're experiencing. Doesn't just take place in romantic relationships - can exist within friendship too. Due to social media,

228 – Inner Child Work May 21, 2022

228 - Inner Child Work Attachment Theory - The Four Stages of Competence In Episode 228 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's 3 topics: In 'Counselling Foundations', Rory and Ken discuss attachment theory and the importance of recognising your own attachment style. Then in 'Focus on Self', we'll look at the four stages of competence. And lastly in 'Practice Matters', Rory speaks with Rachel Eastop and Moira Hood on inner child work. Attachment Theory [starts at 02:06 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Attachment theory looks at how we create attachments with parents and caregivers as children, and what affect this has on our ability to form attachments in the future. The key points of this discussion include: The therapeutic relationship is still a relationship, and both your own and the client's attachment styles will have an impact. A consequence of certain attachment styles is a lack of trust - this may make a client more reluctant to work with you, or reluctant to seek out counselling in the first place. Try identifying your own attachment style, as this will affect how you work with clients. It's possible to alter the way you attach through therapy. A traumatic event could alter your attachment style at any age. The Four Stages of Competence [starts at 13:32 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information The four stages of competence is a process that we all go through whenever we begin to do something unfamiliar to us. The four stages include: Unconscious incompetence - when you are unaware of your incompetence. Conscious incompetence - acknowledging that you're incompetent. Conscious competence - with focus and concentration, you are competent. Unconscious competence - it takes little to no thought/focus for you to be competent. The four stages of competence are a natural process - when trying to do something new you should be kind to yourself, you won't master something instantly. Reflection - reflect on how you could approach it differently instead of beating yourself up. Inner Child Work [starts at 26:00 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with Rachel and Moira on inner child work. The main points of this interview include: Your inner child represents your early childhood experiences. The inner child has a voice, memories and emotions - these experiences (usually traumatic) from early childhood rise to the surface in adult life. It is likely to break through during times of stress and anxiety. Your inner child represents a part of you that needs to be heard, and an issue that needs to be resolved. A method sometimes used in inner child work is respectful reparenting - standing in a maternal or paternal gap with the intention of helping the adult client to parent their own inner child. Start to give the inner child their place - not ignoring or pushing away that inner child.

227 – Counselling Autistic Clients May 14, 2022

227 - Counselling Autistic Clients Transference and Countertransference - Changing Your Supervisor In Episode 227 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In 'Counselling Foundations', we'll look at transference and counter transference. Then in 'Focus on Self', we'll think about why you might consider changing your supervisor. And lastly in 'Practice Matters' Rory continues his discussion with Quinn Dexter, speaking in this episode about accommodations to consider when counselling autistic clients. Transference and Countertransference [starts at 02:22 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information In this section Rory and Ken share some personal experiences of transference and countertransference as they discuss the key points: Transference and countertransference are an overlay of a past relationship onto someone we've just met. It's a subconscious process - this can sometimes make it difficult to identify. Transference - subconsciously associating a person in the present with someone from the past. Countertransference - the result, actually treating the new person how you did the past person. Once seen it can't be unseen - after you've identified it, you can work towards reworking the transference (differentiate between the person in the past and the one in the present, recognising they are two different people). Changing Your Supervisor [starts at 14:10 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information It's important to recognise that you are able to change your supervisor if you feel that is what's best for you. The main points of this section include: You may want to move to a supervisor that specialises in a certain modality or area that you wish to work in. After the pandemic, there are many supervisors who have continued to work online (via Zoom etc.), and you may wish to look for someone who is trained for that. You may be looking for a supervisor who is more or less challenging than what you have now. Be aware that you may also be too comfortable with your supervision - without challenge there probably won't be growth. Are you getting everything you need from supervision? Counselling Autistic Clients [starts at 25:36 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In part two of an interview with Quinn Dexter of the YouTube channel 'Autistamatic', Rory discusses what can be done to accommodate autistic people as a therapist. The key points of this discussion include: When counselling autistic clients, think about the environment your sessions are taking place in: Reduce noise pollution. Avoid overhead lighting - particularly florescent. Client may prefer to have the door open. Have a choice of seating or standing. When communicating, avoid or be prepared to explain: analogues, colloquialisms, and euphemisms - as these may cause confusion. Understand the honesty - when saying 'I don't know', it usually means they really don't know.

226 – How to Identify Vicarious Trauma May 07, 2022

226 - How to Identify Vicarious Trauma Carl Rogers' 19 Propositions - Why We Shouldn't Use Person-First Language to Describe Autistic People In Episode 226 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: In 'Counselling Foundations', Rory and Ken discuss the dreaded 19 Propositions of Carl Rogers. Then in 'Focus on Self', we look at how to identify vicarious trauma. And finally in 'Practice Matters', Rory speaks to Quinn Dexter on why we shouldn't use person -first language to describe autistic people. Carl Rogers' 19 Propositions [starts at 02:20 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information In this section, Rory and Ken discuss some observations on the 19 Propositions of Carl Rogers: They're essentially 19 different ways people perceive the world. They're quite heavy with academic language. Just a theory of phenomenology - how we act based on how we perceive. It may help to think about how the propositions can be applied to small children - they seem to be written with this in mind. How to Identify Vicarious Trauma [starts at 12:58 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Within your practice, it is crucial to look after yourself and prevent a possible burnout. One thing to be cautious of in order to avoid this is vicarious trauma. The key points of this discussion on recognising vicarious trauma are as follows: Dealing with a lot of heavy material takes its toll. You may find yourself thinking about a clients material more often than you should: Being unable to sleep very well. Being unable to watch people be cruel to each other (in films, for example). You may also eventually find yourself trying to avoid a client's material in the room. Try to balance your practice - be mindful of how many trauma clients you have. Why We Shouldn't Use Person-First Language to Describe Autistic People [starts at 21:45 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In part one of an interview with Quinn Dexter of the YouTube channel 'Autistamatic', Rory discusses why, against what is widely taught, we shouldn't use person-first language to describe autistic people. The main points of this interview include: The separation of the individual from their condition implies that autism is something shameful. Terms such as high/low functioning and 'on the spectrum', can actually be highly insulting. Biased empathy - it is wrong to believe that autistic individuals have no empathy; it is simply judged by their own values and beliefs and can therefore often cause misunderstandings. There is a need for counselling and better understanding. In Episode 227, part two of this interview will discuss some essential insights therapists need to understand when counselling autistic people. Free Handout Download Carl Rogers' 19 Propositions Decoded Click Here to Download Free Handout Links and Resources Counselling Skills Academy

225 – Becoming a Clinical Supervisor Apr 30, 2022

225 - Becoming a Clinical Supervisor Configurations of Self - Counselling in a Prison Environment In Episode 225 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: In 'Counselling Foundations', we'll discuss configurations of self. Then in 'Focus on Self', we'll think about whether you might be ready to become a clinical supervisor, and why you should consider it. Finally in 'Practice Matters', Rory speaks with Wayne Lawrence about his amazing work counselling in a prison environment. Configurations of Self [starts at 2:07 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information In this week's 'Counselling Foundations', we'll look at the work of Dave Mearns on configurations of self. The key points of this discussion include: Examples of these configurations of self are the different emotional voices you might find inside you, such as anger or excitement. These configurations of self can take over at any time. Recognising the voice of the client will allow you to meet them there and better understand their frame of reference. Each voice should be recognised and accepted - speak directly to the sub personality in order to acknowledge it; this will enable the client to feel heard. By watching and listening carefully, you'll be able to recognise a client's shift into, for example a frightened voice, and adapt your approach accordingly. Have a go at identifying some of your own voices and situations that they may arise. Becoming a Clinical Supervisor [starts at 14:30 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information To be a supervisor is an incredible service to others, and in this section, Rory and Ken share and discuss some of their own experiences and opinions on training to become a clinical supervisor. >> Counselling Supervision Online Training

224 – Narcissistic Personality Disorder Apr 23, 2022

224 - Narcissistic Personality Disorder Life Scripts in Transactional Analysis - Not Being Defined by Your Work In Episode 224 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In 'Counselling Foundations', we look at life scripts from transactional analysis. Then in 'Focus on Self', we'll look at making sure you're not defining yourself by the work you do. And lastly in 'Practice Matters', Rory speaks with Amy Launder about narcissistic personality disorder. Life Scripts in Transactional Analysis [starts at 01:53 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Quite a few theories support the idea of our current traits being influenced by our upbringing, an example of this being the idea of life scripts. The main points of this discussion include: A life script is a 'script' we live out due to what we were told as children. Traits that have been reinforced through your upbringing. You may act in ways that help to fulfill the script. In stressful situations, you're likely to retreat into your script. Try to recognise and rationalize your script. Not Being Defined by Your Work [starts at 20:50 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information It's important to identify as more than just your work, and in this section, Rory and Ken reflect on themselves as we think about this. The key themes of this section are: If all you do is work, you'll also only meet people in the same line of work - it'll become you. Don't be defined by work, be defined by who you are. Taught that counselling is a way of being, but you're still a human being - see yourself holistically. Embrace all of you. What do you do that interests you outside of work? Narcissistic Personality Disorder [starts at 33:32 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with Amy Launder on Narcissistic Personality Disorder. The key points of this discussion are: Narcissistic traits can include: Thinking highly of themselves. Viewing themselves as better than others. Looking down on others. This can greatly affect the relationships they have with others as a result of this. They can make their partner feel unlovable, will want to 'win' a breakup. They can also aim to be in a relationship with someone they consider better than themselves, but will begin to feel threatened by this and attempt to break them down. There is a difference between just having narcissistic traits and having a narcissistic personality disorder - this will depend on how many of the traits they're showing, how prolonged they are, and the effect this has on their relationships and daily life. Difficult to treat, as those with narcissistic personality disorder don't believe anything is wrong with them. Not everyone with narcissistic traits is a bad person. Free Handout Download Life Scripts in Transactional Analysis Click Here to Download Free Handout Links and Resources

Special Edition: CPCAB Progression Route Apr 16, 2022

Special Edition: CPCAB Progression Route In this special episode of the Counselling Tutor Podcast, Rory Lees-Oakes speaks with Derek Cunningham from the CPCAB on choosing the right courses to become a fully qualified counsellor. There is more than one way to study counselling, and throughout this episode, Rory and Derek will take us through some of the options available, and the key things to consider when choosing the best progression route for you: Make sure that at the end of whatever course you take, you will be qualified to join a professional membership organisation. Take courses that are Ofqual approved in order to be able to join a professional body. Be sure to join an ethical body that is accredited with professional standards authority. Not all level 2 and 3 qualifications are equivalent - you will need classroom and practical hours in order to progress further. It's incredibly important that you have been amongst peers and received feedback through discussion. CPCAB is working on a helpful model to show the progression of both the CPCAB route and a degree route. This could help in choosing the route that is best for you. Some of the differences in these routes include: CPCAB Progression Route: A more vocational/practical route. Educated up to level 4. Part-time study. Degree Route: A more academic route. With an undergraduate degree, you will be educated up to level 6. Full-time study. Free Resource from CPCAB >> Download the 'Planning Your Counselling Journey' Infographic from CPCAB here

223 – Counselling Male Survivors of Sexual Abuse Apr 02, 2022

223 - Counselling Male Survivors of Sexual Abuse Ego States in Transactional Analysis - Regulating Yourself in the Therapy Room In Episode 223 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with three new topics: In this week's 'Counselling Foundations', we look at the ego states in transactional analysis. Then in 'Focus on Self', we'll think about self-regulation within our sessions. And finally in 'Practice Matters', Rory speaks with Del Beach-Campbell on counselling male survivors of sexual abuse. The Ego States in Transactional Analysis [starts at 01:59 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information In this section, listen as Rory and Ken discuss Eric Berne's Pack Ego Model (PAC Model): In its most simplistic form, the model is split into these three states: the adult ego state the child ego state the parent ego state If a person is in any one of these states permanently, it may lead to miscommunications and disagreements. Your client will want an adult with them in the therapy room (in the adult ego state). The child ego state means you're functioning without your critical thinking, and you may not make the best decisions. A healthy personality will go through all the states. Within the adult state, you can acknowledge the other states - you're not blinkered like you may be in the other states. Regulating Yourself in the Therapy Room [starts at 21:32 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information When feelings arise during a session that you know shouldn't be there, it can be quite difficult to navigate. In this section, Rory and Ken discuss some actions you may want to consider taking if this does happen to you: Make sure you've had good personal therapy and you have good supervision. Take action if you're struggling to regulate. If it arises amidst a session: see it, acknowledge and recognise it, then put it to one side (bracket it off) while with the client. However, make sure you go back to it later. It's okay to feel these feelings - but you can't let them overwhelm you. It isn't a weakness. If it persists, maybe seek personal therapy. A way to recognise that you have been 'breached' by client material is that you may notice you are no longer in the clients' frame of reference, but your own. Counselling Male Survivors of Sexual Abuse [starts at 36:52 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with Del Beach-Campbell about counselling male survivors of sexual abuse. The key points of this discussion include: Men are more often spoken of as perpetrators - but we still can't overlook the minority. Often asked why they didn't fight back/defend themselves. Sexual violence is about power more than anything else - not necessarily to do with the sexuality of either the victim or the perpetrator. Some misconceptions include: Sexuality - it brings questions for the victim on how they feel about their sexuality,

222 – Time-Limited Counselling Mar 26, 2022

222 - Time-Limited Counselling Counselling and the Law - Developing a Safe Emotional Space for Clients In Episode 222 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics: In 'Counselling Foundations' - counselling and the law. Then in 'Focus on Self', Rory and Ken discuss creating a safe emotional space for clients. And finally in 'Practice Matters', Ken speaks with Amy Launder on time-limited counselling in the NHS. Counselling and the Law [starts at 2:15 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information As a counsellor, it is our responsibility to be aware of the laws we must abide by when dealing with clients and their data. Rory and Ken go over some key things worth remembering when it comes to counselling and the law: Some key acts and legislations to be aware of (UK specific): The Data Protection Act of 2018. Health and Safety legislation. The Equalities Act Remember that legislation is there for a reason - in places where things might have previously gone wrong. You may want to include some law in your client contract - such as in what circumstances you might be required to break confidentiality. Drug-related issues may require a decision on your part on how to deal with it - you can go to your ethical body or supervisor for a perspective that may help inform your decision. It's unlikely that an instance where it's necessary for you to break confidentiality will occur, but it's important that you're prepared for the possibility. Developing a Safe Emotional Space for Clients [starts at 23:10 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information In order to be the best in service of your client, it's important to create an environment that they feel safe in. The main points of this discussion include: Counselling is more than just the theory - when in a session, you are sat across from another human being. The skill of silence - just being a listening ear is often the best thing you can do for your client. Have your true self in the room, learn who you are and this will work in service of your client. Be fully there when in the room with your client. Don't forget the importance of self within sessions. Time-Limited Counselling [starts at 40:02 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information This week, Rory speaks with Amy Launder on time-limited counselling in the NHS. The key points of this discussion include: Counselling under the NHS is time-limited due to funding. Most counsellors aren't actually trained for time-limited sessions, so adjusting to this new structure can be difficult at first. Assessment becomes more crucial in order to hone in on what the client needs to work on - there is a goal to be reached within time-limited counselling. All modalities can be adapted to fit time-limited counselling, but certain modalities such as dynamic interpersonal therapy were specifically designed for short term work. Some clients may require referring e.g.

221 – The Power Threat Meaning Framework Mar 19, 2022

221 - The Power Threat Meaning Framework Writing a Case Study - Taking a Break from Counselling In Episode 221 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with three more topics: In 'Counselling Foundations', we'll talk about the dreaded task of writing a case study. Next in 'Focus on Self', the option of taking a break. And finally in 'Practice Matters', Rory speaks with Dr. Ian Newey about a book called The Power Threat Meaning Framework by Lucy Johnstone and Mary Boyle. Writing a Case Study [starts at 1:55 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists.Real sessions - real-life presentations - real skills. Click Here for More Information Writing a case study is never easy, but in this episode, Rory and Ken discuss certain things to think about when it comes to putting your own case study together: Weave in the theory that you've been taught. It shouldn't be clinical, include yourself in the therapeutic relationship - it's not a psychological case study. Make sure you're thinking of the client as a human being. Have an understanding of Bloom's verbs and use them e.g. analyse, explain etc. If you're doing a supervision based case study, look to yourself and your own supervision. This may not always be what you did do, but sometimes what you didn't do. You'll need to include a conclusion. Reflection - what you might've done differently if you were to do it again. Taking a Break from Counselling [starts at 17:05 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Within this profession, you can be hit with an unexpected curveball such as a bereavement or separation, or you may just face a burnout. Both of these are completely natural, and it's perfectly acceptable to put yourself first in these situations. The main points of this discussion are: It's the right thing to do, both for you and your clients, to step back when facing personal difficulties. Look at your ethical body and check the allowances for stepping back and the actions that must be taken. Stepping back isn't a weakness - it's a strength to be able to recognise when you need a break. There is always the option to return when you feel up to it. The Power Threat Meaning Framework [starts at 32:42 mins] The National Counselling Society is proud to sponsor Practice Matters. NCS are really excited to have launched their Children and Young People Therapist Register for counsellors working with the younger age group. To find out more, visit nationalcounsellingsociety.org or simply click the button below. Click Here for More Information In this week's 'Practice Matters', Rory speaks with Dr. Ian Newey about The Power Threat Meaning Framework by Lucy Johnstone and Mary Boyle. The key points of this discussion include: Labels can sometimes have a damaging effect - they can close down questions instead of opening up more. A diagnosis isn't an answer, it's a set of patterns put together by a committee. Contextualize distress - 'what happened to you?' instead of 'what's wrong with you?' Helping a client to understand how they got there can help them understand how to get out. Free Handout Download Writing a Counselling Case Study Click Here to Download Free Handout Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision

220 – Choosing a Clinical Supervisor Mar 12, 2022

220 - Choosing a Clinical Supervisor Equality and Diversity in Counselling - Counselling Millennial Clients In Episode 220 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics: In 'Counselling Foundations' Rory and Ken look at equality and diversity. Then in 'Focus on Self', we'll be thinking about supervision and being sure you have the right clinical supervisor for you. Lastly in 'Practice Matters', Rory speaks with Amy Launder about counselling millennial clients. Equality and Diversity in Counselling [starts at 2:23 mins] Counselling Foundations is sponsored byCounselling Skills Academy Learn counselling techniques by seeing counselling skills used in real sessions by qualified therapists. Real sessions - real-life presentations - real skills. Click Here for More Information Equality and diversity is an ever-changing subject that can be difficult to keep on top of, but it is vital to be aware of. The key points of this discussion include: The 2010 Equality Act, while important, isn't where your knowledge of equality and diversity should end. Challenges your frame of reference - we are people of our time and will be faced with things we may not have considered before now, or that feel unfamiliar. The importance of CPD - continuing your professional development as the name suggests. Your core training, although important, is just facts that will require developing. Ask questions to help you evolve. Choosing a Clinical Supervisor [starts at 16:07 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Clinical supervision is a vital aspect of your career as a counsellor and you want to make sure you're getting as much out of it as you possibly can. The key things to think about are: Choose your own clinical supervisor if you are able to - you're more likely to be honest and not hide clients if you're happy with your supervisor. Consider choosing a supervisor that challenges you - helps you to grow and maybe suggests areas for CPD. See who you find you connect with, have a pre-meeting with multiple supervisors and feel free to choose the one you feel suits you best. Ask questions about how they might supervise you in certain situations. When choosing a clinical supervisor, make sure they understand the modality you work under. Counselling Millennial Clients [starts at 32:55 mins] This week, Rory speaks with Amy Launder on counselling millennials, a term used to refer to people born between 1981-1995 (or some say up until 2000). The important points of this discussion include: Something commonly brought to therapy by millennials is trouble with decision-making - this is usually due to parents making decisions for them. They might have been affected by events that influence how safe they feel (e.g. 9/11) as these events would've been well publicised. Generational distress - lack of distress tolerance, struggle to deal with boredom, want 'quick fixes' for their problems. Be aware that this does include a degree of stereotyping, and millennials do have a wider field than others (some millennials may even have millennial parents for example). Some of the languages they use may be different - 'talking to someone' doesn't necessarily mean face-to-face anymore due to technology. Boundaries may be harder to establish with millennial clients - they may overshare or message you outside of session hours. A way to deal with this would be to show them they've been heard, but make them aware they need to hold onto it u...

219 – Common Factors in Counselling Mar 05, 2022

219 - Common Factors in Counselling How to Write Counselling Notes - Importance of Networking for Counsellors In Episode 219 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly go through this week's three topics: In 'Counselling Foundations' we'll be looking at note-taking. Then in 'Focus on Self', think about how to develop your network. And lastly in 'Practice Matters', Rory speaks with Professor Mick Cooper on common factors in counselling. How to Write Counselling Notes [starts at 01:52 mins] When it comes to taking notes, everyone is likely to do it differently. However, there are a few important things to think about when it comes to taking and storing a client's notes: Purely factual information - no assumptions, guesses or interpretations. Take notes of themes more than detailed specifics after the session - you should be present during the session, not trying to copy down every word the client says. Maybe include any housekeeping e.g. the client arrived on time, the client has agreed and signed the contract. Keep notes in a locked cabinet - take extra precautions if you keep notes digitally. Consider keeping notes on a USB and placing that in a locked cabinet. When taking notes, consider that they may be looked at by someone, possibly the client. Importance of Networking for Counsellors [starts at 15:58 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information When it comes to counselling, having a wide network can be a huge benefit to your practice. Some reasons for this include: Talking to a peer count as CPD. Being online now means you can speak with colleagues from further afield. Allows you to double-check, or ask for a second opinion. Almost like building a digital referral list. Common Factors in Counselling [starts at 26:48 mins] In this week's 'Practice Matters', Rory speaks with Professor Mick Cooper on the common factors in counselling. The key points of this discussion include: Common factors - certain 'ingredients' in therapy that are the effective ones. Worrying less about the model used and more about specific 'ingredients' e.g. empathy, congruence, transference, self-disclosure etc. The most important factor in counselling is still the client and their personal motivation and engagement with the therapy - how willing they are to change. Client preferences - tailoring the therapy instead of just following a model. Free Handout Download Counselling Notes Click Here to Download Free Handout Links and Resources 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 – New Changes in the National Counselling Society Feb 26, 2022

Special Edition - New Changes in the National Counselling Society In this week's special edition of the Counselling Tutor Podcast, Rory Lees-Oakes speaks with Jyles Robillard-Day of the National Counselling Society (NCS) about some new changes within the NCS that you can look forward to: A change in name - from the National Counselling Society (NCS) to the National Counselling and Psychotherapy Society (NCPS). The launching of a new website. And finally, a new sub-register. Changing Name: From NCS to NCPS [starts at 01:24 mins] Some members of the NCS identify as psychotherapists but felt they weren't being represented in the name. Through a democratic vote between the members, it was decided that a name change was needed for better representation of all members and better representation to the public. However, this will be a long process full of changes - but members are asked not to do anything yet and await an email with further information. New NCS Website [starts at 07:11 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Focused on making the website more accessible and easy to navigate for the general public, members, and potential clients. Work towards making the counselling directory a fantastic resource - being able to find support easily. Making an easier pathway for the public to find the therapist for them. New NCS Sub-Register [starts at 10:00 mins] Launching a new sub-register for counselling children and young people is one of the upcoming changes in the NCS. You'll have to already be a member of the NCS (soon to be NCPS), and provide evidence of additional skills and competencies to work with children and young people. This will help make it easier for children and young people to get the help and support they may need. As a part of SCoPEd since 2020, the NCS took their members concerns into account and the Jan 2022 framework was released. There is now less academic language and more talk of the therapeutic relationship. The release of this year's framework was Phase One. Now working on Phase Two, there are three key elements: An impact assessment of the new framework. Putting names to the three framework columns (currently just A, B and C). And looking at mechanisms to allow people to transition up the columns such as experience, CPD, and other learning - making sure all SCoPEd partners have the same mechanisms. Links and Resources NCS website 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

218 – Counselling Clients with Addiction Feb 19, 2022

218 - Counselling Clients with Addiction Why Did You Become a Helper? - Learning from Our Mistakes In Episode 218 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In 'Counselling Foundations', we'll look at the importance of knowing why you want to work in the service of others. Then in 'Focus on Self', Rory and Ken discuss learning from our mistakes. And lastly in 'Practice Matters', Rory speaks with Marion Elkin-Greener about counselling clients with addiction. Why Did You Become a Helper? [starts at 02:07 mins] Knowing why you've chosen to work in the service of others will help you develop a level of understanding and motivation to do well. The key points of this section include: When you have a strong 'why', the 'how' you do things will fall into place. When it gets hard or lonely, you can look back to your 'why'. Make sure you're in a position to help others - you're putting yourself in emotional harm's way. You will require emotional robustness. Self-evaluation - be honest with, and know yourself fully. Learning from Our Mistakes [starts at 15:33 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Everybody makes mistakes; it's owning up to them and deciding how to move forwards that matters. The main factors of this discussion are: Reflexivity - reflect, think over your actions and what you can do better in the future. Own up to mistakes - this allows you to move past them, most mistakes can often be resolved with an apology. Most mistakes are made without malice or intention. We're just human, it's natural to make mistakes. Counselling Clients with Addiction [starts at 30:31 mins] This week, Rory speaks with Marion Elkin-Greener on treating clients suffering from addiction. The key points include: Working with addictions requires extra training, but the core needs don't change (empathy, positive regard etc.) There are differences in how you treat each form of addiction e.g. you will treat an alcohol addiction differently from drug addiction. There is slang you'll have to adapt to and recognise. It's referred to as treatment - goal centered. Family therapy - addiction often affects those around the client. Relapse will be a part of the recovery process - it's important the client is aware of this to help prevent feelings of shame and failure. Educate clients on other websites etc. that they can go to for additional help and support. When counselling clients with addiction, it's vital to have an open mind and be non-judgemental. Free Handout Download The Skilled Helper Click Here to Download Free Handout Links and Resources 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

217 – Radical Empathy in Counselling Feb 12, 2022

217 - Radical Empathy in Counselling Planning Your CPD as a Counsellor - Bereavement Due to COVID-19 In episode 217 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back discussing three more topics: In this week's 'Counselling Foundations', we'll look at radical empathy. Next in 'Focus on Self', Rory and Ken discuss how to plan your CPD. And lastly, Rory speaks with Dr. John Wilson on bereavement due to COVID-19. Radical Empathy in Counselling [starts at 1:56 mins] Radical empathy is a required skill for counselling clients that don't share your values or that you could find incredibly challenging to empathise with. The key discussions in this section include: To cultivate radical empathy when counselling, make sure you're pushing aside prejudices. This is an advanced form of empathy - it will be difficult. Treat it carefully, make sure you're qualified and have good supervision. Look past who they are and what they've done to recognise them as a fellow human being. Planning Your CPD as a Counsellor [starts at 19:00 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information CPD is an essential part of your journey as a counsellor; improving yourself and broadening your knowledge will serve as a benefit in your career. The main points of this segment include: You're learning and bettering yourself for your clients. It is the best way you can serve your client. The more you learn about your practice, the more you will learn about yourself. You can talk with your supervisor and ask them about any recommendations they may have for CPD that will help you to improve. Bereavement Due to COVID-19 [starts at 35:43 mins] In this week's 'Practice Matters', Rory speaks with Dr. John Wilson on bereavement caused by COVID: COVID bereavement has certain differences from regular bereavement such as greater levels of trauma, feelings of guilt and difficulties in making sense of their loss. Clients will often suffer from rumination - thoughts going round and round as they try to make sense of something. You will help the client to create a new relationship with their deceased loved one. Bereavement counselling takes time and patience. All grief is unique and individual. Free Handout Download Radical Empathy Click Here to Download Free Handout Links and Resources 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

216 – Insurance for Counsellors Feb 05, 2022

216 - Insurance for Counsellors The Skill of Challenge - When Friends Ask for Counselling In Episode 216 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In 'Counselling Foundations' we'll look at the skill of challenging. Then in 'Focus on Self', we move on to how to deal with friends and acquaintances once they discover your career. And finally in 'Practice Matters', Rory speaks with Jo Mountain about insurance for counsellors and psychotherapists. The Skill of Challenge [starts at 1:25 mins] Sometimes challenging the client during your practice becomes necessary and in this section, Rory and Ken discuss the situations this may come into play: If a client is clearly under the influence and not in a suitable state to undergo the session or late to a session without notice, it may be necessary to challenge them on this. Not doing things that would benefit them such as homework you've set will hamper progress and open the opportunity for challenge. When it comes to person-centred therapy, you could challenge incongruence within the client. In recovery counselling, there can be a high level of challenge necessary as a part of the process. Challenging is something that needs to be practised. When Friends Ask for Counselling [starts at 19:37 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Dealing with those closest to you can sometimes become difficult when they are made aware of your career as a counsellor. It's important that you know how to deal with this when faced with it. The key points of this discussion include: Start as you mean to go on within the relationship. Explain why you are unable to be a counsellor for your friends and that counselling is a managed activity. Be careful that you don't unconsciously slip into the process. Ethically you can't counsel a friend or family member. Practice with peers, not at home. Be aware that when speaking with friends you naturally have an unavoidable bias. Importance of Insurance for Counsellors [starts at 30:51 mins] This week, Rory speaks with Jo Mountain from Howden Insurance on the importance of having insurance as a counsellor and psychotherapist. Having insurance is primarily optional. There are two essentials when it comes to insurance within your counselling practice: Complaints defense - if you receive a complaint that results in a poor outcome, it could seriously effect and reduce your career. Civil action - puts your personal wealth at risk. Insurance provides support - helping to respond to complaints and attend hearings if a complaint manages to get that far. Can cover working from home. Reduced rates for students and premiums for members of ethical bodies, (specific to Howden). Helpful third-party partners. Howden won't insure deliberate actions, or if there was prior knowledge of a situation e.g. complaint. Free Handout Download When to Use Challenge in the Counselling Relationship Click Here to Download Free Handout Links and Resources 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 Howden Insurance for Therapists and Counsellors

215 – Pre-Trial Therapy Jan 29, 2022

215 - Pre-Trial Therapy Preparing for Endings in Counselling - Planning Your Career as a Therapist In Episode 215 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly return with this week's three topics: In 'Counselling Foundations', we talk about endings. Next in 'Focus on Self', we look at your career as a therapist. And lastly in 'Practice Matters', Rory speaks with Erene Hadjiioannou on pre-trial therapy. Preparing for Endings in Counselling [starts at 2:57 mins] Counselling is full of endings, and knowing how to best prepare both your clients and yourself for them is an important part of the process. Key points discussed in this section include: Endings start at the beginning - ensure your client is aware that they have a set amount of time with you. It's important to find the balance between an abrupt ending and dragging things on too long. How you go about ending things links to your attachment style - be aware of your own attachment style. You're looking to create independence within your client as you work with them, not dependence. Remind the client how many sessions they have left, this will allow them to make the best of the time they have with you. The three stages of ending: Assessing a client's readiness to end. Acknowledging that for the client, this is the end of a relationship. Empowering the client. Remember that endings welcome a new beginning. Planning Your Career as a Therapist [starts at 21:38 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Within the career of therapy, it is important to know your options. By exploring their own experiences, Rory and Ken discuss the wide range of experiences available: Counselling can be a portfolio career -doesn't have to just be being in private practice. Branch out and build experience, this will 'season' you as a therapist. Seize as many opportunities as you can - they will all build up your own experience and make you more employable. Pre-Trial Therapy [starts at 36:58 mins] *The guidance on pre-trial therapy has changed since this episode was broadcast. For the latest guidance, please listen to the upcoming episode 242. In this week's 'Practice Matters', Rory speaks with Erene Hadjiioannou about pre-trial therapy - specific to the UK. The main points of this discussion include: Guidance is set by the Crown Prosecution Service that we are ethically required to stick to when working with the victim of any crime. The client can't discuss details of the ongoing case due to evidence. They can however, discuss the impact of what they're going through. Therapy notes may be asked for in order to check evidence aligns. Use umbrella terms when taking notes in order to protect privacy e.g. 'sexual violence' instead of 'rape'. Don't speculate within your notes. Requests for therapy notes can be turned down. Instead of sending notes, there is an option to write a summary instead - it's a good idea to give a copy of this to your client, as it is information very personal to them. It's rare that a therapist will be asked to go into court. Don't be shy to ask what your responsibilities are. Free Handout Download Endings in Therapy Click Here to Download Free Handout 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

214 – Social Media Considerations for Therapists Jan 22, 2022

214 - Social Media Considerations for Therapists The Skill of Questioning in Counselling - Leaving Client Material Behind In Episode 214 of the Counselling Tutor Podcast, listen as Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In this episode's 'Counselling Foundations', Rory and Ken look at the skill of appropriate questioning. Next in 'Focus on Self', we think about leaving client material behind. And lastly in 'Practice Matters', Rory speaks with James Taylor on social media considerations for therapists, with a focus on online etiquette. The Skill of Questioning in Counselling [starts at 02:03 mins] Your approach to asking questions will differ depending on the modality of your practice, and understanding the type of question necessary is an important skill. In this section, Rory and Ken discuss the difference between these questions and the key points include: When it comes to person-centred therapy, you ask questions in order to clarify your own understanding and align your frame of reference with the client. Don't ask to satisfy your own curiosity - think about who you're asking the question for. In CBT, the questions will be more directive and probing. You will need to ask difficult questions in order to assess risk. Socratic questioning - introduces a level of discomfort. Be mindful that a question can move a client out of feeling and into thought. Leaving Client Material Behind [starts at 17:53 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information An important step in developing your practice is finding a way of leaving client material behind. Through sharing personal experiences, Rory and Ken discuss this topic. The main points of this section include: If a client's material is sticking with you for over 48 hours, you should discuss it with your supervisor. Be aware of transference. Develop a process of setting aside this client material - maybe through journaling or process notes. Counselling requires a level of emotional robustness, but sometimes things can break through. Highlights the importance of undergoing your own personal therapy. Social Media Considerations for Therapists [starts at 31:11 mins] This week, Rory speaks with James Taylor on social media considerations and online etiquette for therapists. » Watch our FREE lecture on Social Media Etiquette for Counsellors and Counsellors in Training here. « The key points discussed are as follows: Be mindful that it won't just affect you, but also your practice. Have a quick reread before you post anything on social media. When using social media, consider that you're representing the counselling profession as a whole. Think about how you appear to others from an outside perspective. Consider having your account visible to just your friends. Remember that online, things can very easily be misunderstood. Free Handout Download Appropriate Use of Questions in Counselling Click Here to Download Free Handout Links and Resources 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

213 – Using Role-Playing Games in Therapy Jan 15, 2022

213 - Using Role-Playing Games in Therapy Relational Depth in Counselling - Dealing with Failure In Episode 213 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss this week's three new topics: In 'Counselling Foundations', Rory and Ken explore the relational depth. Then in 'Focus on Self', we think about failure. And finally in this week's 'Practice Matters', Rory speaks with Daniel Hand on introducing role-playing games (RPGs) in therapy. Relational Depth in Counselling [starts at 02:54 mins] Relational depth is connecting with each other in a meaningful way, not necessarily just in therapy. In this section, Rory and Ken look further into this idea of relational depth, and the key points include: It's a moment of deep relation and connection. It isn't a goal to strive towards; it's something you and your client may shift in and out of. Requires them to be the centre of your attention, fully tuning into them. Really seeing and trying to understand another human being. It can be hampered by agenda - trying to 'fix' the client and only focusing on exercising theory and skills will hinder this relational depth. Dealing with Failure [starts at 17:22 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Through sharing their personal experiences with the word failure, Rory and Ken discuss ways to overcome this mindset and reinforce the importance of not giving up. The key points mentioned in this section include: Thinking about your own relationship with the word failure and possibly changing what it means to you. Failure doesn't have to be viewed as something you've done wrong. Failure is simply the process of finding the right way - you will always learn from it. Don't give up, you never know how close you are to the end. Using Role-Playing Games in Therapy [starts at 28:54 mins] This week, Rory speaks with Daniel Hand about how he has introduced using role-playing games or RPGs to his counselling practice. The main points of this discussion include: Role-playing games provide an escape from the real world for the client. RPGs enable them to put things at arm's length. Allows the client to make mistakes without real-life consequences. Can help the client to practice decision making. The client can learn from their character. Utilises projection and empathy. Simply put - it's fun. Free Handout Download Relational Depth in Counselling Click Here to Download Free Handout Links and Resources 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

212 – Psychosexual Therapy Jan 08, 2022

212 - Psychosexual Therapy The Skill of Summarising - Managing Personal Relationships during Counselling Training In Episode 212 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly take us through this week's three topics: In this episode's 'Counselling Foundations', Rory and Ken discuss the skill of summarising. Next, in 'Focus on Self' we'll look at managing our personal relationships. And finally in 'Practice Matters', Rory speaks with Michelle Harrison-Lee on psychosexual therapy. The Skill of Summarising [starts at 2:07 mins] Listen as Rory and Ken discuss the benefits and applications of the skill of summarising: It can be used at the end of sessions to collate information and tie things together. It is a wide skill - different from the skill of paraphrasing. Shows the client that they've been heard and paid attention to. Gives both you and the client a map of where you've been during sessions and shows an emotional journey. It is helpful to have things like this written down so your client can look back on it. Gives an opportunity for the client to say if anything has been misinterpreted. It is a skill that goes beyond simply noting the narrative - you have to be able to capture the emotions too. Managing Personal Relationships during Counselling Training [starts at 20:35 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information As you go through your training, and life in general, you will change and adapt. This can impact the relationships you have with those around you and in this section, Rory and Ken share some of their personal experiences with this. The main points of this discussion include: You will experience personal growth, bringing with it new perspectives and realisations. These changes will require courage and can be painful. You may find yourself no longer trying to fit in with the crowd you were once a part of. Accepting that this is your true self, even if it means you now feel out of place. You don't have to form yourself to fit into people's impressions or expectations of you. Psychosexual Therapy [starts at 35:52 mins] In today's 'Practice Matters', Rory speaks with Michelle Harrison-Lee on psychosexual therapy. Some of the key points from this section include: It is a positive psychology. There is a long assessment period for clients. The internet and social media provide unrealistic and misinforming views of sex. You're creating an environment in order to help the client build an erotic environment. Psychosexual therapy requires you to be more directive and curious, asking your client about their experiences. You provide homework tasks that the client should be prepared to fail and try again. Free Handout Download The Skill of Summarising Explained Click Here to Download Free Handout Links and Resources 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

211 – Self-Disclosure and Immediacy in Counselling Dec 18, 2021

211 - Self-Disclosure and Immediacy in Counselling Choosing Your Ethical Body - Engaging with Supervision In Episode 211 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly return with three more topics: First in 'Counselling Foundations', Ken and Rory will go over self-disclosure and immediacy in counselling. Then in 'Focus on Self', we'll look at choosing your ethical body. And finally in this week's 'Practice Matters', Ken will speak with our very own Rory Lees-Oakes on his upcoming lecture about engaging with supervision. Self-Disclosure and Immediacy in Counselling [starts in 1:55 mins] In this week's 'Counselling Foundations', listen as Rory and Ken discuss the skill of immediacy and the important role it can play in the relationship with your client when used correctly. In this discussion on self-disclosure and immediacy in counselling, the key points raised include: Immediacy is a therapeutic skill - used to cement, repair and strengthen the therapeutic relationship. Brings in your own frame of reference. Speaking about the unspoken - allows the client to see you differently. You must be thoughtful about what you disclose and how. It takes maturity in the therapeutic relationship with the client - it is a skill that will sharpen as it goes on. Requires a built-up relationship before it can be used. Choosing Your Ethical Body [starts in 19:27 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information In this section, Rory and Ken discuss choosing the ethical body that's right for you - and recognising that you do have a choice when it comes to picking the one that most aligns with your values: Check that you're choosing a professional ethical body, not an organisation. Have a look at their websites and talk with your peers. Choose one that aligns with the values that you uphold in your practice. Look at what benefits they offer. Take the time to look around - even if you currently have a body that you've been with for a while. Engaging with Supervision [starts 30:49 mins] In today's 'Practice Matters', Ken speaks with Rory Lees-Oakes about his upcoming lecture on engaging with supervision, which will be free for anyone to attend on the 2nd January 2022. The key points of this section include: Understanding what supervision is about will help you make the most of your own supervision. Your supervisor needs to be someone you can trust and communicate with. You want a supervisor who understands that counselling is relational, not procedural. It's okay to change your supervisor - what got you here, might not get you there. Free Handout Download The Skill of Immediacy in Counselling Click Here to Download Free Handout Links and Resources 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

210 – Erotic Transference in Therapy Dec 11, 2021

210 - Erotic Transference in Therapy Attending in Counselling - Crying with Your Client In Episode 210 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In this episode's 'Counselling Foundations', we look at attending when a client first arrives. Next in 'Focus on Self', Rory and Ken discuss crying with your client. And lastly in 'Practice Matters', Rory speaks with Sally Openshaw on erotic transference in therapy. Attending in Counselling [starts in 1:35 mins] Greeting your client when they first arrive can be a crucial but forgotten step of the counselling process and in this section, Rory and Ken discuss some of the ways you can fulfill this initial interaction and the reasons it can be deemed so important: Making sure your client is comfortable. Human to human interaction, checking in with your client. Normalising the environment in order to create the safest space possible. Active attending - being present. Crying with Your Client [starts in 9:55 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Sometimes the material a client brings with them can be emotionally provoking, and being able to deal with this in a professional manner is important. The key points discussed on this topic include: Empathy is natural. Tears express emotion - both the good and the bad. Be aware of where this emotion is coming from - is it empathy or transference? Ask yourself if your tears are for your client or for your own situation. Think about what your tears will say to your client. Recognise the difference between shedding a tear and bursting into tears - be aware of what you can handle, explore this in supervision. Welcome the emotion, but in a professional and informed manner. Erotic Transference in Therapy [starts in 20:37 mins] This week, Rory speaks with Sally Openshaw on erotic transference. The key points outlined in this discussion include: Erotic transference in therapy shouldn't be ignored - you need to know how to manage it. As a therapist, we set up the perfect environment for erotic transference. Learning the importance of your initial reaction and how you can develop this in order to deal with it better. Talk about it in supervision or in peer groups. Free Handout Download The Skill of Attending Click Here to Download Free Handout Links and Resources 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

209 – Working as a School Counsellor Dec 04, 2021

209 - Working as a School Counsellor Building a Therapeutic Relationship - Counselling through Personal Adversity In Episode 209 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss this week's three topics: In 'Counselling Foundations' this week, Rory and Ken look at the therapeutic relationship. Next in 'Focus on Self', we look at counselling through your own adversity. And finally, in 'Practice Matters', Rory speaks with Caroline Peacock about working as a school counsellor with children and young people. Building a Therapeutic Relationship [starts in 1:37 mins] Your relationship with a client can be the backbone of your sessions, and in this section, Rory and Ken discuss the key things to remember when building this therapeutic relationship: Establishing solid boundaries - will allow you to be your best self in the therapy room. Being present, actively listening and ensuring you're not tuning out. Managing transference. Recognising that the relationship can breakdown and being able to repair it. Being careful of self-disclosure and radical empathy. Counselling through Personal Adversity [starts in 20:15 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information In order to be in the best service of the client, you yourself should be in the best condition you can. In this section, Rory and Ken share their own personal experiences to help with what you can do when counselling through your own adversity: Ask yourself how it is impacting you, are you able to bracket it off when with a client? How it is dealt with will all depend on you-it is something that differs for each individual. Discuss it with your supervisor in order to decide what is best for you going forward. Working as a School Counsellor [starts in 33:17 mins] This week, Rory speaks with Caroline Peacock, a school counsellor of 3 years, about how working with children and young people differs from working with adults in a school setting: In general, children and young people can be more trusting, they will go with the energy of the room. Gillick competence - rely on your own assessment, it will not always align with their biological age, it is all about how you feel they present. School counselling requires an integrative approach with multiple skills. Be present within the safe space you have created. Set out boundaries. After talking about it with the child, it is best to maintain strong communication with parents and carers. Know and understand your own, and all attachment styles. Free Handout Download Therapeutic Relationship in Counselling Click Here to Download Free Handout Links and Resources 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

208 – Relational Depth and Trauma Nov 27, 2021

208 - Relational Depth and Trauma Importance of Rapport in Counselling - Managing Your Inner Therapist In Episode 208 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss this week's three topics: Today's 'Counselling Foundations' will discuss the importance of rapport in counselling. Next in 'Focus on Self', we'll discuss managing your inner therapist. And finally in 'Practice Matters', Rory speaks with Kate Williams on relational depth and trauma. Importance of Rapport in Counselling [starts in 01:36 mins] Building rapport is how we begin a relationship with our clients, making it an important skill to be aware of when in the therapy room. During this section, Rory and Ken discuss the importance of rapport, and how it can be built with your clients. Showing interest, genuine care, actively listening, and looking through the client's frame of reference you can begin to build up this rapport and trust with your client. Rapport is a foundation-building skill that takes time to develop. We see rapport in sales and customer service - however, this rapport is in an attempt to gain something, not in service of the client. Creates feelings of kinship and belonging. The relationship needs to be able to withstand challenges. Being prepared before your session can help to start building rapport. Silence is a key rapport building skill. Think about rapport in your own life, journal about it, and speak about it in supervision in order to support your own growth. Managing Your Inner Therapist [starts in 19:49 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Knowing how to control your inner therapist is an essential skill as a counsellor and in this section, Rory and Ken discuss their own personal experiences with this topic. The key points of this discussion include: The importance of turning off your inner therapist in situations it isn't warranted. Keeping your counselling in the therapy room provides necessary control, control that you don't have in everyday conversations. Only taking on clients professionally is a form of self-care that prevents you from taking on too much. Knowing when to reel back these therapeutic skills that you possess. Think in advance of how you might avoid one of these situations - have an 'escape plan'. Relational Depth and Trauma [starts in 36:24 mins] In this week's 'Practice Matters', Rory speaks with Kate Williams on building relational depth with traumatised clients, and how this may differ from regular clients. The key points discussed In this segment on relational depth and trauma include: Only when a therapist can be at home in their own body, can a client feel that too, and begin to feel safe in their own body - which they can then transfer into their own relationships. Mirroring the client, showing them themselves from a therapist point of view could help them to understand themselves better. It requires consistency over time to be able to build up this relationship. Free Handout Download Rapport Building Click Here to Download Free Handout Links and Resources 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

207 – The Wounded Healer Counsellor Nov 20, 2021

207 - The Wounded Healer Counsellor First Counselling Session - Counselling Paperwork In Episode 207 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly return with your favourite three sections: This week's 'Counselling Foundations' looks at the first counselling sessions - both your first session as a counsellor and the first session with each client. Then in 'Focus on Self', Rory and Ken discuss the wounded healer counsellor. And finally in this week's 'Practice Matters', Rory speaks with Tamara Howell about paperwork. First Counselling Session [starts in 1:50 mins] First counselling sessions are bound to be nerve-racking, whether it's your first session with a new client or the first session of your professional career. In this segment, Rory and Ken share personal advice and experiences on first counselling sessions: Doing your best and being yourself are the most important things to remember. Remembering to sort out contracting the first time you meet with a client, you can even practice this with a peer. Silence and active listening - two of the most important skills you should be bringing into the therapy room. Acknowledging that by the time you get into the practice room, you're good enough. You have earned the right to be there. Those feelings of nervousness are a sign of your passion. The Wounded Healer Counsellor [starts in 19:50 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information In this week's Focus on Self, Rory and Ken discuss the term 'the wounded healer' and share things to be cautious of when you meet yourself in the therapy room: Be careful of over self-disclosure. You should avoid projecting yourself onto the client. Make sure you're sufficiently healed to work with a client. Use your own experiences as a source of empathy - not as a way to solve your client's situation. Aim to be the person you wanted during your own crisis. Think about your own 'why'. Why did you decide to work in the service of others? Counselling Paperwork [starts in 36:06 mins] Rory speaks to Tamara Howell, a good friend of Counselling Tutor with an enthusiasm for something others tend to dread - paperwork. The key points from this discussion are as follows: Paperwork is there to protect the client, and to protect us. Having things in writing can help you to be present and focus on the client. Tamara's bare minimums of paperwork such as contact details, a therapy contract/agreement (outlining things such as boundaries), a welcome note, and informed consent. Working online requires more paperwork (on privacy, environment and security etc.). The importance of emergency contact paperwork. Being prepared gives you confidence. Paperwork is in the service of the client. Free Handout Download First Counselling Session Click Here to Download Free Handout Links and Resources The Myth of Chiron, the Wounded Healer Tamara Howell's Resources for Counsellors 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

206 – Compassion Fatigue in Counselling Nov 13, 2021

206 - Compassion Fatigue in Counselling Contracting in Counselling - Clothing and Counselling In Episode 206 of the Counselling Tutor Podcast, hosts Rory Lees-Oakes and Ken Kelly discuss three more topics to help you with your counselling journey. 'Counselling Foundations' returns with this week's topic, contracting in counselling and its importance. 'Focus on Self' is looking at clothing in counselling. And finally, 'Practice Matters' is back with Rory speaking to Martin Smith about compassion fatigue in counselling. Contracting in Counselling [starts at 1:44 mins] Contracting in counselling has for the most part shifted from verbal contracts to paper contracts that must be read and signed. In this section, Rory and Ken will discuss the pros of having a contract between you and your client, and things you should be aware of when creating one: A contract is there in service of the client and the relationship you have with them. It helps the client to feel safe, eradicates the risk of surprise. A contract is there if things happen to go terribly wrong. Things that need to be covered by your contract eg. confidentiality. A contract is being honest; the relationship with your client develops from there. Think of it as a part of the therapy. Be mindful of the client - ask if they understand. A contract levels the playing field, creates a mutual understanding. Clothing and Counselling [starts at 23:10 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information In this section, Rory and Ken discuss the impact clothing can have in the therapy room, and why it's a good idea to be mindful. Clothing has a psychological message. Consider what your clothing could mean to someone. We subconsciously evaluate people using their clothing. The importance of being mindful and just giving it an extra thought. Compassion Fatigue in Counselling [starts at 34:15 mins] In this week's Practice Matters, Rory is speaking with Martin Smith on compassion fatigue, something that can happen to anyone in an emotionally strenuous line of work. The key points discussed include: Compassion fatigue is like 'running out of steam'. A sign you could be starting to feel compassion fatigue in counselling work includes an increasing sense of dread or insecurity, feelings of relief when a client cancels etc. Make use of your supervision and your peers - other people can see it before we can. Make sure you're paying attention to your self-care, monitor how many clients you take on and manage your workload. Free Handout Download Contracting in Counselling Click Here to Download Free Handout Links and Resources 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

205 – How to Become a Counsellor in the US Nov 06, 2021

205 - How to Become a Counsellor in the US Id, Ego, and Superego - Importance of Personal Therapy for Counsellors Returning with Episode 205 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss three more topics for you to listen in on: In this week's 'Counselling Foundations' we'll be focusing on the work of Sigmund Freud on id, ego and superego. Next in 'Focus on Self' we'll be exploring the purpose of personal therapy. And finally in 'Practice Matters' this week, Rory speaks with Robyn Symonds on how to become a counsellor in the US, and how training and practice differ from the UK. Id, Ego, and Superego [starts at 1:38 mins] During this segment, Rory and Ken set out the basics of id, ego and superego, helping to give a better understanding of these concepts in more detail through easy discussion. The key points explored include: Ego as the middle ground. Superego refers to morals, ethics and principles. Id is a subconscious process. Plato's original ideas in relation to Freud's work. We're not wholly biological, our personalities are shaped by our experiences. Benefits of Personal Therapy to Counsellors [starts at 13:37 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Listen as Rory and Ken outline the benefits of personal therapy, both for yourself and for your clients, not just during training but perhaps even during your practice. Points covered include: Personal therapy creates a safety net. Can help you gain an understanding of the client's perspective. Can help when your own wounds are opened by new theories you may be learning. Be sure to take your full self into therapy in order to get the most out of it. Training is incredibly demanding, personal therapy may be a way to help you manage that. There is strength in seeking therapy. How to Become a Counsellor in the US [starts at 27:02 mins] In this week's Practice Matters, join Rory as he speaks with Robyn Symonds on how to become a counsellor in the US. In this segment, they discuss some of the differences and similarities in counsellor training and practice: Regulation can vary in each state - clinical hours, tests, some states have levels of licensing, etc. Need a 4-year degree before you take a counselling master's degree Will take around 2.5-3 years 700 hours of clinical practice The American Counselling Association create a code of ethics that is then regulated by each state. A difference between certification and licensure - licensure includes what you call yourself and what you can do, etc. Free Handout Download Freud's Id, Ego and Superego Click Here to Download Free Handout Links and Resources 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 – New CPCAB Level 5 Qualification: Counselling Children and Young People Oct 30, 2021

Special Edition - New CPCAB Level 5 Qualification: Counselling Children and Young People In this week's special edition podcast, Rory Lees-Oakes speaks with Heather Price of the Counselling and Psychotherapy Central Awarding Body (CPCAB) on the exciting introduction of a new level 5 qualification - Counselling Children and Young People (11-18). The details of this new specialised CPCAB qualification that are discussed include: This specific training is necessary to work with young people, especially due to tricky areas such as confidentiality and consent. Before being able to take this course, a good grounding is needed beforehand. As it is a level 5 qualification, you will already be a qualified counseller before choosing to specialise - it requires knowledge, skills and training. It includes 20 hours of personal therapy as working with other people's childhoods may trigger something from your own. It is a regulated qualification. It is in partnership with the Open University. It includes 120 flexible guided learning hours which will take one year to complete. Links and Resources CPCAB Level 5 Diploma in Counselling Children and Young People (CYP-L5) CPCAB Application Form for Centre Recognition 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

204 – What is Ambiguous Loss Oct 23, 2021

204 - What is Ambiguous Loss Barriers in Communication - Applying Theory to Self In Episode 204 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly return with three new topics of discussion: In today's 'Counselling Foundations' we look at barriers in communication. Then in 'Focus on Self', Rory and Ken discuss applying theories to self. And finally in 'Practice Matters', Rory and Chloe Swinton discuss what is ambiguous loss. Barriers in Communication [starts at 1:40 mins] Counselling is all about communication, but sometimes there are certain things that can get in the way such as simply not listening or not knowing how to respond. In this section, Rory and Ken take us through the different types of barriers in communication, and how they're caused: External barriers such as environmental disruption e.g. roadworks, background noise. Internal barriers such as hearing difficulties - thinking about whether your client knows what you're saying, or if they are able to lip-read. Cultural barriers, class barriers, barriers in terms of technology. Is there a topic you find difficult to discuss or something that makes you uncomfortable? How the use of jargon and abbreviations can leave a member of the conversation feeling lost or misunderstood. Barriers can come from both the speaker and the listener - be aware of this and recognise when a barrier occurs and be sure to find a way to deal with it. Applying Theory to Self [starts at 26:47 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Knowing certain theories is incredibly important as a counsellor, but it's even more important to be able to apply these theories. This week, Rory and Ken share how applying these theories to yourself can solidify your understanding: Allows you to have a better understanding of yourself. Gives opportunity for personal development and growth. By helping yourself, you can help others - developing empathy. How it can be the final step in helping you to fully understand the theory. What is Ambiguous Loss: An Introduction for Counsellors [starts at 43:39 mins] This week Rory spoke with Chloe Swinton about what is ambiguous loss, something that everybody experiences at some point in their life, but not many people are aware of. In this discussion, the main points explored include: The two types of ambiguous loss: Psychological absence with physical presence e.g. dementia. Physical absence with psychological presence e.g. missing people, divorce. Ambiguous loss is stressful loss. Can be caused by a lack of closure. Can appear when you have been prevented from grieving, or saying goodbye. Caused by external issues. People dealing with ambiguous loss may isolate themselves, not accept their loss, etc. Free Handout Download Barriers to Communication Cheat Sheet Click Here to Download Free Handout Links and Resources 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

203 – Counselling Clients with Sex Addiction Oct 16, 2021

203 - Counselling Clients with Sex Addiction Importance of Ethics in Counselling - Knowing your Attachment Style In Episode 203 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss this week's three segments: 'Counselling Foundations' - where we look at why ethics are important. 'Focus on Self' - where we look at knowing your attachment style. And finally in today's 'Practice Matters', Rory speaks with Karen Lawrence about counselling clients with sex addiction. Free Handout Download What is the Role of an Ethical Body? Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='password'], table.infusion-field-container td.infusion-field-input-container textarea { width: 100%; margin: 0; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.

202 – Counselling LGBTQ Clients Oct 09, 2021

202 - Counselling LGBTQ Clients Pacing Yourself in Counselling - Importance of Journaling In Episode 202 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly discuss today's three topics: 'Counselling Foundations' - where today's focus lies in pacing yourself within your sessions. 'Focus on Self' - where Rory and Ken discuss the importance of journaling. And finally 'Practice Matters', where today Rory is speaking to Chloe Foster about counselling LGBTQ clients and working inclusively in your practice. Free Handout Download The Four Rules of Therapeutic Pacing Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='email'], table.infusion-field-container td.infusion-field-input-container input[type='tel'], table.infusion-field-container td.infusion-field-input-container input[type='password'],

201 – Non-judgemental Attitude in Therapy Oct 02, 2021

201 - Non-judgemental Attitude in Therapy Setting Boundaries as a Therapist - Talking Respectfully about Sexuality and Gender Identity In Episode 201 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly return to discuss today's three topics: 'Counselling Foundations' - where today Rory and Ken focus on developing a non-judgemental attitude in therapy. 'Focus on Self' - with how we set our boundaries as a therapist. And lastly in today's 'Practice Matters', Rory discusses talking respectfully about sexuality and gender identity with Daniel Winstanley. Non-Judgemental Attitude in Therapy [starts at 1:17 mins] Developing a non-judgemental attitude is a difficult step in the counselling journey, putting aside the stereotypes that many of us have been encouraged to hold, but in this segment, Rory and Ken discuss the ways we can begin to unravel these prejudices and become less judgemental in the therapy room: Realising judgement starts from within. Recognising the person in front of you is a fellow human being. Acknowledging that views and opinions are a product of our upbringing and experiences; it is a person's right to hold their views and opinions, it is not a fault within them. Forgiving yourself will make it easier for you to accept others. You can download a free handout on unconditional positive regard (UPR), which also includes an exercise with ten areas to reflect on self - so helping you identify your own prejudices, to support your self-awareness and personal development. Just click the green button above. Setting Boundaries as a Therapist [starts at 18:17 mins] Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information While looking into their own boundaries, Rory and Ken outline how setting boundaries is an important step to introduce in your everyday life. Recognising when they're needed, and how best to put them into place. The ways discussed in which you can begin to set these boundaries and put them into action include: Knowing your own limits. Having the courage it takes to hold your boundary. Ensuring you keep up with your self-care. Finding and introducing a fixed structure. Remembering that your boundaries are for you, no one else. Talking Respectfully about Sexuality and Gender Identity in Therapy [starts at 33:15 mins] In today's interview, Rory speaks with Daniel Winstanley on talking respectfully about sexuality and gender identity, and the lack of education within this subject during training. The points highlighted in this talk include: That clients may find it difficult to broach this subject. The importance of self-reflection. Looking into yourself and identifying these internalised messages and stereotypes that you may have picked up through your experiences. It's important not to ignore the difficult terminology. Education is key. Free Handout Download What is Unconditional Positive Regard (UPR)? Click Here to Download Free Handout Links and Resources 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

200 – Working with Addictions in Therapy Sep 25, 2021

200 - Working with Addictions in Therapy Becoming Congruent - Feeling Incompetent as a Therapist In Episode 200 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes celebrate nearing 2 million podcast downloads before outlining today's three segments: 'Counselling Foundations' where in this episode Ken and Rory discuss becoming congruent. In today's 'Focus on Self,' we look at feelings of incompetence. And finally in today's 'Practice Matters', Rory speaks with Marion Elkin-Greener about working with addictions in therapy. Free Handout Download Congruence Explained Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='email'], table.infusion-field-container td.infusion-field-input-container input[type='tel'], table.infusion-field-container td.infusion-field-input-container input[type='password'], table.

199 – Resilience in the Counselling Practice Sep 18, 2021

199 - Resilience in the Counselling Practice Empathy in Counselling - Maternal Mental Health In Episode 199 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly return with your three favourite segments: 'Counselling Foundations' - where today's focus is enhancing your empathy. 'Focus on Self' - where Rory and Ken introduce how to gain the necessary resilience in your counselling practice to cope with a client's personal struggles. And once again ending with 'Practice Matters', where today Rory is joined by Emma Chapman to discuss maternal mental health. Free Handout Download Idiosyncratic Empathy Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='email'], table.infusion-field-container td.infusion-field-input-container input[type='tel'], table.infusion-field-container td.

198 – Use of Silence in Counselling Sep 11, 2021

198 - Use of Silence in Counselling Does Your History Inform Your Practice? - Race and Culture In Episode 198 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly take us through three topics: 'Counselling Foundations' - where in this episode the use of silence within counselling will be explored. 'Focus on Self' - where Rory and Ken discuss the question, "Does your history inform who you are in your practice?" And lastly in today's 'Practice Matters', an interview with psychotherapist Mamood Ahmad focusing on race and culture. Free Handout Download The Skill of Silence Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='email'], table.infusion-field-container td.infusion-field-input-container input[type='tel'], table.infusion-field-container td.infusion-field-input-container input[type='password'],

197 – Academic Writing in Counselling Sep 04, 2021

197 - Academic Writing in Counselling Who Are You in Your Practice? - Working with Moral Injury In Episode 197 of the Counselling Tutor Podcast - the first of the new season, as we enter the start of the 2021/22 academic year - presenters Rory Lees-Oakes and Ken Kelly introduce two new regular slots: 'Counselling Foundations' - this section will explore theory, skills and practice points that underpin counselling practice, and is intended to be useful to both students and qualified practitioners. The focus in this episode is on academic writing in counselling. 'Focus on Self' - this recognises the importance of self in counselling training and work, and today looks at who you are in your counselling practice. Last but not least, in our ongoing 'Practice Matters' slot, Rory interviews Amy Launder on working with moral injury. Free Handout Download Use of Self in Counselling Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.

Special Edition – Q&A with the National Counselling Society Jul 24, 2021

Special Edition - Q&A with the National Counselling Society In this special edition of the Counselling Tutor Podcast, Rory Lees-Oakes interviews two members of the National Counselling Society's Council - Freya Bottomley (Interim Chief Executive during Chief Executive Meg Moss's maternity leave) and Jyles Robillard Day (Head of Engagement and Development). Rory asks questions posed by members of the Counselling Tutor Facebook group. If you aren't already a member of our Facebook group, do come along and join over 38,000 students, qualified practitioners, tutors and supervisors interested in the world of counselling and psychotherapy. Could you update us on NCS's involvement with the SCoPEd project? At the end of 2020, the SCoPEd group was expanded from the three original bodies that it comprised to the current seven; NCS is now directly involved in this in two key ways: sitting on a group that is mapping training and competences to the SCoPEd framework being part of the SCoPEd Oversight Committee (SOC), to which NCS is putting forward members' queries and concerns, in particular regarding the impact assessment (looking at the effect of SCoPEd on the counselling and psychotherapy profession). Key issues that have arisen so far from NCS members are: how SCoPEd will be implemented whether the columns in it will have titles or simply letters how the pathways will work in terms of movement between columns how it will fit with the current Accredited Registers Programme of the Professional Standards Authority(PSA). NCS is aware that many skills in our profession come from experience, continuing professional development (CPD) or peer discussions rather than from formal training. Work is being done to look at how these competences can be evidenced. Is it harder to find a student placement if you are a member of NCS rather than the British Association for Counselling and Psychotherapy (BACP)? NCS is working hard to ensure that it is as widely recognised as BACP. As NCS holds a register that is accredited by the PSA, there is no reason why it should be seen less favourably than BACP. If you encounter a difficulty of this type, please contact NCS's Membership Services for assistance. NCS offers student members access to a placement provider listing, and believes it is important that placements should be awarded based on skills and abilities rather than your choice of the membership body. What makes NCS different from other professional bodies? It's important to be able to choose between different bodies, as counsellors and psychotherapists themselves are a naturally diverse group, with a wide range of perspectives, modalities, personal politics and spiritual beliefs. As a member-led organisation, NCS includes its members in key decisions: it believes that its members are its expertise. NCS also prides itself on the quality of service provided by Membership Services, its range of member benefits, the reasonable fees (with no joining fee), and the extensive range of CPD opportunities available. Do remember, too that you can join more than one membership body if you wish. If a counsellor is accredited by another membership body, do they need to go through the professional accreditation process again if they wish to transfer NCS? So long as the accreditation is with a body that holds a PSA Accredited Register - such as the Association of Christian Counsellors (ACC), BACP, Counselling & Psychotherapy in Scotland (COSCA), or UK Council for Psychotherapy (UKCP) - then the transfer is straightforward. You can find out more about this process on NCS's website or by contacting Membership Services. Will NCS opt-out of SCoPEd if that is what members want? NCS believes it is important to be involved in the SCoPEd discussions at this stage, to ensure that it has a say on impact assessment, how it will be implemented, and how the pathways will work. Once this work is complete, NCS will carry out a members' vote on whether or not to adop...

Special Edition – CPCAB’s Online Courses Jul 17, 2021

Special Edition - CPCAB's Online Courses During academic breaks, we sometimes broadcast special editions of the Counselling Tutor Podcast. In this special edition - broadcast in the summer break of 2021, as the COVID-19 continues but is no longer at its peak - Rory Lees-Oakes speaks to Kelly Budd, Head of Qualifications at the Counselling and Psychotherapy Central Awarding Body (CPCAB), the UK's only awarding body run by counsellors for counsellors. Kelly announces exciting news about the CPCAB's plans for how its courses will be delivered in future. Kelly explains that before the pandemic began, CPCAB had believed that counselling courses could be provided only face-to-face. Reflecting on the way centres rose to the challenge of the pandemic in adapting their teaching methods, Kelly describes the changes and learning that have resulted. It has become clear that training can be just as high quality and effective online, provided that the right support is in place, and there is the commitment from tutors and centre staff. It seems likely that counselling will in future be a blended market, with some practitioners choosing to offer face-to-face sessions, and online and telephone working also being another important part of many counsellors' offering to clients. Rory and Kelly note that it makes sense therefore for counselling training to mirror this blended pattern. CPCAB created a working group to look at how courses will be delivered post-pandemic. This group has been looking at each of the courses offered by the awarding body, doing and drawing on relevant research, and the extent to which they could be taught online. In this, CPCAB draws a clear distinction between asynchronous distance learning (i.e. learning not in real-time, where students are left to their own devices) and virtual classrooms (which - as with attendance at college - are on a specific day and at a specific time, for live, real-time teaching). The working group has concluded the following: Level 2 and 3 courses can be delivered fully online. Level 4 courses need to have a minimum of 75% of face-to-face teaching. The new young people's counselling qualification requires at least 50% face-to-face contact. Level 5 and 6 courses can be taught fully online If centres wish to teach more of the content online than specified, this is fine: the online proportions are options only. CPCAB has also designed a quality framework of online delivery, specifying how standards must be maintained - again differentiating its provision from that of distance-learning providers whose courses are not recognised by professional bodies and employers in the field of counselling and psychotherapy. Together with other reputable awarding bodies, CPCAB is regulated by Ofqual, so ensuring that students on its courses: can be certain that the levels are properly mapped to the National Qualifications Framework can understand how and where they will be qualified to practise after successfully completing the course Links and Resources

196 – Importance of Self-Care in Supervision Jul 03, 2021

196 - Importance of Self-Care in Supervision Interview with a Student - Goals in Therapy In Episode 196 of the Counselling Tutor Podcast - the last of this season, prior to the summer break - presenter Rory Lees-Oakes interviews student Ruth Watson in 'Student Check-In'. 'Focus on Supervision' then sees Rory and Ken Kelly looking at self-care in supervision. Finally, Rory talks with Professor Mick Cooper about using goals in therapy. Interview with a Student (starts at 4.05 mins) Rory talks with student Ruth Watson about her experience of counselling training. Ruth explains: where she is based and is studying her training journey, from a fast-track level 2 qualification to a CPCAB level 4 diploma her experience of having a baby during her training impact of the COVID-19 pandemic importance of the training journey, personal transformation and knowledge gained how Ruth feels she has changed during training the impact of her training on her partner, family and friends challenges of combining counselling training with full-time work what has kept her going during training why she chose the profession of counselling and psychotherapy Ruth's key piece of advice, if she could speak to her past self before beginning counselling training, would be not to overthink it: if taking the course feels instinctively right to you, then trust the process and go with it. Importance of Self-Care in Supervision (starts at 20.25 mins) Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information As a clinical supervisor, there is a responsibility to look at your supervisees in practice and to ensure that they are practising good self-care. Rory recounts a personal example of how he managed his practice in collaboration with his supervisor during a difficult period personally. Ken highlights the difference between seen personal difficulties (such as when a supervisee has experienced a bereavement) and unseen ones - such as burnout, which can emerge very suddenly and with little or no warning. It is therefore important for supervisors to monitor how 'heavy' their supervisees' workloads are, and to check how they are feeling in response. Ken and Rory illustrate their discussion with examples from their own practice. Ken also draws listeners' attention to episode 192 of the Counselling Tutor Podcast, which covers the supervision triangle, including the restorative aspect, which supports the supervisee to look after themselves in a way that fosters their own wellbeing and personal development. In the free handout available here, you can read a case study regarding supervisee self-care. As Rory sums up, self-care is an ethical imperative for all practitioners of counselling and psychotherapy: if you are not taking good care of yourself, you can't provide the best-quality therapy to your clients. Also, Counselling Tutor has recently developed an Advanced Certificate in Counselling Supervision. This allows practitioners with a minimum of one year's post-qualification experience to gain the competence and training to offer both face-to-face and online counselling supervision, in line with evidence-based practice. The course is mapped to the supervision competences set by the Association for Counselling & Therapy Online (ACTO), British Association for Counselling and Psychotherapy (BACP) and National Counselling Society (NCS). While the course is currently sold out, new dates will be released in August 2021; please visit our website if you would like to add your name to our waiting list. You will then be sent a priority email when the new d...

195 – Therapeutic Impasse Jun 26, 2021

195 - Therapeutic Impasse Seven Tasks of Supervision - Managing Scepticism in Counselling Clients Episode 195 of the Counselling Tutor Podcast opens with presenters Rory Lees-Oakes and Ken Kelly discussing therapeutic impasse in 'Student Check-In'. Then, in 'Focus on Supervision', they explore Michael Carroll's seven tasks of supervision. Last, Rory talks with counsellor Sally-Anne Armitage about working with sceptical clients. Therapeutic Impasse (starts at 1.10 mins) Rory summarises in plain English what therapeutic impasse is: 'stuckness'. He and Ken then go on to discuss some of the possible reasons for this, including: thin material transference or countertransference the diversity that is not fully understood by the counsellor When the feeling of stuckness emerges, it is important not to assume that this relates solely to the client: do look at yourself, too, and reflect, for example, on whether any countertransference may be taking place. Even if you have not yet experienced a therapeutic impasse, you likely will at some point in your practice. When it does happen, Rory and Ken advise the use of congruence in verbalising the 'stuckness', and supervision to delve into its causes and how to work with it. You can download a handout on therapeutic impasse here. This is taken from Counselling Study Resource, our online learning platform that's accessible 24/7, offering online assignment guidance and study support for students of counselling and psychotherapy. Seven Tasks of Supervision (starts at 12.35 mins) Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Supervision is a topic that crops up frequently in the Counselling Tutor Facebook group. If you aren't already a member, do come along and join over 37,000 students, qualified practitioners, tutors and supervisors interested in the world of counselling and psychotherapy. The model of the seven tasks of supervision was developed by Michael Carroll, following research for his doctorate at the Department of Psychology at the University of Surrey in 1994. He gathered a wide range of material from both supervisors and practitioners. Rory and Ken discuss the seven tasks of supervision: creating the learning relationship the teaching task the counselling task monitoring professional/ethical issues the evaluating task the consultative task the administrative task They talk through each of these tasks in some detail, explaining their meaning and relating them to their own practical experience as supervisors and practitioners. You may like to link the material here to the concept of the supervision triangle, presented in Counselling Tutor Podcast 192. Counselling Tutor has recently developed an Advanced Certificate in Counselling Supervision. This allows practitioners with a minimum of one year's post-qualification experience to gain the competence and training to offer both face-to-face and online counselling supervision, in line with evidence-based practice. The course is mapped to the supervision competences set by the Association for Counselling & Therapy Online (ACTO), British Association for Counselling and Psychotherapy (BACP) and National Counselling Society (NCS). Managing Scepticism in Counselling Clients (starts at 26.50 mins) Rory talks with person-centred counsellor, lecturer and supervisor Sally-Anne Armitage, who works with the police force. Sally-Anne explains how this occupational group - who are accustomed to having to contain their feelings, and to having very difficult experiences - may find it difficult to see the value of speaking about their emotions.

194 – The Shadow Self Jun 19, 2021

194 - The Shadow Self Parallel Process in Supervision - Peek into Practice with Tamara Howell In episode 194 of the Counselling Tutor Podcast, you can hear presenters Rory Lees-Oakes and Ken Kelly talking about Carl Gustav Jung's concept of the shadow self in 'Student Check-In'. Then, in 'Focus on Supervision', they discuss the parallel process in the supervisory relationship. The episode closes with experienced online therapist Tamara Howell offering us a peek into her practice. The Shadow Self (starts at 1.40 mins) Carl Gustav Jung was a contemporary of Sigmund Freud; they shared a close association until they fell out over different theoretical views. Jung believed that we all have a shadow self, which is the part of us we find unacceptable. We often deny our shadow self, pretending even to ourselves that it does not exist. Ken and Rory talk about: how you can spot your and other people's shadow self why it is helpful to understand the shadow self how the shadow self affects relationships with others how to face and accept the shadow self Rory provides an example of what he sees as his shadow self, and how he has tackled this. You can download a handout on Jung and the Shadow Self in the blue box above. Parallel Process in Supervision (starts at 12.20 mins) Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Parallel process is a phenomenon that you will likely be familiar with through your counselling training. In the context of the therapeutic relationship, it describes the situation when what you have going on for you has strong similarities with a client's situation. In this context, you may well need to refer such a client to another counsellor. Parallel process can also occur in the supervisory relationship, with the supervisee paralleling a client's feelings about therapy when describing their case to the supervisor. Ken and Rory provide examples of this phenomenon and explain how it links with transference and countertransference. They also discuss the knowledge and skills that supervisors need in order to be able to spot and work with parallel process in supervision. Counselling Tutor has recently developed a level 6 certificate in online supervision, which looks at the parallel process in supervision in detail. This is mapped to the supervision competences set by ACTO, the British Association for Counselling and Psychotherapy (BACP) and National Counselling Society (NCS). You can read more about it on the Counselling Tutor website. Parallel process is a topic that arises frequently in the Counselling Tutor Facebook group. If you aren't already a member, do come along and join over 37,000 students, qualified practitioners, tutors and supervisors interested in the world of counselling and psychotherapy. Peek into Practice with Tamara Howell (starts at 27.40 mins) Rory talks with Tamara Howell, who was an early adopter of working online as a therapist, following her move abroad over ten years ago. Topics covered in this interview include: how Tamara felt about online working initially her view of training in online counselling differences between face-to-face and online working changes she has witnessed over the time she has been working in this way expectations of clients with regard to online working benefits for clients how online working can help counsellors, too Free Handout Download Jung and the Shadow Self Click Here to Download Free Handout Links and Resources Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide

193 – Tackling Destructive Thought Patterns Jun 12, 2021

193 - Tackling Destructive Thought Patterns Personal Development Linked to Theory - Boundaries in Supervision Episode 193 of the Counselling Tutor Podcast opens with 'Student Check-In', in which presenters Rory Lees-Oakes and Ken Kelly discuss the importance of personal development for both trainee and qualified counsellors, and how this links to theory. Next - in our new slot 'Focus on Supervision' - Ken and Rory talk about the importance of boundaries in supervision. Finally, in 'Practice Matters', Rory interviews Clint Adams about how to support clients in tackling destructive thought patterns. Personal Development Linked to Theory (starts at 1.55 mins) Personal development is a topic that arises frequently in the Counselling Tutor Facebook group. If you aren't already a member, do come along and join over 37,000 students, qualified practitioners, tutors and supervisors interested in the world of counselling and psychotherapy. Personal development forms an important part of counselling training - and is assessed by assignments about what students have learned about themselves during training. It may feel daunting to write an assignment of this nature, and hard to know what to include. Ken and Rory provide a number of tips on how to make this easier, including the following: Look at the theory you have studied, and are practising in your skills and/or client sessions, and use this as a structure for your observations on yourself. For example, if you are studying the person-centred approach, you might use the concepts of introjected values, conditions of worth, frame of reference, the seven stages of the process, and configurations of self. During the course, keep a journal as you go along. This allows you to look back on - and serves as a memory-jogger for - your personal developmental process, including any 'lightbulb moments'. Ken explores the feeling of disloyalty that students sometimes encounter in writing about the origins of their conditions of worth etc. in how relatives treated them when young. Rory has prepared a handout for you on this important area of counselling training, 'Personal Development in Counselling'. You can download this here. Boundaries in Supervision (starts at 16.25 mins) Get on-demand Certified CPD that is implementable in your practiceCounsellor CPD Library Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information Rory reflects on his very first supervision meeting some years ago, and how his supervisor modelled boundary-setting at this early stage in his counselling career. Indeed, when - as a supervisor - you set clear boundaries with supervisees, this serves as an example of good practice for how they work with their clients. Rory and Ken look at a range of issues relating to boundaries, including: the various types of boundary in counselling and supervision, e.g. time boundaries and ethical boundaries the particular importance of boundaries in online work, where the disinhibition effect can blur these the importance of collaborative learning Counselling Tutor has recently developed a level 6 certificate in online supervision. This will allow: qualified counsellors to upgrade to online working counsellors who are ready to train as supervisors to do so with a specialisation in online working. The course is mapped to the supervision competences set by ACTO, the British Association for Counselling and Psychotherapy (BACP) and the National Counselling Society (NCS). You can read more about it on the Counselling Tutor website. Tackling Destructive Thought Patterns (starts at 32.30 mins) Rory talks with Clint Adams,

192 – The Supervision Triangle May 29, 2021

192 - The Supervision Triangle Key Theory in Counselling - Creative Arts Therapy In episode 192 of the Counselling Tutor Podcast, presenters Rory Lees-Oakes and Ken Kelly talk in 'Student Check-In' about key theory in counselling. Then - in the first instalment of 'Focus on Supervision' - Ken and Rory talk about the supervision triangle. To end, in 'Practice Matters', Rory talks to counsellor and trainer Ani de la Prida about working with creative arts therapy. Key Theory in Counselling (starts at 1.30 mins) Understanding counselling theory can be tricky, coming as it does with a whole new language. And as a student of counselling or psychotherapy, you need to be able not only to understand the theory but also to write about it in assignments and apply it to practice. Different modalities are based on different theories, and some take longer to train in than others. But, as Ken points out, there is - despite these different theoretical underpinnings - some commonality between modalities, with different words sometimes representing similar concepts across modalities. Thus, while the words may differ, the ideas behind them may well overlap. Rory has prepared a handout for you on this important area of counselling training. Entitled 'Counselling Theory - Trigger Vocabulary: Cheat Sheet' (though there's no actual cheating involved in using a plain-English summary of keywords of counselling-speak!), you can download this here. The Supervision Triangle (starts at 16.05 mins) Watch this Lecture + Access Hundreds of Hours of CPD Certified CPD for Qualified Counsellors Hundreds of hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements Support, and be supported, by thousands of other counsellors as a member of the exclusive online community. Access your learning anytime you want ... anywhere you choose ... using any device type - desktop or mobile. Click Here for More Information If you are already a qualified supervisor, do you need any additional training to be able to supervise counsellors who are working online? Ken and Rory's answer is a resounding 'Yes!' from a professional and ethical standpoint. In 'Focus on Supervision', this new regular slot in the Counselling Tutor Podcast, Ken and Rory begin by talking about the supervision triangle. The supervision 'triangle' refers to the three cornerstones of clinical supervision: normative - ensuring that the practitioner (supervisee) is practising in line with the ethical standards of their professional body formative - looking at the learning and development of the supervisee, identifying any needs in this respect and encouraging the supervisee to fill them restorative - supporting the supervisee to look after themselves in a way that fosters their own wellbeing and personal development Ken and Rory talk through each of these three cornerstones, providing examples to illustrate them. While they may not be obvious to the supervisee, the skilled supervisor is constantly reviewing and balancing these three areas of focus. And in the very middle of this triangle stands ethics, reflecting the whole raison d'etre of clinical supervision. Counselling Tutor has been working hard over the last year - led on this project by Rory - to develop a level 6 certificate in online supervision. This will allow: qualified counsellors to upgrade to online working counsellors who are ready to train as supervisors to do so with a specialisation in online working The course is mapped to the supervision competences set by ACTO, the British Association for Counselling and Psychotherapy (BACP) and the National Counselling Society (NCS). You can read more about it on the Counselling Tutor website. Creative Arts Therapy (starts at 28.45 mins) Using creative arts in counselling is a topic that arises often in the Counselling Tutor Facebook group. If you aren't already a member, do come along and join over 37,000 students,

191 – Online Supervision Training for Counsellors May 22, 2021

191 - Online Supervision Training for Counsellors Placement Interview Questions - Life Transitions Episode 191 of the Counselling Tutor Podcast opens with 'Student Check-In' - in which presenters Rory Lees-Oakes and Ken Kelly talk about placement interviews. Next - in the final instalment of 'Digital Counselling Revolution' - Ken and Rory talk about online supervision training for counsellors. Last, in 'Practice Matters', Rory talks to the counsellor and trainer Emma Chapman about working with clients on life transitions. Placement Interview Questions (starts at 1.10 mins) As we reach the time of year when many counselling students are preparing to move into placements, the issue of what to expect at placement interviews is uppermost in many listeners' minds - as evidenced by how frequently it is talked about in the Counselling Tutor Facebook group. If you aren't already a member, do come along and join over 37,000 students, qualified practitioners, tutors and supervisors interested in the world of counselling and psychotherapy. Ken and Rory talk about this important topic, including: what placement agencies are looking for in trainee counsellors what you can do to prepare for placement interviews how to research agencies and the areas of counselling they cover areas to be aware of when attending placement interviews importance of online experience and training in the current climate how to show congruence in your interview questions for you to ask the agency You can download a handout on this topic, 'Questions at a Placement interview', here. Online Supervision Training for Counsellors (starts at 16.05 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More If you are already a qualified supervisor, do you need any additional training to be able to supervise counsellors who are working online? Ken and Rory's answer is a resounding 'Yes!' from a professional and ethical standpoint. There are psychological processes and a number of practical considerations that you need to be aware of when counselling online or supervising others' online counselling work. Indeed, the Association for Counselling & Therapy Online (ACTO) advises that before beginning to supervise online counsellors, clinical supervisors should have experienced themselves of counselling online, and have completed online supervision training for counsellors. Currently, it seems that there are many counsellors working online and not many supervisors qualified to support them. Becoming skilled in this important area of clinical supervision may therefore represent an opportunity to develop your practice. Counselling Tutor has been working hard over the last year - led on this project by Rory - to develop a level 6 certificate in online supervision. This will allow: qualified counsellors to upgrade to online working counsellors who are ready to train as supervisors to do so with a specialisation in online working. The course is mapped to the supervision competencies set by ACTO, the British Association for Counselling and Psychotherapy (BACP) and National Counselling Society (NCS). You can read more about it on the Counselling Tutor website. From the next episode, supervision will be the theme for this slot of the Counselling Tutor Podcast. Life Transitions (starts at 28.45 mins) Rory talks with Emma Chapman - who contributes regularly to Counsellor CPD, our online CPD library - about working with clients who are processing life transitions. These are a theme that occurs frequently in counselling. Emma explains: why it is important for counsellors to understand life transitions major transitions are seen in therapy, including those relating to life stages, relationships and work expected and unexpected life transitions expectations and narratives of others regarding life t...

190 – Erikson’s Eight Stages of Development May 15, 2021

190 - Erikson's Eight Stages of Development Establishing the Identity of the Client during Online Counselling - Counselling in the USA In Episode 190 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about Erik Erikson's eight stages of development in 'Student Check-In'. 'Digital Counselling Revolution' then looks at the issue of establishing the identity of the client when working online. Finally, in 'Practice Matters', Rory talks to Meer Elkin about counselling in the USA. Erik Erikson's Eight Stages of Development (starts at 1.50 mins) It was psychologist and psychoanalyst Erik Erikson who coined the term 'identity crisis'. Erikson's work links with that of Sigmund Freud but focuses more on psychosocial rather than psychosexual development. Erikson had a particular interest in psychosocial development - that is, where people find themselves in the arc of their lives, from birth to death. Erikson's work is not widely taught in counselling and other training in the UK, but Ken - who grew up in South Africa - explains its prevalence there. He talks through in detail Erikson's eight stages of development: Stage 1 (birth to 18 months): trust versus mistrust Stage 2 (18 months to three years): autonomy versus shame and doubt Stage 3 (three to five years): initiative versus guilt Stage 4 (five to 13 years): industry versus inferiority Stage 5 (13 to 21 years): ego identity versus role confusion Stage 6 (21 to 39 years): intimacy versus isolation Stage 7 (40 to 65 years): generativity versus stagnation Stage 8 (65+ years): ego integrity versus despair For each of these stages, Ken and Rory have detailed discussion, drawing on examples to illustrate them, including from their own life experiences. Erikson's eight stages of development build on each other, and how the earlier stages go for an individual can have a major effect on how the later ones turn out. It can be really helpful for therapists to understand the stages and to bear these in mind when working with clients. Where are you in the eight stages of development, and do the themes given by Erikson for that stage fit with your own experience? You can download a handout on Erikson's eight stages of development model in the blue box above. Establishing the Identity of the Client during Online Counselling (starts at 33.05 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More The BACP's Telephone and E-Counselling Training Curriculum includes a section as follows (2016, p. 7): Knowledge that absence of visual contact presents problems in verifying the identity of the client, and within this develop an ability to identify signs that a client may be older or younger than they purport to be by noting age congruence of language used and contextual information offered by the client. Be aware of legal and ethical differences when working with children rather than adults and be able to take reasonable steps to verify age the client's age accordingly. Develop an ability to elicit and triangulate lines of information about a client to substantiate their background and identity. Ken and Rory explain how much more possible it is for people to pretend to be someone they are not when not working face-to-face. Telephone counselling - and, even more so, email and text counselling - present opportunities for this. They discuss the potential dangers (e.g. when working with clients who are subject to domestic abuse), and warning signs to watch out for (such as the use of language that does not fit the stated age etc. of the client). Establishing the identity of clients is covered in more depth in our Online and Telephone Counselling Certificate course. Counselling in the USA (starts at 45.55 mins) How to practise as a counsellor in the USA is a question that is frequently raised in...

189 – Role of Parents in Mental Health May 08, 2021

189 - Role of Parents in Mental Health History of CBT - Choosing the Right Equipment for Working Online Episode 189 of the Counselling Tutor Podcast opens with Rory Lees-Oakes and Ken Kelly talking through the history of cognitive behavioural therapy (CBT) in 'Student Check-In'. 'Digital Counselling Revolution' then looks at the equipment you will need to practise online therapy effectively and ethically. Last, in 'Practice Matters', Rory talks to special guest Dr Roseann Capanna-Hodge about the role of parents in mental health, in particular how they can support their children's mental health between counselling sessions. History of CBT (starts at 1.55 mins) Rory provides a potted history of CBT, starting some 2,000 years ago, including: the Greek philosophy of stoicism developments in Roman times Albert Ellis, RBT and the ABCDE model Aaron Beck third-wave CBT CBT is essentially based on the idea that each situation triggers thoughts, which affect our feelings, which in turn affect our behaviours - and so our lives. CBT encourages clients to check the rationality of their thoughts, looking at the evidence for and against. It is well established in the NHS, thanks in part to its measurability. As an active-directive modality, it is different from the non-directive person-centred approach, though the modern third-wave CBT approaches do bridge this divide to an extent, so incorporating mindfulness. You can download a handout on the history of the CBT model and the ABCDE model here. We also have lots of information on CBT on our website, including its history and philosophy. Choosing the Right Equipment for Working Online (starts at 13.40 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More In order to provide effective digital counselling, one of the prerequisites is the right equipment. Ken and Rory talk through what you need, and share their tips from online working of how to configure this, covering: getting the sound quality right selecting headsets, air pods and external microphones avoiding echo protecting your hearing ensuring your equipment is not obtrusive getting your lighting right using all your equipment properly. Why not share your experience and ask any questions in the Counselling Tutor Facebook group (where you can hang out with over 37,000 counselling students, qualified practitioners, tutors and supervisors)? You might also like to find a buddy to practise your skills with online, providing feedback on each other's equipment. Choosing the right equipment is covered in more depth in our Online and Telephone Counselling Certificate course. Role of Parents in Mental Health (starts at 31.00 mins) Rory talks with Dr Roseann Capanna-Hodge - who is based in Connecticut, USA and has a special interest in children's mental health - about the role of parents in mental health. Parents may be surprised to find out just how much they can do to reduce and reverse mental-health symptoms in children. The key to this is regulating the nervous system, triggering a parasympathetic state: achieving this for even ten minutes per day can make a real difference. We all live in a world full of stressors, and the COVID-19 pandemic has been a source of additional stress. Roseann asserts that if parents work on their own nervous systems, this in itself has a huge positive impact on their children, given that children learn from parents. Roseann uses the REPS ProtocolTM, which provides four steps to getting stress under control: Respirate (looking at the importance of breathing) Envision (seeing oneself with successful solutions) Positivity (ensuring positive self-talk) Stress management. Free Handout Download History of CBT and the ABCDE Model Click Here to Download Free Handout Links and Resources

188 – Counselling for Personality Disorders May 01, 2021

188 - Counselling for Personality Disorders Dual Process Model of Grief - Attachment Issues in Telephone Therapy In episode 188 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly start with 'Student Check-In', discussing the dual process model of grief. In 'Digital Counselling Revolution', they then turn to attachment issues in telephone therapy - before Rory speaks with Martin Smith, in 'Practice Matters', about counselling for personality disorders. Dual Process Model of Grief (starts at 1.35 mins) Grief is an experience that everyone has in some form at some time. While the loss of a loved one through death might be the most obvious time at which we would expect to feel grief, it is a natural reaction to other forms of loss too - for example, loss of a relationship, loss of health, and job loss. Counselling for bereavement and loss is not about 'curing' the client, but about helping them to process the loss. Elisabeth Kübler-Ross's 1969 five-stage model of grief is well-known for its use in grief work. It is sometimes known as 'DABDA', after the initials of its five stages: Denial Anger Bargaining Depression Acceptance A more recent model of grief, however, is the dual process model, described by Margaret Stroebe and Henk Schut in the journal Death Studies in 1999. This model refers to the oscillation between loss-oriented and restoration-oriented responses and activities. Ken and Rory look at the dangers of being stuck in one or the other of these two modes, and ways of using the approach in therapy. Ken shares his own experience of grief, noting the difference between losses. You can download a handout that provides an overview of the dual process model here (in the blue box above). Attachment Issues in Telephone Therapy (starts at 15.30 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Providing therapy by telephone brings challenges that may be new to those whose work has previously been face-to-face. One such challenge is the disinhibition effect, as described by John Suler. Transference can also be powerful and brings a number of risks when working with voice-only technology. It is easy to create an imaginary picture of what the other person looks like; this is an important pitfall to be aware of. Avoiding speculation is vital. Both these phenomena are influenced by attachment style. Ken and Rory share anecdotes of their experience with telephone working, illustrating the possible hazards and how to ensure you practise in a way that is ethical and professional. Professional training in working online is vital, and you may wish to consider taking our Online and Telephone Counselling Certificate course. The course exceeds 80 hours of guided learning, and the learning outcomes are mapped to the BACP's 2021 competencies for telephone and e-counselling. Most of the course is self-directed learning via online lectures and resources; this means that you can work at your own pace, and complete the course with no external time pressure. Counselling for Personality Disorders (starts at 27.30 mins) Martin Smith specialises in working with clients who have personality disorders, and he has recorded a lecture on this topic for our Counsellor CPD library (which offers hundreds of hours of on-demand lectures, training and resources to support the continuing professional development of qualified practitioners). Martin and Rory discuss a range of issues relating to counselling for personality disorders, including: what personality disorders are how they affect life the duration of personality disorders aim of counselling for people with personality disorders statistics in the general population and among counselling clients how to adapt your skillset to working with these clients understanding what you see in the therapy room tell-tale signs of personality d...

187 – Walk-and-Talk Therapy Apr 24, 2021

187 - Walk-and-Talk Therapy Use of Homework in CBT - Timing of Communication in Asynchronous Counselling Episode 187 of the Counselling Tutor Podcast opens with Rory Lees-Oakes and Ken Kelly talking about the strengths and weaknesses of Cognitive Behavioural Therapy (CBT) and in particular the use of homework in this popular modality. 'Digital Counselling Revolution' then looks at asynchronous therapy - specifically the timing of communications when working in this way. Last - in 'Practice Matters' - Rory speaks with counsellor and tutor Simon Heath about ecotherapy, in particular walk-and-talk therapy. Use of Homework in CBT (starts at 1.45 mins) The term 'homework' may carry negative connotations of school and its academic pressures for some people, but CBT homework is intended as a supportive part of the therapy that both increases its effectiveness and promotes client autonomy (through encouraging clients to 'become their own therapist' between and after sessions). Rory describes the origins of CBT, describing how US psychologist Albert Ellis developed Rational Emotive Behavioural Therapy (REBT) - the earliest form of cognitive-based psychotherapy - in the 1950s. As a young man, Ellis lacked the confidence to talk to women of his own age. He decided to try to tackle his shyness by going to Central Park in New York and making himself talk to 100 women. This helped him become more confident about talking to women and he managed to alter what he saw as his irrational fear. Ellis's experiment was an early example of CBT homework, which may focus on the client challenging their perception. Ken and Rory discuss other examples of such experiments and other possible types of CBT homework. They also compare and contrast the non-directive modality of person-centred therapy and the active-directive CBT. CBT has a strong base in research, helped by its measurability (due partly to the setting of a specific goal for therapy). You can download a handout on CBT session structure and use of homework here. And the Counselling Tutor website has lots of other resources on CBT - simply go to the 'Theory' tab on the top menu bar or search for what you require using our special tool on the website. Timing of Communication in Asynchronous Counselling (starts at 15.00 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Asynchronous communication is when you send a message without expecting an immediate response - for example, using text, social media, email or online forums. Email and text therapy are forms of counselling that use asynchronous communication. It is easy to think that it's fine to send an email at any time of day or night, but it is good practice to contract with the client on when you will do this - partly to avoid them being left emotionally 'open' for a long period after sharing their intimate thoughts and feelings by message, and partly to reduce the chance of them experiencing the black-hole effect. The latter phenomenon was named by American psychologist John Suler (1997); it refers to the uncomfortable phenomenon of sending an email and not knowing whether or not it was received and read. Ken and Rory talk about the importance of clear contracting for email/text therapy; the skills needed; and how to work safely, ethically and professionally in this way. Professional training in working online is vital, and you may wish to consider taking our Online and Telephone Counselling Certificate course. The course exceeds 80 hours of guided learning, and the learning outcomes are mapped to the BACP's 2021 competencies for telephone and e-counselling. Most of the course is self-directed learning via online lectures and resources; this means that you can work at your own pace, and complete the course with no external time pressure.

186 – Understanding Your Attachment Style Apr 17, 2021

186 - Understanding Your Attachment Style Counselling Training in Australia - Managing Digital Footprints In Episode 186 of the Counselling Tutor Podcast, Rory Lees-Oakes interviews Torrie Hall, a final-year counselling student from Australia. 'Digital Counselling Revolution' then focuses on the importance of managing digital footprints when working online, before - in Practice Matters - the presenters discuss attachment styles, and how important understanding your attachment style is for counsellors. Counselling Training in Australia (starts at 2.00 mins) Rory talks to Torrie Hall, who is a final-year counselling student in Australia, working towards her Diploma of Counselling through TAFE (technical and further education), an Australian government institution. This will enable her to become a registered counsellor with the Australian Counselling Association. Torrie talks to Rory about: similarities and differences between the Australian and UK systems for training to be a counsellor her experience of remote learning ethical bodies in Australia the role of creative teaching the structure of her course clinical supervision choice of modality counselling placements Managing Digital Footprints (starts at 15.15 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More The BACP has recently updated its competence framework for online and telephone therapy. The new framework recognises the advances in technology since the original publication and includes a number of new competencies, including the professional competence of 'knowledge of, and ability to work with, issues of confidentiality and consent, including data protection (GDPR) and ability to monitor own digital footprint and that of the clinical work'. Rory and Ken compare digital footprints with physical footprints on the sand but note that the former is far less visible and much harder to remove. When working as online counsellors, we must therefore try to minimise our client's digital footprint, for example relating to: payment arrangements Phone bills technology platforms used in therapy information submitted to you by the client cookies search history. Ken and Rory also talk about the dangers of facial recognition software and how important it is to be very careful with your own social media presence. Understanding Your Attachment Style (starts at 24.05 mins) We may be well aware of the value of knowing our clients' attachment styles, but are you aware of what your own is? Attachment style affects how we relate to others, and so understanding your attachment style is essential knowledge for counsellors - especially when transference and/or countertransference come into play. Drawing on the work of John Bowlby and Mary Ainsworth, Rory talks about the four main attachment styles, and Ken equates these to Eric Berne's plain-language versions: secure = 'I'm OK; you're OK' insecure ambivalent = 'I'm not OK; you're OK' insecure disorganised = 'I'm not OK; you're not OK' insecure avoidant-dismissive = 'I'm OK; you're not OK'. Ken and Rory discuss their own attachment styles, their origins, and how understanding your attachment style will advance your counselling practice. Last, Rory shares some statistics on the prevalence of the various attachment styles, which he has also built into a handout (including how to start to identify and work with your own attachment style). You can download this here. It can be useful to have personal counselling to help you examine your attachment style. Free Handout Download What Is Your Attachment Style? Click Here to Download Free Handout Links and Resources Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource

Special Edition – National Counselling Society: Autonomy-Centred and Process-Centred Counselling Practice Apr 10, 2021

Special Edition - National Counselling Society: Autonomy-Centred and Process-Centred Counselling Practice We broadcast a special edition podcast on the National Counselling Society (NCS) in March 2019. This followed questions posed by members of the Counselling Tutor Facebook group. Rory then revisited the NCS in October 2020, with more questions gathered from the Facebook group, and spoke to NCS Chief Executive Meg Moss. In this third podcast about the NCS's work, Rory and Meg discuss the debate around autonomy-centred and process-centred counselling practice. Meg explains the differences between these two, explaining that a process-centred counselling practice is based on the medical model, while an autonomy-centred counselling practice is based on an organic/holistic model. The two terms - 'process-centred' and 'autonomy-centred' - were used by the NCS in its response to the strategic review by the Professional Standards Authority (PSA) of the Accredited Registers Programme. In the podcast, Meg describes the two terms as follows: Autonomy-centred practice Takes a phenomenological approach Views each person as an individual Sees the therapeutic relationship as key Offers autonomy for both parties Supports creativity Is not measurable Provides flexibility Offers a space for wellbeing Centres on equality and diversity Considers the impact of society on wellbeing Is a vocation Process-centred practice Focuses on symptoms Aims to 'diagnose' and 'cure' Looks to stop a specific thing from happening Draws up a treatment plan Involves box-ticking Takes a set approach to dealing with a particular problem, offering a standard solution Is more able to be measured Is a profession Rory and Meg move on to discuss regulating counselling and psychotherapy. Meg explains what the PSA and Health & Care Professions Council (HCPC) are and do: The PSA helps to protect the public through its work with organisations that register and regulate people working in health and social care. It is independent and accountable to the UK Parliament. Through its Accredited Registers Programme (set up in 2012), the PSA assesses organisations that register health and social care practitioners (e.g. the NCS) who are not regulated by law so that members of the public can choose a practitioner to meet their needs with confidence. The HCPC protects the public by regulating 15 health and care professions. They set standards for professionals' education, training and practice; maintain a register of professionals who meet these standards; and take action if any registrants don't meet its standards. There were discussions in 2009 about the possibility of counsellors and psychotherapists becoming regulated by the HCPC, but this did not go ahead. Meg believes that the voluntary regulation scheme offered through the Accredited Registers Programme works well. She explains that the NCS is not specifically against regulation - especially if it helps protect and reassure the public - but it does have concerns about some potential consequences of this, including: standardisation leading to homogenous practice difficulties in regulating a role that by nature has a wide range of ways of practising limitations to the scope of practice cumbersome nature of the regulation process people not wanting to train as counsellors, or qualified practitioners leaving due to regulation-related pressures and costs push towards a hierarchical structure for counselling and psychotherapy. Meg describes the basis for the NCS's stance on regulation, which is - as with the rest of its work - based on the results of seeking members' views on this, as well as its investigation and analysis of relevant documentation and actions. Free Handout Download Difference between Autonomy-Centred and Process-Centred Practice Click Here to Download Free Handout Links and Resources Advanced Certificate in Counselling Supervision

185 – Choosing Online Therapy Platforms for Therapists Mar 27, 2021

185 - Choosing Online Therapy Platforms for Therapists The Women Who Changed Counselling - Working with Eating Disorders Episode 185 of the Counselling Tutor Podcast begins with Rory Lees-Oakes and Ken Kelly discussing influential women in the field of counselling and psychotherapy. 'Digital Counselling Revolution' then looks at how to choose online therapy platforms for therapists. Last, Rory speaks with counsellor Bernie Wright about working with clients who have eating disorders. The Women Who Changed Counselling (starts at 1.25 mins) In honour of International Women's Day on 8 March, Ken and Rory look at influential women in the field of counselling and psychotherapy. The history of counselling and psychotherapy can seem to be dominated by men, but many women have made significant contributions to counselling theory and practice. Ken and Rory talk about the work of: Jessie Taft, who helped develop the person-centred approach Laura Perls, who was an important gestalt psychotherapist Petruska Clarkson, who proposed the idea of intersubjectivity Anna Freud, who looked at the fantasy lives of infants from birth Melanie Klein, who worked extensively on child analysis Margaret Mahler, who came up with separation-individuation theory Francine Shapiro, who invented EMDR Margaret Warner, who developed the concept of fragile process A number of female clients and relatives were also particularly influential. You can download a handout on the women who changed counselling here or through Counselling Study Resource (CSR). Choosing Online Therapy Platforms for Therapists (starts at 14.25 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Working online requires us to use online therapy platforms to communicate with our clients. Are you certain that yours is appropriate and secure? While working by telephone may appear to be more straightforward in security terms than working via a video-conferencing platform, this may use VOIP (Voice Over Internet Protocol). Which platform is right for your practice and clients? Rory and Ken advise against certain online therapy platforms that are owned by social-media companies, and that you should always read the terms and conditions - and licence agreement - very carefully for any software or platform you use. In particular, you should read the provider's Data Processing Agreement (DPA). The Information Commissioner's Office requires providers to have a DPA in order to comply with the General Data Protection Regulation. When looking for online therapy platforms for therapists, do be wary of free platforms, and take a good look at the difference between free and paid versions of the same platform: you may not have to pay much to gain greatly in terms of security and features. Last but not least, don't assume that once you've read the DPA, that's that: the provider is likely to make changes to this, and it's vital to keep up-to-date with these. Working with Eating Disorders (starts at 20.30 mins) Rory talks with Bernie Wright, who has recorded a lecture on working with clients who have disordered eating for Counsellor CPD (our online library of lectures for qualified practitioners of counselling and psychotherapy). Bernie notes that GPs may not be well informed on eating disorders, since little time is dedicated to this topic at medical school. She describes how counsellors in this specialist field are overwhelmed by the volume of referrals, making it an area you may wish to consider training in. It would not be ethical to take on clients presenting with eating disorders without such training. It is not uncommon for clients initially to present with anxiety and/or depression but then to reveal eating disorders once therapy has begun: again, it is vital to be prepared.

184 – GDPR for Therapists Mar 20, 2021

184 - GDPR for Therapists Surviving Counselling Training - Returning to Counselling Practice Episode 184 of the Counselling Tutor Podcast begins with Rory Lees-Oakes and Ken Kelly offering their tips on how to survive counselling training. Next, 'Digital Counselling Revolution' looks at GDPR for therapists, especially when working online. Finally, counsellor Paul Cullen provides a 'peek into practice' through a conversation with Rory about his work. Free Handout Download How to Survive Counselling Training Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='password'], table.infusion-field-container td.infusion-field-input-container textarea { width: 100%; margin: 0; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.

183 – Online Therapy Research Findings Mar 13, 2021

183 - Online Therapy Research Findings Keeping in the Client's Frame of Reference - Choosing a Video Background In episode 183 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly share their tips on getting into and staying within the client's frame of reference. 'Digital Counselling Revolution' then looks at choosing a video background for your online counselling work. Last, Rory interviews integrative psychotherapist Emily Mitchell about her online therapy research, particularly on her findings about the relational aspect of online counselling. Keeping in the Client's Frame of Reference (starts at 1.25 mins) Rory and Ken discuss this important topic, covering a range of areas: what a frame of reference is what it means to be in the client's frame of reference how to avoid your own frame of reference contaminating your attending to the client skills used to support getting in - and staying within - the therapeutic relationship the role of patience, and how this benefits the client. How to keep in the client's frame of reference is a topic much discussed in the Counselling Tutor Facebook group. If you're not already a member of this group, why not come along and ask to join? There, you'll find over 36,000 students, practitioners, supervisors and students interested in the world of counselling and psychotherapy. Rory has produced a free handout on the rules of therapeutic pacing - you can download this here or through Counselling Study Resource (CSR). Choosing a Video Background (starts at 16.10 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Whichever video conferencing platform you are using, you need to be thoughtful about the background that clients will see during sessions - and to be aware too of the background they show you. In effect, the client is inviting you into their home (if that is where they are having their online therapy). Ken and Rory provide a range of tips on video backgrounds, including the following: Talk to the client during contracting about backgrounds, ensuring they have considered that you will be able to see theirs. Avoid then commenting on the client's background. Plan your background just as you would your counselling room. Choose a neutral background. Avoid personal items in your own background (e.g. family photos) and also any distracting items/colours or anything that might be triggering or upsetting for clients (this may vary between individual clients). Test out your online background with a colleague before using it with clients. Ken and Rory discuss in some detail the use of virtual backgrounds, including the pros and cons, when they might be appropriate, and how to explain your use of them to the client. Standard virtual backgrounds do have some technological shortcomings, and more sophisticated options are available. Choosing your video background is one of the topics covered in our 80-hour Online and Telephone Counselling course, which has already trained thousands of therapists in online working. It is also included in our book, Online and Telephone Counselling: A Practitioner's Guide. Online Therapy Research Findings (starts at 28.25 mins) Rory talks with Emily Mitchell, who has recorded a lecture for Counsellor CPD, our digital library for qualified practitioners. Emily recently undertook a qualitative research study on the relational aspects of online therapy, finding that relational depth is still entirely possible. The online therapy research used the subjective lived experience of six experienced integrative psychotherapists, who concluded overall that online therapy is different from face-to-face working, but is 'much more than second-best'. Emily summarises the various themes that arose in her online therapy research, including: what is seen and what is hidden

182 – Tasks of Supervision in Counselling Mar 06, 2021

182 - Tasks of Supervision in Counselling Making Reasonable Adjustments Online - Interview with NCS Chief Executive Episode 182 of the Counselling Tutor Podcast opens with a discussion between Rory Lees-Oakes and Ken Kelly on the tasks of supervision in counselling. 'Digital Counselling Revolution' then focuses on making reasonable adjustments online. Finally, Rory interviews Meg Moss, Chief Executive of the National Counselling Society (NCS) about her work. Tasks of Supervision in Counselling (starts at 1.55 mins) Rory and Ken explore the tasks of supervision in counselling, which they split into four categories: formative normative restorative ethics Explaining the meaning of each of these, they note that clinical supervision was originally based on the apprenticeship model. Supervision is not personal counselling, and the supervisor has a responsibility to both the supervisee and their clients, ensuring that all work is in their service. Supervisors will look not so much at the content of what clients are bringing as at how the supervisee is working with this. Each supervisee-supervisor relationship is unique. The presenters provide guidance on what to expect from supervision and what you take to it. Expanding on this, Rory has produced a free handout on the tasks of supervision in counselling - you can download this here or through Counselling Study Resource (CSR). Making Reasonable Adjustments Online (starts at 14.00 mins) BESTSELLEROnline & Telephone Counselling Book Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Free Handout Download Supervision: A Brief Overview Click Here to Download Free Handout 'Reasonable adjustments' in the context of counselling are changes to remove or reduce the effect of a client's disability so they can access therapy. Ken provides the example of recording an audio file of discussing the counselling contract that can then be sent to a sight-impaired client to facilitate their review. Ken and Rory discuss the importance of making reasonable adjustments, and how the nature of these may vary between face-to-face and online working. It is acknowledged that change can be challenging for both clients and counsellors, but that the growth of online counselling is one that looks set to be sustained, even when it is possible to return to face-to-face working. Key to successful working online is to have an online mindset, ensuring that you don't see online counselling as second-best somehow. This is just one of the topics that is discussed in our 80-hour Online and Telephone Counselling course, which has already trained thousands of therapists in online working. It is also covered in our book, Online and Telephone Counselling: A Practitioner's Guide. Interview with NCS Chief Executive (starts at 27.05 mins) Rory talks to Meg Moss, Chief Executive of the NCS, about her work. In particular, Meg responds to questions on: her journey to get to her current role (which began six years ago, when she joined NCS as an administrator) the changes she has overseen at NCS (two major ones of which are the COVID-19 pandemic and SCoPEd) what a typical day looks like in Meg's diary (with Meg concluding that there is no such thing really, but that most days involve discussing and liaising with multiple individuals and bodies) her hopes for the future in her current role. Meg emphasises the importance of working in the service of members, given that NCS is a membership organisation. As part of this, a new Head of Membership Services has recently been appointed. Free Handout Download Supervision: A Brief Overview Click Here to Download Free Handout Links and Resources

BACP SCoPEd Feb 27, 2021

Special Edition - BACP SCoPEd NOTE: BACP has issued the following statement clarifying the reference made in this podcast to counselling and psychotherapy being considered high risk by the PSA: The PSA has not yet conducted a risk assessment of their accredited professions, and we would like to apologise for the error in communication. What we intended to convey was that the PSA is publicly committed to taking a risk assessment approach and that looking at the current list of voluntary accredited registers (not statutory regulated), it is quite possible that counselling and psychotherapy would be seen as higher risk when compared to some other occupations. The PSA's approach to risk assessment for statutory and voluntary registers was published in 2016, and you can read more on their website. You can also read about the SCoPed project here: https://www.bacp.co.uk/about-us/advancing-the-profession/scoped/ SCoPEd (Scope of Practice and Education) is a project to set out the training requirements and practice standards for counselling and psychotherapy. It is much discussed in the Counselling Tutor Facebook group. In this special edition of the Counselling Tutor Podcast, Rory Lees-Oakes interviews Caroline Jesper and Jens Bakewell of the British Association for Counselling and Psychotherapy (BACP). Caroline Jesper is Head of Professional Standards at BACP. She has previously worked as a BACP Accreditation Assessor and as a Professional Standards Development Facilitator, developing BACP competencies and curricula. She is a supervisor and a BACP-accredited counsellor - and was a senior lecturer for many years, developing and delivering counselling and supervision training. Jens Bakewell is an ecotherapist, supervisor and counselling trainer who works part-time in BACP's accreditation team, assessing applications for accreditation for individuals, courses and services. Caroline and Jens answer a range of questions, which we list below, with some of the information they provided. To hear the full questions and their answers, please listen to the podcast. Click any question below to see the answer. Why is BACP not seeking government regulation of the profession rather than going down the route of SCoPEd? Going back to 2012, statutory regulation was being discussed by the government, with the then Health Professions Council as the regulatory body. However, there were some difficulties reaching consensus on the professional standards. Following a general election, the idea of statutory regulation (which would always be a decision to be made by Parliament rather than by a profession) was dropped, but BACP had realised that it made sense to prepare for the future possibility of this being raised again. The Professional Standards Authority's current consultation has highlighted a desire for shared standards with different entry points for professions, together with an 'enhanced regulation model', which ranks professions by risk. The profession of counselling and psychotherapy is seen by the PSA as high risk in this model. SCoPEd again helps us prepare. Would it not be better for BACP to align with the European Certificate of Psychotherapy (which is held by around 120,000 psychotherapists across 41 European countries) - or indeed the World Council for Psychotherapy - rather than having SCoPEd? Given that different countries have their own legislation governing psychotherapy, it is not as easy as it might seem to work outside one's own territory. But BACP - which already has international recognition - may well link in with these wider initiatives in future. And SCoPEd will help it do so, and help individual BACP members to apply for the European Certificate of Psychotherapy if they so wish. What does SCoPEd mean for students, qualified practitioners and accredited members? Might their work so far be wasted? The SCoPEd project has been working hard to map existing training and entry poin...

181 – Neuroscience and Counselling Feb 20, 2021

181 - Neuroscience and Counselling Stages in the Counselling Relationship - Referrals in Online Counselling In Episode 181 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about the different stages in the counselling relationship. 'Digital Counselling Revolution' then examines the process of making referrals in online (as opposed to face-to-face) counselling. Last, Rory interviews Maggi McAllister-MacGregor about a new lecture she has recently produced for Counsellor CPD on neuroscience and counselling. Stages in the Counselling Relationship (starts at 1.30 mins) Being aware of stages of the counselling relationship and the skills required at each of these is an important element of passing the advanced skills assessments that form part of all practitioner-level counselling training courses. The counselling relationship can be seen as having three phases: beginning middle end Ken and Rory talk through the challenges and rewards of each stage, and the skills that are particularly pertinent at each. If you're not already a member of the Counselling Tutor Facebook group, why not come along and exchange views on this topic with other students, practitioners, tutors and supervisors in the world of counselling and psychotherapy? While the field of counselling is an area for scientific research, so that we have an evidence base on which to base our practice, Rory notes that it is also very much an art. He uses the analogy of the theatre to illustrate the three phases of the counselling relationship, from the characters' first appearance on stage to their leaving at the final curtain. Of course, for some clients, there may be a sequel - either with the same counsellor or with another agency, through the referral process. You can also download a free handout on the stages in counselling here or through Counselling Study Resource (CSR). Referrals in Online Counselling (starts at 18.05 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Ken and Rory discuss how different the referral process can be in online versus face-to-face counselling. Perhaps the biggest difference is that in face-to-face work, you will generally be working with clients from the local area, and so you can develop a detailed knowledge of local agencies and individuals there who may be helpful. Once you are working online, however, clients may live at the other end of the country, and so you will naturally be less familiar with possible referral routes and processes. Ken and Rory describe solutions to this, including the search tool on Helplines Partnership's website, which allows you to search for UK agencies by keyword, topic and region. If you are actually making a referral yourself, rather than simply signposting clients to agencies for self-referral, it's vital to ensure that you follow the Caldicott Principles. This important set of principles was developed in 1997 following a review (chaired by Dame Fiona Caldicott) of how the NHS handled confidential patient information. This topic is covered in more detail in our new book, Online and Telephone Counselling: A Practitioner's Guide, and our course, Online and Telephone Counselling, which has already trained thousands of therapists in online working. Neuroscience and Counselling (starts at 31.15 mins) Rory talks to Maggi McAllister-MacGregor about neuroscience in the world of counselling and psychotherapy, including: how long the discipline of neuroscience has been around technological developments in the last 20 years what neuroscience can tell us about how the human brain functions the brain-body connection the role of the vagus nerve neuroscience in trauma application of neuroscience to counselling practice psychoeducation of counselling clients, and effect on psychological contact

180 – Teenage Brain Development Feb 13, 2021

180 - Teenage Brain Development Idiosyncratic Empathy - Interview with ACTO Chair Episode 180 of the Counselling Tutor Podcast opens with Rory Lees-Oakes and Ken Kelly discussing the skill of idiosyncratic empathy. Then, in 'Digital Counselling Revolution', Rory interviews Adrian Rhodes, Chair of the Association for Counselling and Therapy Online (ACTO). Finally, in 'Practice Matters', we have another guest - this time Kairen Griffiths, speaking about teenage brain development. Idiosyncratic Empathy (starts at 1.30 mins) In the Student Check-In, Ken and Rory explore idiosyncratic empathy, which is particularly relevant in both skills practice and written assignments. Areas of this topic covered in the discussion include what it is and what it is not, examples of interventions that would show strong idiosyncratic empathy, and examples of those that would not (for example, 'rescuing' responses). Understanding the term 'idiosyncratic empathy' can be made easier by breaking it down into the two words it comprises. The term was coined by person-centred therapist Jerold Bozarth, who asserted that empathy was dynamic, changing in line with the individual client and their specific situation. This takes empathy to a deeper level, beyond the mere reflection of words to a more personal and individualistic level that is different in each therapeutic relationship. In other words, empathy is as varied as the different clients we are likely to meet. You can download a free handout on idiosyncratic empathy here or through Counselling Study Resource (CSR). And if you're keen to learn more about this important skill, you might like to get hold of a copy of Ken's book, Basic Counselling Skills: A Student Guide, which includes a whole chapter on idiosyncratic empathy. In the CSR, you can also hear explanations of the full range of counselling skills - with audio files illustrating them in simulated sessions. Interview with ACTO Chair (starts at 17.10 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More In Rory's interview with ACTO Chair Adrian Rhodes, you can hear about: the history of ACTO its founding members ACTO's purpose membership levels and what they mean benefits of ACTO membership similarities and differences between face-to-face and online therapy the therapeutic relationship when working online client presentations for which online therapy is particularly helpful. You can read more about ACTO on its website, which there are plans to develop in the near future. You might also like to consider our full course, Online and Telephone Counselling, which has already trained thousands of therapists in online working. We are a recognised ACTO Online Training Provider and this course enables counsellors who successfully complete it to join ACTO at Level 1, with a subsequent option to take the assessment for ACTO Level 2 Professional Membership. Teenage Brain Development (starts at 32.40 mins) Rory talks to Kairen Griffiths, who has recently recorded a fascinating lecture for Counsellor CPD on teenage brain development. Kairen and Rory talk about what you need to know to be able to work with teenagers or their carers, including: how and when the teenage brain develops the ways in which the development of the teenage brain may affect mood and behaviour. The lecture will be invaluable for counsellors working with teenagers and also for those working with adults whose presenting issues relate to teenagers, supporting you to be able to offer ideas and strategies to help both these client groups. Free Handout Download Idiosyncratic Empathy Click Here to Download Free Handout Links and Resources Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource

179 – Counselling Research Projects: Tips for Students Feb 06, 2021

179 - Counselling Research Projects: Tips for Students New Book from Counselling Tutor - Peek into Rory's Practice In episode 179 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly offer tips for students on succeeding in their counselling research projects. There's then an exciting announcement in 'Digital Counselling Revolution' about a brand-new book from the team. Finally, in 'Practice Matters', the presenters launch a new feature - 'Peek into Practice' - which they illustrate through a conversation about Rory's experience as a school counsellor. Counselling Research Projects: Tips for Students (starts at 1.50 mins) All practitioner-level counselling training courses include a research project as one of the final-year assessment requirements. This piece of work is regularly discussed in our Facebook group. Rory and Ken offer some tips on how to go about counselling research projects: Be sure you can deliver your project in the time allowed, making sure you choose a topic that is of a manageable size. Think about where and how you will do your secondary research (i.e. reviewing the current literature describing other people’s research findings) and primary research (i.e. gathering your own data). Try to resist getting bogged down in data-gathering, as there is also work to be done after this stage: analysing it, pulling out conclusions and preparing your presentation. If your counselling research project is a pair or group work, then split the work between you for efficiency. If you are in a group, think about agreeing a chair who coordinates the work. Remember that your work will be measured on the written report you provide and your presentation, so invest some time in preparing these. Ken concludes this segment of the podcast by running through some tips on how to present in a way that gets your message across clearly and holds the audience’s attention. Rory has produced a handout entitled ‘The Importance of Research in Counselling’, which you can download here or via the Counselling Study Resource (CSR). New Book from Counselling Tutor (starts at 15.00 mins) BESTSELLEROnline & Telephone Counselling Book Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Since the outbreak of the COVID-19 pandemic in early 2020, online and telephone therapy has been experiencing a period of rapid growth. Counsellors need to ensure that they have trained to meet clients' call for remote therapy at this time and in the future. Rory and Ken are pleased and proud to announce the launch of a new book to add to Counselling Tutor's other publications. Online and Telephone Counselling: A Practitioner's Guide is aimed at qualified counsellors and at students who are in placement or working towards this. This new book acts as a guide, walking you through the theory, ethics, law and practice of adding online and telephone counselling to your practice. It includes: the paperwork templates you will need for your online practice access to an online companion course, 'Introduction to Online and Telephone Counselling', to strengthen and underpin your learning. The book is available on Amazon and via the Counselling Tutor Shop. You might also like to consider our full course, Online and Telephone Counselling, which has already trained thousands of therapists in online working. Again, this is open to qualified practitioners or to students who are either in - or about to start -placement. Peek into Rory's Practice (starts at 26.45 mins) In this new feature, we will talk to practitioners in the world of counselling and psychotherapy about their practice life. To illustrate this, Rory kicks off by telling us about his time as a school counsellor, including: his daily routine what type of clients he saw how clients were referred to him the challenges of his work environment the rewards of his work.

178 – Mental Health Models Jan 30, 2021

178 - Mental Health Models Integrative vs Eclectic Therapy - Geographical Considerations in Online Counselling Episode 178 of the Counselling Tutor Podcast opens with a discussion between Rory Lees-Oakes and Ken Kelly about the differences between integrative and eclectic counselling. Then, 'Digital Counselling Revolution' looks at geographical considerations when working therapeutically online. Last, in 'Practice Matters', the presenters explain the three main mental health models. Integrative versus Eclectic Counselling (starts at 1.30 mins) A question was recently raised in our Facebook group about the difference between integrative and eclectic counselling. There is much debate on this in the counselling and psychotherapy profession. Both approaches combine different modalities of therapy; Rory and Ken use the analogy of cooking to illustrate how they view the differences between integrative and eclectic counselling. In integrative therapy, the client would not be able to spot the 'joins' between modalities - this is rather like combining a number of ingredients into a particular culinary dish. Of course, this may or may not turn out to taste good. The chance of it tasting good is likely to be greater if the cook is reflective and has experience. Some counselling courses are integrative, and will train you in how to blend the various modalities that you are taught. In eclectic therapy, the client would be able to detect that different approaches were being used - this is rather like presenting a selection of raw ingredients. This approach may be adopted by a therapist who has trained in one modality but has then gone on to add others at a later stage. A third approach - which is receiving a lot of attention currently - is pluralistic counselling, which is about offering a range of approaches and supporting the client to choose which of these they would like to try. If you feel drawn to add other modalities to your existing one(s), you may like to reflect on what draws you to do this, and the extent to which their underlying philosophies are consistent with each other. Rory has produced a handout on the advantages and disadvantages of the integrative approach. You can download this here, or via the Counselling Study Resource (CSR). We also have an article on integrative and eclectic counselling on our website. Geographical Considerations in Online Counselling (starts at 14.55 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More One benefit of online counselling is that it can be done from a distance - this means that if a face-to-face client moves away, for example, it is possible still to continue working with them, so offering a lot of flexibility. However, this may apply only if you will still both be in the same country. Different countries have different laws about counselling and psychotherapy, for example some European countries operate a system where certain job titles (such as 'psychotherapist') are protected. Other countries (e.g. the USA) require therapists to be registered in the state where the client is living. There are even differences within the UK, between England and Scotland (e.g. on rules governing counselling related to adoption). Another consideration when counselling a client from a distance away, even within the same jurisdiction, is your referral networks. If the client needs to be referred, will you know which organisations can help them? Participants on our course, Online and Telephone Counselling - which has now trained over 10,000 therapists in online working - create a network of national agencies that enables you to do this confidently. The course is open to qualified practitioners or to students who are either in placement or about to start this. Mental Health Models (starts at 28.30 mins) Rory and Ken talk about: what mental health...

177 – When Clients Don’t Show Up for Therapy Jan 23, 2021

177 - When Clients Don't Show Up for Therapy Endings in Online Working - Masking Autism In episode 177 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the situation when clients don't show up for therapy-or what we abbreviate as DNA (do not attend). Then, 'Digital Counselling Revolution' looks at how we manage and experience endings online. Finally, in 'Practice Matters', Rory talks with person-centred counsellor, trainer, author and doctoral student Lisa Cromar about autism-masking. When Clients Don't Show Up for Therapy (starts at 1.30 mins) When clients don't show up for therapy, this can feel very frustrating for you as the counsellor, especially if you are a student working hard to build your placement hours. Ken and Rory provide the following tips for dealing with no-show clients: Try to enter the client's frame of reference and think about what might have stopped them attending, using empathy. While their non-attendance may lead you to question yourself ('Am I good enough?', 'What did I do wrong?' etc.), try not to take it personally: there are many reasons for not attending that are no reflection at all on you. Plan for any DNAs so that you can use the time to good advantage - for example, working on an assignment, reading, practising self-care or just relaxing. Rory has produced a handout on what to do when clients don't show up for therapy, which you can download here, or via the Counselling Study Resource (CSR). The CSR also contains a lecture and range of resources on this topic. Endings in Online Working (starts at 13.40 mins) BESTSELLEROnline & Telephone Counselling Book Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More How we manage and experience endings is very different online from face-to-face work. When working online and by telephone, session endings can feel more abrupt. Moreover, neither client nor counsellor has the time they might usually spend walking out of the room and building, or travelling to where they need to be next. Thus, there is less immediate opportunity to process the session. Ken and Rory suggest: exploring with the client how they experience endings of your online sessions processing your own feelings about online endings, perhaps by journaling or speaking with peers discussing the issue in clinical supervision, ideally with a supervisor who has training and experience themselves in online counselling ensuring you cover endings during contracting, so beginning to prepare the client early preparing for the last session well in advance, helping to empower the client to deal with this. Unplanned endings can be especially challenging, and the presenters direct you to episode 163 of the Counselling Tutor Podcast, in which they discussed the black-hole effect. You can also find a resource on the black-hole effect on our website. You might also like to consider taking our course, Online and Telephone Counselling, which includes sections on online endings and the black-hole effect. Masking Autism (starts at 30.00 mins) Lisa Cromar has previously produced a lecture for Counsellor CPD (our online CPD library that contains over 150 hours of on-demand CPD lectures to support your development) on counselling autistic clients. Her latest offering on this specialist topic looks at recognising and working with autism-masking. Lisa explains how she came to be diagnosed as autistic herself aged 37, and her particular interest since then in researching, writing about and working with autism. Lisa and Rory talk about: the meaning of 'autism-masking' reasons for autism-masking possible effects of autism-masking how it feels to be autistic how therapists can help autistic clients the importance of positive identity, awareness and acceptance of autism. Free Handout Download When Clients DNA Click Here to Download Free Handout

176 – Working with Challenging Clients in Counselling Jan 16, 2021

176 - Working with Challenging Clients in Counselling Immediacy - Self-Care in Online Working In episode 176 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly look at the skill of immediacy in the 'Student Check-In'. 'Digital Counselling Revolution' then focuses on self-care in online working. Last, in 'Practice Matters', the presenters discuss working with hard-to-help or challenging clients in counselling. Immediacy (starts at 1.15 mins) Discussing the advanced skill of immediacy - which arose recently in the Counselling Tutor Facebook group (do come along and join if you've not already!), Ken and Rory cover: what immediacy is (giving a definition of this) the various elements it comprises examples from practice of when it may be used timing of effective use of immediacy how to manage stepping outside the client's frame of reference the importance of 'gut feeling' possible benefits and pitfalls how to use congruence to recover from miscued immediacy. Rory has produced a handout on the skill of immediacy in counselling, which you can download here, or via the Counselling Study Resource (CSR). The CSR also contains a lecture and range of resources on this interesting skill. Self-Care in Online Working (starts at 11.45 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More The COVID-19 pandemic has led to a huge growth in online working, and this brings with it a number of challenges - including the fact that this new way of working can be far more draining or the counsellor than face-to-face sessions. For example, handling the technological side of the contact is another task to attend to, you may be working at a desk rather than on a more comfortable seat, and you have to listen differently to pick up nuances that might have been more clearly visible in a face-to-face setting. Ken and Rory highlight the importance of self-care in avoiding counsellor exhaustion and burnout. Key comments of this include: taking regular rest breaks of sufficient length to move away from your desk, perhaps getting some fresh air considering the comfort level of your seating and overall environment ensuring that your supervisor has experience of counselling online, so that they can fully understand the strains you may be feeling networking with peers if possible (not on confidential client matters, but on the general strains of online counselling work). One way of gaining this mutual support from peers is to take our course, Online and Telephone Counselling, which includes access to an online support group where you can meet and discuss this and other topics with other counsellors who are also working online. Working with Hard-to-Help or Challenging Clients in Counselling (starts at 27.05 mins) All counsellors will - at some point in their time in practice - encounter clients who are challenging or hard to help. This may become apparent at the very beginning of the therapeutic relationship, or may emerge as an issue after a small number of sessions. Challenging clients may well have tried counselling before: if so, it is worth exploring how they found this, and also what help would look like to them - in other words, what expectations do they have of counselling, and how do they prefer to work? It may also be interesting to ask how they see us - is there something about their view of us (perhaps based on transference rather than who we really are) that is inhibiting their trust in our ability to help? Indeed, it is not uncommon for challenging clients in counselling to have trust issues - and building the therapeutic relationship in this situation may itself take some time. If you are working for an agency that allows you to provide only a very limited number of sessions, you will need to handle these carefully.

175 – Supervision for Online Therapy Work Jan 09, 2021

175 - Supervision for Online Therapy Work Diversity - Polyvagal Theory In episode 175 of the Counselling Tutor Podcast - the first for 2021 - Rory Lees-Oakes and Ken Kelly open with the 'Student Check-In', discussing diversity. 'Digital Counselling Revolution' then looks at supervision for online therapy work. Finally, in 'Practice Matters', Rory interviews counsellor and trainer Emma Chapman on polyvagal theory. Diversity (starts at 1.30 mins) Diversity is a key topic in counselling studies - as is equality, i.e. the importance of all people being treated equally. Ken lists a number of areas of diversity, some of which are widely recognised and others less so. Clients are naturally affected by how they have experienced the world to date - but counsellors too have their own personal experiences. This means that we must be willing to undertake self-exploration in order to uncover any hidden biases we may have. While equality has come a long way in recent years, none of us is immune to ongoing prejudice - both our own and others'. It is important to know about the Equality Act 2010, which aims to protect people from unfair treatment, and to promote a fair and more equal society. Indeed, lack of knowledge is not appropriate either on this or on areas of diversity relating to individual clients. As counsellors, we have a responsibility to educate ourselves (not to rely on clients to do so), and to consider all aspects of service accessibility (e.g. physical and linguistic). Rory has produced a handout on equality and diversity in counselling, which you can download here, or via the Counselling Study Resource. The CSR contains a whole section on equality and diversity, tailored to the needs of students of counselling and psychotherapy. Supervision for Online Therapy Work (starts at 14.40 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More The COVID-19 pandemic has led to a huge growth in online working, which in turn has triggered a need for supervision for online therapy. Ideally, a supervisor of online work would have both a qualification and experience in this. But what should you do if you can't find such a person, or if you already have a supervisor for your face-to-face work who doesn't have a qualification in online supervision? As a minimum, your online therapy supervisor should have a qualification and experience in working online themselves as a counsellor, for example our course, Online and Telephone Counselling. In exciting news, Rory announces that he is currently working on developing a new supervision qualification - which will be recognised by a well-known awarding body in this field. This will qualify practitioners to work as supervisors of both face-to-face and online work. Current face-to-face supervisors may be able to top up their skills in online supervision too. Ken hopes there will be more news on this in around March 2021: so keep an eye on your emails and an ear on our podcasts! Polyvagal Theory (starts at 27.55 mins) In episode 174 of the Counselling Tutor Podcast, Rory and Ken spoke about polyvagal theory, the topic of an exciting new lecture by Emma Chapman for Counsellor CPD, our online CPD library that contains over 150 hours of on-demand CPD lectures to support your development. In this episode, we bring you an exclusive interview with Emma on this important topic. Emma and Rory cover: what polyvagal theory is the mind-body connection, i.e. the link between mental and physical wellbeing the role of the vagus nerve and its effect on the body trauma responses the physical manifestations of bereavement, loss and loneliness Polyvagal theory is an important topic for counsellors to be aware of, enabling them to work effectively when clients are unable to access rational thought processes. In addition,

174 – The Polyvagal Theory in Counselling Practice Dec 19, 2020

174 - Polyvagal Theory in Counselling Practice Self Psychology - Digital Presence Online In episode 174 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly look at self-psychology in the 'Student Check-In'. Then, in 'Digital Counselling Revolution', they discuss the importance of being mindful of how you present yourself online. Last, 'Practice Matters' focuses on the polyvagal theory in counselling practice, which is the topic of a new lecture by counsellor and trainer Emma Chapman. This is the last episode before the Christmas/New Year break - and Rory and Ken will be back with episode 175 on 9 January 2021. Self Psychology (starts at 1.35 mins) 2020 has been a challenging year, during which the COVID-9 pandemic has led to many people feeling disconnected from their loved ones. The theory of self psychology - developed by Austrian doctor and psychoanalyst Heinz Kohut - is highly relevant to this situation. Rory explains about self psychology, a topic that has cropped up on the Counselling Tutor Facebook page, and also appears now and then in our Counselling Tutor postbag. Self psychology relates closely to the importance of building a strong therapeutic relationship in counselling, highlighting the importance of human interaction. It also links to Bowlby's attachment theory. While the notion of the therapeutic relationship as a key part of therapy originated in the person-centred approach, these days the centrality of this human connection is acknowledged by all modalities, for example in the third-wave cognitive behavioural therapies and in transactional analysis (via the relational turn). Having an awareness and understanding of self psychology can therefore support all kinds of therapists in their work, and so is an important area to learn about. Rory has produced a handout on self psychology, which you can download here, or via the Counselling Study Resource (CSR - our bank of resources, lectures and study guidance that targets the needs of students of counselling and psychotherapy). Digital Presence Online (starts at 14.40 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Ken and Rory provide tips on this important area: Do be careful about how you present yourself online - as clients and even potential employers may well search your name to check they feel they can trust us and our professionalism. You may wish therefore to make time for an audit of your online presence, looking at what may appear about you personally as well as professionally. Bear in mind too that people you know might tag you in their own posts or photos: you may wish to ask them not to do this. Ensure that you have your privacy settings configured in the right way for any personal accounts on social media etc., so that only your friends and family can view your personal information. Try to ensure that any picture you use online for your professional profile gives the right impression, and is a reasonable likeness. Avoid using pictures that are out of date - and so, if you change your appearance markedly, think about updating your profile picture. Your online presence is covered in greater depth in our course, Online and Telephone Counselling, which covers this topic in greater depth. Polyvagal Theory in Counselling Practice (starts at 27.00 mins) Rory and Ken speak about polyvagal theory in counselling practice, the topic of an exciting new lecture by Emma Chapman for Counsellor CPD, our online CPD library that contains over 150 hours of on-demand CPD lectures to support your development. Polyvagal theory - developed by Stephen Porges - is highly relevant to working with trauma, and indeed with all other human experiences, as it helps us understand how all emotions are reflected in the body.

173 – Talking about Sex in Therapy Dec 12, 2020

173 - Talking about Sex in Therapy Configurations of Self - Sending and Receiving Contracts Online Rory Lees-Oakes and Ken Kelly open episode 173 of the Counselling Tutor Podcast with the 'Student Check-In', looking at configurations of self. Then, in the 'Digital Counselling Revolution', they give tips on how to get counselling contracts signed when working online or by telephone. Finally, 'Practice Matters' comprises an interview with Michael Pearson about talking about sex and sexuality in therapy. Configurations of Self (starts at 1.55 mins) Rory opens this segment with a reference to Star Trek and the idea of 'the many voices inside the one'. This refers not to the hearing of voices as may be experienced by people during psychosis but to the presence of a number of different parts of us that may or may not agree with each other. Psychologist John Rowan wrote a book entitled Subpersonalities: The People Inside Us (Routledge, 1990). The notion of subpersonalities appears in many modalities, e.g. transactional analysis (TA), where it takes the form of the parent, adult and child model. The concept of subpersonalities relates too to dialogical theory and the dialogical self. In the person-centred approach, it was Dave Mearns who coined the term 'configurations of self'; prior to this, the organismic (or real) self had been seen by humanistic therapists as an indivisible whole. While some configurations of self may be helpful ones, others may be 'not for growth': as therapists, we can support clients to identify these, make sense of them and work to get past them in how they live. Understanding the concept of configurations of self and how to work with them can therefore help you work more effectively with your clients. Rory has written a handout on configurations of self, which you can download here, or via the Counselling Study Resource (CSR). Sending and Receiving Contracts Online (starts at 10.55 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More In episode 164 of the Counselling Tutor Podcast, we looked at online contracting - but how do you evidence the client's agreement to the counselling contract when working online or by telephone? While you could email them a copy and ask them to add their signature and email it back, there is software available that collects the client's digital signature and alerts you when it has done so, so reducing work and helping your practice to look more professional. Ken and Rory discuss: the importance of gaining evidence of agreement to the contract some possible products you could look at how to find other such products online - by searching 'e-signature software' how this type of software works the typical cost of using this what to do if the client doesn't have access to a computer or smartphone how to document agreement in the notes, if verbal consent is the only option. You might also like to consider taking our course, Online and Telephone Counselling, which covers this topic in greater depth. Talking about Sex in Therapy (starts at 22.35 mins) Rory speaks to Michael Pearson, a therapist and lecturer in counselling, about talking about sex in therapy. This is the topic of a new lecture he has recently recorded for Counsellor CPD, our online CPD library that contains hundreds of hours of on-demand CPD lectures, training and resources to support your development. Rory and Michael talk about: why sex in counselling matters why we should be ready both to raise and to respond to this important topic with clients the importance of our own self-awareness regarding sex and sexuality what we can do if we feel uncomfortable discussing sex with clients the value of clinical supervision and personal therapy the importance of being willing to mirror the client's terminology regarding sex

172 – Working with Trauma in Counselling Dec 05, 2020

172 - Working with Trauma in Counselling Timelines in Therapy - Taking Digital Payments In episode 172 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly start with the 'Student Check-In', in which they discuss the use of timelines in therapy. Then, in the 'Digital Counselling Revolution', they give some pointers to taking payments digitally. Finally, 'Practice Matters' focuses on working with trauma in counselling, through an interview with Tracy Jarvis, a psychotherapist who specialises in trauma, stress and neuroscience. Tracy is also Director of PESI UK. Free Handout Download Using Timelines in Therapy Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='password'], table.infusion-field-container td.infusion-field-input-container textarea { width: 100%; margin: 0; } table.

171 – Assessment in Counselling Nov 28, 2020

171 - Assessment in Counselling Placement Update from CPCAB - Importance of Research In episode 171 of the Counselling Tutor Podcast, Rory Lees-Oakes talks to Kelly Budd of CPCAB about student placements during the COVID-19 pandemic. Then, in 'The Digital Counselling Revolution', Rory and Ken Kelly discuss the importance of research in counselling. Last, 'Practice Matters' looks at assessment in counselling, the topic of a new lecture available in Counsellor CPD, our online CPD library that contains hundreds of hours of on-demand CPD lectures, training and resources to support your development. Placement Update from CPCAB (starts at 1.00 mins) Rory talks to Kelly Budd, Head of Qualifications at the Counselling and Psychotherapy Central Awarding Body (CPCAB), about student placements during the COVID-19 pandemic. This has been a highly challenging time for counselling students, who have faced difficulties both in finding a placement and in keeping this, with many agencies closing during lockdowns. Kelly notes that - while CPCAB can make decisions itself on exam design, course assessment and training delivery, the placement part of the qualification is less directly in its control. Kelly has therefore written a letter to placement providers, pointing out the skills offered by CPCAB student counsellors and the support for them that is in place through CPCAB. The idea is that students can use this when approaching counselling agencies, and that this will support them secure a good placement. You can find out more about CPCAB and its response to the COVID-19 situation on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. You can get a copy of the letter from CPCAB here. Importance of Research (starts at 12.35 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Online and telephone counselling has grown hugely since the COVID-19 pandemic began. While there is already a research base suggesting that it can be just as effective, and may even be preferred by some clients (e.g. those for whom travelling to face-to-face therapy is difficult), Rory predicts that there will be more and more research into this increasingly important way of delivering counselling. Research matters in counselling as it helps ensure that we provide the best possible service for clients - and that we refer them on to other more suitable support if that is what's best for their presentation. Ken reminds us that Carl Rogers's view was that the facts are always friendly: in other words, it's always better to know than not to know. So do make sure that you keep up-to-date with research on this growing way to deliver therapy. Rory has written a handout on the importance of research, which you can download here, or via the Counselling Study Resource (CSR). And our course, Online and Telephone Counselling, covers the topic of research on online and telephone therapy in more detail. Assessment in Counselling (starts at 21.35 mins) Just as being au fait with the latest research is important, so thorough client assessment is also needed in order to be able to deliver a high-quality service for counsellors. While assessment is sometimes painted as being not in keeping with the person-centred approach, it does not need to be seen as a hard-edged clinical technique. In fact, assessment in counselling helps you to check that the client is able and willing to engage with therapy, that your competence level and area matches the client's needs, and whether there are any areas of risk that you need to consider. Rory considers that assessment has always taken place as part of person-centred counselling: it might just not always have been called this. There may be differences between therapeutic modalities - e.g. the person-centred approach, transactional analysis (TA),

170 – Telephone Counselling Tips for Counsellors Nov 21, 2020

170 - Telephone Counselling Tips for Counsellors Is Transference Person-Centred? - Adverse Childhood Experiences In episode 170 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes answer the question 'Is transference person-centred?' Next in 'The Digital Counselling Revolution', they give telephone counselling tips for counsellors. Finally, in 'Practice Matters', Rory speaks to Dr Suzanne Zeedyk about adverse childhood experiences (ACEs). Is Transference Person-Centred? (starts at 1.40 mins) Transference is a phenomenon that you may well have heard Rory mention regularly in podcasts and lectures, but is it relevant to person-centred counselling? This is a question that is often asked by counselling students, some of whom have found that their person-centred training does not specifically cover transference. Transference describes the situation when someone unconsciously displaces an emotion or attitude from a person in their past to a person in their present. Rory gives an example of when one of his students experienced transference towards him, since he reminded her in some ways of her father. The concept of transference was originally a psychoanalytic concept, introduced by Sigmund Freud. However, as Ken and Rory argue, it is highly relevant to therapy of all types, since it can detract from the building of a sound therapeutic relationship in which each party can see the other's real self. Carl Rogers did himself speak of attitudes of a transferential nature. Rory has written a handout giving you an overview of transference; you can download this here, or access it through the Counselling Study Resource (CSR). Telephone Counselling Tips for Counsellors (starts at 14.15 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Counselling by telephone tends to be seen as similar to online video counselling, but there are some fundamental differences, brought about by the lack of visual information. Ken and Rory provide various telephone counselling tips for counsellors, including the following: Don't think of telephone counselling as second-best to online video counselling; in fact, the lack of visual information can allow you to pick up more subtleties in the client's voice and words, building relational depth and enhancing therapy. Use a good-quality pair of headphones when counselling by telephone, so that you don't have to hold the phone to your ear. Consider sharing a picture of yourself when contracting with the client, so that they are not distracted by curiosity about your appearance; this can also help eliminate transference. Do ensure that clients have a safe and private place to speak from. As the client can't see that you are there, you may need to make it clear to them verbally that you are still there during any silences or if they are speaking at length. It can be helpful to describe your body language if this feels relevant, e.g. telling them when their words lead you to smile. You can use online video platforms such as Zoom for audio-only sessions (i.e. with the camera switched off). If telephone counselling feels strange at first, do give yourself time to get used to it: you may end up liking it much more than you think! Aside from using these telephone counselling tips for counsellors, you might also like to check out our course, Online and Telephone Counselling, which: has been awarded Quality Checked training recognition by the National Counselling Society (NCS) meets the British Association for Counselling and Psychotherapy (BACP) competence framework requirements for practitioners who wish to work with clients via telephone and e-counselling; the course exceeds 80 hours of guided learning, and the learning outcomes are mapped to the BACP competences for telephone and e-counselling.

169 – Producing a Client Information Sheet for Counselling Nov 14, 2020

169 - Producing a Client Information Sheet for Counselling Mastering Counselling Skills - Working with Suicidal Clients In episode 169 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes share their tips on getting to grips with counselling skills. 'The Digital Counselling Revolution' then focuses on possible content for a client information sheet for counselling. Last, in 'Practice Matters', the presenters discuss how to work with suicidal clients, drawing on the work of Dr Andrew Reeves, former BACP Chair, who has recorded a lecture on this specialist topic for Counsellor CPD. Mastering Counselling Skills (starts at 1.40 mins) It is natural for students who are new to their level of counselling training - and also for those who have been signed off as fit to practise and are just beginning their placement work - to feel nervous. Rory and Ken remember their own student days, and give various tips on how to develop your skills: Remember that mastery of counselling skills takes time, and is a continuing process for all counsellors - so be patient with yourself. Rather than analysing your 'performance' as a counsellor through your own eyes, focus on the client's responses to your intervention: this must always be the key measure. When working in a triad in college, always make sure therefore that the 'client' is first to feed back, so that they are not influenced by the observer's comments. Bear in mind that combing YouTube for examples of counselling sessions to watch and learn from may not always be the best use of time; for example, some videos there may be very out of date, or not be good examples at all. Invest in a good-quality recording device, and always record your peer sessions and - ideally - client sessions (bearing in mind data-protection regulations, agency policy etc.). Have a look at the Carkhuff & Truax Empathy Scale and consider using this in reviewing your sessions. Try to counsel a range of peers, to get experience of working with different types of people and to broaden your feedback. Talk to your supervisor about how your skills development is progressing, and what they think you could do to help this along. You can read more about mastering counselling skills in a handout written by Rory; this can be downloaded here, or accessed through the Counselling Study Resource (CSR). If you're not already a member of the CSR, you might like to consider joining: it contains a dedicated section on skills - as well as lots of online assignment guidance and study support for students of counselling and psychotherapy. The accessible, online learning platform is available 24/7. Producing a Client Information Sheet for Counselling (starts at 17.55 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More It may be harder for clients to get a full picture of what's on offer when working online: they don't get the opportunity to physically enter the agency and talk face-to-face with the practitioner. Producing a client information sheet for counselling can be a really useful way to surmount this. Rory and Ken talk about the possible contents of this, including confidentiality, client safety and technology. You may like to include a photo of yourself in your client information sheet, so that the client can put a face to your name/voice. Ken describes how he recorded a short video for prospective therapy clients and sent them a YouTube link as part of the client information sheet, so they could get a sense of him and whether they would feel comfortable working with him. It's also helpful to include a list of FAQs. If you visit our Facebook group (if you're not already a member, it's easy to join), you'll find lots of input from people who are undertaking - or have finished - our 80-hour course,

168 – Insurance for Online Counsellors Nov 07, 2020

168 - Insurance for Online Counsellors Developing Your Internal Supervisor - Personal Beliefs in the Therapy Room In episode 168 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the concept of the internal supervisor. 'The Digital Counselling Revolution' then looks at insurance for online counsellors. Finally, in 'Practice Matters', the presenters talk about how your personal beliefs may influence therapy work, and where you can learn more about this. Developing Your Internal Supervisor (starts at 1.30 mins) It is important not only for students but also for qualified practitioners to have an internal supervisor. In this section of the podcast, Ken and Rory look at: what an internal supervisor is when and how your internal supervisor is developed how to recognise when your internal supervisor kicks in how your internal supervisor works. Rory references a book by British psychoanalyst Patrick Casement, Learning from our Mistakes: Beyond Dogma in Psychoanalysis and Psychotherapy. You can read more about Casement's work in Rory's handout, 'Developing Your Internal Supervisor'. This can be downloaded here, or accessed through Counselling Study Resource. Insurance for Online Counsellors (starts at 12.00 mins) BESTSELLEROnline & Telephone Counselling Book Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More All practising student and qualified counsellors need insurance for their therapy work. Once you have insurance, it is all too easy to fall into a pattern of renewing the same policy each year without a second thought. This is never wise, as having the right insurance is vital - not only for the care of your clients, but also to protect you yourself. With the rapid increase in online working since the COVID-19 pandemic began, insurance for online counsellors is something that therapists now need to consider more than ever. It is important to ensure that your insurance covers you for all the work you do. It is therefore vital to: contact your insurer to check whether online work is included check their definition of 'online' to ensure that it matches your practice ask whereabouts in your paperwork you can read about this. If your current provider is not offering you insurance that fully meets your needs - or is not being helpful at providing the information you ask for - you might want to shop around and consider moving to a different insurer. Insurance both for online and face-to-face counsellors is a topic that's regularly raised on the Counselling Tutor Facebook group: you might like to ask about others' experiences there. And for a more in-depth look at insurance for online counselling work, you might like to consider taking our course, Online and Telephone Counselling. This has already been completed by well over 7,000 people, and you can read more than 1,000 reviews on our website. Personal Beliefs in the Therapy Room (starts at 22.40 mins) Rory recounts an anecdote of a student who believed himself to have UPR at all times, yet soon demonstrated this was not so, despite his best intentions. Indeed, it is likely to be impossible for humans. We all hold personal beliefs - developed through our experiences so far in life - that may differ, sometimes radically, from those of our clients. This highlights the importance of self-awareness - developed through ongoing personal-development work - and Ken highlights the value of the Johari window, covered in podcast 166. Because we all take our selves into the therapy room, we naturally are accompanied by our beliefs: the most important thing is to be vigilant to these, and to how they may lead us to react to any different beliefs expressed by clients. You can listen to a lecture entitled 'Exploring Beliefs, Values and Attitudes' by counsellor and trainer Emma Chapman in the Counsellor CPD library. There,

Special Edition – National Counselling Society Membership Oct 31, 2020

Special Edition – National Counselling Society Membership We broadcast a special edition podcast on the National Counselling Society (NCS) in March 2019. This followed questions posed by members of the Counselling Tutor Facebook group. Rory now revisits the NCS with more questions gathered from the Facebook group, and speaks to NCS Chief Executive Meg Nunn. Meg answers a range of questions, which we list here, with some of the information she provided. To hear Meg’s full answers, please listen to the podcast. What is the history of the NCS? Originally known as the Counselling and Psychotherapy Society, the organisation was started in the mid-1990s by a group of counsellors, psychotherapists, hypnotherapists and psychologists who wanted an alternative to the other professional bodies available at that time. What makes the NCS different from other professional bodies? Meg sees the NCS’s key difference as being its grassroots origin and member-led ethos. What are the benefits of having a choice of professional bodies? It’s good to be able to choose between different bodies, as counsellors and psychotherapists themselves are a naturally diverse group, with a wide range of perspectives, modalities, personal politics and spiritual beliefs. Does the NCS offer an Accredited Register? Yes, the NCS’s register is accredited by the Professional Standards Authority for Health and Social Care. The NCS is working with the NHS, education authorities, other government programmes and smaller employers of counsellors to get its members full recognition by – and opportunities for employment with – these organisations. Updates on this work are expected in late 2020 or early 2021. How do counsellors join the NCS Accredited Register? Meg explains the various grades of NCS membership. The key requirement for meeting the standards for registration is to have qualified as a counsellor through a course that includes at least 100 hours’ supervised practice. What are the benefits of a National Counselling Society membership? Meg describes a range of benefits in addition to being listed on the Accredited Register, including: free listing in the NCS’s user-friendly directory access to the support of an Ethics Officer and Membership Services Officer member discounts on various goods and services, including insurance and books guidance documents, e.g. on children and young people, supervision, gender and sexual relationship diversity, and starting in private practice monthly magazine regular email newsletter. Does the NCS offer concessions for students and for counsellors on low income? Yes – the National Counselling Society offers a reduction on membership rates if you are in receipt of state benefit including state pension, or are unwaged with no personal income (tax credits not included). Written proof of the benefit is required. Students are also eligible for lower membership fees, and can access the NCS’s list of counsellors and supervisors offering reduced session fees for students. What is the NCS’s view of SCoPEd? The NCS was not originally included in the group that initiated SCoPEd, and it has been raising fundamental questions about the project since 2018, in particular regarding its view that the counselling profession has not been sufficiently involved in the SCoPEd process. NCS has now been invited to participate in SCoPEd discussions. You can read the NCS’s responses to SCoPEd in the ‘Important News’ section of its website. Meg also refers to the open letter from the person-centred community, organised by Janet Tolan and Andy Rogers. Links and Resources Online and Telephone Counselling course Counselling Study Resource Counsellor CPD Counselling Tutor Facebook group Counselling Tutor Facebook page National Counselling Society Counselling Tutor website Basic Counselling Skills: A Student Guide Counselling Theory in Practice: A Student Guide

167 – Therapist Boundaries When Working Online Oct 24, 2020

167 - Therapist Boundaries Imposter Syndrome - Ethical Problem-Solving In episode 167 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss imposter syndrome, before 'The Digital Counselling Revolution' looks at therapist boundaries when working online. Finally, in 'Practice Matters', the presenters talk about ethical problem-solving. Imposter Syndrome (starts at 1.55 mins) Imposter syndrome - describing the situation where someone doubts their own abilities and feels worried about being exposed as an imposter - is really common, even among people with lots of qualifications and experience. While it tends to be a very lonely feeling, and you might feel that everyone else is going about their life and work confidently, imposter syndrome is a really wide experience among humans. It's important to remember that imposter syndrome bears no relation to real ability. It is therefore important not to let your child ego have free rein on believing the feelings of incompetence, but instead to rationalise this and take responsibility for reminding yourself of your abilities. It is of course natural to feel nervous about competence at times - for example, many student counsellors report this when they first start working with clients. In this case, the nerves likely relate to just how much you care. That's a good thing and the feelings are OK - it's really only when the feelings of incompetence become a long-term, chronic issue, which can really sap your confidence and your desire to progress, that this becomes imposter syndrome. Imposter syndrome is linked to Abraham Maslow's idea of the Jonah complex, describing a fear of self-actualisation. There is a lecture in the Counselling Study Resource (CSR) on imposter syndrome, and Rory has also created a handout on the Jonah complex. You can download the handout here, or access it through the CSR. Therapist Boundaries (starts at 17.05 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Boundaries are of course an important part of the therapeutic relationship for face-to-face counselling - and this is no less so for telephone and online work. In fact, there are considerations relating to therapist boundaries that are particularly relevant when working in these ways, for example: your social media presence privacy of the client's environment privacy of email accounts consistency of the counsellor's environment counsellor availability by telephone. The aim must be to outline your professional boundaries in advance (i.e. at contracting stage), to prevent them later being overstepped. In essence, clarity is essential. A good starting point when setting therapist boundaries is to look at your professional body's ethical framework; this can give you a good guide to areas to consider when contracting in order to ensure that professional boundaries are properly set at an early stage. Most professional bodies require their members to undertake specific training in order to work online and/or by telephone. You might like to check out our course, Online and Telephone Counselling, which: has been awarded Quality Checked training recognition by the National Counselling Society (NCS) meets the British Association for Counselling and Psychotherapy (BACP) competence framework requirements for practitioners who wish to work with clients via telephone and e-counselling; the course exceeds 80 hours of guided learning, and the learning outcomes are mapped to the BACP competences for telephone and e-counselling. Counselling Tutor is a recognised Association for Counselling & Therapy Online (ACTO) Online Training Provider, and this course enables the graduate to join ACTO. The course equips practitioners with the skills, knowledge and abilities to work online and to offer services as an online and ...

166 – Is Online Therapy Effective? Oct 17, 2020

166 - Is Online Therapy Effective? Self-Concept and the Johari Window - Writing Counselling Notes In episode 166 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes kick off with the Student Check-in, talking about self-concept and how the Johari window can be used to promote personal development. 'The Digital Counselling Revolution' then focuses on the question 'Is online therapy effective' and the research evidence for its effectiveness. Then, in 'Practice Matters', the presenters provide tips on writing counselling notes. Self-Concept and the Johari Window (starts at 1.20 mins) We choose topics for this section from emails that we receive or from posts on our Facebook page. In the Counselling Tutor Facebook group, you can connect with over 33,000 students, tutors, qualified counsellors and supervisors. It's a great opportunity to ask any questions and discuss your learning, getting other people's ideas and input into your learning. Questions about self-concept crop up quite regularly there. In this podcast, Rory and Ken explore what self-concept is, focusing on the Johari window as a tool that can really help in identifying your self-concept and working towards living fully as your real self. Named after its creators, Joseph Luft and Harry Ingham, the Johari window comprises four 'panes', corresponding to aspects that are: known to self and known to others not known to self but known to others known to self but not known to others known neither to self nor to others. Ken and Rory look at how each of these four areas fits with counselling training and practice, pointing out that the model is relevant to qualified practitioners as well as to new students of counselling and psychotherapy. As we continue to grow in self-awareness, we gradually reveal more and more of the unknown areas, enabling us to move forward further and further in our personal development. A new lecture on self-concept- by counsellor and trainer Emma Chapman - has recently been added to the Counselling Study Resource (CSR). In addition, Rory has created a handout on the Johari window, which you can download here or access through the CSR. Is Online Therapy Effective? (starts at 14.50 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More It might seem that online therapy is a very new phenomenon, but in fact research has been going on into this for some time. For example, in 2017, Aisling Treanor - in her doctoral thesis - researched the extent to which relational depth can be reached online. Ken describes his own story of just how effective online therapy can be, of how effective it can be to build a relationship remotely. Treanor reviews various research studies, including a meta-analysis of the effectiveness of internet-based psychotherapeutic interventions by Barak et al. in 2008. She notes that internet-based interventions were found to be more effective in treating psychological problems (such as PTSD, panic and anxiety) than in treating physiological or somatic disorders (2017: 16). She also observes that young people (aged 19 to 24) and mid-range adults (aged 25 to 39) seem to gain more from internet-based therapy than those aged 18 or younger and than older (40-plus) adults (2017:16). Ken and Rory talk about possible reasons for this. So is online therapy effective? It seems that relational depth can be experienced by some individuals online, while others are unable to reach that level of depth with their therapist, despite experiencing it face-to-face. This seems likely to lead to a 'mixed economy' where some clients may enjoy working online and find a real connection with their therapist, while others may really struggle with it and so may prefer face-to-face sessions. This topic is explored in a blog post by Mick Cooper,

165 – Is Online Therapy Safe? Oct 10, 2020

165 - Is Online Therapy Safe? Self-Care in Online Personal Development Groups - Ethics of Self-Care Episode 165 of the Counselling Tutor Podcast focuses on self-care, with Ken Kelly and Rory Lees-Oakes starting off by discussing self-care in online personal development (PD) groups. 'The Digital Counselling Revolution' then looks into the question 'Is online therapy safe' and gives ways to ensure personal safety during sessions. Finally, in 'Practice Matters', the presenters discuss the ethical importance of good self-care. Self-Care in Online PD Groups (starts at 1.25 mins) While PD groups have traditionally been a face-to-face phenomenon, the COVID-19 situation has led many now to be conducted online. Looking after yourself during and after participation in a PD group has always been important, and the online nature of this now raises some additional challenges. Ken and Rory look at: what a PD group is how PD groups typically are run the purpose of PD groups how PD groups link to theoretical learning possible gains from participation in a PD group potential challenges of PD groups how to us self-care to offset these challenges. In particular, Rory suggests finding your own 'decompression plan': just as deep-sea divers have to come back up to the surface slowly, in manageable steps, so it is important to allow yourself time to settle after a PD group, reflecting on the learning about your process that has taken place before you become involved once more in everyday life. If participating in a PD group online feels daunting to you, do remember that this way of working replicates the way in which much counselling is currently taking place - so your involvement in online PD work is helping to equip you for counselling online. Is Online Therapy Safe? (starts at 15.45 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Client safety is key in counselling and psychotherapy - and online working opens up a whole new dimension of this. While the therapy room is quite a protected environment, where you and the client can both see and hear what is happening around you, online or telephone working may involve background sounds in both your and their environments. This may make your clients (or you) wonder, is only therapy safe? How will they/you know whether these background sounds can be ignored as outside, peripheral noises, or whether they signal a loss of privacy at one or both ends of the therapeutic relationship? Ken and Rory discuss how to prepare for and deal with this eventuality, supporting clients to develop trust in you and the relationship, and enabling them to signal to you effectively if they need to stop a session before the end. Issues discussed in answer to the question 'Is online therapy safe?' include the use of a safe word, technology to support privacy, and technology that can threaten privacy. Rory has created a handout on safety considerations in online therapy, which you can download here or access through the Counselling Study Resource. And you might like to check out our course, Online and Telephone Counselling, which: has been awarded Quality Checked training recognition by the National Counselling Society (NCS) meets the British Association for Counselling and Psychotherapy (BACP) competence framework requirements for practitioners who wish to work with clients via telephone and e-counselling; the course exceeds 80 hours of guided learning, and the learning outcomes are mapped to the BACP competences for telephone and e-counselling. Counselling Tutor is a recognised Association for Counselling & Therapy Online (ACTO) Online Training Provider, and this course enables the graduate to join ACTO. The course equips practitioners with the skills, knowledge and abilities to work online and offer services as an online a...

164 – Online Therapy Contract Oct 03, 2020

164 - Online Therapy Contract Practising Skills in an Online Training Environment - Children and Loss In episode 164 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss creative ways of practising skills online. 'The Digital Counselling Revolution' then focuses on specific areas in online therapy contracts. Last, in 'Practice Matters', Rory talks to Nicola Hughes about working with bereaved children. Practising Skills in an Online Training Environment (starts at 1.40 mins) Being expected to practise your counselling skills online may feel challenging, but it is really good preparation for online working with clients. Rory and Ken use Zoom to record these podcasts, and this is one of the online video technologies you can use to practise skills. Ken and Rory provide tips for practising your skills online: Ensure you have good headphones, so you can hear what your practice partner is saying really clearly. If using video technology, then try to sit in a well-lit position, so that your partner can see you properly. Try turning off your webcam as a way of practising for telephone counselling, and to hone your listening skills. Rory explains that when training students face-to-face, he used to get them to sit back-to-back to create a similar result. Bear in mind that silence can be trickier when working by telephone and online than in person, as the other person might not be sure whether you are still there. It's good to cover this in contracting, explaining that you may sometimes be silent, and why. Try recording your sessions, and watching them back - you could even score yourself using the Carkhuff scale; Rory also describes a system for evaluating your skills that was suggested by Mick Cooper. It can be very developmental to try a fishbowl session using Zoom. You might like to consider joining our Counselling Study Resource (CSR) if you would like to learn more about counselling skills. This includes an area dedicated to counselling skills, where each counselling skill is defined, along with an analysis of how it helps the client and the therapist, and some audio examples of the skill being applied. What's more, we are currently offering a special concession, to help counselling students in these challenging times. Online Therapy Contract (starts at 17.00 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Over the years, contracting in counselling has become a more developed process, and this process is changing more with the current digital revolution in the world of counselling and psychotherapy. Working online requires some different elements to be included in the contract - for example, what would you do if the person you were counselling online, who lives alone, suddenly became seriously ill and collapsed during your session? Ken and Rory talk through what additional elements to include in an online therapy contract, for example: information on the benefits and challenges of online counselling for clients technical instructions and troubleshooting privacy and confidentiality (to ensure you adhere to the General Data Protection Regulation) provision for getting a digital signature from your client. Rory has created a handout on specific areas to include in online therapy contracts that you can download here, or access through the Counselling Study Resource. And you might like to check out our course, Online and Telephone Counselling, which: has been awarded Quality Checked training recognition by the National Counselling Society (NCS) meets the British Association for Counselling and Psychotherapy (BACP) competence framework requirements for practitioners who wish to work with clients via telephone and e-counselling; the course exceeds 80 hours of guided learning,

163 – Questions to Ask Counselling Placement Sep 26, 2020

163 - Questions to Ask Counselling Placement Interviewers The Black-Hole Effect - Preparing to Work with Self-Harm In episode 163 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at questions to ask at counselling placement interviews. 'The Digital Counselling Revolution' then focuses on another theory to be aware of when working online: the black-hole effect. Last, in 'Practice Matters', the presenters discuss working with clients who self-harm. Questions to Ask at Counselling Placement Interviews (starts at 1.30 mins) You'll find lots of discussions about interviews for counselling placements in our Facebook group. It's usual to feel preoccupied with what the interviewers will ask you, but do remember that the interview process is a two-way dialogue, and you will also have the opportunity to ask questions at your counselling placement interview. It's not just about them deciding that you're suitable for the role: you can also use the interview as an opportunity to find out whether this placement and this agency are right for you. Ken and Rory suggest various questions to ask at counselling placement interviews: 'What is your process for assessing and allocating clients?' This question can really help you gauge the ethical quality of the agency, as student counsellors should not be given clients with complex needs. Even qualified counsellors need always to ask themselves whether the client's presentation is within their competence level before starting work with them. Working beyond your confidence is potentially damaging to the client (in terms of breaching the ethical value of non-maleficence, i.e. doing no harm) and to you as the counsellor (potentially unnerving you and diminishing your, your agency's and the profession's reputations). 'What other activities and support are offered?' For example, some agencies provide free or low-cost CPD opportunities. There may also be group discussions. Feeling well supported by your placement manager is really important. 'What are the referral pathways and how are they activated?' It's good to get to understand how clear these are, ensuring that you will have the chance to work with a good supply of appropriate clients. 'Could I look at the room where I'd be working, please?' This would be really interesting to see at the placement, if possible, as ensuring a safe and secure environment for both you and your clients is another important part of ethical practice. Above all, remember that you will be happiest, most fulfilled and most comfortable working at an agency whose values and philosophy are a good fit with your own. The Black-Hole Effect (starts at 15.20 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Working online as a counsellor - an intrinsic part of the digital counselling revolution - requires an awareness of various theories that you may not have learned about in your training for face-to-face work. In the previous podcast, we looked at the disinhibition effect - and now we continue this dive into online-specific theories turning to the black-hole effect. This term describes the situation when a client disappears and never comes back, i.e. there is an unplanned and very abrupt ending. This could happen between sessions or even mid-session, given the lack of joint physical presence in online and telephone working. Rory describes an example of how he experienced this phenomenon himself while involved in a leisure activity, online gaming. The black-hole effect describes not just the hole left by the 'missing' client but also the multiple feelings of deficit that may arise in the therapist as a result. For example, you may wonder whether you did something wrong, and feel concern for the client's wellbeing. Like the online disinhibition effect, the term 'black-hole effect' was first coined by ...

162 – Counselling Clients on Medication Sep 19, 2020

162 - Counselling Clients on Medication Being Sent for Counselling - Managing the Disinhibition Effect In episode 162 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at mandatory personal counselling for students of counselling and psychotherapy. 'The Digital Counselling Revolution' then focuses on a theory to be aware of when working online: the disinhibition effect. Finally, in 'Practice Matters', the presenters discuss counselling clients on prescription medication. Being Sent for Counselling (starts at 1.30 mins) Given that we are taught in our counselling studies that people should not be 'sent' for counselling - i.e. that counselling should always be an active choice by the client - then the fact that many practice-level counselling and psychotherapy courses require students to have a certain number of hours of personal counselling seems incongruent. The amount required can vary greatly, depending on a combination of the course provider, the awarding body and the modality being studied. Rory and Ken provide some tips on how to approach this course requirement: If the thought of having to have personal therapy is not a welcome one for you, do reflect on your feelings about this. Bear in mind that there is no reason why counselling should only be for people with specific problems of which they're already aware: many people use it for personal development and growth. Practice-level counselling training naturally gives rise to many issues that you could take to personal counselling, e.g. your personal development, juggling the various demands in your life, and how you experience the group dynamics on your course. Waiting until you are on your placement and so client-facing may provide you with more issues to reflect on, e.g. your feelings in that situation. Remember the Johari window: we know only what we are aware of. And personal counselling gives us the opportunity to become aware of parts of us that are currently unseen. When going for personal counselling, try to enter fully into the spirit of it, rather than observing the counsellor and trying to make links between your learning and how they are working. Experiencing personal counselling helps you become a better counsellor by learning how it feels to be in the client's chair. Personal counselling will provide you with great material for your personal-development assignments at college. Managing the Disinhibition Effect (starts at 14.00 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More Working online as a counsellor - an intrinsic part of the digital counselling revolution - requires an awareness of various theories that you may not have learned about in your training for face-to-face work. One of these is the disinhibition effect. You may have heard the term 'keyboard warrior', describing someone who behaves aggressively or unkindly online. It is the disinhibition effect that lies behind this phenomenon, creating a feeling of freedom and lack of accountability that makes people behave online in ways they would not in person. The term 'disinhibition effect' was first coined by psychologist John Suler in his 2004 paper 'The Online Disinhibition Effect'. Ken and Rory explore the impact of this on boundaries and clients' extent of self-disclosure. They warn that the disinhibition effect can also affect the counsellor: supervision is vital in protecting against this. You can find an article on the disinhibition effect on the Counselling Tutor website. Rory has also created a handout that you can download here, or access through the Counselling Study Resource. Counselling Clients on Medication (starts at 26.45 mins) In this part of the Counselling Tutor Podcast - aimed at supporting qualified practitioners to sharpen their competence - Rory and Ken talk...

161 – Synchronous and Asynchronous Communication in Counselling Sep 12, 2020

161 - Synchronous and Asynchronous Communication in Counselling Managing Study Anxiety - Is Assessment Misunderstood? In episode 161 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes provide tips on how to manage the anxiety that you may naturally be feeling at the prospect of starting the new academic year. 'The Digital Counselling Revolution' then looks at synchronous and asynchronous communication in counselling - what these are and the various pros and cons of each. Last, in 'Practice Matters', the presenters discuss counselling assessment, with reference to a lecture in Counsellor CPD. Managing Study Anxiety (starts at 1.30 mins) Ken recalls his feelings of anxiety when beginning his counselling studies, even in more 'normal' times. Indeed, many students of counselling and psychotherapy may be returning to study after a gap in education; in this situation, it is very natural to feel self-doubt and a lack of confidence. With all the changes to counselling training that have come about as a result of the COVID-19 situation (see podcasts 159 and 160), it's no wonder that anxiety levels may be even higher. This is evident in recent posts in the Counselling Tutor Facebook group. Ken and Rory provide some hints on how to manage your anxiety in this situation: Focus on self-care, making sure you spend some time doing things that you find relaxing. What exactly these activities are will vary between people. For Rory, getting out for a walk is really helpful - and spending time in nature is an effective form of relaxation for many people. Ken describes his use of mindfulness and meditation as a way to start his day in a calm way. Again, this is widely considered helpful for greater self-awareness and serenity. Remember too that anxiety can be contagious - might you be picking up on other people's anxiety rather than truly feeling your own? It can help to reflect on this, to try to separate the two, and to rationalise your own anxieties. Most important of all, don't hide and bottle up your anxiety - instead, speak about it with others who will understand, for example your peers on your course. The Counselling Tutor Facebook group is also a great place to do this. Feeling less alone with your feelings can really help dissipate them. Don't forget that it is not selfish to self-care - if we look after ourselves, we become better able to help others. You might also like to consider joining our Counselling Study Resource (CSR), with a wide range of lectures and resources to support you in your counselling studies. Synchronous and Asynchronous Communication in Counselling (starts at 16.45 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More The digital revolution in the world of counselling and psychotherapy offers a range of ways of communicating with clients. These can be divided into synchronous and asynchronous methods. In brief, synchronous communication is real-time communication, while asynchronous communication is delayed-time communication. So when Ken and Rory are speaking with each other on the podcast, they are in synchronous communication. Asynchronous communication would take the form of, for example, emailing or text messaging. Rory describes the history of asynchronous communication and how it has always been more complex to handle, even leading to a breakdown in the relationship between Sigmund Freud and Carl Gustav Jung, whose letters to each other became increasingly bitter over the period of their correspondence (1906-1913). This perhaps reflects the disinhibition effect too. In asynchronous communication, the emotion behind the writing of the other party is harder to pick up, and it is easier to reply in a way that is inadvertently ambiguous. Reading back over our reply before sending it is always a good ide...

160 – Benefits and Challenges of Counselling Clients Online Sep 05, 2020

160 - Benefits and Challenges of Counselling Clients Online Blended Learning - Working with Bereavement Welcome to episode 160 of the Counselling Tutor Podcast, in which Ken Kelly and Rory Lees-Oakes discuss what blended learning is, and what it can offer you. Then, our new slot 'The Digital Counselling Revolution' looks at the benefits and challenges of counselling clients online. Finally, in 'Practice Matters', Rory talks to counsellor and trainer Nicola Hughes about the important topic of bereavement. Blended Learning (starts at 1.30 mins) The term 'blended learning' - which has been around for decades - refers simply to learning that uses a number of different types of input. However, in the current situation of the COVID-19 pandemic and consequent need for social distancing, blended learning is about combining face-to-face with remote learning. This represents a revolution in counselling training, which is both exciting and challenging. In particular, blended learning requires you, as a student counsellor, to take more responsibility for your own learning. If you are able to rise to this challenge, you have the opportunity to: benefit from the huge range of resources available via technology connect with peers more widely, e.g. through the Counselling Tutor Facebook group select resources that fit more closely with your own learning style (i.e. auditory, kinaesthetic or visual). When selecting resources to use, do ensure that they are citable, so that you can reference your sources in an academically rigorous way for your learning institution. You might like to consider joining our Counselling Study Resource (CSR), which draws on our long experience of providing technology-based learning to bring you a wide range of lectures and resources that are mapped to the main counselling UK qualifications and can all be cited in your assignments. Benefits and Challenges of Counselling Clients Online (starts at 16.15 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More The current digital revolution in the world of counselling and psychotherapy brings both benefits and challenges for clients and counsellors alike. The key benefit of online counselling for clients may be better access to therapy for people who might otherwise have been unable or unwilling to get help, e.g. if travelling is difficult for them, if they have caring responsibilities, or if they are concerned about the possibility of being seen entering or leaving the counsellor's premises. Counsellors may also benefit from having no travel time (as they may be able to work from home more easily) and the cost saving of not having to hire a room. Challenges in counselling clients online, meanwhile, include the change in practitioner training, since online working brings the need to understand the technology, the specific psychological theories (e.g. the disinhibition effect and the black-hole effect), and the application of skills. Also, online working is not suitable for all client presentations and mind-sets. Rory has also written a handout on the benefits and challenges of counselling clients online. You can download this free of charge here, or access it through the Counselling Study Resource. You might also like to check out our course, Online and Telephone Counselling. Working with Bereavement (starts at 33.55 mins) In this part of the Counselling Tutor Podcast - aimed at supporting qualified practitioners to sharpen their competence - Rory talks to Nicola Hughes, who completed her student placement in a bereavement agency and has since built ten years' experience in working with bereavement and loss. Key issues covered in the interview are the: shift over time in how grief is viewed theoretically and thus worked with use of euphemism and metaphor in grief

159 – Challenges in Online Counselling Training Aug 29, 2020

159 - Challenges in Online Counselling Training The Digital Counselling Revolution - Existential Therapy Welcome to episode 159, the first in our brand-new series of the Counselling Tutor Podcast. In this episode, Ken Kelly and Rory Lees-Oakes discuss the challenges of online counselling training where much of the input is provided remotely. Then, in an innovative new slot 'The Digital Counselling Revolution', the presenters look at where counselling is going in the era of social distancing and reduced opportunity for face-to-face contact. Last, 'Practice Matters' focuses on existential therapy, with input from guest lecturer Professor Mick Cooper. Challenges in Online Counselling Training (starts at 1.50 mins) Counselling is different from many other fields of study in that it can be very challenging for students and teachers alike to switch to remote learning and teaching. The current COVID-19 pandemic has led to a need to adapt quickly to this new way of working. Students are facing huge challenges never seen before. Indeed, recent research by Professor Susanna Loeb at Brown University shows that online classes are generally less effective than in-person teaching for most learners, and particularly for those with weaker academic backgrounds. One of the key losses in online learning is that of peer support. Indeed, the Education Endowment Foundation found that peer interactions can provide motivation and improve learning outcomes. So what can you do to help yourself in this brave new world, particularly with regards to online counselling training? Ken and Rory suggest the following: Join the Counselling Tutor Facebook group, where you can connect with over 32,000 students, tutors, qualified counsellors and supervisors. It's a great opportunity to ask any questions and discuss your learning, getting other people's ideas and input into your learning. Consider starting your own small peer support group with others from your course, for example using Zoom or Skype. For your online counselling training, try to attend the live versions of any lectures rather than rely on the recorded ones. This allows you to ask questions at the time, and so clarify your understanding when the tutor is there to answer them. Use your webcam when attending live lectures, as this makes you far more likely to stay focused and not be tempted to multitask. Close any other programs and apps that 'go ping'! In other words, don't have other websites and software open that will send you notifications when you need to be concentrating on your learning. Put in robust planning for your study. For example, you might like to consider complementing your formal studies with some back-up support from experienced specialists in online learning (not the case for many tutors), for example via our Counselling Study Resource (CSR). In summary, it's important to take your online studies just as seriously as you would when studying in the classroom. The Digital Counselling Revolution (starts at 19.23 mins) BESTSELLEROnline & Telephone Counselling Book Available in Paperback and Kindle Includes FREE COMPANION COURSE that you can do online to underpin and strengthen your learning Click Here to See More In this new slot for this academic year, we will be exploring lots of different aspects of technology-assisted therapy, a hot topic in the world of counselling and psychotherapy. Counselling online is a very different environment than counselling face-to-face - and so change is needed in order to be able to adapt to this new way of working, and to do so safely, effectively and ethically. As with all change, there can be 'pain in the pivot'. Counselling Tutor has created a course, Online and Telephone Counselling, to support you in this. Offering over 80 learning hours, it meets the BACP's competences for telephone and e-counselling. Key to pivoting successfully to online working is having an online mind-set ourselves.

158 – BACP Special: Employment for Counsellors Jul 18, 2020

158 - BACP Special: Employment for Counsellors During the academic breaks, the Counselling Tutor Podcast returns periodically with special editions - and in this last podcast of the current season, Rory Lees-Oakes talks to Kris Ambler (Workforce Lead) at the British Association of Counselling and Psychotherapy (BACP) about how the professional body is seeking to enhance employment for counsellors and psychotherapists. Finding paid work as a counsellor is a frequently occurring topic in our Facebook group. Kris describes his role at the BACP, explaining that the professional body is working hard to represent the voice of counsellors and psychotherapists to employers in the private, public and third (charitable) sectors. It is keen to drive growth in paid job opportunities for counsellors. Kris and his team also work to support individual BACP members with business issues. Examples of interventions aimed to enhance employment opportunities for counsellors that Kris has been involved in include: being contacted by an employer/organisation that is designing and implementing a wellbeing plan, and needs to know how best to employ counsellors or to access their skills supporting bodies that represent groups of businesses, e.g. the Federation of Small Businesses (FSB) and Advisory, Conciliation and Arbitration Service (ACAS) in creating packages of support and toolkits to support mental wellbeing in the workplace working with the John Lewis Partnership's Working Well Coalition to campaign to cabinet ministers on the policy changes needed in this area. The linking theme in all projects is the importance of ensuring that employers understand the value of counsellors' contribution to workplace wellbeing. Rory and Kris explore current challenges in the world of counselling and psychotherapy, both those dating from before the current COVID-19 pandemic and those that have resulted from this. These include: rising depression rates in millennials understanding of why some people don't seek support when they need it high suicide ideation and rates in the construction industry and the farming community campaigns for greater investment in psychological wellbeing, to match the increased interest in mental health. Many counsellors these days have portfolio careers, e.g. combining private practice with employee assistance provider (EAP) work. Kris works to support practitioners within this mixed economy, for example: disseminating news of public-sector contracts for counselling services providing information on portals with which to register to see future opportunities educating therapists on public-procurement processes to enable them to apply for these encouraging individual practitioners and small counselling providers to form consortia to apply for service contracts addressing the challenges of working from home (especially during the pandemic) campaigning for fair pay (e.g. equal rates for telephone and face-to-face work from EAPs). That's all, folks, for this season - but the Counselling Tutor team will be back in the new academic year. In the meantime, we hope you enjoy your summer break from studies - but if you do find yourself getting bored or missing your learning, do check out our links below for lots of resources! They're also a great way to prepare for the next year of your studies in due course, as the start of the new term approaches. Free Handout Download BACP Workforce Links Click Here to Download Free Handout Links and Resources Counselling Study Resource Counsellor CPD Basic Counselling Skills: A Student Guide Counselling Theory in Practice: A Student Guide Counselling Tutor Facebook group Counselling Tutor Facebook page Counselling Tutor website CPCAB

157 – BACP Special: Starting a Private Practice in Counselling Jul 11, 2020

157 - BACP Special: Starting a Private Practice in Counselling During the academic breaks, the Counselling Tutor Podcast returns periodically with special editions - and this time, Ken Kelly and Rory Lees-Oakes discuss what you need to consider when starting a private practice in counselling. Rory interviews Jo Langston (Ethics Services Manager) and Caz Binstead (a member of the Private Practice Divisional Executive) at the British Association of Counselling and Psychotherapy (BACP) about the resources available to help you, and the ethical issues to consider. Setting up as a private-practice therapist may be something you are currently thinking about. There are lots of different aspects to think about before taking the plunge. Being proactive is vital, rather than reacting later when a problem occurs. Ethical considerations around working in private practice include: working within your competence - in particular regarding assessment, which you may not have experienced when working in an agency dealing with the isolation of working alone, with reduced support and increased responsibilities compared to agency working writing and applying your own contract making business decisions. The BACP offers a range of resources to support you in setting up and running your own practice, including the Private Practice Toolkit, which comprises four modules: setting up your private practice managing your private practice developing your private practice working as a private practitioner. Remember that you don't know what you don't know, so do get feedback from others ... Once you've prepared as fully as possible, don't be afraid of making mistakes, use the resources available, and draw on your support network. There are various kinds of ethical difficulties that could crop up specifically in private practice, including those relating to: realising, as the counsellor, several sessions into working with a client that you can't continue to do so (e.g. for reasons of competence in relation to the client's presentation) taking payment for sessions and dealing with clients who don't pay safe lone working, especially if you are working from home marketing your services setting and building your own caseload setting and maintaining appropriate boundaries. The presenters discuss these issues, and ways to approach them in order to minimise the risk of any problems when starting a private practice in counselling. Again, the BACP has resources that can support you with any dilemmas related to these themes, including guidance on making defensible ethical decisions. In conclusion, Jo suggests that counsellors thinking of entering private practice consult, prepare and take their time. Remember that you don't know what you don't know, so do get feedback from others - in particular your supervisor - to increase your awareness of areas that you need to develop in order to be able to work ethically and safely in private practice. Caz adds that it's good never to stop learning. Once you've prepared as fully as possible, don't be afraid of making mistakes, use the resources available, and draw on your support network. Watch out for another Counselling Tutor Podcast special with BACP soon. In the meantime, check out Rory's handout here, or through the Counselling Study Resource (CSR). Free Handout Download Ethical Problem Solving Matrix Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group Counselling Tutor Facebook page Counselling Tutor website Counselling Study Resource BACP Basic Counselling Skills: A Student Guide Counselling Theory in Practice: A Student Guide

156 – Acceptance and Commitment Therapy Jul 04, 2020

156 - Acceptance and Commitment Therapy Confidentiality: A Legal or Ethical Issue? - New Course from CPCAB In episode 156 of the Counselling Tutor Podcast - the last academic podcast for this academic year - Ken Kelly and Rory Lees-Oakes discuss the legal and ethical aspects of confidentiality. 'Check-In with CPCAB' then looks at a new course to be offered by CPCAB. Last, in 'Practice Matters', the presenters talk about acceptance and commitment therapy (ACT), which is the topic of a new Counsellor CPD lecture. Confidentiality: A Legal or Ethical Issue? (starts at 1.55 mins) Confidentiality is not secrecy; in the counselling context, it is a contracted agreement between therapist and client about what you may have to share of the client's material. But is confidentiality a legal or an ethical issue? The answer is both: but while the situations where we are legally obliged to break confidentiality are set in stone (and overseen by the legal system), those in which we might ethically be bound to do so are far more situation-dependent (and overseen by our ethical body, e.g. the British Association for Counselling and Psychotherapy). Examples of situations in which we are required by law to break confidentiality are drug trafficking, money laundering and terrorism. Rory has written a handout about the differences between ethical and legal requirements for counsellors. You can access this here, or through the Counselling Study Resource (CSR). Check-In with CPCAB: CPCAB Developments (starts at 14.15 mins) Rory talks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about a new version of its Level 4 Diploma in Therapeutic Counselling, which is accredited by the BACP. The difference this will make to students who complete this version is that they will not have to take the BACP's Certificate of Proficiency test in order to become registered members after qualification. The new qualification will be available from autumn 2020, and will be launched initially as an opt-in pilot scheme for existing centres who already have strong links with BACP, for example through their tutors being BACP members and their courses drawing on the BACP's Ethical Framework for the Counselling Professions. Graduates of the programme will not have to become BACP-registered members; they will still be free to join other professional bodies in the usual way. This segment has been sponsored by CPCAB, the UK's only awarding body run by counsellors for counsellors. You can find out more about CPCAB and the topic discussed today on its website. While we hope to continue to link up with CPCAB for other features in future, this was the last in the current series of 'Check-In with CPCAB'. Look out for our new slot next academic year, 'The Digital Revolution'. There, we will be exploring lots of different aspects of technology-assisted therapy, a hot topic in the world of counselling and psychotherapy. Acceptance and Commitment Therapy (starts at 33.50 mins) In this part of the Counselling Tutor Podcast - aimed at supporting qualified practitioners to sharpen their competence - Rory and Ken talk about Acceptance and Commitment Therapy or ACT. ACT is a 'new kid on the block' among the counselling modalities, and the topic of a new CPD lecture by psychologist and CBT therapist Dr Richard Bennett. It was originally developed in the USA by Dr Steven Hayes. Acceptance and Commitment Therapy is one of the third-wave CBT approaches, seeking to remedy perceived deficiencies in the CBT approach by drawing on Eastern ideas - ACT in particular uses mindfulness to support clients to let go of unhelpful thoughts and become more able to live fully in the present moment. Acceptance and Commitment Therapy works with clients to help them: Accept their reactions and be present Choose a valued direction Take action. Free Handout Download Confidentiality in Helping Work: A Legal or Ethical Requirement?

155 – Blended Learning in Counselling Training Jun 27, 2020

155 - Blended Learning in Counselling Training Entering Counselling Training with a Difficult Past - Handling Abusive Phone Calls In episode 155 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes give some tips on the feasibility of entering counselling training if you have a difficult past. 'Check-In with CPCAB' then looks at the development of blended learning in the field of counselling and psychotherapy. Finally, in 'Practice Matters', the presenters discuss how to handle abusive phone calls. Entering Counselling Training with a Difficult Past (starts at 1.45 mins) Can you become a counsellor if you have had a difficult past yourself? This question is asked frequently in the Counselling Tutor Facebook group. The answer is most definitely yes - but with the proviso that you need to have processed your emotions relating to this to a reasonable extent before entering counselling training. Some people come along to counselling training as a substitute for having therapy themselves but - given the highly emotional nature of the counselling journey - they could quickly become overwhelmed. It's always a good idea to be honest with the tutor on a course you are applying for if you are aware of particular difficulties you have experienced: if you try to keep these to yourself, they will be bound to come out at some point during training, so it's much better to have been up-front about these from the start. Do remember that tutors want students to join and succeed, but they also want you - and your future clients - to be safe, so they may suggest that you wait and perhaps receive some therapy yourself in order to process your own emotions more thoroughly before joining a course. In short, don't be put off counselling training by your past difficulties, but don't rush into it either. It is important that the time is right. While counselling training does indeed offer lots of opportunity for personal development, you will need a certain amount of emotional resilience and robustness to get through. Rory has written a handout based on his own experience (as a counselling tutor) of possible types of difficulties and how best to approach entering counselling training with these. You can access this here, or through the Counselling Study Resource (CSR). Don't be put off counselling training by your past difficulties, but don't rush into it either. It is important that the time is right. Check-In with CPCAB: Blended Learning in Counselling Training (starts at 14.00 mins) Rory talks to Molly Ayre (Counselling Qualification Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the likely growth in blended learning in counselling training. The current COVID-19 situation has led to colleges having to shift quickly from face-to-face to online teaching. With the likely ongoing need for social distancing, training providers are increasing looking at delivery options that do not rely completely on students all coming together in the physical classroom - in other words, blended learning (using a mixture of in-person and remote learning). Given that online counselling is likely to have experienced huge growth in this time, with many agencies seeing the benefits to clients, it will be very valuable experience for students to become more familiar with online technologies, and to experience remote working for themselves. This segment is sponsored by CPCAB, the UK's only awarding body run by counsellors for counsellors. You can find out more about CPCAB and blended learning in counselling training on its website. Handling Abusive Phone Calls (starts at 26.55 mins) In this part of the Counselling Tutor Podcast - aimed at supporting qualified practitioners to sharpen their competence - Rory and Ken talk about handling abusive phone calls. While these are not common, they are an inevitable part of working in a public-facing profession. It can be hard to act rationally in the heat of the moment when faced with s...

154 – Deliberate Practice in Counselling Jun 20, 2020

154 - Deliberate Practice in Counselling Placement Interviews - Stockholm Syndrome In episode 154 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes give some tips on interviews for counselling placements. 'Check-In with CPCAB' then looks at the concept of deliberate practice: what it means and how to do it in your counselling practice. Finally, in 'Practice Matters', the presenters discuss Stockholm Syndrome. Placement Interviews (starts at 1.45 mins) Going for an interview for a counselling placement can feel very stressful, and so naturally trigger anxiety. Remember that the reason you are feeling that anxiety is because you really care about it, which is a good thing. Counselling interviews can be very different from other types of job interviews. Rory describes how he was surprised - when he went for his placement interview - to be asked first about his hobbies. Since counselling is very much about a way of being (rather than a way of doing), who you are and your ability to practise good self-care are important. So while it's good to be well prepared on counselling theory and skills, do keep an open mind on the areas that the interviewers may choose to focus on. Above all, be yourself. It is also a good idea to research the agency's website, so that you are familiar with the information given there, e.g. on client group, staff, history etc. This can also help you prepare some questions to ask at the end. Don't forget just how much you have to offer. Interviews aren't just about you convincing them that you are the right person for the agency; they also provide an opportunity for you to weigh up whether or not you would like to work there. For example, does the agency provide a good level of support for trainee counsellors (e.g. ensuring that any clients are assessed as being appropriate for you before allocating them to you)? Interviews aren't just about you convincing them that you are the right person for the agency; they also provide an opportunity for you to weigh up whether or not you would like to work there. While you may feel desperate simply to find a placement, do try to ensure that the agency's philosophy and values are a good fit with your own. As Ken notes, it is important to find a placement, but it's much more important to find the right placement. Rory has written a handout that includes a list of possible questions you might get asked at interview. You can access this here, or through the Counselling Study Resource (CSR). And why not come along to the Counselling Tutor Facebook group, where you can ask questions and share experiences of counselling interviews with over 30,000 students, qualified practitioners, supervisors and tutors in the world of counselling and psychotherapy? Check-In with CPCAB: Deliberate Practice in Counselling (starts at 16.10 mins) Rory talks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about what deliberate practice is, and how to use this concept yourself in your counselling practice. Deliberate practice refers to practice that is purposeful, systematic and aimed at ongoing improvement in your skills. This could be about improving the skills you already have or it could focus on extending the reach and range of your skills - in other words, about growing in depth or in breadth. Kelly outlines key elements of deliberate practice in counselling, which include: determining your baseline position identifying any deficits in your skills analysing feedback from tutors, supervisors and clients measuring client outcomes recording sessions, and evaluating these in detail planning for how you will plug any gaps working to improve your skills. Just as athletes strive constantly to out-perform their personal best, so counsellors can work to improve continually how they service their clients. In defining deliberate practice, Kelly uses the phrase 'causing yourself a manageable level of strain to stimulate growth an...

153 – Attribution Bias and How It Matters in Counselling Jun 13, 2020

153 - Attribution Bias and How It Matters in Counselling Assessment Protocols during COVID-19 Period - Preparing to Work with Anger In episode 153 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes delve into the psychological theory of attribution bias. 'Check-In with CPCAB' then looks at how assessment will be carried out this year, given that in-person exams cannot take place due to the COVID-19 situation. Last, in 'Practice Matters', the presenters explore working with anger in the counselling room. Attribution Bias and How It Matters in Counselling (starts at 1.55 mins) 'Attribution' in psychology refers to how people explain other people's behaviours and choices. For example, dispositional bias looks on how humans will often decide an individual is a certain 'type of person' and will then look for evidence to support this, rather than seeing them more fully and keeping an open mind as to why they are behaving in a particular way. Attribution bias is more prevalent in individualistic (as opposed to collective) societies, where each person is seen as having a unique personality and as being responsible for themselves. The concept matters to counselling as it is intrinsically connected with the importance of having unconditional positive regard for clients, and to attending with empathy to each client's experiencing of the world. Self-awareness in the counsellor is key to ensuring that attribution bias does not creep into our work with clients. Rory has written a handout on this topic, presenting a short case study on how attributional bias could impact on the client-counsellor relationship. You can access this here, or through the Counselling Study Resource (CSR). Rory challenges listeners to watch how others use attributional bias, as a good way to practise your own vigilance for this. Check-In with CPCAB: Assessment Protocols during COVID-19 Period (starts at 13.30 mins) Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about how assessment will be carried out this year, given that students can no longer attend face-to-face training or in-person exams. Heather explains that it has taken some time to be able to provide full information on how assessment will be done this year due to the need for this to be approved first by Ofqual. She explains that this approval process is now complete. For students on Level 2 and Level 3 courses, results will be calculated based on the evidence already gathered by tutors. And for Levels 5 and 6, there is no change as these courses are always assessed by a case review written at home (i.e. not under exam conditions). Assessing Level 4 is more complex, as this is the level at which students become qualified practitioners, so CPCAB has a responsibility to ensure that those who pass are fit to practise professionally, and that there is equity in the standard required across the country. The method that has been developed - as an alternative to the 30-minute recording and two-hour written paper - is a case review. Heather explains the way this must be structured, and the mark scheme. If you are a CPCAB student and have any questions about your course assessment, then please ask your tutor rather than contacting CPCAB directly. Tutors are then able to access CPCAB directly to answer any queries. You can also find more information on the CPCAB website. This segment is sponsored by CPCAB, the UK's only awarding body run by counsellors for counsellors. Preparing to Work with Anger (starts at 28.00 mins) In this part of the Counselling Tutor Podcast - aimed at supporting qualified practitioners to sharpen their competence - Rory and Ken talk about working with anger, an important topic on which Rory has recently recorded a lecture. Anger is often conflated in people's minds with violence, but this is not necessarily so. Indeed, anger can be used in very positive ways,

152 – Applying Winnicott’s Attachment Theory in Counselling Jun 06, 2020

152 - Applying Winnicott's Attachment Theory in Counselling How Different Theories View Mental Health - Adding CBT Skills to Your Toolbox In episode 152 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explore how different theories view mental health. 'Check-In with CPCAB' then looks at the possible benefits of adding a level 5 CBT diploma to your counselling qualifications. Finally, in 'Practice Matters', the presenters look at the use of Winnicott's attachment theory in counselling. How Different Theories View Mental Health (starts at 1.35 mins) Questions on this topic arise regularly in the Counselling Tutor Facebook group - where you can discuss relevant issues with over 31,000 students, practitioners, supervisors and tutors who share an interest in the world of counselling and psychotherapy. Rory summarises where the three main modalities see the root of mental-health difficulties - e.g. anxiety and depression - arising: The psychodynamic approach would say they spring from subconscious processes and sexual drives. The person-centred modality would suggest that they stem from incongruence - that is, a mismatch between who a person really is and the face they show the world. Cognitive behavioural therapy (CBT) would claim that they derive from irrational (i.e. faulty) thinking. Rory and Ken look at how each of these modalities might go about treating mental-health difficulties, look at their similarities and differences, talk about the different models that underlie them (medical, philosophical and scientific respectfully), and also touch on transactional analysis (TA). Rory has written a handout on this topic, which is available here, or through the Handouts Vault and Counselling Study Resource (CSR). Adding CBT Skills to Your Toolbox (starts at 12.25 mins) Rory talks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about its Level 5 Diploma in Cognitive Behavioural Therapeutic Skills & Theory. Some counsellors find that - having embedded their core modality - they like to add another string to their bow by qualifying in a second modality. Ray explains the possible benefits of this course, which is 120 Guided learning Hours and 388 hours' Total Qualification Time, and is typically completed in one academic year. These benefits include: increasing possible opportunities for employment in agencies that value CBT skills (e.g. the NHS) having a modality that is recognised by the National Institute for Health and Care Excellence (NICE) as an evidence-based treatment for various mental-health conditions being able to work with a wider range of clients and client presentations having the option to offer clients a choice of modalities taking a more holistic approach to client work, encompassing thoughts and behaviours as well as emotions learning how to integrate CBT into your person-centred practice, enabling you to combine the strengths of each. Ray and Rory conclude by stating that for some clients, reality-testing (a technique that is commonly used in CBT and that Rory illustrates with an example from his own practice) is highly valuable. This segment is sponsored by CPCAB, the UK's only awarding body run by counsellors for counsellors. You can find out more about CPCAB and the topic discussed today on its website. Applying Winnicott's Attachment Theory in Counselling (starts at 28.35 mins) In this segment of the Counselling Tutor Podcast - aimed at qualified practitioners - Rory and Ken talk about the value of understanding attachment theory, as developed by Donald Winnicott. Winnicott was a British psychoanalyst and paediatrician who looked in depth at child development and first introduced the idea of the 'good-enough' parent. Understanding Winnicott's attachment theory is important for yourself (in terms of personal development, and seeing more clearly how you relate to others) and for your clients (both adults and children - in...

151 – Benefits of Getting a Level 5 Diploma in Counselling May 23, 2020

151 - Benefits of Getting a Level 5 Diploma in Counselling Working with Conflicting Ethical Frameworks - Counselling Autistic Clients In episode 151 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the challenge of working with conflicting ethical frameworks. 'Check-In with CPCAB' then looks at the possible benefits of getting a Level 5 diploma in counselling. Finally, in 'Practice Matters', Rory interviews Lisa Cromar about counselling autistic people. Working with Conflicting Ethical Frameworks (starts at 2.55 mins) A question that arises regularly in the Counselling Tutor Facebook group is how we can work with conflicting ethical frameworks; this is a common assignment question for students of counselling and psychotherapy. Examples of work environments in which there may be conflicting ethical frameworks would be: school counselling, where the school's code of conduct may not be consistent with, say, the Ethical Framework for the Counselling Professions (published by the British Association for Counselling and Psychotherapy, 2018) drug and addiction agencies, where confidentiality may not apply to the taking of street drugs (for reasons of physical safety of the clients). If you encounter a conflict in ethical frameworks, it can be challenging to work out which to abide by, and how to blend the requirements of each. Rory and Ken suggest the following tips: Ensure that you fully read and understand both ethical frameworks, asking questions if you are unsure about any part of these. Sort the components of each into 'must-dos' (i.e. essential parts that you must abide by) and 'nice-ifs' (i.e. parts that are negotiable). Explain to colleagues your own must-dos, and listen to theirs and their rationale for these. Blend both into a contract that fits the essential requirements of the essential parts of the two frameworks, remembering that sometimes appropriate adjustments can be justified to best serve the client. Evidence your approach in writing. Do discuss any such conflicts with your clinical supervisor. Ensure too that you are familiar with the Caldicott Principles. Rory has written a checklist on working with conflicting ethical frameworks. This is available here, or you can get hold of it through Counselling Study Resource (CSR). Check-In with CPCAB: Benefits of Getting a Level 5 Diploma in Counselling (starts at 17.10 mins) Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the reasons for counsellors deciding to top up their level 4 diploma with a level 5 qualification. In general, Heather suggests working for a while (at least a year) with your level 4 diploma before considering getting a level 5 diploma in counselling. Some counsellors choose to take the CPCAB's Level 5 Diploma in Cognitive Behavioural Therapeutic Skills and Theory, in order to specialise and add another modality to their offering. Other counsellors, meanwhile, choose to take the Level 5 Diploma in Psychotherapeutic Counselling, which is especially suited to those who wish to work in private practice. Each of these two courses takes one academic year to complete. The Diploma in Psychotherapeutic Counselling focuses particularly on assessment of clients (and includes practical experience in this). It also covers many other areas that support private-practice work, for example: creating and working with cancellation policies taking payments setting and maintaining boundaries in independent practice safe working writing reports for other professionals. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Counselling Autistic Clients (starts at 30.15 mins) In this segment of the Counselling Tutor Podcast - aimed at qualified practitioners - Rory talks to counsellor Lisa Cromar about the lecture she delivered recently for Counsellor CPD.

150 – Single-Session Therapy May 16, 2020

150 - Single Session Therapy Stepping up to the Next Level - Preparing for Exams In episode 150 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about what to expect when you move up to the next level of counselling training. 'Check-In with CPCAB' then focuses on external assessment, and how you can best prepare for this. Finally, in 'Practice Matters', Rory interviews Professor Windy Dryden about single session therapy. Stepping up to the Next Level (starts at 1.50 mins) A frequent question in the Counselling Tutor Facebook group is about what it's like to move up to the next level of counselling training. If you're not already a member, do come along and chat to over 30,000 others interested in the world of counselling and psychotherapy (including students, qualified practitioners, supervisors and tutors). In the UK, Level 2 counselling courses (an introduction to counselling) are usually about 10-15 weeks long. Level 3 courses (focusing on counselling skills, but also including some theory and personal development) are one year, while Level 4 (qualification level) is a two-year training. It's important to think ahead as to whether you will be able to commit the amount of time and energy needed to complete all parts of the course satisfactorily. For example, at Level 4, this includes the contact time, writing assignments, going to your placement, and having supervision. Personal therapy may also be a requirement of some Level 4 courses, supporting the big emphasis on self-awareness and personal development at this stage of training. Rory describes the workload of Level 4 as like having an additional part-time job. Having said all this, the training is very enriching and worthwhile. As Rory puts it, it's like a long but interesting trek up a hill - and the view when you get there is just beautiful! The trick is not to look too far ahead: instead, enjoy every step of your journey. Rory has written a checklist on moving up to the next level; this is available here, or you can get hold of it through the Handouts Vault and Counselling Study Resource (CSR). The CSR is a great place for you to find support with your course - over 40,000 students have already used it to help them achieve their learning outcomes. Check-In with CPCAB: Preparing for Exams (starts at 13.05 mins) Rory talks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about hints and tips to reduce exam stress when approaching your external assessment. Here are some of the ideas she suggests: Try to let go of any transference from school days: CPCAB tries hard to design the external assessments to feel very different from school exams (in a good way!). The exam will only ever ask you about what you have been taught on the course: all questions are based on the learning outcomes for the particular course. Read the guidance booklet produced by CPCAB (it's on the website, and your tutor may well give you a copy). Be well prepared: revise as much as you reasonably can, while not neglecting your wider wellbeing and self-care. Start your revision with any areas you feel weak on. Your goal is to enter the exam with an understanding that is balanced across the curriculum. Remember that neither CPCAB nor your tutor is trying to catch you out: they really want you to pass! Use the mock exam (and the debriefing afterwards) that your centre will organise as a 'dry run' for the real thing. Use calming techniques that work for you - for example, mindfulness, breathing practices or chatting/laughing with friends. Once you're in the exam, read the question properly, especially the verb - does it tell you, for example, to describe, evaluate or compare? Last but not least, if you give it your best go but don't pass first time, try not to be disheartened: you can resit and will likely be fine then. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsel...

149 – CORE Assessment in Counselling May 09, 2020

149 - CORE Assessment in Counselling Work Preparing for Next-Level Interviews - Reflecting on Future Support Needs In episode 149 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes provide tips on how to prepare for interviews for the next level of counselling training (or for placements). 'Check-In with CPCAB' then focuses on the support you may like to put in place as you finish the academic year, and perhaps your whole course. Last, in 'Practice Matters', Rory interviews psychologist John Mellor-Clark about using CORE assessment in counselling work. Preparing for Next-Level Interviews (starts at 2.50 mins) It is natural to feel anxiety and nerves when contemplating interviews - whether for training courses or placements. Drawing on their experience of both studying and lecturing, Rory and Ken provide the following tips: If you're not already a member of the Counselling Tutor Facebook group, do join up and chat to over 30,000 others interested in the world of counselling and psychotherapy (including students, qualified practitioners, supervisors and tutors) - it's a great source of support. Remember that interviews are a two-way process - it's also important for you to decide whether the college or agency is the right place for you. Prepare some questions to ask at the end of the interview; this helps you find out what you need to know, and also shows you have thought about and researched the course/agency. Bear in mind that the interviewers aren't trying to catch you out - simply to assess whether you have the enthusiasm needed, are aware of the level of commitment required, understand the theory sufficiently, and have the emotional stability to do the course. Be open about any difficulties you might have, e.g. specific learning difficulties (such as dyslexia) and mental-health issues. None of these rules you out of counselling training, and honesty about these is likely to be looked upon favourably. Read Rory's handout of tutor tips on preparing for your next-level interview; you can download it here, or get hold of it through the Handouts Vault and Counselling Study Resource (CSR). Don't forget too that if you don't get a place on the course you want, this doesn't necessarily have to be the end of the road for your counselling training. Many people take breaks between levels: it may just not be the right time yet for you to continue. Check-In with CPCAB: Reflecting on Future Support Needs (starts at 20.50 mins) Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about how it feels to come to the end of a counselling course, as you and your peers all go your separate ways. Heather suggests that the subsequent feeling of isolation may surprise you. This is a loss - a kind of bereavement - and so it's important to give yourself time to process it. In particular, do try to prepare for the ending of your course, and to plan where you will source your support afterwards. For example, some people choose to continue to meet up with their peers, or to create a Facebook or WhatsApp group where they can exchange messages. Another way to gain similar benefits might be to pursue options for CPD. Your experience as you end a course has parallels with clients' experience as they end therapy - this in itself can provide both personal and professional development if you take the time and space to reflect on and process your experience. So do plan ahead for your support needs as you finish the academic year. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. CORE Assessment in Counselling Work (starts at 33.30 mins) Psychologist John Mellor-Clark was instrumental in the early development of the CORE assessment tools. In this segment of the Counselling Tutor Podcast - aimed at qualified practitioners - Rory talks to John about CORE assessment in counselling work,

148 – Counselling for Substance Abuse May 02, 2020

148- Counselling for Substance Abuse Disruptions to Study - Assessment of Students In episode 148 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about students' concerns following the disruption to counselling studies in the COVID-19 pandemic. 'Check-In with CPCAB' then looks at how students are assessed against course criteria. Finally, in 'Practice Matters', Rory interviews counsellor Linda Mather about counselling for substance abuse. Disruptions to Study (starts at 3.00 mins) With learning institutions currently closed for face-to-face work due to the COVID-19 pandemic, counselling students may be feeling concerned about how their qualifications will be completed and awarded. This is affecting students at all levels, from level 2 certificates to level 8 doctorates. Rory seeks to bring clarity to the situation by explaining how qualifications are structured in the UK, and who takes responsibility for what. In the mid-2000s, the UK government set up independent bodies in each constituent country to oversee and regulate qualifications. For example, in England, there is the Office of Qualifications and Exams Regulation (known as Ofqual). Rory describes the arrangements for Scotland, Wales and Northern Ireland too. Awarding bodies are currently awaiting guidelines from the government and these bodies on how they will award qualifications this year. When we find out any updates on what is happening, we will add these to the Counselling Tutor Facebook group. In the meantime, do keep an eye on the website of your awarding bodies, as you are likely to find COVID-19 updates there. Rory has written a handout that contains lots of links to help you with this. You can download it here, or get hold of it through the Handouts Vault and Counselling Study Resource (CSR). You may also like to practise blended learning - the use of online learning to complement and support your college/university learning - and use the CSR to continue your studies. There, you'll find 'roadmaps' of the main counselling courses, with links to lectures and other resources that support these. Check-In with CPCAB: Assessment of Students (starts at 18.50 mins) Rory talks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about how students are assessed for CPCAB qualifications. She explains that CPCAB uses three types of evidence to assess whether students meet the criteria: documents (e.g. journals, learning reviews, self-reviews, case studies, case presentations, assignments and essays) - in other words, writing produced by the student themselves tutor observations (e.g. tutor feedback on skills sessions, on tutorials, on group discussions and on case presentations) - in other words, writing produced by the tutor testimonies (e.g. peer feedback on skills sessions, supervision reports, agency reports and statements from agency colleagues) - in other words, writing produced by people other than the student or tutor. To an extent, centres can choose their own assessment methods - and so it pays to shop around for a centre whose assessment methods fit with your strengths and preferences. For example, do you favour an academic writing-based, a creative or a practical approach to assessment? You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Counselling for Substance Abuse (starts at 31.15 mins) Counsellor Linda Mather specialises in working with clients who abuse substances. In this segment of the Counselling Tutor Podcast - aimed at qualified practitioners - Rory talks to Linda about counselling for substance abuse, looking in particular at: different forms of substances and their effects why people abuse substances the differences between physical and psychological addiction how to support clients to withdraw safely how to help clients manage their emotions effectively in future.

147 – Power Dynamics in Counselling Apr 25, 2020

147 - Power Dynamics in Counselling Issuing of Qualifications - Maintaining Professional Motivation In episode 147 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the power dynamics in the counselling relationship. 'Check-In with CPCAB' then explores how counselling qualifications are issued. Last, in 'Practice Matters', Ken and Rory discuss how to maintain professional motivation, especially during the COVID-19 lockdown period. Power Dynamics in Counselling (starts at 1.50 mins) The historical beginnings of psychotherapy - in the psychoanalysis developed by Sigmund Freud - portrayed the practitioner as an expert and so placed them in a position of greater power than the 'analysand' (client). Since then, however, the nature of therapy has changed greatly, so that client autonomy is now seen is a vital part of therapy in all modalities. In the power dynamics in counselling, it is possible that clients (especially those who are not yet familiar with how counselling works) may expect their therapist to provide expertise and advice to them. This expectation may be fuelled by transference - for example, if the therapist reminds the client of a figure of authority from their past. As counsellors, we have a responsibility to encourage exploration of any such perceptions, and to encourage clients to trust that they themselves can find their own solutions to life difficulties. Part of this approach involves working to equalise power where possible. For example, we seek to ensure that both the client and the counsellor have a seat of the same or similar type and height. However, there are some areas in which it is impossible to fully equalise power, for example: it is the client who comes to us with a difficulty it may be us who sets the time and location of the session there are legal requirements for us to break confidentiality in certain situations. All these aspects of counselling increase our power and reduce the client's. What matters is being aware of the power dynamics in counselling, and doing what we can to equalise power where possible, in the service of our clients. Rory provides an example of where power can be used positively by therapists: maintaining session boundaries (e.g. finishing at the originally scheduled end time, even when a client has arrived late) can be helpfully stabilising for clients. Check-In with CPCAB: Issuing of Qualifications (starts at 15.50 mins) Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about how qualifications are issued. As a student of counselling and psychotherapy, your contract is with your centre (i.e. your training provider, such as a college). Meanwhile, your centre has a contract with the awarding body (e.g. CPCAB) - though universities are able to act as their own awarding bodies. Thus, if you have any questions about your qualification, it should be your college rather than CPCAB that you approach. To gain your counselling qualification, it is necessary to satisfactorily complete both your internal and external assessments. The internal assessment takes the form of a portfolio of work, while the external assessment for CPCAB is an exam. Once you have passed both elements of the assessment, CPCAB will then issue your certificate, which it sends to your course provider to pass on to you. Rory and Heather discuss what happens if a student has not completed all their work by the end of the course. This is more likely to happen at level 4 and beyond than it is at levels 2 and 3, since the practitioner levels require the completion of placement hours. Tutors can contact CPCAB to request extensions on behalf of students, but only when there are genuine extenuating circumstances. Extensions are time-limited. As a student, you have a responsibility to try your best to keep on top of your work - and to communicate at an early stage with your tutor if this becomes impossible.

146 – ADHD Counselling Apr 18, 2020

146 - ADHD Counselling Transferring Counselling Skills Online - Complaining about Course Providers In episode 146 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about Counselling Tutor's response to the effect on counsellors of the COVID-19 pandemic, discussing our new online course to support you to switch to online and telephone counselling. 'Check-In with CPCAB' then explores complaints processes for students of counselling and psychotherapy. Finally, in 'Practice Matters', Rory interviews counsellor Samantha Davies about attention deficit hyperactivity disorder or ADHD counselling. Online and Telephone Counselling Course Click here to learn more about the course. Transferring Counselling Skills Online (starts at 2.05 mins) We are living in extraordinary times with the current COVID-19 pandemic. This situation has led both qualified and student counsellors to begin to work online (by live-chat, video or email) and by telephone - and questions relating to this have become the hottest topic currently being discussed in the Counselling Tutor Facebook group. This requires considerable further training and personal development. While the technology required to work online might seem the biggest hurdle to overcome, in fact there are many other important areas to consider, including: confidentiality and its limits managing and storing data registration with the Information Commissioner's Office (for UK counsellors) differences in how psychological contact is made ethical implications lack of visual clues when working without sight of the client self-awareness of the counsellor implications of, in effect, stepping into someone's home. The six-strong Counselling Tutor team, together with support from external providers, has risen to this challenge, and worked long and hard to create an online course that addresses all these aspects and more. The learning that the 900+ current participants (from all over the world) are gaining from this is likely to remain highly relevant into the future. Rory predicts that the COVID-19 situation will have led to online counselling 'coming of age' internationally, with many counsellors and clients choosing to continue working either partly or even wholly online. While online working was - for example, when Ken undertook in-depth training in online counselling some years ago - previously considered an opportunity to widen your client base, it has now become a necessity in order to continue to support clients at this time when mental wellbeing is being so acutely challenged by isolation, fear, threat to physical health etc. Counselling Tutor's purpose-designed new course, Online and Telephone Counselling, includes over 30 hours of guided training and self-directed videos course, with an online support group and community where you connect with other participants and get to practise your new skills with a course buddy. Priced at just £49.99, you can find out more and sign up via the Counselling Tutor website. Check-In with CPCAB: Complaining about Course Providers (starts at 15.00 mins) Rory talks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about what to do if you are dissatisfied with the standard of provision at your course provider. Kelly explains that the first step should be to talk informally to your course tutor, being willing to own your feelings about the matter (e.g. using 'I' in describing how you experience the course provision). If you can't resolve the issue in this way, you can then escalate it to the college itself; all course providers have a complaints procedure in place that will explain how to do this. There may also be opportunities to share your views through a mechanism known as 'Learner Voice'. It is only at a later stage that CPCAB, as the awarding body, may get involved in a complaint - unless this involv...

COVID-19 Special 02 – Online Counselling Supervision Apr 04, 2020

COVID-19 Special 02 – Online Counselling Supervision Online Learning for Students – Managing Clients’ Anxiety In the second COVID-19 Special of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the challenges for students in switching from face-to-face to online learning—as well as online counselling supervision—and how we can help manage clients’ anxiety in these very difficult times. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Online Learning for Students (starts at 2.10 mins) In the UK – and in many other countries in the world – colleges and other learning institutions have now ceased all face-to-face contact, switching to online learning. This represents a huge change for students of counselling and psychotherapy, and can feel very frustrating – and very different from the familiar style of learning. Do remember that the situation is challenging for tutors too, who are generally trying their best. Often, students gain a great deal of reassurance and benefit from belonging to a group of peers; you may be experiencing this as a particular loss during this time. Ken and Rory suggest creating a private group for members of each class using Facebook, WhatsApp or Yammer. If you are participating in online learning using an audio/video link from home, do ensure that you have appropriate privacy, so as to maintain the usual confidentiality of the group. Ken suggests that journaling can be really helpful, especially if your contacts with peers is reduced, helping you to process your thoughts and feelings. Rory muses whether the co-counselling movement – originating from the 1950s – may gain new momentum. Don’t forget too that the Counselling Tutor Facebook page provides a forum for asking questions and discussing issues with nearly 30,000 members interested in the world of counselling and psychotherapy: students, qualified counsellors, supervisors and tutors. Online Counselling Supervision (starts at 13.45 mins) Clinical supervision is of course a requirement for all practising counsellors, but again face-to-face sessions are not possible in the current COVID-19 situation. Even not having the journey to travel to and from supervision – which you may be accustomed to using for reflection – is a big change. For online counselling supervision, Ken and Rory suggest ensuring that you use a secure platform, for example Zoom, to ensure confidentiality. Again, ensuring you can speak from a private space, where you cannot be overheard, is important. Not all supervisors and supervisees will be familiar with online working; you can find some good videos to help you learn how to use the technology on YouTube – and you could view this as continuing professional development (CPD). Telephone sessions may be another option if online work feels technologically daunting, though even more body-language clues are then lost: it is possible, however, to ask about bodily sensations verbally. Exploring together how it feels to be working remotely can itself be very valuable. Last but not least, do think about how you will pay your supervisor if you are not physically present to pay in cash. All these issues and considerations for online counselling supervision are applicable too to your own working with clients by telephone or online. Managing Clients’ Anxiety (starts at 23.15 mins) The current situation may be magnifying prior anxiety for clients; it is a time when perhaps all of us feel heightened anxiety. In addition to all the previous triggers for this, spending a lot of time in the home with others can in itself lead to other tensions. And there is an existential fear for all of us, wondering whether we will catch this virus ourselves – and, if we do, what will happen to us. Indeed, while we would normally avoid counselling others who are presenting with iss...

COVID-19 Special 01 – Counselling during the COVID-19 Outbreak Mar 28, 2020

COVID-19 Special 01 - Different Ways of Counselling during the COVID-19 Outbreak Dealing with Disruption for Students - CPCAB Response to the Virus In this first COVID-19 Special of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes respond to the fast-changing situation. The three topics, especially the different ways of counselling during the COVID-19 outbreak, have all been chosen to reflect topical areas for students of counselling and psychotherapy at this challenging time. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Dealing with Disruption for Students (starts at 2.40 mins) We find ourselves in extraordinary times, and colleges and other learning institutions are closing their doors for unknown periods. This can leave learners feeling abandoned and worried, facing great uncertainty. Moreover, the isolation and the loss of bonds - such as the camaraderie of peers - is an additional challenge. You may well have many unanswered questions: here at Counselling Tutor, we can't know all the answers straight away, but we can help you find out, working with ethical and awarding bodies to gather information that will be relevant and useful to you. Do make sure that you're a member of the Counselling Tutor Facebook page, as that's where we'll be posting any breaking news. It's also a great place to connect with tens of thousands of like-minded people interested in the world of counselling and psychotherapy: students, qualified counsellors, supervisors and tutors. Ken reminds us that - apart from sleep, nutrition and exercise - social connectedness and continuing learning are both important elements of any plan to maintain good mental health. The Facebook page is a great place to gain that feeling of social connection, and the Counselling Study Resource (CSR) can support you to maintain and build your knowledge during closure of face-to-face learning. Based on years of experience of providing online online counselling lectures and resources, we have supported thousands of students to meet their study goals over many years. With streamable lectures and other online resources mapped to your course criteria, CSR can help support your self-directed learning through this challenging time. In this way, you can keep on top of your studies and continue to progress, building your knowledge and skills while also self-isolating or practising social distancing. Given the financial hardship and uncertainty faced by many people at this time, our management team has been looking at concession rates for those who are struggling. Existing CSR members will be receiving an email about this; if you are not yet a member and feel the standard price is not currently affordable, do email us to enquire about these special rates. For those for whom the concession is unmanageable, we will be putting on free lectures by guest lecturers, as well as regular Facebook Live broadcasts, for all. Check-In with CPCAB: CPCAB Response to the Virus (starts at 19.25 mins) Rory talks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about its response to the COVID-19 situation. Kelly answers a number of questions: Can I still sit my exam at the time planned? What happens if I can't sit my exam due to self-isolating? Can mock and real exams be taken online? Can I use telephone and online counselling towards my placement hours? What happens if I can't finish my placement hours within the usual timescale? Can I still see clients face-to-face if we both wish? Can my college continue to deliver course content remotely? You can find more information about CPCAB on its website, including frequent updates about its COVID-19 response. Counselling Tutor will also be offering access to the CSR for CPCAB learners at a special rate.

145 – Working with Shame in Counselling Mar 21, 2020

145 - Working with Shame in Counselling External Verification of Training Courses - General Data Protection Regulation In episode 145 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explore shame--a widespread human emotion--and working with shame in counselling. 'Check-In with CPCAB' then looks at the role of external verifiers in counselling training. Last, in 'Practice Matters', the presenters discuss the General Data Protection Regulation and its implications for counselling professionals. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Working with Shame in Counselling (starts at 1.45 mins) Feeling shame is a natural part of being human, and does have a useful function in helping members of a society to live together harmoniously. Shame of this type can be referred to as 'healthy shame' or 'adaptive shame'. However, shame can become toxic, with individuals affected by individual and cultural introjects and conditions of worth that lead to them feeling deep worthlessness. This feeling is often kept hidden, making it especially difficult for people to talk about to others. Shame may reveal itself in the counselling room indirectly via a range of vocabulary and body language, as Judith Lewis Herman describes in her 2007 paper on shame. Ken and Roy explore working with shame effectively in counselling: unconditional positive regard towards the client and what they are bringing is paramount. Normalisation and psycho-education are also important elements in supporting clients who are experiencing shame. Rory has written a handout about working with shame in counselling. This is available here, or through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: External Verification of Training Courses (starts at 11.40 mins) Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the role of external verifiers. These awarding-body representatives visit training centres regularly (at least once a year) to inspect their standards of delivery (teaching) and assessment. Rory and Heather explore: why external verification matters, and its benefits to students what external verifiers are looking for when they attend a training centre how external verifiers gather the evidence they need how external verifiers relate to students and tutors. In short, external verification involves meeting groups of students (without tutors present), meeting tutors, and sampling internal portfolios. If the verifier is not satisfied with what they find, it is the tutors not students who are held to account. Moreover, the ensuing discussion aims to be constructive rather than punitive, with the aim of ensuring high quality standards are adhered to across all providers. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. General Data Protection Regulation (starts at 26.05 mins) The General Data Protection Regulation (GDPR), which came into law on 25 May 2018, specifies how data must be managed, stored, distribute and handle data. This issue is mentioned regularly in the Counselling Tutor Facebook group. It is vital to understand and adhere to GDPR, especially if you are a private practitioner and this is therefore your individual (rather than agency's) responsibility. Ken and Rory explore the scope of both GDPR and when you need to register with the Information Commissioner's Office (for practitioners in the UK). Failure to comply with these requirements risks incurring large penalties. Other topics covered in this segment of the podcast include the requirements of insurers and ethical bodies - and the importance of your privacy statement. Rory has recorded a full lecture on this topic,

144 – Suicide Prevention for Counsellors Mar 14, 2020

144 - Suicide Prevention for Counsellors Making an Ethical Referral - What Tutors Learn from Their Students In episode 144 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes share their experience of when and how to make an ethical referral. 'Check-In with CPCAB' then explores the two-way learning in the counselling classroom. Finally, in 'Practice Matters', Rory interviews counsellor and tutor Emma Chapman about suicide prevention training for counsellors. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Making an Ethical Referral (starts at 2.30 mins) This issue is raised regularly in the Counselling Tutor Facebook group. Working within your own competence is key, and thus there will be times when making a referral is the ethical decision. Referrals could occur if: the issue that the client is bringing is not within your area of competence (e.g. if they need specialist counselling for addiction) your agency offers a limited number of sessions, and you know this amount will be insufficient to work safely with the client your modality is not a good match for the client's issue the client is experiencing difficulties that mirror your own - i.e. there is parallel process (e.g. if a client wishes to work on feelings related to their divorce, and you are currently struggling with this in your own life) you feel unsafe with the client (e.g. if lone working in private practice). It is always important to explore the possibility of referral with your supervisor, who can help you decide whether this is the right course of action. For example, might you be thinking of referring because you are lacking confidence in your ability to help a certain client? Discussion in supervision may reveal that you are in fact competent to work with the client. If you do decide with your supervisor that referral is the right course of action, it is important to plan ahead for this. Ideally, you will have explained to the client during contracting how referral in general is managed. Before telling the client about your specific plan to refer them, make sure: you know where you will refer to you are familiar with the referral pathways and processes (including any documentation needed) you have ascertained current waiting times for the new provider Do bear in mind that being referred may lead to the client experiencing difficult emotions: be ready to explain your decision and reasons clearly and calmly, and to help the client work through their reaction. It's vital too to ensure that any transfer of client information is in keeping with the Caldicott principles. Rory has written a handout about making an ethical referral. This is available here, or through Counselling Study Resource (CSR). Check-In with CPCAB: What Tutors Learn from Their Students (starts at 19.00 mins) People often think that it is only students who learn from tutors, but Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) explains that in fact the learning is very much two-way. Discussing this with Rory, Kelly lists various ways in which she has learned from her students, about this question - including becoming a better counsellor herself, developing her skills in working effectively with conflict, and sharpening her knowledge of theory, ethics and the law. Carl Rogers himself wrote extensively about promoting learning in others. Just as counsellors learn from their clients, so counselling tutors learn from their students. Counselling and psychotherapy training use a very different style from the didactic teaching that may characterise other subjects of study. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Do bear in mind that being referred may lead to the client experienci...

143 – Grief Recovery Method Mar 07, 2020

143 - Grief Recovery Method Cognitive Dissonance - Minimum Assessment Levels In episode 143 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explain cognitive dissonance. 'Check-In with CPCAB' then looks at the concept of the minimum assessment levels set by awarding bodies and how course providers may add to these. Last, in 'Practice Matters', Rory interviews Carole Henderson, Managing Director of Grief Recovery Europe, about the Grief Recovery Method. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Cognitive Dissonance (starts at 1.20 mins) A term from psychology, cognitive dissonance refers to when an individual holds two opposing views, and thus experiences a sense of discomfort at the internal conflict. It was first used by US psychologist Leon Festinger in 1954. Rory shares the story of this, involving Festinger and two colleagues infiltrating a doomsday cult. They described their experiences in a book entitled When Prophecy Fails. Cognitive dissonance is often seen in counselling clients who are in abusive relationships. Because people have often invested heavily in such relationships (for example, financially, or in terms of children), they may tend to remain in them and to find ways to justify to themselves that the abusive behaviour is somehow acceptable. The concept of cognitive dissonance also underpins Stockholm Syndrome. Rory has written a handout giving an overview of cognitive dissonance, including its history and examples. This is available here, or through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Minimum Assessment Levels (starts at 11.55 mins) The question of why different colleges set different requirements for students studying the same qualification is raised often in the Counselling Tutor Facebook group. If you're not already a member, do come along and join in our discussions of current topics in the world of counselling and psychotherapy with thousands of counselling students, qualified counsellors, supervisors and counselling tutors. Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about this question. She explains that there are two types of assessment: external and internal. While the external assessment is a standard requirement that rarely changes, the internal assessment offers more flexibility to colleges in deciding how they will do this. Heather describes how CPCAB set minimum standards for internal assessment - for example, that students must have ten hours of personal therapy while studying for the Level 4 Diploma. However, colleges can add to this - though CPCAB would argue against making excessive demands - for example, if a college proposed more than 40 hours of personal counselling, CPCAB may well object as this could impose an unreasonable financial burden on students. There are two types of assessment: external and internal. While the external assessment is a standard requirement that rarely changes, the internal assessment offers more flexibility to colleges in deciding how they will do this. Tutors must submit to CPCAB their plan for internal assessment, and how this is timed throughout the programme. This helps CPCAB ensure that the assessment process is smooth and proportionate. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Grief Recovery Method (starts at 27.35 mins) * Update 14th of September 2022: Carole Henderson has informed us that she is no longer affiliated with The Grief Recovery Institute. Rory talks to Carole Henderson (who is not a counsellor) about the Grief Recovery Method and how this offers an alternative to conventional talking therapies. Designed to address loss in all its forms (not ju...

142 – How to Create a Good Counselling Environment Feb 29, 2020

142 - How to Create a Good Counselling Environment What Else CPCAB Does - Working with Children In episode 142 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at how to create a good counselling environment - talking about the ideal elements and the bare minimum. 'Check-In with CPCAB' then describes CPCAB's other activities that you might not already be aware of. Finally, in 'Practice Matters', Rory interviews a specialist in working with children. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 How to Create a Good Counselling Environment (starts at 1.50 mins) This question on creating a good counselling environment was raised in the Counselling Tutor Facebook group. If you're not already a member, do come along and join in our discussions of current topics in the world of counselling and psychotherapy with thousands of counselling students, qualified counsellors, supervisors and counselling tutors. Ken and Rory first talk about the ideal counselling environment, which should: be accessible (e.g. for wheelchair users) - of, if this is impossible to achieve, advance warning and the offer of onward referral be given meet health and safety requirements, including clients being made aware of the fire alarm and protocols have appropriate decoration, furnished professionally and comfortably, including no faith symbols and no family photos meet any individual client needs (e.g. a client with body dysmorphia may not want any mirrors in the room, or a client may be triggered emotionally by a specific colour) have a silent clock that is visible to both parties. In reality, all these elements may not be present, as Ken found in his own placement experience. The minimal requirements for a counselling room are that it facilitates confidentiality in terms of both: sound (preventing anyone outside the room or in an adjacent room overhearing) vision (so that any passers-by cannot see the client sitting there, for example through an external window or a glass pane in the door) Following discussion with his supervisor, Ken took along his own 'props' to help make the room feel like a good space for counselling. Rory has written a handout on how to create a good counselling environment. This is available here, or through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: What Else CPCAB Does (starts at 15.45 mins) Many people are aware of CPCAB (Counselling & Psychotherapy Central Awarding Body) as - in line with its name - an exam board that organises and issues qualifications in our field. In fact, CPCAB does far more than this. Rory talks to Ray van der Poel (Head of Business and Development) about CPCAB's initiative entitled 'New Vision for Mental Health'. Based on the Power Threat Meaning Framework developed by psychologist Lucy Johnstone and colleagues, this seeks to shift how mental health is viewed and approached from the traditional biomedical model to a social model - moving away from asking about symptoms and diagnosing a condition towards listening to and understanding the person's story, lived experience and natural responses. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Working with Children (starts at 29.50 mins) Psychotherapist and doctoral researcher Catherine Knibbs is a specialist in working therapeutically with children. In this segment of the Counselling Tutor Podcast - aimed at qualified practitioners - Rory talks to Catherine about the differences between working with children and working with adults. Key themes that arise during this conversation are: taking a holistic approach serving as an advocate as well as counsellor for the child working phenomenologically (i.e.

141 – Pros and Cons of Integrative Counselling Feb 22, 2020

141 - Pros and Cons of Integrative Counselling Standardising Assessment Levels - Endings in Counselling In episode 141 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at the pros and cons of integrative counselling, and compare it with eclectic counselling. 'Check-In with CPCAB' then focuses on standardising assessment levels across awarding bodies, before 'Practice Matters' discusses endings in counselling. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Pros and Cons of Integrative Counselling (starts at 1.55 mins) 'What is integrative counselling?' and 'What are the pros and cons of integrative counselling?' are questions that are often posed on the Counselling Tutor Facebook group. If you're not already a member, do come along and join in our discussions of current topics in the world of counselling and psychotherapy with 28,000 counselling students, qualified counsellors and counselling tutors. There is no single answer to these questions, but the term 'integrative counselling' is generally used to refer to a blending of two or more theoretical approaches in counselling to meet the individual client's needs. Integrative counselling began in the 1990s, when various theorists began to believe that blending modalities might be helpful. Some course providers now train students specifically in integrative counselling. Different modalities do tackle clients' issues in different ways - for example, person-centred therapy focuses on emotions while cognitive behavioural therapy (CBT) looks at thoughts and behaviours (and offers specific strategies and techniques to tackle certain issues). While integrative counselling seeks to address any potential theoretical conflicts between modalities, eclectic counselling instead draws separately on different modalities as appropriate - in this sense, the latter is rather like having a tool box, the different contents of which practitioners use on an ad hoc basis. Potential cons of integrative counselling include theoretical dilution and conflict in practitioners (who are required to blend two or more different sets of language). Rory has written a handout on the pros and cons of integrative counselling; this is available here, or through the Handouts Vault and Counselling Study Resource (CSR). On the Counselling Tutor website, you can also read an article by integrative therapist Erin Stevens, and download a handout on the four types of integration. Check-In with CPCAB: Standardising Assessment Levels (starts at 12.05 mins) Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about how awarding bodies standardise assessment, ensuring consistency in counselling training. This is important for both students (so they know they will receive broadly equal training at any course provider offering a particular level of course) and employers (who need to know they can rely on counsellors' competence). Ofqual is a key body in ensuring these standards, encouraging fairness, transparency and universality in counselling training. Heather explains that CPCAB itself uses various methods to ensure consistency across its own course providers: requesting the CV of every course tutor providing standardisation training events for tutors, with set requirements for frequency of attendance marking the external assessments, allowing the awarding body to pick up any underperforming centres and to take action to tackle these via external verification moderating internal assessments (i.e. using a second marker for a sample of the group). You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Endings in Counselling (starts at 24.50 mins)) Ken and Rory look at endings in counselling,

140 – Counselling for Self-Harm Feb 08, 2020

140 - Counselling for Self-Harm Anti-Discriminatory Practice in Counselling - Dual Relationships with Tutors In episode 140 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss discrimination and how to guard against this in your counselling practice. 'Check-In with CPCAB' then looks at the tricky issue of dual relationships between tutors and students. Last, in 'Practice Matters', the presenters explore counselling for self-harm, including the forms that self-harm takes. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Anti-Discriminatory Practice (starts at 1.18 mins) This topic was raised recently in the Counselling Tutor Facebook group, where you can discuss current topics with 28,000 counselling students, qualified counsellors and counselling tutors. The Equality Act 2010 outlaws discrimination on the grounds of nine protected characteristics: age disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex sexual orientation Personal development groups provide a great opportunity to explore any prejudices that you might have but be unaware of. Indeed, it is relatively unusual these days to encounter overt discrimination (open and intentional), but there remains much covert discrimination (hidden away, and often unconscious). Rory and Ken share personal anecdotes of discrimination of both these types that they have witnessed. Do remember that seeing a client as a 'victim' and using that term is a form of discrimination. When working with clients, it is paramount to enter their frame of reference, using empathy to understand how each client experiences the world. If you can achieve this, you will naturally avoid discrimination (which tends to be a product of seeing the world through our own lens). Rory has written a handout on this topic; this is available here, or through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Dual Relationships with Tutors (starts at 12.42 mins) In episode 123 of the Counselling Tutor Podcast, Rory spoke to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about dual relationships in counselling training. Heather explained then that this situation occurs when two people who already know each other well outside the classroom (e.g. through being relatives or colleagues) attend the same course. In this episode, Rory and Heather revisit the topic of dual relationships, but this time look at the potential difficulties when a course tutor is already acquainted with a student in their group either professionally or personally. Heather explains how this type of dual relationships can be avoided (e.g. through identifying these during the interviewing process) and - if they 'slip through the net' or are unavoidable - what arrangements need to be put in place to ensure ethical working, including assessment procedures and documentation to record potential conflicts of interest. You can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Counselling for Self-Harm (starts at 27.15 mins) Ken and Rory look at what self-harm is - although this tends to be viewed as specific behaviours such as cutting and burning oneself, it can present in many other forms. For example, Rory describes a rugby player who purposely got himself injured during matches. Substance misuse may also be a type of self-harm. Self-harm tends to be a way of using physical pain to distract oneself from emotional pain. It is not the same as suicidal behaviour - those who self-harm generally want to live - but a high proportion of people who do attempt suicide have self-harmed in the past. Self-harm often takes on a cyclical pattern,

139 – Counselling a Grieving Child Feb 01, 2020

139 - Counselling a Grieving Child Using Your Placement Effectively - Long-Term Counselling In episode 139 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes point out the many benefits of doing a counselling placement, beyond the obvious purpose of building your 100 hours' experience. 'Check-In with CPCAB' then covers working with a client long-term, and how this differs from the experience of providing short-term therapy. Finally, in 'Practice Matters', the presenters discuss child bereavement and how to prepare for counselling a grieving child ethically. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Using Your Placement Effectively (starts at 1.45 mins) Rory and Ken list the many potential gains from making maximum use of your training placement in a counselling agency. These may include: building your network (of peers and those more experienced than you) as a way of identifying possible work opportunities and referral routes for the future understanding how counselling organisations operate, for example by spending time with staff to learn about their roles and responsibilities - and getting fully acquainted with the agency's policies and procedures participating in group supervision, as an environment to gain different perspectives from both peers and facilitators watching out for training resources and opportunities, which may be advertised on a noticeboard at your agency's premises getting ideas and collecting primary data for your research project. Rory has written a handout on getting the most out of your counselling placement; this is available here, or through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Long-Term Counselling (starts at 15.05 mins) Some counselling agencies limit the number of sessions per client to six to 12; this way of working is very different from places where counselling can be long-term and even open-ended. Rory talks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the difference between short-term and long-term counselling, and what each asks of the therapist. Ray describes an experience during his own counselling placement in which he built relational depth with a client, noting that he really noticed this depth after 18 sessions. Long-term working - whilst being an immensely fulfilling experience for the long-term therapist - also brings its own potential hazards and challenges, for example in setting and holding appropriate boundaries and in monitoring self-disclosure in the counselling room. Rory and Ray note the vital nature of clinical supervision in navigating this ethically and professionally. Do listen out for a future discussion on the challenges of ending with a long-term client. In the meantime, you can find more information about CPCAB on its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Counselling a Grieving Child (starts at 26.15 mins) Evidence suggests that even babies and very young children experience grief following the death of a parent or sibling. Working with bereaved children is a specialist area that Rory and Ken suggest needs additional CPD above your counselling practitioner qualification. In particular, it is vital when counselling a grieving child to understand the stages of child development, as these relate closely to how children of different ages process their grief - for example the use of magical thinking by younger children. Rory also emphasizes the importance of using 'clean' language, by which he means tailoring your vocabulary and ways of speaking about grief to the age and developmental stage of the child in order to ensure that they can easily understand what you mean. When counselling a grieving child,

138 – Id, Ego and Superego Jan 25, 2020

138 - Id, Ego and Superego Progression Routes in Training - Adverse Childhood Experiences In episode 138 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explain the concepts of the id, ego and superego. 'Check-In with CPCAB' then looks at progression routes when training in counselling. Last, in 'Practice Matters', the presenters describe the emergence of the concept of adverse childhood experiences and how these may affect your work. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Id, Ego and Superego (starts at 1.30 mins) Rory and Ken explain the concepts of the id, ego and superego - ideas originally introduced by Sigmund Freud as part of the psychoanalytic approach. Rory clearly illustrates the difference between the id, ego and superego, using an analogy developed by a tutor colleague, Glenys Arthur - all based on cake! In the regular weekly discussion group that forms part of the Counselling Study Resource (CSR), a recent question and ensuing exchange of views focused on how the three ego states related to the concepts of parent, adult and child modes in Eric Berne's transactional analysis (TA). You can download Rory's handout on the id, ego and superego here, or access it through the Handouts Vault and CSR. Check-In with CPCAB: Progression Routes in Training (starts at 10.20 mins) There are many different counselling courses available in the UK, and it can be confusing to know which to choose. Rory talks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about its suite of counselling courses, which starts at level 2 (the equivalent to GCSE level) and extends to level 6 (honours degree level). These levels refer to the National Qualifications Framework for England, Wales and Northern Ireland; the system is different in Scotland and in other countries. One possible advantage of choosing an awarding body that offers a full series of courses is that it can offer consistency and so help the transition between stages. Heather describes the courses offered by CPCAB, ranging from level 2 (including both awards, which are small courses, and the bigger certificate) to level 6 (in supervision). She also talks about the CPCAB's link to the Open University (OU), which enables those who have successfully completed the CPCAB level 4 diploma to use this towards an OU foundation degree. All the CPCAB courses are studied part-time, as it's important to have the time to fully process the learning before moving on. Different colleges offer them in different ways: for example, you can find weekday or weekend courses, and daytime or evening ones. This enables you to choose an attendance pattern that best fits with your personal and professional responsibilities. When you are choosing your counselling course, do plan ahead to how you might wish to progress - this will ensure that none of your hard work needs to be repeated, which is naturally also more cost-effective. Adverse Childhood Experiences (starts at 24.30 mins) The term 'adverse childhood experiences' (often abbreviated to ACEs) was originally developed by the Center for Disease Control and Prevention in the United States. This organisation observed that there is a link between physical health and ACEs, since these experiences detrimentally affect the person's immune system. The concept of ACEs is increasingly being used in schools in the UK, with a system having been developed to produce ACE scores for individuals. This can help inform approaches in counselling. In the brand-new section of the CSR - Practice Partner, especially designed for qualified counsellors - you'll find a lecture on this topic by a specialist in assessing and working with client with ACEs. Free Handout Download Freud's Id,

137 – Counselling Suicidal Clients Jan 18, 2020

137 - Counselling Suicidal Clients Taking a Year out of Your Course - Dealing with Disagreements with Colleagues In episode 137 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about counselling suicidal clients, or clients who express suicidal thoughts. 'Check-In with CPCAB' then looks at what to do if you need to take a year out of your course. Finally, in 'Practice Matters', the presenters discuss dealing with disagreements with colleagues. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 Counselling Suicidal Clients (starts at 1.45 mins) Rory opens this first segment, which focuses on counselling suicidal clients, by talking about the importance of language relating to suicide. The term 'committing' suicide dates back to a time when suicide was against the law; as this is no longer so, it should not now be used. Also, the term suicidal 'ideation' (thinking) sounds very clinical and is not therefore a good fit in the context of counselling. Ken and Rory offer a number of tips on counselling suicidal clients, or working with clients who express suicidal thoughts: Don't panic: if the client is communicating about this, there is hope. Try to calmly explore the meaning of what they are saying together. In particular, consider how advanced this thinking is - e.g. has the client made a plan of how they would take their own life, and is there clear intent to actually do so? Look for other warning signs (e.g. giving away possessions, not making future plans etc.). Consider whether the client has any risk factors or behaviours, e.g. alcohol use or previous suicide attempts. Ensure you understand your agency's policy and procedures on dealing with suicidal clients, including who at the agency to involve if the client seems to have serious intent to take their own life. Remember that the contract will have spelt out how the agency responds to disclosures of suicidal intent, including onward referral if need be. Record all your actions in your notes in a factual way, as evidence that you have followed policy and acted professionally. Make sure you're well-educated on counselling suicidal clients - for example, you might like to look at the lecture by Dr Eoin Galavan in the Counselling Study Resource (CSR). In short, remember Rory's maxim: hope for the best but prepare for the worst. Check-In with CPCAB: Taking a Year out of Your Course (starts at 16.40 mins) Rory talks to Heather Price (Senior Counselling Professional) about what to do if you need to take a year out in the middle of your level 4 diploma (or other qualification) course - for example if you have experienced a bereavement, relationship split or job loss. She offers tips on what to do if you are considering this; most importantly, talk to your tutor as soon as possible. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Dealing with Disagreements with Colleagues (starts at 29.30 mins) It is natural sometimes to disagree with colleagues - but do remember that if you and a colleague see things differently, it doesn't necessarily mean that either of you is wrong. The BACP's Ethical Framework for the Counselling Professions gives us a duty of candour, meaning we have a responsibility to speak out if - having reflected carefully - we consider that a colleague is behaving in a way that puts clients at risk. First, you should discuss the matter at supervision to check that there really is a problem and that the issue does not in fact relate to your own process. There is also a useful tool in the CSR: an ethical problem-solving matrix that can help you work out the best way forward. Personal development in your training will have prepared you well to tackle such situations.

136 – Best Practice in Taking Client Notes in Counselling Jan 11, 2020

136 - Best Practice in Taking Client Notes in Counselling When Client Notes Are Requested - Student Support Networks In episode 136 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the situations in which you may be required to release client notes. Moving onto 'Check-In with CPCAB', Rory talks to Kelly Budd about support networks for students. For the final section of the podcast, the 'Practice Matters' slot returns by popular demand; this week, it focuses on best practice in taking client notes in counselling. * BACPAC practice management software for counsellors and psychotherapists is a sponsor of the Counselling Tutor Podcast. Get a 30-day free trial of BACPAC and a 30% discount by using the discount code CT2020 When Client Notes Are Requested (starts at 2.05 mins) Do you know how to respond if you receive a phone call from the police requesting that you release a set of client notes? Rory describes the three situations in which you have to release notes: when a client consents to this in response to a court order when required by a coroner It's important to be cautious if you receive such a phone call, checking out carefully that the person calling is who they say they are and really does have the authority to request the release of notes. Make sure you take a note of the caller's name, position and organisation - together with a landline number; if the caller claims only to have a mobile number, this is a sign that the call may not be authentic. Ken and Rory explain the steps you need to take when client notes are requested, and who to involve in this process - in particular, your insurance company, your supervisor and your agency (if applicable). They also talk about the importance of ensuring that the possible release of notes is covered in the initial contract you make with clients, so that they are already prepared for this eventuality - and about the General Data Protection Regulation (GDPR) and who owns client notes. Do you have experience of this situation, or questions about how you would respond? If so, why not start a discussion (giving no client details, of course: client confidentiality is vital) on the Counselling Tutor Facebook page? There, you'll find tens of thousands of counselling and psychotherapy students ready to support each other. Check-In with CPCAB: Student Support Networks (starts at 14.38 mins) Rory talks to Kelly Budd (Head of Qualifications) about the importance and value of online or face-to-face meetups as ways to keep in touch with your peers when studying counselling or psychotherapy. This matters especially at level 4 and above, when the experience of training can be intense and life-changing. Student support networks can: enable you to bond with peers help you unpack the emotions you are feeling learn to relate effectively with others gain strength through shared experience Rory and Kelly discuss the extent of contact with peers outside the training environment, and possible forms it might take. On the topic of how best to respond to peers, they remind us that - above all - treating others with kindness is key. Recent research at the Bedari Kindness Institute, University of California, Los Angeles (UCLA) revealed that kindness not only helps those receiving this but also those dispensing it, and can even help you live longer. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Best Practice in Taking Client Notes in Counselling (starts at 25.30 mins) In the return of the popular 'Practice Matters' section, Ken and Rory talk about best practice in taking client notes in counselling. They distinguish between client notes and process notes, the latter relating to the counsellor's own response to the client and their material. Rory suggests that for taking client notes in counselling, the SAPO model is useful to bear in mind: Subjective: ensure that you report the client's (...

135 – Preparing for Counselling Breaks Dec 21, 2019

135 - Preparing for Counselling Breaks Your First Client Hour - Planning for CPD In episode 135 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on how to plan for counselling breaks. In 'Check-In with CPCAB', Rory talks to Kelly Budd about feelings as you approach your first client hour, and how to prepare for this. Finally, the presenters discuss the importance of CPD, and an exciting new way to access this online. Preparing for Counselling Breaks (starts at 2.15 mins) This topic is especially relevant as the winter holiday season approaches. Ken and Rory offer the following tips when taking a break from counselling work: Think about timescales for informing clients about any break you plan to take. In general, a minimum of one week's notice per month of work together is considered about right. Always assess each client's individual needs, mapping the support you suggest to these. Some clients may need more support during the break than others. Before taking a counselling break, consider whether you need to make any arrangements for clients to access alternative support during your absence - e.g. do you need to make a referral to another counsellor or service? Always discuss any plans for interim client support with your supervisor and practice manager. Some counsellors like to give or lend clients a transitional object that helps them remember the joint work during the break. Give your client some 'homework'. Some modalities (e.g. cognitive behavioural therapy - CBT) naturally do this, but even in those that don't (such as the person-centred approach), you might, for example, be able to encourage the client to do some journaling during counselling breaks. You can download Rory's handout on preparing for counselling breaks here, or access it through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Your First Client Hour (starts at 11.15 mins) Feelings relating to the very first time you counsel a 'real' client once you start your counselling placement are a common topic of questions and conversation among students of counselling and psychotherapy on the Counselling Tutor Facebook page. Rory talks to Kelly Budd (Head of Qualifications) about the fact that it is natural to feel nervous as this time approaches - indeed, this can be positive as it shows you care how it goes and helps you do your best. There is no expectation that you will be perfect - we are all growing and learning all the time. Do try to have faith that you are good enough (after all, you've been signed off as fit to practise) - and remember too that your client is likely to be feeling more apprehensive than you are! Kelly lists some of the thoughts and questions that may be going around in your head, gives tips on how to prepare, and reminds us of the importance of marking the completion of this very first counselling hour with some kind of treat or celebration! You may also want to check out this resource on first counselling sessions. It contains helpful information on topping and tailing a first session, as well as on contracting. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Planning for CPD (starts at 23.05 mins) Ken and Rory talk about the importance of continuing professional development (CPD) both for maintaining professional standards (a requirement of ethical bodies) and for serving our clients as fully as possible. There are different ways of getting CPD, including through both face-to-face and online modes. In January 2020, Counselling Tutor will be launching new products aimed at providing CPD opportunities for qualified counsellors. CPD is not just about theory, and this new product will also cover: skills personal development working with different client groups/presentations professional practice (e.g. note-taking) the legal aspects of counselling practice (e.g. data protection,

134 – Giving and Receiving Feedback in Counselling Training Dec 14, 2019

134 - Giving and Receiving Feedback in Counselling Training Personal Limitations in Person-Centred Therapy - Theory in the Counselling Room In episode 134 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about whether therapists as individuals may be the limiting factor in the person-centred approach. 'Check-In with CPCAB' then offers some tips for positively and constructively giving and receiving feedback in counselling training. Last, Ken and Rory discuss the place of theory in the counselling room in different modalities - before making an exciting announcement that in January 2020, Counselling Tutor will be launching new products aimed at providing continuing professional development opportunities for qualified counsellors. Personal Limitations in Person-Centred Therapy (starts at 1.40 mins) Jeffrey Masson (a former psychoanalyst) is well known in the world of counselling and psychotherapy for his book Against Therapy (first published in 1988). In this, he presents various arguments against different modalities of therapy, including the person-centred approach (in a chapter entitled 'The Problem with Benevolence'). Masson suggests that some counsellors put on the core conditions rather than these being a true way of being for them. Indeed, the success of person-centred therapy does rely on the therapist truly believing in the process rather than seeing this as a technique to be applied in the therapy room alone. In this sense, we as individuals may be the limiting factor in person-centred therapy, partly as some therapists find it harder to be congruent, empathic and non-judgemental than others. The success of person-centred therapy does rely on the therapist truly believing in the process rather than seeing this as a technique to be applied in the therapy room alone. Do come and join us on the Counselling Tutor Facebook page - you might like to tell us whether you think it's possible to be truly non-judgmental, for example. You can also read a handout by Rory on the topic of criticisms of person-centred therapy. You can download this free of charge here, or access it through the Handouts Vault and Counselling Study Resource. Check-In with CPCAB: Giving and Receiving Feedback in Counselling Training (starts at 9.25 mins) Rory speaks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about giving and receiving feedback in counselling training. While feedback is essential in order to enable us to grow as professionals in the world of counselling and psychotherapy, it can feel difficult both to have to give and to receive this. We might feel unqualified to give feedback - but do remember that you are just as qualified as any other member of your group. Or our past experiences - especially in the world of education - might mean we associate receiving feedback with punishment and humiliation, meaning we are transferred back to the past emotionally when this occurs now. This could also reflect on our provision of feedback to others, in that we might fear others feeling hurt by our comments. Heather and Rory give a number of tips on how best to navigate these potential difficulties: In short, do try to take a positive approach to feedback and to see this as constructive. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Theory in the Counselling Room (starts at 22.05 mins) In the final section of this week's Counselling Tutor Podcast, Ken and Rory explore how we can use theory to help develop and repair the therapeutic relationship. They ask whether there is a place for theory in the therapy room, whether theory can get in the way of the relationship, and how to achieve the right balance between these key elements of therapy.

133 – Can You Become a Counsellor with a Criminal Record? Dec 07, 2019

133 - Can You Become a Counsellor with a Criminal Record? Exciting New Book from CPCAB - Professional Wills In episode 133 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss if you can become a counsellor with a criminal record. In 'Check-In with CPCAB', there then follows an announcement about a new book that is about to be published, especially aimed at Level 4 students of counselling. Last, the presenters talk about professional wills: what these might cover and why they matter. Can You Become a Counsellor with a Criminal Record? (starts at 2.05 mins) Is it possible to train as a counsellor if you have criminal convictions? The answer to this depends partly on the nature of the conviction. For example, people who have been convicted of a 'Schedule One' offence (i.e. an offence against a child listed in Schedule One of the Children and Young Persons Act 1933) or of a violent crime are unlikely to be able to become counsellors. But many other types of convictions will not prevent you from doing so. Aside from answering the question can you become a counsellor with a criminal record, Ken and Rory offer some tips on what to do if you have a criminal record and wish to train as a counsellor: Always be open about your past when asked about this - e.g. with tutors, placement providers, employers and the Disclosure and Barring Service. Having this be discovered later without you declaring it up-front is likely to lead to serious problems. Becoming a counsellor with a criminal record also entails talking to the tutor at the college you are planning to apply to, so you can check out their view on your eligibility. They may need to discuss this with the health and safety officer in their institution. Remember too that in becoming a practising counsellor, you will likely need to join a professional body, e.g. the British Association for Counselling and Psychotherapy or the National Counselling Society. Do check with them too whether your conviction will preclude you from becoming a member. Again, they might need to consult internally before giving you a firm decision. Once qualified, you may need to choose your employer carefully, as some may have specific rules on not employing people with particular types of criminal conviction. Check-In with CPCAB: Exciting New Book from CPCAB (starts at 13.55 mins) Tips on useful reading for students of counselling and psychotherapy are a common topic of conversation on the Counselling Tutor Facebook page. One great new book that you might like to look out for is A Student's Guide to Therapeutic Counselling, published by Sage on 30 November 2019. Rory talks to Kelly Budd (Head of Qualifications) - who co-authors the book with Sandra Mckeever, Traci Postings and Heather Price - about its contents. Divided into three parts - training to be a counsellor, practice issues and professional issues - the book is aimed at level 4 students, though is also valuable to qualified counsellors, including those wishing to set up in private practice. A previous book, Counselling Skills and Studies - also published by Sage, and written by Fiona Ballantine Dykes, Traci Postings, Barry Kopp and Anthony Crouch - was targeted at level 2 and 3 students. The new book has a question-and-answer format that aims to be highly student-centred, answering all the questions you are likely to have at level 4 stage. All topics are mapped against CPCAB's seven helping and counselling processes. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Professional Wills (starts at 26.00 mins) Ken and Rory talk about professional wills - in other words, the arrangements you make and the instructions you leave so that another counsellor (often your clinical supervisor) can act to safely and confidentially wind up your practice if you suddenly become acutely ill or die. Parts of this task might include: contacting clients handling c...

132 – Working within Your Competence in Counselling Nov 30, 2019

132 - Working within Your Competence in Counselling Getting an Assignment Referred - Differences between Role Play and Real Play In episode 132 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the experience of getting an assignment referred. 'Check-In with CPCAB' then focuses on differences between role play (working with made-up scenarios) and real play (working with real situations) in peer work. Finally, the presenters discuss working within your competence in counselling. Getting an Assignment Referred (starts at 2.15 mins) Having an assignment 'referred' means getting an assignment that you have submitted back with a request for you to add or change certain parts so that it meets the criteria fully. Getting an assignment referred can lead to feelings of failure, frustration, anger and self-doubt - especially if the experience keys into old memories of not getting good marks at school. But the fact is that almost everyone has assignments referred at some point during their training, so don't feel alone if this happens to you. The most common reason for referral is not having answered the exact question - what you have written may well be of a good quality but if it doesn't exactly address the question, your tutor will be unable to pass it. Rory's top tip is to look at the verb in the instruction - for example, are you being asked to describe, analyse, evaluate or reflect? Each of these has a different meaning. It can be useful to look at Bloom's taxonomy in this respect, and you'll find material on this in our Counselling Study Resource (CSR). Other tips from Ken and Rory here include the following: Always read the feedback you get on a referred assignment carefully - this should allow you to know exactly what you need to add or change to bring about a pass. Remember that you won't usually need to rewrite the whole assignment - you may need to add even just a few sentences to get it through. Come along to the Counselling Tutor Facebook page and share your questions, experiences and struggles with assignments. There, you'll find lots of people (both students and qualified counsellors - and even some tutors) who may be able to offer advice and ideas. Above all, don't lose heart! You can do this. Free Handout Download Working within Your Competence Click Here to Download Free Handout Check-In with CPCAB: Differences between Role Play and Real Play (starts at 12.55 mins) Rory speaks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the pros and cons of working with fabricated scenarios versus real material in the counselling classroom. Role Play: Pros and Cons Potential benefits of role play are that it can teach you about scenarios that may well not otherwise occur in peer practice (e.g. dealing with clients who are very tearful, angry, rude or suicidal - or who won't stop talking, change the subject a lot or bring material that may relate to child safeguarding or other illegal activity). The most common complaint about role play among counselling students is that it is difficult to fully enter the scenario in an emotional sense. Heather suggests using the provided scenario as a framework only, calling on your own imagination and emotions to fill in the details and back-story. Real Play: Pros and Cons Real material meanwhile may feel more authentic and enable the 'client' to access their emotions more readily, but can lead to going too deep unintentionally and so finding the work is outside the present competence of the 'counsellor', and/or that more is disclosed than might have been intended. Heather's tip on this is to have a rolling list of suitable real experiences/issues that you can use in peer work, crossing them off as you have used them and adding new ones as you think of them. It's also important to make a contract in peer work so that, for example, disclosures are not shared with the wider training group witho...

131 – Personal Development Groups in Counselling Training Nov 23, 2019

131 - Personal Development Groups in Counselling Training Personal Therapy during Training - Ethical Frameworks in Practice In episode 131 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss personal development (PD) groups in counselling training. 'Check-In with CPCAB' then looks at the importance and value of personal therapy during counselling training. Finally, the presenters talk about ethical frameworks in practice, and their use in resolving any ethical dilemmas. Personal Development Groups in Counselling Training (starts at 2.05 mins) Personal development or PD groups (also referred to as process groups) typically comprise of five to eight participants. They are a standard part of counselling training courses, especially at higher levels. In personal development groups in counselling training, it is usual to sit in a circle, with a tutor as facilitator. People may bring any reflections on issues that are currently affecting them on the course or in life more widely. It is important to note, however, that personal development groups in counselling training are not a personal therapy group. Being part of a PD group is a unique and magical experience, which - though sometimes uncomfortable and requiring us to practise courage - offers a hugely valuable opportunity to understand how we affect and are affected by others. Why not come along to the Counselling Tutor Facebook page and share your experiences of and questions about personal development groups in counselling training? Check-In with CPCAB: Personal Therapy during Training (starts at 10.35 mins) Rory speaks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the requirement for personal therapy during counselling training. Kelly explains that it's really important for counselling students to know how it feels to experience counselling as a client. Moreover, counselling training is a time of much personal change, growing awareness and often challenge to existing ways of being and relationships. Even if you have had personal counselling in the past, there are likely to be many new issues to process at this time. It makes sense to choose a personal counsellor who practises the modality that you are training in - this is often a requirement of course providers. Experiencing how it feels to be on the receiving end of this, and to know first-hand its effectiveness, is very important to building your trust in the theoretical orientation you are studying. CPCAB requires all students on its Level 4 diploma to have a minimum of ten hours' personal counselling during the course, but individual course providers are at liberty to set a higher minimum if they so choose. They may also specify a required split between the two years of study. Course providers should inform applicants from the start about their requirements for personal therapy, with an approximate cost (so that potential students can budget accordingly). Kelly suggests that students 'shop around' for the counsellor that best fits them, remembering that the cheapest may not be the right therapist for you - so within budgetary constraints, do be as flexible as you can on this, to ensure you maximise your experience of personal counselling. Some course providers have a list of suggested local therapists, some of whom may be willing to offer a discount for students. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Ethical Frameworks in Practice (starts at 26.10 mins) Ken and Rory discuss the importance and value of ethical frameworks -which all counsellors (qualified and in training) should weave into their practice and supervision. Ethical frameworks are living documents that the relevant professional body is continually reviewing and updating. For example, the British Association for Counselling and Psychotherapy (BACP) republished its Ethical Framework ...

130 – How to Set Boundaries as a Counsellor Nov 16, 2019

130 - How to Set Boundaries as a Counsellor Contracting with Your Supervisor - Considerations When Placement-Hunting In episode 130 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss supervision contracts. 'Check-In with CPCAB' then looks at what to consider when looking for a placement. Finally, the presenters explore how to set boundaries as a counsellor, to prevent/manage situations where clients push the boundaries of the counselling relationship. Contracting with Your Supervisor (starts at 1.00 mins) The question was asked on the Counselling Tutor Facebook page of whether a clinical supervisor can increase their fee without warning supervisees. Ken and Rory talk about the acceptability of this. As a commercial agreement, a supervision contract is seen as an intention to create legal relations. In drawing up and working within a contract, supervisors should model good practice to their supervisees. It is inevitable that supervisors will sometimes need to raise their prices, for example to keep up with inflation, but they should ideally consult with existing supervisees about this or - as a minimum - provide reasonable notice. Some supervisors like to build into the contract an annual review of its terms and conditions. The arrangement for how a supervisor would inform supervisees of any planned changes to the contract should itself be specified in the contract. Other important areas that you may wish to check are covered in your supervision contract are what happens when your supervisor goes away, and when you have an urgent issue requiring immediate discussion and they are unavailable. Do you have a question you'd like to hear answered in the podcast? If so, come along to our Facebook page and post it there. We choose all our questions for the podcast (including those we ask CPCAB) from those received through this group. Check-In with CPCAB: Considerations When Placement-Hunting (starts at 10.35 mins) Rory speaks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about looking for placements as a student counsellor. Sometimes, students ask why students can't set up in private practice to get their placement hours. Kelly explains that student counsellors really do need the support and infrastructure of a counselling agency, where there is so much learning to be done. Colleges are sometimes asked by students why it couldn't run its own placements. However, this would be seen as unethically close to the course provision, risking dual relationships and conflicts of interest. Moreover, there is learning in looking for and finding your own placement. This process also allows individual students the autonomy to choose placements that fit their own values and interests. Some Things to Consider When Looking for a Placement A good starting point when looking for a placement is to think whether there is a particular type of client group or issue you would be interested in working with. Do your research on agencies in your area that might offer placements in this field, and then approach them in a way that is tailored to their organisation. Don't just send out a standard blanket letter - this will be obvious to the recipients, who are unlikely to take it seriously. In your approach, make sure you sell yourself - remembering too that this works both ways: the agency needs student counsellors too. As Rory reminds us, student counsellors - while not experienced yet in the world of counselling and psychotherapy - are seen as being at the peak of their learning arc, and so desirable to have within the organisation. There are lots of different types of interview process: if you are invited to interview, you might like to ask what will be involved, to help you prepare thoroughly. If you're unsuccessful with one application, try to learn from this and not get disheartened. It is all experience, which can be used to help you with your next one. Last but not least,

129 – Counselling Diverse Clients Nov 09, 2019

129 - Counselling Diverse Clients Learning by Observing More Experienced Therapists - Data Protection In episode 129 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about counselling diverse clients. 'Check-In with CPCAB' then discusses how we can learn from observing others who have more experience than we do. Last, the presenters explain the importance of data protection, especially in relation to recording sessions. Counselling Diverse Clients (starts at 1.50 mins) In fact, every human being is unique - and so is different from any other. Some types of difference are visible, whereas many others are not. It is therefore vital never to make assumptions about a client: instead, we must work to enter their frame of reference, using empathy to understand how it feels to be them. Unconditional positive regard (UPR) is also vital in counselling diverse clients - not judging clients for the ways in which they are different from you and/or from what you are yourself familiar with. While we must listen attentively to clients' accounts of how it feels to be them, we should not rely on them to educate us about their areas of diversity. Rather, we should be prepared to do our own research and study to help us understand more about these. Ken suggests that it can be useful to ask, at the end of contracting, whether the client would like to share any other information about themselves that they would like you to know before working together. This gives them the opportunity to share any aspects of their diversity if they feel ready to do so. Personal development is also vital as a student (and qualified) counsellor, looking at your own background and heritage in order to identify and work on any 'hidden agendas' that you might not otherwise have realised was there within you. Would you like to discuss counselling diverse clients with other people interested in the world of counselling and psychotherapy? Do come along to the Counselling Tutor Facebook page and share your views and experiences. Check-In with CPCAB: Learning by Observing (starts at 16.10 mins) Rory speaks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about learning by observing more experienced practitioners. Ray refers to an article published in Counselling & Psychotherapy Research (the BACP's research journal) in February 2019. Entitled '"Nothing is just smooth or perfect": What can students learn from intensively reviewing psychotherapy conducted by experienced therapists whilst being focused on emotional processes?', it was written by Elisabeth Schanche and colleagues at the University of Bergen, Norway. This study showed that psychotherapy students gained three main benefits from reviewing the work of experienced therapists: increased emotional awareness and ability to identify emotional patterns (both professionally and personally) greater recognition of the importance of transpersonal skills, such as empathy realisation that 'even experienced therapists fumble' - that is, more realistic and moderate expectations of the therapist role (so reducing their own anxiety about making mistakes) Indeed, all human beings make mistakes, and doing so as the therapist can in fact send an important message to clients (especially those who may have strong conditions of worth) that it is OK to do so. Ray and Rory agree that it can be very useful for tutors to provide demonstration sessions for students to observe and challenge. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Data Protection (starts at 29.00 mins) Ken and Rory talk about the importance of data protection - including storage, management and sharing - and things to think about if a client asks for a copy of a recorded session. For example, you would need to consider the format in which you would transfer a digital audio file to them (Rory ...

128 – How to Find Counselling Placements Nov 02, 2019

128 - How to Find Counselling Placements Logging Client Hours - Insurance for Counsellors In episode 128 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about applying for counselling placements. 'Check-In with CPCAB' then discusses how to log client hours, in particular looking at clients who DNA (do not attend) and at session lengths. Finally, the presenters explain the importance of having the right insurance as a counsellor. How to Find Counselling Placements (starts at 2.05 mins) When you are a final-stage counselling student, getting a placement is essential to completing your qualification successfully. Rory advises that November to December is an ideal time to look for counselling placements. This can take some time, as it involves a number of stages, including: looking around for suitable opportunities getting an interview having a DBS (Disclosure and Barring Service) check possibly doing some in-house training having an induction If you do have any previous convictions that you know will show up in your DBS check, this may not stop you qualifying as a counsellor (depending on their exact nature) but it's sensible to be honest with the agency from the start. Your placement must be right for you - e.g. in location, opening hours and any specialisation. You might want to plan questions to ask them, if you can't find out the answers from their website and any other information that is available to you. For example, do they use internal or external supervision? You might also like to ask whether there is any opportunity for progression to paid work there after qualification. Rory suggests writing a letter to any agencies you might be interested in, as this can look more impressive and capture their attention more than simply leaving a voicemail or emailing - so making you stand out from the crowd. He has also written a list of ten top tips on finding counselling placements, which you can download here. It is also available through the Handouts Vault and Counselling Study Resource (CSR). In the CSR, you'll also find a lecture dedicated to how to find counselling placements, and letter templates to help you contact suitable agencies. Check-In with CPCAB: Logging Client Hours (starts at 12.45 mins) Rory speaks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about logging hours as a counselling student. When you are on placement, it's vital to record and evidence your hours properly, providing the details required on the log form and getting these signed off by your managerial supervisor in the agency. Although it can be very frustrating when clients DNA, you really can't count these as you are not getting practice during this time. It is important to spend some time reflecting on any feelings that arise in you when a client DNAs: you might like to use this reflection to write in your journal or to produce a learning review. If you do notice particularly strong feelings arising, ask yourself whether there is any transference: does the experience remind you of someone else in your life being late or not turning up for you? It can ease the frustration to ensure that you have some work with you that you can do in any such empty slots - Rory suggests you take along a course book to read just in case. Last, Heather explains what can be counted as an hour. The counselling hour is typically 50 minutes - so that counsellors can have on-the-hour time slots but still process the session, write notes etc. before the next client arrives. Avoiding clients crossing over is also better for client confidentiality. You can count a session of 50 minutes as a counselling hour. If a session lasts less than 50 minutes, you should record the actual minutes of contact time. If a particular client regularly leaves before the end of a session planned to be 50 minutes, it is important to speak to your supervisor and perhaps also to the assessing counsellor at...

127 – Recording Therapy Sessions Oct 19, 2019

127 - Recording Therapy Sessions Reasonable Adjustments for Students - Feelings on Breaking Confidentiality In episode 127 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at recording therapy sessions. 'Check-In with CPCAB' then looks at reasonable adjustments that can be made by centres to help establish a level playing field for all students. Finally, the presenters explore the feelings that might arise in the counsellor and the client when confidentiality has to be broken. Recording Therapy Sessions (starts at 2.15 mins) Recording therapy sessions is a key part of most counselling training, as a way of your tutor listening to your work to ensure that you are fit to practise before you begin your placement. Qualified therapists may also choose to record sessions so that they can play back and learn from them, and share these with their supervisors. Indeed, Carl Rogers and his colleagues used to do this regularly. It is natural to find recording therapy sessions stressful, especially in the early days of doing so. Ken and Rory provide tips to help you become more comfortable with this: Practise recording in peer sessions so that you become familiar with the feeling of having a recording device in the room. Use the right equipment when recording therapy sessions: neither mobile phones nor dictaphones are well suited to the task; instead, search online (perhaps on auction sites such as eBay) for 'handheld professional audio recorders'. Before you start recording your session, do a short test recording and check that this sounds clear (rather than starting your proper recording with an exchange about whether or not the machine is working properly). Ensure that any equipment you buy is digital - so that you can upload your recording to your computer, and transfer it electronically to your tutor. When recording your assessed session, work with a peer who you have worked with before, so that you have already developed a therapeutic relationship. Don't worry about how your voice sounds - our own voices always sound strange to us when we listen back (as we're not used to hearing ourselves 'from the outside'!). You might find it helpful to listen to your own voice recordings beforehand to get used to this. When listening back to your recording, focus on your interventions (not the client's story), looking at your responses, the skills used, and their effect on the client/relationship. You can download a free Counselling Tutor handout on choosing the right recording equipment here. It is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Reasonable Adjustments for Students (starts at 16.40 mins) Rory speaks to Kelly Budd (Qualification Service Manager) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about reasonable adjustments in assessment. Some counselling students may be neurodiverse - for example, having specific learning difficulties (e.g. dyslexia) or physical impairments (e.g. to sight). If these affect their ability to perform in a standard assessment, CPCAB can adjust the style of this to meet the candidate's needs and to ensure that there is a level playing field for all candidates. While CPCAB tries hard to make its exam papers as accessible to all as possible (e.g. by using fonts shown by research to be the most legible), you might also be able to have: a computer (rather than hand-writing) a separate room a reader and/or scribe an interpreter extra time special font types or sizes coloured paper. If you think you might need any such adjustments, it's really important that you tell your tutor as soon as possible, as they can take time to organise. Communicate what your issue is, how it affects your study, and possible obstacles you can foresee on the course. Each person's difficulties are unique, and so - while the tutor has a responsibility to treat these with understanding and to take appropriate action - it's up to you to m...

126 – Is Counselling Accreditation Essential? Oct 12, 2019

126 - Is Counselling Accreditation Essential? Describing Feelings - Authenticity in Counselling In episode 126 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the use of feelings words. 'Check-In with CPCAB' then looks at the value of authenticity, both psychologically and physically. Last, the presenters debate whether or not professional-body counselling accreditation is essential for counsellors. Describing Feelings (starts at 1.50 mins) Many people in our society don't have a wide 'feelings vocabulary'. Culturally, talking about feelings has not always been encouraged, and this has perhaps contributed to the paucity of words we have to describe our emotions. But it is possible to develop our range of vocabulary. For example, while 'angry' is just one word, there are in fact many words that describe the different 'shades' of anger - for example, 'irritated', 'annoyed', 'furious' and 'enraged'. It can be useful for student counsellors to work actively on widening their range of feelings words, enabling them to communicate in a more fine-tuned way about different emotions and their intensity. Person-centred counselling as a modality places a particular focus on emotions, and their value in enabling us to learn to live more fully. Your reflective journal is a great place to practise and experiment with using a wider range of feelings words than you might usually. You can download a free Counselling Tutor handout on feelings words here. It is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Authenticity in Counselling (starts at 12.10 mins) Rory speaks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the value of authenticity. Ray talks about research that links authenticity to physical wellbeing, as presented by Dr. Gabor Maté. As humans, we struggle to balance our drives for attachment and for authenticity, beginning when we are babies and are dependent on attachment to a nurturing adult for our very survival. Lack of authenticity is linked to chronic illness, with humans having four key risk factors in this respect: automatic concern for the needs of others rigid identification with roles and responsibilities suppression of negative emotions responsibility for others and desire never to disappoint them. Ray provides examples of scenarios that illustrate each of these risk factors, concluding that in forming attachments, we must not neglect our real self. Interestingly, we have more serotonin in our gut than we do in our brain! For those interested in learning more about the power of intuition, Ray recommends the book Blink by Malcolm Gladwell (Penguin, 2006). What's your view on the importance of being authentic? Do come along to the Counselling Tutor Facebook page and share your views and experiences. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Free Handout Download Feelings List Click Here to Download Free Handout Is Counselling Accreditation Essential? (starts at 25.10 mins) In the UK, there is no licensing system for counsellors. This means that 'counsellor' is not a protected title and that anyone can therefore (legally, if not ethically) set themselves up as a counsellor. The various professional bodies for counselling and psychotherapy have individual accreditation schemes that enable members to submit a portfolio describing their learning and work. Those who are deemed from this submission to be working to an appropriate standard are awarded accredited-member status. Ken and Rory debate counselling accreditation, which is often a prerequisite for employed counselling posts (though some too are satisfied by the person working towards accredited status).

125 – How to Set Up a Private Counselling Practice Oct 05, 2019

125 - How to Set Up a Private Counselling Practice Differences between Counselling and Other Types of Helping - Is a Level 4 Qualification Sufficient for Entering Private Practice? In episode 125 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the differences between counselling and using counselling skills. 'Check-In with CPCAB' then looks at whether a Level 4 counselling qualification is enough for setting up in private practice. Finally, the presenters explore how to set up a private counselling practice. They discuss what you will need to consider if you do decide at some stage to become a private-practice counsellor. Differences between Counselling and Other Helping Professions (starts at 3.15 mins) Not everyone who comes on Level 2 and Level 3 counselling courses wants to be a qualified counsellor. (These levels relate to the National Qualifications Framework for England, Wales and Northern Ireland - the Scottish system is different.) Indeed, counselling skills are useful in many different professions, for example social care, health care, probation services and chaplaincy. How counselling differs from other types of helping is a regular topic on counselling courses, appearing often in exams and assignments, especially at Level 2. It can be very challenging for people who are used to helping in very different ways to become accustomed to helping in a counselling way. For example, many helping professions may have a 'fixing' role, focused on solving the person's problems for them. It is a huge change for those used to this mode of helping to understand that in counselling, the client has autonomy and responsibility for finding their own way of moving forward, with the therapist supporting them in this but specifically not offering advice. It would be unethical for another helping professional who is not a qualified counsellor to start a counselling process with a client, as there would not be a counselling contract in place, with a planned course of sessions to complete this process. All qualified counsellors work within the ethical framework of their professional body; this is vital to the provision of an ethical counselling service. In short, counselling courses at Level 2 and Level 3 are 'CV gold' in terms of the sought-after communication and listening skills they teach you - but it's vital to know your limits. Rory has written a handout entitled 'What Is Counselling?'. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Is a Level 4 Qualification Sufficient for Entering Private Practice? (starts at 13.45 mins) Rory speaks to Kelly Budd (Head of Qualifications) about whether a Level 4 qualification is sufficient for entering private practice. This topic is one that arises often on the Counselling Tutor Facebook page. She explains that in fact counselling is currently an unregulated profession in this country, meaning that anyone can - in theory - set themselves up as a private counsellor, though this would of course be unethical without the right qualifications and experiences. While technically there is nothing to stop a newly qualified Level 4 counsellor from setting up in private practice, Kelly highlights the additional demands and challenges that this presents over and above working in an agency setting. For example, in an agency, a senior counsellor may well assess all new referrals and triage them appropriately, allocating any more complex cases to more experienced counsellors. In private practice, however, you will have to assess all new clients yourself, and may be faced with significant complexity and risk. There is a huge amount of learning in agency working. Also, a private practice is a business, so running a successful one is not just about being a great counsellor - you also have to have knowledge and skills in business management.

124 – Assessment Tools in Counselling Sep 28, 2019

124 - Assessment Tools in Counselling A Student's Journey - Importance of Psycho-Education In episode 124 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk to a special guest about her journey through counselling training. 'Check-In with CPCAB' then looks at assessment tools in counselling. Last, the presenters explore the value of psycho-education in counselling. A Student's Journey (starts at 1.30 mins) Who better to tell us about a student's journey than a recent student herself! Ken and Rory talk with Julie Naylor, who has recently qualified following a four-year period in which she worked her way through the level 2 introductory course, level 3 certificate and finally level 4 diploma. Julie talks about her motivations to become a counsellor, and the challenges she faced during this time. Describing how she was able to overcome these, Julie names several resources that she has found invaluable during her training: Counselling Tutor Facebook page (where you'll find her as 'Julie Woolie Woo') Counselling Tutor website Counselling Study Resource (CSR - containing over 90 hours of lectures). Check-In with CPCAB: Assessment Tools in Counselling (starts at 25.05 mins) Rory speaks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about the use of assessment tools in counselling. Ray lists various tools - PHQ-9, GAD-7, Beck's Depression Inventory, CORE-10 and CORE-34 - choosing to focus on the CORE ones as he has recently spoken about these with John Mellor-Clark, one of the founders of CORE IMS, the company responsible for producing these. Just as CPCAB is the UK's only awarding body run by counsellors for counsellors, the CORE assessment tools are designed by counsellors for use by counsellors. The completion of counselling assessment tools is often seen as a tick-box exercise and is explained away to clients as relating only to the need to collect before-and-after data for funding purposes. In contrast, Ray describes how they can be integrated into the therapeutic process to the benefit of both clients and counsellors. Comparing assessment tools to a thermometer that can take a snapshot of a person's current wellbeing, Ray reports that John Mellor-Clark sees their use not as an administrative task but as a clinical skill, offering two key benefits: enabling the counsellor to collect a lot of information efficiently helping clients to articulate a wide range of their current experience. Different organisations have different requirements regarding the frequency of completing assessment tools in counselling. They are commonly used at the first and last session, but some agencies choose to use them every time. If you are in private practice, then of course you have the choice to choose the frequency yourself. For more information, please see CPCAB's website. Rory has also written a handout on assessing clients. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Importance of Psycho-Education (starts at 37.55 mins) Psycho-education may at first sight seem to clash with the person-centred principle of being non-directive. Rory explains, however, that understanding of the human brain has come a long way even since Carl Rogers' death in 1987. His view is that we have an ethical imperative to share with clients information that can help them. For example, it can be very freeing for a client who has been struggling with shame and guilt at how they reacted in a stressful situation to have this normalised through psycho-education on how the human brain and body respond to traumatic events. You'll find various relevant lectures - e.g. on trauma, neuroplasticity and Stockholm syndrome - in the CSR. Free Handout Download Assessing Clients Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group Counselling Tutor Facebook page Counsellin...

123 – Ethical Frameworks in Counselling Sep 21, 2019

123 - Why Is There a Need for Ethical Frameworks in Counselling Dual Relationships in Counselling Training - When a Client Disagrees with Us In episode 123 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the need for ethical frameworks in counselling. Our new regular segment, 'Check-In with CPCAB', then looks at dual relationships in counselling training. Finally, the presenters discuss what to do when a client disagrees with you. Why Do We Need Ethical Frameworks in Counselling? (starts at 1.15 mins) The concept of ethical frameworks derives from the theory of utilitarianism, which promotes actions that maximise wellbeing for the majority of a population. Philosopher Jeremy Bentham founded this concept, based on the idea of the best action being the one that brings about 'the greatest happiness of the greatest number'. Professional bodies in most areas of work have ethical frameworks that they expect their members to abide by; these are sometimes also called 'codes of practice'. This is all an inherent part of being a professional - a word based on the concept of 'professing' (i.e. making a public declaration of allegiance to a set of beliefs). In counselling, for example, there are a number of professional bodies, each with its own ethical framework. One example is the BACP's Ethical Framework for the Counselling Professions. Ethical frameworks in counselling give us a set of standards to work to, helping to ensure consistency in provision across the profession - and thus also a benchmark for accountability (so supporting the investigation of any complaints from clients). They are living documents that are updated periodically in light of new research evidence, learning from complaints, and societal changes. For example, the BACP's Ethical Framework was updated in 2018. In Counselling Tutor Podcast episode 83, Rory interviewed Professor Tim Bond, consultant to the BACP and author of Standards and Ethics for Counselling in Action (4th edition) (Sage, 2015). The ethical framework to which we are working is important in clinical supervision; those counsellors who are BACP members are required to revisit this explicitly at least once a year. It's also good to draw clients' attention to its existence, for example referring to it in contracting and even offering them a copy. Rory has also written a handout on ethical frameworks in counselling and how to work with these. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Dual Relationships in Counselling Training (starts at 13.30 mins) Rory speaks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about dual relationships in counselling training. Heather explains that this situation occurs when two people who already know each other well outside the classroom (e.g. through being relatives or colleagues) attend the same course. When Rory worked as a course tutor, he always tried hard to prevent dual relationships in counselling training from occurring. If it does happen, it can create challenges and difficulties for the two people themselves, their peers and the tutor (whose responsibility it is to hold the boundaries for the whole group). This can have implications for professional ethics and confidentiality. The ideal situation in counselling training is that there is a 'level playing-field' for all, with no two people having intimate knowledge of each other's experiences prior to the course starting. It can therefore be better if two relatives or colleagues who both want to study counselling either go to different centres or else stagger their studies over time so they are not in the same group together. For more information, please see CPCAB's website. CPCAB is the UK's only awarding body run by counsellors for counse...

122 – Counselling Session Role Play versus ‘Real-Life’ Counselling Sep 14, 2019

122 - Counselling Session Role Play versus 'Real-Life' Counselling How Counselling Differs from Other Helping Professions - Why We Check In In episode 122 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the differences between counselling and other forms of helping. Our new regular segment, 'Check-In with CPCAB', then looks at why we check in. Finally, the presenters explore the experience of counselling in 'real life' as opposed to college-based counselling session role play or practice sessions. How Counselling Differs from Other Helping Professions (starts at 1.20 mins) People from many different helping professions are attracted to counselling training. For example, you may come across police officers, teachers, and healthcare staff as peers on your training course. Although these people may be highly competent in their existing profession, the form of helping that they are used to practising may be very different from counselling - and so require them to adjust their skill set quite markedly. For example, the role of some other helping professions is to rescue or advise, but these are two things that counsellors (particularly in the person-centred tradition) specifically do not do. There is a huge difference between listening to respond and listening to understand. In our society, the latter is rare and thus a special skill to be able to offer those with whom we share a therapeutic relationship as counsellors. This involves listening to 'the music behind the words' as Carl Rogers put it, which involves attending to far more than just the words used by the client. It can involve a big shift for many other helping professions. For more information on this, you might like to read the piece on the Counselling Tutor website about the definition of counselling. Rory has also written a handout on comparing and contrasting counselling with other helping professions. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Check-ins (starts at 9.00 mins) Rory speaks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about check-ins. Ray explains that the concept of checking in derives from Buddhist meditation, where it refers to bringing something into our awareness or to our attention. Ray and Rory discuss a number of reasons why checking in has become an important part of counselling training: For counselling to be effective, the counsellor must be congruent. This authenticity depends on the counsellor having a good level of self-awareness - and the check-in process supports this by encouraging participants to reflect on and articulate how they are feeling. Becoming accustomed to checking in on our own feelings helps to ensure that we are fit for practice, becoming aware of any issues we are struggling with that might otherwise take us out of the client's frame of reference or put us at risk of problems arising from parallel process. Thus, it encourages ethical practice. Checking in also helps foster our awareness of the fact that a group of people in apparently the same situation can all feel differently. This is useful in supporting our recognition of diversity and in fostering unconditional positive regard and empathy. The tutor is also able to know from the check-in whether any student is feeling 'wobbly', and so offer them appropriate and timely support. There are various different types of check-in. For example, participants might be asked to sum up their feelings in just one word, or within a set amount of time. When the well-known existential psychotherapist Irvin Yalom runs groups, he does a double check-in: in the first round, participants are invited to say how they feel, and in the second what they need/want to get from the session. The exact nature of checking in is likely to vary between levels,

121 – Difference Between Counselling Assessment Criteria and Learning Outcomes Sep 07, 2019

121 - Difference Between Counselling Assessment Criteria and Learning Outcomes Stepping up to a New Level - Getting the Skills Right In episode 121 of the Counselling Tutor Podcast - the second in this new season - Ken Kelly and Rory Lees-Oakes offer tips on stepping up to the next level in your counselling training. Our new regular segment, 'Check-In with CPCAB', then looks at counselling assessment criteria and learning outcomes. Last, the presenters explore the pressure we might put ourselves under to get our counselling skills right. Stepping up to a New Level (starts at 1.25 mins) Perhaps you may be moving from level 2 to level 3, from level 3 to level 4 - or from one year to the next on a diploma or degree course - this coming academic year. Ken and Rory's tips are as follows: Get hold of the reading list for your course if possible, so you can get prepared. You might also find our list of recommended reading useful, with ideas for helpful books at all levels and for various modalities. Remember that the underlying theory is the same at all levels - what changes is the depth to which you study it and how you interact with it (e.g. moving from describing to analysing). Personal development - with the aim of increasing self-awareness - is an important part of counselling training, which again becomes more in-depth as you step up the levels. Rory has written an essential checklist for those preparing for a new level of counselling training. You can download this free handout here; it is also available through the Counselling Study Resource (CSR). Check-In with CPCAB: Difference Between Counselling Assessment Criteria and Learning Outcomes (starts at 9.10 mins) So what are learning outcomes and counselling assessment criteria? Rory speaks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about this question. Kelly explains that the learning outcomes for a qualification list what you will learn by studying it. The counselling assessment criteria, meanwhile, describe how the awarding body will test that you have achieved these learning outcomes. When CPCAB puts together a new qualification, it looks at purpose, target learners, level (i.e. how it fits within the National Qualifications Framework) and size (i.e. whether it will be an award, certificate or diploma). The depth of understanding expected increases with the levels. For example, level 2 is GCSE standard, level 3 is A level standard, and level 4 is first-year degree standard. More advanced learners are expected to be able to do more complicated things with information in that field. The verbs (doing words) in learning outcomes are key here (for example, you might be called on to show that you can reflect on, use and understand, compare and contrast, analyse or evaluate something). It's important always to think: What am I being asked to do? What evidence do I need to provide to show that I can do this? Above all, CPCAB tries to keep things really clear. It's important that you too work to keep it simple: try to resist getting sucked into the criteria hysteria that can affect some students and be contagious throughout the whole class! CPCAB also aims to be flexible in its approach. So although the learning outcomes and assessment criteria are set, you and your tutors have scope to meet these in different ways. For more information, please see CPCAB's website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Getting the Skills Right (starts at 23.55 mins) Ken recalls the burden he felt when being observed in skills practice - and indeed when starting placement - to get his skills right. This can lead to the paralysis of analysis! It's really important to try to take the pressure off yourself. If you are feeling very on edge about your skills, your client may well pick up on this. Ken and Rory offer valuable tips on how to become more relaxed and confident in skills sessions: Aim to do...

120 – Counselling Awarding Bodies Aug 31, 2019

120 - Purpose of Counselling Awarding Bodies Coping with Returning to Counselling Study - Meeting and Reforming Groups In episode 120 of the Counselling Tutor Podcast - the first in this new season - Ken Kelly and Rory Lees-Oakes talk about how to avoid overwhelm when returning to studying after the summer break. Next, they introduce a brand-new regular segment, 'Check-In with CPCAB' (more below), and discuss the purpose of counselling awarding bodies. Finally, the presenters look at meeting new groups in your studies, and reforming old ones after the summer break. Coping with Returning to Study (starts at 2.35 mins) It's natural to feel some relief at the end of an academic year - and some anxiety as the new one fast approaches. Rory and Ken provide some top tips to help you move into the next stage of your studies more calmly and confidently: If you have not been in education for some time, remember that teaching techniques have changed hugely over time: you will likely be pleasantly surprised by how courses are taught these days. Also, counselling and psychotherapy are very different subjects to study from the purely academic ones we were probably exposed to at school. What you will be studying now is highly experiential, with a lot of support offered. Prepare a little if you can - for example, with some initial reading or maybe through using our summer school provided as part of the Counselling Study Resource (CSR). Read through the prospectus/syllabus relating to your course to give you a good idea of what you will learn. Try not to create specific expectations of how your course, tutor and peers will be: instead, let it be what it will be when you get there. Watch out for transference (when you are unconsciously reminded by a person in the present - e.g. your tutor or peers - of someone from your past). Above all, try to stay in the here and now rather than getting caught up in the past or fixated on the future. Two free resources that could be really useful to you in your studies are: The Counselling Tutor Facebook group, where you can find thousands of students, qualified practitioners, supervisors and tutors interested in the world of counselling and psychotherapy. Rory's book How to Survive Counselling Training, which you can get through the Counselling Tutor website (click on any page from the home page and scroll down - you'll find a link in the right-hand sidebar). Rory has written a handout on five ways to avoid new-course overwhelm. You can download this here; it is also available through the Handouts Vault and CSR. Check-In with CPCAB: Counselling Awarding Bodies (starts at 12.10 mins) For this exciting new slot, which Ken and Rory launch in this podcast, they have travelled to Glastonbury, to the headquarters of the CPCAB (Counselling & Psychotherapy Central Awarding Body). CPCAB is the UK's only awarding body run by counsellors for counsellors. There, Ken and Rory speak with Kelly Budd (Head of Qualifications) and Ray van der Poel (Head of Business and Development) about the purpose and function of counselling awarding bodies. Purpose of Counselling Awarding Bodies They develop and design qualifications (in the case of CPCAB, in the field of counselling and psychotherapy) They also set quality standards for centres that deliver these qualifications, monitoring them to ensure that students receive appropriate teaching and support. Last but not least, awarding bodies produce certificates for students who successfully complete their qualifications. CPCAB is accountable to Ofqual, a government department that regulates qualifications, exams and tests in England. Northern Ireland, Wales and Scotland have separate regulatory arrangements. CPCAB has been working hard to become more efficient and ecologically friendly by minimising the amount of paper it produces. Meeting and Reforming Groups (starts at 24.40 mins) Ancient Greek philosopher Heraclitus once said that you can't ever step in the same rive...

119 – Counselling Children of Narcissistic Parents Jun 29, 2019

119 - Counselling Children of Narcissistic Parents Feeling Frightened by a Client - Humanistic Love in the Therapy Room In episode 119 of the Counselling Tutor Podcast - the last of this season - Ken Kelly and Rory Lees-Oakes talk about counselling children of narcissistic parents. In 'Practice Matters', Rory explores what to do when you find a client frightening. Finally, the presenters look at humanistic love in the counselling room. Counselling Children of Narcissistic Parents (starts at 1.30 mins) Growing up with a narcissistic parent is very challenging for a child, who is likely to feel vulnerable and unloved, trying desperately to please the parent but to no avail. On top of all this, children often learn their attachment style from their parents. These experiences can lead to the child becoming an adult who - feeling unlovable and isolated - either shuts off from others or goes to the other extreme and is desperate for love (perhaps getting involved in inappropriate sexual relationships in a bid to find this). When counselling children of narcissistic parents, counsellors have much of value to offer these clients, through providing the core conditions. However, receiving these may well be so alien to the client that it feels scary to them. It can be really difficult for such clients to accept help from others. It is therefore very important, when counselling children of narcissistic parents, to be there for the client but on their terms, treading slowly and carefully in how you relate to them, within their frame of reference. This type of work requires much patience, and is likely to be long-term. It involves helping the client - who is likely to have very low self-worth - to find and nurture their real self. Feeling Frightened by a Client (starts at 8.45 mins) Sometimes, you may find yourself feeling frightened by a client even though they have not shown any aggression. Rory talks about how to work with this, separating out any real risk from feelings that relate to your own process (e.g. fear based on countertransference). Rory's handout on this topic can be downloaded here; it is also available through the Counselling Study Resource (CSR). Humanistic Love in the Therapy Room (starts at 20.15 mins) Rory talks about a book by psychoanalyst Erich Fromm, The Art of Loving (HarperCollins, 1995), which describes the different types of love, each of which has its own nuances: romantic love parental love sibling love erotic love self-love divine love Humanistic love is what we show the client in the therapy room: not all counsellors manage to do so, but even the best counselling skills in the world are incomplete without this vital ingredient. To experience humanistic love towards clients, it's important to see them as equal individuals - as fellow travellers in the world. Truly experiencing the core conditions - in particular, deep empathy and unconditional positive regard - is key here. Humanistic love is one aspect of the counsellor-client relationship that clearly separates it from the professional clinical relationship often offered in healthcare. Ken and Rory feel this is best described as 'spiritual' - not in the sense of religion, but referring to the meeting of our real selves. Philosopher Martin Buber referred to this type of relationship as 'I-Thou' and contrasted it with 'I-It' relationships, in which the other person is viewed more as an object than as a fellow human being. Free Handout Download When Clients Frighten You Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group Counselling Tutor Facebook page Counselling Tutor website Counselling Study Resource Counselling Tutor Handouts Vault Basic Counselling Skills: A Student Guide Counselling Theory in Practice: A Student Guide

118 – Being the Adult in the Therapy Room Jun 22, 2019

118 - Being the Adult in the Therapy Room Different Forms of Family - Helicopter Skills in Counselling In episode 118 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes describe the importance of the counsellor ensuring that they are being the adult in the therapy room. In 'Practice Matters', Rory talks about different types of family structures, and considerations in working with clients in this respect. Last but not least, the presenters look at helicopter skills in the therapy room. Being the Adult in the Therapy Room (starts at 1.28 mins) Social worker and psychotherapist Keith Tudor said: 'The adult is parent to the child.' This is also the title of a book he has written. As a counsellor, you are likely at some point to have a client who acts out in the therapy room, seeking to test or push boundaries. Paediatrician and psychoanalyst Donald Winnicott believed that when this happens, the client is re-enacting their early childhood experiences. It may be important for them to do this, and it is vital that the therapist is able to remain in the adult state while this occurs. A client may well look to their counsellor as someone who's OK in the world. Ensuring that you are in the adult ego state in the therapy room is important, supporting the client to stabilise and fully enter the here-and-now. It is therefore really important for you to have good self-awareness, using self-monitoring and supervision to explore any possible transference and countertransference. Warning signs that the latter may be occurring include feelings of irritation towards the client, or feeling judgmental. Different Forms of Family (starts at 8.45 mins) While the traditional 'nuclear family' (a term originally coined in 1947) consisted of a mother, father and two children, the reality today is that families come in many different forms. Rory presents information from the Office for National Statistics on family structures today, and explores what you might need to think about when working with clients from different family types. Above all, it's important not to make assumptions when a client refers to 'family': it's much better to ask them to expand on what 'family' looks likes to them, to ensure that you are viewing this from their - not your - frame of reference. Rory's handout on this topic can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Helicopter Skills (starts at 15.28 mins) This topic was raised in our Counselling Tutor Facebook group, where you can find over 24,000 students, qualified practitioners, supervisors and tutors interested in the world of counselling and psychotherapy. One member of our community there asked how we can assess the client where we are in the therapeutic relationship while also remaining in their frame of reference. The answer is that this is indeed an advanced skill, but one that we can and do acquire through practice and experience. It's rather like learning to dive - at first it seems overwhelming to have to think about all the car's controls and displays while also watching the road ahead and the environment around us, but in time this all becomes second nature. In other words, it's becomes part of our unconscious competence. The term 'helicopter' skills refers to the ability to allow part of yourself to 'hover above' the exchange with the client and to observe what is going on in you and in the therapeutic relationship. An experienced therapist can do this while another part of them stays in the client's frame of reference. Rory compares this to someone working on a computer with two monitors, one showing the detail of the task in hand and the other showing the whole picture. Doing both with equal attention is sometimes referred to as 'esoteric' thinking. Free Handout Download Different Types of Family Structures Click Here to Download Free Handout Links and Resources

117 – Are the Core Conditions in Counselling Necessary and Sufficient? Jun 15, 2019

117 - Are the Core Conditions in Counselling Necessary and Sufficient? Working with Clients on Prescribed Medication - Counsellors with Tattoos In episode 117 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes ask whether or not Carl Rogers' core conditions in counselling are necessary and sufficient for psychological change. In 'Practice Matters', Rory then talks about how to work with clients on prescribed medication. Finally, the presenters discuss the topic of counsellors who have tattoos. Are the Core Conditions in Counselling Necessary and Sufficient? (starts at 1.58 mins) This topic was raised in our Counselling Tutor Facebook group, where you can find over 23,000 students, qualified practitioners, supervisors and tutors interested in the world of counselling and psychotherapy. The term 'core conditions' in counselling- referring to therapist empathy, congruence and unconditional positive regard - was first used by social scientist Robert Carkhuff in relation to social work. In fact, Carl Rogers described (in 1957, in the Journal of Consulting Psychology) not just three but six conditions that he claimed were both necessary and sufficient to bring about therapeutic personality change. Rogers' approach was innovative at the time in the world of psychotherapy, where psychoanalysis (founded by Freud) was then the prevailing modality. But this does depend on the presenting issue - for example, a client presenting with a fear of flying may need a different approach from person-centred counselling. Or a client struggling with trauma may need psychological education to help them make sense of what they are experiencing. While the core conditions may well be necessary for a counsellor-client relationship, Mick Cooper - in his work on pluralistic therapy - points out that psychological change can also result from solo work (e.g. journal-writing). Given that Carl Rogers was himself a keen researcher, maybe he - if still alive today - would have moved on from his original stance on the sovereignty of the six conditions. Working with Clients on Prescribed Medication (starts at 15.14 mins) In our work as counsellors, we are likely to come across clients who are taking various psychotropic drugs prescribed by doctors - for example, antidepressants, anti-anxiety drugs and perhaps even antipsychotics. Rory explores how these drugs might affect the therapeutic relationship, and what you need to know to work safely and professionally with clients taking them. Rory's handout on this topic can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). In it, you will find links to various research resources where you can gain a balanced view of such medication and how to work with clients using it. Counsellors with Tattoos (starts at 20.53 mins) Does it matter if you, as a counsellor, have tattoos (or, in today's language, body art)? This question was another that came up on our Facebook group, following one person's experience of being told that they may have to work with young people and/or charities given their tattoos. Ken and Rory think not: counselling is very much about the relationship between counsellor and client, and their feeling is that in general, clients are likely to care less about whether you have tattoos than about whether the two of you can relate well. Besides, we all have a variety of physical features (e.g. accent, physique etc.) that some clients may warm to and others not. Some tattoos can have hidden meanings, of which Rory gives an example - if it is a concealed hate symbol, for example, then this is likely to be seen as inappropriate in the counselling environment. Free Handout Download Working with Clients on Medication Click Here to Download Free Handout Links and Resources

116 – Counselling Supervision Models Jun 08, 2019

116 - Counselling Supervision Models Networking for Counsellors - Pluralistic Counselling In episode 116 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes examine the different counselling supervision models. In 'Practice Matters', Rory then talks about the importance of networking for counsellors. The presenters end this episode with a description of and discussion on pluralistic therapy. Counselling Supervision Models (starts at 1.34 mins) This topic was raised in our Counselling Tutor Facebook group, where you can find over 23,000 students, qualified practitioners and tutors interested in the world of counselling and psychotherapy. There are three types of counselling supervision: managerial, clinical and professional. While many other professionals receive managerial supervision in their workplace, clinical supervision (often combined with professional supervision - where we keep up with developments in our field, and ensure we adhere to our professional code of conduct) is a particular feature of working as a counsellor or psychotherapist. There are many counselling supervision models, of which Rory and Ken discuss several, including: a CBT-based model (Liese and Beck, 1997) the seven-eyed model (Hawkins and Shohet, 1985) the integrated development model (Stoltenberg and Delworth, 1987) the feminist model (Feminist Therapy Institute, 1999). Aside from giving an overview of different counselling supervision models, Rory and Ken also offer a number of tips on selecting a clinical supervisor for your counselling work: Make sure you choose a supervisor who both understands your modality and whose model of supervision fits with this. While it's fine to bring personal issues that are impacting your practice, it may be that you need to take these to your own therapy to work through them thoroughly. Do make sure that you are getting what you need from supervision. This may change as you progress through your training and career: you may need to change supervisor to get the right support and development. Networking for Counsellors (starts at 16.17 mins) Counselling can be a very isolated occupation, and it's all too easy to find you're seeing only clients and your supervisors. Rory describes the importance of drawing on the rich world of counselling colleagues, offering five tips on how to realise the full benefits that are there for the taking. Rory's handout on this topic can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Pluralistic Counselling (starts at 23.03 mins) Pluralistic therapy is the 'new kid on the block' in the world of counselling and psychotherapy, though it is based on findings going as far back as 1936, when psychologist Saul Rosenzweig introduced the idea of the dodo bird verdict. The dodo bird verdict is named after the Alice in Wonderland story in which everyone (or - in the counselling context - every modality) is a winner. This idea was later developed in 1990, in a large research study led by John Norcross, looking at 'common factors' in therapy. Pluralistic therapy, pioneered by Mick Cooper in the UK, is a specific form of therapy practice that draws methods from a variety of different sources. It is differentiated from integrative therapy by the fact that the selection of approaches/modalities is decided in discussion with the client. Thus, it has a person-centredness to it, in that the therapist trusts that the client knows best what they need. This may be different for the same person at different times and in different situations. Ken and Rory discuss pluralistic therapy and the skills required to practise it. Rory raises the interesting question of how much training would be required for a practitioner to have sufficient knowledge and skills to offer a wide-enough range of methods to offer clients in pluralistic therapy.

115 – How to Grow as a Counsellor Jun 01, 2019

115 - How to Grow as a Counsellor Valuing Yourself as a Professional - Using Academic Breaks Productively In episode 115 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at the importance of valuing yourself as a professional. Then - in 'Practice Matters' - Rory explores how to grow as a counsellor. Last, the presenters discuss how you can use your academic breaks productively. Valuing Yourself as a Professional (starts at 1.47 mins) It is easy for students starting on placements to undervalue themselves and what they have to offer. Ken and Rory urge you to remember: You have earned your seat! You are the client's counsellor when you are in front of them - that is how they will see you. Placements should be grateful for having students involved: you are at the pinnacle of your learning, and therefore up to date with the latest thinking in the field of counselling and psychotherapy. Once you are qualified, you have the right to be paid for your investment and expertise. Own the difference you are making to clients' lives, even if you don't get to receive direct feedback on this. In short, pull your shoulders back and stand proud: you are a professional! How to Grow as a Counsellor (starts at 11.10 mins) Nurturing and developing yourself as a therapist - whether you're still studying or have already qualified - is important and rewarding but can also be painful. Qualified counsellors have an ethical obligation to continue to grow. Delving into the topic of how to grow as a counsellor, Rory explores loyalty to your base modality, and the urge to - and importance of - being open to building on this where research and developing theory allow you to move with the times, learning more to use in the service of your clients. Rory's handout on how to grow as a counsellor can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Using Academic Breaks Productively (starts at 14.25 mins) As a student of counselling and psychotherapy, you may well find yourself with a break in your study timetable - for example, over the summer or after a short course (e.g. level 2) has ended. It's important to try to use this time productively, so that you are not starting from a standstill when your new course begins. Ken and Rory suggest various practical things you can do to keep learning: Make a list of the aspects of theory, ethics, skills and personal development that you would like to learn more about over the academic break, and read up on these on the Counselling Tutor website. Spend time reading and interacting in the Counselling Tutor Facebook group, where you can find over 23,000 students, qualified practitioners and tutors interested in the world of counselling and psychotherapy. Listen to the Counselling Tutor podcasts. Read professional journals, e.g. Therapy Today from the British Association for Counselling and Psychotherapy. Visit the CSR if you are already a member - or consider joining if not. There, you will find over 60 hours of CPD-linked lectures. Ken and Rory suggest that if you are going on a face-to-face CPD course, it makes sense to read up on the topic beforehand. This helps you enter the training as prepared as possible, and not to get stuck on the basic concepts and vocabulary. Good preparation helps you make the most of your CPD and maximise your learning. In an exciting announcement at the end of this podcast, Rory announces a brand-new summer school that he and Ken will be offering, aiming to inform you - as students of counselling and psychotherapy - on what you need to know before your new course starts in the autumn. Free Handout Download Growing as a Therapist Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group Counselling Tutor Facebook page Counselling Tutor website Counselling Study Resource Counselling Tutor Handouts Vault

114 – Counselling Reluctant Clients May 25, 2019

114 - Counselling Reluctant Clients Sex in the Therapy Room - Use of Academic Journals In episode 114 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about counselling reluctant clients. In 'Practice Matters', Rory then discusses how to approach clients who discuss intimate relationships in therapy. Finally, the presenters look at using academic journals. Counselling Reluctant Clients (starts at 1.22 mins) This topic relates to a question asked recently in the Counselling Tutor Facebook group, where you can find over 23,000 students, qualified practitioners and tutors interested in the world of counselling and psychotherapy. Every Friday, Rory offers his 'Friday Takeaway', where he goes live and answers any questions you might have. Clients may be hesitant at any stage of counselling - it is likely that even before they contacted a counsellor or counselling agency, they were preparing themselves to do so. It takes a lot of courage to be willing to come along and talk about difficult issues. Even once a client is there in the counselling room, they may hesitate to share fully what is going on for them. It's really important that you, as the therapist, put yourself in the client's frame of reference in understanding how it is for them at each stage. So when counselling reluctant clients, do think carefully about how you can help put your client at ease (even down to room furnishings) and tread carefully in not forcing them to move faster than feels safe for them. Rory quotes the example of John Shlien, who worked with Carl Rogers. In his book, To Lead an Honorable Life (PCCS Books, 2003: 1), Shlien spoke of visiting a poppy field to watch the flowers open in the sun, observing that he could force the petals open in an effort to speed up the process, but that doing so inevitably damaged the beautiful flower within. In other words, people must be allowed to open safely in their own good time. Sex in the Therapy Room (starts at 14.50 mins) Sexuality may be a topic that arises in the therapy room, when clients choose to talk about their intimate relationships. Rory offers a number of tips, including the following: It's important to be open to hearing about any aspect of this, from the full range of sexual preferences. If you feel you are struggling with a particular aspect of sexuality, consider having personal therapy and speaking to your supervisor to explore this prejudice. Don't rely on your client to educate you about an area of sexuality that you don't understand: do your own research instead. Rory's handout on this topic can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Use of Academic Journals (starts at 21.44 mins) It was an academic journal - the Journal of Consulting Psychology - where Carl Rogers' seminal paper 'The Necessary and Sufficient Conditions of Therapeutic Personality Change' was first published, in 1957. Indeed, academic journals focus on publishing leading-edge research, and so are a great place to look if you want really up-to-date information. This can be useful for: preparing for assignments on your counselling course deciding what area you might like to specialise in as a counsellor becoming more informed for when you go to job or placement interviews. If you are studying at a university, you should have access to academic journals through the library there. If you are studying at a college or a private provider of counselling training, you can still access academic articles through the Access to Research initiative. Although academic journals are likely to be more up-to-date than many textbooks, one book that we can guarantee as really fresh is the hot-off-the-press Counselling Theory in Practice: A Student Guide, written by Rory himself (Nielsens UK, 2019). In podcast 113, you can hear Ken interview Rory about his work on this book, and motivation behind writing it.

113 – Therapeutic Use of Self May 18, 2019

113 - Therapeutic Use of Self in Counselling The Neuroscience of Empathy - Rory's New Book In episode 113 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes start by talking about the neuroscience underlying empathy in humans and animals. In 'Practice Matters', Rory explores the therapeutic use of self in counselling. Last but most certainly not least, Ken announces the publication of Rory's new book, Counselling Theory in Practice: A Student Guide (Nielsens UK, 2019), and asks Rory to tell us more about his motivations for writing this and what readers can expect to find there. The Neuroscience of Empathy (starts at 2.15 mins) One of the types of cell in the human brain is the mirror neuron. These neurons help us empathise with others and communicate this understanding to them. Animals also have mirror neurons, and a question recently arose on equine therapy in the Counselling Tutor Facebook group. Horses are particularly sensitive animals and can use their mirror neurons to provide comfort and reassurance with people who are struggling following trauma. Other animals - such as dogs - also seem to have a way of knowing when we are feeling sad, and showing us their care. It can be hard to know whether this is real or a result of anthropomorphising - in other words, projecting human qualities onto animals. In humans, vasovagal syndrome can cause people to faint if they witness (perhaps even on the television) a distressing situation or injury in someone else. Research in neuroscience is a growing edge in the world of counselling and psychotherapy, with famous writers on the topic including Bessel van der Kolk and Dan Siegel. Therapeutic Use of Self in Counselling (starts at 10.55 mins) Rory talks about the therapeutic use of self, or how therapists draw on their own feelings, experiences and personality to enhance the therapeutic process through: appropriate self-disclosure, to normalise the client's experience immediacy, to bring into awareness the counsellor's feelings or observations regarding the client and their material presence and attending, to hold the client in the centre of the counsellor's attention. Dangers of the therapeutic use of self include transference/countertransference and overstepping boundaries. Rory's handout on this topic can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Rory's New Book (starts at 14.27 mins) Ken is excited to announce the publication of Rory's new book, Counselling Theory in Practice: A Student Guide (Nielsens UK, 2019). Over a year in the writing, this comprehensive book follows Rory's observation (during his ten years as a counselling lecturer at practice level) that the core curriculum for counselling training has a number of gaps. In this book, Rory aims to fill these gaps in a way that is easy to read and understand, so helping current counselling students and newly qualified practitioners to bridge the gap between study and practice. It can also help people considering counselling study to decide the right way forward for them. Ken shares a number of reviews by readers who have had a preview of the book, which comprises the following 25 chapters: Counselling in the real world Choosing your course What modality should I study? Fundamentals of counselling How do I find a placement? Making the most of your placement Working in a multidisciplinary team Assessing clients Boundaries in counselling Contracting in counselling Law in counselling contracts Reviewing client progress Stages in counselling The skill of attending Transference in the therapy room Using timelines in counselling Taking risks in therapy Making referrals Trauma-informed practice Working within your competence Working with a third person in the room Hard-to-help clients

112 – Finding Work as a Counsellor May 11, 2019

112 - Finding Work as a Counsellor Meeting a New Client - What Happens When a Client Dies In episode 112 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explore the etiquette of meeting a new client. In 'Practice Matters', Rory talks about possible procedures when a client dies. Finally, the presenters discuss finding work as a counsellor. Meeting a New Client (starts at 1.55 mins) When you meet a new client for the first time, what is the etiquette? Ken and Rory offer a number of top tips on this: Remember that the client may well be feeling nervous (more so than you!): be warm and smile (but don't be too jolly, as that might seem inappropriate). Ask them how they would like to be addressed: the name on their referral form may not be their preferred one. Let the client take the lead on shaking hands etc. - if they wish to do so, then do respond, but it's better not to initiate this yourself. This encourages client autonomy. Offer them a drink if this fits with your agency's policy. Mirror their tone of voice and way of being - e.g. if they speak softly, then match this rather than speaking loud. If the client says they're nervous, explore what it is they're nervous about; this again helps give them autonomy. Try to avoid 'leakage' (i.e. the client disclosing sensitive material before they are in the counselling room and have agreed to the contract). Do you have any more tips that you'd like to pass on to other students of counselling and psychotherapy? If so, please do share these in our Facebook group. What Happens When a Client Dies (starts at 14.56 mins) Rory talks about the difficult issue of hearing that one of your clients has died, focusing on professional competence in this challenging situation, including: what you may be called to do what you should already have in place how to support yourself. In particular, he describes when the coroner may become involved, and how you - as the person's counsellor - may be expected to participate in the resulting process. Rory's handout on this topic can be downloaded here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Finding Work as a Counsellor (starts at 22.13 mins) The availability of work for qualified counsellors is an especially hot topic in the Counselling Tutor Facebook group. Students invest a lot of money in their training, and it is natural to wonder whether it will be possible to earn this back through paid work. Rory and Ken's thoughts on finding work as a counsellor are as follows: Don't talk yourself out of success by being negative about your chances of getting paid counselling work: Rory reports that many of his former students have developed successful careers in the counselling field. There is paid work available in counselling. This may be easier to find in large cities than more rural places, but not necessarily so. It's really important that you have your level 2 maths and English (i.e. GCSE or equivalent). If you've not, ask at your college whether they can help you get these. Many agencies look less at academic qualifications than at the person and their work experience. For example, if you have experience of working with trauma, a good understanding of quality and diversity, and a real passion to help clients and belong to that organisation, you may well stand out. Do keep and take along to any interviews your CPD log - with over 60 hours of CPD available online, the CSR can really help you build this. When offered the opportunity to ask the interviewers any questions yourself, make sure you do so. Keep back a key question for this purpose, perhaps based on information you have found through researching the agency's website. Again, this can really help you stand out from other candidates. Don't forget too that another option in finding work as a counsellor is to employ yourself, by becoming a private-practice counsellor when you feel you have the experience and confidence t...

111 – Self-Disclosure in Counselling May 04, 2019

111 - Self-Disclosure in Counselling Avoiding Plagiarism - Rejecting a Supervisor In episode 111 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the importance of avoiding plagiarism in counselling studies. In 'Practice Matters', Rory looks at self-disclosure in counselling by practitioners. Last, the presenters talk about how to reject a supervisor, if you interview several to choose the right one for you. Avoiding Plagiarism (starts at 2.43 mins) As a student of counselling, it is vital to avoid plagiarism (using someone else's work and passing it off as your own). If you have not been in formal education for some time, this may not be something you are naturally aware of. Educational establishments all have access to specialist software (e.g. Turnitin) that they will run students' work through to check for plagiarism. It's really important to make sure that you always use your own words in assignments, and - for those parts that do quote or closely draw on others' work - that you acknowledge this through proper referencing. Ken and Rory suggest that if you have access to examples of real assignments to help you write your own, look at these before you start work but then put them away while you are writing. Self-Disclosure in Counselling (starts at 13.54 mins) The thorny topic of self-disclosure by counsellors arises frequently in our Facebook group (where you'll find over 23,000 others involved in counselling and psychotherapy, including students, qualified counsellors, supervisors and tutors). While some counsellors believe that self-disclosure in counselling is never right, others feel it can be, if used appropriately. This relates to both individual view and modality. Rory examines the potential advantages and disadvantages of self-disclosure in counselling. His own view - based on his experience as both a counsellor and a client - is that thoughtful, boundaried self-disclosure can be really valuable. Rory has written a handout on this topic, which you can download here - or through the Handouts Vault and Counselling Study Resource (CSR). Rejecting a Supervisor (starts at 17.48 mins) Counselling students are often encouraged to interview a number of supervisors before deciding which one to work with. This can be a very good idea, as it's vital to get on well with your supervisor, and to feel a genuine connection. This relationship should ideally be comfortable but not too comfortable, allowing scope for challenge and growth. If, when interviewing a supervisor, you feel uncomfortable with them, it's worth spending some time afterwards reflecting on why this might be so. This reflection can be personally developmental. But what should you do once you've decided which supervisor you are going to work with: just not contact the others, or get back to them with some feedback on your reasons for deciding this? Rory suggests that - as a supervisor himself - he would prefer the latter, as there is learning in this feedback for him. This could relate to cost, modality, client groups, professional values, etc. Once you have been with a supervisor for some time, you may feel that you wish to move on to a different one. Just because a supervisor was right for you initially does not mean that they will always be the best fit for you, as you develop. It's important to keep reflecting on your needs, and to move on if this seems appropriate. Supervision contracts usually include a clause relating to a regular review of the arrangement. Although it might seem difficult to raise the topic of moving on, this can be done in a way that expresses your appreciation for how far your existing supervisor has brought you, allowing them to feel pride in their role in this - and to understand your need for someone different now. Free Handout Download Self-Disclosure in Counselling Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group

110 – Dual Relationships in Counselling Apr 27, 2019

110 - Dual Relationships in Counselling Working with Visual Impairment - Counselling and the Law In episode 110 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss dual relationships in counselling. In 'Practice Matters', Rory looks at working with clients who have visual impairment. Finally, the presenters talk about the importance of understanding laws relevant to counselling, with a particular focus on the Equality Act 2010. Dual Relationships in Counselling (starts at 1.50 mins) Various sections of the Ethical Framework for the Counselling Professions, published by the British Association for Counselling & Psychotherapy (2018), mention dual relationships. For example, section 33 states: "We will establish and maintain appropriate professional and personal boundaries in our relationships with clients by ensuring that … any dual or multiple relationships will be avoided where the risks of harm to the client outweigh any benefits to the client." (page 17) The topic of dual relationships in counselling comes up often in our Facebook group (where you'll find over 22,000 others involved in counselling and psychotherapy, including students, qualified counsellors, supervisors and tutors). Dual relationships occur when you know the client in another context outside the counselling room - for example, as an employee or a friend. While the Ethical Framework gives us the autonomy as practitioners to make informed choices, it is generally considered best to avoid dual relationships. This is for a number of reasons, for example: The client could feel confused. It could inhibit a client's freedom to be fully open in counselling. We could inadvertently prejudge the client, based on our existing knowledge of them. Dual relationships in counselling could also exist if you know someone in common with the client (e.g. a relative of theirs). Another tricky situation could be if you realise a client is present in a social context outside counselling. If in doubt, always talk to your supervisor about any possible dual relationships. And if you're having personal therapy, do check that you and your therapist don't have the same supervisor! Working with Visual Impairment (starts at 14.34 mins) Rory talks about how to work with clients who have a visual impairment. He provides a number of tips based on his own experience of people with visual impairment, and identifies pitfalls to avoid. It can be easy to feel unsure about how best to work with this client group, and afraid of inadvertently offending - but Rory reassures us that there is no great mystery to this. He also looks specifically at Charles Bonnet Syndrome. Rory has written a handout on this topic, which you can download here - or through the Handouts Vault and Counselling Study Resource (CSR). Counselling and the Law (starts at 21.47 mins) One key law that is of vital importance in counselling - and that relates to the previous topic - is the Equality Act 2010. This act brought together the nine following different pieces of legislation: Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Employment Equality (Religion or Belief) Regulations 2003 Employment Equality (Sexual Orientation) Regulations 2003 Employment Equality (Age) Regulations 2006 Equality Act 2006, Part 2 Equality Act (Sexual Orientation) Regulations 2007. The Equality Act 2010 means it is against the law to discriminate against someone on the basis of any of nine protected characteristics: age disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex sexual orientation. Another key law that it is important to be aware of as a counsellor is the General Data Protection Regulation (GDPR). Free Handout Download Working with Sight-Impaired Clients Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group

109 – Counselling Angry Clients Apr 06, 2019

109 - Counselling Angry Clients Working in Two Agencies - Making Peace with Our Failures In episode 109 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the pros and cons of working in two (or more) agencies as a student or qualified counsellor. Next - in 'Practice Matters' - Rory looks at counselling angry clients. The episode ends with the presenters offering tips on how we can make peace with our failures, and learn to see failure as a positive tool for learning. All three topics follow questions asked in our Facebook group (where you'll find over 22,000 others involved in counselling and psychotherapy, including students, qualified counsellors, supervisors and tutors). Working in Two Agencies (starts at 2.256 mins) Some student therapists may consider taking on two (or more) placements - just as qualified counsellors may work in more than one context or agency. Is this is a good idea or not? There are a few potential downsides to doing so: You will have to be aware of and up-to-date with more than one set of policies and procedures, which might be confusing. You may need to go through more than one Disclosure & Barring Service (DBS) process; even if you have paid for the Update Service (technically making your DBS portable between organisations), not all agencies may be willing to use this. You need to be fully aware of your awarding body's requirements on placements - having more than one can make it a little more onerous and time-consuming to meet these. However, there is also much you can gain from having more than one placement: You may be more assured of getting the practice hours you need to pass your qualification. You could be exposed to - and so gain experience of - a wider range of client presentations and issues. You will see different ways of running a counselling agency, which may be useful for your future work. You will have more opportunities for networking, meeting more people and maybe hearing about more potential job opportunities. You may be able to access a larger number and wider range of training opportunities. Counselling Angry Clients (starts at 10.34 mins) Rory talks about working with angry clients, in particular focusing on: what anger is: a secondary emotion that is often maligned and misunderstood what anger is about how to work with anger how to welcome anger as an equal emotion in counselling safely how anger can be deceptive unless you take the time to understand its origin and purpose Rory has written a handout on counselling angry clients, which you can download here - or through the Handouts Vault and Counselling Study Resource (CSR). Making Peace with Our Failures (starts at 17.27 mins) Thomas Edison, the inventor of the light bulb, had to make 1,000 attempts at creating a light bulb before he found the right formula. When asked how it felt to have failed so many times, he responded that in fact he had learned each time how not to do it - so enabling him to succeed in the end. Indeed, success is always born of failure - and Ken says that if he doesn't fail at least two to three times every day, then he's not trying hard enough! Failure is part of the road to success - and is how we learn. Rory says that he sees the word 'FAIL' as 'First Attempt In Learning'. The important thing is not to let yourself become stuck in self-defeating cycles, or to be afraid of failure. Ken and Rory offer some tips on how to learn to see failure as a positive rather than negative experience: Don't compare yourself with others: we are all different, and it's impossible to make any meaningful or worthwhile comparison. Many systems that do measure our performance relative to others' (e.g. those in education) may be rather narrow - but there is always a way of learning how to get through these measures. Rory refers to how he learned to meet educational criteria effectively through working on techniques for writing assignments.

108 – Personal Development as a Counsellor Mar 30, 2019

108 - Linking Theory to Personal Development as a Counsellor Writing Letters to Other Professionals - Working with a Client's Emotional Age In episode 108 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes describe why it is important to link theory to your personal development as a counsellor, and how you can do so. In 'Practice Matters', Rory explains how to write letters to other professionals. Finally, the presenters discuss the challenges of working with a client's emotional - as opposed to chronological - age. Linking Theory to Personal Development as a Counsellor (starts at 1.44 mins) Why might you wish to link theory to your own personal development as a counsellor? Ken and Rory suggest that there are four key reasons to do so: As a counsellor, you are going to be applying theory to your clients' development - so it makes sense and is consistent to apply it to your own too. Linking theory to your own development gives you a better understanding of your own process, increasing your self-awareness and so making you a more effective and safer therapist. Your ability to link theory to your personal development as a counsellor is often assessed through assignments on counselling training courses. Even after you qualify, continuing to apply theory to self (including any new theories learned through continuing professional development) is interesting and developmental. This is a topic that crops up regularly in our Facebook group (where you'll find over 22,000 others involved in counselling and psychotherapy, including students, qualified counsellors, supervisors and tutors). Ken and Rory offer several tips on how you can link theory to your own personal development: Make a list of the key terms from the theory of your modality; keeping this in front of you, go through each term and reflect on how this might apply to you yourself. Try using the Johari window, working with peers on your course to learn about parts of you that others might see but you can't - so broadening your view of self. Consider writing an unsent letter (a gestalt-therapy technique) about any 'unfinished business' with key others in your life; this may be best done with support, as it can be a very emotive exercise. Rory has recorded a full one-hour lecture on how learners can link theory to their personal development; this is available in the Counselling Study Resource (CSR). Writing Letters to Other Professionals (starts at 12.22 mins) Rory looks at situations when you might need to write a letter to another professional - for example, when you need to refer a client (e.g. someone with a more complex psychiatric disorder or suicidal ideation) or when you are called on to evidence their attendance at therapy (e.g. to a court, solicitor or employee assistance programme). Rory explains how to balance confidentiality with the needs of the person requesting or receiving the information, applying the Caldicott principles on information-sharing. Rory has written a handout on this topic, which you can download here - or through CSR. Working with a Client's Emotional Age (starts at 24.09 mins) A client's emotional age may not be the same as their chronological age. This can hold especially true for adults who were abused or suffered significant emotional challenges (e.g. close bereavement) in younger years. Such experiences can lead them to regress to that past age when they are reflecting on what happened then. Ken describes how the misuse of substances (e.g. alcohol and drugs) stops people processing their emotions; thus, they too may revert emotionally to the point where they started using substances in this way. Ken and Rory provide tips on how to work effectively and safely with such clients: Try not to detach yourself from the physical appearance of the client (which tends to show their chronological age), trying instead to listen to their voice: how old...

107 – Group Supervision for Counsellors Mar 23, 2019

107 - Group Supervision for Counsellors Working with Intrusive Thoughts - Dealing with Emergency Phone Calls from Clients In episode 107 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about intrusive thoughts and how best to deal with these. In 'Practice Matters', Rory then looks at how to deal with emergency phone calls from clients. Last, the presenters discuss group supervision for counsellors and how this is different from one-to-one supervision. Working with Intrusive Thoughts (starts at 1.48 mins) What are intrusive thoughts? They are horrible, shocking thoughts that might suddenly enter our mind (for example, about something dangerous or illegal we could theoretically do at a particular moment in time), and that we can recognise as unwanted and often antisocial or otherwise inappropriate. It's common to fear that having such thoughts means we are somehow bad or unwell. They can feel shameful to become aware of, so that many people don't ever tell others about them, feeling that their thoughts need to remain secret. When Rory talked about these in class, as a college lecturer, he used to see a look of relief on many a student's face as they realised they were not the only one to experience these. Indeed, having intrusive thoughts is a very natural part of being human, and everyone experiences them to some degree. Just because we think something horrifying doesn't mean that we have any genuine wish or intention to follow through and to act on it. In the therapeutic context, Rory and Ken have the following guidance for counsellors and psychotherapists: It can be very helpful to normalise intrusive thoughts, so that the client understands that they are not alone in thinking such things. However, it's important to check out that any such thought described by a client is not instead a developing thought - i.e. a persistent negative thought that remains in the client's mind and is being gradually built upon (e.g. persistent suicidal ideation or planning to commit a crime). Intrusive thoughts can feel almost like a dream or daydream in quality - not relating to reality and just popping up uninvited in the person's head as they go about their everyday life. In the UK, the TV drama 'Pure' is full of intrusive thoughts. Emergency Phone Calls (starts at 15.51 mins) Rory looks at the nature of counselling as not a blue-light (i.e. emergency or urgent) service. He explores what to do as a counsellor if you receive a desperate call from a client between sessions. Rory asserts that many such problems can be avoided by careful contracting and by prudent consideration of your phone-contact arrangements as a counsellor. Rory has written a handout on this topic, which you can download here - or through the Handouts Vault and Counselling Study Resource (CSR). Group Supervision for Counsellors (starts at 20.01 mins) One-to-one clinical supervision - typically attended monthly (or perhaps more often for counselling students) - is not the only form of supervision. Group supervision for counsellors may take place in various contexts, principally as a trainee counsellor in your learning institution (led by a tutor) and/or in your placement environment (led by a member of staff from the agency). Most awarding bodies allow students to count group supervision as part of their supervision hours, but it's important to read the regulations carefully, as you can't usually claim 100% of the time - instead having to divide this between the number of group members in some way. Ken and Rory discuss some pros and cons of group supervision for counsellors: Advantages Participating in group supervision is like accessing the 'hive mind' - in other words, a really rich resource of many different experiences and ideas from potentially wide-ranging frames of reference. If your agency runs its own group supervision sessions, you will be accessing support based on your specific work context,

106 – Unethical Behaviour in Counselling Mar 16, 2019

106 - Unethical Behaviour in Counselling Using Assessment Tools in Counselling - Levels of Training In episode 106 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the use of assessment tools in counselling. In 'Practice Matters', Rory then looks at the various forms of unethical behaviour in counselling. Finally, the presenters talk about the different levels of counselling training, and how to choose which level is right for you. All three topics follow questions asked in our Facebook group (where you'll find over 22,000 others involved in counselling and psychotherapy, including students, qualified counsellors, supervisors and tutors). Using Assessment Tools in Counselling (starts at 2.53 mins) Most assessment tools used in counselling take the form of questionnaires. Common ones that you might come across include GAD-7, PHQ-9 and CORE-10. Although it can jar for students of person-centred counselling to be asked to use such tools, this generally is done before and after the counselling itself. The purpose of the questionnaires is often to provide evidence of the impact of counselling: this is important to organisations seeking to source funding for their work. Assessment tools may also be of benefit to clients, who may feel encouraged by an improvement in their score. They also provide good quantitative data for research studies. Unethical Behaviour in Counselling (starts at 14.08 mins) Rory looks at typical areas for clients to complain to professional bodies in the field of counselling and psychotherapy (e.g. the British Association for Counselling and Psychotherapy and the National Counselling Society) that their therapist has acted unethically - either in person or online. It's good to be aware of these key risk areas, in order to help prevent incurring any complaints from clients - and the resultant sanctions from your professional body. While some forms of unethical behaviour in counselling may seem obvious, others are less so. It's always better to be proactive in avoiding difficulties than it is to react to these after they have occurred. Rory has written a handout on unethical behaviour in counselling, which you can download here - or in the Handouts Vault and Counselling Study Resource (CSR). Levels of Training (starts at 30.16 mins) It can be frustrating for people who already have higher-level qualifications to start their counselling training at level 2 - but in fact there are many advantages to doing so. Whereas in some other subject areas, prior learning can be accredited so that you might skip some parts of a course, counselling is a unique field in that personal development is such an important part of the training. Counselling theory does relate to personal development - indeed, Rory has recently delivered a lecture in the CSR about linking the two - but a theoretical knowledge alone is not sufficient to make someone an effective and ethical counsellor. Another advantage of starting at level 2 is that it gives you an insight into whether counselling really is for you before committing a lot more time and money to your training. Rory mentions that he has known people who have been convinced they want to be counsellors until they did this introductory course. Other students decide to stop after level 3 - their certificate in counselling skills. Although you can't practise as a counsellor at this level, the qualification is well regarded by employers in many areas of helping work, e.g. education and health/social care. If you do decide to continue towards the qualification level (currently a minimum of level 4 in the UK), placement providers often expect students to have completed the lower-level stages of counselling training too. Students will typically start their placements in the second year of the diploma training. Free Handout Download What Is Unethical Behaviour Click Here to Download Free Handout Links and Resources

105 – Counselling Placement Interview Mar 09, 2019

105 - Counselling Placement Interview What Defines the Therapeutic Relationship? - Distractions in the Therapy Room In episode 105 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about important elements of the therapeutic relationship. In 'Practice Matters', Rory then covers possible distractions in the therapy room, and how to deal with these. The podcast closes with some pointers on the type of questions you might get asked - and might want to ask yourself - at a counselling placement interview. What Defines the Therapeutic Relationship? (starts at 2.00 mins) There are a number of elements that together define the therapeutic relationship. Psychologist Petruska Clarkson developed the five-relationship model, which provides one model for looking at this. In Rory's view, the following are some key elements in the therapeutic relationship: contracting seeing the essence of the client, as described by Martin Buber as having an I-Thou relationship understanding transference and countertransference modelling stability while being congruently human too, with all our imperfections being able to repair fractures in the relationship, e.g. through the use of immediacy Research has shown that the therapeutic relationship is the single most important fact in the success of therapy. Ken sees the therapeutic relationship as idiosyncratic - in other words, each is unique, and depends on the two people involved and how they connect. Clarkson's book The Therapeutic Relationship looks at the uses and abuses of the therapeutic relationship in counselling, psychology, psychotherapy and related fields. Rory has done a lecture on Clarkson's model; this is available in the Counselling Study Resource (CSR). You can also view a lecture there on transference and countertransference, which is highly relevant to the quality of the therapeutic relationship. Distractions in the Therapy Room (starts at 12.07 mins) This topic was raised recently in our Facebook group (where you'll find over 22,000 others involved in the world of counselling and psychotherapy, including students, qualified counsellors, supervisors and tutors). Rory reflects on his 17 years of clinical practice, recounting a number of distracting experiences he has encountered - from disco music to fire alarms! He provides tips on how best to deal with such distractions, including putting these in the client's clinical notes, discussing what happened with the client, and keeping a sense of humour. Rory has written a handout on this topic, which you can download here - or in the Handouts Vault and CSR. Counselling Placement Interview Questions (starts at 17.54 mins) Again, this topic regularly arises in our Facebook group. Even if you are already on placement or have completed this, the tips here may well be relevant to jobs for qualified counsellors too. You may find you have to participate in both a group interview and an individual interview. Important areas to think about before your counselling placement interview and to be ready to answer questions on are: ethical issues (e.g. whether or not it is OK to touch a client) your own personal development prejudices you may be aware of in yourself confidentiality and the limits to this your availability for work It is a good idea to do some research on the organisation and its specialist area (if relevant) before the interview. Remember that the interview is not just a one-way process. You have much to offer the agency: students are naturally highly up-to-date with theory and subject to continual observation of their skills. So do think about what questions you can ask them, for example what support and training they will provide for you and what the counselling rooms are like (you could even ask to look). If you feel uncomfortable with what you see and hear, then don't be afraid to look elsewhere. It's very important that your placement organisation is somewhere you can grow and be nurtured.

Special Edition – National Counselling Society Mar 02, 2019

Special Edition - National Counselling Society In response to a number of questions posed by the Counselling Tutor Facebook group, the National Counselling Society (NCS) agreed to work with the Counselling Tutor team to create a podcast to respond to those questions. NCS wrote the show notes for this episode. NCS are delighted to have created this podcast episode with Rory and Ken, and we really hope you enjoy listening to it. This is a really great opportunity for us to come together and further highlight how we strive to support the great work and dedication that is being demonstrated by all counsellors - whether they be experienced or newly qualified practitioners or students still in training! Everyone is valued equally by the NCS. We also believe that having an informed choice about which professional association to join is really important. Knowing that the majority of the Counselling Tutor audience are students/counsellors-in-training, we thought it would be useful to support this podcast by sharing a little more information about who the NCS are and more specifically what we do to support student counsellors. The National Counselling Society (NCS) is member-led, not-for-profit professional association that not only holds an Accredited Register of qualified counsellors (which has been accredited by the Professional Standards Authority - PSA), but also offers various levels of memberships that recognises and supports the different 'life stages' of a counsellor. For students we offer a competitive membership package that we believe not only includes great material benefits (e.g. reduced fees and discounts on books, insurance, supervision, personal counselling, etc..), but we also grant students full access to the members' area of our website which includes good practice guidance and other useful information to support training and development (e.g. Placement information and CPD courses). We also provide a platform for our members' voices to be heard about the future of our profession as we regularly consult on matters of policy, ethics, standards as well as other society matters. The great news is, our student membership is open to anyone studying a counselling course which is compatible with the Society Code of Ethics, irrespective of whether such course is recognised by the Society. And once you have finished your studies, we offer a straightforward upgrade process to the next level of membership with no addition upgrade fee! How to Become a Member of NCS For further information and details about how to apply for NCS membership, please visit the following page on our website: Become a Member or contact us directly on 01903 200666 - we would be delighted to hear from you! Free Handout Download What Is the Role of an Ethical Body? Click Here to Download Free Handout Links and Resources Counselling Tutor Facebook group Counselling Tutor Facebook page National Counselling Society Counselling Tutor website Counselling Study Resource Counselling Tutor Handouts Vault Basic Counselling Skills: A Student Guide

104 – Confidentiality in HIV/AIDS Counselling Feb 23, 2019

104 - Confidentiality in HIV/AIDS Counselling Preparing for Residentials - What Is a Professional Body? In episode 104 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss residentials that form part of counselling courses. In 'Practice Matters', Rory then talks about the differences between professional (or ethical) bodies and awarding bodies. The podcast ends on a discussion about confidentiality in HIV/AIDS counselling, specifically about whether or not you should break confidentiality if a client with HIV or AIDS discloses to you that they are having unprotected sex. Free Handout Download What Are Ethical Bodies? Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='password'], table.infusion-field-container td.infusion-field-input-container textarea { width: 100%; margin: 0; } table.

103 – Attachment Styles Feb 16, 2019

103 - Attachment Styles Future of Counselling Qualifications -Importance of Feelings in Counselling In episode 103 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the future of counselling qualifications. Next - in 'Practice Matters' - Rory describes attachment styles. Last, the presenters discuss why we focus on feelings (as opposed to narrative/story) in counselling. Future of Counselling Qualifications (starts at 1.40 mins) The British Association for Counselling and Psychotherapy (BACP), British Psychoanalytic Society (BPC) and UK Council for Psychotherapy (UKCP) have together put out for consultation the SCoPEd framework. This makes proposals for the future of counselling and psychotherapy qualifications in the UK. Qualifications in this field have already changed significantly over recent years - with Rory recollecting that the practice level of qualification when he did his training 16 years ago was a level 3 diploma. It seems likely that the minimum qualification level - currently level 4 - will continue to rise over time. In many other countries, a bachelor's (or even master's) degree is already needed. SCoPEd proposes a three-tier framework for counselling and psychotherapy qualifications. It's important to remember that - even if it does go ahead - this would be introduced gradually and apply to new students, not to those who have already qualified. Just as the regulation of counselling has been discussed for many years without any significant changes implemented, the SCoPEd proposals may not occur, at least not for some time. Do have a read of the framework, and have your say: the consultation is a chance to tell the contributing bodies what you think and want. Remember too that it's important to supplement your qualification (whatever level) with continuing professional development (CPD). The Counselling Study Resource (CSR) is a great place to access this, with a wide range of lectures and other resources available for one monthly fee. Attachment Styles (starts at 11.13 mins) Rory discusses attachment styles - how we relate to others, based on our childhood experiences with our caregivers. This is a topic that is often raised in our Facebook group, where you'll find over 23,000 others involved in the world of counselling and psychotherapy. It is vital that you are aware of your own attachment style in order to be fully available to clients: if your attachment style and theirs clash in some way, this can cause difficulties unless you can recognise what is happening. For example, it could lead you to mis-attune to, withdraw from or even dismiss a client. Even if you have done personal-development work to tackle an insecure attachment style in yourself, it is easy to slip back into this when you are under stress. A handout is available on attachment styles here - or you can access it via the Handouts Vault and CSR. Importance of Feelings in Counselling (starts at 14.40 mins) The purpose of feelings in humans is self-protection: we use them to keep ourselves safe, as the part of the brain that triggers feelings ensures we react immediately to any danger. However, it can be hard to express feelings in words - and sometimes even to accept that certain feelings exist within us. Thus, we may hide them not only from others but even from ourselves, pushing them down and out of awareness. In this way, our thoughts and feelings may be out of sync with each other - we often hear clients talking in therapy about what they 'should' be thinking or feeling. Counselling can help to bring feelings into awareness, setting them free and accepting them without judgement. Once something is in awareness, we then have the ability to change it. Thus, feelings offer us a gateway to the real self. Because of the difficulties of putting feelings into words, metaphor can be a really powerful tool in counselling. Rory has delivered a lecture on working with metaphor; you can view this in the CSR.

102 – How to End a Counselling Session Feb 09, 2019

102 - How to End a Counselling Session Explaining Your Modality to Clients - When Clients Ask for Advice In episode 102 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about whether and how to explain your modality to clients. In 'Practice Matters', Rory looks at how to end a counselling session. Last, the presenters discuss ways of responding when clients ask for advice. Explaining Your Modality to Clients (starts at 1.54 mins) Ken starts by asking: should we even do so? It is important to explain your modality to some extent at the start of therapy, so that clients can understand what's on offer and so make an informed decision on whether it is the right approach for them. Some clients may have experienced therapy before, while others are completely new to it: it matters that clients know what they can expect. Ken and Rory describe how they each explain the person-centred approach to clients. While person-centred counsellors would not go beyond this to explain the underpinning theory to clients, it is not a taught model. Some other models, however, are active-directive and it is necessary to teach clients the model in order for the client to be able to benefit from the therapy. Two examples of this type of modality are cognitive behavioural therapy (CBT - where the therapist would explain the nature of negative thoughts, and how these can affect emotions and behaviour) and transactional analysis (TA - where the therapist would explain the parent-adult-child model). It can be very tempting in person-centred practice to come out with theoretical terms that you see as relevant to explaining a client's experience (e.g. 'condition of worth' or 'introjected value') but doing so would take the client away from their feelings and into their head. Whatever your modality, it's important to remember that - as clinical psychologist John Norcross discovered through his extensive research - it is the therapeutic relationship rather than the model that is the most important influence on the effectiveness of therapy. In transactional analysis, the idea of the 'relational turn' was developed by Helena Hargaden and Charlotte Sills and is described in Transactional Analysis: A Relational Perspective (Routledge, 2002). How to End a Counselling Session (starts at 12.09 mins) Rory explains how to end a counselling session in a timely and professional way - a topic that is sometimes not covered in much depth in counselling training. He looks at: what to think about in ending a counselling session how to time the ending how to pace the counselling session how to deal with confounding variables (i.e. things that the client might say at the end of the session that could delay its ending) A handout on how to end a counselling session is available here - or you can access it via the Handouts Vault and Counselling Study Resource (CSR). Rory has also delivered a lecture on the use of structure in counselling skills in the CSR. When Clients Ask for Advice (starts at 15.51 mins) Advice-giving is not part of counselling: advice is our own experience recycled, and comes wrapped up with rescuing and sympathy (as opposed to empathy). With advice comes judgement: it is based on your frame of reference and so on your truth. The client's truth may well be very different. Advice-giving fails to recognise that each person's journey is different and their own. When a client finds their own solution, it is a far more appropriate and meaningful one for them, and they are far more likely to act upon it. But what should we do if a client specifically asks us: 'If you were in my situation, what would you do?' Rory shares two possible ways of responding: You could ask the client to imagine that they have a friend in the same situation as them, and ask them: 'What would you suggest to your friend?' You could follow the example of one of Rory's tutors when he was training as a counsellor and respond: 'Anything I'd want to.'

101 – When Counselling Doesn’t Work Feb 02, 2019

101 - When Counselling Doesn't Work Study-Life Balance for Student Counsellors -Personal Development as Counselling Students In episode 101 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the challenges of balancing your studies with all the other demands of life. In 'Practice Matters', Rory looks at what we can do when counselling doesn't work. Finally, the presenters discuss the challenges of your own personal development as a student counsellor. Study-Life Balance (starts at 1.32 mins) Many students these days work as well as study - this is not easy, especially for counselling students, who also have to fit in their placements, supervision and personal therapy. There may also be family demands to fit in. This is bound to take some juggling. Ken and Rory offer tips on how to 'balance the seesaw': Get a good diary and plan your year ahead, taking account of any periods where you expect higher demands of your time and/or energy at work and home. Try not to neglect your self-care, even - or perhaps especially - when you're busy. If you think you may need to miss a class (for example, if you work shifts and are needed at work), tell your tutor in advance and arrange how you can catch up with the material to be covered. Consider getting one or more 'study buddies' - perhaps using a WhatsApp group or suchlike - to support each other. Speak about any difficulties in juggling demands in your personal counselling. Share your struggles and ask for support on our Facebook group, whose members include over 21,000 students, counsellors and tutors in the world of counselling and psychotherapy. Draw on all the easy-to use resources you can - for example, our Counselling Study Resource (CSR). Use your time efficiently - for example, go prepared to use any time created by client DNAs at your placement to work on your current assignment. Rory and Ken conclude with two great sayings: 'How do you eat a (metaphorical) elephant? One bite at a time!' 'Life isn't about waiting for the storm to pass … It's about learning to dance in the rain!' When Counselling Doesn't Work (starts at 12.03 mins) It can happen that you are working with a client and they appear to you not to be benefitting from counselling. Rory shares his clinical thinking on questions and options in this difficult situation when counselling doesn't work, illustrating how to respond in a professional and responsible way - so providing the best-possible service to your client. A handout about what to do when counselling doesn't work is available here - or you can access it via the Handouts Vault and Counselling Study Resource (CSR). Personal Development as a Counselling Student (starts at 17.17 mins) Personal development is an important part of counselling training, and can have a huge impact on other parts of your life. For example, it is not unusual for trainee counsellors to reassess their current work roles and relationships. It is naturally hard for our partners, friends and families to understand the experience we are having on our courses, which often include some times of intense self-discovery (e.g. residential weekends). The changes that take place in us can make it difficult not to speak out about attitudes and behaviours we see in others that once we either didn't notice or could find a way to ignore. Now, however, we want to be congruent - e.g. feeling free to challenge prejudice. This can lead to friction and conflict - or even to a complete parting of the ways from people who have been a big part of our life. Having a first-hand experience of the range of feelings and challenges that accompany personal development is a great way of helping us understand the changes that clients may go through during the counselling process. It's important to acknowledge the potential difficulties in making the changes we - and they - need to make, but equally to celebrate the gains too. It may be a difficult path,

100 – Success in Counselling Jan 26, 2019

100 - Success in Counselling Celebrations in the Counselling Room - Achieving 100 Client Hours Ken Kelly and Rory Lees-Oakes are very proud and excited to present the 100th episode of the Counselling Tutor Podcast! There have been over 600,000 downloads of the podcast since it began - that's about the population of Glasgow - with a total running time of over 20 years (day and night)! To mark this special episode, Ken and Rory focus on the theme of celebration, looking first at owning your success. In 'Practice Matters', Rory then explores his experience of celebrating clients' success in counselling. Finally, the presenters talk about reaching 100 client hours, and how to mark this huge achievement. Owning Your Success (starts at 2.13 mins) It can be hard for counsellors and psychotherapists to own their success, especially when imposter syndrome kicks in, with its typical thoughts of: 'Am I good enough?', 'Everyone is better than me' and 'I don't deserve to do well.' From a theoretical point of view, these derive from introjected values and conditions of worth - but understanding this doesn't mean we are immune from such things ourselves. If you are struggling with imposter feelings, try writing down all you have achieved and reflecting on this. It can be easy to get lost in the detail as you slog through your studies, and to lose sight of the bigger picture of all you have already achieved. As Confucius said, 'A journey of a thousand miles begins with a single step.' Ken reminds us that as you are climbing the mountain, do take a moment every now and then to turn away from the rock-face, see how far you have already climbed, and look at the view. When a client who is finishing thanks you for all your help, it's all too easy to feel and claim you did nothing, handing all the credit to them. Of course, the client does need to engage and be open to change for counselling to make a difference, but it's important too that you don't deny your own role in walking that path with them. Moreover, showing we can accept compliments helps clients to do so themselves. Ken sets an example to us of how to take pride in our achievements by reviewing the success of Counselling Tutor since the first podcast went out in January 2016: The main website (counsellingtutor.com) has been upgraded and rebuilt three times to keep up with users' needs and technological advances. Over 2 million free resources have been accessed (including downloads, articles and videos) by people all over the world. The Counselling Study Resource (CSR) has been born - and has had two rebuilds and hefty investment in order to improve its efficient and effective working in line with the latest technology. The team has grown from the original two (our regular presenters, Ken and Rory) to seven, including people with a wide range of expertise - from academic researching/writing to finance. Our Facebook group - dedicated to the study and practice of counselling and psychotherapy - has grown to have over 21,000 active members, making it the largest Facebook group in this field in the world! Continuing the theme of big achievements, Ken reflects on how he has overcome his dyslexia to write a book, Basic Counselling Skills: A Student Guide, which has been read by thousands of people worldwide, has an 81% five-star rating on Amazon, and is ranked as a best-seller there. Ken also reports that he has received over 30,000 emails from students and qualified counsellors across many countries. You have used our Facebook group to share your joy at your own successes, for example when you have reached that long-awaited 100th hour of client contact - and when you have finally graduated from your courses (of all levels). Do keep sharing - it's a great way both to encourage others and to help you see just how much you've already achieved. Most importantly of all, we have - all working together - created a community, and changed the face of counselling teaching and learning....

099 – How to Dress as a Counsellor Jan 19, 2019

099 - How to Dress as a Counsellor Friendships with Clients - Progression Routes after Level 3 In episode 99 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the thorny issue of whether it's possible to become friends with a former client. In 'Practice Matters', Rory discusses how to dress as a counsellor. He explores his experience of appropriate attire as a counsellor, and - without telling listeners how to dress - asks listeners to consider how what you wear might affect the therapeutic relationship. Last, the presenters talk about possible progression routes after level 3. Friendships with Clients (starts at 2.02 mins) While the answer to the first is a definite no (you'd need to signpost them to other counsellors), the answer to the second may be less clear-cut. The BACP's guidance on this (paragraph 37) states: 'We will avoid continuing or resuming any relationships with former clients that could harm the client or damage any benefits from the therapeutic work undertaken. We recognise that conflicts of interest and issues of power or dependence may continue after our working relationship with a client, supervisee or trainee has formally ended.' While Rory and Ken have managed to navigate a boundaried relationship as friends and colleagues after initially meeting as teacher and student, it is much more perilous to become friends with a former client. Rory explains that this relates to Petruska Clarkson's concept of the reparative relationship (one aspect of her five-relationship model) being an important element in counselling. In this relationship, the therapist serves as a parent figure, providing a solidity and stability that allows the client to experience personal growth safely. The resultant power imbalance (which tends to be present to some extent: however much we try to equalise this, it can only really be minimised) could be really confusing in a subsequent friendship. Even more importantly, seeing the therapist as a full person outside their professional role (where, for example, there may well be moments of lapse in demonstrating the facilitative conditions) could erode the work achieved in counselling. It is this risk that the BACP guidance refers to. If you feel tempted to become friends with a former client, ask yourself what in you would be satisfied by doing so. As therapists, we may have to sacrifice our own wishes in order to maintain their progress. Above all, do take the issue to supervision (and possibly also to personal therapy). How to Dress as a Counsellor (starts at 13.45 mins) Rory looks at how and why the way you choose to dress as a counsellor could affect the therapeutic relationship. This topic on what to wear as a counsellor crops up fairly frequently in our Facebook group, which includes over 21,000 people (students, tutors and qualified counsellors) interested in the world of counselling and psychotherapy. Rory offers a number of key tips on how to dress as a counsellor: Avoid 'power dressing' - how might a client coming to a charitable agency for people on low incomes feel to see a counsellor in designer gear? Avoid logos on clothing - for example, Rory decided against a Guinness-branded polo shirt, after reflecting that it could lead to personal questions (taking the focus away from the client) or be insensitive to clients struggling with addiction. If your other work involves wearing a uniform, do get changed before you counsel - Rory tells the story of an off-duty firefighter whose epaulettes led the client to state that they felt uncomfortable talking to 'a police officer'. Try thinking of your clothing as putting you in the right frame of mind for your counselling work: dressing appropriately can help you too. Ask your agency if they have a dress code. If not, you can still get a good idea by looking at the other counsellors there. We have a handout available on how to dress as a counsellor here - or you can access it via the Handouts Vault ...

Special Edition – Counselling Clients with Autism Jan 12, 2019

Special Edition - Counselling Clients with Autism During the UK academic breaks, Rory Lees-Oakes and Ken Kelly produce occasional special editions of the Counselling Tutor Podcast, in which they provide a 'deep dive' into a specific topic important to counselling and psychotherapy. In this episode, Rory talks with Angela Maughan about her experiences with autism as both a counselling client and student counsellor. Angela also offers helpful information and insights to remember when counselling clients with autism. Angela was diagnosed as having autism in her early 30s, and has a son who is autistic. Prior to her diagnosis, she experienced a range of mental-health services, including counselling. She is now training to be a counsellor herself, with the aim of counselling autistic teenagers and adults. She runs a support group for people with autism in Gateshead in the UK. Members of our Facebook group - which includes over 20,000 people (students, tutors and qualified counsellors) interested in the world of counselling and psychotherapy - were given the opportunity to suggest questions that Rory would put to Angela. These show-notes summarise the points covered in the discussion on counselling clients with autism and are not a full transcript; please listen to the podcast itself to hear the detailed version. Counselling Clients with Autism: Q & A Summary A: Different people prefer different ways. Personally, I say that I have autism, but some people prefer to say that they are autistic. It is very much a personal preference - so please always ask the individual person about the language they would prefer you to use in referring to their autism. Taking the time to do this can really help to build rapport at the start of the counselling relationship. A: Autism is a neurodevelopmental disorder: this means that our brains are wired differently from those of people who are neurotypical. It can be very stressful to live with autism - everyday tasks that may seem easy for a neurotypical person often feel overwhelmingly complex for someone with autism. It can affect our cognitive and executive functioning, meaning that we forget things and are more prone to accidents. Because this can be really challenging, we are often good at masking our struggles - but this also involves a lot of extra effort and so can be really exhausting. A: Most of my counselling was before I was diagnosed as having autism. I had been serially labelled with a range of other conditions, which led to me experiencing anxiety and low self-esteem. In fact, these are common comorbidities of autism - as are ADHD [attention deficit hyperactivity disorder], OCD [obsessive compulsive disorder], PTSD [post-traumatic stress disorder], epilepsy, pathological demand avoidance, chronic fatigue syndrome and fibromyalgia. As well as epilepsy, PTSD and fibromyalgia, I myself also have migraine. Many of these conditions relate to the sensory overload and exhaustion that come with living with autism. A: I have had a range of types of counselling and counsellors, each with its own strengths but also frustrations. CBT [cognitive behavioural therapy] was particularly frustrating - many people with autism struggle with the homework tasks for this. This can lead to more anxiety - and I even had letters sent to my doctor by the therapist saying that I was being non-compliant. I have also struggled with talking therapies when a phrase used is ambiguous (it takes a lot of effort for me to work out what the therapist means) - and when silence is used (it made me feel awkward and panicky, and so overwhelmed). A: The most important thing is to build rapport. Take the time to get to understand about their autism, how it affects them, what they need and what to do if they reach crisis point in the session. Be open to the idea of using forms of communication other than words - for example, offer the opportunity to draw as a way of expressing emotions.

Special Edition – Studying with Dyslexia Dec 22, 2018

Special Edition - Studying with Dyslexia During the UK academic breaks, Rory Lees-Oakes and Ken Kelly produce occasional special editions of the Counselling Tutor Podcast, in which they provide a 'deep dive' into a specific topic important to counselling and psychotherapy. In this episode, Rory talks with Yvonne Lomas about her experiences with dyslexia as both a student and a teacher. They also give tips for studying with dyslexia. Free Handout Download Dyslexia Review Sheet and Full Interview Transcript Click Here to Download Free Handout .beta-base .preheader, .beta-base .header, .beta-base .sidebar, .beta-base .body, .beta-base .footer, #mainContent { text-align: start; } .beta-base .preheader, .beta-base .header, .beta-base .body, .beta-base .sidebar, .beta-base .leftSidebar, .beta-base .rightSidebar, .beta-base .footer { margin: 0; padding: 0; border: none; white-space: normal; line-height: normal; } .beta-base .title, .beta-base .subtitle, .beta-base .text, .beta-base img { margin: 0; padding: 0; background: none; border: none; white-space: normal; line-height: normal; } .beta-base .bodyContainer td.preheader{ padding: 10px 0; } .beta-base .bodyContainer td.header { padding: 0; height: 30px; } .beta-base .bodyContainer td.body, .beta-base .bodyContainer td.footer, .beta-base .bodyContainer td.sidebar, .beta-base .bodyContainer td.leftSidebar, .beta-base .bodyContainer td.rightSidebar { padding: 20px; } .beta-base .bodyContainer td.header p, .beta-base .bodyContainer td.preheader p, .beta-base .bodyContainer td.body p, .beta-base .bodyContainer td.footer p, .beta-base .bodyContainer td.sidebar p, .beta-base .bodyContainer td.leftSidebar p, .beta-base .bodyContainer td.rightSidebar p { margin: 0; color: inherit; } .beta-base .bodyContainer td.header div.title, .beta-base .bodyContainer td.preheader div.title, .beta-base .bodyContainer td.body div.title, .beta-base .bodyContainer td.footer div.title, .beta-base .bodyContainer td.sidebar div.title, .beta-base .bodyContainer td.leftSidebar div.title, .beta-base .bodyContainer td.rightSidebar div.title, .beta-base .bodyContainer td.header div.subtitle, .beta-base .bodyContainer td.preheader div.subtitle, .beta-base .bodyContainer td.body div.subtitle, .beta-base .bodyContainer td.footer div.subtitle, .beta-base .bodyContainer td.sidebar div.subtitle, .beta-base .bodyContainer td.leftSidebar div.subtitle, .beta-base .bodyContainer td.rightSidebar div.subtitle, .beta-base .bodyContainer td.header div.text, .beta-base .bodyContainer td.preheader div.text, .beta-base .bodyContainer td.body div.text, .beta-base .bodyContainer td.body div.text div, .beta-base .bodyContainer td.footer div.text, .beta-base .bodyContainer td.sidebar div.text, .beta-base .bodyContainer td.leftSidebar div.text, .beta-base .bodyContainer td.rightSidebar div.text { overflow: auto; } .beta-base .optout { margin-bottom: 10px; margin-top: 10px; } div.infusion-captcha { width: 220px; padding: 10px; } div.infusion-captcha input, div.infusion-captcha select, div.infusion-captcha textarea { width: 95%; display: inline-block; vertical-align: middle; } table.infusion-field-container td.infusion-field-input-container { padding-bottom: 12px; } table.infusion-field-container td + .infusion-field-input-container { padding-bottom: 0 !important; } table.infusion-field-container td + .infusion-field-label-container { padding-bottom: 12px !important; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.infusion-field-input-container input[type='password'], table.infusion-field-container td.infusion-field-input-container textarea { width: 100%; margin: 0; } table.infusion-field-container td.infusion-field-input-container input[type='text'], table.infusion-field-container td.

098 – Use of Questions in Counselling Dec 15, 2018

098 - Use of Questions in Counselling Can a Counsellor Be Too Nice? - Understanding Your Attachment Style In episode 98 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss whether it's possible for a counsellor to be too nice. In 'Practice Matters', Rory then talks about the appropriate use of questions in counselling. Finally, the presenters explore attachment styles, and how these can affect the therapeutic relationship. Can a Counsellor Be Too Nice? (starts at 2.07 mins) In his book Against Therapy (Common Courage Press, 1993), Jeffrey Masson criticises person-centred therapy as being a 'cult of kindly benevolence'. Indeed, the stereotypical view of counsellors can be as people who simply smile and nod. The truth, however, is that we need to be able to hold a mirror up to our clients, reflecting the effects of their behaviour and challenging this when appropriate. If you can't or won't challenge (which does take courage), you run the risk of colluding with the client. Collusion is when the client looks for your buy-in to something they say. Challenging is not the same as judging. Congruence on the part of the counsellor is vital for effective person-centred counselling, and it is this core condition that underlies the skill of challenge. Brian Thorne, a well-known British lecturer and writer on person-centred counselling, reports that Carl Rogers - when visiting the UK - claimed that British people were 'too damned polite' for this modality to be effective here. We must guard against this, by looking out for and avoiding collusion, and being willing to challenge (once we have established a supportive relationship with the client). Appropriate Use of Questions in Counselling (starts at 11.52 mins) In this section, Rory describes the proper use of questions in counselling-how questions should be used only minimally in counselling, and how their use varies between the therapeutic relationship and other relationships (e.g. in social situations with friends). One of the most contentious questions in practice is 'why'. Rory examines the rationale for avoiding this, and also explores the different uses of open and closed questions in counselling. We have a handout on the use of questions in counselling available below. You can also access it via the Handouts Vault and Counselling Study Resource (CSR). Understanding Your Attachment Style (starts at 15.05 mins) Is it important to understand your own attachment style. This question was asked recently in our Facebook group, which includes over 21,000 people (students, tutors and qualified counsellors) interested in the world of counselling and psychotherapy. Attachment styles explain how comfortable we feel with other people, and how we handle relationships. The term was introduced in research by British psychiatrist, psychologist and psychoanalyst John Bowlby, just after the Second World War. Our attachment style develops as a result of our experience with our care-givers as children. There are four main attachment styles (originally three, with the fourth having been added in the 19802): secure attachment - which can be summarised as 'I'm OK, you're OK' ambivalent attachment - 'I'm not OK, you're OK' avoidant/dismissive attachment - 'I'm OK, you're not OK' disorganised/reactive attachment - 'I'm not OK, you're not OK'. Ken and Rory open up to share their own stories of how their childhood experiences led them to have the avoidant/dismissive attachment style. While it is possible to learn to relate to others in different ways - for example, the presenters have both since learned how to access a secure attachment style through their personal development (including in counselling training) - they explain that it is impossible to completely banish your original style, meaning that you may find yourself reverting to this in times of stress. Our attachment style inevitably impacts on the relationship we have with our clients.

097 – Personal Therapy for Counsellors Dec 08, 2018

097 - Personal Therapy for Counsellors Managing Anxiety in Skills Assessments - Cultural Divisions In episode 97 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the natural anxiety that students often experience when having their counselling skills observed and/or assessed. In 'Practice Matters', Rory explores the thinking behind the requirement of many counselling courses for personal therapy for counsellors. Finally, the presenters explore culture, and how cultural differences can affect the therapeutic relationship. Managing Anxiety in Skills Assessments (starts at 3.14 mins) Skills observation and assessment are a standard part of many counselling courses, with different requirements at different levels. For example, at level 2, students are beginning to develop basic skills of listening and attending; at level 3, they may have to produce a recording of a short session; and at level 4 (practitioner-level training), they will be assessed for advanced counselling skills, in order to see when they are 'fit to practise'. It is natural to feel anxious when being observed: it can feel invasive to have a third person (whether an actual one or a recording device) in the room, and can raise questions within our own heads of whether we are good enough. Ken and Rory offer various tips on how to assuage anxiety in skills observations: Remember the reasons for being observed: it is a step towards becoming a qualified counsellor, it helps you develop, and it helps ensure that clients are safe (in that they are not exposed to counsellors who are not yet fit to practise). The tutor is assessing your skills, not judging you as a person. Record your skills sessions even when not being assessed - this will help you get used to having a recording device in the room, and so feel less anxious about this. Try to see skills observation as an opportunity to get valuable feedback. If you struggle to listen back to your recordings because you dislike the sound of your own voice, explore this in personal development. Ask your client to be real - role-play generally doesn't work in counselling skills practice. If the person doesn't have any big issues to bring, they can always draw on an everyday event and how they feel about this. As the counsellor, be real too in verbally acknowledging the presence of a third person in the room in your contracting. Let go of any expectations about where the session might go: just let it progress naturally. Above all, take some deep breaths and go for it! And stick at it: learn from the experience and apply this learning to your next skills practice. You will get there! After all, we are all still learning all the time. Personal Therapy for Counsellors (starts at 16.14 mins) Many counselling training courses require students to access a certain number of hours of their own personal therapy. In this segment of the podcast, Rory explores the reasons for requiring personal therapy for counselling students. He also examines the tricky question of whether it is right to oblige trainee counsellors to go to therapy when the general principle in counselling is that it must be entered into voluntarily. Rory describes the many benefits of personal therapy for counsellors, of experiencing therapy as a client, and the potential dangers (to both you and your future clients) of not doing so. We have a handout available on this important topic here - or you can access it via the Handouts Vault and Counselling Study Resource (CSR). Cultural Divisions (starts at 20.21 mins) What happens when you're working in an area that has a distinctive culture? This question was asked recently in our Facebook group, which includes over 21,000 people (students, tutors and qualified counsellors) interested in the world of counselling and psychotherapy. Equality and diversity are topics that receive much attention in counselling training, but culture can be harder to detect - and so cultural difference...

096 – Counselling and Psychotherapy Difference Dec 01, 2018

096 - Difference between Counselling and Psychotherapy Practice Matters: Developing Your Internal Supervisor - Skill of Reflection In episode 96 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes clarify the difference between counselling and psychotherapy. In 'Practice Matters', Rory looks at how to develop your own internal supervisor. Last, the presenters discuss the skill of reflection in counselling. Difference between Counselling and Psychotherapy (starts at 2.16 mins) What is the difference between counselling and psychotherapy? Or what is the difference between a counsellor and a psychologist? This question is often asked in our Facebook group, which includes over 20,000 people (students, tutors and qualified counsellors) interested in the world of counselling and psychotherapy. Rory explains that the key difference here is that psychotherapy generally requires a higher level of training, with most practitioners qualified at level 7 (master's degree level) on the National Qualifications Framework. Examples of psychotherapy modalities include transactional analysis (TA) and gestalt therapy. Psychotherapists may be able to diagnose mental-health conditions, and also to treat more serious ones (e.g. personality disorders). As a result of all these factors, they may well charge a higher hourly rate. Ken points out that the two terms - 'counselling' and 'psychotherapy' - used to be used more interchangeable, but that this is less so now. While both professions can join the British Association for Counselling and Psychotherapy or National Counselling Society, there are more stringent entry requirements for the UK Council for Psychotherapy. Ken and Rory go on to discuss the importance of the therapeutic relationship in all modalities, and in particular the 'relational turn' in TA. If you are a member of the Counselling Study Resource (CSR), you can listen to a lecture there on TA and (under 'Study Help') find useful diagrams comparing/contrasting modalities (a common requirement in assignments). Developing Your Internal Supervisor (starts at 14.15 mins) In 'Practice Matters', Rory talks about the work of British psychanalyst Patrick Casement, who developed the idea of clinical supervision and first coined the term 'internal supervisor'. Rory explains how to use your learning journal and process notes to help develop your own internal supervisor. Rory explains the particular importance of ensuring you receive the right amount of supervision as a student counsellor. With supervision, you can look at transference and countertransference, boundaries, games, projective identification, legal and ethical issues, self-care, and what we can learn from our clients. If you would like to know more about this, Rory has prepared a handout that contains many useful hints and links. You can download it here, or access via the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Developing Your Internal Supervisor Click Here to Download Free Handout Skill of Reflection (starts at 17.51 mins) This skill is perhaps one of the most underused in counselling, and is very powerful. It is often conflated with paraphrasing, which inevitably involves applying our own interpretation of what the client has brought. In contrast, when we use reflection, we provide much more of a mirror image of the client's material. The most powerful use of reflection is to mirror back to the client the emotion that they bring to a story/narrative, which may be displayed through their words or body language (including tone of voice). It is in the emotion that the real work of counselling lies - enabling the client to delve more deeply into their personal process. Repeating the key feeling words back to the client can be really revealing to the client, enabling them to hear them as if for the first time. Not all clients may have access to the 'emotional palette' needed to describe how they are f...

095 – Counselling Clients with Mental Health Issues Nov 24, 2018

095 - Level Required for Qualification as a Counsellor - Working with Clients Who Have a Mental Health Diagnosis - Working with Sex Offenders In episode 95 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes clarify the study type and level required to become qualified as a counsellor. In 'Practice Matters', Rory looks at how to work with clients who have received a formal mental health diagnosis. Last, the presenters discuss working with sex offenders. Level Required for Qualification as a Counsellor (starts at 1.55 mins) What level of qualification needed to be able to describe yourself as a qualified counsellor is a frequent question in our Facebook group. Rory explains the UK's National Qualifications Framework. In this, level 2 is the vocational equivalent of GCSE, level 3 of A level, level 4 of first-year undergraduate degree, level 5 of second-year undergraduate degree, level 6 of third-year undergraduate degree, level 7 of master's degree, and level 8 of doctorate. So does having a degree in counselling mean you are a qualified counsellor? Not necessarily, explains Rory. The two key measures of whether you are qualified are that: you have done at least 100 supervised hours in a counselling placement you are eligible to join one of the professional bodies for counsellors (e.g. British Association for Counselling and Psychotherapy or National Counselling Society). The minimum qualification level for counsellors in the UK is level 4. Some people say that you must have level 5 to be able to work in private practice, but this is not true (though it may be helpful to do so). It is not possible to qualify as a counsellor through online study alone. Although counselling is not a regulated profession in the UK, meaning that becoming registered is voluntary, both employers and the public know what they're looking for and generally will seek to choose a counsellor who is a member of such a register. What's more, you usually need to be registered with a professional body in order to get insurance as a qualified counsellor. Working with Clients Who Have a Mental Health Diagnosis (starts at 13.51 mins) In 'Practice Matters', Rory talks about how to work as a counsellor with clients who have received a formal mental health diagnosis from a medical practitioner. He compares the social and medical models, explaining that counselling is part of the former. This asserts that it is important to drop the label and see the person. Rory advises that assessment (which is very different from judgement) should be ongoing, including evaluating whether or not psychological contact (vital for effective counselling) is in place. It is useful to understand what the diagnosis means to the person, and how they are when they are well and unwell. This can help the counsellor identify any decline in the client's condition and take action as needed to help them access the support they need to get better again. Rory has prepared a handout that contains many useful hints and links, which you can download here, or access via the Handouts Vault and Counselling Study Resource (CSR). Ken also recommends that listeners look at a highly relevant lecture in the CSR (in the 'Theory' section) on the different models of mental health. Working with Sex Offenders (starts at 23.01 mins) Being faced with a client who is a sex offender (especially, perhaps, paedophile or hebephile) is a common fear among trainee counsellors: could you do it? Ken clarifies that we are talking here about people who have already been through the justice system; if a client reveals harm to others that the authorities are not aware of, then this would be a time when breaking confidentiality would be needed. Ken and Rory put forward various views and tips on working with sex offenders: Be aware of your own history. If this means that you really feel you just could not work with a client who had a record of sex offending,

094 – Data Protection and Counselling Nov 17, 2018

094 - Can We Ever Be Truly Non-Biased? - GDPR - Feeling Judged by Your Personal Counsellor In episode 94 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes debate whether we can ever be truly non-biased. In 'Practice Matters', Rory covers the new General Data Protection Regulation for Europe. Finally, the presenters talk about what you could do if you're feeling judged by your personal counsellor. Can We Ever Be Truly Non-Biased? (starts at 3.37 mins) Rory and Ken discuss whether it's possible to work ethically with clients who are very different from ourselves. They conclude that it is - after all, Carl Rogers' six conditions (which include the three 'core' conditions of empathy, congruence and unconditional positive regard) are not only necessary but also sufficient. The following tips emerge from the discussion: Be aware of your own heritage, and explore what this means to you and how it influences your view of the world. If you are counselling somebody from a very different background, take the time to do some research to enhance your knowledge. Don't fall into the trap of stereotyping people: no two are ever the same. Look for the common ground: we all share our humanity, which is a huge connection. Remember that working with misunderstanding leads to growth - so don't be afraid to challenge appropriately, or to be challenged yourself. Ken and Rory share a number of anecdotes based on their own experiences. Rory recommends a book, Counselling, Class and Politics: Undeclared Influences in Therapy by Anne Kearney (PCCS Books, 2018), and also a video of an encounter group run by Carl Rogers. GDPR (starts at 17.56 mins) In 'Practice Matters', Rory talks about the new GDPR, which came into force in Europe on 25 May 2018. The GDPR replaces previous data protection law, and covers the rules on how data must and must not be handled, stored and shared. While the regulation is particularly relevant to listeners in Europe, similar versions of data protection regulations exist in many other countries throughout the world. Rory discusses how the GDPR impacts on practising counsellors, including students on placement. Data protection is also a vital area to be aware of when you are writing assignments in your counselling studies. Rory has prepared a handout that contains many useful hints and links, which you can download here, or access via the Handouts Vault and Counselling Study Resource (CSR). Feeling Judged by Your Personal Counsellor (starts at 27.20 mins) Personal counselling is often a required - or at least recommended - part of counselling training. But what if you feel judged by your personal counsellor? This topic crops up now and gain on our Facebook group. Ken and Rory make three key suggestions if you are feeling this way: Remember who is paying - you! - and tell them you feel judged. A good therapist will welcome the opportunity to discuss this. Doing so can take you on a journey of investigation into what's going on, which has the potential to lead to deeper work and huge amounts of personal development. Consider the possibility of transference: does the therapist remind you of someone in your past who judged you, and you are undeservedly ascribing the same motives to this new person? Might it be part of your personal process that you imagine people to be somehow evaluating you when actually they are not? This is known as the 'spotlight effect'. We have a number of lectures and other resources in the CSR that relate to this topic, including on contracting, boundaries and power in the counselling relationship. Free Handout Download Understanding GDPR Click Here to Download Free Handout Links and Resources

093 – Personal Development Linked to Theory in Counselling Nov 10, 2018

093 - Dyslexia and Counselling Studies - Immediacy as a Skill - Personal Development Linked to Theory In episode 93 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about what it means to be dyslexic as a counselling student. In 'Practice Matters', Rory talks about immediacy as a skill. Last, the presenters discuss personal development (PD) and its connection to theory. Dyslexia and Counselling Studies (starts at 1.48 mins) Both Rory and Ken are dyslexic - and proud to be so! With their personal experience of what this means for counselling students, they offer the following tips: Bear in mind that being dyslexic is in essence a form of neurodiversity - and, as we all know in the world of counselling, diversity is to be celebrated. Play to your strengths, not your weaknesses - you will have abilities that people who are not dyslexic can only dream of. Don't think that you are alone: being dyslexic is a frequent topic of conversation in our Facebook group. Don't be ashamed: sometimes, our experiences during school days can leave us feeling so, but take time to look at and question those introjects. Believe that things can and will be different in counselling training. Ken describes the life-changing and liberating moment when his first tutor (Rory!) confidently wrote something on the classroom board (complete with spelling mistake) - and calmly and unapologetically stated that this would naturally happen because of his dyslexia. Remember that clients aren't remotely bothered whether or not their counsellor is dyslexic. Hang onto the fact that the only thing that really matters in written communication is that you get the message across. In summary, why not join Ken and Rory in embracing your dyslexia? After all, Counselling Tutor may well not exist if they hadn't been dyslexic. Because of their own learning styles, they have seen the need to create resources using all different kinds of media - i.e. blended learning, to suit people who learn in different ways. So while the Counselling Study Resource (CSR) does include text-based materials, you can also find (for example) audio and video resources, infographics and Venn diagrams. We also have in the pipeline a course specifically on dyslexia. Have you been helped by our range of study materials? If so, please leave us a review on our business page on Facebook. This really helps us extend our reach to other counselling students who could benefit from our approach. Immediacy as a Skill (starts at 13.20 mins) In this 'Practice Matters' slot, Rory explains what immediacy is and is not, describes its importance, and provides concrete examples of how it can be used to get past blockages in the therapy room. Immediacy is not simply about saying whatever comes into your mind: rather, it involves thoughtfully sharing what is going for you as the counsellor (e.g. feelings, instincts about what the client might be feeling, and perceptions of what seems to be going on between you). Immediacy can support both congruence and the client's awareness of what is unsaid or even hidden - so helping to deepen the therapeutic relationship. You can download Rory's handout on immediacy here; it is also available in the Handouts Vault and CSR. Personal Development Linked to Theory (starts at 18.21 mins) PD is an important part of counselling training, and is also likely to be the topic of a number of assignments. Ken and Rory discuss key theoretical concepts that link to PD, which you could draw on in this assessed work. These include Carl Rogers' seven stages of process, introjected values, and conditions of worth (linking to the shift from an external to internal locus of evaluation). While these concepts form part of the person-centred approach, there is of course relevant theory in other modalities too - for example, the parent/adult/child model and life scripts in transactional analysis. PD is often as much about accepting - rather than changing - who we are....

092 – Counselling Modalities Nov 03, 2018

092 - Developing Your Modality - Free Speech in the Therapy Room - Working with Diverse Client Groups In episode 92 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about whether and - if so - when it is advisable to add to your original modality. In 'Practice Matters', Rory discusses the issue of free speech in the therapy room. Finally, the presenters look again at working with diverse client groups. Developing Your Modality (starts at 2.15 mins) In our Counselling Tutor Facebook group, the question was recently asked: how long do you need to practise your original modality before you learn another? With an apology for the male terminology, Rory uses the terms also applied in a 2012 article by Caro Bailey in Therapy Matters (the journal published by the British Association for Counselling & Psychotherapy): apprentice (e.g. when you're a student), journeyman (e.g. once you're qualified) and master craftsman (e.g. after you're accredited - generally not before 450 hours' practice). Ken and Rory offer the following tips: Stick to the knitting, giving your modality time to settle: don't rush to add other modalities as soon as you're qualified. Instead of widening your range, study your original modality more deeply - so that you understand even better. It is natural to question the efficacy of your modality: it's important to learn to trust the process. If your clients don't fit your modality, then refer them on rather than desperately trying to add new skills (especially from reading: you can't learn to practise safely from books alone). Remember that it can be confusing for clients to be faced with more than one modality (unless of course you are an integrative therapist who has learned how to combine these safely. Free Speech in the Therapy Room (starts at 16.54 mins) In 'Practice Matters', Rory looks at how to work with clients who have very different views to yours, including when they ask whether you agree with them. It is important to remember that our role as counsellors is not to police or seek to change clients' opinions. Carl Rogers himself faced the issue of counselling someone whose views he really struggled to accept when he met with an officer in the South African army during the time of apartheid. You can download Rory's handout on free speech in therapy here; it is also available in the Handouts Vault and Counselling Study Resource (CSR). Working with Diverse Client Groups (starts at 22.34 mins) Is it possible to counsel someone who is of a different racial origin, religion/belief or sexuality (amongst other possible differences)? Ken and Rory assert that it is: after all, we are all human, which is itself a huge area of common ground. Counselling training always involves looking in depth at equality and diversity. As part of this, it is really important that we reflect on our own heritage and how this could impact clients. Having this self-awareness is invaluable in helping to prevent therapists from falling into traps in the counselling room. Differences are to be recognised, understood and celebrated. The CSR contains lots of materials relating to equality and diversity, all within one monthly price. Plus, each lecture comes with a downloadable certificate as evidence of your learning activity. Free Handout Download Free Speech in the Therapy Room Click Here to Download Free Handout Links and Resources

091 – Struggles with Fellow Students on Counselling Course Oct 20, 2018

091 - Struggling with Fellow Students - Phones in the Counselling Room - Sharing Your Accomplishments and Qualifications In episode 91 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on what to do if you feel you clash with another student in your group. In 'Practice Matters', Rory looks at the more sinister aspect of mobile phones in the therapy room. Last, the presenters discuss when, how and with whom you might choose to share your accomplishments and qualifications. Struggling with Fellow Students (starts at 2.30 mins) It is natural in any group of people that there will be clashes of personality. When starting counselling training, it is easy to assume that everyone will be like-minded, but in fact it's usual to find a wide range of different views in any group of counselling students, just as you would in any other cross-section of society. Ken and Rory offer tips on what you could do if you are struggling with another student on your course: First, look within: does the person remind you of anyone difficult from your past (if so, transference may be at work) or even of yourself (in which case, you may want to read about Carl Gustav Jung's work on the shadow self)? Only then - if this doesn't solve the problem - try to muster the courage to talk about it with the person. It's important when doing this to use the core conditions, and not to blame the other person. For example, instead of saying, 'You make me feel …', you might say, 'This is what comes up within me …' Remember that working with people you find difficult is really good training for working with a wide range of clients - who may exhibit some of the same traits. So don't avoid working with anyone you struggle with on your course: in fact, make a beeline to do so! There's far more learning in difficult than in easy situations. Consider looking at models of group dynamics, for example Bruce Tuckman's team development stages (forming, storming, norming, performing and adjourning). Phones in the Counselling Room (starts at 15.04 mins) In episode 54 of the Counselling Tutor Podcast, Rory discussed what to do if clients check their mobile phones during sessions. Now, he turns to the more sinister side of phones in the counselling room: that is, when they are a vehicle for abusers of some type (e.g. through revenge porn). In this situation, a client bringing their phone into the therapy room may have the effect of bringing in the abuser too. Rory draws on the work of Catherine Knibbs, specialist in 'cybertrauma' - a term she has coined to describe trauma from the online world. Cybertrauma may be immediate, delayed or retrospective - and may be either an event or a process. Rory describes how clients affected by cybertrauma may present in the therapy room. Turning off their phones or leaving them outside the room can be hugely empowering for clients. You can download Rory's handout on this aspect of phones in the therapy room here; it is also available in the Handouts Vault and Counselling Study Resource (CSR). Sharing Your Accomplishments and Qualifications (starts at 21.22 mins) It's natural to feel really proud of your hard-earned counselling qualifications: they are big achievements. Some people post pictures of their new certificates on our Counselling Tutor Facebook group, to share their good news and encourage others who might be at an earlier stage. Your qualifications may be relevant to: your clients - though Ken reports that it's rare for clients to ask to see these; putting them on display in your therapy room may affect the power balance, but you could have them available in a folder in case anyone wishes to look potential employers - as evidence on your CV of your knowledge and skills your professional body - which is likely to require evidence of your practitioner qualification and continuing professional development (CPD). The CSR contains lots of lectures that you can use to add to your CPD,

090 – Reflexivity in Counselling Oct 13, 2018

090 - Joining an Ethical Body - Sex in the Therapy Room - Being a Reflexive Practitioner In episode 90 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes describe the importance of joining an ethical body as a student member. In 'Practice Matters', Rory provides an overview on how to work with issues of a sexually intimate nature in the therapy room. Last, the presenters discuss the difference between reflection and reflexivity. Joining an Ethical Body (starts at 1.42 mins) There are a number of ethical bodies in the profession of counselling and psychotherapy, including different ones for different countries (e.g. COSCA in Scotland, and IACP in the Republic of Ireland) and for different modalities (e.g. the British Psychoanalytic Council). Perhaps the best-known ethical body for counsellors in the UK is the British Association for Counselling and Psychotherapy (BACP); there is also the National Counselling Society (NCS). All professions have their own ethical bodies. Here is a selection of UK professional bodies for counsellors and psychotherapists: British Association for Behavioural and Cognitive Psychotherapies (BABCP) British Psychoanalytic Council (BPC) College of Sexual and Relationship Therapists (CORST) Counselling & Psychotherapy in Scotland (COSCA) Addiction Professionals(Formerly known as FDAP) Health and Care Professions Council (HCPC) Irish Association for Counselling and Psychotherapy (IACP) United Kingdom Council for Psychotherapy (UKCP) The National Counselling Society (NCS) UK Association of Humanistic Psychology Practitioners (UKAHPP) This list is not exhaustive, and it is possible for a counsellor/psychotherapist to be a member of more than one organisation. There are many reasons why it is important to join an ethical body, including: improving employability - many placement providers and employers expect their counsellors to belong to an ethical body showing commitment to the profession - since membership involves signing up to a set of ethical standards helping assure the public and clients of your professional standards - including giving them a body to complain to if they feel the need. The usual time to join an ethical body is when you enter the final (practitioner) stage of your training to qualify as a counsellor. Your tutor will let you know when they recommend joining. It is a good idea to join when you are a student as you can then progress more smoothly to the next stage of membership once you are qualified - the professional bodies also tend to offer all kinds of resources and support (e.g. the BACP publishes a regular journal, has much online guidance, coordinates and reports on research, and can provide individual ethical guidance). Do you belong to an ethical body yet? If so, which one? Do let us know via the Counselling Tutor Facebook group. We also have a business page on Facebook, where you can leave us a review if you've found our podcast and other materials useful in your studies. Sex in the Therapy Room (starts at 14.19 mins) As counsellors, we must expect to work with the full experience of clients' lives, including sexual identity. It can be hard to hear the intimate details of clients' sex lives, making us feel uncomfortable, embarrassed or even (when erotic countertransference occurs) aroused. Rory suggests that any of these reactions need to be explored in supervision - and perhaps in personal therapy too. This is important in order to enable us to be non-judgemental towards our clients, and also aware of our own limitations in client work. Rory ends by suggesting that you discuss this issue with your personal development group, listing some possible questions you could use as a framework. His handout on this important and sensitive topic can be downloaded here; it is also available in the Counselling Study Resource (CSR). Being a Reflexive Practitioner (starts at 19.47 mins) It's common to hear the term 'reflective' practitioner - but what is a ...

089 – Counselling Research Oct 06, 2018

089 - Direct Questions from Clients - How Research Informs Practice - Understanding Agency Policies In episode 89 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about how to respond when a client asks you a direct question. In 'Practice Matters', Rory describes the importance of research for counselling. Finally, the presenters discuss the importance of understanding agency policies and procedures. Direct Questions from Clients (starts at 2.30 mins) It is part of human nature to be curious about others and so to ask them questions about themselves - but in counselling training, we may be taught not to self-disclose. So how do we respond when asked direct questions by clients? Some therapists might say that you shouldn't answer the question but should instead direct it to back to the client. For example, if a client asked where you were going on holiday, you might then respond: 'I'm wondering why it's important to you to know that.' Rory's view is that this may not enhance the therapeutic relationship; he would usually choose to give a straight factual answer to this question himself. This can be useful in showing yourself to be human and so helping to build psychological contact. Ken explains the dangers of 'tag questions' (where a statement is followed by a 'hidden' question, e.g. 'isn't it?', 'don't they?' or 'shouldn't he?'). These are often used by the speaker to gain agreement from the listener, and in social settings, it may be polite simply to let this pass. However, in the therapy room, tag questions can trap the novice counsellor into colluding with the client by agreeing with, for example, a prejudice (e.g. 'That's typical of men, isn't it?'). In this situation, it is fine to challenge the client, but do avoid getting into a debate with them: instead, simply say that you disagree and explore the reasons for their belief. There are two main 'camps' in counselling on self-disclosure. One would advocate disclosing nothing, while the other would suggest selective transparency, particularly when the self-disclosure could be argued to be in the client's interests. There is no definitive right way: you need to decide yourself what approach feels appropriate to you and your practice. What are your views on self-disclosure? Do/would you ever self-disclose - and if so, in what circumstances? Do let us know via the Counselling Tutor Facebook group. We also have a business page on Facebook, where you can leave us a review if you've found our podcast and other materials useful in your studies. How Research Informs Practice (starts at 15.17 mins) Rory describes the history and importance of research in the world of counselling and psychotherapy. Much research in more recent times has been in the field of neuroscience. Evidence-based healthcare is seen as vital by the National Health Service in the UK, as supported and encouraged through the work of the National Institute for Health and Care Excellence (NICE). The British Association of Counselling and Psychotherapy (BACP) does much to support evidence-based practice in therapy in the UK. Research evidence is important to help ensure that clients receive the best possible therapy - and to support counselling agencies in attracting funding (through being able to convince commissioners that their services are effective and therefore worth funding). Outcome measures such as GAD-7 and PHQ-9 are often used to collect quantitative evidence, while tools such as client feedback questionnaires can provide more qualitative information on service effectiveness. Rory includes a number of important links in his handout, which can be downloaded here, and is also available in the Handouts Vault and Counselling Study Resource (CSR). Understanding Agency Policies (starts at 20.07 mins) It's really important to ensure that you understand your agency's policies - and of course the accompanying procedures. Ken suggests getting hold of hard copies of these if you...

088 – Reflective Journaling in Counselling Sep 29, 2018

088 - Reflective Journal Writing - Working with Clients Going through Court - Disclosing Personal Problems as a Student In episode 88 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on writing a reflective journal (a common requirement of counselling training courses). In 'Practice Matters', Rory talks about what you need to know when working with clients who are going through a court case. The episode closes with a discussion on disclosing personal problems to the group as a counselling student. Reflective Journal Writing (starts at 1.41 mins) Counselling courses frequently require students to write a reflective journal, as personal development (often known simply as 'PD') is a big part of training to be a therapist. There is often a PD-related element in the final assessment at practitioner level - for example, in the external portfolio. Keeping a journal can be really helpful in tracking your development over time, enabling you to look back and see how you have changed over the duration of your training. Writing down your thoughts and feelings can also give you a different perspective on these. Ken and Rory offer tips on writing a reflective journal: Try to apply the theory you're learning about, using this as a framework to write about your PD. Clarify with your tutor whether you need to use any particular format for your journal. Check too whether the journal will be for your own use only, or whether you will need to submit it. Try not to worry about spelling, grammar, punctuation and neatness (especially if the journal is just for your eyes): the most important thing is to express yourself freely. If writing is really hard work for you despite this, try asking your tutor whether you could use a different medium (e.g. audio or video recording). If you write about any of your work with clients, respect their confidentiality. Make sure that you store your journal securely - both now and in the future. How do you go about protecting your reflective journal? Do let us know via the Counselling Tutor Facebook group. Working with Clients Going through Court (starts at 12.06 mins) With an increase in the reporting of rape and sexual abuse, many clients may be going through court cases while coming for counselling. Based on his own experience of working as a counsellor, Rory offer his insights into working with clients in this situation, looking in particular at: what you need to think about as a counsellor who you need to contact how to recontract to work with feelings rather than the case itself who can access your client notes and how how to use supervision to support your practice. Rory reminds us of his adage: hope for the best; plan for the worst! He has detailed his advice on working with clients going through a court case in a handout, which can be downloaded here and is also available in the Handouts Vault and Counselling Study Resource (CSR). Disclosing Personal Problems as a Student (starts at 25.09 mins) Counselling training by nature requires students to look at themselves and their own lives: as mentioned earlier in the podcast, PD is a big part of such courses. However, that doesn't mean it's easy to disclose your personal problems to a group of peers. When you start a new course - and so probably find yourself among strangers initially - it is bound to take time to build trust. It is usual for tutors to work with each new group to draw up a group contract. This will often include agreed rules such as offering each other the core conditions at all times, and respecting the idea that what's said in the room stays in the room. If it feels too daunting to speak about a personal problem in front of your full training group, you could instead try doing so in your PD group (which may be smaller and self-selecting). Of course, it's always possible to speak just to your tutor too, if you want them to be aware of something difficult that's going on for you,

087 – Counselling Self Harm Clients Sep 22, 2018

087 - Self-Harm - 'Shrinking' People - Smart Placement Searching In episode 87 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at the complex issue of self-harm. In 'Practice Matters', Rory describes how to 'shrink' people. Last, the presenters provide guidance on looking for a counselling placement. Self-Harm (starts at 2.58 mins) Rory describes a study on self-harm that was reported by the British Medical Journal, a high-quality UK periodical for the medical profession. This research found that there has been a sharp rise in self-harm for girls aged 13 to 16 since 2011. Self-harm is a prevalent issue that it is important to be aware of as a counsellor. It could affect a client directly (if they self-harm) or indirectly (if they have a friend or family member who does so). Self-harm can take various forms, for example cutting with sharp objects, biting, poisoning or trichotillomania (hair-pulling). Above all, it is important to show the client compassion, empathy and understanding, accepting them as they are and not telling them they must stop. In the past, this was far from the case, with A&E practitioners even stitching such wounds without anaesthetic as a way of deterring self-harm. Exploring with the client what they get from self-harming is key. For example, self-harm may be a cry for help, a distraction from emotional pain, or an attempt to have control over something when other things feel out of control. Other people gain satisfaction from seeing blood. Self-harm may go in a cycle, for example from cutting to feeling remorse to feeling better to cutting again. The client may be most likely to approach a counsellor for help during the remorse part of this cycle. Last but not least, consider the physical-health implications of self-harm. The damage may be concealed under clothing and could be infected. Safe self-harming practices may be useful - for example, Rory suggests putting an elastic band on the wrist and flicking it to cause pain (as this is much less likely to cause serious harm). There will be a new lecture coming to the Counselling Study Resource (CSR) later this academic year on self-harm. Useful Links Podcast and research from The British Medical Journal on interpreting the research findings of self-harm in young people Support for parents and carers (also useful for counsellors) NHS accessing support for those who are self-harming 'Shrinking' People (starts at 18.17 mins) By 'shrinking' people, Rory refers to reducing the significance of people who have caused harm in the past. He describes seeing a frail old man shopping and realising he was a teacher who - in his youth - hurt him with painful corporal punishment. It helped Rory to reconceptualise the athletic young teacher as his current 'shrunken' form. Similarly, an adult who was abused as a child may feel that their abuser is still larger than them (as of course they were at the time). Part of the role of a counsellor is to help clients see themselves as they are in the here and now, and so help them not feel overwhelmed by difficult figures from the past. Rory offers a range of tips on how to work with a client who feels vulnerable when talking about a past abuser in the counselling room. These are detailed on his handout, which can be downloaded here and is also available in the Handouts Vault and CSR. Free Handout Download Shrinking the Past in Therapy Click Here to Download Free Handout Smart Placement Searching (starts at 25.17 mins) Getting a counselling placement can feel daunting, but it doesn't need to be with Ken and Rory's hints on how to be smart in your search. After all, it's important not just to find a placement but to find the right placement for you. Here's how you can do this: Ask your tutor for advice: colleges should have close links with local counselling agencies. Find out when second-year students are likely to be around, and introduce yourself,

086 – Working with Suicidal Clients in Counselling Sep 15, 2018

086 - Touch in Counselling - Working with Suicidal Clients - Anxiety When Working in Groups In episode 86 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at the difficult issue of touch in counselling. In 'Practice Matters', Rory describes strategies from his experience of working with suicidal clients. The presenters end the episode by talking about the anxiety that can naturally hit us when working in a group setting - and how we can help assuage this. Touch in Counselling (starts at 1.53 mins) Is it ethical to touch a client? Might doing so be comforting to the client? This is a very tricky issue, and one that is fraught with danger in the counselling context. Rory notes that as far back as ten years ago, Brian Thorne and Dave Mearns - in an earlier edition of their book Person-Centred Counselling in Action (the latest edition of which was published in 2013 by Sage) - advised therapists (particularly male ones) not to touch clients. But can it be so wrong - for example - to put your hand on a client's hand to show humanity when they are upset? Ken and Rory provide the following tips: Always think first: if you feel the need to touch a client, who is the touch for? In other words, would you be doing it to comfort the client or in fact to comfort yourself somehow? If the latter, explore this in supervision. Consent is vital - so don't initiate touch yourself, but if the client does so (e.g. seems to be asking for a hug), then be sure that it is OK with them to respond. If you do decide that touching a client is appropriate, document this in the notes. If you work with children, it's best never to touch, as this can more easily be misinterpreted by young people. Many organisations that work with children have a policy of no touch. Personal space is a very delicate topic, and Rory shares that if he wishes even to move his chair closer to a client, he will check: 'Is this space comfortable for you?' Ken notes that if touch feels a difficult area for you, you might wish to explore this in personal counselling. Working with Suicidal Clients (starts at 10.06 mins) The possibility of being faced with a suicidal client - and what you should do if this does happen - are common areas of concern for student counsellors as they start their placements. Rory offers some observations from his own practice and teaching on this topic: Find out the organisation's policy for disclosure of suicidal ideation. Be clear on the threshold of disclosure, e.g. the mention of suicide at all or having a clear plan for suicide? Know who you would disclose to and the procedure (i.e. what goes on after you have disclosed - e.g. a staff member from the agency might speak to the client and then take them to A&E in a taxi if need be). Don't panic: use the relationship to explore what the client wants, and to help them feel understood. Explore options for living, using 'anchors' (protective factors) such as children, partners and enjoyable activities. Have details of support groups and crisis lines to hand. Get the support that you need, remembering to look after yourself too: speak to your supervisor (and personal counsellor if the talk of suicide brings up difficult issues for you). Rory has an interview in the Counselling Study Resource (CSR) with Eoin Galavan, a clinical and counselling psychologist in Ireland. Eoin suggests reminding clients that if they're not there, therapy can't take place. This can help give them hope for change. Finally, Rory lists various myths and facts, courtesy of the Samaritans; the relevant links are provided in his handout, which can be downloaded here, and is also available in the Handouts Vault and CSR. Anxiety When Working in Groups (starts at 22.22 mins) Many learners feel nervous when working in a group, especially a new one. Counselling courses require particularly close group working, with both triads and PD (personal development) groups. Again,

085 – Here and Now in Counselling Sep 08, 2018

085 - 'Here and Now' in Counselling - Client Dependency - Reasons for Study In episode 85 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at the 'here and now' in counselling. In 'Practice Matters', Rory talks about the risk of client dependency and how to spot this. Finally, the presenters discuss common motivations for studying counselling. 'Here and Now' in Counselling (starts at 2.14 mins) If you have watched the Gloria films, you'll have seen Fritz Perls demonstrate gestalt therapy. In his description of this approach before the session starts, Perls refers to working in 'equal, present time'. Rory asserts that it is important for counsellors to anchor themselves in equal and present time when working with clients. The client can easily slip into the past when reflecting on previous experiences, and it is important for the therapist not to get drawn into this past narrative. The person-centred approach focuses strongly on the here and now, acknowledging the client's past yet encouraging them to look at how they feel now. It is in the present that the real work of therapy takes place. Babette Rothschild provides a protocol for clients experiencing flashbacks following trauma; Rory will be talking more about her work in future podcasts, and offering a lecture on this in the Counselling Study Resource (CSR). He already has a CSR lecture that explains in plain language the structure of the human brain, as a way to help understand what is going on for clients when they experience flashbacks. Useful techniques that you can practise to help you stay in the here and now include reminding yourself of your current age (Rory reports that he says to himself: 'I'm 60 - not six!'), and mindfulness. Client Dependency (starts at 13.42 mins) It is important to do your best to ensure that your clients are seeking therapy rather than anything else from you as a counsellor. A key purpose of counselling is to encourage client autonomy, so a client becoming dependent on you - for example, for friendship, is not appropriate. Rory describes 'danger' signs to look out for that might suggest a client is growing dependent on you, describing how to identify and avoid client dependency. Key tips include: doing a regular (perhaps six-weekly) review, which gives you the opportunity to ask clients how they feel their counselling is going, what changes they have so far made, and for how long they feel they would like to continue therapy having your own personal counselling in order to explore your style of attachment, thus helping to reduce the risk of transference, countertransference and projective identification in the therapy room making the most of supervision as a way to spot and tackle any client dependency. Rory expands on this topic in his handout, which can be downloaded here, and is also available in the Handouts Vault and CSR. Reasons for Study (starts at 24.39 mins) What brings people to study counselling? Rory and Ken discuss a range of possible motivations for people to want to train as counsellors, including the following: They might have a desire to 'give back' after they have themselves come through difficult experiences, perhaps with the help of counselling; this motivation relates to the idea of the 'wounded healer' (a term coined by psychologist Carl Jung that draws on the Greek myth of Chiron). They might be attracted by the opportunity to increase self-awareness and gain personal development, which is richly offered by counselling training. They might wish to acquire counselling skills to use alongside other helping work, e.g. as a social worker, teacher, pastor, police officer or health professional. Counselling skills are widely applicable to many aspects of daily life and a wide range of other work roles. The core conditions of empathy, congruence and unconditional positive regard really are a way of being, which is transportable to many contexts other than counselling itself.

084 – Counselling Study Reading List Sep 01, 2018

084 - Goal-Setting in Study - Fundamentals in Counselling - Reading Lists In episode 84 of the Counselling Tutor Podcast - the first of season 4 - Ken Kelly and Rory Lees-Oakes offer tips on setting goals for the academic year ahead, and describe the support they can offer with your studies. 'Practice Matters' goes 'back to basics, covering the fundamentals of counselling. Last, the presenters discuss reading lists, and how best to tackle the academic reading you need to do for your course. Goal-Setting in Study (starts at 1.59 mins) In this first segment of the podcast, Ken and Rory offer a number of tips on setting goals for the coming academic year: Remember that without a goal, you can't score! In other words, setting goals is really important. Try asking yourself: 'Where will I be one year from now?' When setting goals, think SMART: make sure your goals are specific, measurable, attainable, relevant and timely. If you haven't already, join our Facebook group, where almost 19,000 people interested in counselling and psychotherapy share knowledge and discuss relevant topics. Our own goal for 2018/19 is to continue to develop the Counselling Study Resource (CSR) - all based on your feedback about what you need from us. For example, we are going to be offering great new resources to support learners with dyslexia, to tackle the challenges of academic writing and of 'translating' the academic language used to phrase criteria, and to encourage your personal development. Watch this space! Fundamentals in Counselling (starts at 17.41 mins) In 'Practice Matters', Rory talks about some of the basics in counselling, reminding us of key lessons to remember in our practice: Always try your best to arrive in good time for client sessions - this helps both you and the client begin the session as calm and prepared as possible. Be attentive, ensuring you keep the client at the centre of your attention. Don't just listen - try hard to hear 'the music behind the words', i.e. the underlying feelings of the client as suggested by what they say, how they say it, and their body language. Make the most of silence - this can be extremely valuable in supporting the client to gain clarity about their issues and to work out the best way forward for them. Ensure that you use the core conditions - empathy, congruence and unconditional positive regard - to help build trust in the therapeutic relationship. Meet your client where they are, following the pace that the client sets for the session. Make sure that you finish on time, to ensure that you maintain boundaries and start your next client on time, ideally giving yourself time between clients to write notes, clear your mind, take a comfort break etc. Summarising what the client has brought to the session can be a really effective way of bringing about a timely end. These points are described in more detail in Rory's handout, which can be downloaded here, and is also available in the Handouts Vault and CSR. Free Handout Download Counselling Fundamentals Click Here to Download Free Handout Reading Lists (starts at 29.50 mins) Many counselling courses - especially those at level 4 and above - have lists of recommended reading and other resources. Rory will soon be releasing his suggested reading list: keep your eye on our Facebook page for this. Rory shares his top tip on reading academic textbooks: start at the end rather than the beginning! In other words, reference books are best read via the index - where you can look up the terms you need to find out about and then go straight to the relevant pages. Meanwhile, Ken's top tip is to use sticky notes to mark potentially useful quotes, writing on the top of these what topic the quote relates to. Ken also likes to write in his books, for example highlighting important parts to make them easier to return to. It's good to be well prepared with your reading, not leaving it all until the last minute.

083 – BACP Ethical Framework 2018 Jun 29, 2018

Special Edition: Interview with Professor Tim Bond This episode is dedicated to the BACP Ethical Framework 2018 update. Rory Lees-Oakes interviews Professor Tim Bond, who serves as consultant to the BACP on its Ethical Framework for the Counselling Professions. Tim is also the author of Standards and Ethics for Counselling in Action (4th edition) (Sage, 2015). On 1 July 2018, the BACP launched its new Ethical Framework; this updates the previous edition, and pulls together the views of the BACP and its members on what is appropriate in counselling and psychotherapy. Click Here to view and download a copy of the BACP Ethical Framework from the BACP website. BACP Ethical Framework 2018 - Overview of the update: Two years have passed since the BACP undertook a major revamp of their Ethical Framework for the Counselling Professions, and on the 1st July 2018, a further significant update will come into force, following a major consultation of the membership. The BACP's ethical framework provides a guiding document for its membership, including counsellors, psychotherapists, trainees, supervisors and training providers, which aims to promote best practice and outline our commitments to clients. So what changes will we see in the updated framework, and how will they influence our practice? Click below to view a summary of the key updates to be aware of: Click Here to see the Key Updates Expand Emphasis on our commitment to clients - The ethical framework is a collaborative document which details the commitment that we, as practitioners have towards our clients. Our commitment to putting our clients first, our responsibilities towards our clients, and particularly the duty to provide an "appropriate standard of service" are made explicit in the new framework. Trainees - The new framework incorporates a section outlining the responsibilities of trainees in their work with clients, and also when working in an academic setting. This section covers the responsibility to inform clients that you are still a therapist in training - this is about your integrity as a practitioner and the client's right to be made fully aware of the service they are receiving. Similarly, the framework outlines that recordings or case study documentation of client material should be made only with client permission, or where the details have been anonymised so as to be completely unrecognisable. Trainees are also reminded that they are responsible for their own practice, including working within their competence and promptly raising any issues with their placement, supervisor and/or training provider as appropriate. Gender identity and sexual orientation - the BACP make explicit that the profession upholds the value that all gender and sexual identities are equal, and that we reject so-called 'conversion therapy', never seeking to suppress or change anybody's sexual or gender identity. Breaks, endings and post-therapy relationships with clients - The BACP Ethical Framework 2018 provides detailed guidance around how we manage endings with our clients. This includes our responsibility to discuss time-limitations at the contracting stage, give appropriate notice of breaks and changes to the therapy frame (including termination) and to manage endings empathically, in a way which minimises disruption for the client. Provision also must be in place for an unexpected incapacitation or death of a therapist, so the client can be informed of the unplanned ending ethically and maintaining confidentiality. The framework also provides guidance on exercising appropriate caution when forming relationships with former clients after termination, and avoiding harm. Supervision - The new framework offers greater detail around the responsibilities of both supervisors and supervisees in the supervisory process. Supervisors of trainees are advised that they should take a proactive role in interacting with placement providers and ensu...

082 – Taking Risks in Therapy Jun 23, 2018

082 - Effective Study - Taking Risks in Therapy - Faith: Internal or External Locus of Evaluation? In episode 82 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on how to study effectively. 'Practice Matters' addresses the difficult issue of taking risks in therapy. Last, the presenters discuss faith and religion, and whether these stem from an external or internal locus of evaluation. Effective Study (starts at 1.35 mins) In this first segment of the podcast, Ken and Rory offer a number of tips on how to study effectively: Research has shown that writing something down by hand helps you retain the information better than typing it on a computer etc. In particular, 'cheat sheets' (summaries of useful information - e.g. a list of key terms in person-centred theory, with short definitions of these) can be really useful. Another effective tool is flashcards - you can just use plain postcards or index cards, and write a key term on one side and the definition on the other. You can then either test yourself or use them as the basis for a game with one of your peers. If you are an auditory learner, you might find it helpful to record yourself reading out the material you need to learn, and then listen back to this. Try to ensure that you get enough sleep - being well rested is really important for effective study. Try to minimise your stress levels, as stress is a real mind-blocker. For example, plan ahead rather than leaving work until the last minute. Choose the time of day to study when you feel the most alert. For example, Ken likes the early morning, while Rory is a night owl. Take a break if you are tired. Above all, do what works best for you: you know the right way forward for yourself. Taking Risks in Therapy (starts at 13.01 mins) In 'Practice Matters', Rory discusses how to be a 'boundary ninja' - that is, working at the edge of boundaries, so long as this is in the service of your client. He describes a number of scenarios in which practitioners took risks that paid off in terms of helping clients move forward. While some people would see confronting or challenging a client as directive or even judgemental, others would describe doing so as courageously congruent. Rory provides various guidelines on how to strike the right balance here; these are described in his handout on taking risks in therapy. This can be downloaded here; it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Taking Risks in Therapy Click Here to Download Free Handout Faith: Internal or External Locus of Evaluation? (starts at 17.49 mins) Ken and Rory discuss this complex but fascinating philosophical question. The person-centred approach arose from the Human Potential Movement; it represents a distinct set of ideas that are different from religion. It could be argued that the idea of original sin in religion is based on an external locus of evaluation. Similarly, it could be argued that the person-centred approach has an external locus, in that it seeks to apply theory created by someone else (i.e. Carl Rogers). When Rogers left Wisconsin and went to help found the Western Behavioral Sciences Institute, he became interested in encounter groups (now more commonly known as 'PD [personal development] groups'). In the 1960s, he held one of these with 600 sisters from the Immaculate Heart Society, who were working in elementary schools. The group was led by associates Bruce Meador and Bill Coulson. The sisters were interested in looking at how they could communicate with people from a non-faith-based tradition. Interestingly, the community ended up splitting up. In terms of how counselling and religion might interlink, the most important thing is for people to relate to each respectfully, taking the time and making the effort to understand each other's meanings in the world. While both religion and the person-centred approach assert that...

081 – Timelines in Therapy Jun 16, 2018

081 - Not Getting a Place on a Course - Timelines in Therapy - Overcoming Barriers to Learning In episode 81 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer guidance for disappointed students who haven't got a place on the course they wanted. 'Practice Matters' goes on to describe the use of timelines in therapy. Finally, the presenters discuss possible challenges to learning. Not Getting a Place on a Course (starts at 1.46 mins) It really is so very disappointing to find out you didn't get a place on the counselling course you applied for. Ken and Rory offer some tips for those in this situation: Remember that many courses are massively oversubscribed - so quite a number of people are bound not to get a place. Reflect on any feedback you have been given and try to learn from this. Think about whether there are other course providers that you could apply to. Don't forget that you don't have to follow the same awarding body all the way through - it's usually fine to swap between them on your progression route. Consider what you could do to improve your chances next year - and apply again then. Bear in mind that tutors are only human, and it's possible to have a personality clash with one. Tutors are under huge pressure these days to retain students for the full course duration, so they have to be selective about who they take, choosing those who seem best placed to be able to complete the training. Above all, remember that if you really want to be a counsellor, and are willing to persevere and work hard, you will get there: so don't give up! Timelines in Therapy (starts at 11.13 mins) It is easy, during counselling, to lose the ability to see the wood for the trees. Rory explains how using timelines can really help the counsellor and client together to 'helicopter' above the situation, spotting patterns and roots of problems. Timelines can be especially useful in supporting clients to take an overview of loss and other significant experiences in their life. Rory has written a detailed handout on this section of the podcast, which you can download here. Alternatively, it is available in the Handouts Vault and Counselling Study Resource (CSR). Overcoming Barriers to Learning (starts at 15.50 mins) Counselling training really is very demanding compared to many other courses of the same academic level: it demands a lot personally too. It can be difficult to balance the demands of studying, working and relationship/family commitments. Ken and Rory offer a number of tips on this: Before you start training, plan ahead for how you will slot all the different elements into place. If you have a specific learning difficult, e.g. dyslexia, then make sure you enlist your tutor's support, and get hold of any software (e.g. spellcheckers) that can help you; many such tools are available free of charge online these days. Come as you are with who you are: counsellors are hugely diverse and there is a place for everyone. For example, many people with a hearing or visual impairment have made a successful career in counselling. Don't procrastinate - try to stay on top of things as you go along. If you do experience problems, don't be afraid to ask for help. Tell your tutor straight away (unless you feel your tutor is the root of the problem - in which case, speak to the head of department). If you had difficult experiences in education in the past, remember that neither it nor you are the same now - so try not to stay stuck there. Remember that any barrier can be overcome if you are really determined: it can help to picture yourself holding that final diploma. Be as kind and empathic to yourself as you would to clients, showing yourself a high level of self-compassion. Links and Resources Free Handout Download Using Timelines in Therapy Click Here to Download Free Handout

080 – Counselling Clients with Domestic Violence Jun 09, 2018

080 - Domestic Abuse - Trauma-Informed Practice - Cognitive Dissonance In episode 80 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about counselling clients who are affected by domestic abuse. 'Practice Matters' discusses trauma-informed practice. Last, the presenters explain cognitive dissonance. Domestic Abuse (starts at 1.27 mins) All counsellors are likely to encounter clients who are experiencing domestic abuse at some stage in their career. It is really important to raise awareness of this issue among counsellors and others - this really can save lives. Rory shares some shocking statistics relating to domestic abuse in England and Wales, most of which were gathered from the website of Women's Aid: Two women are killed by a partner or ex-partner every week. Of all recorded crimes, 10% are domestic abuse. 100 calls per hour relating to domestic abuse are received by the police. Where gender is recorded, 92.1% of defendants in domestic-abuse cases are male, and 7.9% female. Meanwhile, 83.3% of victims are female and 16.7% male. On average, each victim of domestic abuse has made seven to eight attempts to leave the abuser. The clues to domestic abuse against a counselling client can be very subtle; it is important to be vigilant in order to pick up on these. The abuse may not be physical, but rather psychological or emotional. For example, the abuser might use gas-lighting (intentionally eroding the victim's belief in their own sanity) or threaten to put intimate photographs on the internet. Many victims of domestic abuse may feel tied into the relationship, and even have partners who are loving and caring for part of the time. The abuser may be full of regret and remorse after each incident, and the victim may believe that they really will change. However, it's unlikely that real change will occur without the abuser facing their challenges through therapy of their own. Explaining and holding the limits of confidentiality is of critical importance in this work, supporting the building of the therapeutic relationship while balancing the need for safeguarding too. Above all, be prepared: if a client does hint at domestic abuse, it is useful to understand something about this, and to know where you could refer them on to for expert help, guidance and protection. Trauma-Informed Practice (starts at 14.42 mins) Up until 1980, post-traumatic stress disorder (PTSD) did not exist as a diagnosis. It was only when clinicians 'joined the dots' in the cases of Vietnam war veterans - realising the common threads of alcoholism, self-harm and anger-management issues - that the disorder was officially recognised. There are remarkable similarities between how victims of all different types of trauma process this. Understanding of PTSD, including how the human brain processes trauma, has grown hugely over the last 15 years in particular. Rory asserts that - in contrast to the usual stance of person-centred therapy, which advocates the uniqueness of each person's experience of the world - it can in fact be useful to use trauma-based interventions. In other words, it can really help clients to offer them psychological education. Understanding how the human brain is programmed to react in situations of trauma can provide clients with a huge sense of relief - for example, helping them understand why they did not fight back. You can download a detailed handout on this topic here, or it is available in the Handouts Vault and Counselling Study Resource (CSR) - where you will also find a lecture on trauma and abuse, and another two-part lecture specifically on working with sexual abuse. Free Handout Download Trauma-Informed Practice Click Here to Download Free Handout Cognitive Dissonance (starts at 20.10 mins) Rory shares the story of US psychologist Leon Festinger's cognitive dissonance theory. In an unusual piece of social research, Festinger and two colleagues infiltrated a doomsd...

079 – Becoming a Counsellor May 26, 2018

079 - Becoming a Counsellor Feelings of Incompetence - Working with a Third Person in the Room - Completing Your Placement Hours In episode 79 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on the common issue of having feelings of incompetence in the process of becoming a counsellor. 'Practice Matters' discussed working with a third person in the room. Finally, the presenters talk about completing your placement hours. Feelings of Incompetence (starts at 2.25 mins) Feelings of incompetence - also known as 'the imposter syndrome' (a term first used in 1978 by clinical psychologists Pauline Clance and Suzanne Imes) - are common among trainee counsellors, in respect to both their academic work and their clinical practice. Feelings of incompetence come from how we view ourselves, and the expectations that we perceive others to have of us. They may derive from being criticised in the past, and often involve transference. It's important to try to understand and tackle feelings of incompetence, because otherwise they can distract us from being fully present with the client in the here and now - and so risk tainting the counselling relationship. Above all, try to believe that you are enough. It is OK - and human - to make mistakes. If you do say something in a session that feels wrong, then step straight in and acknowledge this, trying again and building your learning for the future. Working with a Third Person in the Room (starts at 14.36 mins) There are various different versions of the third person in the room - for example, an interpreter, a parent (if the client is a child) or a support worker. A recording device is even a type of third presence in the room. Rory refers to a research study carried out by psychotherapist Lorraine Quinn on working with interpreters in therapy. This discusses the challenges faced by counsellors when working with a third person in the room, explaining the importance of practicing in a way that is effective, ethical and culturally appropriate within the resources that are available. You can download a detailed handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Working with a Third Person in the Room Click Here to Download Free Handout To Become a Qualified Counsellor you need to Complete Your Placement Hours (starts at 23.50 mins) Towards the end of the process of becoming a counsellor, many students feels the pressure of trying to complete their placement hours whilst also writing final assignments, for example for the ABC external portfolio. It can feel like a lot to get done all at the same time. Ken and Rory offer some practical tips on how to avoid the feelings of panic: Make sure you fully understand and adhere to the supervision ratios required by your awarding body, so that all your placement hours are counted. Ensure too that you are aware of your awarding body's rules on what counts as a client session (i.e. how long a session must be - sometimes the rules are different if you are counselling children and young people, who may need shorter sessions). Get your paperwork spot-on, presenting this clearly so as to avoid or explain any discrepancies. Check with your tutors and work with peers to check that you have understood correctly the forms that you must use to record your client and supervision sessions. Try not to worry if you are behind schedule to complete your hours in time - find out from your tutor how long you have after the course ends to finish. If you are delayed in completing your hours, don't delay starting your external portfolio. It is much easier to do this while you are still in college with your tutor and peers, so get as much of it done as you possibly can, and then you can add your hours in as the final stage. And why not share this your achievement with other student counsellors in our Facebook gro...

078 – Counselling Assignment Referred May 19, 2018

078 - Using Quotations in Assignments - When Clients Never Return - Getting Assignments Referred In episode 78 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on using quotations in assignments. 'Practice Matters' looks at reasons why clients may 'disappear'. Last, the presenters discuss what it means to have an assignment referred. [su_box title="Free Download: When Clients DNA" box_color="#004c74"]Click here to download your When Clients DNA handout[/su_box] Using Quotations in Assignments (starts at 2.18 mins) Tutors like to see students using quotes in assignments as this shows you have read around the subject. It is a way of backing up your own experience and views. Ken and Rory offer tips on finding and using quotes: Use the index of the book as a starting point, looking up the particular concepts you are focusing on. Don't assume you understand a quote without setting it in context - look up where it has come from, and read what comes before and after. If you find quotes online, make sure they are from an authority source (e.g. Wikipedia is not a reliable source). Counselling Tutor is proud to announce a new quotes section on our website. There, we include quotes that we have checked out, and present each as an attractive graphic. Why not join the discussion on Facebook to let us know your favourite quote? Don't forget to provide the full reference too, and we might use it on our website. When Clients Never Return (starts at 10.37 mins) It can be very concerning and frustrating for counselling students when clients 'DNA' (do not attend), but there are many reasons why this happens, for example: health reasons not being able to afford to take time off work not being able to pay the travel costs to get to counselling having to care for children or other dependants not being ready for counselling feeling fear and shame moving house experiencing transference (i.e. when you remind them of someone from their past) just not having the time. For some clients, one session is enough: simply having the opportunity to offload and feeling heard can be enough. If you are faced with a DNA, try to use the time constructively - for example, you could read, make notes or go for a walk, so supporting your learning and preparing you for your next client. Also, do try to retain unconditional positive regard for the client: we never know what is going on in other people's lives. You can download a handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). [su_box title="Free Download: When Clients DNA" box_color="#004c74"]Click here to download your When Clients DNA handout[/su_box] Getting Assignments Referred (starts at 14.29 mins) Ken and Rory both experienced getting assignments referred when they started counselling training. This can bring back difficult memories of receiving 'fail' marks at school, but a referral is not a failure: it simply means that you have not fully covered what is needed to meet the particular criterion. It is usually not a reflection on your intelligence or aptitude. A referral should always give pointers on where the gap is between what you have provided and what is required, so you'll know exactly what you need to do to pass. When writing counselling assignments, the most important thing is to provide exactly what the awarding body is asking for. The first step is to understand the academic language used in the criteria. If you are a member of the CSR, you can listen to Rory's lecture, 'Cracking the Criteria', which comes with its own slide pack and links. If you are working on your external portfolio for the ABC Level 4 Diploma in Therapeutic Counselling - the final set of assignments for this popular qualification - you might find it useful to use our External Portfolio Key. Links and Resources Counselling Tutor Facebook group Counselling Tutor website Counselling Study Resource

077 – Fitness to Practice in Counselling May 12, 2018

077 - Age of Counselling Students - Working within Your Competence - Fitness-to-Practise Letters In episode 77 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss whether age is a barrier to starting counselling training. 'Practice Matters' then looks at working within your competence as a counsellor. Finally, the presenters talk about getting signed off as fit to practise. Age of Counselling Students (starts at 1.54 mins) Is it possible to be too old to train as a counsellor? Ken and Rory think not, and both entered the profession themselves after experience in other fields. Rory began training aged 42 with few formal qualifications, and was one of the younger members of his group. Learning is lifelong: we can always learn more, however old we are. Becoming a counsellor is a vocation, often attracting people who have come through difficult times themselves. It's more about who you are than how old you are or how academic you were when at school. Not all learners prosper in the school environment - for example, as Ken points out based on his own experience, young people with dyslexia may be seen as lazy and incapable when really it's simply that the learning style at school doesn't suit them. So if you feel drawn to counselling training, go for it! And if you'd like to discuss this topic with other actual or potential students of counselling - and some qualified counsellors and counselling tutors - do visit our Facebook group and start a conversation. Working within Your Competence (starts at 9.48 mins) Working within your competence as a counsellor is vital whether you are qualified or a student. If you don't have the right knowledge, skills and experience to help a potential client, it's important to make an ethical referral. How do counselling students know whether or not they are working within their competence? It is not at all uncommon for students - and others - to experience feelings of incompetence (FOIs). In fact, Dave Mearns and Brian Thorne write about FOIs in their book Person-Centred Counselling in Action (Sage, 2013). Rory offers some tips to help you ensure you work within your competence as a student counsellor: Make sure you choose a placement where a qualified counsellor assesses all new clients before allocating them to counsellors (considering presenting issue, risk level and modality). Get yourself a good supervisor to support you and your learning. Seek out appropriate continuing professional development, e.g. on working with bereavement and working with trauma. Be familiar with the limits to confidentiality within your agency. Ensure you understand and work within the ethical framework of your professional body (e.g. the Ethical Framework for the Counselling Professions of the British Association for Counselling & Psychotherapy). Be aware of your own process, e.g. any transference within the counselling room. Don't be afraid to ask for support - doing so is neither wrong nor weak. You can download Rory's handout on working within your competence here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Working within Your Competence Click Here to Download Free Handout Fitness-to-Practise Letters (starts at 27.07 mins) 'Fitness to practise' refers to being fit to go into practice in a placement, sit with clients there, and handle the material they bring. You are not expected to be a mature, seasoned professional at this stage. Above all, it ensures that students counsellors do no harm in placement (e.g. by providing advice to clients). Your college tutors assess whether you are fit to practise - usually by observing you in skills practice, or by listening to taped sessions with peers. When they feel you are fit to practise, they will give you a letter to show your prospective placement. Getting your fitness-to-practise letter is a real landmark in counselling training,

076 – When to Break Confidentiality in Counselling May 05, 2018

076 - Working with Clients' Defences - Limits to Confidentiality - Key Principles of the Person-Centred Approach In episode 76 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss how to spot and work with clients' defences. 'Practice Matters' then investigates the limits to confidentiality in counselling. Finally, the presenters discuss the key principles of the person-centred approach. Working with Clients' Defences (starts at 2.20 mins) While we all know our own truth (unless our reality is altered - for example, by drugs, alcohol or psychosis), we sometimes defend ourselves from looking at this - perhaps for fear that it may be too painful or difficult. This 'block' can really feel like a brick wall. You may see this phenomenon in clients who say they want to change something, yet at the same time seem very resistant to actually doing so. It can be difficult to know how best to deal with this as a therapist: should we challenge, or should we simply wait for the client to become ready? The clue here lies in numbers 16 and 17 of Carl Rogers' 19 propositions, which Rory decodes as follows: I may find an experience threatening if it is inconsistent with how I see myself in the world. The more experiences I find threatening, the more rigid my sense of self becomes, and the more tightly I cling to my viewpoint. If I feel accepted and understood, I may be able to look at experiences I had previously denied. When there is this lack of threat, I can begin to make sense of myself. In this way, I am healing myself. In other words, providing a threat-free environment is key to enabling the client to lower their defences. Rogers provides a 'recipe' for this in the form of the six necessary and sufficient conditions of therapeutic personality change. Defences may be serving as the client's 'life raft', keeping them afloat. To deflate this could be both cruel and dangerous. The key is to be gentle, kind and patient. Limits to Confidentiality (starts at 11.58 mins) Confidentiality is key to offering a threat-free environment in the counselling room. However, confidentiality is not synonymous with secrecy, and always has its exceptions and limits, which are likely to vary between countries, with their different jurisdictions. The points here are specific to the UK. The counsellor must break confidentiality in three cases involving the law being broken: terrorism, drug trafficking and money laundering. Rory explains these areas. Strangely, there is no legal requirement currently to report child abuse, though many counsellors include this as one of their reasons to break confidentiality. Additional limits on confidentiality may be set by individual agencies; it is important to understand your agency's policy in this respect. The only people who can require the release of client notes are: a judge (with a court order) a coroner the client themselves It is important to make the limits to confidentiality clear in contracting, ideally in a written contract that is signed by both client and counsellor. Rory recommends a book by Peter Jenkins - Counselling, Psychotherapy and the Law (Sage, 2007). You can download Rory's handout on the limits to confidentiality here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download When to Break Confidentiality in Counselling Click Here to Download Free Handout Key Principles of the Person-Centred Approach (starts at 27.07 mins) Ken and Rory talk about key concepts in the person-centred approach to counselling, which is based on humanistic psychology. Introjected values (implanted in us by parents or teachers when we were young - or perhaps later by a boss at work, a partner or the media) lead to conditions of worth. For example, a girl may be taught that she must dress in a 'feminine' way, while a boy might be told that 'big boys don't cry'. Later, when she feels drawn to dress in a way that she ...

075 – Psychodynamic Approach to Counselling Apr 28, 2018

075 - Psychodynamic Theory - Transference - Maslow's Hierarchy of Needs In episode 75 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about psychodynamic theory. 'Practice Matters' then delves into transference, before the presenters discuss Abraham Maslow's hierarchy of needs. Psychodynamic Theory (starts at 1.36 mins) Psychodynamic theory was originally developed by Sigmund Freud, the father of talking therapies. This represented a move away from the traditional medical model of treating mental-health problems with medication. Freud's work was based on the idea of drive theory (i.e. looking at what drives humans). Freud proposed a tripartite model of personality - comprising the id, ego and superego - in contrast to the humanistic model of an organismic whole. He believed that sexual drives and stages were important; he saw women as very different from men, even proposing the term 'hysteria' as female-specific. Those receiving therapy were often referred to as 'patients' or 'analysands' rather than as 'clients'. Psychodynamic theory has informed other developments in psychotherapeutic theory, for example, Eric Berne's work on transactional analysis; he and Carl Jung always worked together before going their separate ways. It is in psychodynamic approaches that practitioners tend to be referred to as 'psychotherapists' rather than 'counsellors'. While counselling focuses on resolving specific issues and tends to be fairly short-term, psychotherapy (which uses the technique of psychoanalysis) is often about sorting out the client's whole life (involving bringing early memories back into the conscious mind). As such, it tends to require a much longer course of therapy. Transference (starts at 12.32 mins) The importance of transference - a subconscious reminder of a past relationship - in the counselling room can be underestimated. Rory describes an example of a student experiencing transference towards him, as he reminded her of her father. When this happens, there is a danger that the person experiencing transference discounts the other person, making assumptions about them that are based on past rather than present experience. Rory gives some pointers on clues that transference is occurring in the therapy room These include when the client becomes: angry at you childlike or coy in your company fearful (of either your physical presence or the idea that you might judge them). While these signs suggest that transference may be happening and be outside the awareness of the client, it can sometimes be overt. For example, the client might say: 'You sound just like my dad.' You can download Rory's handout on transference here, or it is also available in the Counselling Study Resource (CSR). Free Handout Download Working with Transference Click Here to Download Free Handout Maslow's Hierarchy of Needs (starts at 19.03 mins) The hierarchy of needs - sometimes known as 'Maslow's pyramid' - is one of the key concepts in humanistic psychology (the third force in psychology, after psychodynamics and behaviourism. Rory explains the structure of the hierarchy, moving from physiological needs at the base to self-actualisation at the top. It is possible to move to the next level only once your needs at the lower level have been met. Abraham Maslow influenced the work of Carl Rogers, in particular in the seven stages of process (which track people's development, including clients in counselling). You'll find various resources on Maslow's hierarchy on the Counselling Tutor website (you can use our new search facility). Given that lack of prejudice is an important part of self-actualisation, you might also find it useful to refer to episode 74 of the Counselling Tutor podcast on self-concept. Awareness of self is key to moving towards self-actualisation. Links and Resources Counselling Tutor Facebook group Counselling Tutor website Counselling Study Resource

074 – Self-Concept in Counselling Apr 21, 2018

074 - Self-Concept - Attending - Unconditional Positive Regard In episode 74 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about self-concept, as written about by Carl Rogers. 'Practice Matters' examines attending. Last, the presenters discuss unconditional positive regard (UPR). Self-Concept (starts at 2.04 mins) Self-concept is an idea much discussed by both psychologists and sociologists. Carl Rogers describes his notion of self-concept in his well-known book On Becoming a Person, originally published in 1961. In his thinking on self, Rogers was influenced by Danish philosopher Søren Kierkegaard. Rogers believed that the self has three aspects: real self (who we truly are), ideal self (who we would like to be) and self-concept. The self-concept is all about how we view ourselves; it is like a lens through which we see the world. This lens - often invisible to us - may be warped by conditions of worth and introjects. This links to the idea of phenomenology - i.e. the study of subjective experience. It is really important for trainee counsellors to work on identifying and understanding their self-concept, because otherwise this invisible lens can mar the ability to offer clients the core conditions. Personal development is an important part of counselling training - for example, you will probably have personal development groups, personal therapy and exercises in increasing self-awareness (e.g. the Johari window). Attending (starts at 12.44 mins) Attending is a really important skill in counselling, which links to the core condition of UPR. Attending involves putting your client in the centre of your universe while you are working with them. It's about not only listening to them, but really hearing them. This can be an unusual experience for a client who has not known unconditional love - or who has perhaps even been rejected by others. It is important to ensure that attending happens throughout the full course of therapy. It is also important to show the client that you are attending to them. Rory offers some tips on doing this: Make appropriate eye contact, remembering that what is appropriate may vary by culture. Sit with a relaxed and comfortable posture. Lean forward towards the client. Consider moving slightly closer when the client is describing difficult material. Be aware of the client's body language and non-verbal communication. Ensure the room is both accessible to and comfortable for the client, avoiding any triggering objects. If possible, accommodate the client's wishes with regard to the counselling environment. Pay attention to the ending of therapy, planning this in advance and taking time to help map support available to the client afterwards. You can download Rory's handout on attending here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Attending in Counselling Click Here to Download Free Handout Unconditional Positive Regard (starts at 21.25 mins) UPR is all about freeing clients from judgement: Carl Rogers used to refer to 'prizing' or 'non-possessive warmth'. This is important in all modalities, not just the person-centred approach. Ken and Rory discuss the challenges of feeling UPR towards others outside the counselling room. There are differences between the counselling relationship and the way we need to relate to others outside this context; Rory suggests that we can choose to 'adjust the volume' on how we display the core conditions, turning this up or down in different contexts as appropriate. Links and Resources

073 – Metaphor in Counselling Mar 24, 2018

073 - Active Listening - The Caldicott Principles - Working with Simile and Metaphor in Counselling In episode 73 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the skill of active listening. 'Practice Matters' follows, in which Rory explains the Caldicott principles and how these can support ethical multidisciplinary working. Finally, the presenters discuss the use of simile and metaphor in counselling. Active Listening (starts at 2.12 mins) It was the Greek philosopher Epictetus who first pointed out that we have one mouth and two ears. In active listening, we must not just passively let the client's words wash over us, but must see every word they speak as important, paying full attention to nuances. Active listening extends to their body language too: you can pick up a lot about how a client is feeling by observing this. Active listening is not just about listening - it's also about ensuring that the client feels heard. To do this, we must also respond respectfully, for example using the skills of reflection and paraphrasing. Our own body language also helps with this - for example, we must use an open posture, make appropriate eye contact, and allow the right amount of personal space (depending on cultural norms and individual clients' preferences). It is important to listen not only to the narrative (the story), but also to the meaning behind this - that is, the emotions and themes. Carl Rogers called this 'the music beneath the words'. Minimal encouragers (e.g. 'Mmm', 'Yes', 'Aha' and 'Oh right') and facial expressions can be useful to show the client you are listening attentively, but do let these flow naturally so that they don't sound contrived. The Caldicott Principles (starts at 11.53 mins) Counsellors often work as part of a multidisciplinary team, for example in a school. This raises challenges for confidentiality. Whether we are working in a paid or voluntary post, we must be guided by the organisational policy on confidentiality and limits to this. Most importantly, you should set out and explain in your contract what the limits of confidentiality are in the particular context - in other words, reflecting what might be asked of you by other professionals. The client can then make an informed decision on whether to go ahead on this basis. The murder of eight-year-old Victoria Climbié in 2000 by her guardians illustrates why information sharing can be important: many different authorities knew parts of what was going on, but none was aware of the full picture. In 1997, the UK government commissioned a review on the use of patient information in the NHS. The committee was chaired by psychiatrist Dame Fiona Caldicott. The resulting report highlighted six key principles, with a seventh added later, in 2012: Justify the purpose of using confidential information. Don't use personal confidential information unless it is absolutely necessary. Use the minimum necessary personal confidential data. Access to personal confidential information should be on a strict need-to-know basis. Everyone with access to personal confidential information should be aware of their responsibilities. Comply with the law. The duty to share information can be as important as the duty to protect patient confidentiality. Rory explains each of these in detail in the podcast. You can also download Rory's handout on working in a multidisciplinary team here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Working in a Multidisciplinary Team Click Here to Download Free Handout Working with Simile and Metaphor in Counselling (starts at 24.44 mins) Simile and metaphor are both types of imagery. While simile compares something to another thing (e.g. 'I feel like I'm riding choppy seas'), metaphor suggests that something actually is another thing (e.g. 'I have a knot in my stomach').

072 – Empathy in Counselling Mar 17, 2018

072 - Empathy in Counselling - Stages of Counselling - Immediacy In episode 72 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss empathy in counselling. Continuing to 'Practice Matters', Rory explains the main stages of counselling. Last, the presenters discuss immediacy. Empathy in Counselling (starts at 1.58 mins) Empathy and sympathy are two very different things: sympathy involves feeling sorry for someone, and comes from your own frame of reference, while empathy involves trying to understand the other person's situation and experience, putting yourself into their frame of reference as far as possible. Empathy is like walking in the other person's shoes - but it's really important to keep your socks on! In other words, the counsellor must be able to separate themselves from the client again at the end of the session. Another useful image here is that empathy is like entering the client's room, but without forgetting where the door is so that you can return to your own world later. While in the client's room, it's important to go gently and tread lightly. Carl Rogers proposed that therapist empathy is one of the six necessary and sufficient conditions for therapeutic personality change. Empathy must be circular - in other words, for it to be real and effective, it must be fully perceived by the client. Being truly heard is often a huge relief for clients. To show empathy, it is important to use a number of counselling skills - in particular, attending, reflecting, paraphrasing and silence. When we talk about 'idiosyncratic' empathy, we mean that empathy is not a 'one-size-fits-all' quality: it is unique and different for every client, just as they and their experiences are too. You can read more about empathy on the Counselling Tutor website, where we have published a special article on this topic. There, you can see a video featuring Carl Rogers talking about empathy, and also download a free handout on how to measure empathy in counselling. Stages of Counselling (starts at 13.41 mins) Rory describes and explains the key stages in counselling. These comprise the following: Contracting stage - the initial stage in counselling, when the counsellor explains to the client what is on offer and how they work; this stage is important to encourage a power balance between the two parties and to foster client autonomy. That is, the client can decide whether to go ahead with counselling based on what is discussed. Middle stage - it is in this stage of counselling that the therapeutic work takes place; this is likely to be the longest stage in counselling, as the therapeutic relationship gradually develops and deepens, and the client feels able to explore more and more of what has brought them to counselling. Preparation for ending - because it is important not to spring the ending onto a client, but instead to work together towards this, counsellors will regularly review how the process is going, and prepare the client for ending. This is especially important when there are a fixed number of sessions (e.g. in a charitable agency) - the counsellor may remind the client of how many are left to go. Ending - at the final stage of counselling, there will often be a last review of progress made and work done, as the counsellor ensures that the client is safe and ready to end therapy, at least for now. You can download Rory's handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource. Free Handout Download Stages in the Counselling Relationship Click Here to Download Free Handout Immediacy (starts at 20.51 mins) Immediacy is an interesting advanced skill in counselling. It can be used in various ways, but tends to involve the therapist investigating what is going on in the therapeutic relationship. Immediacy involves an element of risk-taking, and is therefore most useful both when the counsellor has a reasonable l...

071 – Working with Grief and Loss Mar 10, 2018

071 - Dual-Process Model of Bereavement - Hard-to-Help Clients - Dementia and Validation Therapy In episode 71 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the dual-process model of bereavement. 'Practice Matters' focuses on hard-to-help clients. Finally, the presenters discuss working with clients with dementia, including using validation therapy. Dual-Process Model of Bereavement (starts at 2.26 mins) Loss is a theme that emerges frequently in the counselling room. This may be through death, or may involve the loss of other important parts of the client's self and life, e.g. work, relationships or health. The dual-process model (illustrated below) was developed by researchers Margaret Stroebe and Henk Schut. It is an oscillation model, showing the natural movement between loss-oriented and restoration-oriented behaviours in bereaved people. Sometimes, people may get stuck in one or the other mode, or between the two modes. This causes them difficulty and means they are not grieving in an effective way. The model can help counsellors understand what is happening for a client, facilitating therapeutic work with them. Some clients may present with recent loss, while others may have been bereaved a long time ago but have not been able to deal with this properly until now. Clients may be experiencing practical problems as a result of their loss. It is common to see feelings of loss in drugs and alcohol services, where stopping using the substance often leads to a sense of bereavement. As a counsellor, you need to have looked at and worked through your own experiences of loss in order to be able to be there fully for bereaved clients. You can watch a lecture on loss and bereavement by Rory in the Counselling Study Resource (CSR). The following video shows another model of grief: that of Elisabeth Kübler-Ross. Free Handout Download Hard-to-Help Checklist Click Here to Download Free Handout Hard-to-Help Clients (starts at 11.33 mins) Rory believes that everyone has the capacity to change given the right conditions, but some clients can seem resistant to doing so or prone to demonstrate self-defeating behaviours. Possible reasons for this may stem from early life, for example: history of violence in the family protracted criticism in the past lack of emotional availability of carers as a child introjected values and conditions of worth unresolved issues relating to death and separation experiences of abandonment. All these things can make it hard for the person to trust the counsellor, and may have led to attachment issues. Other possible reasons for certain clients being hard to help are that they may have unrealistic expectations about what counselling is and can do, difficulty in relating to others socially, or neurodiversity (e.g. Asperger's). Rory provides tips on working with hard-to-help clients, including the following: Be prepared to work hard to convince them that you are trustworthy. Take time to understand the client's style. Contract carefully with the client about what is achievable. Look at yourself, asking whether you may be experiencing transference. Talk to your supervisor. Try hard to hang onto the idea that everyone can be helped. You can download Rory's handout on this topic here, or it is also available in the Handouts Vault and CSR. Dementia and Validation Therapy (starts at 20.51 mins) Can we do meaningful counselling work with people who have dementia? To answer this, it's necessary to look at what you understand by the word 'meaningful'. Bear in mind that not everyone comes to counselling in order to make changes; there is value too in simply being heard. Carl Rogers' six necessary and sufficient conditions for therapeutic personality change include a requirement for psychological contact; this may be difficult if the person is cognitively impaired. It is important to be sure that the client can give informed con...

070 – Contracting in Counselling Mar 03, 2018

070 - Transcribing Sessions - Contracting in Counselling - Cognitive-Behavioural Approach Recording and Transcribing Sessions (starts at 2.05 mins) Students of counselling and psychotherapy are often required to record and transcribe skills sessions - and to add a commentary that explains your rationale for each response, whether the response was effective, and how you could improve it (if relevant). The task of transcribing can be very long-winded and time-consuming. Rory and Ken offer various tips on recording and transcribing counselling sessions: Make sure you use a reliable recording device; a solid-state recorder (such as a Zoom H1 or H2) is better than a dictaphone. Before you start transcribing, check your criteria carefully to make sure that you do exactly what's required for the relevant assignment. You may be able to save time on transcription by using either an online service (e.g. Trint, which is done by machine; or Speechpad, which uses human transcribers) or software (e.g. Dragon). If you do use a transcribing service, think carefully about how this might jeopardise client confidentiality, and ensure you have addressed this fully in your contract. Bear in mind too that transcripts may be inaccurate, so you'll still need to spend time going through them to make sure they're right. Contracting in Counselling (starts at 13.42 mins) Clause 32 of the Ethical Framework for the Counselling Professions, published by the British Association for Counselling & Psychotherapy (2015), states: 'We will give careful consideration to how we reach agreement with clients and contract with them about the terms on which our services will be provided.' It is important to have a contract so that the client has the information they need to make an informed choice, and to help balance the power dynamic in the therapist-client relationship. It is good practice for the contract to be in writing, and to give the client a copy of this to take away with them. Rory recommends that the contract should cover: modality to be used number of sessions on offer who you will discuss client work with limits of legal and agency confidentiality how to make a complaint if something goes wrong terms and conditions for payment (if relevant) cancellation policy. You can download Rory's handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Contracting in Counselling Click Here to Download Free Handout Philosophy of the Cognitive-Behavioural Approach (starts at 25.50 mins) It was Albert Ellis who originally developed rational emotive behaviour therapy (REBT), which was a precursor of cognitive behavioural therapy (CBT), developed later by Aaron Beck. Ellis was strongly influenced by the Greek Stoic philosophers. One of these, Epictetus, was a Greek-born slave of Rome in the first century. He became a great philosopher and teacher, and was eventually granted his freedom. Although he didn't write down his teachings, which are based in Stoic philosophy, others did. Epictetus is reported as having said: 'Men are disturbed not by things, but by the view which they take of them.' This quote appeared (initially in Greek, then later in Latin) in the Enchiridion, which was written by Lucius Flavius Arrianus, a student of Epictetus. Stoicism taught the development of self-control and fortitude as a way of overcoming destructive emotions; the philosophy held that becoming a clear and unbiased thinker allowed people to understand universal reason. For the Stoic philosophers, 'reason' meant not only using logic, but also understanding natural processes. They believed that living according to reason and virtue was living in harmony with the divine order of the universe, in recognition of common reason and everyone's essential value. Links and Resources Free Handout Download Contracting in Counselling

069 – Getting-a-Counselling-Placement Feb 24, 2018

069 - Informing Clients of Your Student Status - Getting the Most from Your Placement - When Counsellors Have Clinical Depression In episode 69 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about whether you should tell clients that you are a student counsellor. 'Practice Matters' then looks at how to make the most of your counselling placement. Finally, the presenters discuss the dilemma of counsellors with clinical depression. Informing Clients of Your Student Status (starts at 2.55 mins) When on placement, should you tell clients that you are a student? Sometimes, trainees fear being seen in a different way if they do so, and perhaps being rejected altogether by clients. However, it is really important that you are truthful about being in training. Clause 66 of the Ethical Framework for the Counselling Professions, published by the British Association for Counselling & Psychotherapy, states: 'Clients will usually be informed when they are receiving their services from a trainee' (2015: 12). It is the responsibility of the organisation providing the placement to ensure that the clients they allocate to you are appropriate to your level of experience, and to explain to clients in advance that you are a student. You should also cover this in contracting, not least as you may need to take some (anonymised) aspect of your work with clients to peer groups in your educational establishment. The key point to bear in mind when explaining to clients that you are a student is that 'student' can mean very different things to different people. It is important to make it clear that you being in placement means you are at the very final stage of counsellor training. You might like to use the phrase 'placement counsellor' rather than 'student counsellor'. Another important reason to tell clients is that you need to be congruent and transparent if you are to set a good example of how you would like the client to be during therapy sessions. Getting the Most from Your Placement (starts at 13.50 mins) Your placement is an essential part of counsellor training; while its obvious function is to allow you to gather the practice experience you need to become qualified, it can also bring many other benefits if you follow these tips: Network with other counsellors and staff at the placement organisation - you could make valuable contacts for the future. Ask whether there are any funded or subsidised opportunities for additional training and continuing professional development. Make the most of any supervision opportunity offered, making sure that you check with your course tutor that this is appropriate. Consider joining any staff committees - this could help you understand more about how third-sector organisations work and give you access to service commissioners. Ask your manager for ideas for research projects that would help the agency. Get copies of the organisation's policies and procedures if you can - these may be useful for your final assessment at college. You can download Rory's handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). When Counsellors Have Clinical Depression (starts at 23.50 mins) Can you work as a counsellor if you have clinical depression yourself? First of all, bear in mind that you are by no means alone: The Guardian (29 June 2017) reports that 64.7 million prescriptions were issued for antidepressants in 2016; this was an all-time high, up 3.7m on the previous year. There are no doubt many good counsellors who do take this medication on a regular basis. If you are struggling with depression, it's really important that you speak to your counselling tutor. They can help you decide whether it's OK to carry on in placement or whether you need to take a break for some self-care and perhaps personal counselling. It is vital to be honest with yourself too, using your self-awareness to work out whether you are able to be available fo...

068 – Expressive Therapies – Reviews in Counselling – Working with Goals Feb 10, 2018

068 - Expressive Therapies - Reviews in Counselling - Working with Goals In episode 68 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the strengths and hazards of expressive therapy, before 'Practice Matters' examines reviews in counselling. Then, the presenters discuss goal-setting with clients. Expressive Therapies (starts at 2.05 mins) Expressive therapies include the use of art, drama and music in counselling. They were originally developed by Natalie Rogers, the daughter of Carl Rogers. He described her as 'ploughing new ground' in this respect. Expressive therapies are often used on residentials for student counsellors; one exercise that Rory and Ken have used in this context is painting masks to show the (outer) face that you show the world and the (inner) face that you see yourself. Expressive therapies can be very powerfully emotional, showing clients - very suddenly and strikingly - important things about themselves. As this can feel overwhelming to the client, it is important to prepare them for this level of revelation and impact. Another possible hazard is that some clients might find it hard to get involved if they believe they are not at all artistic. The activity can bring back difficult memories of childhood and school. It is important to reassure clients that it's not about producing an amazing work of art, but rather about creating something that has meaning to them. It's also important not to force clients to engage in expressive work, but to build trust and the therapeutic relationship before offering them this possibility in an open way, so they can refuse if they so wish. Expressive therapies are particularly useful when working with children, who may find it harder than adults to express in words what they are feeling and thinking. In this context, the products of the creative activity can also be used (with the permission of the young person) to show parents, so giving them insight into their child. It is vital to be qualified and to have undertaken continuing professional development in how to use expressive therapies safely before attempting to do so with clients. Free Handout Download Reviewing Progress Click Here to Download Free Handout Reviews in Counselling (starts at 13.11 mins) Some counsellors favour doing regular reviews with clients (usually every six sessions), while some who practise the classical person-centred approach feel that this risks coming from the therapist's - rather than the client's - frame of reference. Reviews are commonly used in both transactional analysis and cognitive behavioural therapy (CBT), and in healthcare settings. A review aims to find out how therapy has affected the client, and in particular what has changed as a result. It can also help inform how the client would like future sessions to be used. It can be particularly useful when the number of sessions is limited, though it is important not to make too much of the number remaining, as this could pressurise the client. Sometimes, measurement tools (such as CORE forms) are used to give a quantitative score reflecting how the client is feeling. Rory offers a number of tips on reviewing in counselling: Do mention to the client when contracting that you plan to do reviews, and check how they feel about this. Make it clear to the client that you will not be reviewing their 'performance' - in other words, it's just to see where they feel they're at, not measuring how well they have done. Explain that the review also offers them the chance to ask for what they want from future sessions. Ideally, give at least one session's notice of a review, so that the client isn't caught unawares. If, when the planned day for the review comes, the client has something urgent they want to talk about instead, let them do so and save the review for the next time. Make sure you listen openly to how the client feels they've changed: what seems like a tiny change to you ma...

067 – Difference and Diversity in Counselling Feb 03, 2018

067 - Difference and Diversity in Counselling - Recognising Own Transference - Writing a Reflective Journal for Submission In episode 67 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about difference and diversity in counselling. 'Practice Matters' focuses on how you, as counsellor, can recognise when you are experiencing transference relating to a client. Finally, the presenters discuss writing a reflective journal when this needs to be submitted to your tutor. Difference and Diversity in Counselling (starts at 2.04 mins) Differences between people can be hidden or visible. Examples of areas of difference and diversity include gender, faith position, ethnic origin, sexuality and disability. In counselling, the key thing is not to make assumptions about the client either based on just parts of their lives or because you are applying your own frame of reference. We need to see people as their whole selves - i.e. as fellow human beings - not as either stereotypes or as constructions based on our own views. Our frame of reference is inevitably influenced by many factors, e.g. our culture, upbringing, family set-up, political stance, personal values and educational background. Counselling training helps us become more self-aware so that we don't unknowingly project our views onto clients. Recognising Own Transference (starts at 9.53 mins) Rory opens 'Practice Matters' by describing the example of a counselling student who is feeling frightened of a client, even though the latter has done nothing to bring about this feeling. After talking this through at length with Rory, the student suddenly realises that the scent that the client is wearing is the same as one worn in the past by an abusive partner. Transference happens when someone reminds us of a person from the past, and we transfer emotions relating to the past relationship onto the current relationship. Because it is often a subconscious process, it can be hard to spot. Your supervisor is a key ally in identifying transference. Rory gives some clues as to when transference may be causing problems in the therapeutic relationship: It is hard to focus on your client: you feel distracted during the session. You are unable to get into the client's frame of reference. You experience feelings that don't relate to the client's themes and emotions. You dislike - or over-like - the client for no clear reason. The client is in your thoughts between sessions for no clear reason. You feel an urgency to help the client more than you do for other clients. You want to refer the client for no clear reason. You can download Rory's handout on this topic here, or it is also available in the Counselling Study Resource (CSR). Free Handout Download How to Recognise Your Own Transference Click Here to Download Free Handout Writing a Reflective Journal for Submission (starts at 19.57 mins) Students on counselling courses are often expected to keep a reflective journal - this is important in mapping your personal-development journey. Often, these are just for your own eyes - but what if your course requires that you submit your journal? In this case, it is important to check the criteria, so you can ensure that your meet these (you might find it helpful to watch Rory's CSR lecture on how to crack criteria). Once you understand these, do consider how much you wish to reveal in your journal. While it is good to challenge yourself and not always just to stick with what is completely comfortable, it is important that you don't expose yourself more than feels right for you. Similarly, it may be best to think about what you are sharing about your peers, asking yourself whether material is truly yours to share. After all, counselling training is about learning how to behave professionally towards clients. A good counsellor would neither force a client to reveal more than they wished, or reveal confidential things about other people.

066 – Is All Counselling Person-Centred? – Boundaries in Counselling – When Clients Change the Topic Jan 27, 2018

066 - Is All Counselling, Person-Centred? - Boundaries in Counselling - When Clients Change the Topic In episode 66 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes ask whether all counselling modalities are based on the person-centred approach. 'Practice Matters' then looks at boundaries in counselling. Last, the presenters discuss possible reasons for clients changing the topic in the counselling room. Is All Counselling Person-Centred? (starts at 1.54 mins) Is it fair to say that all counselling, whatever the modality, is based on the person-centred approach? It's certainly true that the core conditions of empathy, congruence and unconditional positive regard form the basis for most modern therapeutic encounters. Sometimes, these conditions are known by different names - for example, transactional analysis refers to 'empathic attunement'. There is wide agreement that the therapeutic relationship is always key, and that the core conditions are universal ingredients of this. The idea of the 'relational turn' in counselling and psychotherapy is developed in Transactional Analysis: A Relational Perspective by Helena Hargaden and Charlotte Sills (Routledge, 2002). Rory and Ken refer to the dodo bird verdict, named after the Alice in Wonderland story in which various characters get wet and the dodo encourages them to run around the lake until they are dry. Nobody measures how far each person runs or for how long. When asked who had won, the dodo replies: 'Everybody has won and all must have prizes.' Applied to counselling, the dodo bird verdict suggests that more than 500 different modalities are effective, so long as the therapist has skill and empathy, there is close rapport between the therapist and patient, and there are common therapeutic goals. The concept of the dodo bird verdict was introduced by psychologist Saul Rosenzweig in 1936. However, in person-centred therapy, there are also an additional three 'hidden' conditions, and the full set of six conditions is considered not only necessary but also sufficient for therapeutic personality change. Other modalities, meanwhile, have their own theories and techniques to supplement the core conditions. Boundaries in Counselling (starts at 12.36 mins) The Ethical Framework for the Counselling Professions, published in 2015 by the British Association for Counselling & Psychotherapy, requires us to work in line with six core principles: trustworthiness, autonomy, beneficence, non-maleficence, justice and self-respect. Rory discusses common types of boundary issues in the counselling context, including: rescuing - e.g. using sympathy rather than empathy, and assuring the client that everything will be OK time management - e.g. cancellation of sessions by the client, or regular lateness transference - i.e. the client reminds us of someone from our past, and this affects our boundaries. You can download Rory's handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Boundaries in Counselling Click Here to Download Free Handout When Clients Change the Topic (starts at 19.37 mins) For what reasons might a client change the topic? This happens in counselling more than you might think. Ken and Rory discuss various possible reasons, such as: the client not being ready to talk about the issue (perhaps if trust is not yet fully established in the therapeutic relationship) it being hurtful or painful for the client to talk about an issue, and so they choose instead to escape to a place of comfort and safety. In person-centred therapy, we don't lead the client towards something they are reticent to discuss, but we follow them if they wish to go there themselves. We may, however, comment on their process if they are changing the topic, respectfully challenging this. For example, you could say: 'I notice that every time I ment...

065 – Decoding Criteria – Making Referrals – Using Timelines in Counselling Jan 20, 2018

065 - Decoding Criteria - Making Referrals - Using Timelines in Counselling In episode 65 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explain how to decode the academic language of criteria. Following on - in 'Practice Matters' - Rory advises on making referrals. Finally, the presenters discuss how to use timelines in counselling. Decoding Criteria (starts at 1.41 mins) Criteria - the requirements that counselling students have to fulfil in order to pass their qualification - can be really slippery. They are often couched in academic language that bear little resemblance to the everyday language we are used to. It is helpful to start by looking carefully at the main verb in the instruction, for example 'explore', 'compare', 'describe', 'analyse' or 'evaluate'. Ken and Rory dissect an example criterion, explaining what it means in plain English. When addressing criteria, it is important to stick to the question and not to prevaricate: you will not get any credit for material that doesn't answer the question, however good this might be. Rory has done a lecture on how to decode academic language; this is available in the Counselling Study Resource (CSR). Making Referrals (starts at 13.18 mins) The Ethical Framework for the Counselling Professions, published in 2015 by the British Association for Counselling & Psychotherapy, requires us to work within our competence (in terms of both qualifications and clinical experience). This may require us to refer clients. In Counselling Skills for Managers (PHI Learning, 2007), Singh gives five situations where the counsellor would need to refer: when the client's presenting issues lie outside your proficiency (e.g. psychosis or adoption - the latter was covered in Podcast 58) when the counsellor and client do not gel for some reason, e.g. personality clash or transference when the client's issues turn out to relate to someone whom the counsellor knows when the client is not ready to disclose their issues (e.g. they may need a different type of help from another agency first) when the client has done as much therapeutic work as they wish for now but is hesitant to finish (e.g. the sessions may be becoming more like cosy chats than counselling). Rory goes on to offer some good-practice tips on making referrals: If you work at an agency, ask the staff where they would usually refer and make a list of the possible places, so you have a list ready. Always talk to your supervisor before referring a client. Before making a referral, always check that the client would like to be referred, and decide together who to refer to and the best timescale for this. Record what you have agreed and done in the client's notes. Remember that making a referral is not a sign of weakness or incompetence on your part; it is a natural and important part of professional practice. You can download Rory's handout on this topic here, and it is also available on Counselling Study Resource (CSR). Free Handout Download Making a Referral Click Here to Download Free Handout Using Timelines in Counselling (starts at 23.46 mins) Timelines can be a useful tool in counselling when a client has experienced a number of significant events, and when they have a visual learning style. They are particularly useful when dealing with grief and with attachment issues. If you are a person-centred counsellor, it is important not to impose this technique on them but instead to suggest it, inviting them to try it if they would like to and feel it would be useful. It would be best to suggest this once you have established the therapeutic relationship rather than to spring it on a new client. Using timelines can be both affirming and informing. As the exercise might give rise to overwhelming emotions, it is safest to do with the client rather than suggesting to them that they do so between sessions. Your presence will support them in exploring any strong feelings that may emerge.

064 – Language Use by Clients – Assessing Clients – Person-Centred Interventions Jan 13, 2018

064 - Language Use by Clients - Assessing Clients - Person-Centred Interventions In episode 64 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss what to do when a client uses language that you might be uncomfortable with or not understand. Next, in a brand-new slot - 'Practice Matters' - Rory offers guidance on assessing clients. Last but not least, the presenters discuss person-centred interventions. Language Use by Clients (starts at 3.35 mins) Suppose a client uses the phrase 'That's gay' to describe something in a disparaging way: should you challenge them on this usage? Rory believes that our job as counsellors is not to be agents of social change, policing clients' use of language. It is possible that the client may be testing the counsellor, or even that the usage may link to what is going on for the client. Another possibility is simply that the language is part of the client's vernacular, and that they don't realise that it may cause offence. What matters is the intent behind the words. If we are unsure what a client means by a certain word or phrase, it is best to clarify this with them. In this example, we could say, 'When you say, "That's gay," I wonder what you mean by that.' Exploring their language use in this way can help us find out where they are in their development and in acceptance of self. Another example if a possible ambiguity might be a client describing something as 'sick' (which, in the UK, traditionally means unwell, but can also be used - especially by young people - in a positive sense, to mean that something is really good. Assessing Clients (starts at 11.41 mins) Although client assessment may seem not to be a natural part of person-centred counselling, in fact it has always been part of this modality, even in Carl Rogers' day. For example, Gloria - with whom Rogers carried out a famous filmed session - was handpicked for this. Why is it important to assess clients? Rory talks through a number of different areas that it is important to cover in assessment in order to prepare properly for the start of therapy. These include the client's needs for and expectations of therapy, support requirements (e.g. for interpreters, disabled access, hearing loops and preference regarding therapist gender) and working style. Sometimes, what you can offer may not be right for the client (in which case, a referral may be needed) - or not right for the client at this time (e.g. if they have other practical issues, such as financial problems, that they need help with from another agency first). Should you read a client's referral information before you see them for the first session? Rory used to choose not to do this, believing that this would help him hear the client without a filter - but now he thinks it is better to do so. One particular advantage of reading the referral in advance is that it avoids a client who has been affected by abuse, neglect or trauma from going over it all again if they would prefer not to. Finally, Rory asks: should students do assessments? In agencies where students are working, there will usually be a qualified, experienced counsellor who assesses new clients and then allocates them to an appropriate therapist. But it is still a good idea to do your own 'soft' assessment at your first session with a new client, partly as it may have been some time since their initial assessment, and partly as it sets a good habit for when you are qualified and perhaps working in private practice. You can download Rory's handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Why Do a Counselling Assessment Click Here to Download Free Handout Person-Centred Interventions (starts at 27.33 mins) Does person-centred counselling use interventions? Rory explains that this modality has changed over the years, so that Rogers' session with Gloria is not representative of...

063 – Patterns of Relating – Cyber Trauma – When Your Moral Compass Shifts Dec 23, 2017

063 - Patterns of Relating - Cyber Trauma - When Your Moral Compass Shifts In episode 63 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer guidance on the meaning of the term 'patterns of relating'. 'Theory with Rory' looks at the new area of cyber trauma. Finally, the presenters discuss the life-changing nature of counselling training, which often brings about large shifts in students' moral compasses. Patterns of Relating (starts at 4.15 mins) What does the term 'patterns of relating' mean? It refers to how historically clients relate to themselves and others. Encompassing ideas such as transference and countertransference (originally from psychoanalysis), and conditions of worth and introjected values (from the person-centred approach), patterns of relating link strongly to attachment theory, as originally developed by John Bowlby. Children's early caregivers have a major impact on how they relate to other people in adulthood. Ken and Rory advise not to underestimate the impact of our own attachment style in the counselling room. It is important too to remember that we filter everything we experience through our own self-concept, leading to possible misconceptions and miscommunication. It is vital always to check back our understanding of what clients have said with them - for example, through paraphrasing or summarising. Cyber Trauma (starts at 11.50 mins) The term 'cyber trauma' was originally coined by psychotherapist Catherine Knibbs. Cyber trauma is a theoretical framework that covers trauma that occurs through, with or from the medium of the online world. It can be immediate, delayed or retrospective - and it is both an event and a process. The advent of the digital world means that information spreads very fast. For example, it is very easy to lose ownership of your own material. Not knowing who 'stole' your information, and the lack of control over it, makes cyber trauma particularly distressing. You can download a handout on this topic here, or it is also available in the Counselling Study Resource (CSR). Free Handout Download Cyber Trauma Click Here to Download Free Handout When Your Moral Compass Shifts (starts at 19.45 mins) Counselling training really can be - and often is - life-changing, as the personal development that forms such an important part of it makes us re-assess our moral compass. It can become difficult to accept family and friends as we did before. You may find that other people whose company you previously enjoyed now seem unacceptably judgemental. Ken and Rory offer the following tips: Ask yourself: am I being judgemental too? Sometimes, this is a natural stage in counselling training, which may settle as you gain more experience. It is natural though to make changes during and after counselling training, with many students choosing to spend their time and energy differently from before. If you are struggling to accept friends and relatives who are speaking judgementally, ask yourself: 'Where is their fear?' Often, prejudices are based on fear, insecurity, and a lack of knowledge. Remember that the feelings you are having are evidence of your personal development, which is a wonderful thing, but can also be disconcerting and even painful. Speaking up against judgments - and becoming and working as a counsellor - take courage. To conclude, Rory quotes Maya Angelou: 'Without courage, we cannot practise any other virtue with consistency.' And Rory adds the words of Mahatma Gandhi: 'Be the change that you wish to see in the world.' Links and Resources Counselling Tutor Facebook group Counselling Tutor website Counselling Study Resource Basic Counselling Skills: A Student Guide

062 – First Contact with Clients – Philosophy of Martin Buber – Challenging Our Own Prejudice Dec 16, 2017

062 - First Contact with Clients - Philosophy of Martin Buber - Challenging Our Own Prejudice In episode 62 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes offer tips on how to make the first contact with a new client. 'Theory with Rory' summarises Martin Buber's concept of 'I-Thou' versus 'I-It'. Last, the presenters discuss the difficulties of seeing our own areas of prejudice. First Contact with Clients (starts at 2.32 mins) What do you say in the very first telephone contact with a new client? While some agencies have staff who will do this for you, other agencies require counsellors to contact clients themselves after initial assessment to arrange the first appointment. Ken and Rory offer some useful tips on this: Remember that the client will have been expecting your phone call. Try to choose a quiet place to make the call. Use an agency phone rather than your own, unless you can be sure you can stop your number from showing. Check that the assessment/referral notes to see whether the client has stated which times/days are best for them to receive a phone call. Start off by giving your name and role, and checking with the client that it is a convenient time to speak. You have not yet contracted with the client, and this is a transactional conversation rather than a counselling session, so try not to let the client open up too much about their difficulties at this stage. You could say something like: 'I hear that you're carrying a lot; maybe we could talk about this in the session.' Explain to the client that the number you have called from is not monitored all the time, so that they know it is not a suitable port of call in a crisis. Philosophy of Martin Buber (starts at 14.40 mins) Martin Buber was an anthropological philosopher who was born in Vienna in 1878. His idea about the difference between I-Thou and I-It relationships relate to the difference between the medical and social models of mental health. Buber strongly influenced Carl Rogers, who was concerned with building and sustaining meaningful relationships in therapy. Buber's book Ich und Du (since translated into English as I and Thou) was first published in 1923. In an I-It relationship, one human is the passive recipient of the other's influence or control (for example, a patient receiving a traditional medical diagnosis). In an I-Thou relationship, meanwhile, the communication is truly human-to-human and equality-based (e.g. when a counsellor establishes a meaningful connection with a client). You can download a handout on this topic here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). The difference between the medical and social models will be explored in depth in a CSR lecture by Rory on 17 December 2017. Free Handout Download Martin Buber's I and Thou Click Here to Download Free Handout Challenging Our Own Prejudice (starts at 17.50 mins) How can we identify and challenge our own personal prejudices? Every human has prejudices and if we believe we don't, it's because they may be invisible to us. Indeed, true prejudice is the one we do not see, acting out of a set of beliefs we hold as the truth but that in fact marginalise or downplay someone else. Personal development is key here, perhaps supported by personal counselling. Clinical supervision is also invaluable in spotting prejudice in relationships with clients. Links and Resources

061 – Ethical Dilemmas versus Ethical Conflicts – Rackets and Stamps in Transactional Analysis – Id, Ego and Superego Dec 09, 2017

061 - Ethical Dilemmas versus Ethical Conflicts - Rackets and Stamps in Transactional Analysis - Id, Ego and Superego In episode 61 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explain the difference between ethical dilemmas and ethical conflicts, and how you can deal with these. 'Theory with Rory' looks at rackets and stamps, part of transactional analysis (TA) theory. Finally, the presenters illustrate the id, ego and superego (part of psychodynamic theory). Ethical Dilemmas versus Ethical Conflicts (starts at 2.40 mins) What is the difference between an ethical dilemma and an ethical conflict? Rory explains that an ethical conflict occurs when two things 'bump into each other and you know it'. For example, an ethical conflict would exist if you offered to counsel a colleague or your partner, because there would be a dual relationship, which the Ethical Framework for the Counselling Professions of the British Association for Counselling and Psychotherapy (BACP) cautions against: 'We will establish and maintain appropriate professional and personal boundaries in our relationships with clients by ensuring that … any dual or multiple relationships will be avoided where the risks of harm to the client outweigh any benefits to the client' (BACP, 2015: 8). Ken gives another example of an ethical conflict: when your agency's operating procedures conflict with those advocated in the BACP's Ethical Framework. Some drugs and alcohol agencies, for example, require counsellors to tell them if a client is using substances - in other words, they have different rules on limits to confidentiality. Ethical conflicts can often be resolved by careful contracting, if you explain accurately and openly what is on offer and the client accepts that. If you, as a counsellor, feel unhappy with an agency's operating procedures, don't be afraid to try to get these changed or to decide you can't work for that agency. Rory describes how some of his students raised their concerns with their agency (about the contract) and got this changed; the agency was delighted to have engaged and proactive counsellors on-board. Ethical dilemmas, meanwhile, require you to think through a difficult situation where the answer is not clear-cut. In other words, you need to make a 'judgement call'. Two examples of ethical dilemmas might be: A client arrives at an appointment, having driven there. You can see they are under the influence of alcohol. Do you report them to the police? Your agency asks you to counsel a client in a room that is clearly not soundproof. Do you go ahead? The most important thing when faced with an ethical dilemma is to think it through carefully: you need to make sure that whatever decision you make is defensible. Ultimately, it is about courage and candour. It can help to phone the ethics department of the BACP; another useful resource is Tim Bond's ethical problem-solving matrix. You can download this here, or it is also available in the Handouts Vault and Counselling Study Resource (CSR). Free Handout Download Racket Feelings and Stamp Collecting - Key TA Theory Click Here to Download Free Handout Rackets and Stamps in TA (starts at 13.32) You may know someone who is prone to suddenly 'blowing up': becoming angry at something that seems to you nothing, or very trivial. This can be confusing or frightening for those on the receiving end, or those around the angry person. TA has a theory that may explain what is happening here. In TA, a racket occurs when a child replaces an authentic feeling with one that's more socially acceptable to their parents. This becomes part of the child's life script and they no longer feel the authentic emotion. People who hide or restrict their real feelings tend to keep these as bad memories - and accumulate them as you might stamps on a supermarket loyalty card. Then, every so often they 'cash in' these stamps by having an angry outburst.

060 – Self-Care for Counsellors – Piaget’s Theory of Cognitive Development – Comparing and Contrasting Humanistic Models Dec 02, 2017

060 - Self-Care for Counsellors - Piaget's Theory of Cognitive Development - Comparing and Contrasting Humanistic Models In episode 60 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss how to look after yourself as a counsellor, especially when you are experiencing difficult events in your own life. 'Theory with Rory' presents the work of Jean Piaget. Last, the presenters explain how to compare and contrast humanistic models of counselling. Self-Care for Counsellors (starts at 2.25 mins) What do you do to cope as a counselling student when, say, you have recently experienced a close family bereavement? It is already hard to juggle studying, working and family responsibilities. When a major event in your personal life comes along too, it's more important than ever time to ensure you are taking proper care of yourself. Ken uses the analogy of the oxygen mask on an aeroplane: you must fit your own before you are in a fit state to look after others. It is so important to be willing to speak about your personal experiences - doing so is a sign of strength, not weakness. For example, you may wish to share your feelings with a good friend, peers on your course and/or your personal counsellor. If you are in practice, it is vital too to tell your supervisor. Although you may be reluctant to take a break from counselling and/or your studies for fear of getting behind, sometimes recognising your own need to rest and taking action on this can actually help you be more effective and efficient in the long term. Piaget's Theory of Cognitive Development (starts at 11.15) Rory describes the theory of cognitive development developed by Jean Piaget, a Swiss psychologist with an early interest in zoology. He observed his own children's development as a way of informing his work on how the human brain works, and how this influences what we can do. The Ethical Framework for the Counselling Professions of the British Association for Counselling & Psychotherapy (2015: 8) states: 'Careful consideration will be given to working with children and young people that … demonstrates knowledge and skills about ways of working that are appropriate to the young person's maturity and understanding.' It is therefore really important for counsellors and psychotherapists who will be working with children and young people to have a sound understanding of the developmental stages of the human brain. Rory goes through the key developmental stages of a baby/child, explaining typical abilities at each stage and how we can understand these through the lens of brain development. He has prepared a detailed handout describing these stages, which you can download here; this is also available in the Handouts Vault and Counselling Study Resource (CSR). The CSR also includes a lecture on working with bereaved children; Rory has made available one slide from this here, with a challenge for podcast listeners - which of Piaget's developmental stages do you think is described in this slide? Do visit the Counselling Tutor Facebook group to let us know what you reckon! Free Handout Download Piaget's Stages of Cognitive Development Click Here to Download Free Handout Comparing and Contrasting Humanistic Models (starts at 28.00 mins) 'Compare and contrast' is a regular instruction in counselling assignments, but what does it actually mean? Above all, don't overcomplicate it: it is simply asking you to describe the similarities ('compare') and differences ('contrast') between two or more things. When the things that you must compare and contrast are 'humanistic models', however, this can seem confusing. While some people erroneously believe that the person-centred approach is synonymous with a humanistic approach, in fact various other modalities are today humanistic too. For example, modern-day (relational) transactional analysis (TA) and cognitive behavioural therapy (CBT) are also humanistic,

059 – When Your Personal Beliefs Differ from the Client’s – Eugene Gendlin’s Focusing – Hitting Awarding-Body Criteria Nov 25, 2017

059 - When Your Personal Beliefs Differ from the Client's - Eugene Gendlin's Focusing - Hitting Awarding-Body Criteria In episode 59 of the Counselling Tutor Podcast, Ken and Rory discuss how to offer unconditional positive regard (UPR) when your client has very different personal beliefs from your own. 'Theory with Rory' looks at the work of Eugene Gendlin, who developed the approach of focusing. Finally, the presenters offer encouragement on meeting the criteria of awarding bodies for counselling qualifications. When Your Personal Beliefs Differ from the Client's (starts at 3.37 mins) What do you do when your personal beliefs, values and experiences are at odds with your client's? Counselling training shows us that what we considered to be 'truths' are in fact all our own views of the world - that is, seen through our own frame of reference. It can sometimes be a struggle to offer a client UPR. Ken and Rory make the following suggestions: Ask yourself while you are training: what would I struggle to work with? Reflecting on this and exploring the reasons behind our difficulties with certain clients/issues can provide great personal development as well as making us better counsellors. If you really feel unable to offer a particular client UPR, it is ethical and respectful to refer them to another therapist who can provide this. Remember that UPR doesn't mean approving of everything the client has done or said: this idea is sometimes known as 'separating the sin from the sinner'. In other words, we don't judge the underlying person for their action. Ken reminds us of Carl Rogers' analogy (in A Way of Being, 1980: 22): 'People are just as wonderful as sunsets if I can let them be.' In other words, we just enjoy sunsets; we don't think about how they might be a bit better if they had more - or less - of a different colour. Just as with sunsets, we need to let people be their real, natural selves. Eugene Gendlin's Focusing (starts at 11.33) Having provided a short biography of Eugene Gendlin, who studied under - and then became an associate and colleague of - Carl Rogers, Rory explains focusing. This is an avenue of person-centred counselling, to which a chapter is dedicated in The Tribes of the Person-Centred Nation (edited by Pete Sanders, 2012). Focusing would a good approach to cover if you were writing an assignment about developments in person-centred counselling. Gendlin drew on the work of French philosopher Merleau-Ponty, who believed that phenomenology was based on a felt, visceral sense. Gestalt therapy draws on this same idea. In focusing, the therapist helps the client gain awareness of self in a bodily sense, directing the client to their felt sense as a way of identifying and understanding edge-of-awareness feelings. This approach is therefore more directive than traditional person-centred therapy. It also uses techniques, for example disidentification (looking at how clients separate themselves from their feelings). You can download a free handout written by Rory on focusing; this is also available in Counselling Study Resource (CSR). Free Handout Download Eugene Gendlin's Focusing Therapy Click Here to Download Free Handout How to Hit Awarding-Body Criteria (starts at 23.02 mins) While counselling training is an amazing and enlightening experience in terms of personal development and skills acquisition, many students experience the requirement to attend to criteria, evidencing their ability to meet these, as tedious. It can feel like being asked to jump through hoops, and may seem far removed from the real nature of counselling as a one-to-one interpersonal relationship. Do remember that you are not alone in feeling this way, and that there are resources out there to help you. For example, one of the key skills in hitting criteria is accuracy: doing exactly as you are asked when instructed to, say, list, explain, define, analyse or evaluate.

058 – Law on Adoption Counselling – Brain Plasticity – Does Therapist Gender Matter? Nov 18, 2017

058 - Law on Adoption Counselling - Brain Plasticity - Does Therapist Gender Matter? In episode 58 of the Counselling Tutor Podcast, Ken and Rory explain the law on counselling adopted people on adoption issues. 'Theory with Rory' looks at the cutting-edge field of brain plasticity. To finish this episode, the presenters discuss whether and how the gender of the therapist affects counselling. Law on Adoption Counselling (starts at 1.30 mins) In the UK, the law changed in December 2010 to mean that only counsellors registered with an adoption support agency are allowed to work with adopted clients who wish to work specifically on adoption issues. It is legal to work with an adopted client who wants to process other issues, but if you are in doubt, do always consult your supervisor. If you are writing an assignment on making outward referrals, a good example to quote might be that of an adopted client wishing to explore adoption issues. This would be a great way to demonstrate your knowledge and ethical approach to practice. The British Association for Counselling & Psychotherapy (BACP) has produced guidance sheets on this issue; as the situation varies between the different countries of the UK, there are three separate sheets: Counselling and Psychotherapy in the Context of Adoption Law in England (BACP, 2015) Counselling and Psychotherapy in the Context of Adoption Law in Northern Ireland and Wales (BACP, 2016) Counselling and Psychotherapy in the Context of Adoption Law in Scotland (BACP, 2016). Brain Plasticity (starts at 9.35) Have you learned a new skill this week? If so, then your brain has demonstrated neuroplasticity - that is, its ability to rewire itself. This is demonstrated too by people who regain skills lost through having a stroke. Key names in this field are Americans Stephen Porges and Bessel van der Kolk, researchers investigating how the human brain responds to trauma. The UK also has its own researcher in this field: Catherine Knibbs, who is working on cybertrauma (recurrent trauma triggered by internet images and by online grooming and abuse). It is valuable for clients who have been traumatised to understand how they can help rewire their own brains, giving them hope and supporting them to move forward in their lives. Rory believes that having an understanding of how the human brain works is vital in providing high-quality counselling and psychotherapy: offering psychological education to clients is a growing service in the profession. Rory believes that this should be part of counselling training. Rory gives an example of how explaining to clients the natural way for a human brain to react in a traumatic situation can help them deal with the shame that may result from not having run away from an abuser - that is, from freezing rather than fighting back. Such clients can experience a huge sense of relief when they realise that their reactions resulted from the normal wiring of the human brain. You can download a free handout written by Rory on brain plasticity; this is also available in the Handouts Vault and Counselling Study Resource. Free Handout Download Neuroplasticity Click Here to Download Free Handout Does Therapist Gender Matter? (starts at 16.00 mins) Does your gender influence how you are perceived in the counselling room? This topic clearly links closely to equality and diversity. Ken and Rory discuss how men and women are treated differently in society more broadly, and debate to what extent this hold true in the therapy room. In particular, might gender cease to become noticeable once relational depth has been achieved between therapist and client? Traditionally, women's contribution to counselling theory and the development of the profession has been less visible than men's - for example, Laura Perls' significant work in founding gestalt therapy was largely unrecognised at the time, being publicised under the name of her husband, Fritz Perls.

057 – Explicit versus Implicit – Existentialism – Science behind Person-Centred Counselling Nov 11, 2017

057 - Explicit versus Implicit - Existentialism - Science behind Person-Centred Counselling In episode 57 of the Counselling Tutor Podcast, Ken and Rory talk about the difference between 'explicit' and 'implicit'. 'Theory with Rory' discusses existentialism. Last, the presenters explain the science behind person-centred counselling. Explicit versus Implicit (starts at 1.21 mins) The awarding body CPCAB asks students to differentiate between 'implicit' and 'explicit' in the world of counselling. Rory explains that these terms relate to the difference between using counselling skills (e.g. for support workers, nurses, police officers and hairdressers, who may do level 2/3 training in counselling skills to facilitate their main work) and actual counselling. Using counselling skills involves using active listening to support other work, but not looking to go deeper or to dig into any emotions (which would be unethical given the context and likely time constraints). While using counselling skills focuses on the content brought by clients or service users, actual counselling looks at their process - 'the music behind the words'. For example, a counsellor might comment on mismatches between the client's words and body language, so identifying possible incongruence. Existentialism (starts at 8.46) Philosophers from long ago - such as Plato and Socrates - believed that essence precedes existence: in other words, they thought that humans were put in the world with a specific purpose. As time went on, religion took on this role of seeking to explain the purpose of life. However, following the Second World War, intellectual thinking shifted as a result of the horrors of the concentration camps and Holocaust. In particular, Jean-Paul Sartre turned the original argument on its head, asserting that existence preceded essence: we arrive in the world with no set purpose and must make our own. Humans are thus free - and we are responsible for ourselves. Existentialists believe that it is this need to find our own meaning that causes anxiety. Counsellors and psychotherapists work with clients' attempts to find meaning in their experiences, for example in loss and in other difficult times. Carl Rogers, in his work developing person-centred counselling, was influenced by theist existentialist Søren Kierkegaard and his teleological ideas. Existentialism has also informed transactional analysis, in the form of existential life positions. Free Handout Download 5 Ideas in Existential Counselling Click Here to Download Free Handout Science behind Person-Centred Counselling (starts at 16.10 mins) What is the science behind person-centred counselling? How can the use of counselling skills and the six necessary and sufficient conditions help people? Ken and Rory explain the basics of person-centred theory, developed by Carl Rogers following many 'interviews' (as he called them) between his students and clients. While there is a substantial body of person-centred theory, it is more metaphysical than some other branches of psychotherapy (e.g. cognitive-behavioural and psychodynamic modalities). It is not an exact science, and is more about being than about doing. Trusting the process is key. This can be difficult in the early stages of your placement as a student counsellor, but doing so really can bring amazing results, as Ken and Rory recount from their own experience. Links and Resources

056 – Spotting Subtle Themes in Counselling – Experiments in Gestalt Therapy – Skills in Existential Therapy Nov 04, 2017

056 - Spotting Subtle Themes in Counselling - Experiments in Gestalt Therapy - Skills in Existential Therapy In episode 56 of the Counselling Tutor Podcast, Ken and Rory talk about how to spot subtle themes in counselling. 'Theory with Rory' discusses experiments in gestalt therapy. Finally, the presenters talk about useful skills in existential therapy. Spotting Subtle Themes in Counselling (starts at 1.46 mins) It is relatively easy to spot some themes in counselling (content: the actual story that the client brings) but how do we spot the more subtle ones (i.e. the client's process)? Carl Rogers referred to this as 'listening to the music behind the words'. Rory sees content and process as being like a two-lane road, with story and emotion running parallel; the client may open a door into their emotions now and again, giving the counsellor the opportunity to enter this level of their experiencing. Ken and Rory have two key suggestions here: Try to look at the body language of the client, and whether there are any mismatches between this and their words. For example, a client may say that something is good yet look or sound sad while they do so. You could then point out this inconsistency. Just let the client speak, allowing them to take the lead in where they go. Just being there with the client - in their frame of reference - will allow the client to spot their own subtle themes naturally. It may be harder to spot subtle themes in triad work in class, especially at the earlier stages of counselling training, as peers may be more guarded and show less emotion than do real-life clients. Experiments in Gestalt Therapy (starts at 8.40) Experiments are a key feature of gestalt therapy, encouraging clients to look at things in a different way. Rory describes a number of such experiments, for example: writing letters - to people with whom the client has 'unfinished business'; the letter can then be sent, destroyed or kept staying with the feeling - encouraging clients to focus on their feeling and explore it fully taking responsibility - rather than blaming others for how the client feels playing projection - often used in a group context, allowing one participant to experiment with behaving in ways they don't like in another group member exaggerating - purposely exaggerating subtle, non-verbal behaviour in order to better understand its meaning using the empty-chair technique - allowing the client to communicate with their perception of someone they are having difficulties with, or part of themselves (in topdog versus underdog work) examining dreams - including the client acting as the director and putting themselves into different roles within the dream, which is seen as a subconscious sign of what is going on for the client. Rory has written a handout on these different experiments in gestalt therapy; this is free to download here, and also available through our Handouts Vault. He has given a lecture on an introduction to gestalt therapy in the Counselling Study Resource. Free Handout Download Experiments in Gestalt Therapy Click Here to Download Free Handout Skills in Existential Therapy (starts at 15.20 mins) What skills aid practice for existential therapy? It is important first to understand what existential therapy is. Rory will soon be delivering a live lecture on this. Existentialism is based on the idea that our lives as humans are finite: we are all going to die and must make sense of life's meaning to us. Key books in this modality include: psychiatrist Viktor Frankl's Man's Search for Meaning, which was written following his experience in a Nazi concentration camp; Frankl went on to develop logotherapy Irvin Yalom's Staring at the Sun, which looks at how people approach the end of life. Another book of Yalom's is Love's Executioner, which illustrates how existential therapists work with clients. Other key names in this modality are Rollo May and Mick Cooper.

055 – Gender Equality in Counselling – Seven-Eyed Model of Supervision – Race and Culture in Counselling Oct 28, 2017

055 - Gender Equality in Counselling - Seven-Eyed Model of Supervision - Race and Culture in Counselling In episode 55 of the Counselling Tutor Podcast, Ken and Rory discuss gender equality in counselling. 'Theory with Rory' examines Robin Shohet and Peter Hawkins' seven-eyed model of supervision. The podcast ends with a debate on race and culture in counselling. Gender Equality in Counselling (starts at 2.27 mins) How would you deal with a client whose cultural expectations gave her less autonomy than in your own culture? Rory notes that while we can't change the world, we can model who we are ourselves, and that clients may choose to change who they are. However, we are all heavily influenced by our heritage, the influences of which can be external to ourselves. It is all too easy to inadvertently bring our own biases into the counselling room: personal development (to build self-awareness, including through personal counselling) and supervision are key here to safeguarding against this. Whatever their culture, some people realise during counselling training that they have less autonomy than they once thought, and are determined to address this. There is a history in counselling of there being more female practitioners but of many of the 'big names' being male, particularly historically. For example, it is thought that Laura Posner Perls (who was married to Fritz Perls, widely thought of as the founder of gestalt therapy) in fact thought up this modality. Similarly, Jesse Taft was a huge influence on Carl Rogers' work - she founded the basic approach of social work, and also informed Rogers' work at Rochester. Seven-Eyed Model of Supervision (starts at 12.16) Understanding models of supervision can help us get the best out of our supervision, informing what we take to our supervisor. Having a common language can support us to work more cooperatively and collegially together. One model that is used widely is that by Shohet and Hawkins, as described in their book Supervision in the Helping Professions (Open University Press, 2012). This model is popular not only in counselling and psychotherapy but also in coaching, social work and support work. The 'seven eyes' refers to seven different ways of looking at the client presentation and related relationships. These focus on the: client supervisee's interventions client-supervisee relationship supervisee's own experiences supervisor-supervisee relationship supervisor's own reflections wider context Rory gives examples from real life of what might be discussed under each 'eye'. Rory's handout on this topic is free to download here, and also available through our Handouts Vault. He has also lectured on supervision for new students in the Counselling Study Resource. Free Handout Download The Seven-Eyed Model of Supervision Click Here to Download Free Handout Race and Culture (starts at 27.49 mins) Rory asks: 'What is race?' He explains that the term comes from an old French word meaning 'family'. Race is an artificial construct developed in 1tth- and 18th-century Europe. The German physician and anthropologist Johann Friedrich Blumenbach developed it as a taxonomy, in order to categorise people. Rory and Ken feel that race is not a meaningful concept, instead preferring culture, which embraces a wide range of aspects of how a person lives. Ken refers to Johnny Clegg, a South African pop star who originally trained as an anthropologist. His song 'The Scatterlings of Africa' highlights that we all come originally from African stock. Rory advises that if the subject of a person's heritage does arise - whether in the counselling room or in daily life - don't shy away from talking about it. Some people can be worried about causing offence, but if you come from a place of honesty, enquiry and respect, the likelihood is that most people will respond. You can download Ken's handout on the iceberg concept of culture here. Links and Resources

054 – Mobile Phones in the Therapy Room – Separation Individuation Theory – When Clients Come to Therapy Reluctantly Oct 14, 2017

054 - Mobile Phones in the Therapy Room - Separation Individuation Theory - When Clients Come to Therapy Reluctantly In episode 54 of the Counselling Tutor Podcast, Ken and Rory discuss how to deal with clients who check their mobile phones during therapy sessions. 'Theory with Rory' explains Margaret Mahler's separation individuation theory. Finally, the presenters discuss clients who come to therapy reluctantly - for example when they are sent by someone else, or when an initial enquiry about therapy services comes from a friend or relative of the potential client. Mobile Phones in the Therapy Room (starts at 3.48 mins) What would you do if a client kept checking their mobile phone during their counselling sessions? Rory and Ken discuss different ways of looking at this. Rory draws on the work of Catherine Knibbs, specialist in cybertrauma - she sees the mobile form as an attachment object for some people. Thus, it could be likened to having a third person present in the counselling room. In counselling, it is always important to try our best to see the client's world through their eyes - that is, from their frame of reference. For example, an older person may regard their phone as much less important than would a teenager. However, if a client is using the action of checking their mobile phone as a way to distract themselves from feelings, and to avoid deepening the therapeutic relationship, then it would be important to challenge this, as part of the client's process. Otherwise, it could prevent psychological contact. Separation-Individuation Theory (starts at 12.13 mins) This theory was developed by Hungarian-born psychiatrist Margaret Mahler. Born in 1897, Mahler worked also in the UK, and then in New York, USA. She died in 1985. Rory describes her separation-individuation theory. During the initial four to six weeks of infancy, the child either sleeps or is barely conscious; this is sometimes known as the 'normal autistic stage'. After this, the normal symbiotic phase begins, finishing at around five months of age; during this phase, the child experiences themselves as one with the mother. This links with the gestalt concept of confluence, which describes the situation where there is scarcely a boundary between two people. In the normal separation-individuation phase, the infant starts to develop a sense of identity (that is, their own self-construct) as they start to engage with the wider environment and other people. Mahler proposed that there are three phases of separation-individuation: Hatching (at age five to nine months) involves the child becoming aware of differences between themselves and their caregiver, and of their surroundings: they want to explore but use the caregiver as a consistent object for emotional regulation. Practising (at age nine to 16 months) sees the child beginning to crawl then walk. The child is now active, and begins to explore and to become more independent of the caregiver, though has not yet realised they are fully separate people. Rapprochement (at 16+ months) sees the child becoming aware of their ability to be mobile and to separate psychologically from the caregiver, although still wanting to be able to see them as they explore the world. Mahler further divided rapprochement into three sub-stages: beginning, crisis and solution. Mahler's view was that anything that disrupts the process of separation-individuation can affect the youngster's ability in later life to maintain a sense of individual identity. But if the separation-individuation process goes to plan, then the child learns object consistency, allowing them to balance their independence with their need for their caregiver. Rory's handout on Mahler's separation-individuation theory is free to download here. This topic has clear links with John Bowlby's attachment theory, and there is a lecture on this (and another that draws on attachment theory in looking at grief and bereavement) in the Counselling Study Resou...

053 – Writing a Journal – Self-Object Transference – Collective Grief Oct 07, 2017

053 - Writing a Journal - Self-Object Transference - Collective Grief In episode 53 of the Counselling Tutor Podcast, Ken and Rory provide tips on journal-writing. 'Theory with Rory' looks at self-object and self-object transference (from the self-psychology movement). Finally, the presenters discuss the phenomenon of collective grief. Writing a Journal (starts at 2.42 mins) As counsellors, we offer clients empathy, sitting with them as they share their deepest emotions. To do this sensitively and safely, we need to have a good understanding of our own emotions. Writing a journal can help us with this process. Ken and Rory share a number of key points on journaling: While the word 'journal' is often used in everyday language to describe a notebook where people write about what they do, in the counselling sense of the word it is a place to write about what you feel. Journaling can help you explore yourself, and find new vocabulary to describe your internal feelings. Some courses require you to keep a journal in a specific format and to submit it, while others ask you to do so for your own use only. If the journal is just for you, you can write it however you like, and not worry at all about spelling, handwriting etc. Trust yourself: let your journal be you, and feel free to put in it what you wish. Journals are an interesting record of our personal development, which can be interesting to look back on in future years. When you come to write assignments on personal development and self-awareness, your journal will be a rich source of material. Do make sure you keep your journal safe: be the keeper of your own confidentiality. Rory has produced a video on different models of reflective writing. Free Handout Download Object and Object Transference - The Work of Heinz Kohut Click Here to Download Free Handout Self-Object and Self-Object Transference (starts at 12.35 mins) The self-psychology movement was popular in the US in the 1960s, led by Austrian-American psychoanalyst Heinz Kohut. His techniques were used in treating narcissistic personality disorder. 'Self-object transference' refers to the idea that an individual can introject by transference another person's self-regulation and emotional stability - and then use this to self-soothe at times when that other person is not available. Rory talks to Bob Cooke of the Manchester Institute for Psychotherapy about this concept. Bob explains self-object transference, which comes from the object relations movement. He describes how infants start to separate from their primary caregiver during the separation-individuation phase of development. During this, they internalise the mother; this then provides consistency over time, particularly when they are under stress. However, negative self-objects as well as positive ones can be internalised; these then have a negative effect on the youngster. This idea can be extended to the client-therapist relationship: clients can learn to self-regulate and self-heal by being in the company of someone who is emotionally stable and grounded. This can also be referred to as therapist 'modelling' - an idea that appears too in Petruska Clarkson's five-relationship model, where it is known as 'reparenting'. Collective Grief (starts at 22.22 mins) This topic is just part of two full-length lectures on grief delivered recently by Rory in the Counselling Study Resource (where you can get a two-hour CPD certificate after listening to these). Ken and Rory reflect on various examples of collective grief in the UK - for example, the recent Manchester Arena bombing, the Brexit referendum last year, and (back in 1995) the death of Princess Diana. Collective grief is a sociological phenomenon that is important to recognise. It is not unusual for collective grief to be used as a conduit for other (unresolved) grief. As a therapist, these are things to look out for. If a client is affected by collective grief that has not...

052 – Self-Care in Skills Practice – Topdog and Underdog in Gestalt Therapy – Is Age a Barrier in Counselling? Sep 30, 2017

052 - Self-Care in Skills Practice - Topdog and Underdog in Gestalt Therapy - Is Age a Barrier in Counselling? In episode 52 of the Counselling Tutor Podcast, Ken and Rory discuss how to look after yourself in skills practice. 'Theory with Rory' looks at the concepts of topdog and underdog in gestalt therapy. Last, the presenters debate whether (either younger or older) age is a barrier for counsellors. Self-Care in Skills Practice (starts at 2.02 mins) Is it ethical to ask students to divulge their own personal material in skills practice when counselling is a contracted activity? And is it possible to become a counsellor without being counselled by your fellow students? Ken and Rory offer the following insights: Bringing real material to skills practice is much better (and less complicated) than trying to fabricate a story, but this material does not have to be deep. For example, you could talk about an everyday situation where you had recently felt irritation or another emotion. It is important that the tutor provides leadership to the group, in order to help keep everyone safe. Making a consensual group contract at the very beginning of the course is vital in this respect. The tutor should ensure that students know they are free to share as much or as little as they feel comfortable with. It does take time for mutual trust to develop; this often happens naturally as you get better acquainted with your peers, especially on longer courses and those that involve personal-development groups. Remember that when a tutor or peer is observing skills practice, they are focusing on the counsellor's skills rather than on the client's material. Topdog and Underdog in Gestalt Therapy (starts at 12.30 mins) Fritz Perls, one of the founders of gestalt therapy, believed that the topdog-underdog split is common in the human personality. You can see Perls counselling Gloria on the video below (though modern gestalt practitioners would use a more relational approach). The topdog is your conscience (or superego, in Sigmund Freud's terms). Rory gives the examples of speeding on the road or having an extra glass of wine: your topdog tells you off! The idea of the topdog in gestalt therapy links to that of introjected values in the person-centred approach. Meanwhile, the underdog is the part of the psyche that rebels against the topdog, saying: 'I can't!', 'If only …' and 'Of course, but …' The topdog can be compared to a parent figure that guides your moral compass, while the underdog is a child, looking for ways of avoiding the difficulties of life. Typically, the underdog wins the battle, often triggering anxiety or depression. The idea of topdog and underdog underlie the basis of gestalt therapy: to reflect back and challenge clients' incongruent parts in order to help them become whole (hence the term 'gestalt', meaning 'whole' or 'circle' in German). Rory goes on to describe the empty-chair technique, used in gestalt to help clients break out of being trapped. You can download a free handout on the topdog and underdog concepts here or through the Handouts Vault. Free Handout Download Topdog-Underdog in Gestalt Therapy Click Here to Download Free Handout Is Age a Barrier in Counselling? (starts at 16.34 mins) Can you be too young or too old to counsel a client effectively? Ken and Rory think not. Although clients are of course free to judge you as such - and may start with an initial judgement of your age relative to theirs - any apparent difference is likely to dissolve as the therapeutic relationship is built and as relational depth is achieved. If it is you yourself that feels you are too young/old to counsel a client, explore this with your peers, tutor and/or personal counsellor. Feeling this way could stop you being fully present with the client. Getting to understand your feelings could be a rich source of personal development, leading to enhanced self-awareness and greater effectiveness as a...

051 – Organising Your Class-Notes – False Memory Syndrome – UK Professional Bodies Sep 23, 2017

051 - Organising Your Class-Notes - False Memory Syndrome - UK Professional Bodies In episode 51 of the Counselling Tutor Podcast, Ken and Rory provide tips on how best to organise your class-notes. 'Theory with Rory' discusses false memory syndrome, which Rory illustrates with a live experiment on Ken! Finally, the presenters list the many ethical bodies relating to counselling and psychotherapy in the UK, examining the similarities and differences. Organising Your Class-Notes (starts at 2.47 mins) As a counselling student, you may often feel bombarded with new information. While your tutor may give you handouts, it is often useful to take your own notes too, as a way of helping you to remember your learning. Ken and Rory offer insights from their own experience of writing class-notes, and of using them in writing assignments: Rather than writing linear notes, try using mind-maps. Start with a bubble in the middle of your page, and branch off from there. This provides a much more visual presentation of the information, and better shows connections between the different elements. Find out the details of your next assignment before taking notes in the classroom session. You can list the questions on a piece of paper, then add a mini mind-map for each. Then, when writing your assignment, you just need to join up all the points, and add references. Didactic teaching (the 'chalk and talk' method) doesn't in itself lead to students retaining much information. Vicarious learning is a really helpful addition - that means getting yourself a study buddy and meeting up afterwards to compare notes and thoughts on what you both heard. As phenomenology shows, we all see things differently, from our own perspective, so you can greatly add to each other's learning. Why not use our Facebook page or the Counselling Study Resource private-study forums to find an online study buddy? Download a voice-recorder app for your phone, and record everything you can remember from a lecture straight afterwards, then play it back later. False Memory Syndrome (starts at 12.30 mins) While some people believe that false memory syndrome is based on Sigmund Freud's concept of repression (a mechanism to place uncomfortable thoughts into our subconscious memory in the hope that they will go away), Phil Mollon - in his book Freud and False Memory Syndrome (Icon Books, 2000) - refutes this. Related to false memory syndrome, recovered memory therapy started in the USA in the early 1990s; therapists used techniques such as guided imagery, visualisation, interpretation of bodily sensations and dream analysis. But whether the 'memories' recovered were real was debatable. For example, US sitcom star Roseanne Barr shared 30-year-old memories of both her parents molesting her, yet they vehemently denied this. Much research into false memory syndrome has been carried out by US psychologist Elizabeth Loftus, who came to prominence in the 1980s, having served as an expert witness in the case of Steve Titus, a restaurant manager falsely accused of rape. Loftus has carried out many experiments demonstrating false memory syndrome. Swiss psychologist Jean Piaget has also illustrated false memory syndrome through his own experience, in which his childhood nanny described an attempted kidnapping (which Piaget remembers clearly) yet later came forward to admit that she had fabricated the whole story. However, some people feel aggrieved at such work exposing false memory syndrome, claiming that their real memories have been dismissed as a result of this. The lesson for therapists is that recovered memory therapy is generally now considered to be an unethical practice. Key to effective and ethical therapy is not to interpret what has happened to clients but instead to enter their frame of reference; this has the added bonus of encouraging client autonomy as opposed to dependence. You can read more about false memory syndrome in Rory's handout,

050 – Vocabulary in Counselling – Redecision Therapy – Dealing with Conflict Sep 16, 2017

050 - Vocabulary in Counselling - Redecision Therapy - Dealing with Conflict In episode 50 of the Counselling Tutor Podcast, Ken Kelly describes the benefits of expanding your vocabulary. 'Theory with Rory' looks at redecision therapy, a school of transactional analysis. Last but not least, the presenters discuss the role and experience of conflict in counselling training and practice. Expanding Your Vocabulary (starts at 4.05 mins) When counselling a client, it is really important to make sure you use words that they understand; language can be used to wield inappropriate power (if you speak in a way that the client cannot easily understand). A client may use a word that is unfamiliar to you. This can be the case if you have very different regional dialects. If this happens, don't be afraid to clarify the meaning with your client. Their body language may well already give you some clues; you could also say 'I hear you say [insert unfamiliar word]; I'm wondering what that means to you.' This is a respectful way to ensure that you have understood the client's meaning. It is useful to try to expand your vocabulary so that you have a range of feelings words available to reflect back the client's emotions. Ken gives the example of the word 'afraid', quoting many different words that can express different types and strengths of this emotion - e.g. 'apprehensive', 'wary', 'worried', 'panicked', 'frightened' and 'terrified'. Ken has produced a list of common emotion words and related vocabulary that can give you a wider range and subtlety of expression in the counselling room. This is available from the new Digital Handout Vault (DHV), a searchable service in the Counselling Study Resource. There, you can find user-friendly summaries and explanations of important counselling-related topics, all accessible for one yearly membership fee. Redecision Therapy (starts at 15.48 mins) Redecision therapy is so named because it helps clients to redecide on how they are going to be in the world. Based on transactional analysis, developed by Eric Berne in the 1950s, redecision therapy was devised by social worker Mary McClure Goulding and psychiatrist Robert Goulding in the 1970s. It draws on the idea of life scripts (the stories we tell ourselves about who we are, based on introjects) and therapeutic contracts. The Gouldings saw that there were three types of contract in counselling: the administrative contract - agreeing duration of sessions, dates, fees, confidentiality etc. the therapeutic contract - covering client protection (to avoid harm to self and others) and what happens as clients review their life scripts the psychological contract - which cuts through assumptions about clients' selves and world views. Redecision therapy draws on the empty-chair technique from gestalt therapy (developed by Fritz and Laura Perls). Placing an empty chair opposite the client, the therapist encourages the client to speak to an important figure from their past (e.g., a parent or teacher) and/or to different parts of themselves about how they feel. Rory has written a handout about redecision therapy, which you can download free of charge here. It will also be available in the DHV. Free Handout Download Redecision Therapy Click Here to Download Free Handout Dealing with Conflict (starts at 25.10 mins) Counselling training is a naturally rich ground for conflict to occur, and this can bring enormous learning for students. Rory and Ken present various tips on dealing with conflict with peers and tutors: Although conflict can be an uncomfortable experience at times, especially for some people, try to embrace the opportunity to learn about yourself. If you feel conflict with someone, don't just blame them for this - look within yourself too, and consider taking the issue to personal counselling. If you feel that you and a particular student or tutor are in conflict, try taking them to one side and having an adult convers...

049 – Taking a Break for Self-Care – The Jonah Complex – Planning Your Resources for This Year’s Study Sep 09, 2017

049 - Taking a Break for Self-Care - The Jonah Complex - Planning Your Resources for This Year's Study In episode 49 of the Counselling Tutor Podcast - the first in Season 3, as the UK academic year starts again - Rory Lees-Oakes and Ken Kelly discuss how important it is to take a break. 'Theory with Rory' describes the Jonah complex, followed by some tips from the presenters on planning for the study year ahead. Taking a Break for Self-Care (starts at 2.11 mins) The BACP Ethical Framework contains a section on self-care (BACP, 2015: 13): Care of Self as a Practitioner We will take responsibility for our own well-being as essential to sustaining good practice by: taking precautions to protect our own physical safety monitoring our own psychological and physical health seeking professional support and services as the need arises keeping a healthy balance between our work and other aspects of life Supervision is vital to good self-care (giving us the chance, for example, to discuss any parallel process and transference), and personal therapy can help us become more self-aware. Taking a break (doing something different) is really important too, helping us to: prevent burnout avoid letting our work define and overwhelm us extend our careers in counselling and psychotherapy remain empathic and so build good therapeutic relationships The Jonah Complex (starts at 10.51 mins) The Jonah complex is a human trait that was first described by American psychologist Abraham Maslow. Maslow was a member of the Human Potential Movement (HPM), a collaboration of likeminded psychotherapists and philosophers - also including Carl Rogers, Fritz Perls and Eric Berne - who were interested in human potential from a phenomenological viewpoint. Maslow outlined the concept of the Jonah trait - based on his own observations - in his book The Farther Reaches of Human Nature (Penguin, 1976). It draws its name from the parable of 'Jonah and the Whale', which appears in the Bible, Quran and Torah. In this, Jonah tries to escape from God by hiding inside a whale - the message being that you cannot hide from your destiny. Maslow applied this to human life by explaining that we each have our own barriers and defences that stop us from becoming the best we can be. In their book Person-Centred Therapy Today (Sage, 2000), Dave Mearns and Brian Thorne also describe 'FOI' - feelings of incompetence. We often defeat ourselves by doubting our own ability; this has also been described - by Pauline Clance and Suzanne Imes - as the 'imposter syndrome', feeling like we are about to be 'found out' for not being good enough. Rory ends by reminding us of Carl Rogers' view that what matters is to be our real selves. After all, it is the relationship we build with our clients that really makes the difference. You can read more about the Jonah complex in Rory's handout. Free Handout Download The Jonah Complex Click Here to Download Free Handout Planning Your Resources for This Year's Study (starts at 18.20 mins) When studying, it is always wise to plan well ahead for what resources you might need. This can help you avoid the stress and inefficiency of last-minute rushes to find what you need with assignment deadlines looking. Rory shares a pertinent motto: poor preplanning equals piddly poor performance'! While the internet contains lots of resources, you need to take care as not all of these are trustworthy authority sources. For example, anyone can add information to Wikipedia. It is important that your assignments are well referenced, and contain accurate information. As an additional service to the Counselling Study Resource, a new Digital Handout Vault (DHV) is soon to be launched. This will include user-friendly summaries and explanations of important counselling-related topics, and you will be able to access everything there through a yearly membership. Rory and Ken also discuss buying books.

047 – Rise of Person-Centred Counselling in Europe – Endings in Counselling – Achievements of Counselling Tutor Jun 17, 2017

047 - Rise of Person-Centred Counselling in Europe - Endings in Counselling - Achievements of Counselling Tutor In episode 47 of the Counselling Tutor Podcast-the finale of Season 2-Rory Lees-Oakes and Ken Kelly discuss how person-centred counselling first came to Europe. 'Theory with Rory' looks at endings in counselling. Finally, the presenters review the achievements of Counselling Tutor over the last 12 months. Rise of Person-Centred Counselling in Europe (starts at 2.56 mins) How did person-centred therapy (which began in the USA) come to Europe and become such a strong modality here? At the end of the Second World War, Europe was in a parlous state after all the bombings, etc. In psychotherapy, the dominant modality here was psychoanalysis, Freud having moved to London. When the war ended, the US factories turned to producing consumer goods and the American economy boomed, fostering a culture of optimism in which alternative approaches flourished. It was in this environment that humanistic ideas became the 'third force in psychology' (as Abraham Maslow put it), and Carl Rogers' ideas on counselling began to take shape. The three core conditions-empathy, congruence and unconditional positive regard-appealed to the UK public sector, and our education and health services were built on these. Interestingly, India is now adopting the same values in developing its own public services. As a country becomes more developed, mental health issues and services grow in relevance, as before that practical needs (e.g., for food and shelter) tend to take priority, as Maslow's hierarchy of needs illustrates. As a country develops, social isolation tends also to increase. The basic tenets of person-centred counselling-providing try caring and deep listening-are of huge value in this situation. Free Handout Download Endings in Counselling Click Here to Download Free Handout Endings in Counselling (starts at 14.14 mins) Endings are by nature difficult. In counselling, they may be planned or unplanned - coming about, for example, as a result of the client experiencing health problems, family changes or commitments, new work patterns or even simply not 'clicking' with the therapist. It's really important to get the ending right in counselling. An abrupt ending can leave the therapist feeling deskilled and confused. Without a proper ending, the client can be left feeling vulnerable, discounted, confused and unable to re-engage with therapy in future. Badly handled endings are also a major cause of complaints to professional bodies in counselling and psychotherapy. Rory offers a number of good-practice tips on endings in counselling: Always plan ahead for the ending of therapy. If you are working in a service where there is a limited number of sessions, make sure that you explain this to the client during contracting. If there is no such limit (e.g. if you're working in private practice), it is still useful to talk in the first session about the client's expectations of therapy, to introduce the idea that you don't assume therapy will go on and on. This helps to avoid the client becoming dependent on the counsellor. Remind the client each week of which number session you are on, and make it clear when the last session is, so that they are not taken by surprise by this. Always explore with clients how they feel about endings. It can be useful too to share how you feel about ending, including pointing out the differences you observe in them between the first and last sessions. If you struggle with endings, take this to supervision and/or personal counselling, exploring the endings you have experienced in your own life. If ending with one particular client seems harder for you than usual, ask yourself whether transference could be taking place, evoking memories of a past ending that you found difficult. You can download a free handout by Rory on endings in counselling.

046 – Coping with Stress as a Counselling Student – Trauma Bonds – Personal Counselling for Trainees Jun 10, 2017

046 - Coping with Stress as a Counselling Student - Trauma Bonds - Personal Counselling for Trainees In episode 46 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to cope with stress as course deadlines loom. 'Theory with Rory' examines trauma bonds, then the presenters discuss personal therapy for trainee counsellors. Coping with Stress as a Counselling Student (starts at 3.29 mins) As we approach the end of the academic year. It can be a stressful time for counselling students, with assignments, portfolios and dissertations to complete. Rory explains that when we become stressed, cortisol (produced by the kidneys) travels through our vagal system (a highway through the spine) and floods our middle brain, leading us to forget things. The presenters offer a number of tips for students feeling stressed about impending deadlines: Don't wait until the last minute to start - get going as soon as possible. Think how you would eat an elephant - i.e. one bite at a time! In other words, break down the huge task into manageable steps. Set a time to do a set amount of work, e.g. 20 minutes, and reward yourself with a short break - perhaps a look out the window or cup of tea. Switching off your phone or other distractions can also be useful. Remove yourself from your everyday surroundings, e.g. go to the college library. Try to abstain from worrying about your work when you are doing other activities. Make checklists of theory trigger words to refer to as you are writing. Make sure you answer the question being asked: don't overcomplicate matters by adding extra information that hasn't been asked for. Consider joining our Counselling Study Resource (CSR), which includes a book by Rory on writing assignments and a video on how the CSR can help with your assignments. Trauma Bonds (starts at 14.05 mins) This segment follows Rory's recent lectures in the CSR on preparing to work with clients who have experienced abuse/trauma, and on the Stockholm syndrome. Trauma bonds are illustrated in the 1974 film 'The Night Porter', starring Dirk Bogarde and Charlotte Rampling, about the relationship between a Nazi SS officer and a concentration-camp prisoner. Rory lists specific elements of a relationship that make a person more likely to be trauma-bonded: There is violence or threatened violence. The abuser alternates between abuse and kindness, so confusing the victim and linking the two behaviours in the victim's mind. The victim believes that retaliation will lead to more violence and so becomes increasingly passive, trading their free will for perceived safety. Some abusers use isolation to cut victims off from their family and friends. Victims feel shame for what has happened to them (e.g. if they have been raped). So how can we spot clients who may be trauma-bonded? Key clues are that they: show signs of post-traumatic stress disorder, e.g. having flashbacks, breaking down, and/or talking like a child believe that something bad is going to happen: a feeling of impending doom are intensely grateful for small things, e.g. 'He lets me out to do the shopping' deny violence, passively accepting and/or rationalising this deny feeling anger or other negative emotions towards the abuser believe they have some control over the abuser/situation believe that what is happening is their own fault, having a sense of self experienced through the abuser's rather than their own eyes are vigilant to the abuser's needs, doing anything to keep them happy try to understand the abuser, for example making the excuse that they had a bad childhood. We can deal with trauma bonds in therapy by giving the client space to tell their story, and gently challenging their perceptions. This can take some time. Rory has written a handout explaining more about trauma bonds and how to work with clients affected by them.

045 – Dialogue in Therapy – Development of the Person-Centred Approach – Choosing a Supervisor Jun 03, 2017

045 - Dialogue in Therapy - Development of the Person-Centred Approach - Choosing a Supervisor In episode 45 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to avoid asking, 'How does that make you feel?' 'Theory with Rory' looks at three key phases in the development of person-centred counselling. Last, the presenters offer tips on finding a suitable counselling supervisor. Dialogue in Therapy (starts at 3.50 mins) 'How does that make you feel?' has become a rather laughable question, often used to parody counsellors on TV etc. But since counselling is all about feelings, how do we avoid asking this stereotypical question? Ken points out that in fact 'How does that make you feel?' distances us from the client, as it suggests we have no idea what emotions they might be experiencing. Listening to a client's story, noticing their body language, using our intuition, and listening out for words that indicate underlying emotion can always enable us to have a go at saying what we think they might be feeling: they can then confirm this, or correct us. Rory talks about the importance of getting the language right when we do this - using words that fit with the client's own understanding and use of language. It's important not to assume that everyone has the same breadth of vocabulary for emotions, and it may be hard for clients to find the right word to explain what they are feeling. As therapists, we can work on expanding our 'feelings vocabulary' by writing a regular journal in which we can work on finding just the right words to describe our experiences. Development of the Person-Centred Approach (starts at 15.03 mins) Since its beginning in the 1950s, person-centred counselling has developed considerably, and continues to do so today. There are many different branches of person-centred therapy, as described in The Tribes of the Person-Centred Nation (edited by Pete Sanders, PCCS books, 2012). However, all would agree on the key tenets of Carl Rogers' approach: the six necessary and sufficient conditions for therapeutic personality change the seven stages of process (though some therapists believe these to be less linear than Rogers suggested) phenomenology the 19 propositions Because Rogers did not prescribe any particular template, there are as many different styles of person-centred therapy as there are therapists themselves: we are all different, and it is important in this modality to be ourselves. Rory describes three key stages in the development of person-centred counselling over its first 30-40 years: The first phase (1940-1950), when Carl Rogers first introduced his ideas, could be termed 'non-directive psychotherapy'. This represented a big challenge to the two types of therapy that prevailed at that time, psychoanalysis and behaviourism, which were used to telling clients how they were and what they should do. In contrast, non-directive psychotherapists listened to and sought to understand the client's experience. In the second phase (1950-1957), 'reflective psychotherapy' (so-called as the therapist reflected the client's feelings - the focus was on avoiding threat in the therapeutic relationship, by being congruent and real. This represented another step away from psychoanalysis and behaviourism. The third phase (1957-1970) is known as 'experiential psychotherapy'; it involved therapists becoming even more congruent in terms of expressing to clients how they were experiencing them. This can be a really useful form of feedback for clients on their process. This evolved into focusing, as developed by Eugene Gendlin, one of Rogers' students. Rory has prepared a handout on this topic, which you can download free of charge. Free Handout Download Three Periods in Person-Centred Therapy Click Here to Download Free Handout Choosing a Supervisor (starts at 24.45 mins) Ken and Rory provide tips on what to think about when choosing a counselling supervisor: ...

044 – Getting into the Client’s Frame of Reference – Existential Counselling – Does the Seventh Stage of Process Exist? May 20, 2017

044 - Getting into the Client's Frame of Reference - Existential Counselling - Does the Seventh Stage of Process Exist? In episode 44 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly offer tips on how to get into the client's frame of reference. 'Theory with Rory' looks at existential counselling, as developed by Rollo May and Viktor Frankl. Finally, the presenters discuss the seven stages of process. In addition, Ken describes his new book - now available in hard copy - Basic Counselling Skills: A Student Guide. Getting into the Client's Frame of Reference (starts at 4.54 mins) Are there any questions or skills we can use to help get into the client's frame of reference faster? Ken's view is that questions are not especially useful unless used to clarify our understanding of what the client is bringing. Skills that are particularly valuable in entering the client's frame of reference are: Attending: Rory describes how listening attentively and non-judgementally often helps clients to resolve their own issues. So many people in daily life instead provide advice or dismissal: it is really refreshing and novel for a client to experience counselling-type listening. Silence: although this can be uncomfortable for new therapists, it is a very valuable (yet often underrated) skill in allowing clients the space to process their feelings, and in avoiding reverting to our own frame of reference. Empathy: as this core condition (which is not so much a skill as a personal quality or way of being) is all about trying to see the client's world as they do (putting ourselves in their shoes, though remembering to 'keep our socks on'), this is key to getting into the client's frame of reference. Reflection: although this may seem a very simple skill, reflecting back what the client is bringing provides the ideal opportunity for them to confirm or refute our understanding. Rory and Ken provide the following tips: Remember that it takes practice - and reflection on your own development - to learn how to get into and stay in your client's frame of reference. Make the most of supervision and dialogue with other therapists to help you develop your ability. Use your personal-development group at college to practise really listening to your peers, getting into their frames of reference. Read biographies as a way of 'listening' to another person describe their world; while doing so, reflect on your own feelings and reactions to the material. Free Handout Download An Overview of Existential Counselling Click Here to Download Free Handout Existential Counselling (starts at 16.17 mins) Existential therapists believe that the world and human life have no meaning unless we as humans give one - that is, it is up to us to find the meaning in our own lives. Thus, this modality aims to help us draw meaning from our own experiences, and to make sense of a world that can feel random, unpredictable, cruel and unfair. The modality links to other forms of therapy, particularly the person-centred approach, as Carl Rogers read a lot of work by the Danish philosopher Søren Kierkegaard, who is considered the grandfather of existential philosophy. Key contributors to existential therapy are: Viktor Frankl, an Austrian neurologist and psychiatrist who wrote Man's Search for Meaning, about his experiences in a concentration camp, noticing that those who were motivated by a meaning to life survived longer than those who lacked purpose. Frankl developed logotherapy. Rollo May, a US psychologist, wrote about the struggle between security and dependence, and between the delights and pains of growth (in other words, our need to move away from fixed positions to less comfortable ones in order to be able to grow). James Bugental, a US psychotherapist who saw counselling as a journey into the client's subjective world; this has clear parallels with the person-centred approach. Irvin Yalom,

043 – Choosing an Awarding Body – Eye Movement Desensitisation and Reprocessing – Challenge in Counselling May 13, 2017

043 - Choosing an Awarding Body - Eye Movement Desensitisation and Reprocessing - Challenge in Counselling In episode 43 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to choose which awarding body to go with for your qualification. 'Theory with Rory' explains about the new therapy of eye movement desensitisation and reprocessing (EMDR). Last, the presenters discuss the skill of challenge in counselling and psychotherapy. Choosing an Awarding Body (starts at 3.50 mins) Awarding bodies are exam boards; they are independent businesses set up to provide specifications for - and to award - qualifications. In England, syllabuses for qualifications that will be studied in publicly funded schools and colleges must be approved by the government body Ofqual. Examples of awarding bodies in the field of counselling include ABC, CPCAB and AIM Awards. Universities are outside Ofqual's remit, as they can approve their own qualifications. Like other qualifications, each counselling course equates to a level on the National Qualifications Framework - for example, a level 2 certificate is equivalent to GCSE level, a level 3 to A level, and a level 4 to the first year of a foundation degree. Level 4 is the minimum level of training you need to be a qualified counsellor, but not all level 4 courses qualify you as a counsellor. For example, they must include at least 100 hours of supervised practice with clients. When you are choosing which counselling course to take, Rory and Ken advise contacting the relevant professional body - for example, the British Association of Counselling and Psychotherapy (BACP), National Counselling Society or Counselling & Psychotherapy in Scotland - to check that the course you're looking at meets their requirements. Some courses are BACP-accredited and some are not. If yours is not, it simply means that you will need to take the BACP Certificate of Proficiency after you have finished your qualification. Eye Movement Desensitisation and Reprocessing (starts at 16.20 mins) EMDR is a fascinating new therapy that helps people deal with post-traumatic stress disorder (PTSD) - which is when someone replays thoughts or feelings of a past traumatic event. For example, someone who has experienced being in a war zone may react to loud bangs in everyday life; they may even dissociate, feeling that they really are back in the dangerous place where they became traumatised. EMDR is used in the NHS. Rory explains the process of this therapy by using the analogy of moving memories from your camera's memory card to your computer's hard drive. EMDR was developed by US psychologist Francine Shapiro, who noticed that when people moved their eyes in different directions, they processed information differently. EMDR is a way of moving traumatic information from the part of the brain that gives us strong emotions (the limbic system) to the part that allows us to look at information more rationally (the cerebral cortex). Whereas treating trauma used to require the person to relive the traumatic events (which could retraumatise them), EMDR does not require them to look at the detail of the events. The process of EMDR has eight key stages: History and treatment planning - in this, the therapist builds rapport, working with the client to see how the traumatic events have altered their behaviours, and to identify the targets for treatment. Preparation - the therapist shows the client how to use certain techniques (e.g. visualisation, breathing and relaxation exercises) to help them from becoming restressed. Assessment - the client identifies and verbalises a statement that expresses a negative self-belief. Desensitisation - this uses the SUDS (subjective units of distress) scale to measure how badly the negative thoughts re-emerge. Installation - this can be compared to installing a new operating system on a phone or computer. It aims to increase the strength of positive beliefs.

042 – Dealing with Client Anger in the Counselling Room – Secondary Loss – Responding to Requests for Advice May 06, 2017

042 - Dealing with Client Anger in the Counselling Room - Secondary Loss - Responding to Requests for Advice In episode 42 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss how to deal with clients who display anger in the therapy room. 'Theory with Rory' examines secondary loss. Finally, the presenters talk about what to do if a client asks you for advice. Dealing with Client Anger in the Counselling Room (starts at 3.11 mins) Ken and Rory discuss how we as counsellors might feel and deal with clients who present with anger. Although anger is often portrayed as a negative emotion, it can - used in the right way - be a very positive one in bringing about beneficial change. For example, Nelson Mandela, Maya Angelou and the suffragettes were all angry about issues of injustice, and channelled this emotion into changing the world for the better. Three key tips are offered: If you feel uncomfortable with anger, spend some time thinking through why this is - your own experience of anger and angry people (think transference and countertransference. Personal development and having your own counselling are really important here. If a client presents with anger issues, contract with them about this, asking how they expect it to manifest itself in the counselling room, and explaining what would be acceptable (expressing strong anger) and what would not (abusing the counsellor and/or their belongings). Think about Petruska Clarkson's five-relationship model: the reparenting relationship is based on the counsellor providing stability and acting as an adult with clients, especially those who may have experienced poor parenting as youngsters. This can be an effective way of defusing anger. Secondary Loss (starts at 17.26 mins) If you want to work as a grief counsellor, it is best to get some specific training in this field. One concept often encountered in bereavement work is secondary loss. This refers to losses additional to the actual death itself. Secondary loss can skew the bereaved person's view of the person who died. Rory recounts the story of a woman whose husband (who was also her business partner) died suddenly. It transpired that he had left a lot of debt of which his wife had been unaware. Apart from losing her husband, she also lost her livelihood, her financial security, her identity as a business-woman, her planned future, and her relationships with some friends (who deserted her). Another common secondary loss is loss of faith, with clients wondering how their religious beliefs fit with what has happened to them. In understanding secondary loss, you may like to consider Maslow's hierarchy of needs: if the under-layers of this (e.g. the money to buy food, and a place to live) are suddenly pulled from under you by the death of a loved one, there are multiple losses to deal with. When counselling a grieving client, it may be necessary to work first with the impact of secondary loss before they are ready to work through the emotions related to their loved one dying. It can be helpful to signpost them to other agencies who may be able to provide the practical support they need (e.g., food banks and Citizens Advice). For more information, see Rory's free download on secondary loss. Free Handout Download What is Secondary Loss? Click Here to Download Free Handout Responding to Requests for Advice and Guidance (starts at 26.08 mins) In counselling, it is common to be asked by clients: 'What would you do in my situation?' In general, it's really important to ensure we don't erode the autonomy of the client: they themselves already know best the right way forward for them, even if they are not yet aware of this. So a good answer here might be: 'Anything I want' - showing the client that it is their life to do with as they wish (a very freeing answer). Another possible response is: 'If you had a friend going through the same thing, what would you advise them to do?

041 – Writing Case Studies – Carl Rogers’ 19 Propositions – Counselling Skills Apr 29, 2017

041 - Writing Case Studies - Carl Rogers' 19 Propositions - Counselling Skills In episode 41 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly describe how to write a case study. 'Theory with Rory' looks at how best to apply the 19 propositions when writing case studies and assignments. Last, the presenters talk about diversity in the counselling room. Writing Case Studies (starts at 3.26 mins) Ken and Rory offer a number of tips on writing case studies as a student: Always check the criteria set by your awarding body before you start writing. Open the case study with a 'pen portrait' of the client - e.g. age, gender and presenting issue. Continue by describing the client's counselling journey, from start to finish. Depending on the criteria you are working to, there are various themes you can develop - for example, ethics, the theory of your modality, and your self-awareness during the work. It is always good to reflect on your own learning from your sessions with the client, and how you might approach things differently in future. Carl Rogers' 19 Propositions (starts at 13.51 mins) The 19 propositions were developed by Carl Rogers, the founder of person-centred therapy. They describe his theory of personality, expressed in terms of how a human being perceives the world (i.e. phenomenology). This part of person-centred theory is often seen as particularly hard to 'decode'. Rory has done so previously in Counselling Tutor Podcasts 13 and 14. One key tip he offers when reading Rogers' original wording is to swap the word 'organism' for 'person'. Rory offers three insights into how you can make maximum use of the 19 propositions when writing case studies and assignments. For example, you can use this theory to: evidence how clients engage with their incongruent selves describe how, in making sense of their reality, clients can transcend it (as the philosopher Edmund Husserl believed that once indivuduals understand their reality, they can then transcend it) explain how clients engage with their truth and what changes they make as a consequence of that. Key to all these is to use client statements from counselling interactions to illustrate your points. For more information, you can download Rory's handout, 'Three Positions in Phenomenology: The 19 Propositions'. Free Handout Download 19 Propositions: Three Positions in Phenomenology Click Here to Download Free Handout Counselling Skills (starts at 19.40 mins) In counselling training, it is harder to demonstrate our use of skills than our understanding of theory (which can be written about in assignments). Because our work with clients is subject to confidentiality, we must showcase our grasp of skills through simulated sessions with peers. This can feel rather artificial, with a pressure to somehow slot in every skill in order to meet the criteria. Ken's new book, Basic Counselling Skills: A Student Guide is a great resource for skills development at all qualification levels. Uniquely, this includes links to online audio recordings of skills demonstrations. The effect of each skill is explored. As shown in research by Catherine Goldsmith at the University of Manchester, which led to the dodo bird conjecture, the key to effective therapy is primarily the relationship between the patient and therapist. Good counselling skills are key to building this relationship. Rogers used to audio record client sessions and listen back to these for learning. Recording is really useful for student counsellors; Ken strongly recommends doing so as much as possible (with client consent). Voice recorders can be purchased inexpensively these days. Links and Resources

040 – Personal Boundaries – Melanie Klein’s Object Relations Theory – Diversity Apr 01, 2017

040 - Personal Boundaries - Melanie Klein's Object Relations Theory - Diversity In episode 40 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss personal boundaries for counsellors. 'Theory with Rory' explains object relations theory, as developed by Melanie Klein. Finally, the presenters talk about diversity in the counselling room. Personal Boundaries (starts at 2.19 mins) Ken and Rory offer a number of tips on maintaining personal boundaries as a counsellor: Our counselling training means that we sometimes can't help but pick up the emotions and experiences of people we are talking to in social settings. It is important to learn to switch off from counselling, as it would be both unhealthy and unethical to counsel someone in this situation. Don't overshare with people - it can be especially easy to do this on social media, where your sharing will be stored forever. If you feel tempted to do so, try to reflect on your reasons for this (which may relate to transference or to needing therapy yourself to offload issues), and use your journal, personal development group and/or supervision to explore it. As counsellors, we may sometimes see clients when we are out with our family/friends. Explain to your family in advance that if someone they don't know greets you when you are out, you will not be able to tell them how you know them. Similarly, don't 'out' colleagues to your family/friends - your fellow counsellor may not wish others to know about their work. To conclude, Ken reminds us that boundaries are intended to be firm not elastic, and Rory points to Spiderman's words that 'with great power comes great responsibility'. Melanie Klein's Object Relations Theory (starts at 14.39 mins) Melanie Klein was an Austrian-British psychoanalyst who worked with Sigmund Freud but ultimately parted ways with him. While Freud believed that we as humans are driven by libido (i.e. an aggressive sexual energy), Klein asserted that we are driven by object relations, especially how we bond with significant caregivers and ourselves. Klein's theory was therefore related to attachment. Klein looked at how very young children initially view the world, and begin to regulate themselves, in response to their experiences of relationships. If a baby's needs are consistently not met, their experience of connecting with others can become split or fragmented. Klein characterised this split using the concept of 'good breast, bad breast', describing the two parts of the maternal object. The youngster can take this split within themselves, and it can even contribute to the development of borderline personality disorder (in which the person has not been able to fully integrate the various parts of self). This theory has contributed to the move from foster care being institution-based to foster children being placed with families. Rory provides more information on object relations theory and how it applies to counselling practice in his free download, 'Five Observations on Object Relations'. Free Handout Download Object Relations: An Introduction Click Here to Download Free Handout Diversity (starts at 22.58 mins) In the UK, the Equality Act 2010 requires equal treatment of all in employment access and in private and public services, regardless of the nine protected characteristics of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. It is important to think about how you adhere to this in your counselling practice. However, understanding diversity and accepting difference in others is about more than just meeting legal requirements. Each of us experiences the world in a unique way, and it is vital for counsellors to avoid making assumptions and generalisations about others based on their own individual experiences. Our own 'truths' may come from the media, what our family has told us,

039 – First Sessions with Clients – Integrative versus Eclectic Therapy – Measuring Client Progress Mar 25, 2017

039 - First Sessions with Clients - Integrative versus Eclectic Therapy - Measuring Client Progress In episode 39 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about meeting new clients for the first time. 'Theory with Rory' examines the difference between integrative and eclectic therapy. To conclude, the presenters talk about ways of measuring improvement in clients. Free Handout Download Advantages and Disadvantages of Integrative Approaches & General Anxiety and Depression Assessment Tool Click Here to Download Free Handout First Sessions with Clients (starts at 4.40 mins) Rory explains that he always offers clients a drink when they arrive; he does not agree with the idea that they could 'hide behind it' or use it to 'swallow their emotions'. After providing this and exchanging a few pleasantries (e.g. about how they found their journey), he goes into contracting. Contracting can be tricky if the client immediately starts to pour out their story/issues. Ken explains that we can help prevent this by our own words at the start of a first session, for example not asking before contracting, 'How are you feeling today?' If it is just not possible to complete the full contract at the very start, it really is vital to cover confidentiality and its limits before letting the client open up. Ken offers potential new clients a session of 20-30 minutes free of charge; this is specifically not a counselling session, but simply a chance to meet, provide information and discuss expectations. Of course, this may not be possible in an agency setting, where the first meeting may be the first full session. It is not unusual for a client to talk virtually non-stop in the first session, and you may be left feeling that you have had little chance to 'get in' and use your skills. But this chance will come in subsequent sessions, when you can explore the material more deeply. Conversely, a new client may be very quiet. This is not necessarily therapeutic silence (even Carl Rogers admitted that some silences could be awkward and unhelpful), and Rory suggests these prompts in this situation: 'I wonder how often you get the opportunity to talk about yourself.' 'I wonder how you feel about the idea of talking to a stranger about your issues.' There is also a section on opening sessions in Ken's new book, Basic Counselling Skills: A Student Guide. Integrative versus Eclectic Therapy (starts at 20.05 mins) Rory uses the metaphor of a disco to explain the key difference between these two types of therapy, comparing the DJ who seamlessly segues from one genre of music to another to the DJ whose transition jars and sends people scuttling off the dance-floor to sit down! He provides a couple of real-life examples from a past student of his, who had experienced this jarring effect when exposed to a couple of writing-based 'homework' techniques that had never been referred to - let alone fully explored - in subsequent counselling sessions. However, eclecticism doesn't have to be bad, if used carefully - it's more akin to having a toolkit, which contains a number of possibilities, whereas the integrative approach takes various pieces and fuses them together into a new tool. Integrative approaches work best when the modalities they seek to combine have common features. For example, the fact that both person-centred counselling and cognitive behavioural therapy (CBT) focus on the here and now means that these two can be integrated to good effect. Similarly, an eclectic approach can be effective if the therapist is well grounded in one modality, but occasionally steps out of that to use a technique from another approach if that seems to best serve the needs of the client. For example, an eclectic therapist may have a person-centred basis, but move into empty-chair work (gestalt) or ask about an activating event (CBT). For more information on the advantages and disadvantages of an integrative approach,

038 – Law in Counselling and Psychotherapy – Seven Stages of Process – Endings Mar 18, 2017

038 - Law in Counselling and Psychotherapy - Seven Stages of Process - Endings In episode 38 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the laws relating to counselling. 'Theory with Rory' examines the seven stages of process. Last, the presenters talk about endings in counselling. Law in Counselling and Psychotherapy (starts at 5.17 mins) Rory and Ken preface this section of the podcast by explaining that the legislation they are discussing is that relating to the UK, and that they are not qualified lawyers. They recommend Peter Jenkins' book, Counselling, Psychotherapy and the Law, published by Sage in 2007, as a reference source in this area. The new Ethical Framework for the Counselling Professions, which was developed by the British Association for Counselling and Psychotherapy and came into effect on 1 July 2016, specifically requires that we 'give conscientious consideration to the law and any legal requirements concerning our work and take responsibility for how they are implemented' (p. 9). Key to counselling practice is the Data Protection Act 1998, which relates to how client information is stored and who can access this (in general, the therapist, the client, coroners and judges). The Data Protection Act applies not just to clients but also to those who make enquiries about services (e.g. people who email a private practitioner, or fill in their web enquiry form). The Information Commissioner's Office can provide information on all this. Counselling agencies may require access to notes made by their therapists, and may specify how these should be structured and stored; if so, it is important to cover this when contracting with clients. Other important areas of law for agencies are insurance, and health and safety (including fire regulations). If you are writing an assignment (or part of your external portfolio) about your agency's legal processes, a good starting point is its policies and procedures. The main laws that you need to be aware of when contracting with clients about the limits of confidentiality relate to the prevention of terrorism, drug trafficking (the bulk movement of drugs) and money laundering (concealing the origins of money that has been obtained illegally). Additional requirements to break confidentiality (e.g. on the protection of children and vulnerable adults) usually exist in agencies; although these do not apply in private practice, many such counsellors may choose to follow them for ethical reasons. If you do ever need to break confidentiality, you could go to the relevant authorities (via your agency, if you work in one) or you could report it anonymously through Crimestoppers. If you do the latter, you must record this, so you have proof that you have done so if you are ever challenged on this (e.g. in court). Seven Stages of Process (starts at 21.44 mins) Rory believes that the seven stages of process, part of person-centred theory (as originally developed by Carl Rogers) is the 'most marvelous piece of theory ever written in the lexicon of psychology'! It describes clearly the path by which clients move from a fixed and rigid view of the world to a more fluid position, in which they can 'live life on life's terms', accepting responsibility for how they interact with and influence the world around them. The seven stages of process are one of the three pillars of the person-centred approach, the other two being the 19 propositions (Rogers' theory of personality) and the six necessary and sufficient conditions for therapeutic personality change. In his book On Becoming a Person (published in 1961 by Constable), Rogers (p. 131) writes: The seven stages of process provide a valuable common language with which to discuss clients in both supervision and case studies. Rory describes typical features of each stage, and asks: what stage do you think you are at? Why not take your views on this into your personal development group?

037 – Transference and Countertransference – Unconditional Positive Regard – Your Research Project Mar 11, 2017

037 - Transference and Countertransference - Unconditional Positive Regard - Your Research Project In episode 37 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about transference in the counselling room. 'Theory with Rory' examines unconditional positive regard (UPR). Finally, the presenters talk about doing your research project. Transference and Countertransference (starts at 3.48 mins) Transference occurs when you meet someone new, and attribute to them issues, behaviours and fantasies that relate to someone from your past. In other words, you bring the whole history of an old relationship into the new relationship, rather than seeing the new person for who they really are. What happens when your client experiences transference in the therapy room? It can be hard to spot that this is happening, and can even lead to countertransference - when you react to the way the other person is acting towards you (in other words, you 'play the part' of the person in their history). Of course, it can happen the other way round: you, as a therapist, may experience transference towards the client, and the client may respond with countertransference. Either way, ask yourself: 'Who am I to the client? And who is the client to me?' Ken and Rory provide some practical tips on how to notice and tackle transference and countertransference: Develop your self-awareness so that you are more likely to notice and deal with transference, and to avoid responding with countertransference. Look out for the client 'acting out' or being very familiar towards you: these may be warning signs that they are experiencing transference towards you. Do you feel parental towards your client? If so, this could be a warning sign of transference. If you feel transference is taking place, ask your client: 'Do I remind you of anybody?' Take any issues of possible transference to supervision: a good supervisor is always looking out for this. Check out more resources on transference and countertransference in Podcast 3, and find out about eroticised transference in Podcast 21. Unconditional Positive Regard (starts at 17.20 mins) Counselling students often wonder: 'How can we look at all our clients with no judgement whatsoever? Is this possible?' Illustrating his points with real-life examples, Rory talks about our tendency as humans to see only the parts of others we don't like, and to dismiss or judge them on this basis. Carl Rogers described the importance of UPR in his paper, 'The Necessary and Sufficient Conditions of Therapeutic Personality Change', published by the Journal of Consulting Psychology in the 1950s. In this, he wrote (p. 97): Even Rogers admits that he did not always find it easy to show UPR, citing an example of a session with an army officer in South Africa during the time of apartheid. Rogers said that he struggled to offer UPR in this case, but the officer reported he had felt accepted and that the session had been life-changing. Rory offers three tips on UPR: Don't just accept the parts of a person that you like. Try instead to see and reflect back all that the person is saying, not auditing or correcting the parts that you don't like. Remember the quote: 'I disapprove of what you say, but I will defend to the death your right to say it. (It is unclear who said this, some claiming it was Voltaire, others refuting this.) In other words, freedom of speech matters. It is not up to us to seek to change the client's world views; instead, it is our job to help them make sense of their world, and to start the process of self-healing. Counsellors are not agents of social control. It is really important that we see clients as fellow human beings, who are the results of the paths they have walked. We must somehow separate the sin from the sinner. Free Handout Download 3 Tips on Unconditional Positive Regard and SMARTER Targets Click Here to Download Free Handout

036 – Using Counselling Qualifications Overseas and in Other Roles – Congruence – Funding for Counselling Training Mar 04, 2017

036 - Using Counselling Qualifications Overseas and in Other Roles - Congruence - Funding for Counselling Training In episode 36 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the viability of using counselling qualifications in other countries and in other areas of work. 'Theory with Rory' looks at congruence, and then the presenters talk about funding for counselling training. Using Counselling Qualifications Overseas and in Other Roles (starts at 3.05 mins) Are counselling qualifications gained in the UK portable to other countries? Rory reports that the set-up in the USA is very different from the UK, with a master's degree required, as well as passing an exam to gain entrance to the professional body there. Therapists in the USA have much more of a diagnostic role, and need to understand how to claim payment from insurance companies, given that most healthcare (including counselling and psychotherapy) is funded in this way. Ken notes that South Africa too has an insurance-based healthcare system. In short, each country has its own unique set-up in terms of how therapy works there. The main tip is to contact the professional body for counselling and psychotherapy in the country you are interested in, and ask whether your qualification would be accepted there, and whether any bridging courses or arrangements would be needed. Don't forget too to check out whether you would need a work permit to be allowed to work there. Counselling skills are potentially portable not only to other countries but also to other areas of work in the UK, for example nursing and teaching. Rory describes counselling qualifications as 'CV gold', given that they demonstrate a range of aptitudes and attitudes: interpersonal skills understanding of standards and ethics self-awareness commitment to learning, and to personal and professional development mental toughness and perseverance Have you experience of using your counselling qualification abroad or in another profession? If so, do share your experiences and views on our Facebook group. Congruence (starts at 12.55 mins) Rory models congruence by explaining that he usually reads from a script for his theory slot, but this time is not doing: which do you prefer? Rory talks about congruence, one of the six conditions described by Carl Rogers in a paper, 'The Necessary and Sufficient Conditions of Therapeutic Personality Change', published by the Journal of Consulting Psychology in the 1950s. Congruence is all about being genuine and real. After the strong influence of the psychoanalytical approach in the 1940s, in which the therapist specifically avoided connecting with the emotions of the 'analysand' (as the client was known), Rogers' approach represented a sea change. Rory provides several examples of where he has used congruence in his practice and found this to be effective. He believes that when he is real with a client, this helps build and deepen the therapeutic relationship, enable the client see him as real, and become real themselves. However, being real can be easier said than done. Rory offers some observations on how to achieve this, based on his own experience: Be yourself - in the words of the band Oasis, in their song 'Supersonic, 'I need to be myself; I can't be no-one else. Don't hide behind a professional façade and/or become defensive. If you're wrong, own it - this models the idea that it is OK to make mistakes. The Ethical Framework for the Counselling Professions, published by the British Association for Counselling and Psychotherapy, states (2015, page 10): 'We will ensure candour by promptly informing our clients of anything important that has gone wrong in our work together, and … offer an apology when this is appropriate.' If you don't know the answer to a question asked by the client, admit it. Free Handout Download Congruence Explained Click Here to Download Free Handout

035 – When a Client Judges You – Psychological Contact – When a Client Cries Feb 25, 2017

035 - When a Client Judges You - Psychological Contact - When a Client Cries In episode 35 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss how to deal with clients who show prejudice towards you. 'Theory with Rory' explains the 'hidden condition' of psychological contact. Last, the presenters talk about what to do when a client cries in the therapy room. When a Client Judges You (starts at 4.20 mins) As student counsellors, we learn about equality and diversity, with the aim of being able to show all clients unconditional positive regard (UPR). But what if a client appears to show a prejudice towards us on the grounds of variables that have nothing to do with our counselling ability, e.g. gender, clothing, age or weight? There is no easy answer here, nor any one answer that would be appropriate in every situation, but Ken and Rory offer a number of general tips: Remember that this is the client's 'stuff', not yours. If you are sure of this in yourself - i.e. you feel secure and confident as a counsellor - then a client holding a view that you cannot counsel them because you are (for example) 'too young' will not feel hurtful to you. Try reflecting the view back to the client, as an interesting lens on their process, exploring where their concern is coming from. For example, if it has arisen from a lack of understanding on the part of the client of what counselling is and how it works, you could re-explain this. Or if it stems from something in their past experience, you could support them in looking at it. If the remark did feel hurtful to you, take this to your personal-development group and/or your supervisor, so you can explore what it is within yourself that has led to you reacting to it in this way. Finally, if an organisation seems to be judging you on something that doesn't relate to your ability as a counsellor, remember that they must abide by the Equality Act 2010. Psychological Contact (starts at 18.08 mins) Rory examines the first of the hidden conditions of Carl Rogers. The three core conditions - congruence, UPR and empathy - are relatively well-known, though Rogers never actually used the term 'core conditions'. But in fact Rogers held that six conditions are necessary and sufficient to bring about constructive personality change. He described these in a paper, 'The Necessary and Sufficient Conditions of Therapeutic Personality Change', published by the Journal of Consulting Psychology in the 1950s. The first of the six conditions is that the counsellor makes psychological contact with the client (i.e., they are 'on the same page' psychologically). Rory explores the possible barriers to this, which include: the client not understanding where they are and what they have come for - e.g. being under the influence of drugs or alcohol the client and counsellor being unable to understand each other's language the client looking not for counselling but for something else, e.g. friendship or expert advice (perhaps medical or legal) there being a mismatch in the communication styles of the client and counsellor (for example, if one uses a lot of metaphor but the other finds this difficult) the client having a mental-health condition (e.g. schizophrenia or memory loss) that means they do not share the reality of others). Although this may be a barrier, Rogers objected to the pathologising of such conditions (which relies on the medical model) and asserted that person-centred counselling could still be helpful. Even if it is not, other forms of talking therapy may be of value, for example validation therapy for people with dementia. Free Handout Download What is Psychological Contact Click Here to Download Free Handout When a Client Cries (starts at 24.32 mins) It is natural that clients will sometimes cry in the therapy room, as this is a place where we encourage emotion to be experienced and talked about, but how is the right way for the counsellor to resp...

034 – Safeguarding Computer Data – Margaret Warner and Fragile Process – Confidentiality in Counselling Feb 11, 2017

034 - Safeguarding Computer Data - Margaret Warner and Fragile Process - Confidentiality in Counselling In episode 34 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to store digital backups of notes and documents securely. 'Theory with Rory' looks into Margaret Warner's work on fragile process. Finally, the presenters discuss practical issues and tips regarding client confidentiality. Safeguarding Computer Data (starts at 2.12 mins) These days, we tend to store study notes electronically. But what happens when data gets lost, corrupted or inadvertently deleted? Ken and Rory suggest using a cloud-based server (e.g. Google Docs or Dropbox) to store copies of documents remotely. Another option is to get a software program on your computer that backs up your documents online, for example CrashPlan. With regard to client notes, an external hard drive that is password-protected may be a good solution for backing up data. It is important never to dispose of hard drives or any other data-storage devices without properly removing any confidential data. Margaret Warner and Fragile Process (starts at 18.19 mins) Rory explores the nature of fragile process, a concept developed by US psychotherapist Dr Margaret Warner, who used the person-centred approach in clients with active psychosis. It is sometimes thought that person-centred counselling is inappropriate to use with this client group, who experience different realities from other people. Warner's work seeks to de-categorise and de-pathologise psychotic conditions, and so highlights the contrast between the medical model (which asks: 'What's wrong with you?') and the psychosocial model (which instead asks: 'How did this happen?'). It is possible to work with psychosis using the person-centred approach, but only with lots of training and experience. To understand a client's fragile process, it is important to explore its cause. For example, Warner has worked with people who were sexually abused as children. Someone who has experienced sexual abuse in the first seven years of life may - through their inability to physically escape their abuser - have created a hiding place in their mind. For example, one young person might stare at the pattern on her wallpaper, and another might have an out-of-body experience, watching themselves from the ceiling, in order to cope with abuse. In this type of situation, the self-concept can 'crack' to form two or more personalities, leading to voice-hearing, an altered vision of reality, and odd bodily sensations. Clients with fragile process may have difficulties in: holding onto their experience regulating the intensity of their experience naming what the experience is talking about the experience. For therapists working with clients with fragile process, it is important to empathise with and give unconditional positive regard to both/all parts of the personality. Such clients often feel more comfortable to have control over the practical arrangements for counselling, for example to be able to choose a regular slot for therapy, for sessions always to start in the same way, and to choose and stick with the physical lay-out of furniture in the room. They may have difficulty in finding the words to describe their experiences, so therapists need to be patient and to allow time. In time, the client may be able to integrate the disassociated parts of their personality, and become whole again: the organismic whole, as Carl Rogers called it. Free Handout Download Margaret Warner and Fragile Process Click Here to Download Free Handout Confidentiality in Counselling (starts at 23.55 mins) Ken and Rory discuss some practical issues relating to client confidentiality, and give the following tips: When you contract with clients, talk about what you would do if you bumped into them when you were out and about in your everyday life - for example, you might suggest to a client that you will not ackno...

033 – Counsellors in Schools – Postmodernism in Therapy – Insurance for Counsellors Feb 04, 2017

033 - Counsellors in Schools - Postmodernism in Therapy - Insurance for Counsellors In episode 33 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about the growth of counselling in schools. 'Theory with Rory' decodes 'postmodernism' and discusses how this affects the world of counselling and psychotherapy. Finally, the presenters discuss the importance of having professional indemnity insurance. Counsellors in Schools (starts at 2.12 mins) There is talk of ensuring that all schools in the UK have their own counselling service. A pilot project in Wales showed successful results. Children and young people these days face life in a complex world with many pressures; this can lead to feelings of overwhelm. It can be difficult or impossible for youngsters to share their concerns with relatives, especially when family may be part of the problem. Rory and Ken are strongly in favour of the development of such services, explaining that there would be benefits to: children and young people themselves - having the chance to speak confidentially to an independent person about any problems counsellors - bringing increased employment opportunities trainers in specialist skills for counselling children and young people - being able to offer this training to more counsellors. Ken and Rory assert that there is an ethical requirement for counsellors working in this field to have dedicated training. This is supported by the Ethical Framework for the Counselling Professions of the British Association for Counselling and Psychotherapy (BACP): 'Careful consideration will be given to working with children and young people that … demonstrates knowledge and skills about ways of working that are appropriate to the young person's maturity and understanding' (page 8). Counsellors in this field need to ensure they have the right skills and knowledge, for example of child development, social media, current recreational drugs and the Fraser guidelines. But don't be tempted to try to 'get down with the kids': teenagers generally see through this as unreal. Counsellor Tutor Podcast 15 looked at counselling young people, and members of the Counselling Study Resource can also hear an interview with counsellor Catherine Knibbs on working with young people - in particular, the impact of the internet. Postmodernism in Therapy (starts at 15.42 mins) What is postmodernism? Here, Rory 'decodes' the term, explaining that it refers to a mind-set that encompasses a general distrust of theories and ideologies that seek to slot all knowledge into a single framework. In other words, postmodernism challenges the 'big ideas' that we might assume to be true, and asks us to deconstruct and critically evaluate them. Rory looks at the history of postmodernism. In the 1600s, religion lost its monopoly in the West in explaining reality, with science taking over and leading to the Industrial Revolution in the 18th and 19th centuries. The 'big ideas' of commerce, science, literature, art and psychology formed important parts of the modernist era, while postmodernism (which followed modernism historically) represented a questioning by philosophers of the genuine usefulness of these ideas to contemporary society. In the world of therapy, the ideas of Sigmund Freud, Albert Ellis and Carl Rogers could be said to be modernist, since they all rely on particular theories. Postmodernist therapies, meanwhile, are highly relational, collaborative and phenomenological; they enable clients to deconstruct and examine their beliefs and the value they place on these. There are two main modalities in postmodern therapy: narrative therapy - which evaluates the client's thoughts and behaviours in the context of their culture and the story they have written for themselves solution-focused brief therapy - which creates solutions to problems rather than evaluating the root causes of these problems. Free Handout Download Postmodern Therapy Primer

032 – Recent Changes in Counselling – Thematic Apperception Test – Using Transitional Objects Jan 28, 2017

032 – Recent Changes in Counselling – Thematic Apperception Test – Using Transitional Objects In episode 32 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about recent changes in the world of counselling. ‘Theory with Rory’ then examines thematic apperception tests. Last, the presenters discuss the use of transitional objects. Recent Changes in Counselling Ken and Rory discuss how the world of counselling and psychotherapy has changed over recent times. Key developments, many of which have been made possible by new technology, include: the British Association for Counselling and Psychotherapy introducing a new Ethical Framework for the Counselling Professions, which includes reference to online therapy discussions on the profession moving towards becoming regulated counsellors being able to connect more easily with each other (e.g. through our Facebook page, Counselling Tutor), so helping to avoid professional isolation greater access to information on issues relating to psychological and emotional health (e.g. the recent disclosure through the UK press of sexual abuse in football), empowering people to talk about their own experiences new modalities emerging – for example narrative and solution-focused therapy the medical and social models moving closer to each other in mental health care people becoming increasingly isolated socially, and so being more in need of being listening to and receiving the core conditions counsellors being more likely to offer clients psycho-education (for which continuing professional development is especially important) counselling becoming less of a ‘cottage industry, and becoming more respected by other health and social care professionals. The presenters discuss whether the nature of the human condition and pain have changed; they conclude that they have not, but that people now have more opportunity to normalise their problems through greater exposure of others’ difficulties. This is in turn helping to lift the stigma of seeking counselling help. Thematic Apperception Test A thematic apperception test (TAT) is a projective psychological test that is designed to reveal a person’s needs, motives and concerns through how they interpret pictures showing emotionally ambiguous situations. Rory describes how participating in this activity changed his life in terms of inspiring him to enter the counselling profession. The concept of TAT was first discussed in the 1930s by US psychologist Henry Murray and lay psychoanalyst Christiana Morgan at the Harvard Clinic. It is said that the idea came from a question asked by a student, Cecilia Roberts, whose son – when ill – had spent the day making up stories about images in magazines. Roberts asked Murray whether pictures could be used in clinical practice to explore personality. The TAT also has a literary connection, with one of the chapters in Herman Melville’s Moby Dick describing what different characters see in the images on a coin. Murray was a great fan of Melville’s writings. After the Second World War, the test was adapted to fit various different approaches to psychotherapy, and was later used by the Human Potential Movement (which is based on the humanistic school of psychology) to help increase clients self-understanding and personal growth. It can be useful in revealing edge-of-awareness material, enabling clients to access their feeling and process. Using Transitional Objects This involves a counsellor giving a client an object of theirs to help see them through a break in therapy sessions through maintaining an intersubjective connection. As such, it is something to be thought out carefully – and so employed only by experienced counsellors in an established therapeutic relationship. Particular dangers to bear in mind are the risks of transference and dependence. Used properly, this technique may increase rather than decrease client power. Ken describes an activity he has used at the final stages of counse...

031 – Dealing with Your Own Emotions – Karpman’s Drama Triangle – Managing Your Time as a Trainee Counsellor Jan 21, 2017

031 - Dealing with Your Own Emotions - Karpman's Drama Triangle - Managing Your Time as a Trainee Counsellor In episode 31 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to deal with your own emotions when counselling clients bring up intense emotions during the session. 'Theory with Rory' takes a look at Dr Stephen Karpman's Drama Triangle. Finally, the presenters offer tips on managing your time as a trainee counsellor. Dealing with Your Own Emotions Our clients may well bring heavy material when they come to us for counselling, and it is natural for us - in standing with them in this - to experience intense emotions too. Empathy is very important for counsellors, so it is good to feel these emotions (and to complete the empathy circle by communicating that empathy), but it is important to maintain the ability to manage the session as the counsellor. How do we do this if the feelings become overwhelming for us? Ken and Rory offer the following tips: It is fine to get a tear in your eye and to have to reach for a tissue yourself. Clients will benefit from your empathy. However, always remember that the heavy material is not your own. Watch for parallel process - when the material a client brings parallels something you are struggling with yourself. Be aware too of the possibility of countertransference, where the client reminds you of someone from your past. If your self-awareness leads you to realise that parallel process or transference is occurring, discuss this with your clinical supervisor. If you keep struggling with a particular type of material, consider personal therapy to explore the reasons for this in greater depth. Karpman's Drama Triangle This is a social model of communication, developed by American psychiatrist Dr Stephen Karpman. He was a student of Eric Berne, who founded Transactional Analysis. The concept was first described in a 1968 journal article. The Drama Triangle explains how we sometimes take on unhelpful roles subconsciously. The three corners of the triangle represent roles - Victim, Rescuer and Persecutor. The Victim, who feels helpless, looks for a Persecutor to add to their feeling of oppression, and a Rescuer to save them. The Persecutor is happy to blame the Victim, while the Rescuer experiences guilt if they do not help the Victim (who thus remains helpless). The three roles can be quite fluid, with people moving between them. Although it is often not taught on person-centred courses, the Drama Triangle is a useful model to apply both to everyday life and to counselling. Rory provides an example observed in real life, of a beggar (the Victim) asking passers-by for money to enable him to buy a train ticket back to his hometown. A woman (the Rescuer) stops and gives him £20 for this purpose. The following day, she passes the same way and is surprised and horrified to see him there, still begging. At this point, she becomes angry with him and accuses him of duping her (so transforming into the Perpetrator). So how can we avoid getting drawn into the Drama Triangle? Self-awareness is key here. For example, those who are motivated to become counsellors tend to have a strong desire to help, but if this is simply a form of psychological medicine for us, we are likely to disempower the people we are trying to help. Personal development (gained through self-reflection, group work, personal therapy and clinical supervision) is vital. Free Handout Download Karpman Drama Triangle Click Here to Download Free Handout Managing Your Time as a Trainee Counsellor In the UK, there is only around five months left now until courses finish for the summer, given that there are often also half-term breaks and an Easter holiday. It can feel rather daunting for counselling students to think how much they have to fit in between now and then - for example, exams to revise for, and external portfolios to get together.

030 – Levels of Qualification – Tuckman’s Team Development Model – Self-Actualisation versus the Actualising Tendency Jan 14, 2017

030 - Levels of Qualification - Tuckman's Team Development Model - Self-Actualisation versus the Actualising Tendency In episode 30 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly explain the levels of counselling qualification in the UK. 'Theory with Rory' takes a look at Dr Bruce Tuckman's team development model. Last, the presenters examine the difference between the actualising tendency and self-actualising. Levels of Qualification There is a wide range of counselling qualifications on offer, and it can be very confusing to know which to choose. In the UK, qualifications can currently be mapped to levels, as follows: Level 2 - GCSE level Level 3 - A level Level 4 - first year of degree Level 5 - foundation degree Level 6 - bachelor's (honours) degree Level 7 - master's degree Level 8 - doctorate Courses that allow you to qualify as a counsellor could be at any level from 4 to 7. Which level is right for you depends on your background, interests and goals. For example, Level 4 is perhaps the fastest way to get in front of clients, while an ambition to work in the NHS would make it advisable to study for a degree. Ken and Rory advise that in general it is best to avoid online courses in counselling, as this is a subject area where interaction with people really matters, to develop both skills and personal awareness. Whichever level you choose as the qualifying stage of your counselling training, always check that the course requires you to get at least 100 hours' practice with clients, as this is required to become a member of the BACP. For information on BACP accreditation of courses, see Podcast 7. Our Counselling Study Resource provides input that is global across all levels and awarding bodies - and so is suitable for all students of counselling and psychotherapy. Tuckman's Team Development Model Personal development (or process) groups are an important part of counselling training. Students' emotional (affective) and academic (cognitive) development is enhanced when group members work cooperatively together. This facilitates students' application of counselling theory to themselves and others (both peers and, in turn, clients). It can feel like personal development groups have no real structure, but in fact tutors often use the model developed by Dr Bruce Tuckman, a US psychologist, to assess how the group is developing. This model describes four stages, each of which must be done through for the group to be fully effective: Forming - in which members try to work out what they should be doing, often looking to the tutor for guidance or trying to appoint a leader; common feelings here include uncertainty, anxiety, confusion, fear and helplessness Storming - where the group grows in confidence and perhaps rejects tutor input; members challenge each other, and may feel angry, frustrated, hurt, wary and resentful Norming - at this stage, members accept each other and individual differences, and are open to input; feelings often include hope, courage, relief and mindfulness Performing - the group tries to solve problems and misconceptions, feeling empathic, relaxed and confident. In 1975, Tuckman added a fifth stage: adjourning. This describes the stage of ending, which happens at the final stage of counselling courses. A range of feelings may be experienced at this stage, including loss, sadness, happiness, excitement and gratitude. It is important to remember that not every group is going to fit this model, but it can be a useful guide to how many groups evolve as their members learn to work together. You can read more about Tuckman's model in Rory's handout, which is free to download. Free Handout Download Tuckman's Team Development Model Click Here to Download Free Handout Self-Actualisation versus the Actualising Tendency The actualising tendency describes the idea, developed by Carl Rogers, that humans have an innate ability to grow and develop in spite of their cir...

029 – Post-Traumatic Stress Disorder – Elisabeth Kübler-Ross –Student Overwhelm Jan 07, 2017

029 - Post-Traumatic Stress Disorder - Elisabeth Kübler-Ross -Student Overwhelm In episode 29 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss post-traumatic stress disorder (PTSD). 'Theory with Rory' takes a look at the life and work of Elisabeth Kübler-Ross. Finally, the presenters discuss the feelings of overwhelm often faced by students of counselling and psychotherapy. PTSD Although the term 'PTSD' came into the psychotherapeutic lexicon following the Vietnam War, the phenomenon was recognised longer ago by other names, for example 'going Asian' following the Korean War, and 'soldier's heart' or 'shellshock' in the Second World War. PTSD is experienced by people who have been in very stressful situations (not just in the military) where they believed their or others' lives were at serious threat. It is a very debilitating condition, which can vary in severity. Although our role as counsellors is not to diagnose mental-health conditions, we may suspect a client is suffering from PTSD if feelings of terror are triggered by certain situations or senses (e.g. the smell of diesel or sound of fireworks). In this case, a referral to the GP (with the client's permission) is recommended. Current treatments include medication, and eye movement desensitisation and reprocessing (EMDR). Also, clients are often hugely comforted by knowing that what they are going through is normal given the situation they have experienced. For more on this important topic, see Rory's lectures in the Counselling Study Resource (CSR), including one on brain plasticity. Elisabeth Kübler-Ross Born in 1926 in Zurich, Switzerland, Elisabeth Kübler-Ross developed a strong social and work ethic from an early age. Later qualifying from Zurich Medical School, she moved to the USA to train as a psychiatrist. There, she also received training in psychoanalysis. Horrified by seeing how dying patients were treated in hospital, she began to give lectures to students to help them understand how terminally ill patients were experiencing end-of-life care. Her desire to educate people about death and dying continued, and Kübler-Ross developed seminars based on qualitative interviews with terminally ill people. This work led to her psychological hypothesis on the process of dying, sometimes known as 'the five stages of grief' or 'DABDA': Denial - 'It's not really happening.' Anger - 'Why me? It's not fair.' Bargaining - 'I will alter my lifestyle; that will make things right.' Depression - 'I'm so sad; why bother?' Acceptance - 'I can't fight it; I may as well prepare for it.' Although this model has gained wide acceptance in the world of counselling and psychotherapy, it has also incurred a number of criticisms, for example: that it was developed as a model of dying, but has since been applied to bereavement too that it may not fit all clients (some of whom may go through the process in a different order, miss a stage, or even not experience any of the stages) that it may encourage counsellors to be prescriptive and apply the model rigidly, rather than seeing clients as having their own unique experiences that how people deal with death and dying is environment-dependent. Kübler-Ross will be remembered for her pioneering work in the field of loss and grief, her care for people with AIDS, and her contribution to founding the hospice movement. She also wrote many books, perhaps most notably On Death & Dying: What the Dying Have to Teach Doctors, Nurses, Clergy & Their Own Families. Kübler-Ross died in 2004 in Arizona. Rory has written a useful handout on the life and work of Kübler-Ross; he is also planning a lecture on complicated grief, which is expected to be available in the CSR in early 2017. Free Handout Download Elisabeth Kübler-Ross's Grieving Process Theory Click Here to Download Free Handout Student Overwhelm Counsellor training can be a time of great stress, with the workload of assignments,

028 – Online Counselling – Cognitive Dissonance Theory – Referring Clients Dec 10, 2016

028 - Online Counselling - Cognitive Dissonance Theory - Referring Clients In episode 28 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss online counselling. 'Theory with Rory' focuses on cognitive dissonance, and the presenters end by discussing onward referrals in counselling. Online Counselling This is a growth area in counselling, with continual technological developments. For example, some counsellors work by email, video or chatroom, or even have Second Life identities. Online counselling is different from face-to-face work in various important ways, for example: location of client - who may be outside the UK, where counselling is subject to different laws and ethical requirements psychological contact - one of Carl Rogers' necessary and sufficient conditions, which may be much harder to achieve online disinhibition - that is, clients tending to be unusually open, revealing big things fast technological issues - such as poor connections, making it difficult to check that your client is safe security problems - for example, Skype is not a secure, private and confidential medium. These issues make it vital to think carefully about and to train properly in online counselling before offering it. Cognitive Dissonance Theory Rory shares the story of Leon Festinger's cognitive dissonance theory. Born in 1919, Festinger studied social psychology under Kurt Lewin at the University of Iowa in the USA. Lewin believed that human behaviour is a product of the individual and their environment. 'Cognitive dissonance' describes when a person has conflicting beliefs or values. Festinger's cognitive dissonance theory suggests that this makes the person feel uncomfortable, and so leads them to adjust one of the beliefs or values, harmonising these in order to reduce the discomfort we feel. In one of the most bizarre pieces of social research ever carried out, Festinger and two colleagues infiltrated a doomsday cult. They described their experiences in a book, When Prophecy Fails. In Illinois, Dorothy Martin (given the alias in the book of Marian Keech, to protect her identity) claimed to receive messages from beings on a planet she called 'Clarion'. A cult developed and - based on Martin's messages - believed that the world would end on 21 December 1954, but that a spacecraft from Clarion would come at midnight on 20 December to rescue members. They gave up jobs, relationships and belongings to prepare for departure. Assembling on the night of 20 December, the group awaited the spacecraft, but it never came. As the time ticked by, they found explanation after explanation for why this might be, all to avoid having to accept that they had been mistaken in their initial belief. Finally, Martin claimed to receive another message from Clarion, explaining that the cataclysm had been averted by the group spreading light in its faithful vigil. So how does cognitive dissonance theory apply to counselling? One area that it relates to is clients in abusive relationships. Because people have often invested heavily in such relationships (for example, financially, or in terms of children), they may tend to remain in them and to find ways to justify to themselves that the abusive behaviour is somehow acceptable. As therapists, we need to realise that abusive relationships are complex, and to understand the investments that clients may have made in those relationships and so that may blind them to the truth. Gentle challenge from the counsellor - through offering the core conditions - can allow clients to re-examine their reality to reinvest in a better life. Free Handout Download Cognitive Dissonance Overview Click Here to Download Free Handout Referring Clients As a counsellor, it is important to be open to the idea of making referrals when this is in the client's best interests. When student counsellors are on placement, the clients they see have usually been screened by a more senior thera...

027 – Keeping a Journal – Bowlby and Attachment Theory – Posture in Counselling Dec 03, 2016

027 - Keeping a Journal - Bowlby and Attachment Theory - Posture in Counselling In episode 27 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the benefits of keeping a journal and how to do so. 'Theory with Rory' looks at John Bowlby's work on attachment. Finally, the presenters discuss posture in counselling. Keeping a Journal On counselling courses, we are encouraged to keep a journal. We may feel resistant to this idea to start with, and wonder what we will find to write about, but there are many benefits, including providing: a record of our progress, which we can look back on useful material to draw on when writing self-awareness assignments practice in naming feelings - not just the 'primary colours' of the main emotions (anger, sadness, happiness etc.) but all their 'subtle shades', so enhancing your ability to use a wide range of emotion words in client work an opportunity to identify 'edge-of-awareness' issues to explore further, including in personal counselling. The idea of starting a journal may seem daunting, especially for people who may not be naturally keen on writing, e.g. people with dyslexia. Ken and Rory offer tips on overcoming this reticence: Just make a start, writing about whatever comes to mind - it probably seems harder in prospect than when you get going. Try to set aside some quiet time each day to write in your journal. Don't worry about neatness or spelling - after all, it's only you who has to read it! If you really can't face writing, try audio-recording your thoughts and feelings instead. Hearing the tone of what you're saying can even help to reveal your emotions. Bowlby and Attachment Theory John Bowlby's attachment theory portrays a universal truth - common to all modalities - that the experiences of childhood feed into the people we become. Attachment theory came into its own in the 1950s, with the most recent breakthrough happening as recently as the late 1980s, when Mary Main, together with Judith Solomon, introduced a new infant-attachment classification: 'disorganized/disoriented'. Born in London in 1907 - the fourth of six children of physician Sir Antony Alfred Bowlby and Mary Bridget Mostyn - John Bowlby was brought up by a nanny and nursemaids, seeing his mother only once a day. When he was ten years old, he was sent away to boarding school. It may be these personal experiences that led him to develop an interest in developmental psychology. Having qualified as both a doctor and a psychoanalyst, Bowlby took on the role of Deputy Director of the Tavistock Clinic, London (supporting children with emotional and behavioural difficulties), at the end of the Second World War. In 1949, he was commissioned by the World Health Organization to write a report on refugee children separated from their parents. Entitled Maternal Care and Mental Health, this led to widespread changes in how children in institutionalised care were looked after. Bowlby was later joined by researcher Mary Ainsworth, who developed his ideas in an experiment called 'the strange situation'. Watching through a one-way mirror, researchers observed the reactions of children in a play room. Having entered the room with their mother, a stranger (one of the researchers) would then enter and the mother would leave (distressing the child). When the mother returned and the stranger left, the way that the child reacted indicated their attachment style. Rory summarises Bowlby's ideas as follows: Children between the ages of six and 30 months are very likely to form emotional attachments to their care-givers. These attachments can be shown in how the children behave towards those who care for them. Children seek to be close to their care-givers, especially in times of distress or when they wish to explore the environment. Attachment is an important aspect of psychological health, in particular the ability to form and sustain close relationships.

026 – Using Social Media as a Counsellor – The Oedipus Complex – Paid Media – Personal Development Groups Nov 26, 2016

026 - Using Social Media as a Counsellor - The Oedipus Complex - Paid Media - Personal Development Groups In episode 26 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss your personal use of social media as a counsellor. 'Theory with Rory' examines the Oedipus complex, and the final episode of 'Person-Centred Business' looks at paid media (advertising). Last, the presenters discuss personal development (PD) groups. Using Social Media as a Counsellor Ken and Rory discuss how careful we must be as counsellors about what and how much we show of ourselves on social media, e.g. Facebook, Instagram and Twitter. Whatever we write there may be recorded for ever - even if you subsequently delete a post, it could already have been captured as a screenshot. Nowadays, potential employers often look at job applicants' social media profiles as part of assessing their suitability, as do potential clients seeking a private-practice therapist. Counselling is a profession, and we are expected to behave in a professional manner, reflecting the good standing of the role. The Oedipus Complex This is a key part of Sigmund Freud's ideas on child development. He first set out this concept in his book The Interpretation of Dreams. It is based on the Greek myth of Oedipus, told in a trilogy of plays by Sophocles. Tragic hero Oedipus was said to have accidentally killed his father and married his mother, so bringing disaster to his city and family. According to Freud, boys aged three to five years develop a sexual desire for their mothers and see their fathers as rivals for the mothers' attention. Freud terms this the phallic stage, and believes it is important in developing sexual identity. These days, the Oedipus conflict may seem uncomfortable and confusing to us, but we may nonetheless be able to spot some elements of truth in it. For example, we might hear a young boy say, "I'm going to marry Mummy when I grow up." And many youngsters like to sleep between their parents in bed, so literally coming between them. In another example, some adult women may feel they are expected to mother their male partners. It is important to remember that Freud lived in very different times, when gender roles were rigidly enforced. Nowadays, mother figures are not always female, and father figures are not always male. In fact, Carl Jung, who worked with Freud, claimed that there is a similar relationship between young girls and their fathers; he called this the Electra complex. Paid Media Podcasts 24 and 25 described how to build a website. To drive traffic to your website, it can be useful to use paid media (i.e. any online advertising that you pay for to bring in enquiries). Common examples of this include: Facebook adverts - these target people of certain profiles, also using their browsing history. Ken feels this type of advertising can be quite invasive, as other people might see the person's profile and so find out that the person has been looking for counselling. Google AdWords (pay-per-click adverts) - if you do a Google search, the first few results that appear will be paid-for adverts (shown by 'Ad' appearing to the left of the website address in the search-results list). If you advertise using Google AdWords, you specify the relevant keywords, and then you are charged each time someone clicks on your listing. Entries in counselling directories - you tend to pay a yearly fee to appear in these. Ken provides the following top tips on using paid media: As you'll have a limited number of words to promote your service, hone your elevator pitch. Be specific in the geographical area you target (thinking of how far people might reasonably be willing to travel to get to you) - this is particularly important in Google AdWords, where you might otherwise be paying for clicks by people who are too far away to use your service. Make sure the 'landing page' on your website (i.e. the page where the link you provide goes to - you can c...

025 – Introjected Values – Gerard Egan – Building a Website 2 – Gender in Counselling Nov 19, 2016

025 - Introjected Values - Gerard Egan - Building a Website 2 - Gender in Counselling In episode 25 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss introjected values. 'Theory with Rory' looks at Gerard Egan's model of counselling, and 'Person-Centred Business' suggests what pages and content you will need on your website. Finally, the presenters discuss gender in counselling. Introjected Values Ken and Rory discuss the difference between introjected values and conditions of worth, illustrating each with real-life examples. The concept of introjects comes from Carl Rogers' person-centred theory; Rogers believed that introjects get in the way of people being their true (organismic) selves, causing them to adopt others' values as their own truths. Challenging the introject of how women 'should' look (as implied by, say, magazine covers), Rory recommends The Beauty Myth by Naomi Wolf. A common condition of worth, meanwhile, is: 'Big boys don't cry.' Gerard Egan Currently Professor Emeritus of Psychology and Organisation Development at the Loyola University of Chicago, Gerard Egan wrote The Skilled Helper - one of the most widely read books on counselling and communication skills - in 1975. Egan's integrative model draws from the work of Carl Rogers and Robert Carkhuff (co-creator with Charles Truax of the Empathy Scale, available as a free download in Counselling Tutor Podcast episode 8). Egan developed a non-coercive way of helping people reach their own goals, based on three questions/stages: What is going on (i.e. the current scenario)? This stage subdivides into the story, blind spots and leverage. What do I want instead (i.e. the preferred scenario)? Here, the helper and client look at possibilities, the change agenda and commitment. How might I get to what I want (i.e. action strategies)? The process concludes by examining possible strategies, identifying the best fit and making a plan. Rory identifies the counselling skills that are needed at each stage. For example, in stage 1, the counsellor needs to use silence to listen to the story; reflection and paraphrasing to identify blind spots; and focusing to create leverage. Questioning is important at stage 2, which includes supporting clients to create objectives that are SMART: specific, measurable, achievable, realistic and time-bound. Egan believed strongly that first impressions are lasting impressions, and so that establishing a sound therapeutic relationship from the start was vital to success. Key to ensuring that the client developed this trust in the counsellor was the concept of SOLER: sitting squarely, open posture, leaning forward and looking interested, eye contact, and relaxing. Egan's model is quite directive, and so in some ways fits better with cognitive behavioural therapy, transactional analysis and motivational interviewing (a technique used by health professionals) than with the person-centred approach. Nonetheless, there are many connections and common features with Rogers' work. Rory asserts that much person-centred counselling training these days has integrative elements. Indeed, Egan's model - though not as widely recognized as some other psychologists' work - could be said to form the basis of much modern counselling. Free Handout Download Gerard Egan's SOLER Click Here to Download Free Handout Building a Website 2 Following on from last week's podcast on whether to design your own website or commission a professional to do so, Ken explores the pages and content you need. You will be able to use much of the material already discussed in 'Person-Centred Business' - for example, the elevator pitch (in which you define your offer), explained in podcast 21, is ideal to use at the start of your home page. The home page is the 'front door' of your website: do include a recent photo of yourself, and try to put yourself in the shoes of visitors (who may be feeling very vulnerable).

024 – Choosing Your Modality – Irrational Thoughts – Building a Website 1 – Dealing with Personal Triggers Nov 12, 2016

024 - Choosing Your Modality - Irrational Thoughts - Building a Website 1 - Dealing with Personal Triggers In episode 24 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss how to choose the modality you will practise. 'Theory with Rory' looks at irrational thoughts, and 'Person-Centred Business' explains how to build a website. Last, the presenters suggest how to deal with personal triggers as a counsellor. Choosing Your Modality In choosing which counselling modality to practise, it is very much a case of 'horses for courses' - the presenters use the analogy of different styles of music, played by different instruments. In his book To Lead an Honorable Life, John Shlien (a student, colleague and friend of Carl Rogers) comments that 'all theory is autobiographical'. In other words, the theory and modality you chose must be meaningful to you and fit with your personal philosophy. Different modalities are right for different clients and presenting issues. Whichever modality you choose, the therapeutic relationship is key, as is thorough training. Irrational Thoughts Rory sets the scene for the theory slot by referring to M Scott Peck's book The Road Less Travelled. The underlying philosophy here is stoicism: an acceptance that life is neither fair nor easy, and that self-control and mental toughness are needed to overcome irrationality. Epictetus, a first-century stoic philosopher, said: 'What really frightens and dismays us is not external events themselves, but the way in which we think about them. It is not things that disturb us, but our interpretation of their significance.' Humans have a tendency to think irrationally when they are feeling emotional. Rory goes through the 11 irrational beliefs put forward by Albert Ellis, the American psychologist who developed rational emotive behaviour therapy (REBT): It is a dire necessity for adult humans to be loved or approved by virtually every significant other person in their community. One absolutely must be competent, adequate and achieving in all important respects or else one is an inadequate, worthless person. People absolutely must act considerately and fairly and they are damnable villains if they do not. They are their bad acts. It is awful and terrible when things are not the way one would very much like them to be. Emotional disturbance is mainly externally caused and people have little or no ability to increase or decrease their dysfunctional feelings and behaviours. If something is or may be dangerous or fearsome, then one should be constantly and excessively concerned about it and should keep dwelling on the possibility of it occurring. One cannot and must not face life's responsibilities and difficulties and it is easier to avoid them. One must be quite dependent on others and need them and you cannot mainly run one's own life. One's past history is an all-important determiner of one's present behaviour and because something once strongly affected one's life, it should indefinitely have a similar effect. Other people's disturbances are horrible and one must feel upset about them. There is invariably a right, precise and perfect solution to human problems and it is awful if this perfect solution is not found. Rory goes on to discuss intrusive thoughts; these are experienced by around one in four people. He gives an example based on driving on the motorway, and thinking about the possibility of purposely crashing. It is important to remember that thinking and acting on that thought are two very different things, and that such thoughts are part of being human and are 'normal' (whatever that might mean). Free Handout Download Albert Ellis's Original List of Irrational Thoughts Click Here to Download Free Handout Building a Website 1 In the first of a number of pieces on building a website to promote your counselling business, Ken asks whether you need a website. He believes you do - it is a great place for pote...

023 – Lone Working – Stereotypes – Creating a Brochure – Referencing Nov 05, 2016

023 - Lone Working - Stereotypes - Creating a Brochure - Referencing In episode 23 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss lone working. 'Theory with Rory' looks at stereotyping, and 'Person-Centred Business' explains how to create a brochure about your services. Finally, the presenters describe how to get the referencing right in your assignments. Lone Working If your counselling work involves you visiting clients in their homes, or seeing clients alone at your home, it is important to consider how best to ensure you stay safe. Rory and Ken give some top tips on this: Plan ahead for every eventuality. If working for an agency, make sure you are aware of its lone-working policy. Develop a system so that if you fail to return from an appointment, someone can find out where you were going. Always carry a mobile phone, but do not over-rely on it - in an emergency, it would not necessarily be straightforward to use it, and trying to do so may even distract you from what is going on around you. The Suzy Lamplugh Trust offers excellent advice and resources to help keep lone workers safe. Stereotypes Our experience of past events can influence how we view future interactions (so acting as a type of defence mechanism), but we do not always need direct experience in order to stereotype. For example, we can be heavily influenced by the media and by authority (e.g., government). The term 'stereotype' was coined in the 1920s by Walter Lippman, in his book Public Opinion. Charles Ramirez Berg, Professor of Media Studies at the University of Texas, described aspects of stereotyping in his book Latino Images in Film: Stereotypes, Subversion, and Resistance. Rory describes seven of these aspects: Stereotypes are applied with rigid logic. Stereotypes may have a basis in fact - termed the 'kernel of truth' by psychologist Joshua Fishman. Stereotypes are believed - with psychologist Gordon Allport theorising that attitude to a group is usually bonded to a belief about the group. Stereotypes are simplified generalisations - the complete opposite to what counselling and psychotherapy are all about. Stereotypes can be ideological - created by power and authority to achieve dominance of their ideas. The in-group stereotypes itself - meaning that clients who are members of such groups may struggle to see themselves as individuals. The antidote to stereotyping is knowledge - meaning we must educate ourselves (through our own research - not by asking clients) if we are to provide the best service to our clients. Rory uses examples to illustrate how these aspects of stereotyping relate to the world of counselling and psychotherapy, including a story of what can happen if a counsellor relies on stereotypes as the basis of offering supportive services to individuals. Creating a Brochure In podcast 22, Ken looked at providing a free introductory meeting with a potential new client. At this, it is useful to give them some written materials, e.g. a copy of your contract and a brochure. You can also display brochures in public places (e.g. health centres and libraries) for people to pick up. Here, Ken looks at the content, structure and low-cost printing of your brochure. He advises using an A4 tri-fold format (i.e. A4 folded into three). This size fits standard brochure stands. It gives six long thin panels on which to display your information: front panel back panel introductory panel (the panel you see when you open the front panel) the three inside panels (which together form one A4 landscape sheet). Ken describes the content he would suggest including on each panel, and provides hints on how you can design and print brochures at home using templates from Microsoft and LayoutReady. Free Handout Download Sample Counselling Brochure Click Here to Download Free Handout Referencing To pass your assignments, it is important to reference all your sources accurately.

022 – Client Notes and Confidentiality – Actualising Tendency – Offering a Free First Meeting – Research in Practice Oct 22, 2016

022 - Client Notes and Confidentiality - Actualising Tendency - Offering a Free First Meeting - Research in Practice In episode 22 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about client confidentiality and its many grey areas. 'Theory with Rory' looks at the actualising tendency, and 'Person-Centred Business' considers offering a free initial meeting in private practice. The presenters conclude the podcast by discussing the importance of research in practice. Client Notes and Confidentiality Counselling notes can be accessed by: the client themselves (under the GDPR or the General Data Protection Regulations 2018) the coroner (if the client has died) the police (if the client gives you their written permission, or otherwise by court order) It may be unclear exactly whether the term 'notes' refers simply to the clinical notes (where the factual themes are recorded briefly in writing) or also to the counsellor's process notes (which by nature may include conjecture). Counsellors working in the NHS should be aware that if a client dies, the executor of their will or a relative can request the health records to be released. Podcast 11 looked in detail at note-taking. Particular issues to bear in mind in terms of client confidentiality - and so to cover in contracting - are: what the limits of confidentiality are who can access which notes for how long notes are retained agency policies on disclosure, and on sharing notes with other bodies where there is inter-agency working The Actualising Tendency The concept of the actualising tendency is commonly associated with Abraham Maslow and Carl Rogers, but in fact it was first introduced by Kurt Goldstein, a German neurologist and psychiatrist, in 1934 in a book entitled The Organism. However, the idea did not gain traction until 1943, when Maslow's paper 'A Theory of Human Motivation' was published in Psychological Review. This formed the basis of the model that would later become known as 'Maslow's hierarchy of needs'. Many people assume that all humanistic psychologists think the same, but in fact there were differences between Goldstein's, Maslow's and Rogers' views of the actualising tendency. Goldstein first put forward the concept as a theory of motivation, whereas Maslow related it to the human desire to be the best that you can be. Maslow also asserted that certain conditions needed to be fulfilled - that is, meeting physiological, safety, relationship and esteem needs - in order to self-actualise. Maslow believed that only 1% of people reach self-actualisation. In 1959, Rogers outlined his own ideas on the actualising tendency in a book chapter, 'A Theory of Therapy, Personality and Interpersonal Relationships'. While he shared Maslow's values relating to the intrinsic goodness of human nature, and the innate capacity of individuals for personal growth, he disagreed that the actualising tendency was self-driven and automatic. Instead, Rogers argued that people need the right emotional environment in order to grow emotionally; in particular, we must receive empathy, genuineness and acceptance. Rogers wrote about this too in his final book, A Way of Being, in 1980, seven years before his death. He illustrates this with the story of potato plants kept in unfavourable conditions, which nonetheless demonstrated a tendency to try their best to grow. Rory provides a quotation relating to this, available in the handout that you can get below. Just like potato plants, we humans have an innate drive to be the very best we can be, given the circumstances in which we find ourselves. Free Handout Download Carl Rogers' Famous Potato Observation Click Here to Download Free Handout Offering a Free First Meeting Following a potential client's initial enquiry, counsellors in private practice may wish to offer an initial session free of charge. Ken discusses the benefits to both parties of doing this,

021 Questions from Clients – Erotic or Eroticised Transference Oct 15, 2016

Questions from Clients - Erotic/Eroticised Transference - Writing Your Elevator Pitch - Self-Care in Practice In episode 21 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about what to do when a client asks us a question. 'Theory with Rory' looks at erotic and eroticised transference, while 'Person-Centred Business' explains how to create an 'elevator pitch' (concise statement of what you offer). Finally, the presenters discuss pacing and care for self in counselling placements. Questions from Clients In podcast 7, we looked at when and how to question clients; here, we cover the opposite - when clients ask us questions. This relates to self-disclosure and the decision on how much of ourselves to show a client. It can be tricky to balance the needs for congruence and for staying with the client's journey. The key here is to look at what the client is asking and why - a general, conversational question at the start of end of a session may be a natural part of building a working relationship, but other questions may be inappropriately personal or advice-seeking. In these cases, the best response may be to explore the motivation for the client in asking the question. Erotic and Eroticised Transference Sometimes, clients may experience romantic and/or erotic feelings towards their counsellor. Clients with a history of being in abusive or neglectful relationships (including those who have been groomed as children) may be particularly prone to this. Other clients may be attending counselling as a pretext to get close to the counsellor. Rory explains the concepts of transference (in which clients take elements of past relationships and overlay them on present ones) and countertransference (the counsellor's reaction to this). These concepts are explored fully in episode 3 of the Counselling Tutor Podcast. Given that person-centred counsellors do display a humanistic form of love towards clients, this can be confusing for clients who have not experienced the core conditions before. A useful book for understanding the many different types of love is Erich Fromm's The Art of Loving. Key to handling erotic and eroticised transference is understanding the motivation of the client, and having an appropriate strategy to deal with this. In erotic transference, the client uses counselling to explore their sexual fantasies and desires, possibly flirting with the counsellor. However, this is grounded in reality, in that the client is aware that there will not be a romantic or erotic relationship with the counsellor. In this case, the nature of the material discussed does not affect the client's ability to achieve their counselling goals, or to have a mature attachment style with others. Nonetheless, it is important for the counsellor to look at their own process and feelings, taking the issue to supervision - and personal counselling if need be. In eroticised transference, however, the client's whole aim in coming to counselling is to develop a romantic or sexual relationship with the counsellor. This overrides the client's ability to develop self-awareness. In this situation, the counsellor needs to challenge the client. If the behaviour continues, then respectful referral to another counsellor is called for. Free Handout Download Erotic and Eroticized Transference Click Here to Download Free Handout Writing Your Elevator Pitch To be successful in private practice as a counsellor, it is important to be able to describe our service concisely. This is useful when putting an entry in a counselling directory, or producing a brochure or website. It is a form of selling. Ken suggests following seven steps: Define who you are. Define what you do. Identify your ideal client, including their geographical location. Identify what is different about you and your service (your 'unique selling point' - USP) State what the reader needs to do next, e.g.

020 – Gifts from Clients – Maslow’s Hierarchy of Needs – Following Up Enquiries – Counselling Placements Oct 08, 2016

Gifts from Clients - Maslow's Hierarchy of Needs - Following Up Enquiries - Counselling Placements In episode 20 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the dilemma of gifts from clients. Rory then explains Maslow's hierarchy of needs, and Ken - in 'Person-Centred Business' - looks at what to do following a telephone or email enquiry from a client. Last, the presenters discuss counselling placements. Gifts from Counselling Clients When a client offers you a gift at their final session, this can be symbolic to the journey you have accompanied them on. Refusing the gift may be hurtful to them or prevent them from experiencing a satisfactory ending to counselling - but accepting the gift may not be ethical. Rory and Ken offer a number of tips on how to balance these considerations, and how to decide whether, and on what basis, to accept a gift from a client. As always, taking an evaluative view of your behaviour as a counsellor, and taking any difficult issues to supervision, are important. Maslow's Hierarchy of Needs US psychologist Abraham Maslow first wrote about his hierarchy of needs in an article for Psychological Review in the 1940s. This elegant model takes the form of a triangle when presented graphically, with layers representing the different types of human needs. These are divided into lower-order (or deficiency) needs and meta (high-level) needs. Lower-order needs comprise: biological and physiological needs - such as for breathing, water, food, sleep, shelter, excretion, sex and comfortable temperature safety and security needs - e.g. for body and health love and belonging needs - for relationships with family, friends, colleagues, partner and pets esteem needs - for self-esteem and respect for/from others, confidence, independence, achievements and prestige. Meanwhile, meta needs are: cognitive needs - for knowledge, reason and meaning aesthetic needs - for appreciation of and search for beauty, balance, form, structure and life-expression (e.g. in music and art) self-actualisation - for being moral, creative, spontaneous, able to problem-solve, tolerant, unprejudiced and willing to grow transcendence - for helping others to self-actualise In his book The Farther Reaches of Human Nature, Maslow also described the Jonah complex (named after the biblical character who tried to escape his destiny). This complex is a fear of success, which prevents self-actualisation, sentencing the person to mediocrity. Maslow also described peak experiences - moments of euphoric mental state achieved by people who are self-actualising - in a 1961 essay entitled Religions, Values, and Peak Experiences. Free Handout Download What is Self -Actualization Click Here to Download Free Handout Responding to Email and Phone Enquiries When a potential client makes an email or phone enquiry, the most important thing is that they receive a response - one that is both timely and professional. Ken gives tips on the best way to achieve this: Ensure that any email address and/or phone number you list on adverts, directory entries etc. is serviced - that is, you pick up messages daily. If possible, reply to the person using the communication method they have chosen to approach you. Use an auto-responder for email enquiries, so that the person gets an initial acknowledgement quickly. Many email providers offer this service; MailChimp (free) and AWeber ($19/month - you can include your photo, signature etc.) are two other services to consider. Use a voicemail message for phone enquiries, ensuring this sounds warm and welcoming. In any auto-responder or voicemail message, let enquirers know when they can expect a personal response. In your personal response, reflect back that you have heard the client's particular call for help, and explain when you are available, where you are based, and how much you charge. Placements Rory and Ken discuss how to find a counselling pl...

019 – Counselling Academic Books – Theory of Empathy Oct 01, 2016

In episode 19 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about the Saturday Book Club, and how to read academic books. 'Theory with Rory' looks at empathy, while 'Person-Centred Business' covers how to request and take payment from clients in private practice. Finally, the presenters discuss the importance of insurance. Reading Academic Counselling Books In the Saturday Book Club on the Counselling Tutor Facebook group - which now has nearly 3,000 members - Rory reviews useful text books in plain English. Various publishers have recently donated copies of key books, which members will have the chance to win in competitions. Rory and Ken give two top tips for reading academic books: Don't try to read these books from start to finish; this can be overwhelming. Start at the index, looking up the specific topic you are studying, and then dip in to read the relevant parts. Map out where the important information is within the books, for example using sticky notes and highlighter pens. Do not be afraid to write in your books, if that is helpful to you. Theory of Empathy in Counselling Episode 5 of the Counselling Tutor Podcast covered empathy as a skill; now, Rory looks at the theory of empathy. The term 'empathy', applied to counselling and psychotherapy, refers to being in the client's frame of reference, experiencing the world as they see and feel it. The word is derived from: the Greek pathos, meaning 'emotion', 'feeling', 'suffering' or 'pity' the German Einfühlung, meaning 'into feeling' or 'in feeling', coined by the German philosopher Robert Wischer in his doctoral thesis in 1873 to describe the human capacity to enter into the emotional content of art and literature. British psychologist Edward Bradford Titchener first translated Einfühlung into English - as 'empathy' - in 1909. Since then, there have been many attempts to define this concept. Particularly well-known is the work of Carl Rogers, who wrote a paper for the Journal of Consulting Psychology in 1957 entitled 'The Necessary and Sufficient Conditions of Therapeutic Personality Change'. He describes 'empathy' as follows (1957, p. 98): Empathy was also a key focus of the work of US psychologists Charles Truax and Robert Carkhuff, who created the Empathy Scale, available as a free download in Counselling Tutor Podcast episode 8. Rory explains the four types of empathy: affective, cognitive, receptive and expressed. Empathy has been written about in detail by Dave Mearns and Mick Cooper in their book, Working at Relational Depth in Counselling and Psychotherapy (see 'Links and Resources'). These authors (2005, p. xii) define 'relational depth' as 'a state of profound contact and engagement between two people, in which each person is fully real with the Other, and able to understand and value the Other's experiences at a high level'. Neuroscientific perspectives on empathy have examined brain structure in relation to empathy, with members of the Max Planck Institute identifying the right supramarginal gyrus as key, and mirror neurones also playing an important role. Regardless of the scientific explanation for empathy, the human experience of being heard, understood and validated is one of the greatest gifts that one person can give another. Free Handout Download 5 Tips on How to Use Academic Books for Your Assignments Click Here to Download Free Handout Requesting and Taking Payment It can feel difficult to ask clients for payment, especially if you have been accustomed to working without charge (e.g. on placement). The client may have shared heavy, personal material, and it can feel strange to turn then to the topic of money. Key tips include: Remember that this arrangement has already been made clear in contracting - so the client is expecting to pay. Ask yourself what makes you feel uncomfortable about it; some self-development work may be needed here. Prepare an invoice or receipt in advance and pu...

018 – Theory and Practice – Five-Relationship Model – Business Planning – Qualitative and Quantitative Research Sep 24, 2016

018 - Theory and Practice - Five-Relationship Model - Business Planning - Qualitative and Quantitative Research In episode 18 - as the Counselling Tutor Podcast comes of age! - Rory Lees-Oakes and Ken Kelly discuss how to deal with a mismatch between theory and practice. 'Theory with Rory' looks at Petruska Clarkson's five-relationship model, while in 'Person-Centred Business', Ken provides a guide to stress-free business-planning. Last, the presenters explain the difference between quantitative and qualitative research. Theory and Practice Working with real clients is very different from working with peers in college, who are familiar with the concept of counselling, and understand the various boundaries (e.g. to respect time limits, and not to make doorknob disclosures). It is not uncommon for clients in the real world to appear not to fit so well with counselling theory. Rory and Ken provide a number of tips on how to deal with this situation: Make sure you train on an experiential course (i.e. one that is taught face-to-face, and that includes skills practice). Be aware of other modalities than your own (e.g. psychodynamic and cognitive-behavioural); there are many different therapeutic modalities, each with a related but different set of theory. Treat theory as a guide only. Remember that having a client who appears not to fit with theory does not mean you are getting something wrong. Focus simply on being with the client the best you can; the therapeutic relationship is key. Five-Relationship Model South-African psychotherapist Petruska Clarkson developed a model of relationship-building that can inform both counselling and supervision relationships. Interested in Gestalt therapy, she came to the UK in the 1970s. Her model is based on integrative therapy, but is applicable to all modalities. In the 1950s, Carl Rogers had written a paper entitled 'The Necessary and Sufficient Conditions of Therapeutic Personality Change', published in the Journal of Consulting Psychology. This introduced the idea that the therapeutic relationship is key, and three of the conditions - congruence, unconditional positive regard and empathy, which have subsequently become known as the 'core conditions' - have come to be accepted by practitioners of all modalities as vital to establishing this relationship. In 1995, Clarkson wrote a book entitled The Therapeutic Relationship (revised in 2003).Clarkson talked about 'intersubjective relationships' (how we connect to others) and 'intrapsychic relationships' (how we connect to ourselves). Rory explains the five intersubjective relationships, and provides some real-life examples of these: The working alliance forms the basis of the client-therapist (or therapist-supervisor) relationship, and includes the contract. It focuses on building a shared understanding and foundation, so that if the relationship falters, both parties can return to this stage and try to repair it. The transferential/countertransferential relationship refers to the idea that we may remind a client of someone from their past, or vice versa, and the related feelings from the past may be transferred to the present, so affecting the therapeutic relationship. If this happens, it is important to explore the issue in supervision. The reparative/developmentally needed relationship is based on the client viewing the therapist as a parent figure to support them during the personal growth that takes place in therapy. This may be especially so for clients who experienced poor parenting as youngsters. In time, the client begins to trust their own judgement and so needs the therapist less (at which point therapy comes to an end). The person-to-person relationship draws on the work of Martin Buber regarding 'I-Thou' (as opposed to 'I-It') relationships - i.e. the development of a real emotional connection (which makes counselling a unique profession, differentiating it even from other caring professions).

017 – Returning to Study – Defence Mechanisms – Person-Centred Business – BACP Ethical Framework Sep 18, 2016

017 – Returning to Study – Defence Mechanisms – Person-Centred Business – BACP Ethical Framework In episode 17 of the Counselling Tutor Podcast – the first in season 2 – Rory Lees-Oakes and Ken Kelly talk about returning to study after the summer break. ‘Theory with Rory’ looks at defence mechanisms, while Ken introduces a new segment, ‘Person-Centred Business’, with ideas on using your counselling skills to earn money. Finally, the presenters turn to the new Ethical Framework for the Counselling Professions, published by the British Association for Counselling and Psychotherapy (BACP). Returning to Study Rory and Ken discuss the challenges and opportunities of returning to study after a break, offering various tips: Keep calm – you will be given time to settle back into an existing course, or to find your way around at a new one. Try to enjoy the chance to meet new people. Use a diary to help you plan your time. Share your experiences on the Counselling Tutor Facebook group (see ‘Links and Resources’). Reflect on what going back to study means to you. Defence Mechanisms Sigmund Freud was the first to describe defence mechanisms, which are subconscious processes we put into place when we find a situation difficult. The psychodynamic view of the human psyche suggests there are three parts of personality: the id, ego and super-ego. To compare the personality to an iceberg, the id is below the water and so we are unconscious of it, while the ego and super-ego appear above the water and so in our consciousness. The id drives our primitive and instinctive urges (it is our ‘wild child’); Freud believed we are born only with the id, and that the ego and super-ego develop at three to five years of age. The id remains throughout life and demands our immediate attention. The super-ego, meanwhile, is our ‘super-parent’. Comprising the conscience and the ideal self, it strives for perfection and is driven by values introjected by our parents and society. Falling short of its rigorous standards leaves us feeling guilty. The ego is part of the id that has been modified by the outside world and has the unenviable task of acting as communicator between the ‘wild child’ and the ‘super-parent’. In this role, it strives for realism so that we can fit into – and be accepted by – the social world. We use defence mechanisms to protect ourselves from anxiety and/or guilt – when we feel threatened, or when the id or super-ego becomes too demanding. Freud originally identified seven defence mechanisms: repression – pushing away a thought or feeling (which might then leak out in a ‘Freudian slip’) denial – refusing to accept that something exists or has happened projection – taking an aspect of self and putting it onto someone else rationalisation – creating an acceptable but incorrect explanation for a situation intellectualisation – thinking about something logically without any attached emotion reaction formation – doing the opposite of what you would like to do regression – acting as a child might if they did not get their own way. Rory illustrates all these defence mechanisms with real-life examples. The concept of defence mechanisms was later developed further by Anna Freud (Sigmund’s daughter) and others; they took a wider and deeper view of these, identifying more mechanisms. Person-Centred Business In this exciting new slot, Ken asks us to reflect on why we might find it hard to ‘sell’ ourselves and our skills. If we are truly happy to work voluntarily after qualification, that is fine, but equally it is reasonable to want to be paid as we have invested time, energy and money in our training. Because counsellors want to help people, they may feel it is wrong to charge for this. But doctors and nurses are paid for their helping work. Over coming weeks – if you would find it helpful – Ken will use his background in marketing to present ideas and strategies for how to use your counselling qualification to make money.

016 – Self-Care – Gestalt Therapy – Honing Your Skills – Personal Change and Relationships Jun 11, 2016

016 - Self-Care - Gestalt Therapy - Honing Your Skills - Personal Change and Relationships In episode 16 of the Counselling Tutor Podcast - which marks the season 1 finale - Rory Lees-Oakes and Ken Kelly discuss self-care for counsellors. Rory gives an overview of gestalt therapy, while Ken speaks about how you can sharpen your skills. The episode ends with a debate about how we grow as counsellors during training, and the potential effect on our relationships. Self-Care for Counsellors Counselling is a demanding occupation, as we give so much of ourselves in the therapeutic relationship, being fully present with every client through some harrowing experiences. It is important to ensure we care for ourselves; without doing so, we become unable to care for others. It is vital to avoid burn-out. Ken and Rory describe how they and others practise self-care, including going to supervision, journaling, escaping from IT, enjoying the outdoors, and having a change of scene through going away. If you are taking a holiday, this is a kind of ending; it is important to deal with this appropriately. Gestalt Psychotherapy 'Gestalt' is a German word, which has no direct translation, but generally refers to a whole, circle, completion or connection. Gestalt therapy is all about connecting with ourselves both emotionally and physically. Developed by Fritz and Laura Perls, gestalt therapy was one of the modalities featured in Everett Shostrom's 'Three Approaches to Therapy' - or, as they are more commonly known, 'the Gloria Films'. Perls' session with Gloria is confrontational, which is a key element in this modality, though this now tends to take a more gentle form. Gestalt shares its emphasis on phenomenology and the here-and-now with person-centred counselling, but pays more attention to the physical manifestations of our emotions. Rory illustrates this with examples from his experience as a counsellor. There are also influences from Freud's psychodynamic theory, and Kurt Lewin's field theory. Rory provides a brief biography of the Perls, referring to the influences of psychoanalysts Karen Horney (who described a phenomenon known as 'the tyranny of the shoulds') and Wilhelm Reich (who also has an interesting link with cloud-busting, as described in A Book of Dreams, by his son), and of philosopher Martin Buber. 'Mental metabolism' suggests that we exhibit our feelings in our bodily behaviours. Being in therapy with a gestaltist (as practitioners call themselves) involves much emphasis on physical feelings and reactions. The aim is to become fully aware of our whole body process, when faced with different situations. Rory provides an example of how we as humans are moved to take action in order to return ourselves to a state of 'equilibrium', completing a 'gestalt'. 'Co-creation' is about being in the client's frame of reference and ensuring the client is taking control of therapy and their life. Rory also explains other key terms from gestalt therapy - introjection, projection, retroflection, deflection and confluence. Free Handout Download Gestalt Therapy Key Terms Click Here to Download Free Handout Taking Skills to the Next Level Ken outlines some ideas about how we can hone our counselling skills when we bring them all together in the counselling room. Carl Rogers believed that the richest learning could be gained from listening back to skills sessions. This holds true today, and taping sessions (with the client's permission) is invaluable. You are listening not for what the client is bringing, but for how you are responding to this: Can you name the skills you are using? What effects do these have on the client? What could you have done differently? It can be really useful to bring all this knowledge together into a master skills list. For each skill, include a definition and describe the effect on the client. This can be a great learning tool, to refer back to time and time again.

015 – Counselling Young People – Scripts, Injunctions and Drivers – Appropriate Referrals – Progression May 29, 2016

015 - Counselling Young People - Scripts, Injunctions and Drivers - Appropriate Referrals - Progression In episode 15 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly cover the topic of counselling children and adolescents. 'Theory with Rory' takes a look at the transactional-analysis (TA) theory of scripts, injunctions and drivers, and Ken speaks about making appropriate referrals in counselling. The presenters end with a debate on progression after qualification. Counselling young people Rory and Ken share some key tips on working with children and adolescents: Do not attempt to counsel young people before you have enough experience; this is a specialism that requires much experience and additional training after qualification. Make sure you have a good knowledge of attachment theory, as young people may have difficulties with relationships. Ensure the young person is ready for counselling, and has come because they want to, rather than because a teacher or someone else has sent them. Make sure you use language that the young client understands. Take into account the differences between how adults and young people experience the world. Rory refers to Gillick competence and the Fraser guidelines, which support professionals assessing whether a child is mature enough to make decisions. The aim is to help us balance children's rights and wishes with our responsibility to keep children safe from harm. Scripts, Injunctions and Drivers Rory provides a brief overview of these concepts from TA (developed by Eric Berne), an in-depth modality in which how our childhood experience affects us as adults is key: Life scripts come from how we view the world as children, building a story for ourselves to carry through life. Injunctions are messages we are given by our parents and other significant figures in our childhood, which then influence how we live our lives. Drivers represent a type of survival mechanisms - mental strategies that we develop to counterbalance injunctions. Rory illustrates the concept of life scripts using two real-life examples of careers chosen by people with particular childhood experiences. To explain injunctions and drivers, he uses the analogy of someone in deep water. Injunctions are lead weights tied around their ankles, pulling them downwards, while drivers come in the form of helium-filled balloons to which they are clinging; these counteract the downward pull by supporting them upwards. Rory reports that TA therapists often first tackle the injunctions. Think about what messages you were given when you were young; are you building your life on these? Free Handout Download Drivers and Injunctions Click Here to Download Free Handout Appropriate referrals in counselling As a counsellor, you will sometimes need to refer clients to other services. Ken speaks about what we might look for in a client that would suggest referral is necessary, and how to make a referral. He also looks at inward referrals - that is, receiving clients from other agencies. In general, it is better to refer a client as soon as possible, before the therapeutic relationship is established. There are various situations in which referral may be the best option: As counselling is not an emergency service, it is important to signpost clients with really urgent problems to 'blue-light' services, such as the Samaritans. This could happen without even meeting the client, for example over the telephone (either person-to-person or through a message on your answerphone). Another occasion when referral is called for is when a potential client wants appointments at times when you are unavailable - or perhaps you are already booked up. Sometimes, we may not be the right person to counsel a particular client. For example, a client may have a preference for a male or female counsellor; it is important that the client is free to express such preferences.

014 – Assignment Referrals – 19 Propositions 2 – Rapport-Building – Eclectic versus Integrative Counselling May 21, 2016

014 - Assignment Referrals - 19 Propositions 2 - Rapport-Building - Eclectic versus Integrative Counselling In episode 14 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly look at assignment referrals, and what learning we can take from these. Rory then continues his decoding of Carl Rogers' 19 propositions, and 'Skills with Ken' discusses rapport-building. Finally, Ken and Rory discuss the difference between eclectic and integrative counselling. Assignment Referrals When we are drawn to helping people face-to-face in the counselling room, it can seem frustrating and tedious to have to prove ourselves through written assignments. Often, counselling students are juggling training, placements, supervision, paid work and personal commitments. The most common reason to get a referral in an assignment is not that you do not understand the theory, but that you have not answered the question precisely enough. This is not failure: keep at it, and you will get there. Ken recommends a book, The War of Art, by Steven Pressfield, which looks at the link between passion and resistance. Rogers' 19 Propositions 2 Rory covered numbers 1 to 8 of Rogers' 19 propositions in episode 13 of the Counselling Tutor Podcast. Here, he completes these, decoding propositions 9 to 19: 9. I am emotionally present in my behaviour. My feelings are part of how I attempt to get my perceived needs met. What I feel now strongly depends on how important the need is. 10. The values I attach to my experiences and how I value myself are based on my own experience but also include values taken and absorbed from others. I may be unaware of some of my values derived from others. 11. There are a number of ways I can meet my experiences. I can make personal some of the meanings and integrate them into my view of the world. Or I can ignore them because they do not fit with how I see myself or the world. 12. I usually behave in ways that are consistent with how I see myself. So if I believe that I have little value, I will behave as if this is true. 13. Underlying needs and experiences that I deny or distort - or have not managed to make sense of - will tend to leak through in my behaviour. This behaviour may be less consistent with how I see myself. I am not likely to own this behaviour. 14. When I am connected to my authentic being, I am able to be open to my actual experience - its immediacy and totality - and to integrate this into the world. 15. When I disconnect from my own self, I will deny my awareness of my own experience, so it will be very difficult for me to make sense of the world and other people. This causes unease and tension (sometimes known as 'incongruence'). 16. I may find the experience threatening if it is inconsistent with how I see myself in the world. The more experiences I find threatening, the more rigid my sense of self becomes, and the more tightly I cling to my viewpoint. 17. If I feel accepted and understood, I may be able to look at experiences I had previously denied. When there is this lack of threat, I can begin to make sense of myself. In this way, I am healing myself. 18. When I am able to hold in awareness and integrate all my actual embodied experiencing, I am inevitably more understanding and tolerant of others, and more able to understand the value of others and to accept them as separate beings. 19. When I am able to reshape my view of the world and myself, and include previously denied experiences, I begin to reshape my values. I can let go of introjected values and become a fully functioning person, trusting in myself and my own experience. Rory illustrates each proposition with real-life examples. Free Handout Download Carl Rogers' 19 Propositions Decoded Click Here to Download Free Handout Rapport building Rapport - the sense of connection between the client and the counsellor - is both a basic building block and an advanced skill in the therapeutic relationship,

013 – Third Person in the Room – 19 Propositions 1 – Simile and Metaphor – Personal Philosophy in Counselling May 14, 2016

013 - Third Person in the Room - 19 Propositions 1 - Simile and Metaphor - Personal Philosophy in Counselling In episode 13 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the 'third person in the room'. 'Theory with Rory' introduces Carl Rogers' 19 propositions, and Ken looks at working with imagery. Last, Ken and Rory ask: what is your counselling philosophy? The Third Person in the Room When is it permissible to have a third person in the room? For example, a client might need an interpreter (when the counsellor and client do not share a language, including sign language). It is vital that clients have the support they need, but interpreters should be professional ones (not friends or relatives). Do make a written note of the identity of any interpreter, and their relationship to the client. Rory and Ken discuss the implications for contracting and confidentiality, and the importance of clarity in the counsellor's language when this is to be interpreted. They also examine what to do if an anxious client wishes to bring a friend, relative or support worker into the first session. Other forms of the third person in the room are: guide dogs - do remember not to pet these, as they are working dogs the 'invisible' third person - that is, an electronic device, when audio-recording client sessions. Rogers' 19 Propositions 1 The 19 propositions stand alongside the seven stages of process, and the six necessary and sufficient conditions, to form the three pillars of Rogers' theory of person-centred counselling. The 19 propositions are complex to read and understand, being written in 1950s' philosophical language. Roy decodes these, making them accessible and comprehensible. First presented in 1951 in Rogers' book Client-Centered Therapy, the 19 propositions are based on phenomenology. In this podcast, Rory decodes propositions 1 to 8 (which become incrementally more complex): I make sense of myself, others and my world based on my own consistently changing experience. My sense of reality is unique, formed out of what I experience, and how I process and understand my experience. My entire way of being and doing arises out of my personal sense of reality. Part of my reality is my sense of self. My sense of self arises from my experiences and perceptions, especially from comparing myself with others, and from the opinions and judgements of others as I perceive them. My sense of self is fluid but includes consistent perceptions. I attach values to these perceptions. I have an innate impulse to care for myself, heal and grow. This includes seeking to keep myself safe and intact, and to realise my inner potential, becoming who I am capable of being. You can adequately understand my behaviour only through understanding how I see myself and others in the world. I behave as I do in order to meet my needs, as I experience and perceive them, and as I experience and perceive reality. Rory illustrates each of these with real-life examples. Simile and Metaphor in Counselling Imagery can be very powerful in counselling. This includes both simile (when we compare things using the word like or as) and metaphor (when we compare things by saying one thing literally is another). For example, 'I feel like a caged animal' is a simile, while 'I have a knot in my stomach' is a metaphor. Ken explains where we might see imagery present within our therapeutic relationship with a client. Imagery is a cultural understanding between people using pictorial, evocative language. Imagery in counselling ties into empathy. The client perceives there is a shared understanding, and this can take the therapeutic relationship to a deeper level. We discuss the dangers of looking at imagery from our own self-concept, and how we should always check our understanding to ensure we are in the client's frame of reference. Free Handout Download Carl Rogers' 19 Propositions Decoded

012 – Self-Actualisation – Solving Ethical Problems – Seven Stages Of Process in Practice 2 – Difference between Counselling and Psychotherapy Apr 30, 2016

012 - Self-Actualisation - Solving Ethical Problems - Seven Stages Of Process in Practice 2 - Difference between Counselling and Psychotherapy In episode 12 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly look at Maslow's hierarchy of needs. Rory presents an approach to solving ethical problems, while Ken continues his application of Carl Rogers' seven stages of process to counselling practice. Finally, 'Ask Ken and Rory' asks: what are the differences, if any, between counselling and psychotherapy? Self-Actualisation This is a growth model, based on the idea that we need the basics of existence in place before we can think about the next level. Abraham Maslow's hierarchy of needs has five levels, each possible to achieve only once the previous one is in place: physiological needs safety needs love and belonging needs esteem needs self-actualisation. Self-actualisation represents a person being (in Rogers' terminology) fully functioning and fluid. It is natural that people move between levels; for example, in a natural disaster, people who had self-actualised would again prioritise their physiological needs. Solving Ethical Problems Tim Bond is the main author of the new Ethical Framework for the Counselling Professions, produced by the British Association for Counselling and Psychotherapy (BACP). In the 'Ethics' section, paragraph 7 (p. 3) reads: 'A decision or course of action does not necessarily become unethical merely because it is controversial or because other practitioners would have reached different conclusions in similar circumstances. A practitioner's obligation is to consider all the relevant circumstances with as much care as possible and to be appropriately accountable for decisions made.' Defensible decision-making is paramount for any practitioner, and being able to account for our decisions appropriately means following a systematic process. If you face an ethical dilemma, you should consult your supervisor, and could call your professional body (e.g. BACP). But it is vital too to have our own tool, for times when these options may be unavailable; Rory uses Bond's six-step matrix: Produce a short description of the problem or dilemma - Rory recommends writing this down by hand if possible. Ask yourself: whose dilemma is it (the client's, the counsellor's or both)? If the problem is purely the client's, then you may not need to proceed further. Consider all available ethical principles and guidelines (your professional body's framework, and your agency's policies/procedures), as well as the law. Identify all courses of action, even those that sound implausible. Select the best course of action and test it against three ideas: universality (would others in the same position do the same thing?); publicity (would it stand up to public scrutiny?); and justice (is it doing the right thing?). Evaluate the outcome (would you do the same thing again?). This matrix encourages the counsellor to consider and respond to various aspects of the ethical dilemma, and so enables them to account appropriately for the decision. It can highlight issues that may lead the counsellor to make a different decision from that they originally expected. It can also help the counsellor to reflect on difficult decisions made, so providing learning for dealing with future ethical dilemmas. Free Handout Download Ethical Problem-Solving Matrix Click Here to Download Free Handout Seven Stages of Process in Practice 2 Continuing from last week's podcast, Ken looks at how people at stages 4 to 7 are likely to present to us in counselling: Stage 4: Like stage 3, this is a common stage to enter therapy, and the client is willing and is actively seeking involvement in the therapeutic relationship. However, the counsellor may find the client lacks trust in them; the counsellor also needs to take care not to collude with a client's use of humour to distance themselves from the full impact o...

011 – Note-Taking – Transactional Analysis – Seven Stages of Process in Practice 1 – Supervision Apr 23, 2016

011 - Note-Taking - Transactional Analysis - Seven Stages of Process in Practice 1 - Supervision In episode 11 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly look at note-taking for counsellors. 'Theory with Rory' explores the ego states of transactional analysis (TA), while 'Skills with Ken' relates the seven stages of process to practice. Our presenters end the podcast by speaking about how best to use supervision. Note-Taking for Counsellors Rory and Ken describe their own methods of formal note-taking, and explain the importance of these being purely factual, and not mentioning clients by name (for example, using code numbers). The new Ethical Framework for the Counselling Professions, published by the British Association for Counselling and Psychotherapy, requires us to keep appropriate and accurate records. It is vital to ensure notes are stored securely, and that any such information on a hard drive is safely destroyed when the computer is disposed of. Ken and Rory describe what to do if a client's notes are requested by a coroner or court. The Information Commissioner's Office (ICO) is responsible for the implementation of the Data Protection Act 1998; you can find out how it applies to your work on the ICO's website. Counsellors may also choose to keep 'process notes' or 'personal jottings' in their own journals about client process; these could in theory still be requested by a court. If a client requests that no notes are kept, record this in writing. Transactional Analysis Rory provides an introduction to the Parent-Adult-Child ego model developed by Eric Berne. While person-centred theory sees us an organismic whole, this model sees us having three distinct ego states: parent - based on messages transmitted to us by our parents when we were children; this state can manifest itself as either critical or nurturing adult - rational and logical, and free of the history of how we were brought up, enabling independent decision-making and congruent communication child - based on the feelings and emotions relating to our experience of being a child; this state can take the form of adaptive child or free child. While there are times when each of these states can be appropriate, using them inappropriately can cause difficulties in our relationships and lives. Rory provides real-life examples of how the various ego states present in our day-to-day lives. Free Handout Download Transactional Analysis History Click Here to Download Free Handout Seven Stages of Process in Practice 1 While the seven stages of process do not represent a skill as such, it is important to be able to relate this key area of theory to your practice. Writing about the seven stages of process, Rogers (1967, pp. 132-155) suggested that (so long as the core conditions are present) people move from a place of rigidity to one of fluidity. In this podcast, Ken discusses how people at stages 1 to 3 are likely to present to us in counselling, and how feasible it is to counsel them: Stage 1: It is rare to see a client at this stage: 'The individual in this stage of fixity and remoteness of experience is not likely to come voluntarily for counselling' (Rogers, 1961, p. 132). A stage-1 client is likely to have been sent along by someone else. It can be difficult and even unethical to counsel someone who really does not want to be there themselves. Stage 2: It may be possible to start working with a client at this stage, through offering the core conditions, trusting the client's process, and so allowing the client to find their own way forward. Stage 3: This is quite a common stage to enter therapy; it is important to use unconditional positive regard to accept the client just as they are, supporting them to feel safe to explore their feelings. This can help the client move towards stage 4. Next week's podcast will look at clients in stages 4, 5 and 6. Free Handout Download

010 – REBT – Endings in Counselling – Ethics versus Culture Apr 16, 2016

010 - REBT - Endings in Counselling - Ethics versus Culture In the tenth episode of the Counselling Tutor Podcast, Rory Lees-Oakes take a close look at Albert Ellis's rational emotive behaviour therapy (REBT), while Ken Kelly explores endings in counselling. In 'Ask Ken and Rory', our presenters debate ethics versus culture in counselling. Free Handout Download REBT Pack Click Here to Download Free Handout REBT Rory introduces the modality of REBT using an anecdote from his own life, based on witnessing a car accident and talking to one of the drivers afterwards. New York-based psychologist Albert Ellis, who is generally considered to be a key originator of cognitive-behavioural therapies, developed REBT (originally known just as 'rational emotive therapy': RET). Rory explains the concept of automatic negative thoughts (ANTs), which include: overgeneralisation filtering all-or-nothing thinking personalising catastrophising mind-reading. In REBT, it is believed that an activating (A) event leads to a faulty belief (B) that results in consequences (C). An REBT therapist would look for the belief, and dispute (D) this using evidence (E). Thus, the therapist seeks to remove irrational beliefs and replace these with healthier, more evidence-based patterns. Rory refers to Karen Horney's work on 'the tyranny of the shoulds', and to Albert Ellis and Robert Harper's book, A Guide to Rational Living (Image Book Company, 1969). He concludes that REBT, as a less complex modality than humanistic or psychodynamic therapy, focuses on the client's belief and invites them to ask themselves: 'Is there another explanation?' Skill of Ending in Counselling "Termination is more than an act signifying the end of therapy; it is an integral part of the process of therapy and, if properly understood and managed, may be an important factor in the instigation of change." Irvin Yalom (1975, p. 365) Ending the counselling relationship is sometimes called 'termination'. Endings in any part of life can be difficult, especially if unexpected. Some counselling students find endings tricky to navigate, because these are tied into a resistance to change that some clients may feel. Endings can key into our natural tendency to avoid loss. It is therefore important to look at our own feelings about endings, and our experience of these, so developing good self-awareness that can help inform how we approach the ending of the therapeutic relationship with a client. Many complaints submitted to the British Association for Counselling and Psychotherapy (BACP) relate to endings being poorly handled or even avoided by therapists. So why do we as humans tend to resist endings? Key reasons include resistance to change and fear of loss. The danger in avoiding endings in counselling is that the client may become dependent on us (and so risk losing their autonomy); Ken describes various warning signs that this may be happening. He goes on to explore best practice when ending a counselling relationship, as well as looking at different types of endings counsellors are likely to encounter: for example, holidays and breaks, planned endings, unplanned endings, and endings of individual sessions. If you, as counsellor, are going to take a holiday or break, it is best practice to tell clients as soon as possible (especially if a client has been coming to you for a long time), so providing the maximum notice. As for planned endings, there are three key stages: assessing the client's readiness to end therapy picking up on any statement by the client that the presenting issues that brought them into counselling are no longer as troublesome empowering the client and aiming for an increase in resilience, linked into the client's self-belief. If possible (within the policy of your agency), it can be helpful to remind the client that they are free to return if they are struggling again in the future. It can be difficult if the agency offers a set num...

Podcast Episode 09 Apr 09, 2016

009 - Power in Counselling - Carl Rogers' Biography - Skill of Challenge - Psychopathology In the ninth episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about the role of power in the therapeutic relationship. Rory presents on the life of Carl Rogers, while Ken explains the skill of challenging. In 'Ask Ken and Rory', there is a debate about different models in psychopathology. Power in Counselling While in some modalities of therapy, counsellors may choose to portray themselves as experts, the person-centred approach advocates reducing the power imbalance between client and therapist. Making the power balance completely equal is impossible, simply because the client comes to us in distress, wanting our assistance, while we are not distressed. And in fact, even in person-centred counselling, there are several good reasons to retain some power as the therapist. First, we are professionals, who must work within the law (e.g. on confidentiality). Second, the late psychologist Petruska Clarkson spoke of the reparenting aspect of working with clients, in the sense of setting clear boundaries for them. Third, clients need to see us as dependable and able to offer hope - for example, it could be really damaging if a counsellor collapsed in tears after hearing a client's story. And last but not least, sometimes we need to refer clients to a more appropriate therapist or service. All these occasions are times when retaining an appropriate degree of power is both useful and important. However, there are ways we can avoid flaunting our power, and we must be open to clients' sensitivities in this regard. Ken illustrates this using his experience of counselling in a GP surgery, where a huge, plush chair was provided for the professional and a small, rickety one for the patient/client; he fetched another small chair in an attempt to equalise status. Other inadvertent displays of power include certificates on the wall, family pictures in the therapy room, and expensive cars outside. The key is how you, as therapist, utilise your power: like all tools, it can be used for good and for bad. Free Handout Download Carl Rogers' Biography Click Here to Download Free Handout Biography of Carl Rogers Rory has a special interest in the life and work of Carl Rogers. Here, he dives into some lesser-known facts about the founder of the person-centred approach to counselling. It is a story not only of humanity but also of great courage, as Rogers faced significant opposition to his new ideas, believing strongly that it was the client not the therapist - who was the expert. Rory describes Rogers': early family life agricultural experience education path to career in psychology influences and colleagues many publications. Together, these led to his development of an alternative approach to the psychoanalysis that was so popular at the time. When Rogers died in 1987, his obituary in the Guardian newspaper understatedly described him as 'the quiet revolutionary'. The Skill of Challenge Challenge (sometimes also known as 'confrontation') is an advanced skill in the therapeutic relationship. Although these terms may sound at odds with person-centred counselling, it can be useful for the client to recognise a mismatch - say between thoughts and feelings, or between words and body language. Challenge must be used with great care, and only when the therapeutic relationship (and so trust) is established. Ken provides examples of gentle challenge, and looks at how this can help clients in their gradual move from rigidity to fluidity. He recommends the book Skills in Person-Centred Counselling & Psychotherapy (Sage, 2012) by Janet Tolan, who suggests that challenge arises from the core conditions. Psychopathology What is the difference between the social model and the medical model, in terms of psychopathology (the study of mental disorders)? Simply put,

008 – Real-World Counselling – Hidden Conditions – Immediacy – Therapeutic Process Apr 02, 2016

008 - Real-World Counselling - Hidden Conditions - Immediacy - Therapeutic Process In the eighth episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss how counselling in the real world differs from skills practice in the classroom. 'Theory with Rory' looks at the hidden conditions of Carl Rogers, and Ken examines the skill of immediacy. Last but not least, the presenters define 'therapeutic process', and explain how you can identify when it is taking place. Counselling in the Real World How do counselling skills differ in the real world? Does it feel very different from working with peers in the classroom? Rory and Ken debate the differences between the two situations, and highlight the importance of making best use of your skills practice in college, to prepare you for the challenge of counselling clients in your placement. Key tips include the following: Avoid the temptation just to chat with peers during triad time; really use the time you have to practise skills. Audio-record your skills session (with your peer's consent) and listen back to identify learning points. Always bring real issues to your skills practice; even something apparently insignificant and mundane can lead to deep insights, while fabricated material rarely works well. Use rating scales - for example, the Truax and Carkhuff Empathy Scale - to assess how you perform. The Hidden Conditions Rory examines the hidden conditions of Carl Rogers. The three core conditions are relatively well-known - though Rogers never actually used the term 'core conditions'! But in fact Rogers held that six conditions are necessary and sufficient to bring about constructive personality change: that the counsellor makes psychological contact with the client (i.e., they are 'on the same page' psychologically) that the client is incongruent (vulnerable or anxious) that the counsellor is congruent (genuine) that the counsellor experiences unconditional positive regard (UPR) - non-judgemental warmth and acceptance - towards the client that the counsellor feels empathy towards the client that the client receives the congruence, UPR and empathy of the counsellor. Numbers 1, 2 and 6 of the conditions are known as the 'hidden' (or the 'counsellor's') conditions. Tony Merry has referred to these as the 'lost' conditions, and it is these that Rory examines here. Psychological contact (condition 1) can be made only if the client is capable of giving informed consent; Rory discusses a number of barriers to this autonomy, giving examples from real life. Some clients may be seeking not counselling but friendship, or expert advice (e.g. on debt management or the law). Or the client may not be ready for counselling, perhaps being at stage 1 or 2 of the seven stages of process (and so not yet open to change). In these cases, condition 2 would not be met, and referral to a more suitable service would be the ethical course of action. Finally, if a client is unable to trust the counsellor (for example, due to transference), or the two simply do not gel, condition 6 will not be met. If this difficulty cannot be resolved, referral to another therapist would be appropriate. Free Handout Download Truax and Carkhuff Empathy Scale Click Here to Download Free Handout Immediacy Ken outlines the potential risks of this advanced counselling skill, and looks at when it is appropriate to use it in therapy. In immediacy, the therapist brings the 'here and now' into focus by sharing something that is going on in the counsellor's own awareness: what you are feeling, thinking or sensing. Some may call this a 'gut feel' or a 'hunch'; it is often based on the very human ability to be intuitive. When the counsellor gets it wrong, the result can be a momentary fracturing of the therapeutic relationship. For this reason, immediacy should be used only when trust has been developed, and there is relational depth.

007 – Therapeutic Pace – Phenomenology – Skill of Questioning – BACP-Accredited Courses Mar 19, 2016

007 - Therapeutic Pace - Phenomenology - Skill of Questioning - BACP-Accredited Courses In this seventh episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss how to manage client expectations about therapeutic pace, and your reaction to these. Rory looks at the theory of phenomenology, while 'Skills with Ken' examines questioning. Finally, the presenters explain about course accreditation by the British Association of Counselling and Psychotherapy (BACP). Managing Clients' Expectations How do we deal with the challenge of some clients' desire for fast results? Rory and Ken discuss the pace of therapy, and the importance of patience in counselling. John Shlien, one of Carl Rogers' students, used to visit a field of poppies each year, and watch as the flowers gradually opened at their own natural rate. Some clients will naturally need longer-term therapy - for example, those with a history of abuse or neglect, or with borderline personality disorder. This can be difficult if an agency imposes a maximum number of sessions. As a counsellor, consider how pressure from clients makes you feel. Rory and Ken give tips on how to separate client expectations from our own desire to meet those expectations - including the importance of taking any difficulties in this regard to supervision. Phenomenology Explained Phenomenology is an approach in philosophy that concentrates on people's direct experience. It recognises that to each individual, their own experience holds far greater authority than anything else. Phenomenology underpins many modern modalities, for example transactional analysis, gestalt therapy and person-centred counselling. The basic ideas underlying phenomenology can be traced back to the Greek philosopher Plato, though the specific historical movement was developed in the first half of the 20th century by philosophers and thinkers such as: Edmund Husserl Martin Heidegger Maurice Merleau-Ponty Jean-Paul Sartre. It was the German philosopher Husserl who developed a set of ideas that is sometimes referred to as 'descriptive psychology'. This encompasses the study of experience or consciousness as experienced from the individual's point of view ('frame of reference'), and includes their perceptions, habits, social practices, language and feelings. Rory explores why phenomenology is such an important philosophical component in modern therapies, including underpinning Rogers' 19 propositions. The importance of phenomenology can be illustrated using Plato's cave analogy. A gentle challenge of a client's sense of reality may - only if the client is ready - facilitate osmotic change. The Skill of Questioning Ken delves deep into what makes a question appropriate (enhancing relational depth with a client) as opposed to inappropriate (possibly even derailing the therapy). Questioning is often inappropriate in person-centred therapy, in which the client is our guide, and we accompany them. It can be very tempting to ask a question to nudge a client towards something that we perceive as important, but this would mean we were leading them. Another hazard of questioning is that it takes the client out of their emotional core and into their head, requiring them to use cognitive skills. Leading the client away from their feelings is not conducive to effective counselling. Rogers asserted that the only appropriate use of questioning was to clarify a client's meaning, so deepening the empathic bond. Clarification can also be achieved by using reflection. Ken ends by explaining the difference between closed questions, which invite a simple 'yes' or 'no' answer, and open questions, which invite the client to elaborate. The latter are far more useful than the former. BACP-Accredited Courses Does it matter whether a course is accredited by the BACP? Rory and Ken believe not, so long as the tutors are qualified, are in practice as counsellors themselves,

006 – Counselling Assignments – Conditions of Worth – Skill of Focusing – Measuring Self-Development Mar 12, 2016

006 - Counselling Assignments - Conditions of Worth - Skill of Focusing - Measuring Self-Development In the sixth episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes provide some tips on counselling assignments. 'Theory with Rory' looks at conditions of worth, and then Ken explains the skill of focusing. The episode ends with a discussion on ways we can measure our own self-development as student counsellors during our training. Counselling Assignments The most common reason for an assignment to be referred is that the student has not answered the question that has been asked. Even an eloquently written answer of the right length will not pass if it does not meet the relevant criterion. When writing an assignment, it is important to look at the detailed instructions; also vital is to reference properly all the works you have cited. Try not to leave writing an assignment until the last minute. Stress is not helpful; you will probably produce a much better product if you give yourself time to prepare and plan - and approach the task in a relaxed state of mind. With over ten years' experience as a counselling lecturer and trainer, Rory has written a book that can help you, 'Getting Your Assignment in Order'. This is packed with helpful information for anyone on a counselling course. Conditions of Worth Rory explains Carl Rogers' concept of conditions of worth, and gives us some real-life examples to illustrate this. Based on the idea of conditional love, conditions of worth are the messages we take on board about what we have to do to be valued by other people. They are based on introjected values - that is, the values that we adopt from those around us, to enable us to gain their approval. Conditions of worth can be very subtle - and so extremely powerful, as they may not be obvious to us. Ask yourself how you would complete the following: 'If I am to be of value, I must …' Maybe some of these endings look familiar to you: … work hard … please others … not cry … not get angry … not show any weakness … be quiet … do as I am told. All these reflect conditions of worth. They put pressure on us to behave in particular ways, even when contrary to how we feel. Thus, they lead to incongruence. The process of clients leaving behind conditions of worth and beginning to operate as their real selves includes moving away from facades, away from 'oughts' and 'shoulds', and away from pleasing others. As receiving the core conditions enables them to identify and reject conditions of worth that are unhelpful, they move towards self-direction, openness to experience, a greater trust in self, and a greater respect for and understanding of others. The Skill of Focusing The term 'focusing' in counselling is sometimes misunderstood. It does not refer to concentrating more or paying closer attention. (There is also a psychotherapeutic technique known as 'focusing', which is based on the work of Eugene Gendlin, one of Rogers' students; again, this is not what we are talking about here.) Instead, we are referring to the skill of inviting the client to look more deeply at some material that they have brought. For example, a client may stay in their 'story' - the narrative of what happened. By reflecting or paraphrasing a feeling, the counsellor not only acknowledges the client's emotion but also invites them to focus on this, drilling down into it so they can explore it more fully. Focusing can also be useful in highlighting a shift in the client's process, as expressed in the client's words in the counselling room. You will hear live examples of the skill of focusing used in a simulated skills session, so you can see its effect on the counselling process. Free Handout Download Counselling Assignment Tips Click Here to Download Free Handout Measuring Self-Development How do trainees measure their own self-awareness throughout their training? It seems logical to measure from where we started the...

005 – PD Groups – Critiques of Carl Rogers – Idiosyncratic Empathy – Counselling Placements Mar 04, 2016

005 - PD Groups - Critiques of Carl Rogers - Idiosyncratic Empathy - Counselling Placements In the fifth episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss personal-development (PD) groups. 'Theory with Rory' looks at critiques of Carl Rogers, and 'Skills with Ken' at idiosyncratic empathy. Finally, in 'Ask Ken and Rory', the presenters offer tips on choosing a counselling placement. PD Groups A big part of studying counselling is self-growth; the PD group (also known as a 'process' group) acts as a respectful and safe place to explore self. Carl Rogers called the PD group an 'encounter' group; in his later career, he facilitated many such groups throughout the world, especially in societies experiencing conflict. Rory and Ken explore the role of the PD group, some of the rewards and challenges that counselling students may face within such groups, and how to learn from any discomfort we face there to increase our self-awareness, personal growth, courage, and ability to apply the core conditions. A useful formula is always to talk in terms of 'I feel …' - so that you are owning your emotions. Critiques of Carl Rogers Rory looks at the arguments against Carl Rogers' work, starting with the sociological critique that person-centred therapy is culture-specific. Other arguments are: that Rogers may be wrong in his belief that all humans are essentially good, especially if you look at the various atrocities carried out around the world that the notion of the core conditions as not only necessary but also sufficient may not be true for some clients, e.g. those who have suffered abuse and abandonment, substance misuse or psychopathy (who may need a more structured approach) that therapists may simply be putting on a professional façade rather than truly embodying the core conditions. The last critique listed above is known as the 'Masson critique', after Jeffery Masson, a former psychotherapist who wrote a book, Against Therapy (Collins, 1988). This puts forward a number of criticisms of person-centred therapy - as well as other modalities. Finally, Rory explains a new critique - a theological perspective - that claims person-centred therapy puts the self at the centre of a person's existence, and so goes against the Christian view of the centrality of God and Jesus. Free Handout Download Feelings List Click Here to Download Free Handout Idiosyncratic Empathy An empathic connection between counsellor and client is recognised as being necessary for psychological contact to take place. Empathy is about both perception and communication: the counsellor must perceive the feelings being shared by the client and then communicate back the understanding so that the client feels heard. The phrase 'idiosyncratic empathy' was coined by Jerold Bozarth, who asserted that empathy was dynamic, changing in line with the individual client and their specific situation. This takes empathy to a deeper level, beyond the mere reflection of words to a more personal and individualistic level that is different in each therapeutic relationship. In other words, empathy is as varied as the different clients we are likely to meet. Ken explores how to show empathy towards clients with low self-esteem, without rescuing or leaving the client's frame of reference. Tips include working on expanding our 'feelings' vocabulary, and practising pinpointing the right word - to express both the emotion and its strength - through our own journal work. Counselling Placements Counselling courses at level 4 or above require a certain amount of face-to-face client hours. Finding and being in a counselling placement for your diploma or degree can be challenging; it is important to believe in yourself and to have confidence in what you are offering the agency. Ken and Rory explore what to look for and offer some tips on making sure the placement opportunity is right for you,

004 – Equality & Diversity – Configurations of Self – Opening a Session – CPD Feb 27, 2016

004 - Equality & Diversity - Configurations of Self - Opening a Session - CPD In the fourth episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes take a look at equality and diversity. 'Theory with Rory' looks at configurations of self, and 'Skills with Ken' at opening a counselling session. Finally, in 'Ask Ken and Rory', the presenters discuss the importance of continuing professional development (CPD). Free Handout Download Skills Resources Pack (contains an audio file of the opening of a session, a transcription of that audio file and a partial assignment exemplar on the topic of opening a counselling session) Click Here to Download Free Handout Equality and Diversity The Ethical Framework for the Counselling Profession states: 'We will respect our clients as people by providing services that … endeavour to demonstrate equality, value diversity and ensure inclusion for all clients.' In UK law, the Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. It covers nine 'protected characteristics': age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex, and sexual orientation. As counsellors, it is our responsibility to treat every client as an individual (not succumbing to stereotypes), and to educate ourselves about other ways of life. Configurations of Self The theory of configurations of self - sometimes known as 'the dialogical self' - is quite a new idea in person-centred counselling. While Rogers saw the self-concept as a single configuration of perceptions, Mick Cooper first suggested that people may be able to access and switch between a range of different self-concepts. Dave Mearns and Brian Thorne developed this idea, suggesting that each person has multiple configurations of self. Rory illustrates this with a quote from Star Trekby Captain Jean-Luc Picard, who spoke of 'the many voices within the one'. The idea is that we develop various alternative personalities that appear in certain circumstances. Each configuration has its own desires, needs, style and view of the world. During the course of a normal day, we may draw on various configurations of self. Many writers have referred to Carl Rogers' idea of conditional positive regard: that a client may limit their own self-acceptance because of fear, shame, regret, embarrassment, anger, or a sense of loss about themselves or others. These negative emotions, or constructs, are sometimes referred to as 'not-for-growth configurations'. In other words, the negative side of the personality - the emotional inner voices that bring psychological pain - may hamper both happiness and self-understanding. By exploring and examining these not-for-growth configurations in a safe, non-threatening and non-judgemental environment, the client can process their feelings, thoughts and behaviours - and so begin the process of checking the reality and impact on their lives. Rory provides an example from practice, based on a client who had experienced abuse and was blaming self for this. It is not our job as counsellors to analyse the client's configurations of self; rather, we can support the client by offering the core conditions as they choose to explore parts of themselves of which they may feel ashamed. A not-for-growth configuration can act as a massive ball-and-chain, dragging the client down in their life; counselling can support them to look at this and set themselves free. Opening a Counselling Session As trainee counsellors, we are marked on our skill in opening and closing a session. In this section, Ken presents a ten-minute example of the start of a counselling session, looking at contracting, including: what is on offer, including an explanation of person-centred counselling time boundaries health and safety ethical code followed the limits of confidentiality, including legal requirements,

003 – Counselling ‘Volume’ – Transference & Countertransference – Paraphrasing – UPR Feb 19, 2016

In this third episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes explore how to turn down our counselling 'volume'. 'Theory with Rory' looks at transference and countertransference; and in the skills section, Ken examines paraphrasing. In a new slot, 'Ask Ken and Rory', the presenters look at the challenge of showing unconditional positive regard (UPR). Turning Down Our Counselling 'Volume' Following a question in the Facebook group about how not to be drawn into counselling family and friends, Rory and Ken use a range of personal experiences and anecdotes to illustrate how they 'turn down the volume' on their counselling skills in everyday life. Carl Rogers held that the person-centred approach to counselling is not so much a way of doing as a way of being. Counselling training can change us as people, but we need to know when to turn down our counselling volume. It would not be healthy or developmental for us to spend all our time in other people's frames of reference; nor would it be ethical to counsel people who had not asked for counselling and with whom we had not contracted. Transference and Countertransference In transference - a concept first introduced by Sigmund Freud - people become 'biological time-machines', transferring their feelings about a past relationship to a new relationship in the present. Transference: is subconscious - so those experiencing it may not be aware of it transfers the relationship, not the person is at least partly inappropriate to the present situation transfers only one aspect of the relationship, rather than the whole thing. While transference is a central concept in psychodynamic work, it is considered less important to the therapy itself in humanistic counselling. However, we must be aware of the possible dangers of the client experiencing transference towards us, as this can affect the counselling relationship, the client's journey and our perceptions of the client. If transference is the redirection of the client's feelings about a past relationship towards their present relationship with their therapist, countertransference is the reverse: the redirection of the counsellor's feelings from the past towards the client. Rory identifies that our particular concern as counsellors is with unchecked transference leading to countertransference within the counselling relationship. This muddies the relationship, as the therapist may inadvertently treat the client as if they were someone else. He provides an example of tutor-student transference from his own experience, illustrating how a potential problem could occur, and how he resolved this in a person-centred way. Ways to identify and deal with transference and countertransference include being aware of danger signs in clients, monitoring self, and taking relevant material to supervision. Support from your supervisor can enable you to: better understand the therapist-client relationship be more effective in working with the client's process anticipate potential traps and potholes improve boundary maintenance. Self-awareness and willingness to work on personal development are key. So the next time you have a strong reaction to a person you have just met, ask yourself: 'What aspects of the person's behaviour are linked with a relationship in my past?' The Skill of Paraphrasing Paraphrasing involves reflecting your understanding of the client material - the 'essence' of what has been said - back to them in your own words. It is similar to the skill you would use when writing notes in class. Using a simulated skills session, Ken illustrates the importance of cutting through the story, observing body language, and focusing on the underlying emotions that the client is bringing - in Rogers' words, noticing 'the music behind the words'. Good paraphrasing: helps the client feel heard and understood builds and deepens the empathic relationship between counsellor and client

002 – Parallel Process – Seven Stages of Process – Skill of Reflection Feb 13, 2016

002 - Parallel Process - Seven Stages of Process - Skill of Reflection In this second episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes speak about the idea of the 'wounded healer'. 'Theory with Rory' looks at the seven stages of process; and in the skills section, Ken introduces the skill of reflection in counselling. Parallel Process Coined by psychologist Carl Jung and drawing on the Greek myth of Chiron, the concept of the wounded healer suggests that we may be drawn to become therapists because of pain we have faced in our own lives. This means there can sometimes be similarities between our own and a client's situations; this is known as 'parallel process'. The dangers are that we may not realise this and so react from our own frame of reference - or, if we do notice, we may think the solution we found will work for our client, and inadvertently become directive in our approach. Rory and Ken explore how to recognise parallel process (through 'helicoptering') and what to do when you see it happening, including the importance of taking the issue to supervision. The Seven Stages of Process Rory examines this theory by Carl Rogers, who believed that (so long as the core conditions are present) people move through different stages of process - from a place of rigidity to becoming a fully functioning person. The model is useful for supervision, providing a common language to discuss where clients are at. It is rare to see clients who have voluntarily entered counselling in stages 1 or 2: Stage 1: People will not speak about feelings openly, and tend to blame others for causing their pain, rather than take responsibility for themselves. A typical statement might be: 'If only my friend would stop doing that, I'd feel better.' Stage 2: There is slightly less rigidity, with a slight movement towards wondering whether responsibility should be taken by self, but not actually doing so: 'It's not my fault; it's theirs - isn't it?' It is at stage 3 or 4 that we may see a person enter our therapy room: Stage 3: The person is beginning to consider accepting responsibility for self, but generalises, and focuses more on past than present feelings: 'I felt angry, but then everyone does, don't they?' Stage 4: The client begins to describe their own here-and-now feelings, but tends to be critical of self for having these: 'I feel guilty about that, but I shouldn't really.' Finally, stages 5 to 7 represent further personal development: Stage 5: Clients express that they are seeing things more clearly, and take ownership of their situation, being prepared to take action: 'I'm not surprised I'm angry with my boss after what I've been through. So I've quit my job.' Stage 6: The client recognises their own and others' process towards self-actualisation: 'I accept that pain within me, and what I and others did. I feel a warmth and compassion towards myself and them for where I am at.' Stage 7: We are likely to see a fluid, self-accepting person who is open to the changes that life presents. Examples of people at this stage might be Mahatma Gandhi, Mother Theresa and Nelson Mandela. Rogers identified that the journey between stages is not linear (with people moving both ways), but that by stage 6, progress is more secure, and that self-growth is able to continue without the counsellor. The Skill of Reflection in Counselling Ken explores the skill of reflection - which he terms 'the lost skill' - and urges that trainee counsellors contract with their peers to audio-record their skills sessions in college. Reflection may seem simple - merely repeating the clients words back to them - but there is a deeper side to this counselling skill. It can make the client feel heard, reinforce unconditional positive regard, build rapport and trust, and help the client focus and move on in their process. As counselling involves listening to 'the music beneath the words', reflecting can pick up on feelings within the sto...

001 – Contracting – Core Conditions – Silence Feb 01, 2016

001 - Contracting - Core Conditions - Silence In this first episode of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes speak about contracting as a counsellor. 'Theory with Rory' looks at the core conditions of Carl Rogers; and in the skills section, Ken introduces the power and benefits of silence. The Counselling Contract As counsellors, we are expected to contract with our clients before therapy begins. The British Association for Counselling and Psychotherapy (BACP) recognises contracting in the counselling relationship as part of client autonomy, offering respect for the client's right to be self-governing. Rory and Ken discuss what contracting is and why we need a written contract, showing how this empowers the client. They look at how legislation affects the content of a therapeutic contract, and how the four-corners rule applies to us as counsellors. They also explain what to do when your agency's contract seems not to fit with the BACP Ethical Framework. The Core Conditions of Carl Rogers Rory sets the scene by talking about the origins of humanistic psychology, and how it differs from the other two main schools of psychology - psychoanalysis (associated with Sigmund Freud) and behaviourism (BF Skinner). Key names in the development of humanistic psychology were Abraham Maslow, Rollo May, and of course Carl Rogers. Rory then explores the three 'core conditions', a term coined in the 1970s and 1980s by the British person-centred movement. In fact, Rogers had listed six conditions as being necessary and sufficient to bring about therapeutic change in a client: that the counsellor makes psychological contact with the client (i.e., they are 'on the same page' psychologically) that the client is incongruent (vulnerable or anxious) that the counsellor is congruent (genuine) that the counsellor experiences unconditional positive regard (UPR) - non-judgemental warmth and acceptance - towards the client that the counsellor feels empathy towards the client that the client receives the congruence, UPR and empathy of the counsellor. Referring to Tony Merry's book Learning and Being (PCCS Books, 2002), Rory links the six conditions to ethics, as they can act as a checklist in helping the therapist to decide whether or not therapy can take place. Rory examines each of the three core conditions in more detail, providing an overview of the important role played by empathy, UPR and congruence in the counselling relationship. He also shines a light on the hidden conditions, explaining the importance too of psychological contact, the client being incongruent, and the client perceiving (at least at some level) the presence of empathy and UPR from the counsellor. Numbers 3, 4 and 5 of the conditions are known as the 'core' (or the 'facilitative' or the 'counsellor's') conditions, as opposed to the 'hidden' (or the 'client's') conditions (numbers 1, 2 and 6). It is useful for us, as counsellors, to develop a 'volume control' on our ability to demonstrate the core conditions, with the dial set at full in the counselling room, but toned down as appropriate when dealing with others in everyday life. Free Handout Download Counselling Contract Checklist Click Here to Download Free Handout Use of Silence in Counselling Silence may be challenging for some counselling students - in our culture, people often talk about the need to 'fill an awkward silence'. But in the counselling room, silence provides essential time for processing to occur. Ken delves deep into the meaning of silence, and how the skill can be used effectively in the counsellor-client relationship, benefiting both parties. For example, silence is directly linked to the counsellor having UPR for the client, and it allows the client to set the pace of the session, and to trust they will find their own way without needing the counsellor to lead them. Links and Resources

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