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    Counselling Tutor Podcast

    CPD, supervision and specialist training for counsellors

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    Latest Episodes:
    157 – BACP Special: Starting a Private Practice in Counselling Jul 11, 2020
    Show notes

    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: For a step-by-step overview, see our guide to how to set up a private practice in the UK. 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).


    156 – Acceptance and Commitment Therapy Jul 04, 2020
    Show notes

    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. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


    155 – Blended Learning in Counselling Training Jun 27, 2020
    Show notes

    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 such calls if you have not thought through and planned how you would deal with them. Ken and Rory provide the following tips to help you respond professionally: Try not to jump to conclusions that the caller is not being genuine - is it possible that they have a real difficulty and are subject to the disinhibition effect brought about by speaking on the phone? As soon as you realise that it is not counselling that a caller wants, avoid responding politely and get off the phone. Seek support from your supervisor. Do report the call to the police if this feels appropriate. Try not to worry too much about the caller posing a physical risk to you (e.g. stalking you or appearing at your premises): such callers are rarely a real-life risk to those they contact. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


    154 – Deliberate Practice in Counselling Jun 20, 2020
    Show notes

    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 and adaptation'. She and Rory agree that this succinctly sums up the nature of this important professional value. 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. Working with Stockholm Syndrome in Therapy (starts at 29.45 mins) In this part of the Counselling Tutor Podcast - aimed at supporting qualified practitioners to sharpen their competence - Rory and Ken talk about spotting and working with Stockholm Syndrome. Rory describes the origins of this term, which dates from 1973, when two men held up a Stockholm bank at gunpoint, taking four hostages. Despite being held in a bank vault for six days, the hostages feared their police rescuers and defended their captors. Stockholm syndrome was the term coined by psychiatrist and criminologist Nils Bejerot, who was well-known for his work on drug abuse. It can also be referred to as 'trauma bonding'. In counselling cases involving Stockholm Syndrome, which can apply to victims of domestic abuse (both physical and psychological), it is important to note that it is not officially recognised as a condition in the Diagnostic and Statistical Manual of Mental Disorders as a model of mental health illness. Stockholm Syndrome means that although victims may disclose abuse, the trauma bond makes them want to receive comfort from the very person who abused them. This derives from the person being socially isolated from others and repeatedly given a specific message by the abuser. You can read more about Stockholm Syndrome on the Counselling tutor website, and watch a 90-minute lecture on the topic on Counsellor CPD (including downloadable CPD certificate as evidence for your ethical body). *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


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

    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, for example to bring about important changes in the world. Anger is, however, an emotion that many counsellors dislike working with - this highlights the importance of looking at how we feel in the presence of other people's anger as part of our personal development work, so that we can develop our own self-awareness and learn to be able to sit with clients' anger (so long, of course, that this does not jeopardise our own safety). Anger is a base emotion - in other words, it is an innate emotion that is natural to all humans. It is therefore important not to banish it from the therapy room, but instead to learn how to welcome it into the room while also setting appropriate boundaries. Rory's lecture looks at: the difference between rage and anger what drives anger how we can work with anger therapeutically how therapists can engage with anger in the service of the client interesting facts and research relating to anger. The lecture is available now in Counsellor CPD. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


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

    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 terms of how you relate to them, and how they relate to you and to others in their life). It can also help you get the most from supervision. Rory and Ken talk about how the therapist can take on the role of the 'good-enough other' in supporting clients to grow and develop. Both the CSR (for students) and Counsellor CPD (for qualified counsellors) include a lecture by Rory on Winnicott's attachment theory, as well as many other resources to support your studies and/or practice. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


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

    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. This lecture looks at the differences that an autistic person may bring, what it is like to live with autism, and how to work effectively with autistic clients. Rory and Lisa look at the coming-of-age of neurodiversity, as society's recognition and understanding increases of the fact that people view and process the world in different ways. In particular, they discuss: preferred ways of referring to autistic people, and the importance of individual choice in this within the counselling context aspects of counselling that you may need to adjust to meet the needs of autistic clients, particularly modes of communication creative ways of working with autistic clients useful techniques to use in counselling autistic people. You can hear Lisa's lecture at Counsellor CPD, which is a brand-new service aimed at qualified counsellors. There, we have over 150 hours of formal lectures, all linked to learning outcomes, delivered by experts in the field, and with downloadable slide packs and CPD certificates. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


    150 – Single-Session Therapy May 16, 2020
    Show notes

    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 counsellors for counsellors. Single Session Therapy (starts at 30.45 mins) In this segment of the Counselling Tutor Podcast - aimed at qualified practitioners - Rory talks to Windy Dryden, Emeritus Professor of Psychotherapeutic Studies at Goldsmiths, University of London, about the lecture he delivered recently for Counsellor CPD. This lecture - which explains the theory underpinning single session therapy, followed by a demonstration session - was very well-received by listeners. Windy explains the basis of single session therapy as being the provision of help at the point of need rather than the point of availability. Thus, while this approach does not aim specifically to reduce waiting lists for counselling, it does usually have that effect. In fact, the modal (i.e. most commonly occurring) number of sessions taken up by clients of counselling worldwide is one. While Windy's own style - as shown in the demonstration - involves the use of questions, the single session approach is applicable to any modality. For example, we see Carl Rogers demonstrating the applicability of the person-centred approach to single session therapy in his famous 'Gloria' session. Windy invites listeners to visit his website at www.windydryden.com to register interest in training with him. And you can hear his lecture at Counsellor CPD, which is a brand-new service aimed at qualified counsellors. There, we have over 150 hours of formal lectures, all linked to learning outcomes, delivered by experts in the field, and with downloadable slide packs and CPD certificates. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


    149 – CORE Assessment in Counselling May 09, 2020
    Show notes

    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, in particular: the history, purpose and use of outcome measurement, and CORE in particular how CORE assessment can help clients, counsellors and agencies the frequency of measurement the benefits of assessment for care planning and referrals the use of CORE data to turn into learning about clients, knowledge of how to improve the service, and practical change implementation. John ends with a reminder that CORE assessment in counselling work is not about converting people to numbers: it is about hearing the client's voice. In a brand-new section of the CSR especially designed for qualified counsellors, you'll find a full lecture by John on using outcome measures, including a downloadable slide pack. Counsellor CPD is a brand-new service aimed at qualified counsellors. There, we have over 150 hours of formal lectures, all linked to learning outcomes, delivered by experts in the field and with CPD certificates available. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


    148 – Counselling for Substance Abuse May 02, 2020
    Show notes

    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. In a brand-new section of the CSR especially designed for qualified counsellors, you'll find a lecture by Linda on counselling for substance abuse, including a downloadable slide pack. Counsellor CPD is a brand-new service aimed at qualified counsellors. There, we have over 150 hours of formal lectures, all linked to learning outcomes, delivered by experts in the field and with CPD certificates available. *Check in with CPCAB is proudly sponsored by CPCAB, the only awarding body run by counsellors for counsellors. To learn more about CPCAB qualifications and to get more detailed information on today's podcast topic, visit CPCAB.co.uk.


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