Counselling Tutor Podcast

Latest Episodes:

139 – Counselling a Grieving Child Feb 01, 2020

Show notes

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, it's important too to look out for transference and countertransference. For example, as a counsellor, you may feel drawn to work in this field through your own experience of child bereavement. If so, it's vital that you have processed your own grief as fully as possible, so that you are not drawn to over-identification with the client, possibly being unable to see this due to your own unprocessed grief. In the brand-new section of the CSR - Practice Partner, especially designed for qualified counsellors - you'll find a lecture on counselling bereaved children by Rory, who has himself completed specialist modules in this area. *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.

138 – Id, Ego and Superego Jan 25, 2020

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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. *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.

137 – Counselling Suicidal Clients Jan 18, 2020

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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. You can download Rory's handout (on points to consider if you find yourself disagreeing with a colleague) here, or access it through the Handouts Vault and CSR. *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.

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

Show notes

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 (not your own) subjective view of the situation, e.g. 'The client stated …' Assessment: through the ensuing discussion, assess what is going on for the client. This will vary by modality, e.g. in cognitive behavioural therapy (CBT), you may use psychological formulation. Plan: what is your agreed action plan as a result (i.e. how will you work with the client's presentation?). For example (again in CBT), have you set any homework? Other: What you need to do in order to be prepared for the next session (e.g. when will this be, do you need to research any information for the client, or might you make a referral or offer signposting to other services?). You can download Rory's handout on taking client notes in counselling (including examples) here, or access it through the Handouts Vault and Counselling Study Resource (CSR). In the CSR, you'll now find a brand-new section - Practice Partner - which is especially designed for qualified counsellors. There, you'll already be able to access two lectures by Rory on GDPR and on note-taking. *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.

135 – Preparing for Counselling Breaks Dec 21, 2019

Show notes

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, such as the General Data Protection Regulation) So watch out for more news in due course on this exciting development from Counselling Tutor! *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.

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

Show notes

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. There is significant difference between modalities in how explicit practitioners make theory in the counselling room. For example: In cognitive behavioural therapy and in transactional analysis, which are both taught models, explaining the theory to the client is a key part of the associated psycho-education. Person-centred therapists, on the other hand, do not usually make their theory explicit. They nonetheless need to understand and be proficient in this in order to use appropriate responses and interventions in the service of the client. Whichever way that our modality encourages us to use and apply theory, it is important to remember that theory is intended at all times to be in the service of the client. Links and Resources Counselling Tutor Facebook group Counselling Tutor Facebook page Counselling Tutor website Counselling Study Resource CPCAB Counselling Tutor Handouts Vault Basic Counselling Skills: A Student Guide Counselling Theory in Practice: A Student Guide *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.

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

Show notes

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 client data paying any outstanding bills referring clients on informing your professional body Rory has written a professional will grid. While this is not a legally prepared document, it can act as a template for you to use when considering what areas to cover in your professional will. You can download this free of charge here, or access it through the Handouts Vault and Counselling Study Resource. You might also like to check out what one of our partners, Private Practice Paperwork, has to offer - on their website, you'll find a Clinical Will Template to help you with this important task. *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.

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

Show notes

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. 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 without consent. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Working within Your Competence in Counselling (starts at 26.10 mins) Ken and Rory offer tips to help you work within your competence in counselling, and refer on appropriately: Do make sure that you understand the ethical framework of your professional body. Remember there is no shame in acknowledging that your service is not the right one to help the client currently. Competence in counselling also means that if you can remedy any lack of knowledge on your part between sessions, then do so - some reading or other CPD may enable you to work with the client. Ensure that any decision to refer on relates to your own skill set and not to your current comfort zone. When telling the client you need to refer them on, present this in a way that relates this to your skills, not the size of the client's problem. Always have a solution prepared before talking to the client about referring on, so that you aren't leaving them 'stranded'. Don't delay in referring on - do so as soon as you professionally can if you realise this is the right course of action. If the service you'll be referring to has a waiting list, you may be able to 'handhold' the client (without offering full therapy) while they are waiting, if your agency allows this. If you're thinking of referring on, always discuss this with your clinical supervisor. Rory has written a handout on working within your competence in counselling. You can download this free of charge here, or access it through the Handouts Vault and CSR. *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.

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

Show notes

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 for the Counselling Professions in 2018. When you experience an ethical dilemma in your practice, looking at your ethical framework is a good first step in working out the best way forward. Ethical frameworks are also used by professional bodies if clients ever make a complaint against a counsellor. As a clinical supervisor himself, Rory points his supervisees to his Ethical Problem Solving Matrix. You can use this - which you can download free of charge here, or access through the Handouts Vault and Counselling Study Resource (CSR) - to identify robust solutions to any ethical dilemmas you face. It is important too to involve your clinical supervisor in any such decisions. *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.

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

Show notes

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, Kelly reminds us to try to enjoy the interesting process of placement-hunting! For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. 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. How to Set Boundaries as a Counsellor (starts at 26.10 mins) Clients might try to push the boundaries of the counselling relationship in a number of ways - for example: contacting the client a lot between sessions and/or out of hours flirting with the therapist (in erotic or eroticised transference) bringing up big issues near the end of a session (sometimes known as 'doorknob disclosures') becoming over-attached (as a result of attachment issues) Ken and Rory talk about how to set boundaries as a counsellor, focusing on the importance of having a clear contract in the first place. This really helps to set up professional boundaries from the start. While contact between sessions and out of hours is less likely to be a problem for students given that they're working in an agency setting, counsellors in private practice can face these issues more. Many choose to deal with this by having a separate work phone, which they switch off when not working. If doing this, it is a good idea to have a message that tells clients who to contact if they are in crisis (e.g. Samaritans, or going to their local A&E department). Rory has written a handout on how to set boundaries as a counsellor. You can download this here, or get hold of it through the Handouts Vault and Counselling Study Resource (CSR). *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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