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    Counselling Tutor Podcast

    CPD, supervision and specialist training for counsellors

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    Latest Episodes:
    129 – Counselling Diverse Clients Nov 09, 2019
    Show notes

    Learning by Observing More Experienced Therapists - Data Protection In episode 129 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about counselling diverse clients. 'Check-In with CPCAB' then discusses how we can learn from observing others who have more experience than we do. Last, the presenters explain the importance of data protection, especially in relation to recording sessions. Counselling Diverse Clients (starts at 1.50 mins) In fact, every human being is unique - and so is different from any other. Some types of difference are visible, whereas many others are not. It is therefore vital never to make assumptions about a client: instead, we must work to enter their frame of reference, using empathy to understand how it feels to be them. Unconditional positive regard (UPR) is also vital in counselling diverse clients - not judging clients for the ways in which they are different from you and/or from what you are yourself familiar with. While we must listen attentively to clients' accounts of how it feels to be them, we should not rely on them to educate us about their areas of diversity. Rather, we should be prepared to do our own research and study to help us understand more about these. Ken suggests that it can be useful to ask, at the end of contracting, whether the client would like to share any other information about themselves that they would like you to know before working together. This gives them the opportunity to share any aspects of their diversity if they feel ready to do so. Personal development is also vital as a student (and qualified) counsellor, looking at your own background and heritage in order to identify and work on any 'hidden agendas' that you might not otherwise have realised was there within you. Would you like to discuss counselling diverse clients with other people interested in the world of counselling and psychotherapy? Do come along to the Counselling Tutor Facebook page and share your views and experiences. Check-In with CPCAB: Learning by Observing (starts at 16.10 mins) Rory speaks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about learning by observing more experienced practitioners. Ray refers to an article published in Counselling & Psychotherapy Research (the BACP's research journal) in February 2019. Entitled '"Nothing is just smooth or perfect": What can students learn from intensively reviewing psychotherapy conducted by experienced therapists whilst being focused on emotional processes?', it was written by Elisabeth Schanche and colleagues at the University of Bergen, Norway. This study showed that psychotherapy students gained three main benefits from reviewing the work of experienced therapists: increased emotional awareness and ability to identify emotional patterns (both professionally and personally) greater recognition of the importance of transpersonal skills, such as empathy realisation that 'even experienced therapists fumble' - that is, more realistic and moderate expectations of the therapist role (so reducing their own anxiety about making mistakes) Indeed, all human beings make mistakes, and doing so as the therapist can in fact send an important message to clients (especially those who may have strong conditions of worth) that it is OK to do so. Ray and Rory agree that it can be very useful for tutors to provide demonstration sessions for students to observe and challenge. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Data Protection (starts at 29.00 mins) Ken and Rory talk about the importance of data protection - including storage, management and sharing - and things to think about if a client asks for a copy of a recorded session. For example, you would need to consider the format in which you would transfer a digital audio file to them (Rory suggests a disk or USB stick), and getting their written consent to and acknowledgement of receiving this (to protect you against any future claim of breaching data-protection rules if, for example, they somehow made it public). Data-protection legislation is more complex now than it used to be, and it is important to be aware of the requirements of the General Data Protection Regulation (GDPR), which came into force in May 2018. Rory has written a handout on understanding GDPR. 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.


    128 – How to Find Counselling Placements Nov 02, 2019
    Show notes

    Logging Client Hours - Insurance for Counsellors In episode 128 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes talk about applying for counselling placements. 'Check-In with CPCAB' then discusses how to log client hours, in particular looking at clients who DNA (do not attend) and at session lengths. Finally, the presenters explain the importance of having the right insurance as a counsellor. How to Find Counselling Placements (starts at 2.05 mins) New to placements? Read our complete guide to counselling placements for the whole journey, from finding one to thriving in it. When you are a final-stage counselling student, getting a placement is essential to completing your qualification successfully. Rory advises that November to December is an ideal time to look for counselling placements. This can take some time, as it involves a number of stages, including: looking around for suitable opportunities getting an interview having a DBS (Disclosure and Barring Service) check possibly doing some in-house training having an induction If you do have any previous convictions that you know will show up in your DBS check, this may not stop you qualifying as a counsellor (depending on their exact nature) but it's sensible to be honest with the agency from the start. Your placement must be right for you - e.g. in location, opening hours and any specialisation. You might want to plan questions to ask them, if you can't find out the answers from their website and any other information that is available to you. For example, do they use internal or external supervision? You might also like to ask whether there is any opportunity for progression to paid work there after qualification. Rory suggests writing a letter to any agencies you might be interested in, as this can look more impressive and capture their attention more than simply leaving a voicemail or emailing - so making you stand out from the crowd. He has also written a list of ten top tips on finding counselling placements, which you can download here. It is also available through the Handouts Vault and Counselling Study Resource (CSR). In the CSR, you'll also find a lecture dedicated to how to find counselling placements, and letter templates to help you contact suitable agencies. Check-In with CPCAB: Logging Client Hours (starts at 12.45 mins) Rory speaks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about logging hours as a counselling student. When you are on placement, it's vital to record and evidence your hours properly, providing the details required on the log form and getting these signed off by your managerial supervisor in the agency. Although it can be very frustrating when clients DNA, you really can't count these as you are not getting practice during this time. It is important to spend some time reflecting on any feelings that arise in you when a client DNAs: you might like to use this reflection to write in your journal or to produce a learning review. If you do notice particularly strong feelings arising, ask yourself whether there is any transference: does the experience remind you of someone else in your life being late or not turning up for you? It can ease the frustration to ensure that you have some work with you that you can do in any such empty slots - Rory suggests you take along a course book to read just in case. Last, Heather explains what can be counted as an hour. The counselling hour is typically 50 minutes - so that counsellors can have on-the-hour time slots but still process the session, write notes etc. before the next client arrives. Avoiding clients crossing over is also better for client confidentiality. You can count a session of 50 minutes as a counselling hour. If a session lasts less than 50 minutes, you should record the actual minutes of contact time. If a particular client regularly leaves before the end of a session planned to be 50 minutes, it is important to speak to your supervisor and perhaps also to the assessing counsellor at the agency. Children and young people may have sessions that are planned to be shorter (e.g. 30 minutes). In line with the guidance above, the actual minutes should be recorded on your log - in the case of 30-minute sessions, for example, you would need to have 200 sessions to complete your 100 hours' practice. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Insurance for Counsellors (starts at 26.20 mins) The Ethical Framework for the Counselling Professions (BACP, 2018, p.15) states: 'We will be covered by adequate insurance when providing services directly or indirectly to the public.' Other professional bodies in the field of counselling and psychotherapy are likely to have similar rules. Ken and Rory offer some tips on ensuring you have the right insurance as a counsellor: Public liability insurance protects you if someone hurts themselves accidentally on your premises and sues you (this is therefore important for private practitioners). Professional indemnity insurance (to protect you as an individual professional) is important for all counsellors, both student and qualified, as soon as you are working with clients. Always make sure you have your own professional indemnity insurance, even if your agency also has its own organisational policy. As well as the insurance cover itself, insurance companies can provide valuable advice via their helpline if you find yourself in a tricky situation professionally (e.g. if a complaint is made against you or if the police ask for a client record). Always read the policy before you buy it, to check it's fit for your purpose. Remember to update the policy if your practice changes in any way. If you are working from home once qualified, don't assume that your regular household insurance will cover your practice: it probably won't. In short, protect yourself and protect your 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.


    127 – Recording Therapy Sessions Oct 19, 2019
    Show notes

    Reasonable Adjustments for Students - Feelings on Breaking Confidentiality In episode 127 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at recording therapy sessions. 'Check-In with CPCAB' then looks at reasonable adjustments that can be made by centres to help establish a level playing field for all students. Finally, the presenters explore the feelings that might arise in the counsellor and the client when confidentiality has to be broken. Recording Therapy Sessions (starts at 2.15 mins) Recording therapy sessions is a key part of most counselling training, as a way of your tutor listening to your work to ensure that you are fit to practise before you begin your placement. Qualified therapists may also choose to record sessions so that they can play back and learn from them, and share these with their supervisors. Indeed, Carl Rogers and his colleagues used to do this regularly. It is natural to find recording therapy sessions stressful, especially in the early days of doing so. Ken and Rory provide tips to help you become more comfortable with this: Practise recording in peer sessions so that you become familiar with the feeling of having a recording device in the room. Use the right equipment when recording therapy sessions: neither mobile phones nor dictaphones are well suited to the task; instead, search online (perhaps on auction sites such as eBay) for 'handheld professional audio recorders'. Before you start recording your session, do a short test recording and check that this sounds clear (rather than starting your proper recording with an exchange about whether or not the machine is working properly). Ensure that any equipment you buy is digital - so that you can upload your recording to your computer, and transfer it electronically to your tutor. When recording your assessed session, work with a peer who you have worked with before, so that you have already developed a therapeutic relationship. Don't worry about how your voice sounds - our own voices always sound strange to us when we listen back (as we're not used to hearing ourselves 'from the outside'!). You might find it helpful to listen to your own voice recordings beforehand to get used to this. When listening back to your recording, focus on your interventions (not the client's story), looking at your responses, the skills used, and their effect on the client/relationship. You can download a free Counselling Tutor handout on choosing the right recording equipment here. It is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Reasonable Adjustments for Students (starts at 16.40 mins) Rory speaks to Kelly Budd (Qualification Service Manager) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about reasonable adjustments in assessment. Some counselling students may be neurodiverse - for example, having specific learning difficulties (e.g. dyslexia) or physical impairments (e.g. to sight). If these affect their ability to perform in a standard assessment, CPCAB can adjust the style of this to meet the candidate's needs and to ensure that there is a level playing field for all candidates. While CPCAB tries hard to make its exam papers as accessible to all as possible (e.g. by using fonts shown by research to be the most legible), you might also be able to have: a computer (rather than hand-writing) a separate room a reader and/or scribe an interpreter extra time special font types or sizes coloured paper. If you think you might need any such adjustments, it's really important that you tell your tutor as soon as possible, as they can take time to organise. Communicate what your issue is, how it affects your study, and possible obstacles you can foresee on the course. Each person's difficulties are unique, and so - while the tutor has a responsibility to treat these with understanding and to take appropriate action ­- it's up to you to make the first step by telling them if you're struggling or expect to do so. If you have had difficult experiences in education in the past, try not to put off by these introjects: the world of learning (in particular in a subject like counselling and psychotherapy) is very different from how it used to be in your school days. For more information about CPCAB, please see its website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Feelings on Breaking Confidentiality (starts at 33.10 mins) Breaking confidentiality is a tricky area. Ken and Rory summarise the mechanics of explaining the limits to confidentiality and what you might need to do if breaking confidentiality becomes necessary. Above all, working collaboratively with the client (unless this would put you or others in danger) and speaking to your supervisor straight away (if you possibly can) are important. Aside from the mechanics, however, there may be difficult feelings both in yourself and in the client to deal with if confidentiality needs to be broken. For example, you might feel as if you have betrayed the client's sacred trust (despite having explained during contracting that this is necessary in certain situations); you might also feel fearful about how they will react and how you will be able to rebuild any ruptured relationship if they return to counselling. However, we can never know for sure how the client will react. Rory describes one case where the client was subsequently deeply grateful to the counsellor for breaking confidentiality, as this was ultimately in their best interests - though the client then found this gratitude difficult to process. *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.


    126 – Is Counselling Accreditation Essential? Oct 12, 2019
    Show notes

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


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

    Differences between Counselling and Other Types of Helping - Is a Level 4 Qualification Sufficient for Entering Private Practice? In episode 125 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the differences between counselling and using counselling skills. 'Check-In with CPCAB' then looks at whether a Level 4 counselling qualification is enough for setting up in private practice. Finally, the presenters explore how to set up a private counselling practice. They discuss what you will need to consider if you do decide at some stage to become a private-practice counsellor. Differences between Counselling and Other Helping Professions (starts at 3.15 mins) Not everyone who comes on Level 2 and Level 3 counselling courses wants to be a qualified counsellor. (These levels relate to the National Qualifications Framework for England, Wales and Northern Ireland - the Scottish system is different.) Indeed, counselling skills are useful in many different professions, for example social care, health care, probation services and chaplaincy. How counselling differs from other types of helping is a regular topic on counselling courses, appearing often in exams and assignments, especially at Level 2. It can be very challenging for people who are used to helping in very different ways to become accustomed to helping in a counselling way. For example, many helping professions may have a 'fixing' role, focused on solving the person's problems for them. It is a huge change for those used to this mode of helping to understand that in counselling, the client has autonomy and responsibility for finding their own way of moving forward, with the therapist supporting them in this but specifically not offering advice. It would be unethical for another helping professional who is not a qualified counsellor to start a counselling process with a client, as there would not be a counselling contract in place, with a planned course of sessions to complete this process. All qualified counsellors work within the ethical framework of their professional body; this is vital to the provision of an ethical counselling service. In short, counselling courses at Level 2 and Level 3 are 'CV gold' in terms of the sought-after communication and listening skills they teach you - but it's vital to know your limits. Rory has written a handout entitled 'What Is Counselling?'. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Is a Level 4 Qualification Sufficient for Entering Private Practice? (starts at 13.45 mins) Rory speaks to Kelly Budd (Head of Qualifications) about whether a Level 4 qualification is sufficient for entering private practice. This topic is one that arises often on the Counselling Tutor Facebook page. She explains that in fact counselling is currently an unregulated profession in this country, meaning that anyone can - in theory - set themselves up as a private counsellor, though this would of course be unethical without the right qualifications and experiences. While technically there is nothing to stop a newly qualified Level 4 counsellor from setting up in private practice, Kelly highlights the additional demands and challenges that this presents over and above working in an agency setting. For example, in an agency, a senior counsellor may well assess all new referrals and triage them appropriately, allocating any more complex cases to more experienced counsellors. In private practice, however, you will have to assess all new clients yourself, and may be faced with significant complexity and risk. There is a huge amount of learning in agency working. Also, a private practice is a business, so running a successful one is not just about being a great counsellor - you also have to have knowledge and skills in business management. There are lots of different considerations, including data protection, finance and taxes, and making sure you have all the necessary policies and procedures in place. In an agency setting, all this is done for you. Last but not least, agencies tend to provide counselling free of charge or at low cost to clients who might not otherwise be able to afford private counselling. This enables counsellors there to practise the social inclusion that might well have been part of what attracted them into the profession originally. In conclusion, while private practice can be an exciting and valuable area in its own right, it's wisest not to rush into it, instead waiting for the right time for you in terms of experience and training. CPCAB offers Level 5 courses to help counsellors who wish to enter private practice gain the skills and underpinning knowledge they will need. For more information, please see CPCAB's website. CPCAB is the UK's only awarding body run by counsellors for counsellors. How to Set Up a Private Counselling Practice and What to Consider (starts at 37.55 mins) Planning your own practice? See our complete guide to setting up a private counselling practice for a full walkthrough of registration, insurance, tax, premises and finding clients. Ken and Rory go on to explore how to set up a private counselling practice and the various areas you'll need to consider. While they don't wish to deter people from this route, they do caution strongly against assuming you have the knowledge and skills to operate ethically and financially effectively without serious thought and preparation. Key skills you will need to succeed in private practice that you may not already have been trained in or exposed to are: assessing the full range of client presentations (including the use of assessment tools, e.g. CORE-10 and CORE-34, and looking at risk) setting up and running a business. The CSR includes a specially designed mini-course on the business aspects of how to set up a private counselling practice, with modules covering the full range of skills you'll need to succeed, from building a website and designing marketing material to taking payment from clients. *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.


    124 – Assessment Tools in Counselling Sep 28, 2019
    Show notes

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


    123 – Ethical Frameworks in Counselling Sep 21, 2019
    Show notes

    Dual Relationships in Counselling Training - When a Client Disagrees with Us In episode 123 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the need for ethical frameworks in counselling. Our new regular segment, 'Check-In with CPCAB', then looks at dual relationships in counselling training. Finally, the presenters discuss what to do when a client disagrees with you. Why Do We Need Ethical Frameworks in Counselling? (starts at 1.15 mins) The concept of ethical frameworks derives from the theory of utilitarianism, which promotes actions that maximise wellbeing for the majority of a population. Philosopher Jeremy Bentham founded this concept, based on the idea of the best action being the one that brings about 'the greatest happiness of the greatest number'. Professional bodies in most areas of work have ethical frameworks that they expect their members to abide by; these are sometimes also called 'codes of practice'. This is all an inherent part of being a professional - a word based on the concept of 'professing' (i.e. making a public declaration of allegiance to a set of beliefs). In counselling, for example, there are a number of professional bodies, each with its own ethical framework. One example is the BACP's Ethical Framework for the Counselling Professions. Ethical frameworks in counselling give us a set of standards to work to, helping to ensure consistency in provision across the profession - and thus also a benchmark for accountability (so supporting the investigation of any complaints from clients). They are living documents that are updated periodically in light of new research evidence, learning from complaints, and societal changes. For example, the BACP's Ethical Framework was updated in 2018. In Counselling Tutor Podcast episode 83, Rory interviewed Professor Tim Bond, consultant to the BACP and author of Standards and Ethics for Counselling in Action (4th edition) (Sage, 2015). The ethical framework to which we are working is important in clinical supervision; those counsellors who are BACP members are required to revisit this explicitly at least once a year. It's also good to draw clients' attention to its existence, for example referring to it in contracting and even offering them a copy. Rory has also written a handout on ethical frameworks in counselling and how to work with these. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Dual Relationships in Counselling Training (starts at 13.30 mins) Rory speaks to Heather Price (Senior Counselling Professional) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about dual relationships in counselling training. Heather explains that this situation occurs when two people who already know each other well outside the classroom (e.g. through being relatives or colleagues) attend the same course. When Rory worked as a course tutor, he always tried hard to prevent dual relationships in counselling training from occurring. If it does happen, it can create challenges and difficulties for the two people themselves, their peers and the tutor (whose responsibility it is to hold the boundaries for the whole group). This can have implications for professional ethics and confidentiality. The ideal situation in counselling training is that there is a 'level playing-field' for all, with no two people having intimate knowledge of each other's experiences prior to the course starting. It can therefore be better if two relatives or colleagues who both want to study counselling either go to different centres or else stagger their studies over time so they are not in the same group together. For more information, please see CPCAB's website. CPCAB is the UK's only awarding body run by counsellors for counsellors. When a Client Disagrees with Us (starts at 25.00 mins) This situation could occur for various reasons, such as: the client being in denial, i.e. being unable (yet) to accept a situation the counsellor having misheard the client the counsellor having unconsciously been pulled into their own frame of reference. Ken and Rory share various tips on what to do when a client disagrees with you: Don't argue back. Instead, try to explore their disagreement. Be willing to own up to being wrong yourself if that is so. Watch the client's body language carefully, being alert to any mismatches between this and their words. Thank the client for having the courage and honesty to point out that they feel you've got it wrong. In short, be curious but gentle, and allow the client their autonomy. *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.


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

    How Counselling Differs from Other Helping Professions - Why We Check In In episode 122 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes discuss the differences between counselling and other forms of helping. Our new regular segment, 'Check-In with CPCAB', then looks at why we check in. Finally, the presenters explore the experience of counselling in 'real life' as opposed to college-based counselling session role play or practice sessions. How Counselling Differs from Other Helping Professions (starts at 1.20 mins) People from many different helping professions are attracted to counselling training. For example, you may come across police officers, teachers, and healthcare staff as peers on your training course. Although these people may be highly competent in their existing profession, the form of helping that they are used to practising may be very different from counselling - and so require them to adjust their skill set quite markedly. For example, the role of some other helping professions is to rescue or advise, but these are two things that counsellors (particularly in the person-centred tradition) specifically do not do. There is a huge difference between listening to respond and listening to understand. In our society, the latter is rare and thus a special skill to be able to offer those with whom we share a therapeutic relationship as counsellors. This involves listening to 'the music behind the words' as Carl Rogers put it, which involves attending to far more than just the words used by the client. It can involve a big shift for many other helping professions. For more information on this, you might like to read the piece on the Counselling Tutor website about the definition of counselling. Rory has also written a handout on comparing and contrasting counselling with other helping professions. You can download this free of charge here; it is also available through the Handouts Vault and Counselling Study Resource (CSR). Check-In with CPCAB: Check-ins (starts at 9.00 mins) Rory speaks to Ray van der Poel (Head of Business and Development) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about check-ins. Ray explains that the concept of checking in derives from Buddhist meditation, where it refers to bringing something into our awareness or to our attention. Ray and Rory discuss a number of reasons why checking in has become an important part of counselling training: For counselling to be effective, the counsellor must be congruent. This authenticity depends on the counsellor having a good level of self-awareness - and the check-in process supports this by encouraging participants to reflect on and articulate how they are feeling. Becoming accustomed to checking in on our own feelings helps to ensure that we are fit for practice, becoming aware of any issues we are struggling with that might otherwise take us out of the client's frame of reference or put us at risk of problems arising from parallel process. Thus, it encourages ethical practice. Checking in also helps foster our awareness of the fact that a group of people in apparently the same situation can all feel differently. This is useful in supporting our recognition of diversity and in fostering unconditional positive regard and empathy. The tutor is also able to know from the check-in whether any student is feeling 'wobbly', and so offer them appropriate and timely support. There are various different types of check-in. For example, participants might be asked to sum up their feelings in just one word, or within a set amount of time. When the well-known existential psychotherapist Irvin Yalom runs groups, he does a double check-in: in the first round, participants are invited to say how they feel, and in the second what they need/want to get from the session. The exact nature of checking in is likely to vary between levels, as more advanced students will probably have greater self-awareness. Many groups also use checking out: a similar process of reflection at the end of the session. For more information, please see CPCAB's website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Counselling Session Role Play versus 'Real-Life' Counselling (starts at 20.55 mins) When you practise your counselling skills in class, particularly when you have counselling session role play, you do so with likeminded people who understand 'the rules of the game' (e.g. the importance of time boundaries). This is not so in 'real-life' counselling (e.g. when you start your placement). In particular, don't expect to use all your skills in every session on placement. For example, it's common for clients to talk a lot in the first session, as they 'open the floodgates' on their experiences. Silence may be the most valuable and most prevalent skill at this stage. You'll find lots of free resources on skills on the Counselling Tutor website (click on 'Skills' in the top menu) which can help you prepare for counselling session role play. You'll also find a dedicated skills section with tailored lectures in our paid resource, the 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.


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

    Stepping up to a New Level - Getting the Skills Right In episode 121 of the Counselling Tutor Podcast - the second in this new season - Ken Kelly and Rory Lees-Oakes offer tips on stepping up to the next level in your counselling training. Our new regular segment, 'Check-In with CPCAB', then looks at counselling assessment criteria and learning outcomes. Last, the presenters explore the pressure we might put ourselves under to get our counselling skills right. Stepping up to a New Level (starts at 1.25 mins) Perhaps you may be moving from level 2 to level 3, from level 3 to level 4 - or from one year to the next on a diploma or degree course - this coming academic year. Ken and Rory's tips are as follows: Get hold of the reading list for your course if possible, so you can get prepared. You might also find our list of recommended reading useful, with ideas for helpful books at all levels and for various modalities. Remember that the underlying theory is the same at all levels - what changes is the depth to which you study it and how you interact with it (e.g. moving from describing to analysing). Personal development - with the aim of increasing self-awareness - is an important part of counselling training, which again becomes more in-depth as you step up the levels. Rory has written an essential checklist for those preparing for a new level of counselling training. You can download this free handout here; it is also available through the Counselling Study Resource (CSR). Check-In with CPCAB: Difference Between Counselling Assessment Criteria and Learning Outcomes (starts at 9.10 mins) So what are learning outcomes and counselling assessment criteria? Rory speaks to Kelly Budd (Head of Qualifications) at CPCAB (Counselling & Psychotherapy Central Awarding Body) about this question. Kelly explains that the learning outcomes for a qualification list what you will learn by studying it. The counselling assessment criteria, meanwhile, describe how the awarding body will test that you have achieved these learning outcomes. When CPCAB puts together a new qualification, it looks at purpose, target learners, level (i.e. how it fits within the National Qualifications Framework) and size (i.e. whether it will be an award, certificate or diploma). The depth of understanding expected increases with the levels. For example, level 2 is GCSE standard, level 3 is A level standard, and level 4 is first-year degree standard. More advanced learners are expected to be able to do more complicated things with information in that field. The verbs (doing words) in learning outcomes are key here (for example, you might be called on to show that you can reflect on, use and understand, compare and contrast, analyse or evaluate something). It's important always to think: What am I being asked to do? What evidence do I need to provide to show that I can do this? Above all, CPCAB tries to keep things really clear. It's important that you too work to keep it simple: try to resist getting sucked into the criteria hysteria that can affect some students and be contagious throughout the whole class! CPCAB also aims to be flexible in its approach. So although the learning outcomes and assessment criteria are set, you and your tutors have scope to meet these in different ways. For more information, please see CPCAB's website. CPCAB is the UK's only awarding body run by counsellors for counsellors. Getting the Skills Right (starts at 23.55 mins) Ken recalls the burden he felt when being observed in skills practice - and indeed when starting placement - to get his skills right. This can lead to the paralysis of analysis! It's really important to try to take the pressure off yourself. If you are feeling very on edge about your skills, your client may well pick up on this. Ken and Rory offer valuable tips on how to become more relaxed and confident in skills sessions: Aim to do your best rather than aiming for some kind of perfection. There is in any case never just one 'right' way to respond in counselling. We all need to make mistakes in order to learn and change. Make good use of your peers: use all the opportunities you have at college to practise skills together. Record your skills practice and listen back: this is a great source of more learning. Remember that even for qualified counsellors, we are all learning all the time. Try to be balanced, reflecting on what you did well as well as areas for improvement. In short, give it a go and don't be held back by a fear of not getting it 'right'! *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.


    120 – Counselling Awarding Bodies Aug 31, 2019
    Show notes

    Coping with Returning to Counselling Study - Meeting and Reforming Groups In episode 120 of the Counselling Tutor Podcast - the first in this new season - Ken Kelly and Rory Lees-Oakes talk about how to avoid overwhelm when returning to studying after the summer break. Next, they introduce a brand-new regular segment, 'Check-In with CPCAB' (more below), and discuss the purpose of counselling awarding bodies. Finally, the presenters look at meeting new groups in your studies, and reforming old ones after the summer break. Coping with Returning to Study (starts at 2.35 mins) It's natural to feel some relief at the end of an academic year - and some anxiety as the new one fast approaches. Rory and Ken provide some top tips to help you move into the next stage of your studies more calmly and confidently: If you have not been in education for some time, remember that teaching techniques have changed hugely over time: you will likely be pleasantly surprised by how courses are taught these days. Also, counselling and psychotherapy are very different subjects to study from the purely academic ones we were probably exposed to at school. What you will be studying now is highly experiential, with a lot of support offered. Prepare a little if you can - for example, with some initial reading or maybe through using our summer school provided as part of the Counselling Study Resource (CSR). Read through the prospectus/syllabus relating to your course to give you a good idea of what you will learn. Try not to create specific expectations of how your course, tutor and peers will be: instead, let it be what it will be when you get there. Watch out for transference (when you are unconsciously reminded by a person in the present - e.g. your tutor or peers - of someone from your past). Above all, try to stay in the here and now rather than getting caught up in the past or fixated on the future. Two free resources that could be really useful to you in your studies are: The Counselling Tutor Facebook group, where you can find thousands of students, qualified practitioners, supervisors and tutors interested in the world of counselling and psychotherapy. Rory's book How to Survive Counselling Training, which you can get through the Counselling Tutor website (click on any page from the home page and scroll down - you'll find a link in the right-hand sidebar). Rory has written a handout on five ways to avoid new-course overwhelm. You can download this here; it is also available through the Handouts Vault and CSR. Check-In with CPCAB: Counselling Awarding Bodies (starts at 12.10 mins) For this exciting new slot, which Ken and Rory launch in this podcast, they have travelled to Glastonbury, to the headquarters of the CPCAB (Counselling & Psychotherapy Central Awarding Body). CPCAB is the UK's only awarding body run by counsellors for counsellors. There, Ken and Rory speak with Kelly Budd (Head of Qualifications) and Ray van der Poel (Head of Business and Development) about the purpose and function of counselling awarding bodies. Purpose of Counselling Awarding Bodies They develop and design qualifications (in the case of CPCAB, in the field of counselling and psychotherapy) They also set quality standards for centres that deliver these qualifications, monitoring them to ensure that students receive appropriate teaching and support. Last but not least, awarding bodies produce certificates for students who successfully complete their qualifications. CPCAB is accountable to Ofqual, a government department that regulates qualifications, exams and tests in England. Northern Ireland, Wales and Scotland have separate regulatory arrangements. CPCAB has been working hard to become more efficient and ecologically friendly by minimising the amount of paper it produces. Meeting and Reforming Groups (starts at 24.40 mins) Ancient Greek philosopher Heraclitus once said that you can't ever step in the same river twice. He meant that rivers are ever flowing, and so never stay exactly the same. The same can be said of people, each of whom changes over time and brings their own phenomenological perceptions to any given situation. This means that even if the group you will be studying with this academic year is one that you belonged to last year, you can't expect it to be just the same as it was before. Rory and Ken encourage listeners to prepare as well as possible, be open to meeting new people, and be flexible in where you sit in the classroom (moving around rather than sitting in a fixed location every week).


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