Counselling Tutor Podcast

Latest Episodes:

092 – Counselling Modalities Nov 03, 2018

Show notes

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

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

Show notes

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

090 – Reflexivity in Counselling Oct 13, 2018

Show notes

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

089 – Counselling Research Oct 06, 2018

Show notes

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

088 – Reflective Journaling in Counselling Sep 29, 2018

Show notes

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

087 – Counselling Self Harm Clients Sep 22, 2018

Show notes

In episode 87 of the Counselling Tutor Podcast, Ken Kelly and Rory Lees-Oakes look at the complex issue of self-harm. In 'Practice Matters', Rory describes how to 'shrink' people. Last, the presenters provide guidance on looking for a counselling placement. Self-Harm (starts at 2.58 mins) Rory describes a study on self-harm that was reported by the British Medical Journal, a high-quality UK periodical for the medical profession. This research found that there has been a sharp rise in self-harm for girls aged 13 to 16 since 2011. Self-harm is a prevalent issue that it is important to be aware of as a counsellor. It could affect a client directly (if they self-harm) or indirectly (if they have a friend or family member who does so). Self-harm can take various forms, for example cutting with sharp objects, biting, poisoning or trichotillomania (hair-pulling). Above all, it is important to show the client compassion, empathy and understanding, accepting them as they are and not telling them they must stop. In the past, this was far from the case, with A&E practitioners even stitching such wounds without anaesthetic as a way of deterring self-harm. Exploring with the client what they get from self-harming is key. For example, self-harm may be a cry for help, a distraction from emotional pain, or an attempt to have control over something when other things feel out of control. Other people gain satisfaction from seeing blood. Self-harm may go in a cycle, for example from cutting to feeling remorse to feeling better to cutting again. The client may be most likely to approach a counsellor for help during the remorse part of this cycle. Last but not least, consider the physical-health implications of self-harm. The damage may be concealed under clothing and could be infected. Safe self-harming practices may be useful - for example, Rory suggests putting an elastic band on the wrist and flicking it to cause pain (as this is much less likely to cause serious harm). There will be a new lecture coming to the Counselling Study Resource (CSR) later this academic year on self-harm. Useful Links Podcast and research from The British Medical Journal on interpreting the research findings of self-harm in young people Support for parents and carers (also useful for counsellors) NHS accessing support for those who are self-harming 'Shrinking' People (starts at 18.17 mins) By 'shrinking' people, Rory refers to reducing the significance of people who have caused harm in the past. He describes seeing a frail old man shopping and realising he was a teacher who - in his youth - hurt him with painful corporal punishment. It helped Rory to reconceptualise the athletic young teacher as his current 'shrunken' form. Similarly, an adult who was abused as a child may feel that their abuser is still larger than them (as of course they were at the time). Part of the role of a counsellor is to help clients see themselves as they are in the here and now, and so help them not feel overwhelmed by difficult figures from the past. Rory offers a range of tips on how to work with a client who feels vulnerable when talking about a past abuser in the counselling room. These are detailed on his handout, which can be downloaded here and is also available in the Handouts Vault and CSR. Smart Placement Searching (starts at 25.17 mins) Getting a counselling placement can feel daunting, but it doesn't need to be with Ken and Rory's hints on how to be smart in your search. After all, it's important not just to find a placement but to find the right placement for you. Here's how you can do this: Ask your tutor for advice: colleges should have close links with local counselling agencies. Find out when second-year students are likely to be around, and introduce yourself, asking where they are doing their placements. Google 'charities counselling [place name]', inserting your location, and see what results come up. Get into the right mindset, remembering that counselling placements are mutually beneficial; the agency isn't simply doing you a favour by offering you one. You will be helping them too. Ask questions when you go to your interview, for example on whether you can view the rooms (would you feel comfortable if you were a client there?), what their policy is on recording sessions (Ken asserts that this can be a really helpful learning tool, as Carl Rogers suggested), and whether you could speak to some placement counsellors there before you decide. Be persistent - if you leave a message at an agency and don't hear back, contact them again - and again if need be. If you don't get a call back, try writing to them: don't give up! Think about the best times of year to apply. Rory suggests that November/December and June/July are good months to look. In conclusion, don't succumb to the rumours that placements are rare and so hard to find: if you approach the task with determination and organisation, and follow the tips above, you will find the right one for you. Would you like Ken and Rory to offer a workshop on finding placements? Do let us know whether that would be useful for you. You can do so via the Counselling Tutor Facebook group, or by emailing us at ken@counsellingtutor.com or rory@counsellingtutor.com.

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

Show notes

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

085 – Here and Now in Counselling Sep 08, 2018

Show notes

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

084 – Counselling Study Reading List Sep 01, 2018

Show notes

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

083 – BACP Ethical Framework 2018 Jun 29, 2018

Show notes

This episode is dedicated to the BACP Ethical Framework 2018 update. Rory Lees-Oakes interviews Professor Tim Bond, who serves as consultant to the BACP on its Ethical Framework for the Counselling Professions. Tim is also the author of Standards and Ethics for Counselling in Action (4th edition) (Sage, 2015). On 1 July 2018, the BACP launched its new Ethical Framework; this updates the previous edition, and pulls together the views of the BACP and its members on what is appropriate in counselling and psychotherapy. Click Here to view and download a copy of the BACP Ethical Framework from the BACP website. BACP Ethical Framework 2018 - Overview of the update: Two years have passed since the BACP undertook a major revamp of their Ethical Framework for the Counselling Professions, and on the 1st July 2018, a further significant update will come into force, following a major consultation of the membership. The BACP's ethical framework provides a guiding document for its membership, including counsellors, psychotherapists, trainees, supervisors and training providers, which aims to promote best practice and outline our commitments to clients. So what changes will we see in the updated framework, and how will they influence our practice? Here is a summary of the key updates to be aware of: Emphasis on our commitment to clients - The ethical framework is a collaborative document which details the commitment that we, as practitioners have towards our clients.Our commitment to putting our clients first, our responsibilities towards our clients, and particularly the duty to provide an "appropriate standard of service" are made explicit in the new framework. Trainees - The new framework incorporates a section outlining the responsibilities of trainees in their work with clients, and also when working in an academic setting. This section covers the responsibility to inform clients that you are still a therapist in training - this is about your integrity as a practitioner and the client's right to be made fully aware of the service they are receiving.Similarly, the framework outlines that recordings or case study documentation of client material should be made only with client permission, or where the details have been anonymised so as to be completely unrecognisable.Trainees are also reminded that they are responsible for their own practice, including working within their competence and promptly raising any issues with their placement, supervisor and/or training provider as appropriate. Gender identity and sexual orientation - the BACP make explicit that the profession upholds the value that all gender and sexual identities are equal, and that we reject so-called 'conversion therapy', never seeking to suppress or change anybody's sexual or gender identity. Breaks, endings and post-therapy relationships with clients - The BACP Ethical Framework 2018 provides detailed guidance around how we manage endings with our clients. This includes our responsibility to discuss time-limitations at the contracting stage, give appropriate notice of breaks and changes to the therapy frame (including termination) and to manage endings empathically, in a way which minimises disruption for the client.Provision also must be in place for an unexpected incapacitation or death of a therapist, so the client can be informed of the unplanned ending ethically and maintaining confidentiality.The framework also provides guidance on exercising appropriate caution when forming relationships with former clients after termination, and avoiding harm. Supervision - The new framework offers greater detail around the responsibilities of both supervisors and supervisees in the supervisory process. Supervisors of trainees are advised that they should take a proactive role in interacting with placement providers and ensuring that their supervisees are providing an appropriate professional service to clients.In addition, the role of the supervisee is brought into focus; in order to ensure any issues arising in the work can be properly managed, the framework emphasises the importance of supervisees speaking openly and honestly with their supervisors, and not withholding in areas which feel more difficult to explore.It is through deep and honest exploration that we can highlight any difficulties, and ensure we are working in service of our clients. Working with children and young people - New guidance around working with children and young people provides clarity regarding the extra responsibilities and skills required for working with this client group.This includes making appropriate judgements about informed consent, as well as having the specific skills and knowledge required for working with children, a sound knowledge of the specific laws around working with the client group, and an understanding of cultural differences which may be relevant to the work. The BACP ethical framework is a document in constant evolution; it adapts to our changing profession and for this reason we can expect further updates in the years to come. Right now, it is important to remind ourselves of the commitment we make to our clients, to familiarise ourselves with the updates in the latest edition and to carry that forward into practice. This article was written for Counselling Tutor by Erin Stevens. Q: So what prompted the BACP to update the Ethical Framework? A: First, it is a living document and so needs to be updated frequently, since the profession - including the regulatory environment - is changing rapidly. Also, adding a new section in the last edition - 'Our commitment to clients' - was a bold experiment. In the new version, a freestanding one-side document has been added on this commitment; this can be printed separately and given to clients as a guide to what they can expect from practitioners who are BACP members. Q: Who has informed the content of the new Ethical Framework? A: It's important that this is not imposed on us, but is developed together through professional discussion. Accordingly, the BACP analysed views from a range of sources, including annual monitoring reports from accredited courses, queries from clients, and comments from practitioners on the previous version (including a survey of members that brought in 1,400 responses). In short, the new Ethical Framework has been driven by listening to grass-roots views. Q: Is the Ethical Framework paving the way to regulation of the counselling and psychotherapy profession? A: There are currently no plans for it to have this role, although of course the Professional Standards Authority does regulate a number of professional registers in the counselling profession, including that of the BACP. The Ethical Framework is not a strict code or set of rules, as it's designed to fit a range of client groups and professional roles, serving as a scaffold in which every member can find their own place. Q: What are the main changes in the new edition of the Ethical Framework? A: Alongside numerous minor changes and the addition of a single-sided version of 'Our commitment to clients', as described above, there are several new sections, including on breaks and endings (e.g. the sudden illness or death of a practitioner), more detail on confidentiality (including in light of the new General Data Protection Regulations: GDPR), a reinstated section on team-working, and an updated glossary. Q: How will the new Ethical Framework impact trainees? A: Another new section has been added for trainees; this aims to balance trainees' need to experiment, make mistakes and learn with the importance of providing a professional standard of service to clients. This balance is made possible by the support from tutor, placement provider and supervisor. The new document also requires that clients are informed when their counsellor is a student. The benefits of this could also be pointed out to clients - for example, that students are likely to be especially alert, vigilant and well supported. Q: Might trainee counsellors ever be paid while on placement? A: There is no ethical reason why this could not be so, though the existing difficulty of finding a placement may make this unlikely in the foreseeable future. Students being unpaid is a historical situation, not an ethical one. Q: What does it mean in practice to keep notes that are 'adequate, relevant and limited'? A: The language used here relates directly to the GDPR. 'Adequate' means appropriate for their intended purpose; 'relevant' means clearly relating to work taking place with the client; and 'limited' means that the record should not be over-full (i.e. should be limited to what is needed to serve the purpose). Q: Do you have to show clients your process notes if they ask to see them? A: Clients have the right to see only notes in which they are identifiable (whether by name or a code). So if you include process notes in your client record, then they could see them if they wished, but if you keep your own (maybe journal-style) notes on process in which no client is identifiable, then you would not have to show them these. Q: How can counsellors use the Ethical Framework to build their relationship with clients? A: In addition to digesting the material on boundaries and building trust in the therapeutic relationship, you could give clients the one-side sheet describing our commitment. Q: What else does the BACP do to support counsellors? A: It talks to government bodies, seeks to secure funding for counselling, promotes the profession, involves voluntary bodies, undertakes and supports relevant research, and publishes journals. Its website also includes the Good Practice in Action resources, designed to add more detail than is possible in the Ethical Framework - for example, on contracting, online working, confidentiality and record-keeping....

Our TOPPODCAST Picks

Follow Us

Stay Connected

Related Podcasts

Links

Stay Connected