Counselling Tutor Podcast

Latest Episodes:

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

Show notes

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

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

Show notes

In episode 51 of the Counselling Tutor Podcast, Ken and Rory provide tips on how best to organise your class-notes. 'Theory with Rory' discusses false memory syndrome, which Rory illustrates with a live experiment on Ken! Finally, the presenters list the many ethical bodies relating to counselling and psychotherapy in the UK, examining the similarities and differences. Organising Your Class-Notes (starts at 2.47 mins) As a counselling student, you may often feel bombarded with new information. While your tutor may give you handouts, it is often useful to take your own notes too, as a way of helping you to remember your learning. Ken and Rory offer insights from their own experience of writing class-notes, and of using them in writing assignments: Rather than writing linear notes, try using mind-maps. Start with a bubble in the middle of your page, and branch off from there. This provides a much more visual presentation of the information, and better shows connections between the different elements. Find out the details of your next assignment before taking notes in the classroom session. You can list the questions on a piece of paper, then add a mini mind-map for each. Then, when writing your assignment, you just need to join up all the points, and add references. Didactic teaching (the 'chalk and talk' method) doesn't in itself lead to students retaining much information. Vicarious learning is a really helpful addition - that means getting yourself a study buddy and meeting up afterwards to compare notes and thoughts on what you both heard. As phenomenology shows, we all see things differently, from our own perspective, so you can greatly add to each other's learning. Why not use our Facebook page or the Counselling Study Resource private-study forums to find an online study buddy? Download a voice-recorder app for your phone, and record everything you can remember from a lecture straight afterwards, then play it back later. False Memory Syndrome (starts at 12.30 mins) While some people believe that false memory syndrome is based on Sigmund Freud's concept of repression (a mechanism to place uncomfortable thoughts into our subconscious memory in the hope that they will go away), Phil Mollon - in his book Freud and False Memory Syndrome (Icon Books, 2000) - refutes this. Related to false memory syndrome, recovered memory therapy started in the USA in the early 1990s; therapists used techniques such as guided imagery, visualisation, interpretation of bodily sensations and dream analysis. But whether the 'memories' recovered were real was debatable. For example, US sitcom star Roseanne Barr shared 30-year-old memories of both her parents molesting her, yet they vehemently denied this. Much research into false memory syndrome has been carried out by US psychologist Elizabeth Loftus, who came to prominence in the 1980s, having served as an expert witness in the case of Steve Titus, a restaurant manager falsely accused of rape. Loftus has carried out many experiments demonstrating false memory syndrome. Swiss psychologist Jean Piaget has also illustrated false memory syndrome through his own experience, in which his childhood nanny described an attempted kidnapping (which Piaget remembers clearly) yet later came forward to admit that she had fabricated the whole story. However, some people feel aggrieved at such work exposing false memory syndrome, claiming that their real memories have been dismissed as a result of this. The lesson for therapists is that recovered memory therapy is generally now considered to be an unethical practice. Key to effective and ethical therapy is not to interpret what has happened to clients but instead to enter their frame of reference; this has the added bonus of encouraging client autonomy as opposed to dependence. You can read more about false memory syndrome in Rory's handout, which is free to download here. This will also be available in the Digital Handout Vault. UK Ethical Bodies (starts at 26.57 mins) We tend to refer often to the British Association for Counselling and Psychotherapy, but there are many other professional bodies that are relevant to the profession of counselling and psychotherapy. These include the: British Association for Behavioural and Cognitive Psychotherapies British Psychoanalytical Council College of Sexual and Relationship Therapists Counselling and Psychotherapy in Scotland Federation of Drug and Addiction Practitioners Health and Care Professions Council Irish Association for Counselling and Psychotherapy National Counselling Society UK Association for Humanistic Psychological Practitioners UK Association for Transactional Analysis. The presenters discuss the differences and similarities between the different bodies and their members. This provides really useful information for an assignment comparing the ethical frameworks of different professions.

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

Show notes

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

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

Show notes

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

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

Show notes

In episode 47 of the Counselling Tutor Podcast-the finale of Season 2-Rory Lees-Oakes and Ken Kelly discuss how person-centred counselling first came to Europe. 'Theory with Rory' looks at endings in counselling. Finally, the presenters review the achievements of Counselling Tutor over the last 12 months. Rise of Person-Centred Counselling in Europe (starts at 2.56 mins) How did person-centred therapy (which began in the USA) come to Europe and become such a strong modality here? At the end of the Second World War, Europe was in a parlous state after all the bombings, etc. In psychotherapy, the dominant modality here was psychoanalysis, Freud having moved to London. When the war ended, the US factories turned to producing consumer goods and the American economy boomed, fostering a culture of optimism in which alternative approaches flourished. It was in this environment that humanistic ideas became the 'third force in psychology' (as Abraham Maslow put it), and Carl Rogers' ideas on counselling began to take shape. The three core conditions-empathy, congruence and unconditional positive regard-appealed to the UK public sector, and our education and health services were built on these. Interestingly, India is now adopting the same values in developing its own public services. As a country becomes more developed, mental health issues and services grow in relevance, as before that practical needs (e.g., for food and shelter) tend to take priority, as Maslow's hierarchy of needs illustrates. As a country develops, social isolation tends also to increase. The basic tenets of person-centred counselling-providing try caring and deep listening-are of huge value in this situation. Endings in Counselling (starts at 14.14 mins) Endings are by nature difficult. In counselling, they may be planned or unplanned - coming about, for example, as a result of the client experiencing health problems, family changes or commitments, new work patterns or even simply not 'clicking' with the therapist. It's really important to get the ending right in counselling. An abrupt ending can leave the therapist feeling deskilled and confused. Without a proper ending, the client can be left feeling vulnerable, discounted, confused and unable to re-engage with therapy in future. Badly handled endings are also a major cause of complaints to professional bodies in counselling and psychotherapy. Rory offers a number of good-practice tips on endings in counselling: Always plan ahead for the ending of therapy. If you are working in a service where there is a limited number of sessions, make sure that you explain this to the client during contracting. If there is no such limit (e.g. if you're working in private practice), it is still useful to talk in the first session about the client's expectations of therapy, to introduce the idea that you don't assume therapy will go on and on. This helps to avoid the client becoming dependent on the counsellor. Remind the client each week of which number session you are on, and make it clear when the last session is, so that they are not taken by surprise by this. Always explore with clients how they feel about endings. It can be useful too to share how you feel about ending, including pointing out the differences you observe in them between the first and last sessions. If you struggle with endings, take this to supervision and/or personal counselling, exploring the endings you have experienced in your own life. If ending with one particular client seems harder for you than usual, ask yourself whether transference could be taking place, evoking memories of a past ending that you found difficult. Achievements of Counselling Tutor (starts at 21.55 mins) Ken and Rory review the incredible success of Counselling Tutor over the last 12 months. The service has proved enormously popular, with its Facebook group (where you can discuss issues with other students of counselling and psychotherapy), free resources on the Counselling Tutor website, and paid-for support available through the Counselling Study Resource (of which we have retained 86% of the original members, illustrating their satisfaction with the service). Another big achievement this year has been the launch of Ken's book, Basic Counselling Skills: A Student Guide, hundreds of copies of which have already been sold. We look forward with excitement to the next academic year, starting in September 2017!

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

Show notes

In episode 46 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to cope with stress as course deadlines loom. 'Theory with Rory' examines trauma bonds, then the presenters discuss personal therapy for trainee counsellors. Coping with Stress as a Counselling Student (starts at 3.29 mins) As we approach the end of the academic year. It can be a stressful time for counselling students, with assignments, portfolios and dissertations to complete. Rory explains that when we become stressed, cortisol (produced by the kidneys) travels through our vagal system (a highway through the spine) and floods our middle brain, leading us to forget things. The presenters offer a number of tips for students feeling stressed about impending deadlines: Don't wait until the last minute to start - get going as soon as possible. Think how you would eat an elephant - i.e. one bite at a time! In other words, break down the huge task into manageable steps. Set a time to do a set amount of work, e.g. 20 minutes, and reward yourself with a short break - perhaps a look out the window or cup of tea. Switching off your phone or other distractions can also be useful. Remove yourself from your everyday surroundings, e.g. go to the college library. Try to abstain from worrying about your work when you are doing other activities. Make checklists of theory trigger words to refer to as you are writing. Make sure you answer the question being asked: don't overcomplicate matters by adding extra information that hasn't been asked for. Consider joining our Counselling Study Resource (CSR), which includes a book by Rory on writing assignments and a video on how the CSR can help with your assignments. Trauma Bonds (starts at 14.05 mins) This segment follows Rory's recent lectures in the CSR on preparing to work with clients who have experienced abuse/trauma, and on the Stockholm syndrome. Trauma bonds are illustrated in the 1974 film 'The Night Porter', starring Dirk Bogarde and Charlotte Rampling, about the relationship between a Nazi SS officer and a concentration-camp prisoner. Rory lists specific elements of a relationship that make a person more likely to be trauma-bonded: There is violence or threatened violence. The abuser alternates between abuse and kindness, so confusing the victim and linking the two behaviours in the victim's mind. The victim believes that retaliation will lead to more violence and so becomes increasingly passive, trading their free will for perceived safety. Some abusers use isolation to cut victims off from their family and friends. Victims feel shame for what has happened to them (e.g. if they have been raped). So how can we spot clients who may be trauma-bonded? Key clues are that they: show signs of post-traumatic stress disorder, e.g. having flashbacks, breaking down, and/or talking like a child believe that something bad is going to happen: a feeling of impending doom are intensely grateful for small things, e.g. 'He lets me out to do the shopping' deny violence, passively accepting and/or rationalising this deny feeling anger or other negative emotions towards the abuser believe they have some control over the abuser/situation believe that what is happening is their own fault, having a sense of self experienced through the abuser's rather than their own eyes are vigilant to the abuser's needs, doing anything to keep them happy try to understand the abuser, for example making the excuse that they had a bad childhood. We can deal with trauma bonds in therapy by giving the client space to tell their story, and gently challenging their perceptions. This can take some time. Rory has written a handout explaining more about trauma bonds and how to work with clients affected by them. Personal Counselling for Trainees (starts at 24.54 mins) Most counselling and psychotherapy courses require trainees to undertake personal counselling, though the amount of this required varies greatly between modalities. While some students welcome this opportunity, others feel reticent, believing that they don't need therapy. However, many benefit far more than they might have expected. Counselling is not just a place to offload distress; it is also great for personal development. Personal therapy can be really useful for various reasons: Counselling training inevitably involves personal change and can shake the foundations of what you have known so far. It is good to experience what it is like to be a client receiving therapy. It is valuable to see how another practitioner operates, helping you to learn both how you would like to practise and things you would not choose to replicate. Rather like the Johari window exercise, therapy can help us gain sight of things about ourselves that were previously invisible to us. All these benefits can help us better serve our own clients.

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

Show notes

In episode 45 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to avoid asking, 'How does that make you feel?' 'Theory with Rory' looks at three key phases in the development of person-centred counselling. Last, the presenters offer tips on finding a suitable counselling supervisor. Dialogue in Therapy (starts at 3.50 mins) 'How does that make you feel?' has become a rather laughable question, often used to parody counsellors on TV etc. But since counselling is all about feelings, how do we avoid asking this stereotypical question? Ken points out that in fact 'How does that make you feel?' distances us from the client, as it suggests we have no idea what emotions they might be experiencing. Listening to a client's story, noticing their body language, using our intuition, and listening out for words that indicate underlying emotion can always enable us to have a go at saying what we think they might be feeling: they can then confirm this, or correct us. Rory talks about the importance of getting the language right when we do this - using words that fit with the client's own understanding and use of language. It's important not to assume that everyone has the same breadth of vocabulary for emotions, and it may be hard for clients to find the right word to explain what they are feeling. As therapists, we can work on expanding our 'feelings vocabulary' by writing a regular journal in which we can work on finding just the right words to describe our experiences. Development of the Person-Centred Approach (starts at 15.03 mins) Since its beginning in the 1950s, person-centred counselling has developed considerably, and continues to do so today. There are many different branches of person-centred therapy, as described in The Tribes of the Person-Centred Nation (edited by Pete Sanders, PCCS books, 2012). However, all would agree on the key tenets of Carl Rogers' approach: the six necessary and sufficient conditions for therapeutic personality change the seven stages of process (though some therapists believe these to be less linear than Rogers suggested) phenomenology the 19 propositions Because Rogers did not prescribe any particular template, there are as many different styles of person-centred therapy as there are therapists themselves: we are all different, and it is important in this modality to be ourselves. Rory describes three key stages in the development of person-centred counselling over its first 30-40 years: The first phase (1940-1950), when Carl Rogers first introduced his ideas, could be termed 'non-directive psychotherapy'. This represented a big challenge to the two types of therapy that prevailed at that time, psychoanalysis and behaviourism, which were used to telling clients how they were and what they should do. In contrast, non-directive psychotherapists listened to and sought to understand the client's experience. In the second phase (1950-1957), 'reflective psychotherapy' (so-called as the therapist reflected the client's feelings - the focus was on avoiding threat in the therapeutic relationship, by being congruent and real. This represented another step away from psychoanalysis and behaviourism. The third phase (1957-1970) is known as 'experiential psychotherapy'; it involved therapists becoming even more congruent in terms of expressing to clients how they were experiencing them. This can be a really useful form of feedback for clients on their process. This evolved into focusing, as developed by Eugene Gendlin, one of Rogers' students. Rory has prepared a handout on this topic, which you can download free of charge. Choosing a Supervisor (starts at 24.45 mins) Ken and Rory provide tips on what to think about when choosing a counselling supervisor: Check that the supervisor has sound knowledge and experience of your modality. Choose carefully, as it's not easy to change part-way through training (as you may need them to write both a 50-hour and 100-hour report). Ask which professional body's standards they work to: it may be useful to choose a supervisor who belongs to the same one as you. If you will be working with a specific client group (e.g. bereavement), try to find a counsellor with an interest and experience in this field. Ask how the supervisor will support you if you are ever feeling 'less than' - it is normal to have crises of confidence, and it's important to have a supervisor who can support you at such times. Visit three to four supervisors before deciding which one to go with. When meeting possible supervisors, don't get put off by transference. If you don't like someone, try to work out why before making a final decision. Make sure you can feel safe, in a threat-free environment. It is the stuff you are most ashamed of that is the most important to bring to supervision! If your placement agency wants you to use a supervisor there, ask yourself whether you feel happy with this. Might you want an external supervisor too? If so, how would it work in practice using both? Robert Shohet is a key figure in the development of supervision theory, having developed - with Peter Hawkins - the seven-eyed model.

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

Show notes

In episode 44 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly offer tips on how to get into the client's frame of reference. 'Theory with Rory' looks at existential counselling, as developed by Rollo May and Viktor Frankl. Finally, the presenters discuss the seven stages of process. In addition, Ken describes his new book - now available in hard copy - Basic Counselling Skills: A Student Guide. Getting into the Client's Frame of Reference (starts at 4.54 mins) Are there any questions or skills we can use to help get into the client's frame of reference faster? Ken's view is that questions are not especially useful unless used to clarify our understanding of what the client is bringing. Skills that are particularly valuable in entering the client's frame of reference are: Attending: Rory describes how listening attentively and non-judgementally often helps clients to resolve their own issues. So many people in daily life instead provide advice or dismissal: it is really refreshing and novel for a client to experience counselling-type listening. Silence: although this can be uncomfortable for new therapists, it is a very valuable (yet often underrated) skill in allowing clients the space to process their feelings, and in avoiding reverting to our own frame of reference. Empathy: as this core condition (which is not so much a skill as a personal quality or way of being) is all about trying to see the client's world as they do (putting ourselves in their shoes, though remembering to 'keep our socks on'), this is key to getting into the client's frame of reference. Reflection: although this may seem a very simple skill, reflecting back what the client is bringing provides the ideal opportunity for them to confirm or refute our understanding. Rory and Ken provide the following tips: Remember that it takes practice - and reflection on your own development - to learn how to get into and stay in your client's frame of reference. Make the most of supervision and dialogue with other therapists to help you develop your ability. Use your personal-development group at college to practise really listening to your peers, getting into their frames of reference. Read biographies as a way of 'listening' to another person describe their world; while doing so, reflect on your own feelings and reactions to the material. Existential Counselling (starts at 16.17 mins) Existential therapists believe that the world and human life have no meaning unless we as humans give one - that is, it is up to us to find the meaning in our own lives. Thus, this modality aims to help us draw meaning from our own experiences, and to make sense of a world that can feel random, unpredictable, cruel and unfair. The modality links to other forms of therapy, particularly the person-centred approach, as Carl Rogers read a lot of work by the Danish philosopher Søren Kierkegaard, who is considered the grandfather of existential philosophy. Key contributors to existential therapy are: Viktor Frankl, an Austrian neurologist and psychiatrist who wrote Man's Search for Meaning, about his experiences in a concentration camp, noticing that those who were motivated by a meaning to life survived longer than those who lacked purpose. Frankl developed logotherapy. Rollo May, a US psychologist, wrote about the struggle between security and dependence, and between the delights and pains of growth (in other words, our need to move away from fixed positions to less comfortable ones in order to be able to grow). James Bugental, a US psychotherapist who saw counselling as a journey into the client's subjective world; this has clear parallels with the person-centred approach. Irvin Yalom, a US psychiatrist who has written a number of popular books on psychotherapy, e.g. Love's Executioner and Staring at the Sun. You can download Rory's handout, 'An Overview of Existential Counselling'. Does the Seventh Stage of Process Exist? (starts at 23.23 mins) Ken and Rory discuss whether the seventh stage of process really exists - that is, whether there are people who have reached this. Attaining this level of development does seem a really difficult task. It should be remembered that Rogers' theory of the seven stages of process was based on 'interviews' (as he termed sessions) with clients. As most people finish counselling once they are at level 5, it would have been unusual for him to encounter clients at level 6 or 7. Some examples of people at stage 7 might be Mahatma Gandhi and Nelson Mandela. Perhaps someone who really was at the seventh stage of process wouldn't claim they were, instead saying: 'I have much to learn'!

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

Show notes

In episode 43 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to choose which awarding body to go with for your qualification. 'Theory with Rory' explains about the new therapy of eye movement desensitisation and reprocessing (EMDR). Last, the presenters discuss the skill of challenge in counselling and psychotherapy. Choosing an Awarding Body (starts at 3.50 mins) Awarding bodies are exam boards; they are independent businesses set up to provide specifications for - and to award - qualifications. In England, syllabuses for qualifications that will be studied in publicly funded schools and colleges must be approved by the government body Ofqual. Examples of awarding bodies in the field of counselling include ABC, CPCAB and AIM Awards. Universities are outside Ofqual's remit, as they can approve their own qualifications. Like other qualifications, each counselling course equates to a level on the National Qualifications Framework - for example, a level 2 certificate is equivalent to GCSE level, a level 3 to A level, and a level 4 to the first year of a foundation degree. Level 4 is the minimum level of training you need to be a qualified counsellor, but not all level 4 courses qualify you as a counsellor. For example, they must include at least 100 hours of supervised practice with clients. When you are choosing which counselling course to take, Rory and Ken advise contacting the relevant professional body - for example, the British Association of Counselling and Psychotherapy (BACP), National Counselling Society or Counselling & Psychotherapy in Scotland - to check that the course you're looking at meets their requirements. Some courses are BACP-accredited and some are not. If yours is not, it simply means that you will need to take the BACP Certificate of Proficiency after you have finished your qualification. Eye Movement Desensitisation and Reprocessing (starts at 16.20 mins) EMDR is a fascinating new therapy that helps people deal with post-traumatic stress disorder (PTSD) - which is when someone replays thoughts or feelings of a past traumatic event. For example, someone who has experienced being in a war zone may react to loud bangs in everyday life; they may even dissociate, feeling that they really are back in the dangerous place where they became traumatised. EMDR is used in the NHS. Rory explains the process of this therapy by using the analogy of moving memories from your camera's memory card to your computer's hard drive. EMDR was developed by US psychologist Francine Shapiro, who noticed that when people moved their eyes in different directions, they processed information differently. EMDR is a way of moving traumatic information from the part of the brain that gives us strong emotions (the limbic system) to the part that allows us to look at information more rationally (the cerebral cortex). Whereas treating trauma used to require the person to relive the traumatic events (which could retraumatise them), EMDR does not require them to look at the detail of the events. The process of EMDR has eight key stages: History and treatment planning - in this, the therapist builds rapport, working with the client to see how the traumatic events have altered their behaviours, and to identify the targets for treatment. Preparation - the therapist shows the client how to use certain techniques (e.g. visualisation, breathing and relaxation exercises) to help them from becoming restressed. Assessment - the client identifies and verbalises a statement that expresses a negative self-belief. Desensitisation - this uses the SUDS (subjective units of distress) scale to measure how badly the negative thoughts re-emerge. Installation - this can be compared to installing a new operating system on a phone or computer. It aims to increase the strength of positive beliefs. Body scan - the client is talked through how to check whether the new positive thinking is working. Closure - the therapist ensures that the client is safe to be sent back into the outside world, using breathing techniques etc. Re-evaluation - the client is reminded that their situation has changed. Their SUDS score would be expected to have declined, and their VOC (validity of cognition) score increased. Rory has written a handout about EMDR, which you can download free of charge. Challenge in Counselling (starts at 33.55 mins) Some person-centred counsellors believe that challenging is inappropriate in this modality, but Ken and Rory believe it can be very powerful so long as it is done thoughtfully, supportively and from the client's frame of reference. Many other modalities: - including REBT and CBT. Transactional analysis and Gestalt therapy - also use challenge to help bring about therapeutic change. If you feel uncomfortable with challenging clients, you may like to explore in personal development what it is that makes you uneasy about this. For more information on challenging: join the Counselling Study Resource, which includes a lecture by Rory on challenging read Ken's book, Basic Counselling Skills, in which a whole chapter is dedicated to the skill of challenge.

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

Show notes

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

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