Counselling Tutor

Lost for Words and Open Access Therapy - Managing Loss and Transitions in Counselling Studies In Episode 381 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore Amplify Intention – Ethical AI in Counselling Practice, considering how counsellors can use AI ethically to enhance their professional voice and practice without compromising their values. Then in ‘Practice Matters’, Rory speaks with Meg Moss from the NCPS about the Lost for Words campaign and the Open Access Therapy Framework - a proposal to improve access to counselling through greater choice in NHS therapy provision. And finally, in ‘Student Services’, Rory and Ken discuss managing loss and transitions in counselling studies, reflecting on the endings that come with completing training and moving into the next stage of professional development. Amplify Intention – Ethical AI in Counselling Practice [starts at 02:46 mins] In this section, Rory and Ken explore Amplify Intention – Ethical AI in Counselling Practice, considering how AI can enhance professional practice by supporting—not replacing—the counsellor's intention, judgement, and authentic voice. Key points discussed include: AI should be viewed as an ethical partner or co-pilot, not a replacement for professional judgement. Counsellors can use AI intentionally for writing, planning, research, administration, and professional reflection. Client information should never be entered into AI systems, even if anonymised, due to confidentiality and data security concerns. Professional judgement remains essential - all AI-generated content should be reviewed, edited, and verified by the practitioner. Creating a professional voice profile can help counsellors communicate authentically in websites, directory listings, and professional communications. Transparency is important whenever AI has been used to assist with professional outputs. Lost for Words and Open Access Therapy [starts at 32:00 mins] In this week’s ‘Practice Matters’, Rory speaks with Meg Moss, Head of Public Affairs and Advocacy at the NCPS, about the Society’s Lost for Words campaign and its proposal for greater choice within NHS talking therapies. Key points from this conversation include: The Lost for Words campaign highlights how a one-size-fits-all approach to NHS talking therapies does not work for everyone. The Open Access Therapy Framework proposes direct GP referral pathways to accredited counsellors listed on PSA-accredited registers. Research suggests that different therapeutic modalities often achieve broadly equivalent outcomes in real-world practice. The therapeutic relationship remains one of the strongest predictors of positive therapy outcomes across all modalities. The framework aims to provide greater continuity of care by reducing the disruption caused by stepped-care models. Private practitioners could potentially receive funded referrals through a new pathway while continuing to work within their own modality and practice setting. Managing Loss and Transitions in Counselling Studies [starts at 57:04 mins] In this section, Rory and Ken reflect on the experience of finishing counselling training and the feelings of loss, transition, and growth that can accompany the end of a training group. Key points include: The ending of a counselling training group can feel significant due to the depth of connection and shared experience developed during training. Training groups often provide a unique environment for personal growth, support, and professional formation. Building professional networks after qualification can help maintain connections and support ongoing development. Endings in training mirror many of the experiences clients encounter at the end of therapy. It is valuable to acknowledge and lean into the emotions associated with endings rather than avoiding them. The relationships and experiences formed during training often continue to influence professional practice long after qualification. Ken's final Personal Development (PD) group as a student counsellor, with Rory as the group tutor. A special moment marking the end of an important chapter in Ken's training journey—featured alongside this week's Student Services discussion. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Teaching Counselling – A New Career Path? - The Reality of Self-Employment in Counselling In Episode 380 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore AI and regulation in counselling practice - looking at the current regulatory landscape, ethical responsibilities, and what practitioners need to consider when using AI tools. Then in ‘Practice Matters’, Rory speaks with Sarah Henry about teaching counselling as a potential career path - exploring the transition from practitioner to educator and the skills required to support future counsellors. And finally, in ‘Student Services’, Rory and Ken discuss the reality of self-employment in counselling - examining what it takes to build and sustain a private practice as a business. AI and Regulation in Counselling Practice [starts at 03:13 mins] In this section, Rory and Ken explore AI and regulation in counselling practice, examining the developing regulatory landscape surrounding AI in counselling and psychotherapy, and what ethical practitioners need to consider before integrating AI tools into their work. Key points discussed include: AI tools sit within a practitioner’s professional responsibility - counsellors remain accountable for how these tools are used in practice. The UK regulatory landscape includes medical device regulation, UK GDPR, data protection legislation, professional ethics, and evidential standards. Practitioners should carefully review what data an AI tool collects, where it is stored, how it is used, and whether clients have provided informed consent. The Shared AI Charter for counselling and psychotherapy organisations emphasises client-centred ethics, transparency, human connection, equality, and ongoing evaluation. NICE is increasingly evaluating digital health technologies, encouraging practitioners to look for independent evidence supporting any AI tool they use. Key considerations include purpose, evidence, data protection, consent, bias, impact on the therapeutic relationship, and accountability if something goes wrong. Teaching Counselling – A New Career Path? [starts at 33:41 mins] In this week’s ‘Practice Matters’, Rory speaks with Sarah Henry about what counsellors should consider if they are thinking about moving into teaching and counselling education. Key points from this conversation include: Becoming a counselling tutor requires a shift from the role of practitioner to educator, with teaching skills being just as important as counselling knowledge. Formal teaching qualifications and experience of educational practice provide an important foundation for effective counselling education. Counselling tutors carry significant emotional labour as they support learners through personal and professional development. Maintaining appropriate boundaries is essential, balancing relational teaching with the responsibility to assess students against required standards. Tutors bring counselling theory to life by integrating real-world clinical experience and helping students connect learning with practice. Effective educators model professionalism, authenticity, and ethical practice while encouraging students to develop their own therapeutic identity. The Reality of Self-Employment in Counselling [starts at 01:01:26 mins] In this section, Rory and Ken discuss what counsellors need to understand about running a private practice and why counselling skills alone are not enough to sustain a successful business. Key points include: Private practice is fundamentally self-employment and requires business knowledge alongside counselling competence. Counselling fees must cover much more than client sessions, including supervision, CPD, insurance, administration, room hire, taxes, holidays, and other business costs. Developing business skills such as marketing, networking, budgeting, and client acquisition is crucial for long-term sustainability. Many practitioners benefit from a portfolio career, combining counselling with teaching, supervision, consultancy, or related work. Building a successful practice takes time, patience, and consistent effort, with referrals and professional networks often becoming important sources of clients. Surrounding yourself with positive, experienced practitioners rather than pessimistic voices can help build confidence and support professional growth. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Ethical AI Practice for Counsellors and Psychotherapists in the UK - Recognising Poor Supervision in Counselling Training In Episode 379 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore professional accountability and responsibility in AI in counselling practice - including who holds responsibility if something goes wrong. Then in ‘Practice Matters’, Rory speaks with Ken Kelly about his new book, Ethical AI Practice for Counsellors and Psychotherapists in the UK, and the growing role of AI in counselling and psychotherapy. And finally, in ‘Student Services’, Rory and Ken discuss recognising poor supervision in counselling training - including red flags to look out for and what good supervision should provide. Accountability and Responsibility in AI Counselling Practice [starts at 03:10 mins] In this section, Rory and Ken explore accountability and responsibility in AI counselling practice, examining the ethical and legal responsibilities counsellors hold when using AI tools in their work. Key points discussed include: The responsibility for clinical decisions always remains with the practitioner, even when using AI-supported tools. Counsellors need to critically evaluate any digital tools they use, including understanding how client data is stored, protected, and accessed. It’s important to consider what happens if a tool provider closes down or experiences a data breach. Practitioners should check whether their insurance covers the use of AI-supported systems in clinical work. Ethical decision-making includes documenting why a tool was accepted, rejected, or adopted with conditions. Using anonymised or non-identifiable client information can add an extra layer of protection when working digitally. Ethical AI Practice for Counsellors and Psychotherapists in the UK [starts at 26:58 mins] In this week’s ‘Practice Matters’, Rory speaks with Ken Kelly about his new book, Ethical AI Practice, exploring the ethical use of AI in counselling and psychotherapy. Key points from this conversation include: Ken describes the moment he realised AI would significantly impact every profession, including counselling and psychotherapy. The book was written to help practitioners navigate AI ethically while formal guidance from professional bodies continues to develop. The AI Expert Reference Group brings together representatives from counselling organisations, training providers, and ethical bodies to discuss developments in AI. The book focuses on applying existing counselling skills and ethical thinking to AI rather than teaching technical knowledge. AI is already appearing in counselling practice through tools, apps, and client use - often without practitioners realising it. Companion resources include ethical evaluation tools, AI policy templates, therapeutic contract examples, and downloadable workbooks. Recognising Poor Supervision in Counselling Training [starts at 01:07:52 mins] In this section, Rory and Ken discuss how counselling students can recognise poor supervision and what healthy supervision should look like. Key points include: Students are paying for a professional service and should expect clear contracting, appropriate support, and professional boundaries. A good supervisor should understand the needs of counselling students and ideally have experience supervising trainees. Supervision should feel supportive and safe while still offering appropriate challenge and professional development. Supervisors should understand the modality and context in which the student is working, including online or telephone practice where relevant. Warning signs may include feeling unable to bring mistakes into supervision, blurred boundaries, or supervision sessions that lack depth and challenge. Good supervision helps students grow in confidence, reflect critically on their practice, and develop professionally in service of their clients. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Making Menopause Matter - When Counselling Skills Feel Difficult In Episode 378 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore AI, bias and critical thinking in counselling, examining the risks of bias and discrimination and the importance of critical thinking when using AI in counselling practice. Then in ‘Practice Matters’, Rory speaks with Emma Neville about making menopause matter - exploring lived experience, advocacy, education, and the importance of open conversations around menopause. And finally, in ‘Student Services’, Rory and Ken discuss why counselling skills can sometimes feel difficult and how students can build confidence and trust in their developing practice AI, Bias and Critical Thinking in Counselling [starts at 03:30 mins] In this section, Rory and Ken explore AI, bias and critical thinking in counselling, looking at the ethical implications of AI in practice and why critical thinking is vital for safe, inclusive, and effective client work. Key points discussed include: AI tools used in counselling may contain bias if they are trained on limited or non-diverse datasets. Therapists need to critically evaluate whether AI systems reflect the lived experiences of the clients they work with. Bias can exist across culture, gender, sexuality, neurodivergence, disability, language, and social class. AI should support reflection rather than replace professional judgement or human connection. Counsellors are encouraged to research AI tools carefully, remain sceptical of fixed recommendations, and use supervision to explore any uncertainty. The human relationship remains central to counselling - AI should never replace empathy, relational understanding, or therapeutic presence. Making Menopause Matter [starts at 26:26 mins] In this week’s ‘Practice Matters’, Rory speaks with Emma Neville, menopause coach, counsellor, and founder of This Is Me, about her lived experience of early menopause and her mission to raise awareness and improve support. Key points from this conversation include: Emma shares her experience of being diagnosed with premature ovarian insufficiency (POI) at the age of 40 and the emotional impact this had on her identity and wellbeing. Menopause education and awareness are often lacking, leaving many women feeling isolated, dismissed, or unsupported. Partners, families, employers, and healthcare professionals all have an important role in understanding and supporting people experiencing menopause. Emma explains how coaching and community can help women feel seen, heard, validated, and empowered. Her online community ‘This Is Me’ was created to encourage open conversations, shared experiences, and greater connection around menopause. Emma encourages listeners to trust their bodies, advocate for themselves, seek education early, and remember that they are not alone. Connect with Emma Neville Inspired by Emma's contribution to this episode? Explore her work, access her latest resources, and follow her online:  https://linktr.ee/thisismeemmaneville When Counselling Skills Feel Difficult [starts at 53:59 mins] In this section, Rory and Ken discuss why counselling skills can sometimes feel difficult during training and how students can develop confidence over time. Key points include: Many counselling students experience imposter syndrome and worry that they are ‘doing it wrong’. Counselling skills are not about performing perfectly - they are about creating genuine human connection. Different counsellors may use different skills in the same situation, and there is rarely one ‘correct’ response. Feedback from the person acting as the client can often be more meaningful than feedback from observers. Practising counselling skills outside formal class time can help build confidence and familiarity. Over time, counselling skills become more natural as therapists learn to trust themselves and focus more fully on the relationship. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

The Process of Becoming a Counsellor - How to Write a Personal Statement for a Counselling Course In Episode 377 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore AI apps and depersonalisation in counselling - looking at how AI tools may risk weakening the therapeutic relationship and the importance of maintaining human connection in therapy. Then in ‘Practice Matters’, Rory speaks with Jane Godward and Tara Fox about their new book, The Process of Becoming a Counsellor: Navigating the Transformation - discussing the realities of counselling training, personal development, and choosing the right course. And finally, in ‘Student Services’, Rory and Ken discuss how to write a personal statement for a counselling course - including what tutors are really looking for and how to present yourself authentically. AI Apps and Depersonalisation in Counselling [starts at 03:40 mins] In this section, Rory and Ken explore AI apps and depersonalisation in counselling, examining how AI tools may affect the therapeutic relationship and why therapists need to critically reflect on the use of AI in practice. Key points discussed include: The therapeutic relationship is built on empathy, shared humanity, and human connection - something AI cannot truly replicate. AI tools may provide generic or “stock” responses that risk reducing the individuality and nuance of client work. Therapists need to consider whether AI tools undermine trust, rapport, or the client’s sense of autonomy. AI-generated summaries and interventions may miss important relational cues such as body language, silence, emotional tone, and previous session context. Critical thinking is essential when using AI in counselling practice - therapists must ensure clinical judgment remains central. The key ethical question is whether a tool supports the therapeutic relationship or risks replacing aspects of human support. The Process of Becoming a Counsellor [starts at 27:00 mins] In this week’s ‘Practice Matters’, Rory speaks with Jane Godward and Tara Fox about their new book, The Process of Becoming a Counsellor: Navigating the Transformation. Key points from this conversation include: Many students begin counselling training without fully understanding the personal transformation involved in becoming a counsellor. Counselling training is more than academic study - it involves deep personal development and self-reflection. Choosing the right modality and training provider is essential, as not every course will suit every student. The book explores the “shift” from learning counselling skills to becoming a competent practitioner able to work safely with vulnerable clients. The authors discuss the importance of diversity, identity, and the “social graces” model in helping students explore their own experiences and assumptions. Students are encouraged to trust the process of training, recognising that growth and change happen gradually throughout the journey. How to Write a Personal Statement for a Counselling Course [starts at 49:54 mins] In this section, Rory and Ken discuss how to write an effective personal statement for counselling training or counselling-related work. Key points include: A strong personal statement should be authentic, reflective, and written in your own voice rather than sounding overly formal. Tutors are looking for sincerity, self-awareness, and evidence that you understand the personal and academic demands of counselling training. Clearly explaining why counselling matters to you and what motivates you to train is an important part of the statement. Relevant experience does not have to come from counselling itself - life experience, teamwork, volunteering, and helping roles can all be valuable. It is important to show openness to learning, personal growth, and self-reflection. Applicants should tailor their personal statement to the specific course or role they are applying for and consider whether it is the right fit for them. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Neurodivergent Affirming Therapy - Can Your Therapist Be Your Counselling Supervisor? In Episode 376 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore AI in counselling practice, focusing on understanding informed consent and data use. Then in ‘Practice Matters’, Rory speaks with Amy Peters about neurodivergent affirming therapy and her new book on working with autistic and ADHD clients. And finally, in ‘Student Services’, Rory, Ken and Paul Cullen discuss whether your therapist can also be your counselling supervisor, exploring the ethical and practical considerations. AI in Counselling Practice [starts at 03:11 mins] In this section, Rory and Ken explore AI in counselling practice, examining what informed consent really means in the context of AI and data protection. Key points discussed include: Informed consent goes beyond a simple agreement – clients must fully understand how their data is collected, stored, used, and shared. Therapists must be able to explain tools (including AI and apps) in clear, simple language that clients can genuinely understand. Data protection applies from the very first contact (e.g. website forms, emails), not just during therapy sessions. Clients must have control over their data, including the ability to withdraw consent and request deletion. Using third-party tools (e.g. note-taking apps or video platforms) requires explicit informed consent from clients. Consent is an ongoing process that should be revisited throughout the therapeutic relationship, not a one-time event. Neurodivergent Affirming Therapy [starts at 28:35 mins] In this week’s ‘Practice Matters’, Rory speaks with Amy Peters about her book Neurodivergent Affirming Therapy: Rethinking Approaches for Autistic and ADHD Clients. Key points from this conversation include: Traditional therapy models are often rooted in neuronormative assumptions, which may not meet the needs of neurodivergent clients. Neurodivergent affirming practice shifts from a deficit-based view to recognising neurodivergence as a valid form of human diversity. Common behaviours (e.g. stimming, lack of eye contact, shutdowns) can be misinterpreted and pathologised in traditional models. Therapists may unintentionally reinforce masking or neurotypical expectations without awareness. There are persistent myths, such as autistic people lacking empathy, which can negatively impact therapeutic relationships. Increased diagnoses reflect historical underdiagnosis, especially among women and marginalised groups, rather than overdiagnosis. Can Your Therapist Be Your Counselling Supervisor? [starts at 50:11 mins] In this section, Rory, Ken and Paul Cullen explore whether it is appropriate for a therapist to also take on the role of supervisor. Key points include: Dual relationships (therapist and supervisor) can create ethical and professional conflicts and are generally discouraged. Therapy and supervision serve different purposes – therapy focuses on the client’s personal process, while supervision focuses on client work and professional practice. Prior therapeutic relationships may influence or complicate the supervisory dynamic. Ethical bodies offer varying guidance, but all highlight the need to carefully consider risks and boundaries. Supervision includes formative, normative, and restorative functions, which differ from therapeutic work. Where possible, it is advisable to seek a separate supervisor to maintain clarity and professional integrity. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Secrets of a Successful Counselling Website - Handling Disagreements with Colleagues In Episode 375 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore confidentiality and data privacy in the age of AI, focusing on how counsellors can safely manage client data when using digital tools. Then in ‘Practice Matters’, Rory speaks with Daragh MacLoughlin about the secrets of a successful website, including how to attract clients ethically and effectively online. And finally, in ‘Student Services’, Rory and Ken discuss how counsellors handle disagreements with colleagues, with insights on navigating conflict professionally during training and beyond. Confidentiality and Data Privacy in the Age of AI [starts at 03:27 mins] In this section, Rory and Ken explore confidentiality and data privacy in the age of AI, examining how counsellors can uphold confidentiality and meet legal responsibilities when using AI and digital tools in practice. Key points discussed include: Confidentiality remains the cornerstone of counselling, and this responsibility extends to any digital tools used to store or process client data. Counsellors must ask: Where does my client’s data go? — including storage location, access, and retention policies. UK GDPR classifies counselling data as special category data, meaning it requires the highest level of protection. Practitioners are legally responsible as data controllers, even when using third-party apps or platforms. Checking privacy policies, GDPR compliance, and data processing agreements (DPAs) is essential for defensible decision-making. Data stored outside the UK may be subject to different laws, so safeguards must be clearly understood before use. Secrets of a Successful Counselling Website [starts at 35:14 mins] In this section, Rory is joined by Daragh MacLoughlin to uncover what makes a counselling website effective, visible, and ethically sound. Key points discussed include: Focusing on a local presence improves visibility in search engines, even when offering online therapy. Competing nationally (or internationally) can reduce visibility, making a hybrid local/online approach more effective. Ethical representation is crucial — clearly state qualifications, experience, and areas of competence without exaggeration. Websites should build trust through photos, clear messaging, and realistic expectations of the therapeutic journey. Contact forms must comply with data protection standards, including transparency about how client data is used and stored. Ongoing website maintenance and security updates are essential to protect client confidentiality and prevent breaches. Handling Disagreements with Colleagues [starts at 01:04:33 mins] In this section, Rory and Ken explore how counsellors can manage disagreements professionally, with contributions from Sarah Henry. Key points discussed include: Disagreements are a natural part of professional life and can occur during training and throughout a counselling career. Start with self-reflection — consider what is being activated internally before addressing the issue with others. Writing concerns down can help clarify whether the issue needs to be addressed and how best to approach it. Respectful, well-timed conversations are key to maintaining professional relationships and resolving conflict. Training groups provide a safe space to practise rupture and repair skills that are essential in client work. Not all differences are ethical issues — sometimes they reflect differing perspectives rather than wrongdoing. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

The Autism Dialogue Approach - Managing Anxiety About Counselling Training In Episode 374 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore AI and the therapeutic relationship - looking at how clients are using AI, the risks involved, and how therapists can respond ethically. Then in ‘Practice Matters’, Rory speaks with Jonathan Drury about the Autism Dialogue Approach - examining neurodiversity, communication, and how therapists can work more collaboratively and equitably. And finally, in ‘Student Services’, Rory and Ken discuss managing anxiety about counselling training - normalising the experience and offering strategies to navigate it. AI and the Therapeutic Relationship [starts at 02:59 mins] In this section, Rory and Ken explore AI and the therapeutic relationship, examining how the rise of AI is influencing therapeutic work and what this means for ethical practice. Key points discussed include: The therapeutic relationship is built on trust, empathy, and human connection - elements that AI cannot genuinely replicate. Clients may disclose more quickly to AI due to its 24/7 availability and perceived anonymity, potentially leading to over-disclosure. AI can provide inaccurate, biased, or harmful guidance, sometimes leading clients to self-diagnose incorrectly. Confidentiality is not guaranteed with AI tools, raising serious ethical and data protection concerns. Therapists should acknowledge AI use in their practice - consider including it in contracts and discussing it openly with clients. Offering clients informed choice (rather than prohibition) supports autonomy while maintaining ethical responsibility. The Autism Dialogue Approach [starts at 33:13 mins] In this week’s ‘Practice Matters’, Rory speaks with Jonathan Drury about his Autism Dialogue Approach and how it supports neurodivergent communication. Key points from this conversation include: The Autism Dialogue Approach emphasises co-creation, where therapist and client work together on equal footing. It challenges traditional power dynamics in therapy, promoting equity and shared meaning-making. Moving away from a deficit-based view of autism towards recognising difference and autistic culture is essential. Dialogue involves key practices such as listening, respect, suspension of judgment, and authentic voice. Creating neurodivergence-affirming spaces includes adapting environments, communication styles, and expectations. Societal structures often disadvantage autistic individuals, and dialogue can help challenge and reshape these systems. Managing Anxiety About Counselling Training [starts at 59:03 mins] In this section, Rory and Ken discuss the common experience of anxiety in counselling training and how to manage it effectively. Key points include: Feeling anxious about starting or continuing a counselling course is completely normal and widely experienced. Anxiety can arise at multiple stages: starting training, assessments, skills practice, or placement work. Personal development groups offer a safe space to share and normalise these feelings with peers. Journaling helps externalise anxiety, making it easier to understand and process. Personal therapy and supervision provide additional support to explore anxiety in depth. Holding onto your “why” for training can help you move through anxiety and stay motivated. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

New Rules on Police Requests for Counselling Notes –  Balancing Time and Training In Episode 373 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore defensible decision-making in relation to using technology and AI in counselling practice. Then in ‘Practice Matters’, Rory speaks with Irene Hadjiioannou about new 2026 guidance on police requests for counselling notes and what this means for client confidentiality and therapeutic work. And finally in ‘Student Services’, Rory, Ken, and Sarah Henry discuss balancing time and training — the realities, expectations, and challenges of being a counselling student. Defensible Decision-Making in Technology and AI [starts at 03:03 mins] In this section, Rory and Ken explore defensible decision-making, considering how counsellors can use technology and AI in practice while ensuring accountability and client protection. Key points discussed include: Defensible decision-making means being able to clearly explain and justify why you chose a particular tool or approach. Decisions must move beyond instinct - they should be grounded in evidence, reflection, and professional reasoning. Common examples include referrals, breaking confidentiality, and now increasingly, choosing digital tools like email or video platforms. Key questions to ask include: why you chose the tool, what you considered, what checks you carried out, and what concerns you identified. Ethical decision-making must always link back to client welfare, confidentiality, fairness, and good practice. Documenting your decision-making process is essential in case you are ever required to justify your actions in a complaint or review. New Rules on Police Requests for Counselling Notes [starts at 26:19 mins] In this week’s ‘Practice Matters’, Rory speaks with Irene Hadjiioannou about new legal guidance introduced in January 2026 regarding police requests for therapy notes. Key points from this conversation include: Confidentiality is a cornerstone of therapeutic work, especially for survivors of abuse, where trust and privacy are essential. Previous routine requests for therapy notes could feel intrusive and risk re-traumatising clients. New guidance states that counselling notes should not be requested as a matter of course and must be justified and proportionate. Requests now require authorisation from a senior police officer, adding an extra layer of protection. Therapists should write notes for clinical purposes only - not for legal proceedings - and follow data minimisation principles. Increased awareness and communication of these changes are needed to reassure clients and support access to therapy alongside legal processes. Balancing Time and Training [starts at 48:50 mins] In this section, Rory, Ken, and Sarah Henry discuss the realities of managing time while training to become a counsellor. Key points include: Counselling training is highly demanding, involving study, placement hours, supervision, and significant personal development. Students often juggle training alongside work, family responsibilities, and other life commitments. Consistent attendance is vital - missing sessions impacts both learning and group cohesion. Training requires sacrifice, whether that’s time, social activities, or personal routines. Planning ahead and taking a step-by-step approach can help manage overwhelm and maintain progress. Open communication with family and support networks is essential to navigate the demands of training successfully. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

The Future of Therapy in the Age of AI - Counselling Students and Agency Reports In Episode 372 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore understanding AI categories in counselling practice, examining the different types of AI tools counsellors may encounter and why understanding these distinctions is essential for ethical and safe client work. Then in ‘Practice Matters’, Rory speaks with therapist and journalist Matt Hussey about the future of therapy in the age of AI and how technology may reshape mental health support. And finally, in ‘Student Services’, Rory and Ken discuss agency reports in counselling training - what they are, why they matter, and how they contribute to assessing a trainee counsellor’s readiness for professional practice. Understanding AI Categories in Counselling Practice [starts at 02:58 mins] In this section, Rory and Ken explore understanding AI categories in counselling practice, examining the different types of AI tools therapists may encounter and why recognising these distinctions is important for ethical and safe practice. Key points discussed include: Digital Mental Health Technologies (DMHTs) are purpose-built for mental health care and developed with input from clinicians and researchers. These tools are typically regulated and designed with strong data protection and governance frameworks. General-purpose AI tools (such as ChatGPT or other large language models) are designed for broad tasks and are not regulated for therapeutic use. AI tools may appear supportive and conversational, but they rely on pattern recognition rather than genuine understanding. Commercial mental health apps may market themselves as therapeutic, but can vary widely in their safeguards and accountability. Therapists remain responsible for client confidentiality, data protection, and ethical decision-making when considering the use of any AI tool. The Future of Therapy in the Age of AI [starts at 34:25 mins] In this week’s ‘Practice Matters’, Rory speaks with therapist and journalist Matt Hussey about how technology, culture, and rising demand for mental health support may shape the future of therapy. Key points from this conversation include: Clients are increasingly arriving at therapy with knowledge of psychological concepts such as trauma, attachment, and emotional well-being. The traditional model of clients as passive recipients of expert interpretation is shifting toward a more collaborative and relational therapeutic approach. Demand for mental health support continues to grow, with millions of referrals to services such as the NHS. Technology, including AI tools, is already being used by many people for informal emotional support. AI is appealing because it is free, accessible, and available at any time. Rather than seeing AI as direct competition, therapists may benefit from understanding why clients seek support from these tools. If you enjoyed this conversation, we highly recommend visiting The Brink by Matt Hussey—a thoughtful collection of essays exploring the hidden psychological forces behind how we think, feel, and connect in modern life. Counselling Students and Agency Reports [starts at 01:01:11 mins] In this section, Rory and Ken explain the purpose of agency reports in counselling training and how they contribute to evaluating a trainee counsellor’s professional development. Key points include: Counselling students typically complete 100 hours of supervised placement within an agency as part of their qualification. An agency report provides the organisation’s view of the trainee’s professional conduct and competence. The report assesses areas such as safeguarding, legal frameworks, ethical practice, and record keeping. It forms part of a wider assessment process alongside course assignments, tutor feedback, and supervision reports. Agency reports provide a 360-degree perspective on how a trainee works within a real counselling environment. This process helps ensure that trainees entering the profession are practicing safely, ethically, and responsibly with clients. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Preparing to Meet Your First Client - Humanism vs Person-Centred Therapy In Episode 371 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore three key topics relevant to counsellors and counselling students. Firstly, in ‘Ethical, Sustainable Practice’, they introduce the emerging conversation around AI in counselling, exploring whether therapists are being left behind and how practitioners can engage with AI ethically. Then in ‘Practice Matters’, Rory speaks with Jessica Wing about preparing to meet your very first client, sharing insights to help students transition from classroom practice to real therapeutic work. And finally, in ‘Student Services’, Rory and Ken clarify the difference between humanism and person-centred therapy, a common area of confusion for counselling students studying theoretical models. AI in Counselling – Have Therapists Been Left Behind? [starts at 03:07 mins] In this section, Rory and Ken explore the growing role of AI in counselling and why therapists cannot afford to ignore the conversation. Key points discussed include: AI is already embedded in many tools therapists use daily (email systems, video platforms, and software), even if practitioners do not actively use AI themselves. Counsellors don’t need to become technology experts, but they do need to understand the ethical implications of AI in practice. Clients are increasingly using AI tools themselves, sometimes discussing personal struggles with chatbots and bringing those experiences into therapy. Therapists can respond with curiosity rather than resistance, exploring how AI interactions affect a client’s experience and meaning-making. Practitioners may fall into different camps regarding AI: the enthusiast, the resistor, the anxious middle, or the pragmatist. Ethical frameworks and professional bodies in the UK (such as BACP and NCPS) are already beginning to address AI in guidance and policy. Preparing to Meet Your First Client [starts at 27:55 mins] In this week’s Practice Matters, Rory speaks with counsellor and trainer Jessica Wing about preparing to see your first client as a counselling student. Key points from this conversation include: The transition from classroom triads to working with real clients can feel daunting because real clients bring richer and more complex stories. First-session anxiety is normal; leaning on support from supervisors and placement teams can help ground and reassure students. The first session is not about solving everything – it is about building trust, establishing rapport, and beginning the therapeutic relationship. Focusing on relational presence rather than getting everything “right” allows counsellors to be more authentic and effective. Maintaining self-regulation before sessions (for example through breathing exercises or grounding techniques) helps create a calm therapeutic space. Supervision plays a vital role in early practice, offering reassurance, reflection, and professional support as students begin their client work. Humanism vs Person-Centred Therapy [starts at 49:34 mins] In this section, Rory and Ken unpack the difference between humanism and person-centred therapy (PCT), a distinction that often confuses counselling students. Key points include: Humanistic psychology is a broad philosophical approach to understanding people, emphasising growth, free will, and personal meaning. It emerged as the “third force” in psychology, alongside psychoanalysis and behaviourism, influenced by thinkers like Abraham Maslow and Carl Rogers. Person-centred therapy is a specific therapeutic model that applies humanistic principles in practice. PCT is built on the belief in the actualising tendency – the idea that people naturally move toward growth and fulfilment when the right conditions are present. Rogers identified the core conditions (empathy, congruence, and unconditional positive regard) as essential elements for therapeutic change. While many modern therapies incorporate humanistic values, person-centred therapy places the therapeutic relationship and client-led growth at the very centre of the approach. Here is a full handout on this topic: Humanistic Psychology vs Person-Centred Therapy The terms humanistic psychology and person-centred therapy (PCT) are often used interchangeably, but they refer to different levels of theory and practice. Humanistic Psychology (Humanism) Humanistic psychology emerged in the mid-20th century, associated with figures such as Abraham Maslow, Carl Rogers and Rollo May. It became known as the “third force” in psychology, following psychoanalysis and behaviourism. Humanism proposes that people are fundamentally oriented toward growth, meaning and creativity when the right conditions are present. Key Ideas People have an innate drive toward growth and self-actualisation Subjective experience is central to understanding the person Individuals have free will and personal responsibility Therapy focuses on the whole person, not only symptoms In therapy, humanism is an umbrella term that includes several approaches, such as: Person-centred therapy Gestalt therapy Existential therapy Transactional analysis These approaches share a focus on human potential, authenticity and lived experience. Person-Centred Therapy (PCT) Person-centred therapy was developed by Carl Rogers as a specific approach within the humanistic tradition. Central to Rogers’ theory is the actualising tendency - the natural human drive toward growth and psychological health. Rogers described several conditions necessary for therapeutic change. Three key therapist attitudes are: Congruence – genuineness and authenticity Unconditional positive regard – acceptance without judgement Empathic understanding – sensing the client’s internal frame of reference Person-centred therapy is intentionally non-directive. The client leads the process while the therapist provides the facilitative relational climate for change. Key Differences Level Humanistic psychologyA broad philosophy about human nature and helping. Person-centred therapyA specific therapeutic model developed by Rogers. Scope Humanism influences therapy, education, organisational work and personal development. Person-centred therapy describes a specific way of practising counselling, centred on the relationship and the core conditions. Practice Humanistic practitioners may integrate techniques while maintaining a humanistic philosophy. Classical person-centred therapists prioritise the relational conditions and tend to avoid structured techniques or therapist-led agendas. A Simple Way to Remember Humanistic psychology The broad philosophy that sees people as growth-oriented and best understood through their subjective experience. Person-centred therapy Carl Rogers’ specific, non-directive therapeutic approach built around empathy, unconditional positive regard and congruence. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Understanding ARFID - Finding Your First Supervisor In Episode 370 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore grounding techniques in counselling practice, highlighting key techniques every counsellor should know and why these skills are essential for safe, trauma-informed work. Then in ‘Practice Matters’, Rory speaks with Bernie Wright and Lisa Smith about ARFID (Avoidant Restrictive Food Intake Disorder) – what it is, how it presents, and why it is often misunderstood, particularly in neurodivergent individuals. And finally, in ‘Student Services’, Rory, Ken and Paul Cullen discuss how to find your first supervisor – what to look for, what questions to ask, and why the supervisory relationship matters so much in your development. Grounding Techniques in Counselling Practice [starts at 03:46 mins] In this section, Rory and Ken explore grounding techniques in counselling practice, highlighting why every counsellor should understand how to help clients return to the here and now when they become distressed or overwhelmed. Key points discussed include: Grounding techniques are essential when a client becomes emotionally overwhelmed, dissociates, or is pulled into traumatic memories. Therapy happens in the here and now – if a client is reliving the there and then, effective therapeutic work cannot take place. Simple distraction and attention-shifting techniques (e.g. talking about neutral topics) can gently bring a client back into the present moment. Body-based grounding techniques, such as noticing physical sensations or using the 5-4-3-2-1 method, help regulate the nervous system. In more extreme trauma responses, reorientation techniques may be needed to remind the client where they are and that they are safe. Grounding is collaborative, individual, and most effective when practised regularly and introduced early. Understanding ARFID (Avoidant Restrictive Food Intake Disorder) [starts at 37:45 mins] In this week’s ‘Practice Matters’, Rory speaks with Bernie Wright and Lisa Smith about ARFID – a complex eating disorder that is often misunderstood as “fussy eating” but can have serious physical and emotional consequences. Key points from this conversation include: ARFID is not driven by body image concerns but by fear, anxiety, sensory sensitivities, and sometimes neurodivergence. Recent guideline changes mean weight alone should no longer determine access to support – behavioural signs and functional impact are key. Neurodivergent individuals, particularly autistic people, may be more vulnerable due to sensory processing differences and rigidity around routines. Restricted diets can lead to nutritional deficiencies that impact brain function, creating a cycle of anxiety and further restriction. Interventions should be gradual and non-threatening – introducing small changes, using food chaining, and keeping “safe foods” in place. Battles around food can increase anxiety and shame; curiosity, patience, and flexibility are more effective approaches. Finding Your First Supervisor [starts at 01:01:32 mins] In this section, Rory, Ken and Paul Cullen reflect on the importance of choosing your first supervisor carefully and what to consider when beginning your clinical practice journey. Key points include: Supervision is an ethical requirement and becomes central to your practice the moment you begin seeing clients. The supervisory relationship must feel safe enough for you to discuss mistakes, uncertainties, and the full reality of your work. A supervisor should understand your modality and, where relevant, have knowledge of online and telephone working. Good supervision is not simply a friendly chat – it should challenge you, stretch you, and support your professional growth. Students are entitled to ask questions about a supervisor’s experience, knowledge of legislation, and approach to supervision. While some placements assign supervisors, it’s important to reflect on fit, autonomy, and whether the arrangement supports your development. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Working with Limerent – Feeling Out of Your Depth as a Student Counsellor In Episode 369 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, they explore working with shame in the therapy room – how shame presents, how it differs from guilt, and how to work with it gently and ethically. Then in ‘Practice Matters’, Rory speaks with Nadine Pittam about limerence – a powerful and often overwhelming state of obsessive romantic attachment – and how therapists can work safely and effectively with clients experiencing it. And finally, in ‘Student Services’, Rory and Ken discuss what to do when you feel out of your depth as a counselling student, offering reassurance, practical guidance, and encouragement. Working with Shame in the Therapy Room [starts at 03:24 mins] In this section, Rory and Ken explore working with shame in the therapy room, unpacking the complex and often hidden nature of shame, how it presents in clients, and how therapists can respond sensitively and ethically. Key points discussed include: Shame is identity-based (“there is something wrong with me”), whereas guilt relates to behaviour (“I did something wrong”). Shame often hides itself and may present subtly through withdrawal, minimising, avoidance, anger, or difficulty maintaining eye contact. Triggers can include criticism, rejection, humiliation, invalidation, bullying, coercion, or conditional approval. The cycle of shame involves activation, negative self-beliefs, coping strategies (withdrawal, control, emotional numbing), temporary relief, and reinforcement. Working with shame requires gentleness – noticing body language, naming shame carefully, and pacing the work to avoid overwhelming the client. Reflective questions such as “When do you first remember feeling this way?”, “Who taught you that you were not good enough?”, and “What did you need at that time that you didn’t receive?” can open healing dialogue. Separating identity from experience is central – helping clients understand that what happened to them does not define who they are. Supervision and reflective practice are essential when working with shame, both for client safety and therapist self-awareness. Working with Limerent [starts at 33:53 mins] In this week’s ‘Practice Matters’, Rory speaks with Nadine Pittam about limerence – a term coined by Dorothy Tennov to describe an intense, involuntary state of romantic obsession. Key points from this conversation include: Limerence is not simply infatuation or love; it is an addictive, dysregulated state marked by intrusive thoughts and emotional dependency. It can feel life-or-death in intensity and may result in relationship breakdowns, loss of identity, and significant emotional distress. The limerent object is often someone partially known (e.g. a colleague, acquaintance, former partner), allowing projection of unmet attachment needs. Therapy focuses on the client’s unmet needs and attachment history, rather than on analysing the limerent object. The therapist validates the emotional pain while gently challenging the belief that the other person will “solve” the distress. Limerence may involve “eroticised abandonment”, where rejection or unavailability intensifies obsession. Clear professional boundaries are vital, as therapists themselves may become the limerent object through transference. This is often longer-term work, requiring emotional honesty, self-compassion, and sustained therapeutic engagement. Feeling Out of Your Depth as a Student Counsellor [starts at 57:30 mins] In this section, Rory and Ken explore the common experience of feeling overwhelmed or inadequate during counselling training and placement. Key points include: Feeling out of your depth is common and often reflects care, responsibility, and commitment rather than incompetence. Imposter syndrome affects both students and qualified practitioners – it does not disappear after training. Clients may bring complex or distressing material that feels very different from classroom skills practice. Your role is not to fix clients or have all the answers, but to offer warmth, empathy, and a safe, non-judgemental space. Being deeply heard is rare and powerful – the therapeutic relationship itself is often the primary healing factor. If the work feels overwhelming, take it to supervision, personal therapy, and peer discussion rather than carrying it alone. You were accepted onto your course because your tutors believe in your readiness and potential. Developing robustness is part of training – feeling stretched can be a sign of growth. Reflective practice and open dialogue prevent self-doubt from becoming hidden shame. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Attachment: What Counsellors Need to Know – Why Check-Ins and Check-Outs Matter In Episode 368 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly guide you through three key areas of counselling practice, learning, and development. In Ethical, Sustainable Practice, Rory and Ken explore when media coverage enters the counselling room, examining how major reporting on trauma and abuse can increase client contact and shape presentations. In Practice Matters, Rory is interviewed by Sarah Henry about his latest CPD lecture on attachment, exploring why attachment theory is central to therapeutic work. And in Student Services, Rory and Ken discuss the role of check-ins and check-outs in counselling training, and why these processes matter far beyond the classroom. When Media Coverage Enters the Counselling Room [starts at 03:18 mins] In this section, Rory and Ken explore when media coverage enters the counselling room, examining how high-profile reporting of abuse and trauma can trigger an increase in client enquiries and influence therapeutic presentations. Key points discussed include: Major news stories can act as a trigger, prompting clients to seek therapy for historic trauma. The “Savile Effect” explains why disclosures often surge following widespread media attention. Therapists may notice increases in presentations such as flashbacks, shame, hyperarousal, and crisis responses. Working in a trauma-informed way prioritises safety, pacing, choice, and avoiding re-traumatisation. Having a surge plan in place helps therapists manage capacity, referrals, and ethical boundaries. Supervision is essential for managing risk, vicarious trauma, and professional decision-making during these periods. Attachment: What Counsellors Need to Know [starts at 26:54 mins] In this week’s Practice Matters, Sarah Henry interviews Rory Lees-Oakes about his recent lecture on attachment theory and its relevance to counselling practice. Key points from this discussion include: Therapy itself is an attachment process, with the therapist offering stability, presence, and emotional availability. Attachment styles are patterns, not pathology, and shape how clients relate to themselves and others. The therapist can become a secure base, supporting repair and earned security within the therapeutic relationship. Boundaries, consistency, and predictability are central to creating safety in attachment work. Ruptures and repairs are inevitable and can become powerful corrective relational experiences. Attachment dynamics show up in first contact, transference, countertransference, and endings in therapy. Why Check-Ins and Check-Outs Matter [starts at 51:42 mins] In this section, Rory and Ken explore the purpose of check-ins and check-outs in counselling training and how these practices translate into professional work. Key points include: Check-ins help students transition from the outside world into a reflective learning space. They allow tutors to assess group safety, emotional readiness, and potential risk. Sharing emotional states builds empathy, cohesion, and self-awareness within the group. Check-outs support reflection, integration of learning, and emotional containment at the end of sessions. These processes mirror therapeutic practice, modelling how sessions begin and end with clients. Developing this discipline in training supports ethical, present, and grounded practice post-qualification. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

EMDR in Practice: The Functional Model – When Do You Become a Qualified Counsellor? In Episode 367 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore three timely and important topics for counsellors, psychotherapists, and students. Firstly, in Ethical, Sustainable Practice, Rory and Ken explore talking to clients about AI in therapy, discussing the growing presence of artificial intelligence (AI) in clients’ lives and why therapists need to address the risks, ethics, and boundaries of AI use within the therapeutic contract. Then, in Practice Matters, Rory is joined by Andrew Kidd for the second part of their conversation on EMDR, focusing on the functional model and how EMDR works in practice to help clients reprocess trauma. Finally, in Student Services, Rory and Ken unpack a common source of confusion for trainees: when you actually become “qualified” as a counsellor, and how this differs from accreditation and employability. Talking to Clients About AI in Therapy [starts at 03:08 mins] Rory and Ken explore talking to clients about AI in therapy, examining why counsellors need to understand and address clients’ use of AI and how to ethically integrate this into therapeutic practice. Key points discussed include: Many clients are already using AI tools (such as large language models) for emotional support and guidance, often without understanding the risks. AI does not hold duty of care, ethical accountability, or safeguarding responsibilities, unlike a trained therapist. Responses from AI can sound confident and empathic but may be inaccurate, inappropriate, or harmful. Client data shared with AI tools may be stored, analysed, and used commercially, with no guarantee of confidentiality. Including AI use within the therapy contract helps protect clients and supports ethical, defensible practice. EMDR in Practice: The Functional Model [starts at 41:03 mins] In this second interview, Andrew Kidd explains how EMDR works in the therapy room and how it helps the brain reprocess traumatic memories. Key points from this conversation include: Trauma is understood not as what happened, but as what happens inside the nervous system as a result of events. EMDR works by activating the brain’s natural healing mechanisms through bilateral stimulation (eye movements, taps, or tones). Bilateral stimulation helps clients stay grounded in the present while safely processing past memories. Clients do not need to recount traumatic events in full detail for EMDR to be effective. After reprocessing, memories often feel more distant and less emotionally charged, allowing clients to live more freely in the present. When Do You Become a Qualified Counsellor? [starts at 01:02:11 mins] Rory and Ken clarify the difference between being qualified, accredited, and employable within the counselling profession. Key points include: Completing a recognised counselling diploma (with supervised practice) means you are technically a qualified counsellor. Counselling is not a legally protected title in the UK and relies on voluntary regulation via professional bodies. Many employers (such as the NHS and EAPs) now require accreditation, which comes after significant post-qualification practice hours. Accreditation often involves additional competencies and assessments not covered in initial training. Understanding this career pathway early can help students plan realistically and stay resilient in their professional journey. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Integrating Genograms and Social Graces - What Is Fitness to Practise? In Episode 366 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we examine the new police guidance on accessing counselling records – essential listening if you work with trauma or abuse. Then, in ‘Practice Matters’, Rory speaks with Lisa Williams on integrating genograms and social graces to enhance self-awareness and deepen the therapeutic relationship. And finally, in ‘Student Services’, Rory and Ken explore fitness to practise - what it means, how to get signed off, and what to do if you’re struggling with that final hurdle. New Police Guidance on Accessing Counselling Records [starts at 03:19 mins] In this section, Rory and Ken discuss changes to police procedures on requesting client therapy notes, exploring new police guidance on accessing counselling records and what this means for practitioners working with victims of abuse or trauma. Key points discussed include: New guidelines in England and Wales mean police cannot routinely request counselling notes without meeting the criteria of necessity, proportionality, and relevance. Requests must now be authorised at the Chief Inspector level – no longer standard procedure in criminal investigations. The guidance stems from campaigns around violence against women and girls, and aims to encourage more victims to seek justice. Clients’ therapeutic privacy is recognised as essential to healing; invasive requests may have deterred survivors in the past. While the guidelines currently apply only in England and Wales, they may impact online practitioners working cross-border. Integrating Genograms and Social Graces [starts at 24:51 mins] In this week’s ‘Practice Matters’, Rory speaks with Lisa Williams about using genograms and social graces as reflective tools to understand both client context and practitioner bias. Key points from this conversation include: Genograms map relational and social histories, helping to uncover patterns, influences, and intergenerational dynamics. Social graces or ‘Social GGRRAAACCEEESSS’ (an acronym for aspects like gender, race, class, and age) deepen understanding of cultural positioning and identity. Integrating the two tools enables richer self-reflection and enhances work with clients from diverse backgrounds. These tools are valuable in supervision, personal therapy, case formulation, and even training workshops. Practitioners can use genograms to explore their own history and biases, bringing greater awareness to the therapeutic encounter. Lisa’s CPD lecture offers practical examples and updated symbolic representations, including inclusive gender markers. What Is Fitness to Practise? [starts at 46:44 mins] In this section, Rory and Ken explore what ‘fitness to practise’ means in counselling training and why it’s a critical step before starting client work. Key points include: Fitness to practise is a tutor’s professional judgement that a student is ready to work ethically and safely with clients. It’s based on observed skills, theoretical understanding, and personal development – not just academic performance. The letter of fitness to practise is often required by placements and supervisors before a student begins seeing clients. Not passing the first time is not uncommon and does not mean failure – students are usually re-assessed after additional development. A refusal or delay may highlight areas needing growth, such as emotional readiness, ethical awareness, or communication skills. Receiving the letter often boosts student confidence and marks a rite of passage into the practitioner role. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Creative Supervision - Talking to Clients About Being a Trainee Counsellor In Episode 365 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we ask: when is it the right time to train as a supervisor? Rory and Ken, joined by Paul Cullen, explore motivations, timing, and expectations for moving into this advanced professional role. Then in ‘Practice Matters’, Rory speaks with Sally-Anne Armitage, who returns to share creative supervision techniques that can enrich both supervisory and client practice. And finally, in ‘Student Services’, Rory and Ken respond to a common concern from placement practitioners - how to talk to clients about being a trainee counsellor while maintaining confidence and clarity. When Is It the Right Time to Train as a Supervisor? [starts at 03:16 mins] Rory and Ken explore the motivations, readiness, and expectations around becoming a clinical supervisor, including when it is the right time to train as a supervisor. Key points discussed include: The decision to become a supervisor may stem from necessity, professional growth, or a desire to support others. Although UK ethical frameworks don’t legally require formal training, professional standards are shifting toward qualification. BACP guidance suggests supervisors should have a minimum of two years post-qualification experience and 400+ hours of practice. Effective supervision involves understanding ethical standards, developmental models, and legal responsibilities. Transitioning from therapist to supervisor requires new skills and often a more directive stance. Paul Cullen shares his personal journey into supervision, highlighting the transformation and responsibilities it entails. Creative Supervision [starts at 37:00 mins] Rory speaks with Sally Ann Armitage about how incorporating creativity into supervision can bring depth and insight to the process. Key points from this conversation include: Creative supervision uses tools such as imagery, objects, and metaphor to explore supervisee dynamics and client relationships. Techniques like using cards, sand trays, or imagined roles help access material just beyond awareness. Creativity is a universal human capacity - not a test of artistic skill - and can ease defensiveness. These methods encourage richer supervision conversations and often lead to deeper emotional insight. Sally shares examples of how creative approaches brought clarity and transformation in her own practice. Practitioners are encouraged to explore creative methods gently and with supervision before introducing them to others. Talking to Clients About Being a Trainee Counsellor [starts at 1:01:54 mins] Rory and Ken address how to discuss your student status with clients while maintaining professional presence and self-assurance. Key points include: It is an ethical requirement to inform clients of trainee status - but how this is framed makes a difference. Using language like “placement counsellor” rather than “student” may reduce bias and increase trust. Clients are often more focused on their own concerns than on the practitioner’s status. Confidence grows when students remember they were carefully assessed and deemed fit to practise. Placement provides strong layers of support: agency filtering, supervision, and ongoing training oversight. Framing this stage as the final phase of supervised professional development can reinforce your competence and role. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Embedding Diversity and Equity in Practice - When Training Ends but Hours Remain In Episode 364 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore the question ‘Will AI Replace Counsellors and Psychotherapists?’, examining how AI is currently used in mental health care and what this might mean for the future of the profession. Then in ‘Practice Matters’, Rory speaks with Mamood Ahmad about his newly published book A New Introduction to Counselling and Psychotherapy, which calls for embedding diversity, equity, and context at the heart of practice. And finally, in ‘Student Services’, Rory and Ken explore what happens when your counselling course ends but your placement hours are incomplete – offering guidance on how to stay motivated and complete the journey. Will AI Replace Counsellors and Psychotherapists? [starts at 03:33 mins] In this section, Rory and Ken explore the question ‘Will AI Replace Counsellors and Psychotherapists?’, addressing a growing concern about whether artificial intelligence could one day replace human therapists. Key points discussed include: AI is already being used to support mental health in areas such as assessment, triage, and CBT-based coaching, but not as a replacement for human connection. The therapeutic relationship - empathy, intuition, and shared presence - remains central and cannot be replicated by machines. AI can be used ethically by counsellors to streamline tasks, improve assessments, and support practice without replacing core therapeutic roles. The rise of AI highlights the importance of counsellors developing digital literacy and understanding the ethical use of technology. Future therapists will benefit from embracing AI as a tool rather than fearing it as a threat. As job displacement due to AI increases in other sectors, therapists may become key support figures for those affected by these societal shifts. Embedding Diversity and Equity in Practice [starts at 33:12 mins] In this week’s ‘Practice Matters’, Rory speaks with Mamood Ahmad about his latest book, A New Introduction to Counselling and Psychotherapy and the need for systemic change in training and practice to include equity, context, and diversity as core elements. Key points from this conversation include: Traditional counselling models often overlook the contextual, cultural, and systemic influences on mental health. Mahmoud proposes a new baseline model where diversity, embodiment, and lived experience are embedded - not treated as optional extras. This approach enriches practice for all, recognising that every client (and therapist) brings their own cultural, social, and personal history into the room. Therapists must reflect on their own normativity and differences to meet clients with authenticity and depth. The book acts as a manifesto for change, advocating for a curriculum that prepares therapists for real-world complexity and inclusivity. It is relevant to both trainees and qualified practitioners committed to ethical and effective practice. When Training Ends but Hours Remain [starts at 59:05 mins] In this section, Rory and Ken discuss the common situation where a counselling course finishes, but a student still has placement hours outstanding. Key points include: It is common - and perfectly acceptable - for trainees to need extra time post-course to complete their client hours. Knowing the deadline and formal policy of your training provider is essential; always get this information in writing. Motivation can drop sharply after training ends, so it’s important to build support networks through placements, peer groups, supervisors, or online forums. Visual motivators (like hour tokens in a jar) can help sustain momentum during this post-course phase. Stay engaged with CPD and peer connection to keep your confidence and learning alive. Remember: this is just one part of your journey, and with steady effort, the finish line is within reach. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

Alcohol, Problem Drinking and Recovery Pathways - Navigating a Long Gap Between Counselling Training Levels In Episode 363 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore choosing the right online tech for counselling, highlighting how equipment and setup affect professionalism and therapeutic presence. Then in ‘Practice Matters’, Rory speaks with Caroline Evers-Endacott about working with alcohol, problem drinking, and recovery pathways – emphasising how therapists can work ethically and effectively with clients navigating addiction. And finally, in ‘Student Services’, Rory and Ken offer guidance on how to manage long breaks between counselling training levels, including tips for maintaining motivation, skills, and learning during study gaps. Choosing the Right Online Tech [starts at 03:46 mins] This section discusses the importance of treating your online counselling setup with the same care as your in-person therapy room by choosing the right online tech. Clients form first impressions based on what they see and hear - tech choices impact the therapeutic relationship. A stable internet connection and good audio are essential foundations for online work. Simple improvements like wired internet, quality microphones, and appropriate camera framing can significantly improve the client experience. Consistency and professionalism in your online presence - including background, lighting, and audio - promote client trust and comfort. Being prepared for tech failures and using headphones for confidentiality are practical ways to uphold ethical standards. Alcohol, Problem Drinking and Recovery Pathways [starts at 32:38 mins] In this week’s ‘Practice Matters’, Rory speaks with Caroline Evers-Endacott, an integrative therapist and addiction specialist, about supporting clients with alcohol use issues. Abstinence is not the only recovery outcome - therapy should support client-led goals and reduce harm. Initial assessments must include alcohol use patterns, severity, and risks - possibly involving GPs or specialists where needed. Clients may not disclose drinking concerns early - therapists should be prepared when such disclosures emerge later in the work. Counsellors can remain part of the recovery journey, even when referrals are made to specialist services. The stigma of addiction and cultural norms around alcohol can affect how clients perceive their drinking and seek help. Navigating a Long Gap Between Counselling Training Levels [starts at 58:30 mins] This segment addresses the reality of study breaks and how students can make the most of the time between qualification stages. Gaps between training levels are common and sometimes unavoidable - planning how to use the time constructively is key. Keeping up with theory through reading, podcasts, and online learning helps maintain momentum. Practising counselling skills in peer groups or volunteering roles keeps techniques sharp and relevant. Skills like active listening and empathy are valuable in everyday life - use them to stay engaged with your development. Preparing for interviews on advanced courses by showing ongoing engagement and learning can strengthen your application. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course

One Year On: Alex Gulland’s Journey into Practice – Confidentiality in Counselling Case Studies In Episode 362 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore working with clients who have a psychiatric diagnosis, considering how to approach this work ethically, including navigating risk, understanding medication, and maintaining person-centred care. Then in ‘Practice Matters’, Rory catches up with Alex Gulland, a year after she qualified, to hear what the transition from student to practitioner has really been like – from building a client base to discovering a passion for equine-assisted therapy. And finally in ‘Student Services’, Ken and Rory explore how to protect client confidentiality when writing case studies – including anonymisation techniques and data protection guidance. Sarah Henry joins to share her frontline insights into balancing academic and ethical responsibilities. Working with Clients Who Have a Psychiatric Diagnosis [starts at 03:17 mins] In this section, Rory and Ken explore working with clients who have a psychiatric diagnosis, unpacking the complexities of staying within professional competence while offering relational, therapeutic support. Key points discussed include: Understanding diagnoses like bipolar disorder or schizophrenia helps reduce fear and supports ethical, informed practice. Therapists must see the person first – not the label or diagnosis – and listen to what the client needs from therapy. Medication, risk, and involvement with community mental health teams should be explored during initial assessments. Supervision is essential when working with clients who have complex mental health needs, especially during episodes of active distress or psychosis. Counsellors should seek CPD to increase confidence and competence in this area, and avoid making assumptions about diagnosis severity. One Year On: Alex Gulland’s Journey into Practice [starts at 26:53 mins] In this week’s ‘Practice Matters’, Rory reconnects with Alex Gulland to hear how her first year as a qualified counsellor has unfolded – from business decisions to developing her niche. Key points from this conversation include: Building a client base takes time and persistence; marketing and directory presence matter. Accreditation and professional registration offer reassurance but are not always decisive factors for clients. Combining freelance roles in training with private practice has provided income and valuable experience. Alex shares how equine-assisted therapy has become a core part of her practice, offering creative, non-verbal connection. Continued learning, especially in areas like attachment theory and shadow work, has been central to her growth. Confidentiality in Counselling Case Studies [starts at 55:18 mins] In this section, Rory and Ken provide a detailed guide on how to write case studies while protecting client identity – a key consideration in counselling education. Key points include: Use anonymisation techniques such as pseudonyms, vague job titles, and generalised locations to remove identifying details. Only include information directly relevant to the assignment question – avoid unnecessary specifics or rare events. Gain informed consent where possible, and understand awarding body and agency policies on client data use. Refer to BACP guidance, ICO anonymisation principles, and supervisor support to ensure ethical compliance. Sarah Henry emphasises how students can reflect on their motivations and ensure they write responsibly while still demonstrating learning. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course