『Counselling Tutor Podcast』のカバーアート

Counselling Tutor Podcast

Counselling Tutor Podcast

著者： Ken Kelly and Rory Lees-Oakes
無料で聴く

概要

 Counsellor CPD- Training and Counselling Student Resources 教育
エピソード
  • 366 – New Police Guidance on Accessing Counselling Records

    366 – New Police Guidance on Accessing Counselling Records
    2026/02/14
    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
    続きを読む 一部表示
    1分未満
  • 365 – When Is It the Right Time to Train as a Supervisor?

    365 – When Is It the Right Time to Train as a Supervisor?
    2026/02/07
    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
    続きを読む 一部表示
    1分未満
  • 364 – Will AI Replace Counsellors and Psychotherapists?

    364 – Will AI Replace Counsellors and Psychotherapists?
    2026/01/31
    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. Mamood 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
    続きを読む 一部表示
    1分未満
まだレビューはありません