Counselling Tutor podcast

In episode 56 of the Counselling Tutor Podcast, Ken and Rory talk about how to spot subtle themes in counselling. 'Theory with Rory' discusses experiments in gestalt therapy. Finally, the presenters talk about useful skills in existential therapy.

In episode 55 of the Counselling Tutor Podcast, Ken and Rory discuss gender equality in counselling. 'Theory with Rory' examines Robin Shohet and Peter Hawkins' seven-eyed model of supervision. The podcast ends with a debate on race and culture in counselling.

In episode 54 of the Counselling Tutor Podcast, Ken and Rory discuss how to deal with clients who check their mobile phones during therapy sessions. 'Theory with Rory' explains Margaret Mahler's separation individuation theory. Finally, the presenters discuss clients who come to therapy reluctantly – for example when they are sent by someone else, or when an initial enquiry about therapy services comes from a friend or relative of the potential client.

In episode 53 of the Counselling Tutor Podcast, Ken and Rory provide tips on journal-writing. 'Theory with Rory' looks at self-object and self-object transference (from the self-psychology movement). Finally, the presenters discuss the phenomenon of collective grief.

In episode 52 of the Counselling Tutor Podcast, Ken and Rory discuss how to look after yourself in skills practice. 'Theory with Rory' looks at the concepts of topdog and underdog in gestalt therapy. Last, the presenters debate whether (either younger or older) age is a barrier for counsellors.

In episode 51 of the Counselling Tutor Podcast, Ken and Rory provide tips on how best to organise your class-notes. 'Theory with Rory' discusses false memory syndrome, which Rory illustrates with a live experiment on Ken! Finally, the presenters list the many ethical bodies relating to counselling and psychotherapy in the UK, examining the similarities and differences.

In episode 50 of the Counselling Tutor Podcast, Ken Kelly describes the benefits of expanding your vocabulary. 'Theory with Rory' looks at redecision therapy, a school of transactional analysis. Last but not least, the presenters discuss the role and experience of conflict in counselling training and practice.

In episode 49 of the Counselling Tutor Podcast – the first in Season 3, as the UK academic year starts again – Rory Lees-Oakes and Ken Kelly discuss how important it is to take a break. 'Theory with Rory' describes the Jonah complex, followed by some tips from the presenters on planning for the study year ahead.

In this special edition of the Counselling Tutor Podcast – broadcast outside the usual UK academic term-time, and covering one topic in greater depth – Rory Lees-Oakes and Ken Kelly discuss progression routes for those finishing counselling training courses. At this time of year – when UK colleges and universities finish for the summer break – it may be a time for you to relax and reflect on next steps, or you may still be working hard on final assignments.

In episode 47 of the Counselling Tutor Podcast—the finale of Season 2—Rory Lees-Oakes and Ken Kelly discuss how person-centred counselling first came to Europe. 'Theory with Rory' looks at endings in counselling. Finally, the presenters review the achievements of Counselling Tutor over the last 12 months.

In episode 46 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to cope with stress as course deadlines loom. 'Theory with Rory' examines trauma bonds, then the presenters discuss personal therapy for trainee counsellors.

In episode 45 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to avoid asking, 'How does that make you feel?' 'Theory with Rory' looks at three key phases in the development of person-centred counselling. Last, the presenters offer tips on finding a suitable counselling supervisor.

In this special edition of the Counselling Tutor Podcast – broadcast outside the usual UK academic term-time, and covering one topic in greater depth – Rory Lees-Oakes and Ken Kelly discuss working with clients who have experienced sexual abuse and trauma.

In episode 44 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly offer tips on how to get into the client's frame of reference. 'Theory with Rory' looks at existential counselling, as developed by Rollo May and Viktor Frankl. Finally, the presenters discuss the seven stages of process.

In episode 43 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to choose which awarding body to go with for your qualification. 'Theory with Rory' explains about the new therapy of eye movement desensitisation and reprocessing (EMDR). Last, the presenters discuss the skill of challenge in counselling and psychotherapy.

In episode 42 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss how to deal with clients who display anger in the therapy room. 'Theory with Rory' examines secondary loss. Finally, the presenters talk about what to do if a client asks you for advice.

In episode 41 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly describe how to write a case study. 'Theory with Rory' looks at how best to apply the 19 propositions when writing case studies and assignments. Last, the presenters talk about diversity in the counselling room.

In episode 40 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss personal boundaries for counsellors. 'Theory with Rory' explains object relations theory, as developed by Melanie Klein. Finally, the presenters talk about diversity in the counselling room.

In episode 39 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about meeting new clients for the first time. 'Theory with Rory' examines the difference between integrative and eclectic therapy. To conclude, the presenters talk about ways of measuring improvement in clients.

In episode 38 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the laws relating to counselling. 'Theory with Rory' examines the seven stages of process. Last, the presenters talk about endings in counselling.

In episode 37 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about transference in the counselling room. 'Theory with Rory' examines unconditional positive regard (UPR). Finally, the presenters talk about doing your research project.

In episode 36 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the viability of using counselling qualifications in other countries and in other areas of work. 'Theory with Rory' looks at congruence, and then the presenters talk about funding for counselling training.

In episode 35 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss how to deal with clients who show prejudice towards you. 'Theory with Rory' explains the 'hidden condition' of psychological contact. Last, the presenters talk about what to do when a client cries in the therapy room.

In episode 34 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to store digital backups of notes and documents securely. 'Theory with Rory' looks into Margaret Warner's work on fragile process. Finally, the presenters discuss practical issues and tips regarding client confidentiality.

In episode 33 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about the growth of counselling in schools. 'Theory with Rory' decodes 'postmodernism' and discusses how this affects the world of counselling and psychotherapy. Finally, the presenters discuss the importance of having professional indemnity insurance.

In episode 32 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about recent changes in the world of counselling. 'Theory with Rory' then examines thematic apperception tests. Last, the presenters discuss the use of transitional objects.

In episode 31 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about how to deal with your own emotions when counselling clients. 'Theory with Rory' takes a look at Dr Stephen Karpman's Drama Triangle. Finally, the presenters offer tips on managing your time as a trainee counsellor.

In episode 30 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly explain the levels of counselling qualification in the UK. 'Theory with Rory' takes a look at Dr Bruce Tuckman's team development model. Last, the presenters examine the difference between the actualising tendency and self-actualising.

In episode 29 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss post-traumatic stress disorder (PTSD). 'Theory with Rory' takes a look at the life and work of Elisabeth Kübler-Ross. Finally, the presenters discuss the feelings of overwhelm often faced by students of counselling and psychotherapy.

In episode 28 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss online counselling. 'Theory with Rory' focuses on cognitive dissonance, and the presenters end by discussing onward referrals in counselling.

In episode 27 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the benefits of keeping a journal and how to do so. 'Theory with Rory' looks at John Bowlby's work on attachment. Finally, the presenters discuss posture in counselling.

In episode 26 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss your personal use of social media as a counsellor. 'Theory with Rory' examines the Oedipus complex, and the final episode of 'Person-Centred Business' looks at paid media (advertising). Last, the presenters discuss personal development (PD) groups.

In episode 25 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss introjected values. 'Theory with Rory' looks at Gerard Egan's model of counselling, and 'Person-Centred Business' suggests what pages and content you will need on your website. Finally, the presenters discuss gender in counselling.

In episode 24 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss how to choose the modality you will practise. 'Theory with Rory' looks at irrational thoughts, and 'Person-Centred Business' explains how to build a website. Last, the presenters suggest how to deal with personal triggers as a counsellor.

In episode 23 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss lone working. 'Theory with Rory' looks at stereotyping, and 'Person-Centred Business' explains how to create a brochure about your services. Finally, the presenters describe how to get the referencing right in your assignments.

In episode 22 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about client confidentiality and its many grey areas. 'Theory with Rory' looks at the actualising tendency, and 'Person-Centred Business' considers offering a free initial meeting in private practice. The presenters conclude the podcast by discussing the importance of research in practice.

In episode 21 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about what to do when a client asks us a question. 'Theory with Rory' looks at erotic and eroticised transference, while 'Person-Centred Business' explains how to create an 'elevator pitch' (concise statement of what you offer). Finally, the presenters discuss pacing and care for self in counselling placements.

In episode 20 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly discuss the dilemma of gifts from clients. Rory then explains Maslow's hierarchy of needs, and Ken – in 'Person-Centred Business' – looks at what to do following a telephone or email enquiry from a client. Last, the presenters discuss counselling placements.

In episode 19 of the Counselling Tutor Podcast, Rory Lees-Oakes and Ken Kelly talk about the Saturday Book Club, and how to read academic books. 'Theory with Rory' looks at empathy, while 'Person-Centred Business' covers how to request and take payment from clients in private practice. Finally, the presenters discuss the importance of insurance. Reading Academic Books In the Saturday Book Club on the Counselling Tutor Facebook group – which now has nearly 3,000 members – Rory reviews useful text books in plain English. Various publishers have recently donated copies of key books, which members will have the chance to win in competitions. Rory and Ken give two top tips for reading academic books: Don't try to read these books from start to finish; this can be overwhelming. Start at the index, looking up the specific topic you are studying, and then dip in to read the relevant parts. Map out where the important information is within the books, for example using sticky notes and highlighter pens. Do not be afraid to write in your books, if that is helpful to you. Theory of Empathy Episode 5 of The Counselling Tutor Podcast covered empathy as a skill; now, Rory looks at the theory of empathy. The term 'empathy', applied to counselling and psychotherapy, refers to being in the client's frame of reference, experiencing the world as they see and feel it. The word is derived from: the Greek pathos, meaning 'emotion', 'feeling', 'suffering' or 'pity' the German Einfühlung, meaning 'into feeling' or 'in feeling', coined by the German philosopher Robert Wischer in his doctoral thesis in 1873 to describe the human capacity to enter into the emotional content of art and literature. British psychologist Edward Bradford Titchener first translated Einfühlung into English – as 'empathy' – in 1909. Since then, there have been many attempts to define this concept. Particularly well-known is the work of Carl Rogers, who wrote a paper for the Journal of Consulting Psychology in 1957 entitled 'The Necessary and Sufficient Conditions of Therapeutic Personality Change'. He describes 'empathy' as follows (1957, p. 98): 'To sense the client's private world as if it were your own, but without ever losing the "as if" quality – this is empathy, and this seems essential to therapy. To sense the client's anger, fear, or confusion as if it were your own, yet without your own anger, fear, or confusion getting bound up in it, is the condition we are endeavoring to describe.' Empathy was also a key focus of the work of US psychologists Charles Truax and Robert Carkhuff, who created the Empathy Scale, available as a free download in Counselling Tutor Podcast episode 8. Rory explains the four types of empathy: affective, cognitive, receptive and expressed. Empathy has been written about in detail by Dave Mearns and Mick Cooper in their book, Working at Relational Depth in Counselling and Psychotherapy (see 'Links and Resources'). These authors (2005, p. xii) define 'relational depth' as 'a state of profound contact and engagement between two people, in which each person is fully real with the Other, and able to understand and value the Other's experiences at a high level'. Neuroscientific perspectives on empathy have examined brain structure in relation to empathy, with members of the Max Planck Institute identifying the right supramarginal gyrus as key, and mirror neurones also playing an important role. Regardless of the scientific explanation for empathy, the human experience of being heard, understood and validated is one of the greatest gifts that one person can give another. Requesting and Taking Payment It can feel difficult to ask clients for payment, especially if you have been accustomed to working without charge (e.g. on placement). The client may have shared heavy, personal material, and it can feel strange to turn then to the topic of money. Key tips include: Remember that this arrangement has already been made clear in contracting – so the client is expecting to pay. Ask yourself what makes you feel uncomfortable about it; some self-development work may be needed here. Prepare an invoice or receipt in advance and put it in an envelope with the client's name on; handing this to them at the session end will serve as a payment reminder. Offer people ways to pay other than just cash, including payment in advance. Although it is expensive and complicated to register for a merchant account (so you can take card payments directly), PayPal and Stripe both offer cost-effective alternatives for small businesses. Insurance The new Ethical Framework for the Counselling Professions (BACP, 2016, p. 6) requires: 'We will be covered by adequate insurance when providing services directly or indirectly to the public.' Rory and Ken underline the importance of: taking out your own insurance (even if covered by your agency's policy), to protect yourself shopping around to find the best deal reading your policy carefully, especially if you work with c

In episode 18 – as the Counselling Tutor Podcast comes of age! – Rory Lees-Oakes and Ken Kelly discuss how to deal with a mismatch between theory and practice. 'Theory with Rory' looks at Petruska Clarkson's five-relationship model, while in 'Person-Centred Business', Ken provides a guide to stress-free business-planning. Last, the presenters explain the difference between quantitative and qualitative research. Theory and Practice Working with real clients is very different from working with peers in college, who are familiar with the concept of counselling, and understand the various boundaries (e.g. to respect time limits, and not to make doorknob disclosures). It is not uncommon for clients in the real world to appear not to fit so well with counselling theory. Rory and Ken provide a number of tips on how to deal with this situation: Make sure you train on an experiential course (i.e. one that is taught face-to-face, and that includes skills practice). Be aware of other modalities than your own (e.g. psychodynamic and cognitive-behavioural); there are many different therapeutic modalities, each with a related but different set of theory. Treat theory as a guide only. Remember that having a client who appears not to fit with theory does not mean you are getting something wrong. Focus simply on being with the client the best you can; the therapeutic relationship is key. Five-Relationship Model South-African psychotherapist Petruska Clarkson developed a model of relationship-building that can inform both counselling and supervision relationships. Interested in Gestalt therapy, she came to the UK in the 1970s. Her model is based on integrative therapy, but is applicable to all modalities. In the 1950s, Carl Rogers had written a paper entitled 'The Necessary and Sufficient Conditions of Therapeutic Personality Change', published in the Journal of Consulting Psychology. This introduced the idea that the therapeutic relationship is key, and three of the conditions – congruence, unconditional positive regard and empathy, which have subsequently become known as the 'core conditions' – have come to be accepted by practitioners of all modalities as vital to establishing this relationship. In 1995, Clarkson wrote a book entitled The Therapeutic Relationship (revised in 2003).Clarkson talked about 'intersubjective relationships' (how we connect to others) and 'intrapsychic relationships' (how we connect to ourselves). Rory explains the five intersubjective relationships, and provides some real-life examples of these: The working alliance forms the basis of the client–therapist (or therapist–supervisor) relationship, and includes the contract. It focuses on building a shared understanding and foundation, so that if the relationship falters, both parties can return to this stage and try to repair it. The transferential/countertransferential relationship refers to the idea that we may remind a client of someone from their past, or vice versa, and the related feelings from the past may be transferred to the present, so affecting the therapeutic relationship. If this happens, it is important to explore the issue in supervision. The reparative/developmentally needed relationship is based on the client viewing the therapist as a parent figure to support them during the personal growth that takes place in therapy. This may be especially so for clients who experienced poor parenting as youngsters. In time, the client begins to trust their own judgement and so needs the therapist less (at which point therapy comes to an end). The person-to-person relationship draws on the work of Martin Buber regarding 'I–Thou' (as opposed to 'I–It') relationships – i.e. the development of a real emotional connection (which makes counselling a unique profession, differentiating it even from other caring professions). The transpersonal relationship is hard to define, but describes a spiritual connection between people. Business Planning Ken explains how to tackle the important exercise of business planning in a way that is not hard or time-consuming. He describes the key questions to think about and answer: What will be the name of your business? What is your vision for the business? What is your target market? What exactly do you sell? What makes your business different from others? How will you market your business? What are your goals, and how will you achieve them? You can download Ken's template to help you work through his process. Qualitative and Quantitative Research Qualitative research collects data that describes the quality of experience, while quantitative research gathers data relating to quantity (i.e. facts and figures). Each type of research has its pros and cons, and often the two can be combined for strong research results; a balance is important. For example, quantitative research is good for measuring things, providing objective statistics, but can be narrow and requires very careful choice and phrasing of questions. Qualit

In episode 17 of the Counselling Tutor Podcast – the first in season 2 – Rory Lees-Oakes and Ken Kelly talk about returning to study after the summer break. 'Theory with Rory' looks at defence mechanisms, while Ken introduces a new segment, 'Person-Centred Business', with ideas on using your counselling skills to earn money. Finally, the presenters turn to the new Ethical Framework for the Counselling Professions, published by the British Association for Counselling and Psychotherapy (BACP). Returning to Study Rory and Ken discuss the challenges and opportunities of returning to study after a break, offering various tips: Keep calm – you will be given time to settle back into an existing course, or to find your way around at a new one. Try to enjoy the chance to meet new people. Use a diary to help you plan your time. Share your experiences on the Counselling Tutor Facebook group (see 'Links and Resources'). Reflect on what going back to study means to you. Check out the new slot on the Counselling Tutor blog written by current students documenting their training journeys. Defence Mechanisms Sigmund Freud was the first to describe defence mechanisms, which are subconscious processes we put into place when we find a situation difficult. The psychodynamic view of the human psyche suggests there are three parts of personality: the id, ego and super-ego. To compare the personality to an iceberg, the id is below the water and so we are unconscious of it, while the ego and super-ego appear above the water and so in our consciousness. The id drives our primitive and instinctive urges (it is our 'wild child'); Freud believed we are born only with the id, and that the ego and super-ego develop at three to five years of age. The id remains throughout life and demands our immediate attention. The super-ego, meanwhile, is our 'super-parent'. Comprising the conscience and the ideal self, it strives for perfection and is driven by values introjected by our parents and society. Falling short of its rigorous standards leaves us feeling guilty. The ego is part of the id that has been modified by the outside world and has the unenviable task of acting as communicator between the 'wild child' and the 'super-parent'. In this role, it strives for realism so that we can fit into – and be accepted by – the social world. We use defence mechanisms to protect ourselves from anxiety and/or guilt – when we feel threatened, or when the id or super-ego becomes too demanding. Freud originally identified seven defence mechanisms: repression – pushing away a thought or feeling (which might then leak out in a 'Freudian slip') denial – refusing to accept that something exists or has happened projection – taking an aspect of self and putting it onto someone else rationalisation – creating an acceptable but incorrect explanation for a situation intellectualisation – thinking about something logically without any attached emotion reaction formation – doing the opposite of what you would like to do regression – acting as a child might if they did not get their own way. Rory illustrates all these defence mechanisms with real-life examples. The concept of defence mechanisms was later developed further by Anna Freud (Sigmund's daughter) and others; they took a wider and deeper view of these, identifying more mechanisms. Person-Centred Business In this exciting new slot, Ken asks us to reflect on why we might find it hard to 'sell' ourselves and our skills. If we are truly happy to work voluntarily after qualification, that is fine, but equally it is reasonable to want to be paid as we have invested time, energy and money in our training. Because counsellors want to help people, they may feel it is wrong to charge for this. But doctors and nurses are paid for their helping work. Over coming weeks – if you would find it helpful – Ken will use his background in marketing to present ideas and strategies for how to use your counselling qualification to make money. In this, mind-set is key. So challenge your own thinking and self-concept: how do you feel about making money from counselling, and why? Rory recommends The Art of War by Sun Tzu to help get into the right mind-set (see 'Links and Resources'). BACP New Ethical Framework On 1 July 2016, the BACP launched its new Ethical Framework for the Counselling Professions. Key changes include the following: The framework is now written very clearly, in plain English, making it more accessible to members of the public. It includes a duty of candour – that is, to speak out if you see dangerous behaviour by other professionals. Student counsellors have an explicit duty to inform clients they are in training. All counsellors must now keep notes. If you are a member of the Counselling Study Resource (CSR), look out for a CSR live lecture replay on this topic, covered on 4 September 2016. Links and Resources The Art of War by Sun Tzu (Pax Librorum, 2009) https://www.amazon.co.uk/Art-War-Sun-Tzu/dp/0981162614 Co

This episode of the Counselling Tutor podcast marks the season 1 finale as Rory and Ken are closing down for the UK academic break summer. Topics covered are selfceare for counsellors, Rory gives and overview of Gestalt therapy and Ken speaks about how you can sharpen the skills you have leaned in season one. We end with a debate about how as counsellors we grow during training and what affect this can have on relationships. Season 1 of the podcast has been a privilege and we hope that you will take some time to review what we have done and let us know what you would like to see more on in season 2. This episode kicks off with a chat about selfceare as a counsellor. Counselling is demanding on self as we give our own in the therapeutic relationship to be there with the client. it is important to balance being with others with adequate self care so that we as counsellors may remain healthy in ourselves. In the Theory session Rory gives an overview of Gestalt therapy. Key Terms in Gestalt Introjection : Are ways we are told to live our life by others ( Parents, Caregivers, Teachers) we literally 'swallow' and believe what we are told. Projection: Places their own emotions or issues on someone else. Retroflection: Someone who splits themselves, for example "I hate myself" the idea that the person is almost talking about someone else. Deflection: Any technique, which distracts the client from owning there own issues , distraction of excessive use of humour , changing the subject etc. Confluence: A merging of self with others or something, lacking boundaries. Not having any idea where you stop and the other person begins Skills with Ken is about how we can become more proficient in the use of counselling skills. Ken outlines some ideas that can take your skills practice to the next level. Thanks for being part of season 1 of the Counselling Tutor podcast. Season 2 will start in September of 2016 and we do hope you will join us. Be sure to have your name on our newsletter to ensure you get an update when the next season goes live.

In this weeks episode of the Counselling Tutor Podcast Rory and ken cover the topic of counselling children and adolescents. Rory takes a look at the Transactional Analysis theory of Scripts, Drivers and Injunctions. Ken speaks about making appropriate referrals in counselling and we end with a debate on progression. Counselling young people is a specialism that requires additional training post graduation. Rory and Ken explore some of the challenges of working with children and adolescents and they share some resources that will be useful if you would like to learn more about the subject. Scripts, Drivers and Injunctions In Theory with Rory, Rory explains the TA theory of Scripts Injunctions and Drivers and how we can identify these presentations in our practice. Appropriate referrals in counselling As counsellor you will have occasion to refer clients to other services. Ken speaks about what makes a referral appropriate, what we should look out for and he speaks about respectful ways we can work with referrals. Progression What happens when you graduate as a qualified counsellor? are there work opportunities out there? these are just two of the questions that Rory and Ken debate on this interesting topic of life after study.

In this weeks episode of the Counselling Tutor Podcast Rory and Ken bring a valued packed episode number 14. This time of year many counselling courses are requiring assignments to evidence where learners are in their study. We look at assignment referrals and what learning we can take from this. Rory continues on from last week in his exploration of the Nineteen Propositions. Ken speaks about the importance that rapport building has in counselling and we close off by debating the difference between eclectic counselling and integrative therapeutic working. Assignment Time Many learners will be, either preparing for or, actively working on counselling assignments as we approach the end of the UK academic year. Ken and Rory speak about the dreaded assignment referral and how it can be viewed as a positive rather than a negative. 19 Propositions Part 2 Rory kicked off part 1 of the 10 propositions in episode 13 of the Counselling Tutor Podcast. In todays episode he picks up from where he left off continuing with propositions 8 to 12 of this Person Centred theory. Rapport building and attentiveness Rapport is a basic building block of any therapeutic relationship. Ken examines what rapport in counselling is and how it presents itself in the counsellor client relationship. Ken explains the key concepts of rapport and looks at how we ac counsellors can create an environment where rapport can grow organically. Integrative Counselling vs Eclectic Counselling In ask Rory and Ken we answer the question "what is the difference between eclectic and integrative counselling. This is an interesting topic and you will get to hear how Rory uses soup to explain the difference.

n this weeks episode of the Counselling Tutor podcast Rory and Ken explore the effect of having interpreters or careers in the counselling relationship. Rory digs deep into Carl Rogers' 19 Propositions while Ken speaks about Metaphor and Simile in the therapeutic relationship. We end with a debate about your philosophy of counselling and how this affects your practice going forward. 3rd Person in the Room How would you work with a client who has an interpreter or carer who needs to be in the room? Having someone other than the client in the counselling relationship poses certain challenges. We need to be mindful at contracting stage that the contract needs to cover all parties in the therapy room. Confidentiality is tricky and dependent on the professionalism of the interpreter. As counsellors we train and understand why the clients confidentiality is important however this may not be true of carers or interpreters. The main consideration is the clients content that the carer or interpreter by present and I feel that the client should be explained the risks as far as confidentiality goes. Recording clients therapeutic sessions can also be viewed as having a third person in the room. Carl Rorgers' Nineteen Propositions Part 02 Rory picks up where part 01 left off and examines the remaining of the Nineteen Propositions Simile and Metaphor in Counselling In skills with Ken we speak about how powerful metaphor can be in counselling. Ken explains the difference between metaphor and simile where we might see them present within our therapeutic relationship with a client. Metaphorical language is a cultural understanding between people using pictorial type words or sentences. Metaphor in counselling ties into empathy. The client perceives there is a shared understanding and this can take the therapeutic relationship to a deeper level. We discuss the dangers of looking at metaphor from our own self constructs and how we should always check our understanding to make sure we are in the clients frame of reference. Philosophy in Counselling Your philosophical views are individual and will make you an individual counsellor. Rory and Ken debate how personal philosophy guides practice and how this can change over the years.

In the 1960's Abraham Maslow developed a theory called 'Self Actualisation. This was linked to his later theory we know as Maslow's Triangle or Maslow hierarchy of needs. Carl Rogers was influenced by Maslow's' theory and adopted self actualisation as a core principle in his Person Centered Approach to counselling. Ken and Rory debate the concept of self actualisation and they examine the different stages of Maslow's higher achy of needs. Professor Tim Bond is the major author of the new BACP Ethical Framework that will come into effect in the UK on the 1st July 2016. Under the heading Ethics, part 7 reads "A decision or course of action does not necessarily become unethical merely because it is controversial or because other practitioners would have reached different conclusions in similar circumstances. A practitioner's obligation is to consider all the relevant circumstances with as much care as possible and to be appropriately accountable for decisions made." BACP Ethical Framework of Good Practice June 2015 The importance of defensible decision making is paramount for any practitioner and being able to appropriately account for our decisions means having a formal process to follow. Professor Tim Bond developed the Ethical Problem Solving Matrix which is a document that walks the therapist through a series of questions. The questions are carefully worded to get the counsellor to consider and respond to various aspects of the ethical dilemma. In completing the questions, the counsellor is appropriately accounting for the decision. This matrix is helpful to use before a decision is made and can in some instances highlight issues that may well lead the counsellor to a different decision to the one original thought. Seven Stages of Process Part 2 Ken delves deeper into Carl Rogers 7 stages of process focusing on stages 4 to 7. In last weeks episode Ken looked at the first 3 of the 7 Stages of Process, this weeks episode builds on this by linking Rogers' theory to what we may se in practice. What s the difference between counselling and psychotherapy? The debate as to who can call themselves a counsellor and who can claim the title psychotherapist has been around for some time. In this weeks Ask Rory and Ken, Ken and Rory explore what the terms mean to them and how the BACP view this.

Note Taking - Transactional Analysis - 7 Stages of Process in Practice and Supervision In this weeks episode of the Counselling Tutor Podcast Rory and Ken look at note taking for counsellors. Rory explores the ego states of Transactional Analysis. In Skills with Ken the seven stages of process are related to practice. Ken and Rory end the podcast speaking about how to best use supervision. Counsellor Note Taking Rory and Ken discuss note taking for counsellors and look at some interesting ways of keeping notes. Record are kept for 6 years then destroyed. They and act as a memory jog allowing counsellors to organise thoughts and feelings enabling reflection and planning. Counsellor Notes reflect only fact; not professional opinions. Keeping notes non specific helps if they are obtained via a court order and used against the client.The counsellor may keep a process diary to reflect personal observations. Records are also important for use if a complaint is raised against the counsellor to a professional body or legal action. A lockable, fire proof secure filing system with strict restriction on access should be considered. Files may be kept anonymous by split filing where identifying information is stored in the organisation locked cabinet and given a number. The counsellor keeps notes with a number and no distinguishing detail. If lost or stolen the information is non identifiable. The split note system is less effective in a multi disciplinary organisation or where correspondence and reports are regularly produced. With computer storage of records password protection is necessary particularly when mailing client files. The data protection Act 1998 entitles individuals to be informed of any records of them kept on computer and allows them access to those records about themselves. Clients may request their written reports, counsellors working in social services are required by the Access to personal Files Act 1987 to allow clients access. Transactional Analysis Rory explains the PAC Ego State model of Eric Bernes' TA. This theory packed episode gives you some real life examples of how the Adaptive Child, Critical Parent and Adult ego states present in our day to day lives. 7 Stages of Process Rogers thought there were seven stages that he could observe, and they enabled him to see whether his clients were making progress in therapy, or whether they seemed to be stuck, for a time unable to move on. Although the process can be erratic, clients do, in general progress step by step, building on their experiences at one stage before moving on to the next. Only when people feel accepted and understood at one stage, do they feel able to take the next step. This process scale is quite complex, but here we give a simplified version to show the basic characteristics of each of the seven stages. Very few people enter therapy at a particular stage and go on through to stage seven. Many leave therapy at an earlier point, and if therapy has been successful for them, content that real and meaningful change has happened. Remember that this Process Scale represents an idealised view of the therapeutic process, it indicates the flow of events in a very general way. Each person will experience therapy differently, will have different concerns, and will be content to leave therapy at different points. It is useful as a way of thinking about the process that we go through on the journey towards becoming fully functioning, it isn't a prescription of what we must do in order to get there. How to Use Your Counselling Supervision In Ask Rory and Ken the topic turns to how we can get the most out of our relationship with our supervisor.

In this episode of the Counselling tutor Podcast Rory takes a close look at Albert Ellis’ REBT, Ken talks about endings in counselling and in Ask Ken and Rory we debate ethics vests culture in counselling. Albert Ellis developed the behavioural therapy Rational Emotive Behavioural Therapy known as REBT. Rory gives some examples that explain how the ABC model of (A) activating event leads to (B) a faulty belief that results in (C) consequences. Rory gives us some real life examples of how the belief can be (D) disputed using (E) evidence. Endings in Counselling In Skills with Ken we take a look at ending the counselling relationship which is sometimes called termination. “Termination is more than an act signifying the end of therapy, it is an integral part of the process of therapy and, if properly understood and managed, may be an important factor in the instigation of change” Irvin Yalom Some students taking counselling courses find endings tricky to navigate because they are tied into a resistance to change that a client may feel and endings can key into our natural tendency to avoid loss. Ken looks at the 3 stages of a planned ending Assessing the clients readiness to end therapy Seeking closer of the presenting issues that brought the client into counselling empowering the client and aiming for an increase in self resilience linked into the client’s self belief. Ken explores some best practice when ending a counselling relationship as well as looking at different types of endings counsellors are likely to encounter. Holidays and breaks Planned Endings Unplanned endings How endings effect you as the counsellor Endings of session In ask Ken and Rory we address a question that revolves around the topic of ethics and culture. Sometimes we find that ethics and culture clash and it is important to know where to stand when you find yourself in such a tricky situation.

In this weeks episode of the Counselling Tutor podcast Rory and Ken look at Power in the therapeutic relationship, Rory shares a biography of Carl Rogers, Ken looks at the skill of challenge and we end with a debate about Psychopathology and how it varies from the Person Centred Approach. This weeks question comes from Anne Walker who asks We are talking about power role in a therapeutic relationship. Who has the power how does it shift Etc. Just wondered your thoughts are. Power in Counselling Ken and Rory explore how one of the roles of the therapist is to pick up on any perceived power differences the client may perceive. The first task is to determine the basis of such a perception, which could be around the client's own feelings of vulnerability, which may drove him or her to seek counselling in the first place. It could also be due perception, that the client feels that the therapist is an expert in psychology which may make them feel inferior or someone who needs to be ‘treated' for a mental illness. Whatever the basis for it, once the reason for the power perception is determined, the therapist can work to relieve it. One way to accomplish this is by building rapport with the client, this can be done simply by asking non therapeutic questions about the client’s friends or family, just be thoughtful not to be intrusive or nosey. Showing genuine interest in what the client says can produce an environment in which the client feels more understood and therefore more equal. Sometimes considered self disclosure by the therapist can produce a greater sense of empathy, by offering experiences from their own life which may connect with a client’s experience of themselves. Once mutual trust and empathy are established, the client can feel safe enough to begin to access their own resources of self trust and respect – sometimes known in person centred terms as Organismic valuing. Biography of Carl Rogers Rory has a special interest in the life and work of Carl Rogers. In this episode of Theory with Rory he dives into some lesser known facts about the founder of the Person Centered Approach to counselling. This is a very interesting look at the man and his work and I am certain you will get some good facts that you can use for your assignments. The skill of Challenge in counselling Ken looks at the advanced skill of challenge in the therapeutic relationship. Challenge can be defined as the counsellor highlighting incongruence between the client's verbal and nonverbal communication in order to facilitate the client's awareness of conflicts associated with specific issues of topics. We explore the dangers of using challenge too early in the therapeutic relationship and Ken speaks about high challenge needing a base of high support. Ken covers some examples of gentle challenge and we look at what effects good challenge can bring about in the counselling relationship. In Ask Ken And Rory, we debate a question posted by Nicola Puma. “I was just wondering if one of your podcasts could include information on psychopathology, specifically the person centred approach vs the medical model” Join in the debate and add your thoughts on this interesting topic on the Counselling Tutor Facebook Group.

In this weeks episode of the Counselling Tutor Podcast Rory and Ken look at the difference between simulated skills practice and using counselling skills with clients in the real world. Rory looks at the theory of the hidden conditions of Carl Rogers and Ken explores the counselling skill immediacy. The podcast ends with a discussion on what therapeutic process is and how you can identify when it is taking place. We received a question asking “Does anybody else find skills practice completely different to working with real clients?” Rory and Ken debate the differences between simulated skills sessions and counselling skills in a live session. Counselling courses require students to practice counselling skills with peers and this can sometimes feel unauthentic. It is important to realise that practice skills sessions are exactly that, to practice. It’s a safe environment to try out the various techniques and to get feedback of from peers and tutors. I guess it’s like practising to swim the channel. You will train in a pool which is not at all like the real channel however if you did not train, it is unlikely you would succeed. In Counselling Theory with Rory, Rory examines the hidden conditions of Carl Rogers. Carl Rogers identified 6 conditions as being necessary and sufficient to bring about about constructive personality change. Often we hear about the Core Conditions which describe 3 of the 6 conditions. Rory looks at the therapists conditions or lost conditions of psychological contact, the clients incongruence between experience and awareness and the client perceiving, at least to a minimal degree, the therapists unconditional positive regard and emphatic understanding within the relationship. Immediacy in counselling Immediacy is recognised as an advanced counselling skill. Immediacy is sometimes misunderstood and as a result under used. Ken explains what immediacy is and how it can effect the counselling relationship. Ken outlines the dangers of this skill and looks at when it is appropriate to use it in therapy. Immediacy is the therapist bringing the “here and now” into focus by sharing something that is going on in the counsellors own awareness. Some may call this a gut feel or a hunch and it can feel risky sharing immediacy with a client. When the counsellor gets it wrong, the result can be a momentary fracturing of the therapeutic relationship. For this reason, immediacy should only be used when trust has developed and the therapeutic relationship has relational depth. When immediacy resonates with the client it is almost magical. The client feels they are truly understood and the relationship is taken to a deeper level. Listen as Ken explains how you can use the counselling skill immediacy in your sessions. Therapeutic Process in counselling definition To give a definition of therapeutic process in counselling we need to identify what modality is being used. Rory and Ken debate what therapeutic process is and give different examples of how it shows in various therapeutic settings. Therapeutic process continues outside of the counselling room as the client works through the material that was brought into awareness during the session. Therapeutic process can be described as the progression of the counselling relationship from Initial disclosure through exploration to commitment to action. Therapeutic process can also be the process that happens within the client as they move from rigidity to fluidity and becoming a more fully functioning person.