Counselling Tutor Podcast

Introducing Therapy for Addiction - Learning Never Stops Planning Your CPD













In Episode 344 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this weeks topics:



Firstly, in Ethical, Sustainable Practice, we look at the ethical use of AI in therapy, highlighting potential risks and ethical responsibilities.



Then in Practice Matters, Rory speaks with Caroline Evers Endicott about her lecture Introducing Therapy for Addiction - a vital area of practice thats often underrepresented in core training.



And finally, in Student Services, Rory and Ken discuss how learning never stops in counselling - and why planning your CPD is essential as you qualify and build your therapeutic career.





Ethical Use of AI in Therapy [starts at 03:34 mins]



Ken Kelly, joined by his digital twin DigiKen, opens the episode by exploring the ethical use of AI in therapyhow it's quietly being integrated into practice, and the serious questions it raises.



Key points of this section include:



AI tools such as scheduling apps, transcription software, or marketing generators are already present in most practices.



Many of these tools are hosted on international servers and may not comply with UK GDPR or ethical standards.



Therapists must assess whether any digital tool:

Complies with UK data laws.



Has adequate encryption and security.



Aligns with professional ethics.



Stores client data securely.





While AI should never replace the therapeutic relationship, it can support therapists with non-clinical tasks like admin, marketing, or web design.







Introducing Therapy for Addiction [starts at 23:23 mins]



In this weeks Practice Matters, Rory speaks with Caroline Evers Endicott about working with addiction and her CPD lecture Introducing Therapy for Addiction.



Key points from the discussion:



Addiction is a stigmatised mental health condition and is often overlooked in standard counselling training.



Many clients present with anxiety, trauma, or depression before disclosing addiction later in therapy.



Therapists are encouraged not to immediately refer clients on but to recognise the skills they already possess.



Therapist tools Caroline highlights include:



Person-centred skills: empathy, non-judgement, trust building.



Modalities such as CBT, DBT, Motivational Interviewing, and Mindfulness.



Understanding clients use of substances as a way to self-regulate or self-medicate unresolved trauma or neurodivergence.



Caroline also explores:



The value of self-reflection for therapists working with addiction.



Recovery pathways including 12-step, SMART Recovery, and CBT-informed models.



The importance of understanding your clients holistically and not reducing them to just an addict.







Learning Never Stops Planning Your CPD [starts at 51:24 mins]



In this final Student Services of the season, Rory and Ken discuss how to make the most of your academic break by planning your continued professional development (CPD).



Key points include:



Graduates often face barriers in employment without additional training (e.g. trauma-informed work or online therapy).



CPD should balance:

Ethics e.g. being trauma-informed helps you work safely with complex presentations.



Sustainability e.g. online therapy training increases employability and client access.





Choose CPD based on:

Clear learning outcomes.



Practical application of skills.



Client needs youre most likely to encounter.





Ken and Rory encourage newly qualified therapists to:



Reflect on gaps in their training.



Focus on real-world skills they can use in the therapy room.



Avoid overloading themselves - CPD should feel purposeful and empowering.







Links and Resources



Critical Thinking Matrix for AI in Therapy



Counselling Skills Academy



Advanced Certificate in Counselling Supervision

Race and Everyday Friction – Ending Well in Counselling Training













In Episode 343 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 the importance of having an online and telephone informed supervisor when you work in this way.



Then in ‘Practice Matters’, Rory speaks with Sarah Henry about her concept of race and everyday friction - how these subtle, often hidden experiences shape identity and create barriers in life and therapy.



And finally in ‘Student Services’, Rory and Ken discuss the significance of ending well in counselling training - how to navigate goodbyes with your peers and why these endings matter in your development.







Why Have an Online and Telephone Informed Supervisor? [starts at 03:12 mins]



In this section, Rory and Ken unpack the ethical importance of having an online and telephone informed supervisor when you practice in these ways.



Key points discussed include:



Supervision is an ethical requirement to ensure your practice is safe, effective, and supportive of clients.



When working online or by phone, you need a supervisor who understands the specific challenges of these settings—like missing visual cues, managing silences, and the different technical considerations.



Formal training in online and telephone working is essential, as supervisors who lack this training might not be able to guide or support you fully.



Ethical frameworks (like the BACP’s) and supervision competencies in the UK highlight the need for supervisors to hold formal training in any special areas of practice.



Supervisors with this training will understand nuances like the disinhibition effect (when clients behave differently online) and data protection considerations.







Race and Everyday Friction [starts at 18:53 mins]



In this week’s ‘Practice Matters’, Rory speaks with Sarah Henry, a counsellor and trainer who explores the concept of everyday friction. Those small, often overlooked experiences of race that shape a person’s daily life.



Key points from this conversation include:



Everyday friction can be things like plasters (band-aids) that don’t match darker skin tones, or seeing few Black people on greeting cards - small examples of how whiteness is often the default in society.



These small frictions are constantly present and shape identity in powerful ways.



White people may not recognise these frictions because they are not impacted by them directly.



Conversations about race often start by talking about these everyday frictions - it’s how we build bridges and develop understanding.



Recognising and exploring these micro-moments of exclusion can help therapists be more attuned to the lived experiences of their clients.







Ending Well in Counselling Training [starts at 40:41 mins]



In this section, Rory and Ken share insights on ending well in your counselling course—whether you’re finishing a term, a module, or the whole course.



Key points include:



Good endings help to close the chapter, mark growth, and ensure no regrets are left behind.



Reflect on what you’ve shared and learned with your peers - acknowledge the support, challenges, and personal development.



If there have been tensions with others, consider repairing or at least acknowledging them to avoid unfinished business.



Remember that even if you see some peers in future courses, each group dynamic is unique. It’s important to close this chapter properly.



Taking time to end well helps you carry the experience forward as a positive part of 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

Shame in Supervision – Creative Learning During an Academic Break













In Episode 342 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 art of apologising as a counsellor - why it matters, how to do it effectively, and how to avoid making it about yourself.



Then in ‘Practice Matters’, Rory speaks with Dr. Ruth Birkbeck about a powerful and often unspoken topic: shame in supervision. We explore what it looks like, how it can impact both supervision and client work, and what can be done to repair it.



And lastly in ‘Student Services’, Rory and Ken look at how you can make the most of your academic break with creative learning - offering tips for staying engaged without overwhelming yourself or contaminating your core training.







The Art of Apologising as a Counsellor [starts at 03:10 mins]



In this section, Rory and Ken explore what makes a meaningful apology in the therapeutic relationship.



Key points include:



Apologising isn’t part of most training, yet it’s crucial when a rupture occurs in therapy.



A well-placed apology can strengthen the therapeutic relationship and model healthy repair.



An apology should focus on the client’s experience, not your own discomfort.



Avoid justifying your behaviour or offloading guilt onto the client.



Principles of a meaningful apology:



Clarify your intention – Why are you apologising?



Acknowledge the impact – Understand how your action affected the client.



Resist the urge to justify – Don’t make excuses or shift the focus.



Take ownership – Use “I” statements to show accountability.



Invite the client’s response – Open the door to dialogue.



Don’t expect forgiveness – That’s the client’s choice, not your right.



Repair the rupture – Explore what can be done to rebuild trust.



Tolerate discomfort – Apologising can feel hard, but it’s part of ethical practice.







Shame in Supervision [starts at 29:12 mins]



In this week’s Practice Matters, Rory speaks with Dr. Ruth Birkbeck about the impact of shame in supervision.



The key points of this discussion include:



Shame in supervision can silence supervisees and damage the working alliance.



Common causes include:

Judging or criticising supervisees’ clinical decisions.



Idealising supervisees and ignoring their vulnerabilities.



Expecting them to know everything, especially in second trainings.





Shame often results in withdrawal, silence, and loss of trust.



Supervisees may internalise shame and stop bringing important issues to supervision.



How to avoid shaming supervisees:



Be aware of your own power and possible transference.



Stay curious rather than critical.



Show your own vulnerability, e.g. by talking about past mistakes.



Openly name and repair ruptures if you suspect shame has occurred.



Create an attuned, safe supervisory relationship that allows for growth.



Shame often arises not from what was said, but from how it was experienced.







Creative Learning During an Academic Break [starts at 53:10 mins]



In this section, Rory and Ken offer advice on how to use your academic break effectively without overwhelming yourself or stepping outside your core training model.



Tips for creative learning:



Avoid cross-modality contamination – If you’re training in one modality, don’t dive deep into others during a break.



Focus on areas that are universal and always useful:

Counselling skills



Personal development



Professional ethics





Use your break to:

Review past material to reinforce what you’ve already learned.



Read ahead if you know the next module topic.



Connect with peers through study groups or online communities.



Watch live skills demos to see techniques in action.





Other ideas:



Explore special interest CPD (e.g. grief, young people,

Working with Parents of Children with Disabilities – What to Do if You Don’t Get Onto the Next Course













In Episode 341 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 concept of everyday trauma.



Then in ‘Practice Matters’, Rory speaks with Ellie Finch and Dr. Jo Griffin about their CPD lecture, which focuses on working with parents of children with disabilities, complex medical conditions, and special educational needs.



And lastly in ‘Student Services’, Rory and Ken discuss what to do if you don’t get accepted onto the next stage of your counselling training, offering support and strategies for staying motivated.







Everyday Trauma [starts at 03:33 mins]



In this section, Rory and Ken discuss how trauma isn’t always caused by major events, it can also be the result of ongoing low-level stressors. These “small-t” traumas are often overlooked but can be just as impactful.



Key points include:



Everyday trauma includes repeated, subtle experiences that chip away at confidence and resilience over time.



Common sources of everyday trauma:

Education-based trauma – e.g. being misunderstood, shamed or unsupported at school.



Workplace trauma – e.g. toxic environments, bullying, redundancy, or job insecurity.



Medical trauma – mistrust or fear due to past negative healthcare experiences.



Poverty and discrimination – food insecurity, racism, homophobia, ableism, or unsafe housing.





Clients may minimise their experiences and not see them as “trauma”.



These experiences may cause:

Low self-esteem



Anxiety



Hypervigilance



Burnout



Internalised oppression





Rory and Ken highlight the importance of:



Being trauma-informed in your practice.



Responding with empathy and curiosity, not correction.



Holding a non-pathologising space where clients feel seen, heard, and accepted.



Looking out for body-based trauma responses, such as shaking, shallow breathing, or restlessness.







Working with Parents of Children with Disabilities [starts at 26:57 mins]



In this week’s Practice Matters, Rory is joined by Ellie Finch and Dr. Jo Griffin to discuss their new CPD lecture. They focus on how therapists can support parents who care for children with disabilities, complex medical conditions, or special educational needs (SEND).



Key points from this discussion include:



Parent-carers experience cumulative trauma from daily battles with healthcare, education, and support systems.



This trauma can present as:

Anger or withdrawal



Burnout and overwhelm



Grief over the imagined future for their child





Therapeutic considerations:

Be flexible with appointments.



Understand the systems (SEND, healthcare, social care) that they’re navigating.



Be aware of the emotional toll of constant advocacy.





Importance of recognising ‘inch-stones’ - small milestones that are deeply meaningful to parent-carers.



Avoid ‘toxic positivity’, it’s important to hold space for both joy and grief simultaneously.







What to Do if You Don’t Get Onto the Next Course [starts at 54:58 mins]



In this section, Rory and Ken talk through the common but difficult experience of not being accepted onto the next stage of your counselling course.



Key points include:



Course places are often capped due to awarding body restrictions - sometimes, it’s simply a numbers game.



Rejection doesn’t mean you’re not good enough - there can be many reasons, including tutor availability or institutional changes.



What you can do:

Ask for feedback from your tutor or application panel.



Reflect on any personal or academic development opportunities.



Apply to other institutions with similar training standards.



Stay focused on your ‘why’ - what made you want to be a counsellor?





Remember:

Many practising therapists were once rejected from a course.

Supporting Male Survivors of Sexual Abuse - Carl Rogers'Seven Stages of Process













In Episode 340 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 look at the question: Can clients ask you to delete their data? - covering legal, ethical, and practical considerations.



Then in ‘Practice Matters’, Rory speaks with Jeremy Sachs about supporting male survivors of sexual abuse, with a focus on the intersectional challenges they face and practical considerations for therapists.



And finally, in ‘Student Services’, Rory and Ken explain and simplify Carl Rogers' Seven Stages of Process, highlighting how this core theory maps client growth in therapy.







Can Clients Ask You to Delete Their Data?  [starts at 03:26 mins]



In this section, Rory and Ken address a challenging but important question: Can clients ask you to delete their data?



Key points discussed include:



Under UK GDPR (Article 17), clients have the "right to erasure" (right to be forgotten), but it’s not absolute.



You may decline deletion if:

The data is required for legal obligations, such as tax or insurance records.



You need the data to defend against complaints or for safeguarding purposes.





Deleting data prematurely could leave you without a defence if a client complains later or if you are required to provide records to legal authorities or coroners.



Good practice includes:

Explaining data retention policies in your contract.



Consulting the ICO (Information Commissioner’s Office) for UK-based practitioners.



Documenting decisions with written evidence from insurers or data protection authorities.





Consider using a split-note system to separate identifying details from case notes.



How long should client data be kept after therapy ends? (Commonly six years for adults, up to age 25 for children).







Supporting Male Survivors of Sexual Abuse [starts at 23:53 mins]



In ‘Practice Matters’, Rory speaks with Jeremy Sachs, therapist and author of the upcoming book Masculinity Reconnected, about male sexual abuse and its often-overlooked challenges.



Key points discussed include:



Societal silence: Male survivors often go unheard due to cultural narratives about masculinity, strength, and emotional repression.



The role of masculinity:

Traditional masculinity can prevent men from seeking help.



Men may internalise shame and avoid vulnerability.



"Toxic masculinity" can further oppress male survivors.





Intersectionality:

Men experience sexual abuse differently based on race, gender identity, class, or sexuality.



Therapists must recognise these layers when supporting clients.





Supporting survivors:

Create safe, validating spaces for male clients to share their stories.



Explore how societal expectations and cultural messaging impact their healing.



Encourage community and connection to reduce isolation.









Carl Rogers' Seven Stages of Process [starts at 45:40 mins]



In ‘Student Services’, Rory and Ken simplify Carl Rogers’ Seven Stages of Process, a key person-centred theory describing how clients grow through therapy.



Key points include:



The seven stages map a client’s journey from rigidity to fluidity - from defensiveness to openness and self-trust.



Stages explained:

Rigidity & Defensiveness – Blaming others, avoiding self-awareness.



External Recognition – Acknowledging problems exist but externalising them.



Tentative Self-Exploration – Starting to discuss personal feelings.



Here-and-Now Feelings – Becoming present-focused, seeking involvement in therapy.



Ownership & Change – Taking control and committing to change.



Experiencing Fully – Accepting emotions in real-time and trusting the inner self.



Self-Actualisation – Living authentically and growing beyond therapy.





Most therapy takes place between stages 3–5,