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  • 388 – The Digital Counselling Room

    388 – The Digital Counselling Room
    17 Oct 2026
    The Ross Neurodiversity Integration Framework - Managing Emotional Overload in Counselling Training In Episode 388 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 digital counselling room - confidentiality and data security in a connected, digital world. Then in 'Practice Matters', Rory speaks with Bianca Marie Ross about the Ross Neurodiversity Integration Framework - bridging the gap between insight in therapy and real-world change for neurodivergent clients. And finally, in 'Student Services', Rory and Ken discuss managing emotional overload in counselling training - the emotional journey of personal development and how to stay grounded through it. The Digital Counselling Room [starts at 03:28 mins] In this section, Rory and Ken explore confidentiality in the digital counselling room - what it now means in a connected age, and the practical steps practitioners can take to protect client information across the many places it is stored. Key points discussed include: Where setting up a counselling room once meant checking the walls, windows and a locked filing cabinet, client information now lives across email, phones, text messages, calendars, notes, invoices, video platforms, cloud backups and AI transcription tools. A useful exercise is to carry out a digital audit of your practice, imagining following a client through each of your digital systems to see everywhere their information is held. Every practitioner needs a catastrophe plan for what happens if a phone, tablet or laptop is lost, stolen or broken, including how client records would still be accessed and how a device could be wiped. Strong passwords, two-factor or multi-factor authentication, automatic screen locks, and awareness of who else can access a shared family device are straightforward ways to reduce the risk of a breach. Encryption matters because it means that even if data is accessed, it cannot be read without the key, and the hosts note that most breaches come from everyday human error rather than hackers. Thought should be given to email subject lines and lock-screen notifications, to what clients are told in the contract about how you communicate, and to practice point 55 of the new BACP ethical framework on protecting client information. The Ross Neurodiversity Integration Framework [starts at 26:28 mins] In this week's 'Practice Matters', Rory speaks with Bianca Marie Ross about the Ross Neurodiversity Integration Framework and her book on bridging the gap between insight in therapy and real-world change for neurodivergent clients. Key points from this conversation include: Bianca describes an integration gap, the space between what a client understands about themselves in therapy and what they can actually put into practice in everyday life. The framework grew from a neurodivergent client who reached a place of insight after more than a year of work but felt nothing had actually changed, prompting Bianca to add elements of coaching to support real-world change. The RNIF is a nine-pillar, circular structure that sits on top of a practitioner's existing modality and training, allowing clients to return to the centre and revisit earlier pillars as their capacity changes. A core value of the framework is context before character, looking at what is getting in a client's way rather than assuming they are unmotivated, resistant or not trying hard enough. Many difficulties come from reduced capacity, masking, executive functioning demands and sensory overload, so the problem is often the environment rather than the person. The model extends counselling boundaries in structured ways with workbook templates, plans for relapse without shame, and support such as advocating alongside clients, so that a therapy ending is not the same as a support ending. Managing Emotional Overload in Counselling Training [starts at 52:09 mins] In this section, Rory and Ken discuss the emotional overload that can arise during counselling training and the strategies that help students stay grounded through the personal development journey. Key points include: The biggest change in training is to the self, and for some students that process can feel overwhelming or even life-changing as they delve deeply into their own material. Emotional overload is to be expected and should be normalised, as it affects many trainees even though it does not happen to everyone, and it can become a powerful moment of growth. Training can affect life outside the course, including relationships, friendships and work, as students change and grow while those around them may not. Both hosts share how their own training led them to leave careers that no longer felt congruent with their true selves, reassuring listeners that such upheaval is a common part of becoming. Helpful strategies include diversifying your identity beyond counselling, building ...
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  • 387 – Choosing a Counselling Supervisor: What Changes in 2026

    387 – Choosing a Counselling Supervisor: What Changes in 2026
    10 Oct 2026
    Love in the Therapy Room – Literature Reviews and Making Sense of Counselling Research In Episode 387 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 choosing a counselling supervisor - what is changing under the 2026 BACP Ethical Framework, and how supervision and competence fit into the new requirements. Then in 'Practice Matters', Rory speaks with Joseph Harney about love in the therapy room - what therapeutic love is, and how to work with it ethically. And finally, in 'Student Services', Rory and Ken discuss literature reviews - how to make sense of counselling research. Choosing a Counselling Supervisor: What Changes in 2026 [starts at 03:00 mins] In this section, Rory and Ken explore choosing a counselling supervisor under the revised BACP Ethical Framework, coming into force in November 2026, and what practitioners now need to confirm about their supervisor. Key points discussed include: The revised framework, in force from 3 November 2026, keeps the long-standing requirement for adequate supervision but adds that practitioners must confirm their supervisor has the necessary qualifications, experience and competence under the BACP supervision framework. This is described as a prescriptive core responsibility rather than a "would be nice", marking a significant step change from the earlier framework. Supervision is treated as a distinct role from being a therapist, with its own theory, ethics, processes and competencies set out in the BACP supervision competence framework. Specialist areas of practice such as working with children and young people, trauma, neurodivergence, and online and telephone working may call for a supervisor with matching competence in that area. A supervisor does not need to be an expert in everything, but should recognise the limits of their competence and know when additional consultation, CPD or specialist supervision is needed. The responsibility for confirming a supervisor's qualifications sits with the practitioner, and a supervisor does not have to be a member of the BACP as long as they have trained within a recognised framework. Love in the Therapy Room [starts at 28:41 mins] In this week's 'Practice Matters', Rory speaks with Joseph Harney about therapeutic love, what it means, and how therapists can recognise and work with it in an ethical, helpful and culturally attuned way. Key points from this conversation include: Joseph offers a working definition of therapeutic love as strong, emergent or enduring positive feelings for clients that go beyond routine care. Drawing on Erich Fromm's The Art of Loving, he separates the forms of love that are ethically off limits, such as sexual, erotic or romantic feelings, from those that remain appropriate, including humanistic, spiritual and parental forms. Rory offers the metaphor of a "heater of love", where the warmth a therapist brings can be turned up or down depending on the client's attachment style and where they are in the arc of therapy. Joseph links this to the pluralistic idea of the "authentic chameleon", attributed to Lazarus, where the therapist responds genuinely to the client's needs in the moment. On whether a therapist should ever tell a client they love them, Joseph concludes that for the most part the answer is no, because of the risk of misunderstanding and blurred ethical boundaries. Both agree that feelings of therapeutic love are better explored through countertransference and supervision than expressed directly to the client. Literature Reviews and Making Sense of Counselling Research [starts at 53:53 mins] In this section, Rory and Ken discuss literature reviews and why engaging with research is such an important part of a developing profession. Key points include: A literature review is described as having a conversation with existing research before adding your own voice, asking what we already know, how we know it, and what still needs exploring. It helps identify important theories and debates, compare findings, evaluate the strengths and limitations of existing research, spot gaps in knowledge, and show why a research question is worth investigating. The depth and scale of research grows with the level of study, from the small research project of a diploma through to the deeper work of a degree, master's or PhD. Research is an ongoing, evolving conversation, where published findings are critiqued, defended and built upon rather than treated as the final word. Critique is presented as what makes academia robust, with examples of past research being pulled apart over small or biased samples and even fabricated data. A useful question when weighing any research is who funded it and what their motivation might have been, illustrated by mid-century research promoting cigarettes. Struggling with a counselling literature review? Professor Mick Cooper shares the correct way...
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  • 386 – Cyber Security for Counsellors

    386 – Cyber Security for Counsellors
    3 Oct 2026
    Counselling People Living with Dementia - Bringing Counselling Theory and the Client Together In Episode 386 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 cyber security for counsellors — what happens if your counselling practice is hacked, and the practical steps that protect you, your clients, and your reputation. Then in 'Practice Matters', Rory speaks with Danuta Lipinska about counselling people living with dementia - and how to offer sensitive, ethical, person-centred support. And finally, in 'Student Services', Rory and Ken discuss how to bring counselling theory and the client together - and why the work happens in reflection, not in the room. Cyber Security for Counsellors [starts at 03:28 mins] In this section, Rory and Ken explore cyber security for counsellors — the growing risk of cyberattacks and data breaches, and the practical measures that help protect a practice. Key points discussed include: Cyberattacks are now a frequent reality rather than a rare event, with Rory noting recent breaches affecting a nearby airport, a police database, and health records. The 2020 breach of the Finnish psychotherapy company Vastaamo saw the therapy notes of around 33,000 clients accessed, with the attacker later contacting clients directly, and the BBC reporting that at least one person took their own life in a case linked to it. Phishing emails, compromised accounts, and simply sending confidential information to the wrong person are common ways that client data is exposed, so the hosts advise a habit of stopping and thinking before clicking any link. Because counsellors are data controllers under UK GDPR, the liability for a client's data can remain with the practitioner even when a third-party app or service is the one that is breached. Cyber insurance is separate from professional indemnity insurance, so it is worth checking a policy carefully and asking the insurer to run through what would be covered if a breach occurred. Sensible safeguards include strong and unique passwords, multi-factor authentication, keeping devices and software up to date, secure cloud storage, and regular backups, and the accompanying handout offers a checklist to take to supervision. Counselling People Living with Dementia [starts at 33:59 mins] In this week's 'Practice Matters', Rory speaks with Danuta Lipinska about counselling people living with dementia and how therapists can move beyond fear to offer respectful, meaningful support. Key points from this conversation include: A diagnosis of dementia does not mean the curtains close on a person's life, as the condition usually progresses over many years, and Danuta illustrates this with the author Christine Bryden, who received a PhD long after her young onset diagnosis. Dementia is an umbrella term covering many different types of cognitive change, with Alzheimer's disease the most common form and vascular dementia the second, each affecting the brain in different ways. The task is to see the person rather than the label, working with what the client brings just as with any other client, and holding to the core conditions of congruence, empathy, and acceptance. Therapists should expect mental capacity unless told otherwise, remembering that capacity is conditional and that someone may lack it for one task while retaining it for a therapeutic conversation. Young onset dementia can affect people under 60, which changes the concerns a client brings, such as work, family, and the future they had imagined. Working sensitively means staying with the emotion when stories are repeated, contracting afresh each session, and being clear with well-meaning relatives that the therapist is not simply a friend. Person-Centred Counselling for People with Dementia: Making Sense of Self Danuta Lipinska’s book, Person-Centred Counselling for People with Dementia: Making Sense of Self, shows how the person-centred approach can help clients with dementia hold on to a meaningful sense of who they are. It's a short, practical read for counsellors, healthcare professionals and families. Find it here. Bringing Counselling Theory and the Client Together [starts at 01:00:51 mins] In this section, Rory and Ken discuss how students can connect counselling theory with real client work without trying to apply it live in the room. Key points include: Theory should not be applied while sitting with a client, because the task in the room is to be a fully present, listening human being rather than a diagnostician. Counselling theory is not universal in the way gravity is, so it will not fit every client, and awarding bodies often ask for several sessions before a client is used as a case study for this reason. Rory notes that Rogers himself developed his theory by recording and analysing many client sessions afterwards, not by applying it in the moment. The place to ...
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  • 385 – The Six-Question Rationale in the 2026 BACP Ethical Framework

    385 – The Six-Question Rationale in the 2026 BACP Ethical Framework
    26 Sep 2026
    What Is Relational Psychotherapy – Reflective Journals in Counselling Training In Episode 385 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 ethical decision-making - the six-question rationale in the 2026 BACP Ethical Framework. Then in 'Practice Matters', Rory speaks with Clare Ratcliffe about relational psychotherapy - how the therapist's presence and use of self shape therapeutic change. And finally, in 'Student Services', Rory and Ken discuss reflective journals in counselling training - why they matter and how to keep them well. The Six-Question Rationale in the 2026 BACP Ethical Framework [starts at 02:33 mins] In this section, Rory and Ken explore the six-question rationale in the 2026 BACP Ethical Framework and what it means for everyday decision-making. Key points discussed include: The new BACP Ethical Framework comes into force in November 2026, and from that date every BACP member must work to it, with collaboration running as a theme throughout. The six-question rationale will be mandatory and forms the basis of defensible decision-making, recording not just what a practitioner decided but the thinking behind how they reached that decision. The first question asks the practitioner to identify the ethical issues and describe the challenge in clear, neutral and factual language, which is harder than it sounds and underpins everything that follows. The middle questions focus on engaging the person affected by the decision, and on weighing internal factors such as identity, contract and the therapist's own responses alongside external factors such as law, safeguarding duties and organisational policy. The final questions cover what decisions and actions were taken and why, and how the process was reviewed and with whom, bringing the rationale full circle back to collaboration. Rory and Ken encourage practitioners to take this to supervision, keep the ethical framework close at hand as a living document, and read any accompanying good practice documents for the detail. What Is Relational Psychotherapy [starts at 40:51 mins] In this week's 'Practice Matters', Rory speaks with Clare Ratcliffe about relational psychotherapy and how the therapist's presence, attunement and use of self support positive change. Key points from this conversation include: The therapist's presence is a huge part of the work, as clients experience therapy differently depending on how well the therapist knows and uses themselves in the room. Attunement to the client shapes pace, tone and response, brings safety to the relationship, and is quickly felt when it is missing, which itself becomes something to explore. Transference happens all the time, and noticing who a therapist may represent to a client, rather than simply reacting, allows old wounds to be healed through a new relational experience. Countertransference is inevitable and useful information rather than a failing, but it needs to be managed so the therapist's own story does not bleed into the work. Self-disclosure should be used mindfully, since disclosing can place unspoken restrictions on the client, and the urge to disclose is itself worth taking to supervision. Good personal therapy and supervision are essential to looking after the therapist, and Clare encourages therapists to bring even shame-laden material, including erotic transference, to their supervisor. Online Group Supervision Claire runs online group supervision for counsellors and psychotherapists working with couples and relationship therapists, offering a space to reflect on practice, share experiences and explore the challenges of relationship work. For more information, visit Claire Ratcliffe Psychotherapy Reflective Journals in Counselling Training [starts at 01:04:39 mins] In this section, Rory and Ken discuss the value of reflective journals in counselling training and how to keep them safely and well. Key points include: Counselling training is as much about learning yourself as learning theory, and a reflective journal is a powerful way to capture that personal change across the arc of a course. There is no right or wrong way to journal, and the aim is an unedited flow of self, so students should find whatever medium lets them write most freely without stopping to self-correct. A reflective journal must never contain client information, which belongs in a secure, structured note system, as journals can be called for in court and are increasingly handed in as part of a course. Journalling helps students connect theory to lived experience, such as recognising an introjected value in an everyday advert, which makes later reflective assignments far richer. Because journals may be seen by a tutor or moderator, students can practise selective transparency and even keep a fuller private version alongside the one they submit. Reflective journals should be kept ...
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  • 384 – Closing Your Counselling Practice

    384 – Closing Your Counselling Practice
    19 Sep 2026
    Finding Paid Work After Qualifying - Choosing the Right Counselling Study Books In Episode 384 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 winding down or closing your counselling practice - what practitioners need to plan for both expected and unexpected endings. Then in 'Practice Matters', Rory speaks with Wayne Williams about finding paid work after qualifying - how he secured counselling work within months of completing his training. And finally in 'Student Services', Rory and Ken discuss choosing the right counselling study books - how to build a reading list without spending a fortune. Closing Your Counselling Practice [starts at 02:32 mins] In this section, Rory and Ken explore closing your counselling practice — how to wind down responsibly, drawing on Rory's own experience and the collaborative thread running through the new BACP Ethical Framework. Key points discussed include: Every counsellor who goes into practice will one day go out of practice, yet there is very little guidance available on how to close a practice ethically and safely. The new BACP Ethical Framework, coming into force on the 3rd of November 2026, emphasises collaboration with the client, and Section 4.5 requires reasonable advance notice, planned breaks and endings, and careful management of unplanned endings. Closing a practice should begin by stopping new enquiries first - taking down or updating your website, directory listings and professional profiles - before turning attention to your existing client load. Rory gave his clients around six months' notice and his supervisees about a year, discussed his plans with his supervisor beforehand, and framed his message neutrally to avoid causing anxiety for clients who may use a website or profile as a transitional object. Practical housekeeping matters include record keeping and data retention, ongoing storage costs, speaking to your insurer about cover for past clients, checking your professional body's non-practising or retired membership options, and contacting the ICO about your data protection fee. Defensible decision-making means doing the critical thinking, writing down what you decided and why, and keeping documentation so that your reasoning can be evidenced if it is ever questioned. Finding Paid Work After Qualifying [starts at 32:12 mins] In this week's 'Practice Matters', Rory speaks with Wayne Williams about how he found counselling work almost immediately after qualifying and what newly qualified therapists can learn from his journey. Key points from this conversation include: Wayne qualified in June 2025 and secured client hours quickly, having built connections through a CPD course on working with neurodivergent children and young people that led directly to offers of work. Private practice is effectively self-employment, which brings responsibilities around tax, National Insurance and expenses, and Wayne recommends getting support from an accountant so you can focus on your clients. Identifying a niche and drawing on your own past skills and experience gives you a strong base to build a practice from, rather than leaving previous work behind when you qualify. Wayne runs a portfolio career, combining counselling with sports coaching, personal training and continued study, and plans ahead for seasonal dips such as the summer holidays when his younger clients are away. Counselling work rarely appears on job websites and tends to come through word of mouth, so staying in touch with peers and former course groups can be a valuable source of opportunities. His advice to newly qualified counsellors is to be patient, trust the process, stay curious, keep learning, and hold on to the reason they came into counselling in the first place. Choosing the Right Counselling Study Books [starts at 52:58 mins] In this section, Rory and Ken discuss how students can choose the right counselling books for their studies without overspending. Key points include: Before buying anything, students should check what is available in their college or university library and get the recommended reading list from their tutor, who can advise which books are essential and which can simply be dipped into. Using a tutor's preferred texts can make marking easier and gives students a reliable steer on which books offer the best value. Older original texts from the 1940s and 1950s can be dense and hard to read, as they were often written as academic defences of a theory, so contemporary academic texts that are still citable are usually more accessible. Counselling Tutor's website offers free, plain-English interpretations of complex theory along with the original references, which help students understand a theory before engaging with the original literature. Understanding and applying theory matters more than parroting facts, and application to practice is what ...
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  • 383 – Clinical will for Counsellors

    383 – Clinical will for Counsellors
    12 Sep 2026
    Autism and Education - Taking the Fear Out of Fitness-to-Practise Assessments In Episode 383 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 clinical will for counsellors — what it is, why it's becoming mandatory under the new BACP Ethical Framework, and what it should contain. Then in 'Practice Matters', Rory speaks with Bernie Wright and Denise Corby from Nedde Training about autism and education - exploring the challenges families face and how therapists can support neurodivergent clients and their parents. And finally, in 'Student Services', Rory and Ken discuss taking the fear out of fitness-to-practise assessments - examining what the assessment involves and how students can ease the anxiety around it. Clinical Will for Counsellors: A New Ethical Requirement [starts at 03:23 mins] In this section, Rory and Ken explore the clinical will for counsellors — what it is, why it matters, and the new requirement making it mandatory under the BACP Ethical Framework from 3 November 2026. Key points discussed include: A clinical will names a trusted person to step in if you die or become incapacitated, so that clients can be contacted and records handled properly, and it is not a legal will but covers clinical and professional matters only. From 3 November 2026 the new BACP Ethical Framework makes having a clinical will mandatory, and other bodies including the UKCP, BPS, BPC, and COSCA also require arrangements for supporting clients in the event of illness or death. It is good practice to appoint two executors, a primary and a backup, ideally with clinical experience such as a supervisor or fellow therapist, obtaining their written consent and ensuring they know each other. The document should cover your identity and registration details, where your current client list lives and how to access it securely, each client's safe contact method and priority, and your records, supervisor, insurer, and referral sources. Financial and digital matters also need attention, including fees owed, prepaid sessions, subscriptions to cancel, your digital footprint, and whether and how the executor is paid, checked against your main legal will. Clinical wills most often fail on out-of-date contact details, so review regularly (some bodies ask for the client list to be refreshed every six months) and make sure executors are properly briefed, hold a full pack, and can access a death certificate. Autism and Education [starts at 30:48 mins] In this week's 'Practice Matters', Rory speaks with Bernie Wright and Denise Corby from Nedde Training about supporting neurodivergent individuals and their families as they navigate the education system. Key points from this conversation include: Parents of neurodivergent children often face a blame game, where fighting for support can lead to them being seen as the problem rather than the system being questioned. Long waiting lists for assessment, in some areas two to three years, create gaps in provision because support and funding are often tied to a formal diagnosis or education plan. The effort to secure a diagnosis and appropriate provision can be exhausting and all-consuming for families, and children pick up on the resulting stress within the home. Therapists can help by first offering validation and being seen, listening to the parent's story, allowing emotion, and countering labels such as 'hysterical' that are too often directed at mothers. Practical support matters alongside emotional support, including help with form-filling, signposting to relevant agencies, finding your tribe for strength in numbers, and identifying a trusted person within the school to work with. Working with neurodivergent clients means adapting the environment such as lighting, sound, and scent, and moving beyond automatic taught theory by checking with the client rather than assuming, for example, that fidgeting is calorie-burning rather than stimming. Taking the Fear Out of Fitness-to-Practise Assessments [starts at 59:34 mins] In this section, Rory and Ken discuss the fitness-to-practise assessment and practical ways students can reduce the anxiety that so often surrounds it. Key points include: A fitness-to-practise assessment is where a tutor observes a student demonstrating counselling skills with a peer and, if satisfied, issues a letter of comfort confirming the student is ready to begin working with clients on placement. It is completely normal to feel very nervous about the assessment, and those nerves often simply show that the student cares about doing well. The best way to reduce anxiety is to treat every skills practice as a mock assessment, so that on the day you are simply doing what you always do. The assessment is more than the live interaction, as students can submit supporting written commentary, for example noting anything they meant to say but forgot ...
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  • 382 – Data security in the BACP Ethical Framework 2026

    382 – Data security in the BACP Ethical Framework 2026
    5 Sep 2026
    Working Therapeutically with Adult Adoptees - Planning Ahead for Placements In Episode 382 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 data security in the BACP Ethical Framework 2026 - looking at what the new framework requires, why it matters, and how practitioners can protect client information across their practice. Then in ‘Practice Matters’, Rory speaks with Alison Letlow about working therapeutically with adult adoptees - exploring adoption as a lifelong experience and the attachment, identity, and loss issues that can arise in therapy. And finally in ‘Student Services’, Rory and Ken discuss planning ahead for placements - examining timing, mindset, and practical tips for securing a counselling placement, with insights from Sarah Henry. Data security in the BACP Ethical Framework 2026 [starts at 03:47 mins] In this section, Rory and Ken explore the new data security in the BACP Ethical Framework 2026 coming into force in November and what its requirements around data security mean for everyday practice. Key points discussed include: The 2026 framework makes data security a visible part of ethical practice, connecting confidentiality, safety, competence, transparency, informed consent, record keeping, and accountability. Practitioners must be able to explain what client information is held, where it goes, who can access it, how it is protected, and what happens if something goes wrong. Modern practice creates a large data trail - enquiry forms, emails, texts, booking systems, payments, and notes - all of which must be stored securely and lawfully. Practitioners must know where their data is stored and comply with the laws of that jurisdiction, as accountability remains with the counsellor even when using third-party or AI tools. Informed consent must be explained and recorded before entering client data into any tool or platform, with clients free to withdraw consent at any time. A practical first step is to map the client data journey - listing every place where client information is created, copied, viewed, transmitted, or stored, including less obvious tools such as calendars and appointment reminders. Working Therapeutically with Adult Adoptees [starts at 37:57 mins] In this week’s ‘Practice Matters’, Rory speaks with Alison Letlow about her CPD lecture on working therapeutically with adult adoptees and what therapists need to understand when supporting adults exploring their experiences of adoption. Key points from this conversation include: Adoption is a lifelong experience whose meaning can change at every developmental stage, often surfacing around life transitions such as adolescence, relationships, or becoming a parent. Adoptees may carry a deep sense of loss and unresolved grief, sometimes pre-verbal, which can be hard to acknowledge when adoption is viewed through a ‘rose-coloured’ lens. Internalised beliefs of being unwanted, along with shame and rejection sensitivity, can be brought into and worked through in the therapeutic relationship. Therapists need to be steady and consistent, aware of their own attachment style, and mindful of what the client may activate in them, working closely with supervision. Questions of identity, genetics, and cultural heritage can be significant, particularly for those who are transculturally or transracially adopted, and may lead to an ongoing search for self. Adoption-competent practice includes being trauma-informed, understanding the core issues in adoption, and using somatic and creative methods such as therapeutic letters and rituals. Planning Ahead for Placements [starts at 01:03:20 mins] In this section, Rory and Ken discuss planning ahead for a counselling placement, joined by Sarah Henry, exploring the timing, mindset, and practical steps involved in securing one. Key points include: Most counselling and psychotherapy training requires a minimum of 100 supervised placement hours, so planning ahead is essential. Timing is crucial - placements often begin recruiting in October and November, so starting to look early gives students a valuable head start. The responsibility for finding a placement rests with the student, helping to develop the independence, resilience, and self-motivation the role requires. Volunteering at a relevant organisation is an excellent way to learn its culture, get known, and build a route towards a placement. Practical tips include asking your tutor for approved organisations, searching local charities, using Facebook groups, and looking a little further afield. Mindset matters - approaching placement hunting with tenacity and persistence, while choosing a setting that matches your values and the clients you want to work with. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide ...
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  • 381 – Amplify Intention – Ethical AI in Counselling Practice

    381 – Amplify Intention – Ethical AI in Counselling Practice
    25 Jun 2026
    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. The image above is 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
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