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  • 365 – When Is It the Right Time to Train as a Supervisor?

    365 – When Is It the Right Time to Train as a Supervisor?
    Feb 7 2026
    Creative Supervision - Talking to Clients About Being a Trainee Counsellor In Episode 365 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we ask: when is it the right time to train as a supervisor? Rory and Ken, joined by Paul Cullen, explore motivations, timing, and expectations for moving into this advanced professional role. Then in ‘Practice Matters’, Rory speaks with Sally-Anne Armitage, who returns to share creative supervision techniques that can enrich both supervisory and client practice. And finally, in ‘Student Services’, Rory and Ken respond to a common concern from placement practitioners - how to talk to clients about being a trainee counsellor while maintaining confidence and clarity. When Is It the Right Time to Train as a Supervisor? [starts at 03:16 mins] Rory and Ken explore the motivations, readiness, and expectations around becoming a clinical supervisor, including when it is the right time to train as a supervisor. Key points discussed include: The decision to become a supervisor may stem from necessity, professional growth, or a desire to support others. Although UK ethical frameworks don’t legally require formal training, professional standards are shifting toward qualification. BACP guidance suggests supervisors should have a minimum of two years post-qualification experience and 400+ hours of practice. Effective supervision involves understanding ethical standards, developmental models, and legal responsibilities. Transitioning from therapist to supervisor requires new skills and often a more directive stance. Paul Cullen shares his personal journey into supervision, highlighting the transformation and responsibilities it entails. Creative Supervision [starts at 37:00 mins] Rory speaks with Sally Ann Armitage about how incorporating creativity into supervision can bring depth and insight to the process. Key points from this conversation include: Creative supervision uses tools such as imagery, objects, and metaphor to explore supervisee dynamics and client relationships. Techniques like using cards, sand trays, or imagined roles help access material just beyond awareness. Creativity is a universal human capacity - not a test of artistic skill - and can ease defensiveness. These methods encourage richer supervision conversations and often lead to deeper emotional insight. Sally shares examples of how creative approaches brought clarity and transformation in her own practice. Practitioners are encouraged to explore creative methods gently and with supervision before introducing them to others. Talking to Clients About Being a Trainee Counsellor [starts at 1:01:54 mins] Rory and Ken address how to discuss your student status with clients while maintaining professional presence and self-assurance. Key points include: It is an ethical requirement to inform clients of trainee status - but how this is framed makes a difference. Using language like “placement counsellor” rather than “student” may reduce bias and increase trust. Clients are often more focused on their own concerns than on the practitioner’s status. Confidence grows when students remember they were carefully assessed and deemed fit to practise. Placement provides strong layers of support: agency filtering, supervision, and ongoing training oversight. Framing this stage as the final phase of supervised professional development can reinforce your competence and role. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course
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  • 364 – Will AI Replace Counsellors and Psychotherapists?

    364 – Will AI Replace Counsellors and Psychotherapists?
    Jan 31 2026
    Embedding Diversity and Equity in Practice - When Training Ends but Hours Remain In Episode 364 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore the question ‘Will AI Replace Counsellors and Psychotherapists?’, examining how AI is currently used in mental health care and what this might mean for the future of the profession. Then in ‘Practice Matters’, Rory speaks with Mamood Ahmad about his newly published book A New Introduction to Counselling and Psychotherapy, which calls for embedding diversity, equity, and context at the heart of practice. And finally, in ‘Student Services’, Rory and Ken explore what happens when your counselling course ends but your placement hours are incomplete – offering guidance on how to stay motivated and complete the journey. Will AI Replace Counsellors and Psychotherapists? [starts at 03:33 mins] In this section, Rory and Ken explore the question ‘Will AI Replace Counsellors and Psychotherapists?’, addressing a growing concern about whether artificial intelligence could one day replace human therapists. Key points discussed include: AI is already being used to support mental health in areas such as assessment, triage, and CBT-based coaching, but not as a replacement for human connection. The therapeutic relationship - empathy, intuition, and shared presence - remains central and cannot be replicated by machines. AI can be used ethically by counsellors to streamline tasks, improve assessments, and support practice without replacing core therapeutic roles. The rise of AI highlights the importance of counsellors developing digital literacy and understanding the ethical use of technology. Future therapists will benefit from embracing AI as a tool rather than fearing it as a threat. As job displacement due to AI increases in other sectors, therapists may become key support figures for those affected by these societal shifts. Embedding Diversity and Equity in Practice [starts at 33:12 mins] In this week’s ‘Practice Matters’, Rory speaks with Mamood Ahmad about his latest book, A New Introduction to Counselling and Psychotherapy and the need for systemic change in training and practice to include equity, context, and diversity as core elements. Key points from this conversation include: Traditional counselling models often overlook the contextual, cultural, and systemic influences on mental health. Mamood proposes a new baseline model where diversity, embodiment, and lived experience are embedded - not treated as optional extras. This approach enriches practice for all, recognising that every client (and therapist) brings their own cultural, social, and personal history into the room. Therapists must reflect on their own normativity and differences to meet clients with authenticity and depth. The book acts as a manifesto for change, advocating for a curriculum that prepares therapists for real-world complexity and inclusivity. It is relevant to both trainees and qualified practitioners committed to ethical and effective practice. When Training Ends but Hours Remain [starts at 59:05 mins] In this section, Rory and Ken discuss the common situation where a counselling course finishes, but a student still has placement hours outstanding. Key points include: It is common - and perfectly acceptable - for trainees to need extra time post-course to complete their client hours. Knowing the deadline and formal policy of your training provider is essential; always get this information in writing. Motivation can drop sharply after training ends, so it’s important to build support networks through placements, peer groups, supervisors, or online forums. Visual motivators (like hour tokens in a jar) can help sustain momentum during this post-course phase. Stay engaged with CPD and peer connection to keep your confidence and learning alive. Remember: this is just one part of your journey, and with steady effort, the finish line is within reach. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course
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  • 363 – Choosing the Right Online Tech

    363 – Choosing the Right Online Tech
    Jan 24 2026
    Alcohol, Problem Drinking and Recovery Pathways - Navigating a Long Gap Between Counselling Training Levels In Episode 363 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore choosing the right online tech for counselling, highlighting how equipment and setup affect professionalism and therapeutic presence. Then in ‘Practice Matters’, Rory speaks with Caroline Evers-Endacott about working with alcohol, problem drinking, and recovery pathways – emphasising how therapists can work ethically and effectively with clients navigating addiction. And finally, in ‘Student Services’, Rory and Ken offer guidance on how to manage long breaks between counselling training levels, including tips for maintaining motivation, skills, and learning during study gaps. Choosing the Right Online Tech [starts at 03:46 mins] This section discusses the importance of treating your online counselling setup with the same care as your in-person therapy room by choosing the right online tech. Clients form first impressions based on what they see and hear - tech choices impact the therapeutic relationship. A stable internet connection and good audio are essential foundations for online work. Simple improvements like wired internet, quality microphones, and appropriate camera framing can significantly improve the client experience. Consistency and professionalism in your online presence - including background, lighting, and audio - promote client trust and comfort. Being prepared for tech failures and using headphones for confidentiality are practical ways to uphold ethical standards. Alcohol, Problem Drinking and Recovery Pathways [starts at 32:38 mins] In this week’s ‘Practice Matters’, Rory speaks with Caroline Evers-Endacott, an integrative therapist and addiction specialist, about supporting clients with alcohol use issues. Abstinence is not the only recovery outcome - therapy should support client-led goals and reduce harm. Initial assessments must include alcohol use patterns, severity, and risks - possibly involving GPs or specialists where needed. Clients may not disclose drinking concerns early - therapists should be prepared when such disclosures emerge later in the work. Counsellors can remain part of the recovery journey, even when referrals are made to specialist services. The stigma of addiction and cultural norms around alcohol can affect how clients perceive their drinking and seek help. Navigating a Long Gap Between Counselling Training Levels [starts at 58:30 mins] This segment addresses the reality of study breaks and how students can make the most of the time between qualification stages. Gaps between training levels are common and sometimes unavoidable - planning how to use the time constructively is key. Keeping up with theory through reading, podcasts, and online learning helps maintain momentum. Practising counselling skills in peer groups or volunteering roles keeps techniques sharp and relevant. Skills like active listening and empathy are valuable in everyday life - use them to stay engaged with your development. Preparing for interviews on advanced courses by showing ongoing engagement and learning can strengthen your application. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course
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  • 362 – Working with Clients Who Have a Psychiatric Diagnosis

    362 – Working with Clients Who Have a Psychiatric Diagnosis
    Jan 17 2026
    One Year On: Alex Gulland’s Journey into Practice – Confidentiality in Counselling Case Studies In Episode 362 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we explore working with clients who have a psychiatric diagnosis, considering how to approach this work ethically, including navigating risk, understanding medication, and maintaining person-centred care. Then in ‘Practice Matters’, Rory catches up with Alex Gulland, a year after she qualified, to hear what the transition from student to practitioner has really been like – from building a client base to discovering a passion for equine-assisted therapy. And finally in ‘Student Services’, Ken and Rory explore how to protect client confidentiality when writing case studies – including anonymisation techniques and data protection guidance. Sarah Henry joins to share her frontline insights into balancing academic and ethical responsibilities. Working with Clients Who Have a Psychiatric Diagnosis [starts at 03:17 mins] In this section, Rory and Ken explore working with clients who have a psychiatric diagnosis, unpacking the complexities of staying within professional competence while offering relational, therapeutic support. Key points discussed include: Understanding diagnoses like bipolar disorder or schizophrenia helps reduce fear and supports ethical, informed practice. Therapists must see the person first – not the label or diagnosis – and listen to what the client needs from therapy. Medication, risk, and involvement with community mental health teams should be explored during initial assessments. Supervision is essential when working with clients who have complex mental health needs, especially during episodes of active distress or psychosis. Counsellors should seek CPD to increase confidence and competence in this area, and avoid making assumptions about diagnosis severity. One Year On: Alex Gulland’s Journey into Practice [starts at 26:53 mins] In this week’s ‘Practice Matters’, Rory reconnects with Alex Gulland to hear how her first year as a qualified counsellor has unfolded – from business decisions to developing her niche. Key points from this conversation include: Building a client base takes time and persistence; marketing and directory presence matter. Accreditation and professional registration offer reassurance but are not always decisive factors for clients. Combining freelance roles in training with private practice has provided income and valuable experience. Alex shares how equine-assisted therapy has become a core part of her practice, offering creative, non-verbal connection. Continued learning, especially in areas like attachment theory and shadow work, has been central to her growth. Confidentiality in Counselling Case Studies [starts at 55:18 mins] In this section, Rory and Ken provide a detailed guide on how to write case studies while protecting client identity – a key consideration in counselling education. Key points include: Use anonymisation techniques such as pseudonyms, vague job titles, and generalised locations to remove identifying details. Only include information directly relevant to the assignment question – avoid unnecessary specifics or rare events. Gain informed consent where possible, and understand awarding body and agency policies on client data use. Refer to BACP guidance, ICO anonymisation principles, and supervisor support to ensure ethical compliance. Sarah Henry emphasises how students can reflect on their motivations and ensure they write responsibly while still demonstrating learning. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course
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  • 361 – Managing Isolation in Counselling Practice

    361 – Managing Isolation in Counselling Practice
    Jan 10 2026
    Feeling Safe vs Being Safe in Therapy - How to Reference Non-Academic Resources In Episode 361 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore three vital topics for students and practitioners of counselling and psychotherapy: Firstly, in ‘Ethical, Sustainable Practice’, Rory and Ken examine managing isolation in counselling practice, highlighting why counsellors may experience isolation, the impact of emotional labour, and the importance of maintaining professional connections. Then in ‘Practice Matters’, Rory speaks with psychotherapist Claire Ratcliffe about the subtle but essential distinction between feeling safe and being safe in therapy, and what this means for clients and therapeutic practice. And finally, in ‘Student Services’, Rory and Ken offer practical guidance on how to reference non-academic resources in academic assignments. Managing Isolation in Counselling Practice [starts at 03:29 mins] Rory and Ken reflect on managing isolation in counselling practice, exploring the isolating nature of counselling work and how the emotional labour involved can take a toll if not proactively addressed. Counsellors often work alone - especially in private or online practice - reducing professional interaction. Confidentiality prevents therapists from sharing day-to-day experiences, contributing to feelings of disconnection. Emotional labour builds up over time and, without an outlet, can lead to burnout or compassion fatigue. Proactive self-care, social hobbies, and peer engagement are essential for maintaining emotional balance. Supervision and CPD groups offer vital opportunities for connection and support. Personal development through reflective practice helps therapists process isolation and stay grounded. Feeling Safe vs Being Safe in Therapy [starts at 19:00 mins] Claire Ratcliffe joins Rory to unpack the nuanced difference between being in a safe environment and actually feeling safe enough to engage in therapy. A therapist may offer a structurally safe space, but clients may not feel safe due to past trauma or relational history. Feeling safe is a nervous system response developed through consistent, attuned, and non-defensive relational experiences. Transference may cause clients to project past harm onto the therapist - naming and exploring this supports healing. Emotional safety allows clients to express discomfort or anger - a sign of growth and nervous system regulation. Therapists must do their own reflective and supervision work to hold client projections non-defensively. The therapeutic process itself may not always feel safe. Even with a safe therapist, clients need time to build tolerance to emotional vulnerability. How to Reference Non-Academic Resources [starts at 44:52 mins] Ken and Rory explain how to correctly use and cite non-academic resources in counselling training assignments. Academic work should be referenced using primary academic sources (e.g. Rogers, Freud), not interpretations by tutors or websites. Resources like Counselling Tutor are useful for understanding theory but should not be cited as the original source. Counselling Tutor provides full reference lists for its materials, supporting students in finding and citing academic texts. There are exceptions: students can cite guest experts in CPD lectures, or books authored by Counselling Tutor. A dedicated reference guide is available at https://counsellingtutor.com/reference/ Understanding referencing standards supports academic integrity and successful assignment writing. 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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  • 360 – Rupture and Repair in Counselling

    360 – Rupture and Repair in Counselling
    Jan 3 2026
    The Story of the Blob Tree - Ian Long Interview – Rethinking Transference in Person-Centred Therapy In Episode 360 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 rupture and repair in counselling, looking at the inevitable ruptures that can occur in the therapeutic relationship and how recognising and repairing these moments builds resilience and strengthens the therapeutic alliance. Then in ‘Practice Matters’, Rory speaks with Ian Long, illustrator and co-creator of the iconic Blob Tree, about the origins, evolution, and global impact of these powerful visual tools in therapy and education. And finally in ‘Student Services’, Rory and Ken rethink transference in person-centred therapy, offering insight into how these dynamics show up during training and why they matter - even outside of client work. Rupture and Repair in Counselling [starts at 03:30 mins] Rory and Ken explore rupture and repair in counselling, emphasising that relational ruptures in therapy are not failures but essential opportunities for growth, learning, and repair. Key points discussed include: Ruptures are normal in therapy and can result from misattunement, transference, or triggering of past trauma. Common signs include client withdrawal, silence, defensiveness, or abrupt subject changes. Effective repair relies on naming the shift gently and being curious about the client's inner experience. Understanding your own attachment and trauma patterns is crucial for managing ruptures. Repairing a rupture models emotional resilience and can deepen the therapeutic relationship. Supervision is essential for processing ruptures and supporting ethical, attuned practice. The Story of the Blob Tree – Ian Long Interview [starts at 23:20 mins] Rory speaks with Ian Long, the illustrator and co-creator of the Blob Tree, about how this simple yet profound tool has supported emotional expression worldwide for four decades. Key points from the interview include: The Blob Tree features a group of non-verbal, genderless characters that reflect different emotional states and interactions. Originally created for youth work, the tool has become widely used in counselling, education, and social work. It facilitates expression for those who struggle with words, including children, non-verbal individuals, and trauma survivors. The success of the tool lies not just in the illustrations but in the skill of the practitioner asking open-ended, exploratory questions. The Blob Tree and related tools are now used in over 150 countries and across various disciplines, including business and humanitarian work. Ian reflects on his creative partnership with the late Pip Wilson and the lasting legacy of their work in fostering emotional literacy. Rethinking Transference in Person-Centred Therapy [starts at 44:58 mins] Rory and Ken challenge the notion that transference has no place in person-centred practice, encouraging students to explore how it shows up in training and personal development. Key points include: Carl Rogers acknowledged transference, though he chose to respond to it rather than interpret it. Transference can occur even outside of client work - in group projects, PD groups, and skills practice. Feelings like the urge to rescue, impress, or withdraw may signal countertransference and warrant reflection. Journaling, peer reflection, and personal therapy can support deeper understanding of relational dynamics. Bringing transference into PD groups (not as blame, but as exploration) helps develop emotional awareness. Recognising these patterns early prepares students for ethical, attuned work with future clients. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course
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  • 359 – Getting Over Cancellation Guilt

    359 – Getting Over Cancellation Guilt
    Dec 13 2025
    Supporting Therapists and Clients Through Peri and Post Menopause - Door Knobbing in Counselling In Episode 359 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 getting over cancellation guilt, looking at what therapist cancellation guilt means, why it arises, and how to approach it with compassion and professionalism. Then in ‘Practice Matters’, Rory speaks with Ruth Hill about supporting therapists and clients through perimenopause and post menopause - challenging outdated views and reframing this life stage as one of growth, not decline. And finally, in ‘Student Services’, Rory and Ken discuss the phenomenon of doorknobbing - those last-minute disclosures from clients - and how to respond ethically and sensitively in practice. Getting Over Cancellation Guilt [starts at 03:09 mins] In this section, Rory and Ken explore getting over cancellation guilt, examining the emotional impact on therapists when they must cancel sessions and offering compassionate strategies to reframe the experience. Key points discussed include: Cancellation guilt is a common emotional experience, especially when sessions are called off at short notice. Ethically, prioritising self-care supports safer practice and protects the therapeutic relationship. Cancelling when unwell models healthy boundaries and gives clients permission to do the same. Communication is key - offer reassurance, alternative times, and avoid oversharing to prevent client worry. Contracting for cancellations upfront can reduce confusion and help manage expectations. Use supervision to explore guilt, recognise blind spots, and develop resilience in responding to these scenarios. Supporting Therapists and Clients Through Peri and Post Menopause [starts at 21:57 mins] In this week’s ‘Practice Matters’, Rory speaks with Ruth Hill, REBT therapist and sports scientist, who shares insights from her CPD lecture on menopause and its implications for therapy. Key points from this conversation include: Menopause is often overlooked, under-celebrated, or medicalised - yet it is a significant life stage deserving validation. Therapists must reframe menopause as a natural transition rather than a deficit or decline. Ruth highlights how REBT and the ABCDE model can help clients challenge perfectionism and internalised stigma. Brain rewiring during menopause affects cognitive and emotional functioning - requiring compassion, not self-blame. The therapy space should allow for honest dialogue, normalising experiences like brain fog or hot flushes without shame. Menopause also affects therapists - being human and modelling acceptance benefits both client and practitioner. Door Knobbing in Counselling [starts at 45:39 mins] In this section, Rory and Ken explore ‘door knobbing’ - when clients make significant disclosures just before leaving a session - and how practitioners can navigate this with care. Key points include: A doorknob comment is typically a serious or emotionally charged disclosure made at the end of a session. Clients may use this as a safety mechanism, dropping difficult truths when time is limited. Therapists should hold the client emotionally and assess immediate risk if necessary. Revisit doorknob comments in the next session with sensitivity - offer choice, don’t impose an agenda. Supervision is essential when managing potential safeguarding issues or feeling overwhelmed. Know agency policies and procedures - particularly for harm to self or others - and act accordingly. 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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  • 358 – Letting Go of the Outcome in Counselling

    358 – Letting Go of the Outcome in Counselling
    Dec 6 2025
    The Horn Effect and Autism – Don’t Lose You in Counselling Training In Episode 358 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore this week’s three topics: Firstly, in ‘Ethical, Sustainable Practice’, we discuss letting go of the outcome in counselling - why embracing client autonomy matters. Then in ‘Practice Matters’, Rory speaks with Paula Jones about the Horn Effect and autism - how unconscious bias can shape perceptions of neurodivergent individuals. And finally, in ‘Student Services’, Rory and Ken explore not losing yourself in counselling training - staying authentic while growing through your studies. Letting Go of the Outcome in Counselling [starts at 03:18 mins] In this section, Rory and Ken explore how holding on to an expected outcome can compromise client autonomy and therapeutic presence, highlighting the importance of letting go of the outcome in counselling. Key points discussed include: Fixating on a client’s outcome may cause the therapist to override the client’s direction or autonomy. Therapy is not linear - clients may change goals or progress in unexpected ways. The BACP and NCPS frameworks emphasise client autonomy and non-directive practice. Supervisors play a key role in helping counsellors identify when they’re steering the process. Letting go involves being mindful, present, and trusting the client’s self-directed journey. Progress may be subtle or delayed; the therapist’s role is to offer presence, not direction. The Horn Effect and Autism [starts at 28:48 mins] In this week’s ‘Practice Matters’, Rory speaks with Paula Jones, a neurodivergent leadership consultant and coach, about the Horn Effect and how unconscious bias impacts perceptions of neurodivergent clients. Key points from this conversation include: The Horn Effect is a cognitive bias where one perceived negative trait skews the entire perception of a person. Neurodivergent individuals often experience quick, unjustified judgements in professional and social settings. Misunderstandings can arise from masking, directness, or non-normative behaviours. Paula highlights the need for neurodivergent-sensitive intake processes and safe, accepting therapeutic spaces. Therapists should be aware of their own unconscious biases and create space for clients to be themselves. The interview includes powerful personal experiences and practical suggestions for inclusive practice. Don’t Lose You in Counselling Training [starts at 58:43 mins] In this section, Rory and Ken explore how training can challenge students’ sense of self and how to stay grounded through the process. Key points include: Students may feel they need to become someone else to be a good counsellor. Counselling training can feel intense - it's important to maintain perspective. True personal growth enhances who you are rather than replacing your identity. Authenticity is key - it's okay to be yourself and still be professional. Supervision and personal therapy support students in processing and integrating their development. Sarah Henry joins to share insights on navigating authenticity and maintaining your core self during training. 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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