Neurodivergence and Eating Disorders - Managing Overwhelm

In Episode 325 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 applying Attachment Theory in therapy and how understanding attachment styles helps build a strong therapeutic relationship.

Then in 'Practice Matters', Rory speaks with Bernie Wright and Lisa Smith about the connection between eating disorders, disordered eating, and neurodivergence.

Lastly, in 'Student Services, Rory and Ken discuss how counselling students can manage overwhelm and stay motivated through their training journey.

Applying Attachment Theory [starts at 03:06 mins]

Rory and Ken discuss the key components of applying Attachment Theory and how understanding different attachment styles can enhance our work with clients. Attachment theory forms the foundation of human bonding, and understanding it allows therapists to work more effectively with clients, especially those who struggle with relationships.

This discussion highlights the following key points:

Secure Attachment: Individuals with secure attachment are typically comfortable with themselves and others, handling differences with ease.

Avoidant Attachment: This attachment style involves emotional distancing and difficulty in trusting others.

Anxious Attachment: Individuals with anxious attachment often experience difficulties with trust and emotional regulation in relationships.

Disorganized Attachment: A more complex style, where the individual has difficulty trusting both themselves and others, leading to internal conflict.

Being aware of your own attachment style will help you to better understand and support your clients.

Neurodivergence and Eating Disorders [starts at 32:20 mins]

In this week's 'Practice Matters', Rory speaks with Bernie Wright and Lisa Smith, who discuss their work on eating disorders, disordered eating, and neurodivergence. They explain how neurodivergent conditions such as autism and ADHD can lead to unique challenges in eating behaviour, often requiring specialised therapeutic interventions.

The key points of this conversation include:

ADHD and Eating Disorders: Many individuals with ADHD struggle with impulsivity and emotional regulation, which can manifest as disordered eating.

Autism and Eating Disorders: Autistic individuals often have rigid behaviours and sensitivities that can make eating challenging, such as avoiding certain food textures or using food as a form of stimming.

The Role of Dopamine: Neurodivergent individuals may experience imbalances in dopamine, which contributes to impulsivity and the pursuit of behaviours that provide a dopamine rush, such as overeating or restrictive eating.

Creating a Bespoke Approach: Bernie and Lisa stress the importance of tailoring therapeutic interventions to the unique needs of neurodivergent clients, taking into account both psychological and physiological aspects of eating disorders.

Managing Overwhelm [starts at 55:04 mins]

In this section, Rory and Ken discuss how counselling students can manage feelings of overwhelm during their studies. They provide valuable advice on balancing academic demands, personal therapy, and practice.

The key points include:

Understand Your Why: Revisiting your reason for starting training can help reignite passion and motivation.

Support Networks: It's important for students to seek support from tutors, peers, and supervisors when feeling overwhelmed.

Time Management: Preparing for assignments in advance and managing deadlines can help prevent the buildup of stress and anxiety.

Self-Care: Taking time to care for yourself and seeking personal therapy when necessary can make a big difference in staying balanced during the challenging times of training.

Links and Resources

Managing Risk in Online Therapy - Contracting in Counselling

In Episode 324 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 managing risk in online therapy and the considerations for safe practice.

Then in 'Practice Matters', Rory speaks with Meg Moss about the regulation of counselling and psychotherapy.

And lastly, in 'Student Services', Rory and Ken discuss the importance of contracting in counselling.

Managing Risk in Online Therapy [starts at 04:30 mins]

Managing risk in online therapy is essential to ensure the safety of clients and the effectiveness of sessions. In this section, Rory and Ken outline key considerations and practical strategies:

Risks in remote therapy:

Physical absence makes emergency responses more challenging.

Reduced non-verbal cues when using technology can limit communication.

High-risk client presentations to consider carefully:

Active substance use or addiction.

Domestic violence situations where client safety is at risk.

Serious medical conditions or histories of self-harm.

Risk management strategies:

Use tools like What3Words to locate clients in emergencies.

Regularly update client records, including emergency contacts.

Maintain clear protocols for online and telephone therapy sessions.

Contracting for safety:

Clearly outline emergency procedures in your initial agreements.

Revisit risk management plans as therapy progresses.

Regulation of Counselling and Psychotherapy [starts at 31:26 mins]

In this week's 'Practice Matters', Rory speaks with Meg Moss, Head of Policy at the National Counselling and Psychotherapy Society (NCPS), about the ongoing debate surrounding the regulation of counselling and psychotherapy.

Key discussion points include:

The call for regulation:

Increased public concerns about client safety and therapist accountability.

The effectiveness of the existing Accredited Registers program in maintaining standards.

Challenges with statutory regulation:

Regulation protects professional titles but does not eliminate harmful practices.

Risks of creating defensive practices, which may undermine therapeutic relationships.

Promoting public awareness:

Clients should be encouraged to verify therapists' qualifications and memberships with accredited registers.

Education around ethical standards and informed client choice.

This is the final part of a three-part series on regulation - listen to Episodes 322 and 323 for earlier discussions.

Contracting in Counselling [starts at 54:45 mins]

Contracting is a fundamental part of ethical and effective counselling practice. In this section, Rory and Ken explore why contracts are essential, and what they should include:

Purpose of contracting:

Sets clear boundaries and expectations between client and counsellor.

Protects both parties and ensures transparency.

What to include in a contract:

Session details: duration, fees, cancellation policies, and confidentiality.

Data protection: how records are stored, client access, and GDPR compliance.

Termination process: how and when therapy may end.

Student considerations:

Contracting skills develop as part of your training.

Understanding the importance of defensible decision-making if issues arise.

Contracts are a cornerstone of professional practice, ensuring clarity and trust in the therapeutic relationship.

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 Shop

Facebook group

Website

Online and Telephone Counselling: A Practitioner's Guide

Regulation in Counselling and Psychotherapy - Power Up your Counselling Skills through Observation

In Episode 323 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 engaging with clinical supervision and how to get the most from it.

Then in 'Practice Matters', Rory speaks with Susie Jamerson in the second part of a three-part series exploring regulation in counselling and psychotherapy.

And lastly in 'Student Services', Rory and Ken discuss powering up your counselling skills through observation.

Engaging with Clinical Supervision [starts at 03:54 mins]

When it comes to clinical supervision, it's essential to ensure you and your clients are getting the most out of the process. Rory and Ken explore the purpose of engaging with clinical supervision and how to evaluate its effectiveness:

Proctor's Model of Supervision has three key areas:

Normative: Professional standards and ethical issues.

Restorative: Support, well-being, and stress reduction.

Formative: Skills and knowledge development.

Re-evaluate your supervision annually- does your supervisor still meet your evolving needs?

Consider the needs of your client group and any specialist training you've undertaken.

Recognise barriers to supervision, such as:

Lack of choice.

Modality mismatch.

Fear of judgement.

Supervision should challenge you and help you grow, not simply be a comfortable space.

Tips to discuss with your supervisor:

What works and what doesn't work?

How can you refine the process together?

Regulation in Counselling and Psychotherapy [starts at 27:40 mins]

In this week's 'Practice Matters', Rory speaks with Susie Jamerson about statutory regulation of counselling and psychotherapy.

The key points of this discussion include:

Regulation aims to protect the public, but implementation must be fair and carefully considered.

Concerns about regulation:

Will it exclude competent practitioners who don't meet arbitrary criteria?

Could it replicate issues seen in the SCoPEd framework?

Protecting counselling and psychotherapy as professional titles could be a step forward.

Training standards are crucial - licensing training providers may provide a foundation for regulation.

Recognising that even in regulated professions, unethical behaviour can still occur.

Focus regulation on eradicating charlatans and unqualified practitioners.

Power Up your Counselling Skills through Observation [starts at 49:14 mins]

In this week's 'Student Services', Rory and Ken explore how you can power up your counselling skills through the power of observation.

Social Learning Theory: We learn through observing and reflecting on others' practice.

The observer role can be the most powerful learning experience.

Watch for key counselling skills (e.g. silence, reflection, summarising).

Learn to observe:

The use of skills by the listener.

The client's (speaker's) reactions to interventions.

Feedback Tips:

Start with feedback from the speaker to avoid influencing their reflections.

Highlight the listener's effective use of skills and areas for improvement.

Counselling skills are the engine of your practice - honing them ensures the best outcomes for your 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 Shop

Facebook group

Website

Online and Telephone Counselling: A Practitioner's Guide

Online and Telephone Counselling Course

Statutory Regulation in Counselling and Psychotherapy - Dual Relationships in Counselling

In Episode 322 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 discuss the theory of mind and its implications in neurodivergence.

Then, in 'Practice Matters', Rory speaks with Dr. Anne Guy about the pros and cons of statutory regulation in counselling and psychotherapy.

And lastly, in 'Student Services', Rory and Ken explore managing dual relationships in counselling.

Theory of Mind [starts at 04:38 mins]

In this section, Rory and Ken discuss Theory of Mind, a developmental psychology concept that has drawn controversy in its application to neurodivergence and autism.

Key points include:

Theory of Mind (ToM): Understanding mental states such as beliefs, intentions, and emotions, in yourself and others.

ToM is crucial for social interaction but has been criticized for portraying autistic individuals as lacking empathy-a view disputed by the community.

Double Empathy Problem: A concept by Dr. Damian Milton emphasising that communication challenges in autism involve both neurodivergent and neurotypical individuals.

Neurotypical privilege may lead to biases in understanding neurodivergence.

Ken uses the analogy of operating systems (e.g., Mac and Windows) to illustrate differences in neurotypical and neurodivergent processing.

Takeaway: Therapists must approach neurodivergent clients with sensitivity, recognising diversity in communication styles and avoiding deficit-focused perspectives.

Statutory Regulation in Counselling and Psychotherapy [starts at 28:47 mins]

In this week's 'Practice Matters', Rory speaks with Dr. Anne Guy about the implications of statutory regulation in counselling and psychotherapy.

Main points include:

Pros and Cons of Regulation: Regulation may create barriers for diverse practitioners and overly bureaucratise therapy. While it aims to protect clients, it might unintentionally diminish flexibility and creativity in therapeutic relationships.

The recent Ella Jenner case reignited debates on client safety and regulatory oversight.

Informed Consent: Clients should be empowered with knowledge about therapists' qualifications and ethical standards.

The importance of balancing safety with open, authentic therapeutic relationships.

Dr. Guy advocates for broader conversations within the profession about potential alternatives to statutory regulation.

Dual Relationships in Counselling [starts at 57:17 mins]

Managing dual relationships is a critical yet nuanced aspect of ethical counselling practice.

Key points:

Definition: Dual relationships occur when a therapist has another type of relationship with their client, such as being a friend, family member, or colleague.

Case Examples:

Counselling a neighbour or acquaintance may compromise confidentiality and boundaries.

Handling accidental interactions, such as meeting a client in a public setting, requires discretion and professionalism.

Hidden Dual Relationships: Examples include situations where a therapist and supervisor are unknowingly connected through client networks.

While generally avoided, dual relationships may sometimes be manageable if carefully considered and supervised.

Students should avoid dual relationships entirely to maintain clear boundaries during early practice.

Takeaway: Maintain professional boundaries and consult with supervisors or peers for guidance when dual relationships arise.

Links and Resources

Dr. Anne Guy

The Guardian article: Woman who Sued therapist for Sexual Assault

Counselling Skills Academy

Advanced Certificate in Counselling Supervision

Basic Counselling Skills: A Student Guide

Counsellor CPD

Counselling Study Resource

Counselling Boys and Men Part 2 - Managing Boundaries in Counselling

In Episode 321 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly guide us through this week's three topics:

Firstly in 'Ethical, Sustainable Practice' we look at effective online counselling for neurodivergent clients.

Then in 'Practice Matters', Rory interviews Phil Mitchell about part two of his lecture on counselling boys and men.

And lastly in 'Student Services', Rory and Ken discuss managing boundaries in counselling.

Online Counselling for Neurodivergent Clients [starts at 03:41 mins]

In this section, Rory and Ken explore the unique considerations of offering online counselling for neurodivergent clients.

Key points include:

The rapid growth of online and telephone counselling since COVID-19 has made it mainstream in therapeutic practice.

Specific needs of neurodivergent clients in online settings, including difficulties with phone-based sessions and sensory preferences.

The importance of reasonable adjustments such as offering asynchronous communication (e.g. email) or allowing sessions without video.

Risk management considerations, especially with clients at higher risk of mental health challenges, including suicidal ideation.

The necessity of formal training for online and telephone counselling.

Practical tips:

Adapt language, session formats, and response times to suit neurodivergent clients.

Include reasonable adjustments in client contracts.

Obtain clear emergency contact details for safety.

Counselling Boys and Men Part 2 [starts at 29:05 mins]

In this week's 'Practice Matters', Rory interviews Phil Mitchell about counselling boys and men, focusing on Phil's two-part CPD lecture series.

Phil shares insights into:

The importance of using male-centred, action-oriented language to improve engagement.

Why traditional therapeutic approaches may not resonate with many male clients.

Research supporting a solution-focused, practical counselling style for men.

Marketing practices that effectively attract male clients to therapy.

Examples of language adjustments include reframing vulnerability as strength and emphasising problem-solving over emotional exploration.

Managing Boundaries in Counselling [starts at 55:33 mins]

In 'Student Services', Rory and Ken discuss managing boundaries in counselling:

Boundaries protect both the client and the therapist, providing a safe and structured environment.

Common boundary challenges for students include handling informal counselling requests from friends or family and unexpected encounters with clients outside therapy settings.

Strategies for addressing boundary breaches include revisiting contracts and consulting with your supervisor.

Flexibility in boundaries, such as allowing reasonable adjustments for neurodivergent clients, can support therapeutic success.

Practical advice:

Use clear, mutually agreed-upon boundaries as part of initial contracting.

When unexpected situations arise, discuss and revise boundaries in supervision.

Incorporate boundary management discussions into professional development and supervision sessions.

Links and Resources

Phil Mitchell

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 Shop

Facebook group

Website

Online and Telephone Counselling: A Practitioner's Guide

Online and Telephone Counselling Course

Navigating the Complaints Process Part 2 - Skill of Challenge in Counselling

In Episode 320 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics:

Firstly in 'Ethical, Sustainable Practice', Rory and Ken look at preparing the therapeutic environment for autism-friendly care.

Then in 'Practice Matters' we have part 2 of last week's interview with Susie Jamieson about her journey navigating the complaints process.

And lastly in 'Student Services', we look at the skill of challenge in counselling.

Preparing the Therapeutic Environment [starts at 03:25 mins]

Inclusivity and accessibility are incredibly important in counselling.

Making an effective therapeutic alliance can make a huge difference to the outcome of a client's therapy.

Ask what reasonable adjustments you might be able to make for a client - allow them to feel as though they can share those with you.

You can explore this before you even meet the client, in your first contact such as email or over the phone.

Consider things such as sound, lighting, and smell in the therapy room.

You don't want a client focusing on their discomfort rather than engaging with what's going on.

Sensitivity to sound can also apply to tone of voice and communication style - some may want a more calm, monotonous tone, or some may prefer a faster pace with a more animated tone.

You might consider having lights that you can dim, or fidget toys.

Do you have busy or distracting wallpaper?

Let the client know that you're willing to make reasonable adjustments and advertise that.

Navigating the Complaints Process Part 2 [starts at 29:14 mins]

In this week's 'Practice Matters' we carry on our interview with Susie Jamieson about her experience with the complaints process.

The key points of this section include:

The process involves quite a lot of waiting.

There is a need for support - surround yourself with as much support as you can.

You may be asked to gather references and/or testimonials.

One of these might be from your supervisor, a written account of how you work and how you make use of your supervision.

The case can be dismissed at any time.

Sanction - a soft punishment.

You might experience significant financial loss through lost earnings.

The process can take a huge emotional toll.

The BACP have now launched Member Support Services.

Skill of Challenge in Counselling [starts at 56:21 mins]

If you find yourself intimidated by the skill of challenge, Rory and Ken are here to talk you through the benefits of this skill, and some practical examples of how you might implement it:

When using the skill of challenge, appropriateness and timing are the two key things to consider.

There may be fear about it being confrontational - but it's more about highlighting.

It might be bringing reality into the room whilst being mindful.

You might highlight incongruence in their thoughts, feelings or behaviours.

It's not about contradiction or confrontation but shining a light on something that might be inconsistent.

It's not meant to make a client feel criticised or put down.

Introducing challenge too early in the therapeutic relationship can damage rapport.

Rapport needs to be built and established beforehand.

Be mindful not to mirror a client's coping mechanism such as a nervous laugh - challenge might be as simple as not laughing with them.

Check a challenge with your supervisor - get a second opinion on the challenge you're considering.

Be aware of the disinhibition effect and maybe step in and challenge this to prevent the client from possibly feeling regret afterwards.

Challenge should be used with care - when used correctly it can be incredibly effective.

Links and Resources

Counselling Skills Academy

Advanced Certificate in Counselling Supervision

Navigating the Complaints Process - Developing Your Inner Supervisor

In Episode 319 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 understanding the Double Empathy Problem in Neurodivergent Therapy.

Then in 'Practice Matters', we have the first part of an interview where Rory speaks with Susie Jamieson about her journey navigating the complaints process.

And lastly in 'Student Services', Rory and Ken discuss developing your inner supervisor.

Double Empathy Problem [starts at 03:33 mins]

When working with neurodivergent individuals, we might encounter barriers to communication. In this section, Rory and Ken discuss the Double Empathy Problem, and how you might be able to work around this in your practice:

When we engage with neurodivergent individuals, we can have communication challenges.

Simile and metaphor might be a bit of a challenge.

It boils down to misunderstandings that act as a barrier to communication.

Social cues might be missed.

Make sure you are saying things very clearly.

You might have to adapt your questioning style e.g. Socratic questioning.

Ask the client to be a part of how you work with them, ask them what changes you can make.

Empathy is a mutual endeavour that requires flexibility, curiosity, and a commitment to seeing beyond neurotypical norms.

Avoid ambiguity.

Navigating the Complaints Process [starts at 23:08 mins]

This section is part one of an interview with Susie Jamieson about her experience navigating the complaints process.

The key points of this section include:

It can often feel like a huge shock.

You might find out about the complaint months after it was made.

The wording may sound confrontational.

You might invest a lot of time into your preliminary response - look to your notes, your supervision notes, and provide evidence.

It's a long, time-consuming process.

Find support, this might be with your supervisor.

Consider your self-care - are you fit to practice? Do you need to lower your client hours?

Once a complaint is made against you, you need to tell your insurance.

Consensual Disposal - you apologise in writing to the complainant, and they agree to accept that.

Look out for part 2 of this interview next week!

Developing Your Inner Supervisor [starts at 50:11 mins]

In this section, Rory and Ken look at what the internal supervisor is, and how this develops over the course of your training:

You develop your internal supervisor as you move through your counselling studies.

As you learn about ethical problems, you develop 'therapeutic wisdom' that helps you to have your own internal supervisor.

Unconscious competence - you're no longer having to actively think about what skills you're using.

You might start to pick up on your own feelings and work out that it is transference, without taking it to your supervisor first.

Intuitive information - trusting your own intuition and acting on it thoughtfully, inviting the client to expand.

Everything comes from the client - if certain feelings are coming up for you, start to think about why that might be, and where they're coming from.

Links and Resources

Susie Jamieson

BACP: What happens if a complaint is made against you

NCPS Complaints Proccess

UKCP Complaints Proccess

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 Shop

Facebook group

Website

Online and Telephone Counselling: A Practitioner's Guide

Online and Telephone Counselling Course

Relational Ethics in Psychotherapy and Counselling Private Practice - Claiming Expenses as a Placement Counsellor

In Episode 318 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 Autism and the Law

Then in 'Practice Matters', Rory speaks with Caz Binstead about her book Relational Ethics in Psychotherapy and Counselling Private Practice: Solidarity, Compassion, Justice.

And lastly in 'Student Services' we look at claiming expenses as a placement counsellor.

Autism and the Law [starts at 03:12 mins]

There are now multiple laws that protect autistic individuals, and it's important to be aware of these in your practice so that you can best serve your clients.

The main points of this section include:

To be an inclusive therapist, it's important that you can accommodate reasonable adjustments.

This can be simple things such as, does your practice have wheelchair access? But there are also reasonable adjustments that apply to those who are autistic or neurodivergent.

Anticipatory duty - how are you going to adapt your practice for specific clients?

Do you have a ticking clock in your practice room? This can be very distracting for certain neurodivergent individuals, and it can be as easy as removing it from the room to make the client more comfortable.

Doing the correct CPD and training can give you an idea of the challenges a neurodivergent person might face.

Can you be flexible in your sessions? If a client is low on energy one day, can you provide a shorter session?

Clear communication is key - how can you achieve this?

Can your client use a fidget toy during a session?

Reflection and reflexivity - have a look at your practice from the outside, from a client perspective, what can you improve upon?

Let the client know early on that you are willing to make these adjustments.

Relational Ethics in Psychotherapy and Counselling Private Practice [starts at 26:51 mins]

In this week's 'Practice Matters', Rory speaks with Caz Binstead about her book Relational Ethics in Psychotherapy and Counselling Private Practice: Solidarity, Compassion, Justice.

The key points of this discussion include:

Caz's book looks at how private practice is - not just what it should be.

Solidarity - how do we stay open to the fact that we come face-to-face with diverse clients? How can we have solidarity with not just their life experiences but with their cultural background, which may alter how we need to work with them?

Contracting is really important for a counsellor in private practice to get right, because of boundaries.

Feel confident with your own practice boundaries. Being inconsistent with your boundaries can lead to complaints.

Reflection is key when it comes to ethics - it's not black and white, there is guidance and frameworks, but you should reflect on what has gone on for you.

Reflect both on your own and within supervision.

Ethics is at the heart of our work as a therapist.

Claiming Expenses as a Placement Counsellor [starts at 55:03 mins]

When you go into placement, you are volunteering your time. In this section, Rory and Ken discuss what expenses you might be able to claim, and recognising your right to ask about it:

Can you claim any expenses for your placement?

When you go to an interview, it's well worth asking if they offer any expenses - not all placements will be able to offer this.

The NCVO discusses what volunteers can claim.

You may be able to claim for things such as your travel, food, supervision, administration costs, stationary, etc.

As a placement counsellor, you are valuable - have a voice.

Links and Resources

Caz Binstead

Relational Ethics in Psychotherapy and Counselling Private Practice

Counselling Skills Academy

Finding Work through EAP - Closing a Skills Session

In Episode 317 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly look at this week's three topics:

Firstly in 'Ethical, Sustainable Practice', we look at the different strengths and challenges in autism that individuals may face.

Then in 'Practice Matters', Rory speaks with Sharon McCormick about how an ethical EAP (Employment Assistant Program) operates and the benefits for both clients and employers.

And lastly in 'Student Services, Rory and Ken discuss closing a skills session.

Strengths and Challenges in Autism [starts at 02:55 mins]

There are some traits that are commonly seen in autistic people - these can be both strengths and challenges. In this section, Rory and Ken discuss some of the ways that acknowledging these strengths and challenges in autism within your practice can help when working with neurodivergent clients:

Those who are autistic might find some tasks easy to do and they might find some areas of life a bit of a struggle.

Some autistic people may have challenges in communication or social interaction.

It's still important to remember that every autistic person is different.

You're not meeting a stereotype, find out who this client is.

An autistic person's energy might fluctuate up and down - they might have had lots of energy in the morning, but by the afternoon they might find the simplest of things a bit of a struggle due to lack of energy.

Some neurodivergent people feel they have to map themselves to the world they're in through masking. This can be seen most commonly in social interaction and can take up a lot of energy.

Everybody has strengths and challenges - however, there are some traits that are more common in autistic individuals.

Making small adjustments to make clients feel more comfortable - are there any sensory challenges that you can accommodate for?

If a client is very low-energy, asking them about a special interest of theirs might energise them, or bring a spark back into how they are within the room.

See clients as people first, then work with whatever they bring.

Allow clients to feel they can ask you to make reasonable adjustments.

Is there an opportunity for you to balance out a challenge with one of their strengths?

Be creative within the space.

Finding Work through EAP [starts at 34:21 mins]

In this week's 'Practice Matters', Rory speaks with Sharon McCormick about how an ethical EAP operates and the benefits for both clients and employers.

The key points of this discussion include:

An EAP provides an external service to an organisation that looks after their staff's wellbeing. This can include talking therapy, signposting, mediation, training, or trauma support.

Clients are matched up with a therapist that best suits them.

Everything is agreed contractually before they start using the services.

This helps the client to prepare as best they can for the first appointment.

Initially contract for 6 sessions, but they might attend less than this. If the counsellor feels the client needs more sessions, and the issue is work-related, this will be requested from the employer.

Always work in the best interest of the client.

Work collaboratively, what does the counsellor feel is best for the client?

Closing a Skills Session [starts at 59:02 mins]

It can be tricky to know how to end a skills session. In this section, Rory and Ken discuss what to be mindful of when drawing a session to a close:

How do we bring skill sessions to an end in a way that is respectful to the speaker?

When you give a 5-minute warning and begin a summary, do you use factual information, or emotional language?

This speaks to boundaries - sessions need to come to an end without the risk of the client opening up again.

At the beginning of the session, you might say how long the session is and state that you'l...

Child Abuse in Online Interactions - Listen to Understand, Not to Respond

In Episode 316 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly are back with this week's three topics:

Firstly in 'Ethical, Sustainable Practice', continuing with our new focus on neurodivergence we'll look at how to see the individual, not the label.

Then in 'Practice Matters', Rory speaks with Catherine Knibbs about how seemingly innocent online interactions can lead to child abuse.

And lastly in 'Student Services', Rory and Ken look at listening to understand, not listening to respond.

See the Individual, Not the Label [starts at 04:16 mins]

Having a unique and tailored approach can become even more important to remember when working with neurodivergent clients. It's important to remember that a certain diagnosis or stereotype cannot represent everyone.

The main points of this discussion include:

Traits that appear in some people won't appear in others - it's not one size fits all.

Acknowledge that people are different in the way they think and process - see the individual, not the label and acknowledge the difficulties it might bring.

Give the space to listen and understand.

As a counsellor, having the knowledge of what to look out for and what to be sensitive to, can really aid somebody.

We're not there to diagnose.

Your interventions need to be tailored and unique to each client.

Be open to making accommodations to suit each client.

There isn't one model that suits all people.

Reflect on your own attitude towards autistic people, do you carry any stereotypes?

Think about what challenges an autistic client might experience in the therapy room, how could you help with these?

Child Abuse in Online Interactions [starts at 31:19 mins]

In this week's 'Practice Matters', Rory speaks with Catherine Knibbs about how seemingly innocent online interactions can lead to child abuse.

The key points of this section include:

Pictures of non-sexual body parts, such as feet, hands, elbows, necks, etc., are not illegal to take, send, or ask for. However, it's important for there to be awareness around the intention behind asking for such images, and where it might lead.

Receiving a monetary reward for something that isn't breaking the law, can open the door for further coercion or blackmail.

Nude images are being traded, stored, sold, and shared non-consensually.

AI is now being used to create nude images.

Children can't consent to their own abuse.

Listen to Understand, Not to Respond [starts at 59:02 mins]

Active listening is a key skill for any counsellor. Listen as Rory and Ken discuss what it means to listen to understand, not just to respond:

Listening to understand speaks to empathy.

Throughout school, we're taught to listen to respond.

It's understanding where a person is coming from instead of waiting for a gap to respond.

Active listening is like a muscle that feels flexing and working on.

90% of a session can be spent actively listening.

Active listening means seeing the entire presentation of the speaker, not just what they're saying - is there anything that shows in the tone of their voice or their body language? Are they clenching their jaw or wringing their hands? Where are they looking?

SOLER:

Sit facing the person.

Open your body position.

Lean forward to some extent.

Eye contact where appropriate.

Relax

Try practising your active listening - tune in next time someone is talking to you and really listen to what they're telling you. Journal about your interactions and recognise when you were truly absorbing what the other person was saying.

Links and Resources

Counselling Skills Academy

Advanced Certificate in Counselling Supervision

Basic Counselling Skills: A Student Guide

Counsellor CPD

Counselling Study Resource