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

Digital Tools in Online Therapy Sessions - Developing an Emotional Vocabulary

In Episode 315 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly take us through this week's three topics:

First up in 'Ethical, Sustainable Practice', Rory and Ken discuss Neurodivergence-Affirming Psychotherapy.

Then in 'Practice Matters', Rory speaks with Ellie Finch about using digital tools in online therapy sessions.

And lastly in 'Student Services', we look at developing an emotional vocabulary.

Neurodivergence and Autism [starts at 03:19 mins]

All clients deserve to feel seen and understood within the therapy room. In this section, Rory and Ken discuss neurodivergence and autism in session:

It's important to be accepting of people in the therapy room.

The language around neurodivergence and autism is still changing and developing.

There is a need to use the correct language for the time.

We want the client to feel understood.

Divergence is an otherness - this doesn't mean it is bad, it is simply different.

Everyone experiences the world differently.

We need to be able to understand these clients and meet them where they are.

It takes time to adapt and get used to - having training and developing your understanding is crucial.

You can develop or adapt your practice to help the client - be flexible.

Digital Tools in Online Therapy Sessions [starts at 27:09 mins]

In this week's 'Practice Matters', Rory speaks with Ellie Finch about using digital tools in online therapy sessions.

The key points of this discussion include:

Digital tools are a great way to make online sessions engaging.

Using digital tools can be useful to younger clients - bringing therapy into their comfort zone.

There are multiple considerations regarding data protection - making sure you're complying with your local data protection laws.

Where are you storing data?

Make sure you're getting a client's informed consent.

Using digital sand trays and video games can really enhance the client experience.

You can find the one that suits you and become comfortable with it.

You're using counselling skills you already have in a new environment.

Developing an Emotional Vocabulary [starts at 50:22 mins]

It's a skill to be able to put a name to different emotions, and it's a skill that can help a client to better understand their own emotions. In this section, Rory and Ken discuss why developing an emotional vocabulary is important:

Be able to name emotions and understand them.

There are primary and secondary emotions.

Learn how to regulate your emotions.

Be able to go beyond the words happy, sad, angry, etc.

There are different levels to emotions e.g. are you just happy? Or are you ecstatic?

Recognising and seeing a client's emotions can completely change the energy of the session.

As the counsellor, we can maybe put a name to an emotion that the client was struggling to identify.

This can take trust within the therapeutic relationship to the next level.

There is a condition called alexithymia, where someone might have a problem with interpreting or actually feeling emotions.

Certain emotions might be deemed acceptable, while others are unacceptable - has your client been told they should suppress some emotions?

Let the client know they can express their emotions in the room with you - it's acceptable for them to experience these emotions.

Links and Resources

Ellie Finch

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

Language and the Therapeutic Relationship - Research Projects and What to Research

In Episode 314 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 diverse perspectives and definitions of trauma.

Then in 'Practice Matters', Rory speaks with Nadine Pittham about how our use of language can develop and strengthen the therapeutic relationship.

And lastly in 'Student Services', Rory and Ken talk about research projects, and more specifically, what should you research?

Perspectives and Definitions of Trauma [starts at 03:19 mins]

Working with trauma requires extra consideration due to its complexities. In this section, Rory and Ken look at the diverse perspectives and definitions of trauma that exist and why it's so important that we're aware of them:

There is diversity and complexities in trauma.

If someone is attacked for who they are or their beliefs, there is an element of dual burden - first, there is the trauma of the attack itself, then there is the trauma of acknowledging that they were attacked just because of who they are.

This will usually be experienced through harassment, discrimination, hostility, and a rejection of otherness or the individuality of the person.

Trauma can also come as a result of relationships, whether that be with a romantic partner, through marriage, or family relationships.

Trauma can be unseen to self as well as to others.

Small events in life can be traumatic to an individual, and it can put our bodies and minds on high alert to be back in a similar environment or situation.

Language and the Therapeutic Relationship [starts at 19:22 mins]

In this week's 'Practice Matters', Rory speaks with Nadine Pittam about how our use of language can develop and strengthen the therapeutic relationship.

The key points of this conversation include:

Language does more than convey fact.

When we meet a client, we use language to build a world that exists between us that becomes textured - it becomes a place where the client can feel safe and respected.

This language starts immediately - from that first email correspondence.

Acknowledge their position - if you make a mistake or miss where the client is, acknowledge that.

You're working on this together, invite the client to correct you if you're wrong.

Creating a metaphor between you and the client - something that is bespoke and tailored to their experience, and your therapeutic relationship.

Talking in metaphor can externalise the problem for the client.

Research Projects and What to Research [starts at 42:27 mins]

Throughout your counselling journey, you will need to complete a research project. In this section, Rory and Ken look at how you might go about choosing what to research:

Your project needs to be manageable and doable - how long have you got from thinking about what to do your project on, to handing it in?

Going too niche might mean it's very difficult to find or gain access to the information and research you need.

Firstly, you'll need ethical approval, then you need to work out your methodology - will you be looking at qualitative or quantitative research?

For a smaller research project, think about if there is a specific area you want to work with when you graduate, what are your interests for further development?

Just because a topic has been covered, doesn't mean you can't look at it again with fresher eyes.

Can you bring a unique angle to your research?

Links and Resources

Nadine Pittam

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

Transitioning from Student to Qualified Practitioner - Working Around Barriers in Communication

In Episode 313 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', Rory and Ken ask what is trauma-informed practice?

Then in 'Practice Matters', Rory speaks with Alex Gulland about her transition from student to qualified counsellor.

And lastly in 'Student Services', we look at barriers in communication.

What is Trauma-Informed Practice [starts at 03:13 mins]

Understanding and responding to the impact of trauma is essential to be able to best serve our clients. In this section, Rory and Ken take us through what is trauma-informed practice, giving an outline of what it means to be a trauma-informed practitioner:

Trauma-informed practice is a framework created by SAMHSA, focused on understanding and responding to the impact of trauma and avoiding retraumatisation.

The three E's: Event, Experience, and Effect.

An event plays out that creates a traumatic experience, and now there is an effect on the individual involved.

These events don't have to be huge for someone to become traumatised.

Dual burden e.g. a hate crime - the attack itself is traumatic, and then there is the trauma of being attacked for who you are. (Traumatic event and Negative Cultural event).

Working with trauma requires a good grounding of training - it's nuanced, it's got depth, and clients need to feel safe with you.

Four R's of trauma-informed care:

Realisation: recognising the widespread impact of trauma and understanding potential paths for recovery for clients.

Recognition: identifying signs of trauma.

Response: integrating your knowledge about trauma into your policies and procedures from the moment you meet a client.

Resistance - actively working to prevent retraumatisation.

Let clients see the therapy room before a session - are they comfortable with it? Is there anything they'd rather have removed e.g. mirrors?

Trustworthiness and transparency - building trust through clear communication and consistent boundaries.

Utilising peer support - recognise the value of shared experience.

Supporting clients to make informed decisions and encouraging them to take an active role in their journey.

Transitioning from Student to Qualified Practitioner [starts at 22:33 mins]

In this week's 'Practice Matters', Rory speaks with Alex Gulland about her transition from student to qualified practitioner.

The key points of this discussion include:

There are a few decisions to be made once you qualify to become a counsellor - will you join an organisation or set up your own private practice?

If you decide to go into private practice, do you do that as a limited company, or as a sole trader?

You will need to change your insurance from student insurance to cover you as a sole trader (or whatever path you have chosen).

Make sure your DBS certificate is up to date.

Ensure your data protection is in line with the GDPR.

Think about how you are going to take payment from clients.

Consider your assessment forms and your contract.

Have a clinical/therapeutic will.

How will you support yourself financially while you work on setting up your practice?

Peer support and networking - keep in contact with your peers, as they will become a good professional network as you go into practice.

Working Around Barriers in Communication [starts at 47:59 mins]

Barriers to communication come in all different forms. It's important to be able to recognise different barriers to communication and think about how to approach and work around them. In this section, Rory and Ken discuss some of the ways we might be faced with barriers in communication:

Language barriers - this includes dialects and accents. Consider differences in language for countries that speak t...

Critical Incident Debriefing - The Importance of your 'Why'

In Episode 312 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 working within your competence in counselling and psychotherapy.

Then in 'Practice Matters', Rory speaks with Karen Moore about Critical Incident debriefing.

And lastly in 'Student Services', Rory and Ken talk about using your 'why' when things get tough.

Working Within Your Competence [starts at 03:41 mins]

Understanding working within your competence with clients is so important. In this section, Rory and Ken highlight why this is the case, and how we can go about improving our competency:

Competence is all about training.

CPD is Continuous Professional Development.

Be aware of the Dunning-Kruger effect - don't overestimate your abilities.

We don't know what we don't know.

Consider the consequences of working outside of your competence with clients.

Specialisms such as working with trauma or young people, require specific training for you to work competently.

Does your supervisor have competence in this area to be able to supervise you effectively?

Will you be able to stay regulated within the therapy room? Have you undergone any personal therapy?

Critical Incident Debriefing [starts at 26:11 mins]

In this week's 'Practice Matters', Rory speaks with Karen Moore about Critical Incident debriefing.

The main points of this discussion include:

Critical Incident debriefing is a sharp end of counselling and psychotherapy.

It requires you to travel to where an incident has taken place and work with a group of people.

You will only step in 48 hours after an incident to allow people some time to process events independently first.

You are there to offer psychoeducation and help people understand their own reactions and bodily responses to an event.

You will help people put things into chronological order and know what to do going forward.

You offer a level of understanding that can help individuals to process what happened.

You may need to deal with conflicts that might come from not understanding another person's reaction to the event.

You will most likely recommend that individuals undergo their own personal therapy if they feel they could benefit from it.

You will need to be prepared and able to think on your feet.

There may be instances where people begin to blame each other, and a group becomes fragmented.

Your role is more about debriefing the situation than talking about feelings - this should be taken up in personal therapy afterwards.

Groups should be separated by proximity to the incident to avoid vicarious trauma.

Let managers know how the group might be feeling and what they might need going forward.

You may encounter people experiencing moral injury/moral fracture if they have had to make a very difficult moral decision.

Self-care and supervision are very important to ensure your own health and well-being after being so close to traumatic situations.

The Importance of your 'Why' [starts at 50:35 mins]

Sometimes you can become discouraged during your studies, and it's at times like this when you should remember what you're doing it for. In this section, Rory and Ken discuss the importance of your 'why':

Your 'why' is the foundation and motivation for your practice.

It can help you when things get tough or challenging.

It's not a goal - your 'why' isn't something measurable or achievable.

You might change, as might your views, through the arc of your training but your 'why' will remain the same.

If you feel like you might want to give up - revisit your 'why'.

Think about your motivation for going through with your counselling training, what are you doing it for?

When your 'why' is strong, the 'how' becomes easier.