Counselling Tutor Podcast cover art

Counselling Tutor Podcast

Counselling Tutor Podcast

Written by: Ken Kelly and Rory Lees-Oakes
Listen for free

About this listen

 Counsellor CPD- Training and Counselling Student Resources Education
Episodes
  • 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
    Show More Show Less
    Less than 1 minute
  • 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
    Show More Show Less
    Less than 1 minute
  • 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
    Show More Show Less
    Less than 1 minute
No reviews yet