Counselling Tutor Podcast Podcast Por Ken Kelly and Rory Lees-Oakes arte de portada

Counselling Tutor Podcast

Counselling Tutor Podcast

De: Ken Kelly and Rory Lees-Oakes
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Counsellor CPD- Training and Counselling Student Resources Educación
Episodios
  • 372 – Understanding AI Categories in Counselling Practice

    372 – Understanding AI Categories in Counselling Practice
    Apr 18 2026
    The Future of Therapy in the Age of AI - Counselling Students and Agency Reports In Episode 372 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 understanding AI categories in counselling practice, examining the different types of AI tools counsellors may encounter and why understanding these distinctions is essential for ethical and safe client work. Then in ‘Practice Matters’, Rory speaks with therapist and journalist Matt Hussey about the future of therapy in the age of AI and how technology may reshape mental health support. And finally, in ‘Student Services’, Rory and Ken discuss agency reports in counselling training - what they are, why they matter, and how they contribute to assessing a trainee counsellor’s readiness for professional practice. Understanding AI Categories in Counselling Practice [starts at 02:58 mins] In this section, Rory and Ken explore understanding AI categories in counselling practice, examining the different types of AI tools therapists may encounter and why recognising these distinctions is important for ethical and safe practice. Key points discussed include: Digital Mental Health Technologies (DMHTs) are purpose-built for mental health care and developed with input from clinicians and researchers. These tools are typically regulated and designed with strong data protection and governance frameworks. General-purpose AI tools (such as ChatGPT or other large language models) are designed for broad tasks and are not regulated for therapeutic use. AI tools may appear supportive and conversational, but they rely on pattern recognition rather than genuine understanding. Commercial mental health apps may market themselves as therapeutic, but can vary widely in their safeguards and accountability. Therapists remain responsible for client confidentiality, data protection, and ethical decision-making when considering the use of any AI tool. The Future of Therapy in the Age of AI [starts at 34:25 mins] In this week’s ‘Practice Matters’, Rory speaks with therapist and journalist Matt Hussey about how technology, culture, and rising demand for mental health support may shape the future of therapy. Key points from this conversation include: Clients are increasingly arriving at therapy with knowledge of psychological concepts such as trauma, attachment, and emotional well-being. The traditional model of clients as passive recipients of expert interpretation is shifting toward a more collaborative and relational therapeutic approach. Demand for mental health support continues to grow, with millions of referrals to services such as the NHS. Technology, including AI tools, is already being used by many people for informal emotional support. AI is appealing because it is free, accessible, and available at any time. Rather than seeing AI as direct competition, therapists may benefit from understanding why clients seek support from these tools. If you enjoyed this conversation, we highly recommend visiting The Brink by Matt Hussey—a thoughtful collection of essays exploring the hidden psychological forces behind how we think, feel, and connect in modern life. Counselling Students and Agency Reports [starts at 01:01:11 mins] In this section, Rory and Ken explain the purpose of agency reports in counselling training and how they contribute to evaluating a trainee counsellor’s professional development. Key points include: Counselling students typically complete 100 hours of supervised placement within an agency as part of their qualification. An agency report provides the organisation’s view of the trainee’s professional conduct and competence. The report assesses areas such as safeguarding, legal frameworks, ethical practice, and record keeping. It forms part of a wider assessment process alongside course assignments, tutor feedback, and supervision reports. Agency reports provide a 360-degree perspective on how a trainee works within a real counselling environment. This process helps ensure that trainees entering the profession are practicing safely, ethically, and responsibly with 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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  • 371 – AI in Counselling – Have Therapists Been Left Behind?

    371 – AI in Counselling – Have Therapists Been Left Behind?
    Apr 11 2026
    Preparing to Meet Your First Client - Humanism vs Person-Centred Therapy In Episode 371 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore three key topics relevant to counsellors and counselling students. Firstly, in ‘Ethical, Sustainable Practice’, they introduce the emerging conversation around AI in counselling, exploring whether therapists are being left behind and how practitioners can engage with AI ethically. Then in ‘Practice Matters’, Rory speaks with Jessica Wing about preparing to meet your very first client, sharing insights to help students transition from classroom practice to real therapeutic work. And finally, in ‘Student Services’, Rory and Ken clarify the difference between humanism and person-centred therapy, a common area of confusion for counselling students studying theoretical models. AI in Counselling – Have Therapists Been Left Behind? [starts at 03:07 mins] In this section, Rory and Ken explore the growing role of AI in counselling and why therapists cannot afford to ignore the conversation. Key points discussed include: AI is already embedded in many tools therapists use daily (email systems, video platforms, and software), even if practitioners do not actively use AI themselves. Counsellors don’t need to become technology experts, but they do need to understand the ethical implications of AI in practice. Clients are increasingly using AI tools themselves, sometimes discussing personal struggles with chatbots and bringing those experiences into therapy. Therapists can respond with curiosity rather than resistance, exploring how AI interactions affect a client’s experience and meaning-making. Practitioners may fall into different camps regarding AI: the enthusiast, the resistor, the anxious middle, or the pragmatist. Ethical frameworks and professional bodies in the UK (such as BACP and NCPS) are already beginning to address AI in guidance and policy. Preparing to Meet Your First Client [starts at 27:55 mins] In this week’s Practice Matters, Rory speaks with counsellor and trainer Jessica Wing about preparing to see your first client as a counselling student. Key points from this conversation include: The transition from classroom triads to working with real clients can feel daunting because real clients bring richer and more complex stories. First-session anxiety is normal; leaning on support from supervisors and placement teams can help ground and reassure students. The first session is not about solving everything – it is about building trust, establishing rapport, and beginning the therapeutic relationship. Focusing on relational presence rather than getting everything “right” allows counsellors to be more authentic and effective. Maintaining self-regulation before sessions (for example through breathing exercises or grounding techniques) helps create a calm therapeutic space. Supervision plays a vital role in early practice, offering reassurance, reflection, and professional support as students begin their client work. Humanism vs Person-Centred Therapy [starts at 49:34 mins] In this section, Rory and Ken unpack the difference between humanism and person-centred therapy (PCT), a distinction that often confuses counselling students. Key points include: Humanistic psychology is a broad philosophical approach to understanding people, emphasising growth, free will, and personal meaning. It emerged as the “third force” in psychology, alongside psychoanalysis and behaviourism, influenced by thinkers like Abraham Maslow and Carl Rogers. Person-centred therapy is a specific therapeutic model that applies humanistic principles in practice. PCT is built on the belief in the actualising tendency – the idea that people naturally move toward growth and fulfilment when the right conditions are present. Rogers identified the core conditions (empathy, congruence, and unconditional positive regard) as essential elements for therapeutic change. While many modern therapies incorporate humanistic values, person-centred therapy places the therapeutic relationship and client-led growth at the very centre of the approach. Here is a full handout on this topic: Humanistic Psychology vs Person-Centred Therapy The terms humanistic psychology and person-centred therapy (PCT) are often used interchangeably, but they refer to different levels of theory and practice. Humanistic Psychology (Humanism) Humanistic psychology emerged in the mid-20th century, associated with figures such as Abraham Maslow, Carl Rogers and Rollo May. It became known as the “third force” in psychology, following psychoanalysis and behaviourism. Humanism proposes that people are fundamentally oriented toward growth, meaning and creativity when the right conditions are present. Key Ideas People have an innate drive toward growth and self-actualisation Subjective experience is central to understanding the person Individuals have free will and personal ...
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  • 370 – Grounding Techniques in Counselling Practice

    370 – Grounding Techniques in Counselling Practice
    Mar 21 2026
    Understanding ARFID - Finding Your First Supervisor In Episode 370 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 grounding techniques in counselling practice, highlighting key techniques every counsellor should know and why these skills are essential for safe, trauma-informed work. Then in ‘Practice Matters’, Rory speaks with Bernie Wright and Lisa Smith about ARFID (Avoidant Restrictive Food Intake Disorder) – what it is, how it presents, and why it is often misunderstood, particularly in neurodivergent individuals. And finally, in ‘Student Services’, Rory, Ken and Paul Cullen discuss how to find your first supervisor – what to look for, what questions to ask, and why the supervisory relationship matters so much in your development. Grounding Techniques in Counselling Practice [starts at 03:46 mins] In this section, Rory and Ken explore grounding techniques in counselling practice, highlighting why every counsellor should understand how to help clients return to the here and now when they become distressed or overwhelmed. Key points discussed include: Grounding techniques are essential when a client becomes emotionally overwhelmed, dissociates, or is pulled into traumatic memories. Therapy happens in the here and now – if a client is reliving the there and then, effective therapeutic work cannot take place. Simple distraction and attention-shifting techniques (e.g. talking about neutral topics) can gently bring a client back into the present moment. Body-based grounding techniques, such as noticing physical sensations or using the 5-4-3-2-1 method, help regulate the nervous system. In more extreme trauma responses, reorientation techniques may be needed to remind the client where they are and that they are safe. Grounding is collaborative, individual, and most effective when practised regularly and introduced early. Understanding ARFID (Avoidant Restrictive Food Intake Disorder) [starts at 37:45 mins] In this week’s ‘Practice Matters’, Rory speaks with Bernie Wright and Lisa Smith about ARFID – a complex eating disorder that is often misunderstood as “fussy eating” but can have serious physical and emotional consequences. Key points from this conversation include: ARFID is not driven by body image concerns but by fear, anxiety, sensory sensitivities, and sometimes neurodivergence. Recent guideline changes mean weight alone should no longer determine access to support – behavioural signs and functional impact are key. Neurodivergent individuals, particularly autistic people, may be more vulnerable due to sensory processing differences and rigidity around routines. Restricted diets can lead to nutritional deficiencies that impact brain function, creating a cycle of anxiety and further restriction. Interventions should be gradual and non-threatening – introducing small changes, using food chaining, and keeping “safe foods” in place. Battles around food can increase anxiety and shame; curiosity, patience, and flexibility are more effective approaches. Finding Your First Supervisor [starts at 01:01:32 mins] In this section, Rory, Ken and Paul Cullen reflect on the importance of choosing your first supervisor carefully and what to consider when beginning your clinical practice journey. Key points include: Supervision is an ethical requirement and becomes central to your practice the moment you begin seeing clients. The supervisory relationship must feel safe enough for you to discuss mistakes, uncertainties, and the full reality of your work. A supervisor should understand your modality and, where relevant, have knowledge of online and telephone working. Good supervision is not simply a friendly chat – it should challenge you, stretch you, and support your professional growth. Students are entitled to ask questions about a supervisor’s experience, knowledge of legislation, and approach to supervision. While some placements assign supervisors, it’s important to reflect on fit, autonomy, and whether the arrangement supports your development. 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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