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Counselling Tutor Podcast: Daily Summaries Delivered
by ken@counsellingtutor.com
The Counselling Tutor podcast serves student counsellors and psychotherapists in training. Rory Lees-Oakes and Ken Kelly examine the theory and practice of counselling and deliver academic content in an easy to understand and fun podcast. Students of Person Centred counselling, Transactional Analysis and behavioural models such as CBT will find something relevant to their studies on the Counselling Tutor Podcast.
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- 3 days ago
384 – Closing Your Counselling Practice
Finding Paid Work After Qualifying - Choosing the Right Counselling Study Books In Episode 384 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 winding down or closing your counselling practice - what practitioners need to plan for both expected and unexpected endings. Then in 'Practice Matters', Rory speaks with Wayne Williams about finding paid work after qualifying - how he secured counselling work within months of completing his training. And finally in 'Student Services', Rory and Ken discuss choosing the right counselling study books - how to build a reading list without spending a fortune. Closing Your Counselling Practice [starts at 02:32 mins] In this section, Rory and Ken explore closing your counselling practice — how to wind down responsibly, drawing on Rory's own experience and the collaborative thread running through the new BACP Ethical Framework. Key points discussed include: Every counsellor who goes into practice will one day go out of practice, yet there is very little guidance available on how to close a practice ethically and safely. The new BACP Ethical Framework, coming into force on the 3rd of November 2026, emphasises collaboration with the client, and Section 4.5 requires reasonable advance notice, planned breaks and endings, and careful management of unplanned endings. Closing a practice should begin by stopping new enquiries first - taking down or updating your website, directory listings and professional profiles - before turning attention to your existing client load. Rory gave his clients around six months' notice and his supervisees about a year, discussed his plans with his supervisor beforehand, and framed his message neutrally to avoid causing anxiety for clients who may use a website or profile as a transitional object. Practical housekeeping matters include record keeping and data retention, ongoing storage costs, speaking to your insurer about cover for past clients, checking your professional body's non-practising or retired membership options, and contacting the ICO about your data protection fee. Defensible decision-making means doing the critical thinking, writing down what you decided and why, and keeping documentation so that your reasoning can be evidenced if it is ever questioned. Finding Paid Work After Qualifying [starts at 32:12 mins] In this week's 'Practice Matters', Rory speaks with Wayne Williams about how he found counselling work almost immediately after qualifying and what newly qualified therapists can learn from his journey. Key points from this conversation include: Wayne qualified in June 2025 and secured client hours quickly, having built connections through a CPD course on working with neurodivergent children and young people that led directly to offers of work. Private practice is effectively self-employment, which brings responsibilities around tax, National Insurance and expenses, and Wayne recommends getting support from an accountant so you can focus on your clients. Identifying a niche and drawing on your own past skills and experience gives you a strong base to build a practice from, rather than leaving previous work behind when you qualify. Wayne runs a portfolio career, combining counselling with sports coaching, personal training and continued study, and plans ahead for seasonal dips such as the summer holidays when his younger clients are away. Counselling work rarely appears on job websites and tends to come through word of mouth, so staying in touch with peers and former course groups can be a valuable source of opportunities. His advice to newly qualified counsellors is to be patient, trust the process, stay curious, keep learning, and hold on to the reason they came into counselling in the first place. Choosing the Right Counselling Study Books [starts at 52:58 mins] In this section, Rory and Ken discuss how students can choose the right counselling books for their studies without overspending. Key points include: Before buying anything, students should check what is available in their college or university library and get the recommended reading list from their tutor, who can advise which books are essential and which can simply be dipped into. Using a tutor's preferred texts can make marking easier and gives students a reliable steer on which books offer the best value. Older original texts from the 1940s and 1950s can be dense and hard to read, as they were often written as academic defences of a theory, so contemporary academic texts that are still citable are usually more accessible. Counselling Tutor's website offers free, plain-English interpretations of complex theory along with the original references, which help students understand a theory before engaging with the original literatu
- 1 weeks ago
383 – Clinical will for Counsellors
Autism and Education - Taking the Fear Out of Fitness-to-Practise Assessments In Episode 383 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 the clinical will for counsellors — what it is, why it's becoming mandatory under the new BACP Ethical Framework, and what it should contain. Then in 'Practice Matters', Rory speaks with Bernie Wright and Denise Corby from Nedde Training about autism and education - exploring the challenges families face and how therapists can support neurodivergent clients and their parents. And finally, in 'Student Services', Rory and Ken discuss taking the fear out of fitness-to-practise assessments - examining what the assessment involves and how students can ease the anxiety around it. Clinical Will for Counsellors: A New Ethical Requirement [starts at 03:23 mins] In this section, Rory and Ken explore the clinical will for counsellors — what it is, why it matters, and the new requirement making it mandatory under the BACP Ethical Framework from 3 November 2026. Key points discussed include: A clinical will names a trusted person to step in if you die or become incapacitated, so that clients can be contacted and records handled properly, and it is not a legal will but covers clinical and professional matters only. From 3 November 2026 the new BACP Ethical Framework makes having a clinical will mandatory, and other bodies including the UKCP, BPS, BPC, and COSCA also require arrangements for supporting clients in the event of illness or death. It is good practice to appoint two executors, a primary and a backup, ideally with clinical experience such as a supervisor or fellow therapist, obtaining their written consent and ensuring they know each other. The document should cover your identity and registration details, where your current client list lives and how to access it securely, each client's safe contact method and priority, and your records, supervisor, insurer, and referral sources. Financial and digital matters also need attention, including fees owed, prepaid sessions, subscriptions to cancel, your digital footprint, and whether and how the executor is paid, checked against your main legal will. Clinical wills most often fail on out-of-date contact details, so review regularly (some bodies ask for the client list to be refreshed every six months) and make sure executors are properly briefed, hold a full pack, and can access a death certificate. Autism and Education [starts at 30:48 mins] In this week's 'Practice Matters', Rory speaks with Bernie Wright and Denise Corby from Nedde Training about supporting neurodivergent individuals and their families as they navigate the education system. Key points from this conversation include: Parents of neurodivergent children often face a blame game, where fighting for support can lead to them being seen as the problem rather than the system being questioned. Long waiting lists for assessment, in some areas two to three years, create gaps in provision because support and funding are often tied to a formal diagnosis or education plan. The effort to secure a diagnosis and appropriate provision can be exhausting and all-consuming for families, and children pick up on the resulting stress within the home. Therapists can help by first offering validation and being seen, listening to the parent's story, allowing emotion, and countering labels such as 'hysterical' that are too often directed at mothers. Practical support matters alongside emotional support, including help with form-filling, signposting to relevant agencies, finding your tribe for strength in numbers, and identifying a trusted person within the school to work with. Working with neurodivergent clients means adapting the environment such as lighting, sound, and scent, and moving beyond automatic taught theory by checking with the client rather than assuming, for example, that fidgeting is calorie-burning rather than stimming. Taking the Fear Out of Fitness-to-Practise Assessments [starts at 59:34 mins] In this section, Rory and Ken discuss the fitness-to-practise assessment and practical ways students can reduce the anxiety that so often surrounds it. Key points include: A fitness-to-practise assessment is where a tutor observes a student demonstrating counselling skills with a peer and, if satisfied, issues a letter of comfort confirming the student is ready to begin working with clients on placement. It is completely normal to feel very nervous about the assessment, and those nerves often simply show that the student cares about doing well. The best way to reduce anxiety is to treat every skills practice as a mock assessment, so that on the day you are simply doing what you always do. The assessment is more than the live interaction, as
- 2 weeks ago
382 – Data security in the BACP Ethical Framework 2026
Working Therapeutically with Adult Adoptees - Planning Ahead for Placements In Episode 382 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 data security in the BACP Ethical Framework 2026 - looking at what the new framework requires, why it matters, and how practitioners can protect client information across their practice. Then in ‘Practice Matters’, Rory speaks with Alison Letlow about working therapeutically with adult adoptees - exploring adoption as a lifelong experience and the attachment, identity, and loss issues that can arise in therapy. And finally in ‘Student Services’, Rory and Ken discuss planning ahead for placements - examining timing, mindset, and practical tips for securing a counselling placement, with insights from Sarah Henry. Data security in the BACP Ethical Framework 2026 [starts at 03:47 mins] In this section, Rory and Ken explore the new data security in the BACP Ethical Framework 2026 coming into force in November and what its requirements around data security mean for everyday practice. Key points discussed include: The 2026 framework makes data security a visible part of ethical practice, connecting confidentiality, safety, competence, transparency, informed consent, record keeping, and accountability. Practitioners must be able to explain what client information is held, where it goes, who can access it, how it is protected, and what happens if something goes wrong. Modern practice creates a large data trail - enquiry forms, emails, texts, booking systems, payments, and notes - all of which must be stored securely and lawfully. Practitioners must know where their data is stored and comply with the laws of that jurisdiction, as accountability remains with the counsellor even when using third-party or AI tools. Informed consent must be explained and recorded before entering client data into any tool or platform, with clients free to withdraw consent at any time. A practical first step is to map the client data journey - listing every place where client information is created, copied, viewed, transmitted, or stored, including less obvious tools such as calendars and appointment reminders. Working Therapeutically with Adult Adoptees [starts at 37:57 mins] In this week’s ‘Practice Matters’, Rory speaks with Alison Letlow about her CPD lecture on working therapeutically with adult adoptees and what therapists need to understand when supporting adults exploring their experiences of adoption. Key points from this conversation include: Adoption is a lifelong experience whose meaning can change at every developmental stage, often surfacing around life transitions such as adolescence, relationships, or becoming a parent. Adoptees may carry a deep sense of loss and unresolved grief, sometimes pre-verbal, which can be hard to acknowledge when adoption is viewed through a ‘rose-coloured’ lens. Internalised beliefs of being unwanted, along with shame and rejection sensitivity, can be brought into and worked through in the therapeutic relationship. Therapists need to be steady and consistent, aware of their own attachment style, and mindful of what the client may activate in them, working closely with supervision. Questions of identity, genetics, and cultural heritage can be significant, particularly for those who are transculturally or transracially adopted, and may lead to an ongoing search for self. Adoption-competent practice includes being trauma-informed, understanding the core issues in adoption, and using somatic and creative methods such as therapeutic letters and rituals. Planning Ahead for Placements [starts at 01:03:20 mins] In this section, Rory and Ken discuss planning ahead for a counselling placement, joined by Sarah Henry, exploring the timing, mindset, and practical steps involved in securing one. Key points include: Most counselling and psychotherapy training requires a minimum of 100 supervised placement hours, so planning ahead is essential. Timing is crucial - placements often begin recruiting in October and November, so starting to look early gives students a valuable head start. The responsibility for finding a placement rests with the student, helping to develop the independence, resilience, and self-motivation the role requires. Volunteering at a relevant organisation is an excellent way to learn its culture, get known, and build a route towards a placement. Practical tips include asking your tutor for approved organisations, searching local charities, using Facebook groups, and looking a little further afield. Mindset matters - approaching placement hunting with tenacity and persistence, while choosing a setting that matches your values and the clients you want to work with. Links and Resources Counselling S
- Jun 25, 2026
381 – Amplify Intention – Ethical AI in Counselling Practice
Lost for Words and Open Access Therapy - Managing Loss and Transitions in Counselling Studies In Episode 381 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 Amplify Intention – Ethical AI in Counselling Practice, considering how counsellors can use AI ethically to enhance their professional voice and practice without compromising their values. Then in ‘Practice Matters’, Rory speaks with Meg Moss from the NCPS about the Lost for Words campaign and the Open Access Therapy Framework - a proposal to improve access to counselling through greater choice in NHS therapy provision. And finally, in ‘Student Services’, Rory and Ken discuss managing loss and transitions in counselling studies, reflecting on the endings that come with completing training and moving into the next stage of professional development. Amplify Intention – Ethical AI in Counselling Practice [starts at 02:46 mins] In this section, Rory and Ken explore Amplify Intention – Ethical AI in Counselling Practice, considering how AI can enhance professional practice by supporting—not replacing—the counsellor's intention, judgement, and authentic voice. Key points discussed include: AI should be viewed as an ethical partner or co-pilot, not a replacement for professional judgement. Counsellors can use AI intentionally for writing, planning, research, administration, and professional reflection. Client information should never be entered into AI systems, even if anonymised, due to confidentiality and data security concerns. Professional judgement remains essential - all AI-generated content should be reviewed, edited, and verified by the practitioner. Creating a professional voice profile can help counsellors communicate authentically in websites, directory listings, and professional communications. Transparency is important whenever AI has been used to assist with professional outputs. Lost for Words and Open Access Therapy [starts at 32:00 mins] In this week’s ‘Practice Matters’, Rory speaks with Meg Moss, Head of Public Affairs and Advocacy at the NCPS, about the Society’s Lost for Words campaign and its proposal for greater choice within NHS talking therapies. Key points from this conversation include: The Lost for Words campaign highlights how a one-size-fits-all approach to NHS talking therapies does not work for everyone. The Open Access Therapy Framework proposes direct GP referral pathways to accredited counsellors listed on PSA-accredited registers. Research suggests that different therapeutic modalities often achieve broadly equivalent outcomes in real-world practice. The therapeutic relationship remains one of the strongest predictors of positive therapy outcomes across all modalities. The framework aims to provide greater continuity of care by reducing the disruption caused by stepped-care models. Private practitioners could potentially receive funded referrals through a new pathway while continuing to work within their own modality and practice setting. Managing Loss and Transitions in Counselling Studies [starts at 57:04 mins] In this section, Rory and Ken reflect on the experience of finishing counselling training and the feelings of loss, transition, and growth that can accompany the end of a training group. Key points include: The ending of a counselling training group can feel significant due to the depth of connection and shared experience developed during training. Training groups often provide a unique environment for personal growth, support, and professional formation. Building professional networks after qualification can help maintain connections and support ongoing development. Endings in training mirror many of the experiences clients encounter at the end of therapy. It is valuable to acknowledge and lean into the emotions associated with endings rather than avoiding them. The relationships and experiences formed during training often continue to influence professional practice long after qualification. The image above is Ken's final Personal Development (PD) group as a student counsellor, with Rory as the group tutor. A special moment marking the end of an important chapter in Ken's training journey—featured alongside this week's Student Services discussion. 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
- Jun 20, 2026
380 – AI and Regulation in Counselling Practice
Teaching Counselling – A New Career Path? - The Reality of Self-Employment in Counselling In Episode 380 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 AI and regulation in counselling practice - looking at the current regulatory landscape, ethical responsibilities, and what practitioners need to consider when using AI tools. Then in ‘Practice Matters’, Rory speaks with Sarah Henry about teaching counselling as a potential career path - exploring the transition from practitioner to educator and the skills required to support future counsellors. And finally, in ‘Student Services’, Rory and Ken discuss the reality of self-employment in counselling - examining what it takes to build and sustain a private practice as a business. AI and Regulation in Counselling Practice [starts at 03:13 mins] In this section, Rory and Ken explore AI and regulation in counselling practice, examining the developing regulatory landscape surrounding AI in counselling and psychotherapy, and what ethical practitioners need to consider before integrating AI tools into their work. Key points discussed include: AI tools sit within a practitioner’s professional responsibility - counsellors remain accountable for how these tools are used in practice. The UK regulatory landscape includes medical device regulation, UK GDPR, data protection legislation, professional ethics, and evidential standards. Practitioners should carefully review what data an AI tool collects, where it is stored, how it is used, and whether clients have provided informed consent. The Shared AI Charter for counselling and psychotherapy organisations emphasises client-centred ethics, transparency, human connection, equality, and ongoing evaluation. NICE is increasingly evaluating digital health technologies, encouraging practitioners to look for independent evidence supporting any AI tool they use. Key considerations include purpose, evidence, data protection, consent, bias, impact on the therapeutic relationship, and accountability if something goes wrong. Teaching Counselling – A New Career Path? [starts at 33:41 mins] In this week’s ‘Practice Matters’, Rory speaks with Sarah Henry about what counsellors should consider if they are thinking about moving into teaching and counselling education. Key points from this conversation include: Becoming a counselling tutor requires a shift from the role of practitioner to educator, with teaching skills being just as important as counselling knowledge. Formal teaching qualifications and experience of educational practice provide an important foundation for effective counselling education. Counselling tutors carry significant emotional labour as they support learners through personal and professional development. Maintaining appropriate boundaries is essential, balancing relational teaching with the responsibility to assess students against required standards. Tutors bring counselling theory to life by integrating real-world clinical experience and helping students connect learning with practice. Effective educators model professionalism, authenticity, and ethical practice while encouraging students to develop their own therapeutic identity. The Reality of Self-Employment in Counselling [starts at 01:01:26 mins] In this section, Rory and Ken discuss what counsellors need to understand about running a private practice and why counselling skills alone are not enough to sustain a successful business. Key points include: Private practice is fundamentally self-employment and requires business knowledge alongside counselling competence. Counselling fees must cover much more than client sessions, including supervision, CPD, insurance, administration, room hire, taxes, holidays, and other business costs. Developing business skills such as marketing, networking, budgeting, and client acquisition is crucial for long-term sustainability. Many practitioners benefit from a portfolio career, combining counselling with teaching, supervision, consultancy, or related work. Building a successful practice takes time, patience, and consistent effort, with referrals and professional networks often becoming important sources of clients. Surrounding yourself with positive, experienced practitioners rather than pessimistic voices can help build confidence and support professional growth. 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
- Jun 13, 2026
379 – Accountability and Responsibility in AI Counselling Practice
Ethical AI Practice for Counsellors and Psychotherapists in the UK - Recognising Poor Supervision in Counselling Training In Episode 379 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 professional accountability and responsibility in AI in counselling practice - including who holds responsibility if something goes wrong. Then in ‘Practice Matters’, Rory speaks with Ken Kelly about his new book, Ethical AI Practice for Counsellors and Psychotherapists in the UK, and the growing role of AI in counselling and psychotherapy. And finally, in ‘Student Services’, Rory and Ken discuss recognising poor supervision in counselling training - including red flags to look out for and what good supervision should provide. Accountability and Responsibility in AI Counselling Practice [starts at 03:10 mins] In this section, Rory and Ken explore accountability and responsibility in AI counselling practice, examining the ethical and legal responsibilities counsellors hold when using AI tools in their work. Key points discussed include: The responsibility for clinical decisions always remains with the practitioner, even when using AI-supported tools. Counsellors need to critically evaluate any digital tools they use, including understanding how client data is stored, protected, and accessed. It’s important to consider what happens if a tool provider closes down or experiences a data breach. Practitioners should check whether their insurance covers the use of AI-supported systems in clinical work. Ethical decision-making includes documenting why a tool was accepted, rejected, or adopted with conditions. Using anonymised or non-identifiable client information can add an extra layer of protection when working digitally. Ethical AI Practice for Counsellors and Psychotherapists in the UK [starts at 26:58 mins] In this week’s ‘Practice Matters’, Rory speaks with Ken Kelly about his new book, Ethical AI Practice, exploring the ethical use of AI in counselling and psychotherapy. Key points from this conversation include: Ken describes the moment he realised AI would significantly impact every profession, including counselling and psychotherapy. The book was written to help practitioners navigate AI ethically while formal guidance from professional bodies continues to develop. The AI Expert Reference Group brings together representatives from counselling organisations, training providers, and ethical bodies to discuss developments in AI. The book focuses on applying existing counselling skills and ethical thinking to AI rather than teaching technical knowledge. AI is already appearing in counselling practice through tools, apps, and client use - often without practitioners realising it. Companion resources include ethical evaluation tools, AI policy templates, therapeutic contract examples, and downloadable workbooks. Recognising Poor Supervision in Counselling Training [starts at 01:07:52 mins] In this section, Rory and Ken discuss how counselling students can recognise poor supervision and what healthy supervision should look like. Key points include: Students are paying for a professional service and should expect clear contracting, appropriate support, and professional boundaries. A good supervisor should understand the needs of counselling students and ideally have experience supervising trainees. Supervision should feel supportive and safe while still offering appropriate challenge and professional development. Supervisors should understand the modality and context in which the student is working, including online or telephone practice where relevant. Warning signs may include feeling unable to bring mistakes into supervision, blurred boundaries, or supervision sessions that lack depth and challenge. Good supervision helps students grow in confidence, reflect critically on their practice, and develop professionally in service of their 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
- Jun 6, 2026
378 – AI, Bias and Critical Thinking in Counselling
Making Menopause Matter - When Counselling Skills Feel Difficult In Episode 378 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 AI, bias and critical thinking in counselling, examining the risks of bias and discrimination and the importance of critical thinking when using AI in counselling practice. Then in ‘Practice Matters’, Rory speaks with Emma Neville about making menopause matter - exploring lived experience, advocacy, education, and the importance of open conversations around menopause. And finally, in ‘Student Services’, Rory and Ken discuss why counselling skills can sometimes feel difficult and how students can build confidence and trust in their developing practice AI, Bias and Critical Thinking in Counselling [starts at 03:30 mins] In this section, Rory and Ken explore AI, bias and critical thinking in counselling, looking at the ethical implications of AI in practice and why critical thinking is vital for safe, inclusive, and effective client work. Key points discussed include: AI tools used in counselling may contain bias if they are trained on limited or non-diverse datasets. Therapists need to critically evaluate whether AI systems reflect the lived experiences of the clients they work with. Bias can exist across culture, gender, sexuality, neurodivergence, disability, language, and social class. AI should support reflection rather than replace professional judgement or human connection. Counsellors are encouraged to research AI tools carefully, remain sceptical of fixed recommendations, and use supervision to explore any uncertainty. The human relationship remains central to counselling - AI should never replace empathy, relational understanding, or therapeutic presence. Making Menopause Matter [starts at 26:26 mins] In this week’s ‘Practice Matters’, Rory speaks with Emma Neville, menopause coach, counsellor, and founder of This Is Me, about her lived experience of early menopause and her mission to raise awareness and improve support. Key points from this conversation include: Emma shares her experience of being diagnosed with premature ovarian insufficiency (POI) at the age of 40 and the emotional impact this had on her identity and wellbeing. Menopause education and awareness are often lacking, leaving many women feeling isolated, dismissed, or unsupported. Partners, families, employers, and healthcare professionals all have an important role in understanding and supporting people experiencing menopause. Emma explains how coaching and community can help women feel seen, heard, validated, and empowered. Her online community ‘This Is Me’ was created to encourage open conversations, shared experiences, and greater connection around menopause. Emma encourages listeners to trust their bodies, advocate for themselves, seek education early, and remember that they are not alone. Connect with Emma Neville Inspired by Emma's contribution to this episode? Explore her work, access her latest resources, and follow her online: https://linktr.ee/thisismeemmaneville When Counselling Skills Feel Difficult [starts at 53:59 mins] In this section, Rory and Ken discuss why counselling skills can sometimes feel difficult during training and how students can develop confidence over time. Key points include: Many counselling students experience imposter syndrome and worry that they are ‘doing it wrong’. Counselling skills are not about performing perfectly - they are about creating genuine human connection. Different counsellors may use different skills in the same situation, and there is rarely one ‘correct’ response. Feedback from the person acting as the client can often be more meaningful than feedback from observers. Practising counselling skills outside formal class time can help build confidence and familiarity. Over time, counselling skills become more natural as therapists learn to trust themselves and focus more fully on the 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 Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner’s Guide Online and Telephone Counselling Course
- May 30, 2026
377 – AI Apps and Depersonalisation in Counselling
The Process of Becoming a Counsellor - How to Write a Personal Statement for a Counselling Course In Episode 377 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 AI apps and depersonalisation in counselling - looking at how AI tools may risk weakening the therapeutic relationship and the importance of maintaining human connection in therapy. Then in ‘Practice Matters’, Rory speaks with Jane Godward and Tara Fox about their new book, The Process of Becoming a Counsellor: Navigating the Transformation - discussing the realities of counselling training, personal development, and choosing the right course. And finally, in ‘Student Services’, Rory and Ken discuss how to write a personal statement for a counselling course - including what tutors are really looking for and how to present yourself authentically. AI Apps and Depersonalisation in Counselling [starts at 03:40 mins] In this section, Rory and Ken explore AI apps and depersonalisation in counselling, examining how AI tools may affect the therapeutic relationship and why therapists need to critically reflect on the use of AI in practice. Key points discussed include: The therapeutic relationship is built on empathy, shared humanity, and human connection - something AI cannot truly replicate. AI tools may provide generic or “stock” responses that risk reducing the individuality and nuance of client work. Therapists need to consider whether AI tools undermine trust, rapport, or the client’s sense of autonomy. AI-generated summaries and interventions may miss important relational cues such as body language, silence, emotional tone, and previous session context. Critical thinking is essential when using AI in counselling practice - therapists must ensure clinical judgment remains central. The key ethical question is whether a tool supports the therapeutic relationship or risks replacing aspects of human support. The Process of Becoming a Counsellor [starts at 27:00 mins] In this week’s ‘Practice Matters’, Rory speaks with Jane Godward and Tara Fox about their new book, The Process of Becoming a Counsellor: Navigating the Transformation. Key points from this conversation include: Many students begin counselling training without fully understanding the personal transformation involved in becoming a counsellor. Counselling training is more than academic study - it involves deep personal development and self-reflection. Choosing the right modality and training provider is essential, as not every course will suit every student. The book explores the “shift” from learning counselling skills to becoming a competent practitioner able to work safely with vulnerable clients. The authors discuss the importance of diversity, identity, and the “social graces” model in helping students explore their own experiences and assumptions. Students are encouraged to trust the process of training, recognising that growth and change happen gradually throughout the journey. How to Write a Personal Statement for a Counselling Course [starts at 49:54 mins] In this section, Rory and Ken discuss how to write an effective personal statement for counselling training or counselling-related work. Key points include: A strong personal statement should be authentic, reflective, and written in your own voice rather than sounding overly formal. Tutors are looking for sincerity, self-awareness, and evidence that you understand the personal and academic demands of counselling training. Clearly explaining why counselling matters to you and what motivates you to train is an important part of the statement. Relevant experience does not have to come from counselling itself - life experience, teamwork, volunteering, and helping roles can all be valuable. It is important to show openness to learning, personal growth, and self-reflection. Applicants should tailor their personal statement to the specific course or role they are applying for and consider whether it is the right fit for them. 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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About Counselling Tutor Podcast
The Counselling Tutor podcast serves student counsellors and psychotherapists in training. Rory Lees-Oakes and Ken Kelly examine the theory and practice of counselling and deliver academic content in an easy to understand and fun podcast. Students of Person Centred counselling, Transactional Analysis and behavioural models such as CBT will find something relevant to their studies on the Counselling Tutor Podcast.
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It's a free AI-powered email that summarizes new episodes of Counselling Tutor Podcast as soon as they're published. You get the key takeaways, notable quotes, and links & mentions — all in a quick read.
How does the Counselling Tutor Podcast podcast summary work?
When a new episode drops, our AI transcribes and analyzes it, then generates a personalized summary tailored to your interests and profession. It's delivered to your inbox every morning.
Is this an official Counselling Tutor Podcast product?
No. Podzilla is an independent service that summarizes publicly available podcast content. We're not affiliated with or endorsed by ken@counsellingtutor.com.
Can I get summaries of other podcasts too?
Absolutely! The free plan covers up to 3 podcasts. Upgrade to Pro for 15, or Premium for 50. Browse our full catalog at /podcasts.
How often does Counselling Tutor Podcast release new episodes?
Counselling Tutor Podcast publishes weekly. Our AI generates a summary within hours of each new episode.
What topics does Counselling Tutor Podcast cover?
Counselling Tutor Podcast covers topics including Education. Our AI identifies the specific themes in each episode and highlights what matters most to you.
Start getting Counselling Tutor Podcast summaries tomorrow morning.
Free forever for up to 3 podcasts. No credit card required.
Free forever for up to 3 podcasts. No credit card required.