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Counselling Tutor Podcast

Counselling Tutor Podcast

By: Ken Kelly and Rory Lees-Oakes
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CPD, supervision and specialist training for counsellors Education
Episodes
  • 378 – AI, Bias and Critical Thinking in Counselling

    378 – AI, Bias and Critical Thinking in Counselling
    Jun 6 2026
    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
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  • 377 – AI Apps and Depersonalisation in Counselling

    377 – AI Apps and Depersonalisation in Counselling
    May 30 2026
    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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  • 376 – AI in Counselling Practice

    376 – AI in Counselling Practice
    May 16 2026
    Neurodivergent Affirming Therapy - Can Your Therapist Be Your Counselling Supervisor? In Episode 376 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 in counselling practice, focusing on understanding informed consent and data use. Then in ‘Practice Matters’, Rory speaks with Amy Peters about neurodivergent affirming therapy and her new book on working with autistic and ADHD clients. And finally, in ‘Student Services’, Rory, Ken and Paul Cullen discuss whether your therapist can also be your counselling supervisor, exploring the ethical and practical considerations. AI in Counselling Practice [starts at 03:11 mins] In this section, Rory and Ken explore AI in counselling practice, examining what informed consent really means in the context of AI and data protection. Key points discussed include: Informed consent goes beyond a simple agreement – clients must fully understand how their data is collected, stored, used, and shared. Therapists must be able to explain tools (including AI and apps) in clear, simple language that clients can genuinely understand. Data protection applies from the very first contact (e.g. website forms, emails), not just during therapy sessions. Clients must have control over their data, including the ability to withdraw consent and request deletion. Using third-party tools (e.g. note-taking apps or video platforms) requires explicit informed consent from clients. Consent is an ongoing process that should be revisited throughout the therapeutic relationship, not a one-time event. Neurodivergent Affirming Therapy [starts at 28:35 mins] In this week’s ‘Practice Matters’, Rory speaks with Amy Peters about her book Neurodivergent Affirming Therapy: Rethinking Approaches for Autistic and ADHD Clients. Key points from this conversation include: Traditional therapy models are often rooted in neuronormative assumptions, which may not meet the needs of neurodivergent clients. Neurodivergent affirming practice shifts from a deficit-based view to recognising neurodivergence as a valid form of human diversity. Common behaviours (e.g. stimming, lack of eye contact, shutdowns) can be misinterpreted and pathologised in traditional models. Therapists may unintentionally reinforce masking or neurotypical expectations without awareness. There are persistent myths, such as autistic people lacking empathy, which can negatively impact therapeutic relationships. Increased diagnoses reflect historical underdiagnosis, especially among women and marginalised groups, rather than overdiagnosis. Can Your Therapist Be Your Counselling Supervisor? [starts at 50:11 mins] In this section, Rory, Ken and Paul Cullen explore whether it is appropriate for a therapist to also take on the role of supervisor. Key points include: Dual relationships (therapist and supervisor) can create ethical and professional conflicts and are generally discouraged. Therapy and supervision serve different purposes – therapy focuses on the client’s personal process, while supervision focuses on client work and professional practice. Prior therapeutic relationships may influence or complicate the supervisory dynamic. Ethical bodies offer varying guidance, but all highlight the need to carefully consider risks and boundaries. Supervision includes formative, normative, and restorative functions, which differ from therapeutic work. Where possible, it is advisable to seek a separate supervisor to maintain clarity and professional integrity. 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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