Becoming a Counselling Tutor: A Reflection on a new chaper.

There are moments in your career that simply feel right.

For me, becoming a counselling tutor is one of those moments.

Alongside my work as a private counsellor and clinical supervisor, I am incredibly proud to be beginning this new chapter. As I sit and reflect on my journey, I realise that teaching doesn't feel like a new direction—it feels like a natural extension of everything I already love.

Supporting people has always been at the centre of my work.

Whether I am sitting alongside a client in the therapy room, working with a supervisee who is finding their confidence, or now stepping into a classroom with student counsellors, the purpose feels the same. It is about creating a space where people feel safe enough to grow.

One of the greatest privileges of supervision has been witnessing students begin to trust themselves.

I often see trainees arrive believing there is a "right" way to be a counsellor. They compare themselves to experienced practitioners, worry about saying the wrong thing, or wonder whether they are doing enough. Gradually, something shifts. They begin to realise that counselling isn't about becoming someone else—it's about becoming more authentically themselves within the boundaries of ethical, safe, and professional practice.

That is the part I absolutely love.

I don't believe counselling is about producing therapists who all sound the same or work in exactly the same way.

Of course, our profession is built upon ethics, professionalism, evidence-informed practice, and a commitment to doing no harm. Those foundations are non-negotiable. Yet within those foundations, I believe there is space for individuality, creativity, and personality.

Every counsellor brings something unique into the therapeutic relationship.

I find myself becoming genuinely excited when I see a student begin to discover their own way of working. Not because it looks like mine, but because it reflects who they are. I believe that authenticity is something clients often experience and respond to.

Perhaps that is why teaching feels so meaningful to me.

I don't want to teach students what to think. I want to encourage them to think critically, to remain curious, to reflect deeply, and to develop the confidence to ask themselves, *"What kind of counsellor do I want to become?"*

As an integrative therapist, I naturally adapt my practice around the individual sitting in front of me. No two clients are the same, so why should therapy always look the same? That belief extends into teaching too. Every student arrives with different experiences, strengths, challenges, and perspectives. I hope to honour those differences rather than mould everyone into one version of what a counsellor should be.

As I write this, I feel incredibly grateful.

I think about the people who have believed in me throughout my own journey. I think about the clients who have taught me more than any textbook ever could. I think about the supervisees who have reminded me that growth often begins with uncertainty.

Now, I have the privilege of walking alongside students as they begin their own journeys.

I know I won't simply be teaching counselling theory.

I will be witnessing people discover their voice, build their confidence, challenge themselves, and develop into compassionate, ethical professionals. To me, that feels incredibly special.

This role isn't separate from my identity as a counsellor or supervisor—it completes it.

I can't wait to see where this new chapter leads, and I feel genuinely honoured to be part of shaping the next generation of counsellors.