There are many reasons why someone may decide to train as a counsellor. Often, the motivation comes from a desire to help others navigate emotional difficulties, make sense of their experiences, and improve their wellbeing. Many people are drawn to counselling because it offers meaningful, relational work and the opportunity to make a tangible difference in the lives of others. In a world where mental health challenges are increasingly visible, counselling may be seen as a way to contribute positively to individuals and communities.

For some, the decision to train as a counsellor is influenced by personal life experiences. Individuals who have faced loss, trauma, mental health difficulties, or significant life transitions may feel inspired to support others going through similar challenges. Having benefited from counselling themselves, they may wish to ‘give back’ by offering the same kind of support they once received. Others are motivated by a long-standing interest in psychology, human behaviour, or emotional development, and see counselling as a practical and relational way to explore these interests.

Those looking for a career change may be drawn to counselling if they feel they have developed key skills in their previous career. In particular, those in education, healthcare, social care, human resources, or voluntary roles may find that counselling aligns with skills they already use, such as listening, supporting, or advocating for others. Some feel dissatisfied with roles that are task-focused or driven by targets and are attracted to counselling’s emphasis on depth, reflection, and human connection. The flexibility of counselling work, including opportunities for self-employment, can also be an appealing factor.

A wide range of skills from other roles and life experiences can support counsellor training. One of the most important is effective communication. Experience in roles that require active listening, clear verbal expression, or sensitive conversations, for example teaching, nursing, customer service, or management, can provide a strong foundation. These roles often develop the ability to attend carefully to others, notice emotional cues, and respond thoughtfully, all of which are central to counselling practice.

Empathy and emotional awareness gained through life experience are equally valuable. Parenting, caring for relatives, volunteering, or navigating complex relationships can enhance a trainee counsellor’s capacity to understand different perspectives and tolerate emotional intensity. Such experiences may also foster patience, compassion, and non-judgement, which are essential attitudes in counselling work.

Self-reflection is another key skill that often develops outside formal training. People who have engaged in personal therapy, reflective journaling, supervision, or spiritual practices may be more comfortable examining their own thoughts, feelings, and patterns. This ability is crucial during counsellor training, which requires students to reflect on how their personal experiences and beliefs may influence their work with clients.

Finally, organisational and professional skills from previous employment, such as time management, ethical awareness, record-keeping, and boundary-setting, can be extremely helpful. Counsellor training is demanding, combining academic study, skills practice, and personal development. Those who bring resilience, commitment, and openness to learning from their wider life experience are often well placed to grow into effective and ethical counselling practitioners.