What Clinical Practitioners Need from Leadership to Promote Resilience and Mitigate Risks to Counsellors in a Post-Secondary Environment

This dissertation examines what clinical practitioners need from leadership to foster resilience and mitigate risks like burnout, compassion fatigue, and vicarious trauma in post-secondary counselling environments. As student mental health demands surge—especially post-COVID—counsellors are stretched thin, managing increasingly complex cases with limited institutional support. While these professionals are trained to provide care, they often lack the same level of care from their workplaces, leaving them vulnerable to emotional exhaustion, disengagement, and burnout. Despite their essential contributions, counsellors face systemic barriers, inadequate institutional support, and leadership gaps that exacerbate workplace stress. This study amplifies the voices of post-secondary counsellors and clinical leaders from various Canadian institutions using a qualitative, phenomenological approach with narrative inquiry. Twelve participants—eight counsellors and four clinical leaders—shared their experiences, shedding light on the structural and leadership gaps that impact their well-being. Thematic analysis, supported by NVivo, revealed key trends: a lack of trauma-informed leadership, unsustainable caseloads, unrealistic institutional expectations, and limited opportunities for professional growth. Findings highlight that effective leadership is not just about policies—it’s about people. When leaders prioritize counsellor well-being, staff retention improves, service quality strengthens, and students receive better care. The research underscores the need for leadership models beyond traditional frameworks, incorporating trauma-informed, feminist, and servant leadership approaches that create psychologically safe workplaces. Recommendations include reducing caseloads, implementing structured peer support, offering flexible work options, and embedding professional development into institutional priorities. The study also introduces the Counsellor-Centered Leadership Assessment Model (CCLAM), a tool designed to help institutions evaluate

Author dc:creator

• Shah, Neeta

Advisor dc:contributor.advisor

• Harris, Brigitte

• College of interdisciplinary studies

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-20441

OAI identifier oai:identifier

oai:null:10613/28877