Compassion Satisfaction among School-Based Mental Healthcare Providers amidst Covid-19 Lockdown

This phenomenological research delves into the lived experiences of school-based mental healthcare providers who engaged in counseling during and after the COVID-19 lockdown. Through qualitative analysis, the study identifies key themes that depict the providers' adaptation to evolving counseling methods and the personal meaning they derive from their professional roles. Themes emerged around the challenges of technological adaptation, heightened student mental health needs, expanded professional roles, pandemic-related impacts, and contemplation of career trajectories. Providers attribute significance to their roles by navigating complexities in balancing personal and professional considerations, finding purpose in meaningful connections, and evolving responsibilities within their practice. Policy recommendations derived from the findings highlight the imperative to enhance technological proficiency, ensure financial stability with job security measures, provide ongoing professional development opportunities, and foster mental well-being through self-care initiatives and equitable resource allocation. These recommendations aim to bolster provider resilience and optimize support for students in future emergencies, contributing to a more robust and adaptive school-based mental healthcare system.

compassion satisfaction, compassion fatigue, school-based mental healthcare providers

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