MAPPING OF PSYCHOSOCIAL AND PSYCHOSEXUAL DISTRESS AND THE POTENTIAL OF COLLABORATION-BASED GUIDANCE AND COUNSELING SERVICES FOR STUDENTS WHO ARE SURVIVORS OF SEXUAL VIOLENCE

Abstract

Sexual violence during school age can have lasting effects on students’ psychological, social, and educational functioning. This study aimed to map psychosocial and psychosexual distress and to identify the potential of collaborative guidance and counseling services for students who survived sexual violence. A quantitative descriptive design was used, involving 14 students who had experienced sexual violence at a junior high school in Natuna Regency, Indonesia, selected through total sampling. Data were collected using psychosocial and psychosexual distress mapping instruments and a service needs assessment, and were analyzed using descriptive statistics (frequencies, percentages, and score tendencies). Most students were in the moderate distress category in both the psychosocial (57.1%) and psychosexual (50.0%) domains. Psychosocial distress was mainly reflected in concerns about safety, emotional responses, interpersonal trust, social relationships, and academic functioning. Psychosexual distress was mainly associated with discomfort toward the self and body, feelings of shame or guilt, difficulty making sense of the experience, and avoidance of certain situations. The most frequently identified service needs were a safe and confidential counseling environment (85.7%), emotional support (78.6%), family support (71.4%), assistance with social relationships (71.4%), and professional support (57.1%). These findings indicate that guidance and counseling services have the potential to be developed as part of a collaborative support system involving schools, families, and professionals according to students’ needs. The findings provide a baseline for the future development and evaluation of collaborative guidance and counseling services for students who have survived sexual violence.