PSYCHOEDUCATION AS AN EFFORT TO PREVENT SEXUAL HARASSMENT IN SCHOOLS

Abstract

Sexual harassment remains a pervasive issue within educational settings, posing significant challenges to the safety, well-being, and academic performance of students. In response to this concern, psychoeducation emerges as a promising intervention strategy to prevent and address sexual harassment occurrences in schools. This systematic review employs the LSR and PRISMA methodologies to investigate the effectiveness of psychoeducation programs in combating sexual harassment among students. Through a comprehensive analysis of relevant literature, this study examines the theoretical underpinnings, implementation strategies, and outcomes associated with psychoeducational interventions. Findings suggest that psychoeducation initiatives, encompassing educational workshops, curriculum integration, and awareness campaigns, contribute to enhancing students' understanding of sexual harassment, fostering supportive school climates, and empowering individuals to recognize and address inappropriate behaviors. Moreover, this review highlights the importance of targeted interventions tailored to the developmental needs and cultural contexts of diverse student populations. By synthesizing empirical evidence, this study underscores the potential of psychoeducation as a proactive approach to promote safe and inclusive school environments, ultimately mitigating the prevalence of sexual harassment and cultivating positive social norms among students. From the review of existing journals, it was found that psychoeducation can help prevent sexual harassment in the school environment