Psicoeducación dirigida a adolescentes con sintomatología ansiosa ante eventos de violencia sexual digital en un colegio particular de Guayaquil

Abstract

The work entitled “Psychoeducation aimed at adolescents with anxious symptomatology in the face of digital sexual violence events in a private school in Guayaquil” addresses the growing problem of digital sexual violence (DSV) and its impact on the mental health of adolescents. The authors, Brithany Tatiana Vera Lucas and Joshua Hernan Proaño Aguayo, propose a psychoeducational program designed to foster understanding and emotional management in risk situations related to the digital environment. Digital sexual violence is defined as a form of aggression that includes online harassment, non-consensual dissemination of intimate content and other forms of abuse that occur through digital platforms. This phenomenon particularly affects adolescents, who, due to their constant interaction with social networks and technology, are more vulnerable to this type of violence. Exposure to DSV can generate high levels of anxiety, manifesting in physical symptoms such as headaches, insomnia and gastrointestinal discomfort, as well as emotional symptoms such as excessive worry, fear of social judgment and isolation. The objective of the program is to implement psychoeducation strategies that not only prevent digital abuse but also strengthen the emotional competencies of the main objective of the program is to implement psychoeducation strategies that not only prevent digital abuse, but also strengthen the emotional competencies of adolescents. Through workshops, talks and group dynamics, the aim is to provide young people with practical tools to manage their emotional well-being, identify risk situations and establish clear limits in the digital environment. The methodological approach is qualitative and is based on data collection through interviews, anxiety tests and observations. The target population was a group of 70 adolescents aged 15 to 16, who actively participated and showed interest in the proposed dynamics. The results indicate that, despite some challenges, such as the initial resistance of some students, the program succeeded in increasing critical awareness of VSD and improving coping skills. A greater willingness to set boundaries and seek support was evidenced, reflecting a positive impact on their mental health.