Parental Self-Efficacy (PSE) in Preventing Sexual Violence Against Children with Intellectual Disabilities: Evidence from Special School Settings in Indonesia

Abstract

Children with intellectual disabilities (ID) face a substantially higher risk of sexual violence compared to their peers without disabilities. This vulnerability arises from cognitive limitations, inadequate awareness of bodily boundaries, and restricted communication skills. Parents, as the closest and most influential figures in a child’s life, play a vital role in safeguarding them. Parental self-efficacy is therefore critical, as higher levels of confidence and competence enable parents to discuss sensitive topics and provide preventive education more effectively. This study aimed to assess parental self-efficacy in preventing sexual violence among children with ID and to examine its dimensions within the context of special education in Indonesia. A descriptive cross-sectional design was employed at SLB Negeri 1 Bantul, Yogyakarta, using purposive sampling, involving 68 respondents. Data were collected using a validated 20-item parental self-efficacy questionnaire and analyzed descriptively.

Results indicated that 60.3% of parents demonstrated low self-efficacy, whereas 39.7% were categorized as high. Across the four dimensions, low confidence was most prevalent: 51.9% in providing education, 58.8% in the education process, 61.8% in achieving outcomes, and 70.6% in obtaining family support. These findings highlight significant challenges faced by parents in protecting children with ID from sexual violence. The predominance of low parental self-efficacy points to the need for targeted interventions that enhance parental confidence, knowledge, and skills. Therefore, designing and implementing sexual violence prevention programs for children with intellectual disabilities should prioritize strengthening parental self-efficacy.