Introduction to the Special IssueThe Use of Creative Art Therapies in the Prevention, Screening, and Treatment of Child Sexual Abuse

The Hidden Problem: Verbal Sexual Abuse in Higher Education from a Linguistic Perspective

The present study aims to investigate the prevalence of various forms of verbal sexual abuse among students in higher education. Specifically, the study seeks to explore the linguistic features and types of utterances used in verbal sexual abuse and to examine how male and female students perceive such abuse. A mixed-methods design was employed, incorporating both qualitative and quantitative approaches. The qualitative component involved the use of discourse analysis to analyze texts, pictures, and symbols containing instances of verbal sexual abuse. Meanwhile, the quantitative component employed a survey approach to understand how students in higher education perceive such abuse. Data were collected from 30 students who had experienced verbal sexual abuse through both spoken words and social media. In addition, a survey was conducted among 317 students in Indonesia to collect data on their responses to different forms of verbal sexual abuse. The findings of the study suggest that verbal sexual abuse experienced by students can be classified into three forms: vulgar discussions, sexual gestures, and seductive whistles, with vulgar discussions being the most prevalent form of such abuse. The perpetrators of verbal sexual abuse were found to employ specific linguistic features and symbols. The study also revealed that perpetrators of verbal sexual abuse most frequently used assertive and expressive utterances. In addition, the study highlighted significant differences in the perceptions of male and female students concerning verbal sexual abuse. The study's findings have potential implications, particularly in the development of programs aimed at preventing verbal sexual abuse among students in higher education settings. A deeper understanding of the various forms of verbal sexual abuse can help raise students' awareness and concerns about avoiding such behavior.

A Theoretical Model of Emotional Processing in Visual Artmaking and Art Therapy

Current theoretical models of emotional processing rely mainly on detecting emotional processing through verbal, conscious, and cognitive processes. However, artmaking can potentially reveal embodied and implicit processes that may otherwise remain hidden in verbal expression. This paper attempts to close the scholarly gap by introducing a novel art-based emotional processing model that integrates emotional processing and art therapy literature, incorporating emotional meaning-making, awareness, acceptance, and memory consolidation. The art-based EP model explains the processes through which art creation may benefit emotional processing. It also elucidates the ways in which art therapy can be used to enhance therapeutic outcomes.