Experiences, Perceived Competence and Support Needs of School Psychological Counsellors in Child Sexual Abuse Cases: A Qualitative Study in Turkey

ABSTRACT

Child sexual abuse (CSA) is a critical public health issue with severe societal and individual consequences. School psychological counsellors play vital roles in the detection, initial intervention and legal reporting of such cases. However, their experiences, perceived competence and support needs remain underexplored, particularly within the national context. This study aims to examine the professional experiences, self‐perceived competencies and support needs of school psychological counsellors in CSA cases through an in‐depth qualitative approach. The study was designed using a phenomenological approach. Semistructured interviews were conducted with 20 school psychological counsellors (10 female, 10 male). All participants had experience working directly with and supporting at least one child survivor of CSA throughout their professional careers. The data were analysed using inductive content analysis. The findings were organized under eight themes: case management process, observed symptoms in children, professional preparation and training, challenges faced, self‐perceived competence, gender influence, recommendations and support needs. Participants reported inadequacies in undergraduate training, difficulties in legal and administrative processes, institutional barriers and a strong need for regular supervision to cope with traumatic content. Gender was not perceived as a direct barrier when a trust‐based relationship was established. The findings indicate that school psychological counsellors' perceived professional competence and case management experiences in addressing CSA are shaped not only by individual skills but also by continuous professional education, institutional support and the presence of a trauma‐sensitive school climate. School psychological counsellors often reported feeling isolated and insufficiently supported, particularly during legal procedures and when encountering institutional resistance. To strengthen the role of school psychological counsellors in CSA cases, systemic improvements are required. These include the development of standardized intervention protocols, trauma‐informed supervision practices, multidisciplinary team approaches and the integration of practical, case‐based training into both preservice and in‐service education programmes.