This study aimed to know the prevalence of sexual coercion toward women perpetrated by acquaintance Spanish college men, and some personal factors associated with the involvement in these behaviors to replicate the confluence model. An anonymous questionnaire was completed by 196 university students that included an adaptation of the Sexual Experiences Survey, and other scales to assess different attitudes, motives, and experiences associated with sexual aggression. About 15% of men admitted some involvement in sexual behaviors when the woman did not want it. The control and dominance needs, the personal disposition to impersonal sex, and empathy competency showed the strongest association with the involvement in coercive sexual behaviors. Empathy moderated the effects of control and domination needs and the impersonal sex in predicting sexual coercion. Overall, our data supports the confluence model.

Although adolescence has been defined as a stage of vulnerability, due to the biopsychosocial changes that happen throughout this developmental stage, it is also one of growth. Some of the core personal competencies that have been identified to promote positive development at this stage while simultaneously preventing risks are: (1) a positive sense of self, (2) self-regulation, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. There are many factors and contexts that influence adolescent development. The school climate, for example, has the capacity to promote positive development and life satisfaction, yet on the other hand, it is a context within which different forms of violence, such as bullying, can occur. The principal aim of this study, therefore, is to analyze the influence that bullying has on one’s life satisfaction, while taking into account participants’ socio-demographic characteristics (i.e., gender and developmental stage), their core personal competencies (i.e., problem solving strategies, empathy, emotional repair, self-esteem, and values), and the school climate. To obtain data, a hierarchical regression analysis was conducted with a sample of 647 Spanish students (53.3% female), ranging in age from preadolescence (10–13 years old; 60.3%) to mid-adolescence (14–18 years old; 39.7%), and belonging to diverse socio-economic contexts (15.3% rural) and schools (32.1% public). After gaining informed consent from both the participants and their parents, students completed the survey voluntarily, and under anonymity. Initially results show that gender, developmental stage, and having been bullied were predictors of participants’ levels of life satisfaction. When the core personal competencies were also considered in data analysis process, self-esteem, emotional repair, and social values were those demonstrating significant effects on one’s life satisfaction; moreover, being bullied was a significant predictor too. Finally, after taking school climate into account, only this variable as well as self-esteem and emotional repair were significant predictors of life satisfaction: the other assessed variables were no longer found to be significant predictors (i.e., gender, developmental stage, being bullied, and social values). These results have important implications for education objectives, methodologies, and school functioning: school climate, self-esteem and emotional repair seem to be particularly important for promoting student life satisfaction and for preventing the negative consequences associated with being bullied.

Accessible summary Relationships and sexuality are important for disabled people. Through the voices of 16 intellectually disabled adults, this paper shows what they consider to be important in areas such as education or personal relationships. Most of the people interviewed would like to have a partner and live together as a couple. Intellectually disabled people encounter many barriers to obtain certain basic rights. Summary This study starts from the premise that we are sexual beings, and therefore, sexuality is part of our lives and defines us as human beings. This is also true with regard to intellectually disabled people. Within the framework of broader qualitative research carried out in Spain, some partial results of an ongoing study aimed at finding out what a group of adults see as important in different areas of their lives are presented here. Through the personal narratives of 16 intellectually disabled people, this paper explores some of their ideas and demands about sexuality and their sexual lives. Most of the people interviewed expressed their desire to have a partner and to live as a couple. There is no doubt that many intellectually disabled people have greater control over their lives and the decisions that affect them, but as they tell us, the presence of old ideas can hinder them from securing their fundamental rights.

This study focuses on sexual violence experiences suffered by Spanish transgender individuals throughout the life span. Using a cross-sectional design, 33 face-to-face semi-structured interviews were conducted which included questions regarding the presence and/or absence of sexual violence, the nature of said sexual violence, by whom sexual violences were committed, coping mechanisms used, and certain mental health indicators. Results found a high percentage of transgender individuals to have been victims of sexual violence during childhood, to use avoidance as a coping mechanism for said experiences, as well as the frequent recurrence of experiences of sexual violence, showing victimization processes. In addition, the relationship between said experiences and mental health indicators were observed. This study highlights the importance of and need for addressing sexual violence among this population, and discusses and analyzes possible components of future educative and clinical intervention strategies.

Sexual violence is a worldwide health and social issue. However, little is known about the sexual violence that occurs in the context of romantic relationships. This study analyzes the existence of sexual violence in adolescents’ romantic relationships, the possible associations between such violence (both committed and suffered) and myths about sexual aggression and sexual assertiveness, and the possible gender-related distinctions. A sample of 329 students aged between 15 and 19 (M = 16.3; SD = 0.79) was surveyed; all participants were in a romantic relationship when the data were collected. The results reveal that both genders report the existence of sexual violence in their romantic relationships; however, in heterosexual relationships, males were more often the perpetrators of sexual violence. Additionally, myths about sexual aggression and sexual assertiveness were found to be significantly associated with both perpetration and victimization. Accordingly, these predictors should be focal points in prevention programs for adolescent sexual violence. The findings of this study show the de-prioritization of sexuality education in the Spanish educational system, as well as the need to strengthen the competence of adolescents in this area.