Relations With the Educational Community and Transformative Beliefs Against Gender-Based Violence as Preventive Factors of Sexual Violence in Secondary Education

Saso, Carmen Elboj; Berrozpe, Tatiana Íñiguez; Errazu, Diana Valero

doi:10.1177/0886260520913642

Cited by 13 publications

(12 citation statements)

References 33 publications

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“…On one hand, it is urgent to account for the involvement of agents in transphobic violence, as their role is essential in prevention and intervention strategies, as largely claimed in transgender studies [19,24,51,52,57,58,61,74]. Perspectives such as the bystander intervention propose a positive approach to educational centers arousing the community's responsibility to take part and intervene in cases of violence [63][64][65]. On the other hand, findings have illustrated how homophobia is tightly linked to transphobic violence in educational centers.…”

Section: Discussionmentioning

confidence: 99%

“…Their role was largely determined to be significant in the sections above, as they might be the perpetrators or passive witnesses in cases of violence against TNBAY. However, the most transformative factor attached to the social relations when studying transphobic violence in educational centers is the potentiality of these relations; in some cases, they may become supportive relationships and stop a situation of transphobic violence as shown by the bystander perspective [63][64][65].…”

Section: Possibilities To Prevent and Intervene In Cases Of Transphobmentioning

confidence: 99%

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Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

et al. 2021

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School violence and bullying re worrying problems due to their growing prevalence and severe consequences for adolescent and youth health and wellbeing. Sociocultural factors can contribute to, complicate, and increase the cases of violence in classrooms and spaces related to educational centers. Transphobic violence in this article is defined as the type of violence suffered by transgender and nonbinary adolescents and youth as a manifestation of the problem of discrimination and hate against gender and sexual diversity. This work intends to study the complex sociocultural dynamics of violence detected in educational contexts affecting transgender and nonbinary adolescents and youth identified by recent high- impact studies. At the same time, we aim to fill the gap in the scientific literature on transphobic violence and articulate successful strategies to prevent and combat it. In this review, transphobic violence is defined as the violence affecting transgender adolescents and youth, continuous in time, influenced by peers, and taking place in spaces or realities related to educational centers. The reviewed studies point at the complexity of this kind of violence due to the combination of socio-personal factors and its variety in manifestations. Furthermore, we study the consequences of transphobic violence for the wellbeing and health of transgender and nonbinary adolescents and youth to deepen the knowledge of their mental health repercussions. We end by providing suggestions for how this problem can be prevented in educational environments, grounded on scientific evidence in the materialization of a transformative approach.

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Section: Discussionmentioning

confidence: 99%

Section: Possibilities To Prevent and Intervene In Cases Of Transphobmentioning

confidence: 99%

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

et al. 2021

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“…The dialogic model of prevention and resolution of conflicts (hereinafter DMPRC; Villarejo-Carballido et al, 2019) is an action based on dialogue and the intervention of the entire educational community, promoting active positioning and solidarity and protective networks in the face of any attack. This model aims at overcoming the dominant socialization that links attraction and violence and achieves the building of more egalitarian relationships that combine the desire for the best values and feelings and prevents violence among peers (Gómez, 2015;Navarro et al, 2018;Puigvert et al, 2019;Elboj-Saso et al, 2020;López de Aguileta et al, 2020;Torras-Gómez et al, 2020). This study aims to investigate whether the measures that have been proved to be effective to prevent violence among students in ordinary schools can work in special schools, since social links and support networks may be more limited by the very difficulties of interaction among students and by the more individualized work that is usually carried out in this type of school.…”

Section: Introductionmentioning

confidence: 99%

Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts

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Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools – the dialogic model of prevention and resolution of conflicts (DMPRC) – in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.

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“…The school can be an ideal space to provide prevention and protection from gender-based violence and sexual abuse for children. To achieve this, there is consensus that interventions involving families, teachers, health agents, and community leaders are needed ( Walsh et al, 2018 ; Elboj-Saso et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities

et al. 2021

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Adolescent gender-based violence prevention and sexuality education is a topic of current concern given the increasing numbers of violence directed at girls. International organizations indicate that one in three girls aged 15 to 19 have experienced gender-based violence in their sexual relationships that this risk may be as much as 3–4 times higher for girls with disabilities. Following the good results obtained in the research project “Free_Teen_Desire” led by the University of Cambridge and funded by the Marie Curie Actions Program in the prevention of gender violence in adolescents through Dialogic Feminist Gatherings (DFG), the aim of study is to analyze Its transfer and impact on adolescent girls with intellectual disabilities. The DFGs are here understood as generators of a more dialogic environment for girls in general and we wonder if and how It is extended to the context of girls with disabilities. Thus, the research takes the form of a case study with a communicative approach on a DFGs. The intervention is carried out in a special school located in Valencia during the 2018–2019 and 2019–2020 academic years with a group of 19 non-mixed female students, female teachers, and the mother of one of the students. The study analyzes which are the transfer criteria to incorporate the DFGs in a special education context and what is their impact on the prevention of gender violence in girls with disabilities. The data collection techniques consist of two in-depth interviews, analysis of the field diary of 24 intervention sessions and a focus group with seven teachers. It is demonstrated that DFGs are successfully transferred to the special education context of the case study. The results show how contexts of safety, solidarity and friendship are generated which protect adolescent girls with disabilities from relationships with gender violence.

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Relations With the Educational Community and Transformative Beliefs Against Gender-Based Violence as Preventive Factors of Sexual Violence in Secondary Education

Cited by 13 publications

References 33 publications

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts

Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities

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