17 research outputs found
6-year old children with special educational needs at the beginning of school. A study of gender in the context of education reform
Initiators of the most socially negotiated changes under the current reform of the education system,
including the lowering of school age to 6, indicate “bridging the education gap” as one of the
advantages of an earlier education. In fact, there is no critical refl ection and discussion on how the
education system responds to the diversity of children’s needs and identifi ed areas and risk factors
of educational failures on the threshold of school. In the text we pay special attention to two
important issues overlooked in the ministerial discourse: a risk factor for school failure defi ned as
special educational needs (SEN) and the problem of differentiation of the level of preparedness,
experience and school achievements of children based on gender, with particular regard to socioemotional
development
Will You Make Me Happy? The Role of Dating and Dating Violence Victimisation in Happiness Among Adolescents in Europe
Purpose: the aim of the article is to show the role of dating and dating violence victimisation, different socioeconomic characteristics, personal experiences of abuse, perceived social support, and the ability to resolve social problems in happiness among adolescents in Europe. Methods: the study had a cross-sectional design. The study participants were 1.528 students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland, and the UK. In order to understand which variables were associated with happiness, we fit multiple regression models. Results: the mean value of happiness is lower when teens are in a romantic or dating relationship and have suffered physical and/or sexual violence [β (CI 95%): -1.32(-2.41; -0.22)]. Both not being a victim of bullying and cyberbullying [β(CI 95%):0.90 (0.38; 1.41)] and not witnessing domestic violence against the mother β(CI 95%):1.97(1.06; 2.87)] is associated with relatively higher mean happiness value compared to having such experiences of violence. Also, problem-solving skills [β (CI 95%):0.13 (0.11; 0.14)] and perception of social support [β (CI 95%): 0.03 (0.02, 0.03)] is positively associated with mean value of happiness. Conclusions: there is an association between dating violence victimisation, and happiness among adolescents in Europe. The results suggest the importance of creating healthy, non-violent romantic relationships to build happiness during adolescence, the importance of seeking social support and to provide educational interventions focused on the development of problem-solving skills.The project ‘Lights, Camera and Action against Dating Violence’ (Ligts4Violence) was funded by the European Commission Directorate-General Justice and Consumers Rights, Equality and Citizen Violence Against Women Program 2016 for the period 2017–2019 to promote healthy dating relationship assets among secondary school students from different European countries, under grant agreement No. 776905. It was also co-supported by the CIBER of Epidemiology and Public Health of Spain for its aid to the Gender-based Violence and Youth Research Program
Lights4Violence: a quasi-experimental educational intervention in six European countries to promote positive relationships among adolescents.
Background
Preventing intimate partner violence or dating violence (DV) among adolescents is a public health priority due to its magnitude and damaging short and long-term consequences for adolescent and adult health. In our study protocol, we complement prior experiences in DV prevention by promoting protective factors (or assets) against gender violence such as communication skills, empathy and problem-solving capability through “Cinema Voice”, a participatory educational intervention based on adolescents’ strengths to tackle DV.
Methods/design
A longitudinal quasi-experimental educational intervention addressed to boys and girls ages 13–17 years, enrolled in secondary education schools in Alicante (Spain), Rome (Italy), Cardiff (UK), Iasi (Romania), Poznan (Poland) and Matosinhos (Portugal). Both process and results evaluations will be carried out with 100–120 intervention and 120–150 control group students per city at three time periods: before, after and 6 months after the implementation of the following interventions: 1) Training seminar with teachers to promote knowledge and skills on the core issues of intervention; 2) Workshops with intervention groups, where participants produce their own digital content presenting their perspective on DV; and 3) Short film exhibitions with participants, their families, authorities and other stakeholders with the objective of share the results and engage the community. Outcome measures are self-perceived social support, machismo, sexism, tolerance towards gender violence, social problem-solving and assertiveness as well as involvement in bullying/cyberbullying. Other socio-demographic, attitudes and violence-related co-variables were also included.
Discussion
This study may provide relevant information about the effectiveness of educational interventions that combine a positive youth development framework with educational awareness about the importance of achieving gender equality and preventing and combating gender violence. To our knowledge, this is the first study that involves six European countries in an educational intervention to promote violence protective assets among enrolled adolescents in secondary schools. This study may provide the needed tools to replicate the experience in other contexts and other countrie
The Role of School Social Support and School Social Climate in Dating Violence Victimization Prevention among Adolescents in Europe
The aim of the article is to show the role of school social support and school social climate in dating violence victimization prevention among adolescents in Europe. Study participants were students from secondary schools (age 13-16) in Spain, Italy, Romania, Portugal, Poland and UK. The analysis in this text concern student with dating experience (n=993) (57.2% of girls and 66.5% of boys). School social support was measured by School Social Climate, Factor 1 Scale (CECSCE) and by Student Social Support Scale (CASSS), subscales teachers and classmates. The association between school social support and different types of dating victimization (physical and/ or sexual dating violence, control dating violence and fear) was measured by calculating the prevalence ratios and their 95% confidence intervals, estimated by Poisson regression models with robust variance. All the models were adjusted by country and by sociodemographic variables. The results show that the average values of all types of social support are significantly lower in young people who have suffered any type of dating violence or were scared of their partner. The likelihood of suffering physical and/or sexual dating violence decreased when school social support increased [PR (CI95%): 0.96 (0.92; 0.99)]. In the same way, the likelihood of fear decreased when school social climate increased [PR (CI95%): 0.98 (0.96; 0.99)].There is an association between school social support and school social climate and experiences of being victim of dating violence among adolescents in Europe. Our results suggest that in the prevention of dating violence building a supportive climate at schools and building / using the support of peers and teachers is important
PEER VIOLENCE AND GENDER IN THE GRAMMAR SCHOOL SOCIAL AND CULTURAL CONTEXTS
In this text, I focus on the role that dominant culturally based gender stereotypes and beliefs play in adolescent violence in the context of everyday school life. In other words, I concentrate on how the androcentric order, unequal social position of woman and men, and cultural definitions of femininity and masculinity impact everyday school reality and the relationships between adolescent girls and boys. The text builds on the notion of gender understood as a changeable and socially negotiable cultural construct that plays out in discourses, definitions, values and norms concerning femininity, masculinity and differences between them
Peer violence and gender in the grammar school social and curtular contexts
In this text, I focus on the role that dominant culturally based gender stereotypes and beliefs play in adolescent violence in the context of everyday school life. In other words, I concentrate on how the androcentric order, unequal social position of woman and men, and cultural definitions of femininity and masculinity impact everyday school reality and the relationships between adolescent girls and boys. The text builds on the notion of gender understood as a changeable and socially negotiable cultural construct that plays out in discourses, definitions, values and norms concerning femininity, masculinity and differences between them
Zmowa milczenia. Problem samotności ofiar rówieśniczej przemocy ze względu na płeć w polskich gimnazjach. Raport z badań
This research report is an integral part of a larger research project focused on analyzing peer violence which is driven by gender stereotypes and prejudices (including sexual harassment) and which is experienced by female and male students of Polish junior high schools. The present qualitative research results are the effect of eight interviews and group discussions carried out in the first half of 2013. The interviewees and discussion participants were students of four different junior high schools in different towns and villages. The discussions focused on the following issues: girls' and boys' strategies of enduring, resisting or confronting gender-based violence and harassment; their reactions and coping mechanisms as victims and/or witnesses of gender-based violence or harassment; how adolescents perceived the roles of adults (that is teachers, parents, professionals) in the their experiences of violence.Raport z badań stanowi integralną część większego, aktualnie realizowanego projektu badawczego, którego problemem zasadniczym jest przemoc rówieśnicza motywowana stereotypami i uprzedzeniami związanymi z płcią (w tym przemoc o podtekście seksualnym), doświadczana przez uczniów i uczennice polskich gimnazjów. Prezentowane tu wyniki badań własnych o charakterze jakościowym są efektem przeprowadzonych w pierwszej połowie 2013 roku ośmiu wywiadów i dyskusji grupowych, w których uczestniczyli gimnazjaliści i gimnazjalistki z czterech różnych szkół i miejscowości. Problemem, na którym skoncentrowały się dyskusje były dziewczęce i chłopięce strategie przetrwania, oporu czy też przeciwstawiania się rówieśniczej przemocy ze względu na płeć; reakcje i sposoby radzenia sobie w roli ofiary i/lub świadka oraz postrzeganej przez adolescentów roli dorosłych (nauczycieli, rodziców, profesjonalistów) w sytuacji doświadczania sytuacji przemocowych
Education of children to equality of women and men as a way to prevent gender-based violence
Gender-based violence is understood as violence motivated by gender stereotypes and prejudices resulting from normative expectations related to femininity and masculinity dominating in society and culture, and from unequal power relations between women and men. The aim of the article is to analyze the problem of gender-based violence in the context of its social and cultural sources, as well as ways to prevent it. The authors put forward a thesis that the main preventive measure is the education of children and youth to equality of women and men, both in public life and in the family, as well as the elimination of prejudices and unjust stereotypes related to gender from education
The Boredom of School Sexual Education
Despite a lot of scientific research and study, sexual education issues as an element of formal education are still considered to be a controversial subject. Those challenges, dilemmas, controversies or difficulties relate to many areas, connected both with form and organization of classes, teachers, and also (at more general level) with some ministerial indications or school management. All the above matters directly influence what sexual education classes look like and what the students’ experience is. It is disturbing that the sexual education subject at school was generally considered to be boring according to the respondents. Therefore, it has been decided to analyze why classes which are non-obligatory but important and wanted by students are considered boring and out of touch with life