Gender Differences in Socioemotional Factors During Adolescence and Effects of a Violence Prevention Program

2009 ◽  
Vol 44 (5) ◽  
pp. 468-477 ◽  
Author(s):  
Maite Garaigordobil ◽  
Carmen Maganto ◽  
José Ignacio Pérez ◽  
Eneko Sansinenea
2022 ◽  
Vol 12 ◽  
Author(s):  
Lilian Velasco ◽  
Helena Thomas-Currás ◽  
Yolanda Pastor-Ruiz ◽  
Aroa Arcos-Rodríguez

PRO-Mueve Relaciones Sanas (PRO-Mote Healthy Relationships) is a gender-based violence and dating violence prevention program targeted at adolescents. The program has been designed to be implemented during three consecutive courses [from the first to third year of Spanish mandatory secondary education (ESO)] in 8 annual sessions, imparted by university students who have been previously trained and supervised by university professors. The present study evaluates the effects of the program after the first year of implementation through a quasi-experimental design (Intervention Group N = 181; Quasi-control group N = 62; Mage = 12.11; SDage = 0.57; 54.7% girls) and assesses whether there are gender differences in the outcomes. The results obtained evidenced a significant reduction in benevolent sexism in the intervention group compared to the quasi-control group. Regarding hostile sexism, it was found to increase significantly in the quasi-control group, while it remained stable in the intervention group. Thus, there were significant differences between both groups after the intervention. Likewise, romantic love myths were found to decrease significantly, and knowledge about gender-based violence increased significantly in the intervention group between the two time points assessed, although there were no significant differences with the quasi-control group. No gender differences in the outcomes of the program were observed. The obtained results supported the efficacy of the program during the first year of intervention in the first course of the ESO and laid the foundation for the following phases of intervention.


2006 ◽  
Author(s):  
Sherri Sullivan ◽  
Imelda Perez ◽  
Natalie Johnson ◽  
Denise R. Donohue ◽  
Kathryn Vasaeli

2018 ◽  
Vol 2 (1) ◽  
pp. 57 ◽  
Author(s):  
LeConte J. Dill ◽  
Bianca Rivera ◽  
Shavaun Sutton

This paper explores the engagement of African-American, Caribbean-American, and immigrant West African girls in the critical analysis and writing of poetry to make sense of their multi-dimensional lives. The authors worked with high-school aged girls from Brooklyn, New York who took part in a weekly school-based violence prevention program, and who became both ‘participants’ in an ethnographic research study with the authors and ‘poets’ as they creatively analyzed themes from research data. The girls cultivated a practice of reading and writing poetry that further explored dating and relationship violence, themes that emerged from the violence prevention program sessions and the ethnographic interviews. The girls then began to develop ‘poetic knowledge’ grounded in their lived experiences as urban Black girls. The authors offer that ‘participatory narrative analysis’ is an active strategy that urban Black girls enlist to foster individual and collective understanding and healing.


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