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Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities
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 relationship...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8170478/ https://www.ncbi.nlm.nih.gov/pubmed/34093356 http://dx.doi.org/10.3389/fpsyg.2021.662241 |
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author | de Mello, Roseli Rodrigues Soler-Gallart, Marta Braga, Fabiana Marini Natividad-Sancho, Laura |
author_facet | de Mello, Roseli Rodrigues Soler-Gallart, Marta Braga, Fabiana Marini Natividad-Sancho, Laura |
author_sort | de Mello, Roseli Rodrigues |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8170478 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-81704782021-06-03 Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities de Mello, Roseli Rodrigues Soler-Gallart, Marta Braga, Fabiana Marini Natividad-Sancho, Laura Front Psychol Psychology 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. Frontiers Media S.A. 2021-05-19 /pmc/articles/PMC8170478/ /pubmed/34093356 http://dx.doi.org/10.3389/fpsyg.2021.662241 Text en Copyright © 2021 de Mello, Soler-Gallart, Braga and Natividad-Sancho. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology de Mello, Roseli Rodrigues Soler-Gallart, Marta Braga, Fabiana Marini Natividad-Sancho, Laura Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities |
title | Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities |
title_full | Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities |
title_fullStr | Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities |
title_full_unstemmed | Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities |
title_short | Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities |
title_sort | dialogic feminist gathering and the prevention of gender violence in girls with intellectual disabilities |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8170478/ https://www.ncbi.nlm.nih.gov/pubmed/34093356 http://dx.doi.org/10.3389/fpsyg.2021.662241 |
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