Dating violence is a public health problem affecting people worldwide. This study evaluated the occurrence of different types of adolescent dating violence using a mixed analysis of each data source. The present study addresses the following research questions: does the occurrence of the types of violence analyzed in the quantitative phase match with the narratives obtained in the qualitative phase? and does the additional information obtained in the qualitative phase improve the understanding of the analyzed phenomenon? In the quantitative phase, 410 participants (aged 13 to 19 years) answered a questionnaire based on the Modified Conflict Tactics Scale, while in the qualitative phase, 26 participated in two focus groups. Data were collected from May to June 2019. Written informed consent was obtained from the parents or legal guardians of those who had agreed to participate. The present research was approved by the Human Research Ethics Committee of the Pontifical Catholic University of Ecuador. The results were divided on: prevalence of dating violence based on age groups and gender, management and resolution of dating conflicts, victimization and perpetration of intimate partner violence, factors favoring intimate partner violence and acceptance of abuse. The results were analyzed via triangulation and indicated that adolescents were involved in the perpetration and victimization of psychological as well as mild and severe physical violence. An analysis of the contributing factors revealed a strong tendency toward the acceptance of the traditional gender model. Challenging these models is crucial to deconstruct hierarchical models, develop conflict resolution skills, and promptly identify abusive behaviors that affect emotional development. The combination of different methodological approaches improved the understanding of the phenomenon studied.
Background: Dating violence has attracted scholarly interest from many fields because of its implications for adolescents’ health. This study aimed to learn which strategies adolescents use to address and prevent dating violence. Methods: Eight focus group discussions were analyzed, which included a total of 78 adolescents between 13 and 17 years old who had the signed consent of their parents or guardians. Results: The findings showed that the majority of adolescents lacked effective mechanisms to manage violence in their dating relationships, which were characterized by immaturity, a lack of trust in their families, and unrecognized relationship violence. Conclusions: Assessing roles and relationships, as well as coping mechanisms, is a valid way to approach adolescents and explore how they perceive interaction during dating and which strategies are used most frequently to prevent violence.
La deserción y repitencia universitaria constituyen un problema social, familiar y personal. Este trabajo se centra en el diseño y aplicación de un modelo de prevención primaria y secundaria que disminuya los índices de deserción y repitencia en el primer nivel de la universidad, período en el que se registra el mayor porcentaje de estos hechos. Se partió de conocer las diversas propuestas latinoamericanas de prevención e intervención, lo que llevó a determinar la necesidad de crear un modelo propio, para lo cual se utilizó la metodología de marco lógico. Se determinó necesario diseñar y aplicar talleres psicoeducativos, producir material de difusión masiva, e iniciar la creación de un instrumento psicométrico de orientación profesional para psicólogos. Se realizaron cinco talleres con estudiantes del 1er semestre 2015-2016, se aplicó la primera versión del Cuestionario de Intereses Profesionales para Psicólogos (CIPP) y el Inventario de Hábitos de Estudio (IHE). Se diseñaron tres dípticos sobre: administración del tiempo, manejo de conflictos y hábitos de estudio. Como conclusiones se cuenta con un primer modelo de prevención, único y ajustado a la realidad de estudio, además, se identifica que la carrera de psicología clínica es la que más interés concita, y se determina en el IHE que el subfactor planificación es el que más requiere refuerzo. Se debe continuar con este tipo de intervención así como incrementar otros aspectos en los talleres como técnicas de relajación, proyecto de vida y realizar la evaluación de impacto al terminar el período académico.
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