Context A key to advancing the eradication of gender‐based violence (GBV) is knowing how to recover from it. Objective To identify the changes that are indicators of having overcome GBV and determine the role of various support networks. Search strategy We systematically searched Web of Science. Inclusion criteria Publications whose abstracts contained a minimum of two of the following words: (a) support or network or solidarity, (b) violence and (c) recovery or healing. Data extraction and synthesis Of the 273 documents retrieved, 52 were used using a narrative synthesis approach. Main results For recovery, women must reconnect with themselves, with their environment and with the world in general. Doing so requires support from both formal and informal networks. The intervention of other people is a common element in successful recovery processes. We identify three requirements for the intervention of these support networks to be effective: not blaming the victim, making women part of their own recovery process by showing them their own transformation potential and promoting reflection on the socialization they have experienced in their affective‐sexual relationships. Conclusions There are multiple benefits to having formal or informal support during recovery. In informal networks, raising awareness and providing training are insufficient for promoting active support. Instead, the Second Order of Sexual Harassment must specifically be combatted. Public contribution From the authors' previous research, harassed women and survivors have underlined the necessity to identify indicators of recovery and which kind of support has an impact on it.
Previous research has generally found that providing specific research evidence about concrete improvements in the development of field work promotes the achievement of social impact during the research process itself ( Aiello et al., 2021 ). This result opens as a prospective for further research to specify which scientific evidences can promote this impact in the different research topics, as well as the methodological aspects that will facilitate it. In research on gender violence, some of these evidences have already been identified—for example, the mirage of upward mobility ( Oliver, 2010-2012 ). However, the methodological aspects that will determine, when exposing such evidence, the social impact obtained during the research process have not been analyzed. In this sense, in the FREE TEEN DESIRE project, sharing this evidence with the participants using the language of desire has promoted transformations. This language of desire must be incorporated from its reality, being the result of a construction between the researcher and the participants. Its incorporation is enhanced if it is done in the context of Dialogic Feminist Gatherings (DFG). And, throughout the process, the researcher must adopt a role in which, among other things, she or he makes visible any attitude linked to violence when it becomes unattractive, as well as making visible the language of desire that is being constructed with respect to egalitarian relationships. The social impact of this research methodology was evidenced by the fact that after participating in DFG on the mirage of upward mobility, the girls’ intention to have a sporadic relationship with a boy with violent attitudes decreased ( Puigvert, 2016 ).
ResumenLa violencia de género está también presente en las relaciones adolescentes. En España, en el año 2007 2 , más de 4.000 chicas menores de 20 años denunciaron a su pareja o ex pareja por malos tratos. Desde la educación, se nos plantea el reto de desarrollar acciones preventivas en sus primeras relaciones.En la investigación que presentamos hemos analizado los modelos de atracción de los y las adolescentes. Los resultados destacan que los chicos y chicas se están socializando en unas motivaciones y deseos basados en valores tradicionales y desiguales, que se presentan como la causa más profunda sobre la cual se sustenta la violencia de género.Palabras clave: violencia de género, modelos de atractivo, socialización preventiva, adolescentes, relaciones afectivas y sexuales. Summary Gender violence is also in relationships among
ResumenObjeto: La fractura educativa entre los que tienen éxito en el sistema educativo y los que fracasan puede empezar en los años previos a la escolarización obligatoria, por ello la reducción de los altos índices de fracaso escolar requiere de la intervención en las edades más tempranas. El presente artículo, siguiendo las recomendaciones de Comisión Europea así como de los resultados de diferentes investigaciones, analiza algunas de las características que debe tener esta educación infantil para contribuir a la mejora del éxito educativo.Diseño/metodología/enfoque: Los resultados que aquí se presentan son fruto de la revisión de la literatura científica previa y los resultados obtenidos en la investigación e u r o p e a Includ-ed (Flecha, 2006(Flecha, -2011, cuya metodología fue de orientación comunicativa. Concretamente, hemos recogido los resultados de uno de los estudios de caso realizados en España durante el período 2007 -2010. Las técnicas de recogida de información fueron tanto cuantitativas como cualitativas: cuestionarios, relatos comunicativos, entrevistas semiestructuradas, grupos de discusión y observaciones comunicativas.Aportaciones y resultados: El fomento de la interacción y la implicación de la familia, son dos de los componentes identificados que pueden favorecer el desarrollo de una educación infantil de calidad. Una de las formas de organización de aula que contempla ambos elementos es grupos interactivos. Los resultados del estudio de caso muestran -316-
Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has implemented Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard.
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