Background: Due to the expected increase in child abuse during the period of COVID-19 confinement, it is essential that social researchers and other professionals work together very quickly to provide alternatives that protect children. To respond to this extremely urgent demand, evidence-based actions are presented that are being carried out in nine schools in the autonomous communities of Valencia and Murcia, Spain, during the confinement with the goal of “opening doors” to foster supportive relationships and a safe environment to prevent child abuse. Methods: The research was conducted through the inclusion of teachers who are implementing these actions in dialogue with the researchers to define the study design, analysis, and discussion of the results. Results: Knowledge regarding six evidence-based actions is provided: (1) dialogic workspaces, (2) dialogic gatherings, (3) class assemblies, (4) dialogic pedagogical gatherings with teachers, (5) mixed committees, and (6) dynamisation of social networks with preventive messages and the creation of a sense of community, which are being implemented virtually.

The first research conducted on violence against women in the university context in Spain reveals that 62% of the students know of or have experienced situations of this kind within the university institutions, but only 13% identify these situations in the first place. Two main interrelated aspects arise from the data analysis: not identifying and acknowledging violent situations, and the lack of reporting them. Policies and actions developed by Spanish universities need to be grounded in two goals: intransigence toward any kind of violence against women, and bystander intervention, support, and solidarity with the victims and with the people supporting the victims.

Gender-based violence cannot be overcome without a wide social support for the victims, which is dramatically limited by the violence against those who take an active stand in favor of survivors. The struggle against sexual violence requires simultaneous actions to protect both the direct victims of sexual harassment and the victims of second order sexual harassment -SOSH-. Although the first definition of SOSH comes from 1990 (Dziech & Weiner, 1990) there has been a lack a research on the issue, despite its social and scientific importance. The objective of this article is two-fold: a) to provide a concept of SOSH useful to present developments for science and society, through identifying specific situations of persons and those with whom they work and have suffered SOSH; b) to disclose the main contributions to face these situations through several social aspects on legal, university, citizenship, media and political perspectives. Using a qualitative methodology we conclude by highlighting the need for developing joint actions of the whole society to identify and legislate the SOSH, while empowering survivors and the ones who support them, in an attempt of eradicating gender-based violence.

The scientific literature has identified an attraction toward models of masculinity marked by abuse and domination in teenagers' sexual and affective relationships. Given this reality, greater insight is needed on the mechanisms that lead young people to choose this type of relationship. In theory, different authors argue that as a result of the disassociation between goodness and attractiveness a profound crisis of meaning is found. A study conducted with the Critical Communicative Methodology, particularly, through the use of communicative data collection techniques has led to gather evidences of this crisis, particularly how it is interplayed by the opposition between a language of ethics versus a language of desire. The use of communicative daily life stories and communicative focus groups allowed not only to identify this separation but also those elements that contribute to overcome it.

When faced with situations of gender-based violence, one becomes exposed to risk in giving support to the victim (van Reemst, Fischer, & WC Zwirs, 2015, Hamby, Weber, Grych, & Banyard, 2016; Liebst, Heinskou & Ejbye-Ernst, 2018). This form of violence, second order of sexual harassment (SOSH), occurs when people who support victims of gender-based violence experience violence themselves because of this positioning (Vidu et al., 2017; Flecha, 2021). There is little research on the subject. Through a quantitative study carried out with 1541 Spaniards over 18 years of age, we provide, for the first time, quantitative evidence of the incidence of SOSH in the responses of people who have been aware of a situation of gender-based violence. Our results show that SOSH is an important obstacle; 40% of people who did not offer help in the case of gender-based violence did not do so for reasons that correspond to SOSH.We concluded that the fear of suffering SOSH can condition people’s reactions in the environment, thereby limiting the possibility of female victims of violence receiving help.

The social impact of reading the book Radical Love cannot be grasped by the dominant discourse on the evaluation of social impact. A deep understanding of autobiographical memories must go beyond the quantitative analysis of details and episodes to qualitatively examine the meanings constructed through recollection. Thus, we explored young women’s memories of intimate partner violence through memory narratives and the way these memories were reconstructed when the women read Radical Love. In addition, we examined the personal meanings given to this reading experience through in-depth interviews and a focus group. The results showed that Radical Love made the participants more critical about their memories and made these memories unappealing. This reading led some women to leave violent relationships and transform their prospective thinking. In a time when impact is measured mainly by research articles, this qualitative analysis of the memory transformation promoted by reading Radical Love demonstrates that books can also have a social impact.

IntroductionPoverty and the risk of suffering from it affect some 80 million people in Europe in many ways, including precarious working conditions, housing and health care problems and a lack of educational opportunities (European Parliament, 2008).The EuropeanYear for Combating Poverty and Social Exclusion stressed that the Roma lived at greater risk of poverty than the rest of the European population.They suffer from marginalisation in education (segregation) and housing (evictions and poor quality housing or ghettos) and employment (very high unemployment rates) problems and few participate in political processes. Women are the most vulnerable, as they experience first-hand all these circumstances early on in their lives. Roma girls' experiences are far worse than those of most other children -their academic qualifications are far lower; many do not finish primary education and a high percentage does not complete secondary education (only 3% compared to 63% of non-Roma women). Because of the key role of Roma women in their community, their experience of discrimination complicates their efforts to make them and their families move out of poverty (European Parliament, 2006).Education can be one of the most significant elements in preventing and reversing this trend. Historically, many initiatives have attempted to solve this problem, but statistics demonstrate that most have failed. One element that is essential for any action to succeed is participation that actively involves communities (United Nations Development Programme, 2003). Moreover, if this participation is to succeed, it must be based on dialogue (Aubert & Flecha, 2009; Racionero & Padrós, 2010). Many European schools and schools worldwide are struggling to pursue this kind of relations with their communities, moving beyond power-based relations. This article illustrates how this process has taken place in a particular school with its Roma constituency. In order to understand how dialogic relations can be built and lead to inclusion, we present the results of a longitudinal qualitative case study in a predominantly Roma school in Spain that has made this transition. We first review theoretical contributions underlying the concept of dialogic relations. We then describe the methods used and the results obtained from the case study conducted under the INCLUD-ED Integrated Project (2006-2011) 1 . Our analysis shows how power-based relations are transformed into dialogic relations. This transition is defined by the demonopolisation of expert knowledge and the recognition of the Roma culture. We also discuss the impact of dialogic relations on Roma women and their communities in reversing poverty and exclusion. The article ends with some reflections.

Una de las causas que dificulta en mayor medida a las mujeres la superación de la violencia de género es el hecho de estar enamoradas de la persona que las maltrata. La literatura científica internacional, a pesar de identificar esta causa, entre otras, no analiza en profundidad sus implicaciones. A su vez, supone una barrera el surgimiento de teorías sin rigor científico, como las que hacen referencia al amor romántico. Los resultados de nuestra investigación aportan que la socialización vivida por las mujeres víctimas de violencia de género las ha llevado a construir una atracción hacia modelos desiguales y violentos. En el presente artículo analizamos esta socialización y las limitaciones actuales de los trabajos científicos para la elaboración de medidas efectivas para la superación de la violencia de género. For women one of the causes that highly make difficult the overcoming of gender violence is the fact of being in love with the aggressor. Besides identifying this cause, among others, the international scientific literature does not analyze in depth its implications. At the same time, it becomes a barrier the appearance of theories without scientific rigour such as those that point to romantic love. The results of our research state that the socialization lived by the women victims of gender violence have led them to create an attraction towards unequal and violent models. In this article we analyze such socialization and the current limitations of the scientific works to develop effective measures to overcome gender violence.