Dialogic Reconstruction of Memory: A Methodological Contribution Aimed at Social Impact on Youth’s Sexual-Affective Relationships

Aguileta, Garazi López de; Torras-Gómez, Elisabeth; Padrós, María; Oliver, Esther

doi:10.1177/16094069211034596

Cited by 8 publications

(7 citation statements)

References 28 publications

(53 reference statements)

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“…Much research in social sciences has come to provide answers to neuroscience claims that social stimuli and social experience are central in brain development, advancing how social experience shapes the brain. For instance, numerous research studies in sociology, psychology, socioneuroscience, gender studies, etc., have pointed to a dominant coercive discourse, which associates males with aggressive atittudes and behaviors with sexual attractiveness, as one cause for gender violence victimization (López de Aguileta et al, 2021). Children and adolescents are socialized into this discourse via exposure to media and social interactions, where such association is much present.…”

Section: Discussionmentioning

confidence: 99%

Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All

Racionero-Plaza

García

Carbonell

et al. 2023

QRE

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Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.

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Section: Discussionmentioning

confidence: 99%

Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All

Racionero-Plaza

García

Carbonell

et al. 2023

QRE

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“…group members reflecting on their team’s functioning and implementing changes as a consequence (Konradt et al, 2016; Schippers et al, 2015). So, the dialogue between the respondents in the R-TEAM approach is not merely used to retrieve information for the researcher’s use (López de Aguileta et al, 2021; Umphress et al, 2021). It promotes, at the same time, an explicit team learning or sense-making process.…”

Section: Discussionmentioning

confidence: 99%

Mapping Team Dynamics Through Retrospective Team Events Analysis

Dun

Wijnmaalen

Wilderom

2022

International Journal of Qualitative Methods

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There is an increasing scholarly focus on how and why team dynamics develop over time. However, most of the used data-collection tools tend to be time-intensive and prone to biases. Hence, we developed Retrospective Team Events and Affect Mapping (R-TEAM): A longitudinal mixed-methods approach that yields a validated map of a team’s past events linked to affective team states. This paper illustrates, with an actual case, how the R-TEAM approach uses five well-known social-scientific methods: (1) the focus group method; (2) the life story interview; (3) the critical incidents technique; (4) visual elicitation and mapping; and (5) the survey method. Employing all five methods in a deliberate order, or ‘process of inquiry’, can curb the known limitations of each single method if used independently. R-TEAM can especially contribute to the systematic study of team dynamics because team-level data are collected and analysed through multiple means of stimulating recall among its members. Moreover, the R-TEAM approach stimulates team learning (via its inclusive and reflective orientation) and compared to prospective longitudinal approaches, it is less researcher-time consuming. The R-TEAM approach could particularly serve engaged scholarship, thereby enriching practically relevant theorizing on the time-sensitive and often fleeting team dynamics.

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“…The project design and implementation process were based on the communicative methodology, which has been shown to achieve social impact in gender violence research [ 26 , 27 ]. This methodology implies the participation and egalitarian dialogue among those involved in the research.…”

Section: Methodsmentioning

confidence: 99%

Disdainful Hookups: a Powerful Social Determinant of Health

et al. 2023

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The health consequences of gender violence, a global health and social problem, are increasingly studied. Among its roots, research has identified a coercive dominant discourse imposing the idea that masculinities and relationships marked by abuse and domination are more attractive than egalitarian ones. To prevent the health consequences of gender violence, it is necessary to understand the factors that lead many adolescents to fall into it. This study aims to identify the specific mechanisms by which the coercive dominant discourse manifests in the peer group and its consequences for adolescents. Forty-one 15- and 16-year-old female adolescents from three high schools in Barcelona participated in the study. Eight communicative discussion groups were conducted to deepen on participants’ perceptions regarding how peer interactions promote the learning of attraction to violence in sexual-affective relationships. The results show that the participants perceived and experienced different types of coercion to have violent relationships in their peer group interactions. Those interactions fostered the reproduction of the association between sexual-affective attraction and males with aggressive attitudes and behaviors. Many peers coerce others to have disdainful hookups which have very negative health consequences for the victims, including suicidal ideation and committing suicide. Some peer groups become a risk developmental context for female adolescents as far as they foster the coercive dominant discourse, push some young women to engage in violent sporadic relationships, and even harass some others afterwards. This clarifies the importance of peer group-level interventions when addressing the health consequences of gender violence in adolescence.

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Dialogic Reconstruction of Memory: A Methodological Contribution Aimed at Social Impact on Youth’s Sexual-Affective Relationships

Cited by 8 publications

References 28 publications

Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All

Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All

Mapping Team Dynamics Through Retrospective Team Events Analysis

Disdainful Hookups: a Powerful Social Determinant of Health

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