Centro de Acogida Inmediata –CAI- para víctimas de violencia de género: marco teórico

El presente documento hace parte del Proyecto Técnico “Centro de Acogida Inmediata –CAI- para víctimas de violencia de género”, elaborado para la Asociación BETA, Asociación para el Desarrollo de Proyectos de Intervención Social, presentado a la convocatoria del Departamento de Asuntos Sociales y de las Personas Mayores (Nº Expediente 2014//CONASP0148; CÓDIGO CPV: 85311000 Servicios de Asistencia Social con alojamiento).

Effects of an emotional intelligence program in variables related to the prevention of violence

In recent decades, numerous studies have shown a significant increase in violence during childhood and adolescence. These data suggest the importance of implementing programs to prevent and reduce violent behavior. The study aimed to design a program of emotional intelligence (El) for adolescents and to assess its effects on variables related to violence prevention. The possible differential effect of the program on both genders was also examined. The sample comprised 148 adolescents aged from 13 to 16 years. The study used an experimental design with repeated pretest-posttest measures and control groups. To measure the variables, four assessment instruments were administered before and after the program, as well as in the follow-up phase (1 year after the conclusion of the intervention). The program consisted of 20 one-hour sessions. The pretest-posttest ANCOVAs showed that the program significantly increased: (1) El (attention, clarity, emotional repair); (2) assertive cognitive social interaction strategies; (3) internal control of anger; and (4) the cognitive ability to analyze negative feelings. In the follow-up phase, the positive effects of the intervention were generally maintained and, moreover, the use of aggressive strategies as an interpersonal conflict-resolution technique was significantly reduced. Regarding the effect of the program on both genders, the change was very similar, but the boys increased assertive social interaction strategies, attention, and emotional clarity significantly more than the girls. The importance of implementing programs to promote socio-emotional development and prevent violence is discussed.

Vacunas profilácticas frente al VPH

Actualmente sólo existen dos vacunas disponibles para la prevención primaria frente al virus del papiloma humano, Gardasil® y Cervarix®. Ambas vacunas ofrecen una alta protección contra los genotipos 16 y 18 del papillomavirus, que son los responsables de más del 70% de los cánceres de cérvix, segunda causa de mortalidad por cáncer a nivel mundial en mujeres. Además, Gardasil®, ofrece una protección del 99% para las mujeres y del 89,4% para los hombre, frente a los genotipos 6 y 11 del virus, responsables del 90% de las verrugas genitales. Uno de los principales obstáculos para su uso generalizado es su elevado coste, por ello, los ensayos clínicos se dirigen a conseguir una inmunogenicidad eficaz con el menor número de dosis. Cervarix® se comercializa en Europa con una pauta de dos dosis en niñas de 9 a 14 años, con una inmunogenicidad de 48 meses. Gardasil® ha sido autorizada para su comercialización para una pauta de dos dosis en niñas/os de 9 a 13 años, con una imunogenicidad de 36 meses. Ambas vacunas han despertado una gran controversia en los últimos tiempos, por este motivo se están realizando continuos estudios de control que, hasta la fecha, avalan su seguridad. La falta de información sobre las vacunas, los escasos programas de sensibilización y las dudas sobre su seguridad han dificultado su aceptación. El papel de la enfermera es clave en este aspecto para fomentar la vacunación, a través de actividades dirigidas hacía la promoción y prevención frente al virus del papiloma humano.

Las Mujeres en Colombia por la paz

Tesina de Master para el Magíster en Género y Desarrollo, Instituto Complutense de Estudios Internacionales, Universidad Complutense de Madrid. 94 p.

Impact of Cyberprogram 2.0 on Different Types of School Violence and Aggressiveness

Some antibullying interventions have shown positive outcomes with regard to reducing violence. The aim of the study was to experimentally assess the effects on school violence and aggressiveness of a program to prevent and reduce cyberbullying. The sample was comprised of a randomly selected sample of 176 adolescents (93 experimental, 83 control), aged 13-15 years. The study used a repeated measures pre-posttest design with a control group. Before and after the program, two assessment instruments were administered: the "Cuestionario de Violencia Escolar-Revisado" (CUVE-R [School Violence Questionnaire- Revised]; Alvarez Garcia et al., 2011) and the "Cuestionario de agresividad premeditada e impulsiva" (CAPI-A [Premeditated and Impulsive Aggressiveness Questionnaire]; Andreu, 2010). The intervention consisted of 19 one-hour sessions carried out during the school term. The program contains 25 activities with the following objectives: (1) to identify and conceptualize bullying/cyberbullying; (2) to analyze the consequences of bullying/cyberbullying, promoting participants' capacity to report such actions when they are discovered; (3) to develop coping strategies to prevent and reduce bullying/cyberbullying; and (4) to achieve other transversal goals, such as developing positive variables (empathy, active listening, social skills, constructive conflict resolution, etc.). The pre-posttest ANCOVAs confirmed that the program stimulated a decrease in: (1) diverse types of school violence teachers' violence toward students (ridiculing or publicly humiliating students in front of the class, etc.); students' physical violence (fights, blows, shoves... aimed at the victim, or at his or her property, etc.); students' verbal violence (using offensive language, cruel, embarrassing, or insulting words... toward classmates and teachers); social exclusion (rejection or exclusion of a person or group, etc.), and violence through Information and Communication Technologies (ICT; violent behaviors by means of electronic instruments such as mobile phones and the Internet); and (2) premeditated and impulsive aggressiveness. Pre-posttest MANCOVA revealed differences between conditions with a medium effect size. This work contributes an efficacious intervention tool for the prevention and reduction of peer violence. The conclusions drawn from this study have interesting implications for educational and clinical intervention.