Examinando por Autor "Melgar, Patricia"

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    Bravenet upstander social network against second order of sexual harassment
    (MDPI AG, 2021-04-08) Puigvert Mallart, Lidia; Vidu Afloarei, Ana ; Melgar, Patricia ; Salceda Mesa, Marifa
    Gender-based violence and domestic violence constitute a huge problem all across countries and continents. The COVID-19 outbreak and the lockdown produced as a consequence of it have contributed to escalating this problem. Many national organisms reported an increase in the data on domestic violence during confinement. Bystander intervention often constitutes one of the most effective mechanisms of attention. The problem is that bystanders do not always dare to intervene. This article aims to provide knowledge on the reasons for this lack of intervention and its connection to domestic violence, while presenting measures to encourage intervention and victim support, offering protection to those most in need during this pandemic. The research was conducted through questionnaires distributed online among social entities in charge of providing care to women suffering from domestic violence during the lockdown. The results have shown that most of these entities have had to intervene in providing support to women during the lockdown. In conclusion, the case of the Unitary Platform Against Gender Violence and the entities, which are members of the platform, acted in situations of domestic violence produced during confinement, based on the mutual support provided by being a group of entities that have the support of the Platform.
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    The consequences of disdainful hook-ups for later egalitarian relationships of girls
    (MDPI, 2021-09) López de Aguileta, Ane; Melgar, Patricia; Torras-Gómez, Elisabeth; Gutiérrez Fernández, Nerea
    Introduction: There is extensive research about the consequences that toxic relationships with dominant masculinities have on different areas of women’s lives, including how they can influence future relationships they establish. Some of these women reproduce toxic relationships with dominant masculinities in their following relationships, and some women start to establish sexual-affective relationships with non-dominant masculinity models. However, less is known about the specific consequences in non-dominant masculinities who establish relationships with women who have not overcome the false memory of excitement regarding their toxic relationships. Methodology: In order to shed light on the consequences for non-dominant masculinities, eight communicative interviews were conducted with four women and four men. Results: The main findings indicate that those female participants who have kept an exciting memory of toxic relationships, when in an equal relationship, have attitudes of disdain towards non-dominant masculinities. They may ridicule them, not value their personal or intellectual abilities, talk down to them, and even negatively value their sexual aptitudes. Discussion: The application of the previous literature to our results leads to establishing the work on memories of relationships that have led to socialization in violent relationships as a preventive approach. Conclusion: The previously mentioned attitudes could generate health problems for non-dominant masculinities engaged in these relationships.
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    Enhancing literacy and communicative skills of students with disabilities in special schools through dialogic literary gatherings
    (Frontiers Media S.A., 2021-04-15) Fernández Villardón, Aitana ; Valls Carol, Rosa; Melgar, Patricia ; Tellado, Itxaso
    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.