Since I finished and published research I've been working on developing a comprehensive intervention program in the education system.
I have always considered, and just read this blog or Mae Loneliness to realize this, that in the struggle to eradicate violence against women, not only should invest money and create a comprehensive support network VICTIMS, but also we should intervene in the educational system as the proper space for prevention.
But despite what anyone says, the intervention programs in the education system must have a dual domensión: one should influence all aspects of the educational process, school activities, mentoring and cirrçículo. On the other, must be nurtured from the cultural value system that we intend to eradicate. Skip to content
these two dimensions is what makes most of the programs fail, as we know the teachers and students themselves.
Well, my intervention program in regard to mentoring, which is what I present to you now, is finished and the editorial Pyramid (Anaya group) is published later this month with the title And what do you want to be ...? Violence Intervention gender in mentoring ESO, (200 pages ISBN 978-84-368-2418-6 ı 266,015). The rest of the program has not yet been published.
This program part of a fundamental idea may seem obvious, I can assure you that the vast majority of people who are devoted to the problem of violence against women, do not realize: it's a very complex problem that we affects everyone as Quie is a consequence of our system of values, not Western, but as human.
For this reason, we must consider that before
deliver a program of this type, we must know what we are really talking about and how value structures have esata us. If we do so we realize also that we approach the phenomenon of violence against women is always a difficult task, both the complexity of the topic and the amount of prejudice that often surround and even obscure the issue.
live in a world of violence, and nobody can deny. We found all around us: in the streets, in families, in schools, in society in general, unfolding daily through behaviors, attitudes, and prejudices that invade us and make us victims sometimes, other aggressors, most accomplices or witnesses. Who among us has not suffered "against themselves or others" an everyday experience of violence in the classroom or school?
Is it a lack of strategies for interpersonal relationships? Is it the result expected from a species that has a despotic and irresponsible in the world? Is it the result of living in dysfunctional families? Is it the result of a fast-paced lifestyle that we "promised" quick and easy success?
As you can see if you follow this program, a little of everything there.
Whatever the case, and this much we know teachers, violence is increasingly becoming an easy and immediate action is used to impose criteria, values, ideas and wills, a daily instrument governing the relationship between people and that threatens their physical, mental, economic and sexual.
objectively What about the violence?
1. That during adolescence is when displayed behaviors associated with antisocial behavior: 13 years on them and on the 14 for them, and usually disappear between 17 and 18 in them and the 23 and 24 in them.
2. The highest rate of aggression and victimization is between 20 and 24.
3. The male is the higher risk factor both as regards the perpetrators and victims: 20% genetic factors, plus 20% of evolutionary factors, plus 60% of environmental factors are to blame.
4. That these characteristics are met in all types of violence except one: GENDER VIOLENCE in all its forms (physical, sexual, psychological and economic) in which the perpetrator is the man and the victim: women.
And most curious of all, it is precisely this aspect of violence raises the most rejection.
The data is indisputable, tragic, immoral and unjust (you can see it throughout the program), and women make in a subject and subordinate to the male subject. He says the UN, WHO, the European Union Europe, the various governments, and yet most people tend to not admit it openly deny it with arguments that as teachers we are, not admit our own students, "like me does not happen, then do not pass" . It is true that this argument (which is universalized the particular) is very common, but we highlight two issues: first, that is incorrect and therefore invalid, and second, we do not do the same with other everyday phenomena affect our emotions.
In fact, no one thinks that "as I am not poor, then there is poverty," or "as I have not a tumor, then there cancer ", etc., and yet everything that relates to the structural violence against women is, at least, minimized, and all measures taken to combat this kind of structural violence is criticized.
I know very well, I've been since 1990 devoted to these issues: researching, writing books and articles, lecturing, teaching and organizing awareness training (police, health workers, teachers, students), creating intervention programs etc. No, not flash in the pan, or media opportunities: they are already 19 years of dedication, with better or worse, to the knowledge of the structural violence against women and struggle to eradicate it.
And it is precisely the result of this dedication is what I present here: a mentoring program that I created and implemented as part of a comprehensive program for students to recognize and change the whole system of values \u200b\u200bthat subordinate and women become victims of violence, although none that I know has been directly:
If you realize just introduce a new variable: the value system, and it is here where the key to everything. Violence against women can be eradicated only if we act in the field of prevention, and this is only possible if we can go beyond personal stories of battered and maltratadotes and focus on cultural values \u200b\u200b(and related societal interests) that make possible the structural violence against women.
not wait, because there are, no easy answers to the phenomenon of violence against women. Must be approached gradually and to end, from a multiplicity of knowledge: History, Biology, Language, Philosophy, Mathematics, Archaeology, Politics, Anthropology, etc., In order to build a proper context to understand it as a phenomenon universal, to recognize how it is presented to us and to intervene as people and teaching professionals in their eradication.
If you decide to look into it, you'll see that this program provides some important developments represent a fundamental change regarding the treatment of structural violence against women:
First: It takes as its starting point the real situation of the educational system, curricula, tutoring , schedules, timetable, etc..
And so the mentoring program not only does not exceed seven hours, but also may be offered in less (or more), depending on the specific circumstances of students and teachers. In any case, give you different ways to address it, shorten it and / or expand.
What good is proposing a program of 10 sessions, say by case, which also uses videos, which can extend the program two or three hours, go for the TV or computer, transfer to the classroom, making connections, operating everything perfectly, and so on., time consuming should be taken into account. Also, if the program matches on days with exams, recoveries, extracurricular activities, parties, etc., We can take time to add another three weeks or less, so that the ten sessions would last at least 16 weeks, since the tutoring of 4 º ESO are one hour per week.
If we look at a calendar, then we would realize that we are going to coincide with periods holiday, which, practically, mentoring of 4 º ESO could only address this issue and little else. Second
: Center goals in the recognition and transformation of values \u200b\u200bthat cause domestic violence, pointing, therefore, the epicenter of the phenomenon of structural violence against women, and focuses on the causes and not effects.
For this reason the objectives and program content should not be an autobiographical character, or whatever it is, a conception of violence against women, as a psychological problem that affects the abused and abusers, because that is precisely the necessary condition for that is impossible to fight domestic violence as a universal phenomenon, or generate an appropriate structural understanding of the values \u200b\u200bthat produce violence and discrimination against women.
social skills depend on a context of interpretation in themselves have no value: thus, for example, take something to crawl is the idea of \u200b\u200bmarriage for the Yanomamo of the Brazilian rainforest. All we identify future violent relationships, but what is preventing it. Edit modes-of-being and feel (cause) is not the same as changing behavior (effects). Remember that learning and aprehendizaje not follow the same patterns.
We forget also that the students and the students can recognize sexist attitudes and violent. But complementary relationships continue to generate negative (dominance / submission) that subordinate women, because from the perspective of cultural values, the individual is transcended by the relationship: being a mother, being a wife, being a parent, be a husband, etc., And social functions attributed to each sex.
is useless, therefore, a program that does not affect the system of relations, but still considered abuse from a reductionist perspective of self and their behaviors.
Does this mean that does not take into account the students' daily experience?
Of course not.
Third, the methodology is to take as its starting point the daily experience students to connect with the system of cultural values \u200b\u200bthat make this possible, so that the students recognize these values \u200b\u200bin themselves and in others, thus contributing decisively to modify them, understand the impulse, biologically and socially induced that deal with love relationships and family, and report citations violence against women that occur around them.
If we want to prevent domestic violence we must act on the causes, and how they relate to the ways of being and feeling gender relations within a society and a culture, then we create strategies that go through the generation of cultural intervention models, which is just another novelty that this program has (the fourth).
But the novelty goes further, because far from being a dichotomous program which places students with a clear choice: Choose a type of non-sexist gender relations or other structure that perpetuates negative complementarity between the masculine ( domain) and female (subordination), hoping that students choose the first option, takes no reservations, but this is the option taken rationally, emotionally opt for the latter.
As they say Reyna and Farley (2007) the dichotomous decision model are based on theories of decision processes called "structures behavioral decision "or" theory of reasoned update "and are based on the assumption that teenagers are going to put in a fair balance risks and benefits and then obey wing behavior rational decision.
But obviate a very important fact: teenagers' brains tend to give more weight to the benefits and least damage, so they are drawn more by their emotions rather than reason. We can not deny that the chemical effects of being in love is more powerful than any rational principle to try to warn of the dire biological consequences (jealousy, depression, etc) you can drag and sociocultural. (Subordination de la mujer a través de su reducción a los papeles de madre y esposa).
Las zonas del cerebro que más tarde se desarrollan (maduran) son las que están asociadas a las funciones cerebrales que implican actividades como: planificación, razonamiento y control de impulsos (no hasta los primeros años de adultos).
Investigadores EEUU de las Univ. De California en S. Francisco, de la Univ. De Illinois de Chicago, del Instituto Nacional de Salud Menta, establecen la alternativa de ayudar a los adolescentes a que piensen más como los adultos, de manera más intuitiva.
Aunque parezca contrario a Piaget creador de la psicología del desarrollo: los niños son intuitivos y se desarrollan a adultos analíticos, I think that rather than an opposition would be a syncretism, because although adults develop an analytical brain, it is true that effective elective, as in anthropology habits can not be continually reassessing and deciding, for what they believe, to through the values, systems of immediate answers. And that's what I tried to do with my program.
- No weigh risks and benefits, but to reduce benefits and other benefits compared to alternatives. Not so much how bad are these relations but what kind of relationships are better.
- As Aristotle says, young people lack experience, that means you have difficulty understanding the idea of \u200b\u200b"consequences harmful "... We must focus on the consequences, critics of the topics that promote relationships of risk and help them to reach appropriate conclusions. This makes these decisions more lasting fix.
- Ideally, the context: family rules, media, education, conceptual content and activities by students, to strengthen this model constructed by the student.
- Furthermore, given the need to monitor and review its system of relationships and behaviors, we should involve parents.
- also must be helped to commit themselves through the struggle against violence against women.
Fifth: It takes into account the reality of teachers and their interests, motivation and training.
So, is designed so it can be delivered by external monitors or by the teacher who exercises guardianship.
As tutoring can fall on anyone and training is varied, the teacher's manual offers comprehensive information covering many different disciplines forming a contextual framework that explains diachronically and synchronically, the biological, social and cultural factors that underlie violence Structural against women.
If you look at the index, provides a wide base of information in areas you have not mastered or mastered least in relation to all other areas, so you will greatly facilitate the work of understanding and developing the mentoring program from your own area.
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