IDEAS home Printed from https://ideas.repec.org/a/pal/palcom/v10y2023i1d10.1057_s41599-023-02117-8.html
   My bibliography  Save this article

Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth

Author

Listed:
  • Oriol Rios-Gonzalez

    (Universitat Rovira i Virgili)

  • Juan Carlos Peña-Axt

    (Universidad Autónoma de Chile)

  • Guillermo Legorburo-Torres

    (Universitat Rovira i Virgili)

  • Andreas Avgousti

    (University of Cyprus)

  • Laura Natividad Sancho

    (Universitat Rovira i Virgili)

Abstract

Research shows that teachers and educators receive scarce scientific evidence-based training and tools to implement effective strategies to stop and prevent violence against LGBTI+ youth in educational institutions. Nonetheless, no data examines pedagogical contents and training initiatives that are providing these professionals with effective strategies and skills. This paper will cover this gap by gathering data on the impact of training workshops that were carried out in five European countries as part of a REC programme project. These workshops were designed to train educators in formal and non-formal contexts about scientific evidence-based content aimed at reaching social impact, such as bystander intervention and the dialogic model of violence prevention. As part of the training, they participated in the debate of a scientific article first hand, thus engaging with direct research. The content, organisation and instruments for data collection were co-created with relevant end-users and researchers who engaged at different meetings in an Advisory Committee. Aimed at collecting the impact of this training, 208 online pre- and post-questionnaires, and 12 semi-structured interviews were analysed. Results show that participants gain knowledge and confidence empowering themselves as active agents in the problem. Thanks to this co-creative and community science approach, participants affirmed they are thinking of applying upstander actions in their working contexts. The trust in the rigour of the content and the interest sparked towards science are also expressed.

Suggested Citation

  • Oriol Rios-Gonzalez & Juan Carlos Peña-Axt & Guillermo Legorburo-Torres & Andreas Avgousti & Laura Natividad Sancho, 2023. "Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-02117-8
    DOI: 10.1057/s41599-023-02117-8
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1057/s41599-023-02117-8
    File Function: Abstract
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1057/s41599-023-02117-8?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Elias Nazareno & Ana Vidu & Guiomar Merodio & Rosa Valls, 2022. "Men Tackling Isolating Gender Violence to Fight against Sexual Harassment," IJERPH, MDPI, vol. 19(4), pages 1-15, February.
    2. Rocío García-Carrión & Maria Padrós Cuxart & Pilar Alvarez & Ainhoa Flecha, 2020. "Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty," Sustainability, MDPI, vol. 12(17), pages 1-14, September.
    3. Jordi Castellví & Mariona Massip Sabater & Gustavo A. González-Valencia & Antoni Santisteban, 2022. "Future teachers confronting extremism and hate speech," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-9, December.
    4. Beatriz Villarejo-Carballido & Cristina M. Pulido & Lena de Botton & Olga Serradell, 2019. "Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia," IJERPH, MDPI, vol. 16(6), pages 1-11, March.
    5. Ulbossyn Tuyakova & Bibianar Baizhumanova & Talshyn Mustapaeva & Lyazzat Alekeshova & Zhansaya Otarbaeva, 2022. "RETRACTED ARTICLE: Developing emotional intelligence in student teachers in universities," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-6, December.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Peter K. Smith & Sheri Bauman & Dennis Wong, 2019. "Challenges and Opportunities of Anti-Bullying Intervention Programs," IJERPH, MDPI, vol. 16(10), pages 1-3, May.
    2. Garazi Álvarez-Guerrero & Rocío García-Carrión & Andrea Khalfaoui & Maite Santiago-Garabieta & Ramón Flecha, 2023. "Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    3. Carmen Elboj-Saso & Alejandra Cortés-Pascual & Tatiana Íñiguez-Berrozpe & Raquel Lozano-Blasco & Alberto Quílez-Robres, 2021. "Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19," Sustainability, MDPI, vol. 13(3), pages 1-15, January.
    4. Oriol Rios-Gonzalez & Analia Torres & Emilia Aiello & Bernardo Coelho & Guillermo Legorburo-Torres & Ariadna Munte-Pascual, 2024. "Not all men: the debates in social networks on masculinities and consent," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    5. Susana Sánchez-Herrera & Eloísa Guerrero-Barona & Diana Sosa-Baltasar & Juan Manuel Moreno-Manso & Miguel Ángel Durán-Vinagre, 2022. "Efficacy of a Psycho-Educational and Socio-Emotional Intervention Programme for Adolescents," IJERPH, MDPI, vol. 19(13), pages 1-15, July.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-02117-8. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: https://www.nature.com/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.