Evaluation of Gender-Related Digital Violence Training in Catalonia
Abstract
:1. Introduction
2. Methodology
2.1. Research Techniques and Data Analysis
2.2. Population, Sample, and the Implementation and Evaluation Teams
3. Results
3.1. Training Implementation
3.2. Self-Perceived Learning
3.3. Skills Improvement (Evaluation Team Perspective)
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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1. Positionality |
-To observe if the training design is suitable for the profile, knowledge, or motivations of the participant group, incorporating cases and examples relevant to their experiences. -To observe the extent to which the understanding and addressing of gender-related violence is approached by the facilitators, recognizing its structural and systemic nature, and institutional violence, while addressing the intersectionality of its causes, meanings, and effects. -To evaluate whether experiential knowledge is given a prominent place, offering concrete examples and cases. |
2. Classroom interactions |
-To identify whether the experiences, knowledge, and opinions of the participants are valued by the facilitators. -To identify whether discussion of different perspectives or interpretations is encouraged, with an emphasis on respecting the experiences and emotions triggered during the process. -To evaluate whether a space is provided for participants to question the provided content or interpretations. |
3. Care |
-To observe whether facilitators can identify and respond to difficulties, resistance, or discomfort from participants towards specific dynamics. -To take into account whether schedules and calendars facilitate work–life balance, comfort, and accessibility to the training. -To evaluate the working conditions of team members and the implementation of personal and collective self-care tools. |
4. Participants’ response |
-To analyze participants’ satisfaction with the proposed dynamics. -To demonstrate how participants perceive the personal and/or professional usefulness of the training program. -To indicate whether the participants show interest in finding out more about GRDV. |
5. Influence |
-To highlight participants’ perception of their having internalized knowledge and skills. |
Questionnaire—pre-test | Goals | -To measure the initial state of self-perception of knowledge and skills in relation to GRDV. -To collect sociodemographic data of the participants, their motivations, expectations and experience (positionality criteria) |
Target audience | Healthcare professionals beginning the training sessions | |
When it is applied | At the beginning of the first training session | |
How it is answered | Individually, online | |
Time | 15/20 min | |
Questionnaire—post-test | Goals | -To measure the final state of self-perceived knowledge and perceived skills in relation to GRDV from the point of view of the evaluation team -To gather the participants’ perceptions of interactions and care within the classroom, as well as their responses and the influence of the training |
Target audience | Professionals who have completed at least three training sessions | |
When it is applied | At the end of the last training session | |
How it is applied | Individually, online | |
Observation diary | Goals | -To collect elements of the training process such as the kind of classroom interactions during the training |
When it is applied | During five training sessions |
Levene’s Test for Equal Variances | T-Test for Equality of Means | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
F | Sig. | t | df | Sig. (2-Tailed) | Mean Difference | Std. Error Differ. | 95% Confidence Interv. Difference | |||
Inferior | Superior | |||||||||
IDENTIFY GRDV | Equal variances assumed | 8637 | 0.004 | −7945 | 199 | 0.000 | −1830 | 0.230 | −2284 | −1376 |
Equal variances not assumed | −8088 | 181,063 | 0.000 | −1830 | 0.226 | −2277 | −1384 | |||
IDENTIFY STRUCTURAL GRDV | E.V.A. * | 5548 | 0.019 | −7711 | 199 | 0.000 | −1899 | 0.246 | −2385 | −1413 |
E.V.N.A. ** | −7810 | 191,466 | 0.000 | −1899 | 0.243 | −2379 | −1419 | |||
AFFECTS GRDV | E.V.A. | 8574 | 0.004 | −5420 | 199 | 0.000 | −1422 | 0.262 | −1939 | −0.905 |
E.V.N.A. | −5513 | 182,981 | 0.000 | −1422 | 0.258 | −1931 | −0.913 | |||
AFFECTS GRDV PR | E.V.A. | 11,930 | 0.001 | −7148 | 199 | 0.000 | −1788 | 0.250 | −2282 | −1295 |
E.V.N.A. | −7268 | 184,133 | 0.000 | −1788 | 0.246 | −2274 | −1303 | |||
GENDER GAP | E.V.A. | 7304 | 0.007 | −7502 | 199 | 0.000 | −2033 | 0.271 | −2567 | −1498 |
E.V.N.A. | −7614 | 187,954 | 0.000 | −2033 | 0.267 | −2559 | −1506 | |||
LEGAL FRAMEWORK | E.V.A. | 9658 | 0.002 | −9047 | 199 | 0.000 | −2700 | 0.298 | −3289 | −2112 |
E.V.N.A. | −9165 | 191,326 | 0.000 | −2700 | 0.295 | −3281 | −2119 | |||
SURVIVOR’S RIGHTS | E.V.A. | 16,411 | 0.000 | −10,101 | 199 | 0.000 | −2763 | 0.274 | −3302 | −2223 |
E.V.N.A. | −10,286 | 180,534 | 0.000 | −2763 | 0.269 | −3293 | −2233 | |||
COMPANY DUTIES | E.V.A. | 13,942 | 0.000 | −10,633 | 199 | 0.000 | −3033 | 0.285 | −3596 | −2471 |
E.V.N.A. | −10,785 | 188,988 | 0.000 | −3033 | 0.281 | −3588 | −2478 | |||
HOLISTIC SECURITY | E.V.A. | 17,664 | 0.000 | −14,399 | 199 | 0.000 | −4468 | 0.310 | −5080 | −3856 |
E.V.N.A. | −14,588 | 191,154 | 0.000 | −4468 | 0.306 | −5072 | −3864 | |||
SOURCES INFORMATION | E.V.A. | 14,277 | 0.000 | −11,896 | 199 | 0.000 | −3530 | 0.297 | −4116 | −2945 |
E.V.N.A. | −12,106 | 182,026 | 0.000 | −3530 | 0.292 | −4106 | −2955 | |||
HELP | E.V.A. | 11,296 | 0.001 | −8983 | 199 | 0.000 | −2429 | 0.270 | −2963 | −1896 |
E.V.N.A. | −9137 | 183,330 | 0.000 | −2429 | 0.266 | −2954 | −1905 | |||
ACT | E.V.A. | 12,035 | 0.001 | −9594 | 198 | 0.000 | −2736 | 0.285 | −3298 | −2173 |
E.V.N.A. | −9810 | 176,180 | 0.000 | −2736 | 0.279 | −3286 | −2185 |
Pairs | Paired Differences | ||||||||
---|---|---|---|---|---|---|---|---|---|
Mean | Std. Deviation | Std. Error Mean | 95% Confidence Interval of the Difference | t | df | Sig. (2-Tailed) | |||
Inferior | Superior | ||||||||
Pair 1 | Diagnosis PRE & POST | −1831 | 0.834 | 0.109 | −2048 | −1613 | −16,867 | 58 | 0.000 |
Pair 2 | Prescription PRE & POST | −1271 | 1284 | 0.167 | −1606 | −0.937 | −7603 | 58 | 0.000 |
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Guerrero-Sanchez, C.; Bonet-Marti, J.; Biglia, B. Evaluation of Gender-Related Digital Violence Training in Catalonia. Soc. Sci. 2024, 13, 96. https://doi.org/10.3390/socsci13020096
Guerrero-Sanchez C, Bonet-Marti J, Biglia B. Evaluation of Gender-Related Digital Violence Training in Catalonia. Social Sciences. 2024; 13(2):96. https://doi.org/10.3390/socsci13020096
Chicago/Turabian StyleGuerrero-Sanchez, Catalina, Jordi Bonet-Marti, and Barbara Biglia. 2024. "Evaluation of Gender-Related Digital Violence Training in Catalonia" Social Sciences 13, no. 2: 96. https://doi.org/10.3390/socsci13020096
APA StyleGuerrero-Sanchez, C., Bonet-Marti, J., & Biglia, B. (2024). Evaluation of Gender-Related Digital Violence Training in Catalonia. Social Sciences, 13(2), 96. https://doi.org/10.3390/socsci13020096