Analysis Regarding the Effectiveness of an Intervention Program for Equality and Prevention of Gender Violence in Adolescents
Abstract
1. Introduction
- (a)
- The “Agarimos” program is designed to promote emotional intelligence and sexual development in compulsory secondary education students through fairer and more equal relationships between genders. The program consisted of 28 one-hour educational sessions on self-knowledge and personal assessment and on psycho-affective and sexual development. In the experimental group (EG), a significant reduction in traditional sexist attitudes was achieved after receiving the intervention. Among the most debatable aspects of this program is the fact that both groups differed significantly in the sociodemographic variables: educational level, job qualifications, and the religious opinion of the parents [26].
- (b)
- The program to promote equitable gender norms in men has the objective of promoting critical reflection in students regarding common gender norms that could increase the risk of violence and sexually transmitted infections. It consisted of community participation activities, which took place over 6 months, and group education activities in eight sessions lasting 2–3 h over 4 months. The educational intervention achieved a positive and significant change towards supporting equitable gender norms in the experimental group [27].
- (c)
- The “TRUE LOVE” program was created to reduce dating violence in high school students. The educational intervention consisted of the delivery, over 16 weeks, of educational material on gender roles, sexual rights, and strategies to deal with dating violence. It obtained a significant reduction in the attitudes and beliefs that justify sexism in the EG, 2 weeks after finishing the intervention. One of the limitations of this study is the fact that there were significant differences in the age of the participants in both groups [28].
2. Materials and Methods
2.1. Design
2.2. Participants
2.3. Instruments
- -
- The sexist attitudes, violence, and stereotypes in adolescents (SVSAs) scale, which was designed and validated in February 2018 by Marichal Torralbo et al. [36], with a Cronbach’s alpha coefficient of 0.878.
- -
- The gender role attitudes scale (GRAS), which was designed and validated in July 2014 by García Cueto et al. [37], with a Cronbach’s alpha coefficient of 0.99.
2.4. Procedure
2.5. Statistical Analysis
3. Results
3.1. Sociodemographic and Attitudinal Profiles of the Control and Intervention Groups
3.2. Explicit and Implicit Sexist Attitudes of the Participants Before the Educational Intervention
3.3. Evaluation of the Effectiveness of the Intervention
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Self-Made Story to Evaluate Implicit Sexist Attitudes
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Topic | Objectives | Examples of Activities |
---|---|---|
First face-to-face session in the classroom (7 h): Key concepts on equality and gender violence:
| Transmission of equality values, respect, and non-violence. | Activities to work on the key concepts:
|
Comic reading (1 h): Symptoms of an unhealthy harmful relationship:
| Know the manifestations of a non-equal relationship. | Comic reading about a relationship with elements of gender violence. |
Second face-to-face session in the classroom (7 h): Key concepts about equality and gender violence:
Escape room on-site in the classroom: Obstacles found by women throughout history, and their fight against inequality:
| Transmission of equality values, respect, and freedom from violence. Discover, through the game, how many of these obstacles remain. | Activities focused on key concepts:
Carried out in the classroom; escape room for small groups. |
Variable | Total Cases (n = 561) | Experimental Group (n = 287) | Control Group (n = 274) |
---|---|---|---|
Sex n(%) man/woman | 269 (48%)/292 (52%) | 142 (49.5%)/145 (50.5%) | 127 (46.4%)/147 (53.6%) |
Age m ± ds | 16.1 ± 0.6 | 16.1 ± 0.6 | 16.2 ± 0.6 |
Born in Spain * n(%) yes/no | 439 (78.4%)/121 (21.6%) | 241 (84%)/46 (16%) | 198 (72.5%)/75 (27.5%) |
Lost values | 1 (0.1%) | ||
Time spent in Spain for those born elsewhere m ± ds | 6.4 ± 5.0 | 6.3 ± 5.0 | 6.5 ± 5.0 |
Mothers with a university degree n(%) yes/no | 168 (29.9%)/393 (70.1%) | 83 (28.9%)/204 (71.1%) | 85 (31%)/189 (69%) |
Mothers with active employment n(%) yes/no | 480 (85.6%)/81 (14.4%) | 244 (85%)/43 (15%) | 236 (86.1%)/38 (13.9%) |
Mother lives with partner n(%) yes/no | 427 (76.1%)/134 (23.9%) | 226 (78.7%)/61 (21.3%) | 201 (73.4%)/73 (26.6%) |
Father with a university degree n(%) yes/no | 126 (23.2%)/416 (76.8%) | 56 (20.2%)/221 (79.8%) | 70 (26.4%)/195 (73.6%) |
Lost values | 19 (3.3%) | ||
Father with active employment n(%) yes/no | 478 (88.5%)/62 (11.5%) | 244 (88.1%)/33 (11.9%) | 234 (89%)/29 (11%) |
Lost Values | 21 (3.7%) | ||
Father lives with partner n(%) yes/no | 443 (82%)/97 (18%) | 232 (83.8%)/45 (16.2%) | 211 (80.2%)/52 (19.8%) |
Lost values | 21 (3.7%) |
Variable | Total Cases (n = 561) | Experimental Group (n = 287) | Control Group (n = 274) |
---|---|---|---|
Have you ever watched pornography? n(%) yes/no | 390 (84.8%)/70 (15.2%) | 175 (84.1%)/33 (15.9%) | 215 (85.3%)/37 (14.7%) |
Lost values | 101 (18%) | ||
Have you consumed pornography in the last 30 days? n(%) yes/mo | 164 (35.7%)/296 (64.3%) | 79 (38%)/129 (62%) | 85 (33.7%)/167 (66.3%) |
Lost values | 101 (18%) | ||
Are sexual practices in pornography similar to real-life situations? n(%) | |||
Yes | 51 (11.1%) | 19 (9.1%) | 32 (12.7%) |
No | 352 (76.5%) | 167 (80.3%) | 185 (73.4%) |
Don’t know | 57 (12.4%) | 22 (10.6%) | 35 (13.9%) |
Lost values | 101 (18%) | ||
Has pornography affected your relationships? n(%) | |||
Not at all | 292 (63.5%) | 134 (64.4%) | 158 (62.7%) |
Little | 107 (23.3%) | 46 (22.1%) | 61 (24.2%) |
Quite a bit | 29 (6.3%) | 11 (5.3%) | 18 (7.1%) |
A lot | 32 (7%) | 17 (8.2%) | 15 (6%) |
Lost values | 101 (18%) | ||
Formation about equality and/or gender violence in the last school year n(%) | |||
None | 377 (76.9%) | 179 (76.8%) | 198 (77%) |
At least one class | 113 (23%) | 54 (23.2%) | 59 (22.9%) |
Lost values | 71 (12.7%) | ||
Main source of information about equality and gender violence n(%) | |||
Family | 67 (13.7%) | 32 (13.7%) | 35 (13.6%) |
Mass media | 95 (19.4%) | 41 (17.6%) | 54 (21%) |
Social media | 177 (36.1%) | 90 (38.6%) | 87 (33.9%) |
Education centers | 127 (25.9%) | 62 (26.6%) | 65 (25.3%) |
Nowhere or other | 24 (4.8%) | 8 (3.4%) | 16 (6.2%) |
Lost values | 71 (12.7%) | ||
Variable pre-interventions (sexist attitudes) | |||
SVSA scale m ± ds | 28.3 ± 7.5 | 28.7 ± 7.7 | 27.9 ± 7.3 |
GRAS scale | 30.2 ± 8.2 | 30.6 ± 7.8 | 29.8 ± 8.6 |
Behavior boy short story m ± ds | 1.6 ± 1.5 | 1.7 ± 1.7 | 1.4 ± 1.4 |
Behavior girl short story m ± ds | 5.4 ± 2.7 | 5.4 ± 2.6 | 5.5 ± 2.8 |
Experimental Group | Control Group | ||||||
---|---|---|---|---|---|---|---|
m ± ds | Confidence Interval | m ± ds | Confidence Interval | F Interactions Group × Moment | p | η2p | |
SVSA scale | |||||||
Baseline | 28.5 ± 8.2 | 27.4–29.5 | 27.8 ± 7.6 | 27.0–29.0 | F (3, 1308) = 177.20 | <0.05 | 0.289 |
Immediate post-intervention | 21.8 ± 2.0 | 21.0–22.5 | 27.9 ± 7.3 | 27.3–28.8 | |||
6 months post-intervention | 21.7 ± 1.9 | 20.9–22.5 | 28.1 ± 7.7 | 27.4–28.9 | |||
1 year post-intervention | 21.7 ± 1.9 | 21.0–22.5 | 28.0 ± 7.6 | 27.3–28.7 | |||
GRAS scale | |||||||
Baseline | 30.3 ± 7.9 | 29.1–31.4 | 29.9 ± 8.6 | 29.0–31.1 | F (3, 1299) = 317.66 | <0.05 | 0.423 |
Immediate post-intervention | 22.4 ± 2.8 | 21.3–23.1 | 30.0 ± 9.2 | 29.3–30.9 | |||
6 months post-intervention | 22.1 ± 2.5 | 21.2–22.9 | 30.2 ± 8.6 | 29.4–31.0 | |||
1 year post-intervention | 22.3 ± 2.6 | 21.4–23.2 | 29.9 ± 8.6 | 29.2–30.9 | |||
Behavior girl short story | |||||||
Baseline | 5.4 ± 2.6 | 5.1–5.8 | 5.3 ± 2.8 | 5.0–5.7 | F (3, 1305) = 223.43 | <0.05 | 0.339 |
Immediate post-intervention | 7.6 ± 2.1 | 7.3–8.0 | 5.5 ± 2.7 | 5.0–5.7 | |||
6 months post-intervention | 7.8 ± 1.9 | 7.5–8.1 | 5.2 ± 2.8 | 4.9–5.5 | |||
1 year post-intervention | 7.6 ± 2.0 | 7.3–8.0 | 5.4 ± 2.8 | 5.0–5.7 |
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Vila-Cortavitarte, E.; Díaz-Gómez, J.M.; Díaz-Gómez, N.M. Analysis Regarding the Effectiveness of an Intervention Program for Equality and Prevention of Gender Violence in Adolescents. Adolescents 2025, 5, 29. https://doi.org/10.3390/adolescents5030029
Vila-Cortavitarte E, Díaz-Gómez JM, Díaz-Gómez NM. Analysis Regarding the Effectiveness of an Intervention Program for Equality and Prevention of Gender Violence in Adolescents. Adolescents. 2025; 5(3):29. https://doi.org/10.3390/adolescents5030029
Chicago/Turabian StyleVila-Cortavitarte, Elena, José Miguel Díaz-Gómez, and N. Marta Díaz-Gómez. 2025. "Analysis Regarding the Effectiveness of an Intervention Program for Equality and Prevention of Gender Violence in Adolescents" Adolescents 5, no. 3: 29. https://doi.org/10.3390/adolescents5030029
APA StyleVila-Cortavitarte, E., Díaz-Gómez, J. M., & Díaz-Gómez, N. M. (2025). Analysis Regarding the Effectiveness of an Intervention Program for Equality and Prevention of Gender Violence in Adolescents. Adolescents, 5(3), 29. https://doi.org/10.3390/adolescents5030029