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This study examines the results of evaluating a Catalan training program for practitioners working with survivors of gender-related violence. Considering the lack of scientific evidence previously shown by studies on this topic, this article aimed to triangulate the participants' self-perception with their assessment of knowledge and competencies in tackling digital gender-related violence before and after the training. To do so, a pre-test and post-test case-based design was employed to identify and measure the participants' improvement in self-perceived knowledge and their effective gain in knowledge and skills to address this kind of violence. Considering the contributions of a feminist evaluation approach, we also included in our evaluation the analysis of classroom interactions and the participants' responses. The results overall demonstrate that the incorporation of assessment criteria from the feminist evaluation methodology increased the reliability of evaluation criteria. In addition, it also enabled us to identify the need to continue developing training programs that empower participants and prevent women and LGBTQI+ people from disengaging from digital spaces. [ABSTRACT FROM AUTHOR]

Is it helpful to share feminist theory with youth practitioners and is there room for it on short training courses such as in EU Action Projects? Can theoretical work on intersectionality, and the concept of gender-related violence (GRV) which grew from it, be shared in training interventions with professionals who work with children and young people? This article is based on the findings of the EU co-funded GAP Work Project that sought to improve GRV intervention and referral through training for practitioners in everyday (rather than specialist) contact with children or young people in four countries. Summarising how the project worked, and how theory informed it, including a brief account of how the concept of GRV worked in practice, guides the selection of material from the wider Project Final Report and offers a reflection on how educators used theory in the training, sometimes explicitly in the sessions. It therefore contributes our experiences to discussions about the design and implementation of education and training about violence and abuse. It concludes by sharing resources for designing and implementing training on sexual harassment, violence and hate crime, including from other recent projects that offer resources for incorporating an intersectional perspective when developing local government plans, programmes, and projects. [ABSTRACT FROM AUTHOR]

In educational materials about the reality of gender violence among teenagers, there are many explicit and implicit choices when constructing the subjects. This study analyses how the figures of victim and aggressor are constructed, in relation to three aspects: the construction of the aggressor‐victim binomial in relation to gender; what agency is attributed to women and men in the reproduction or transformation of gender violence; and whether the subjects are presented as falsely universal or as occupying specific positions in relation to other axes of inequality. The fieldwork is based on the study of materials for the prevention of gender violence among youths published in Spain between 2010 and 2020, which illustrate different discursive frameworks present in the context. Mainstream materials establish the male aggressor/female victim binomial but leave room to show other subjective positions of teenage boys and girls. Moreover, they create 'the paradox of agency' since all responsibility is attributed to the men in the maintenance of a violent relationship, but in the resolution of the violent situation, all responsibility is attributed to women. Intersectionality was named in the majority of texts but heterosexual, cisgender, and autochthonous subjects tended to be constructed as falsely universal, under the pretext of wanting to avoid stigmatising specific social groups. [ABSTRACT FROM AUTHOR]

This paper explains the logic for using the concept of gender-related violence (GRV) as a broad category that problematises homophobia, transphobia and the policing of gender norms and the gender binary, as well as gender-based violence—understood as primarily violence against women and girls (VAWG). It then evaluates the utility of this concept and its capacity to introduce theoretical refinement to the study of gendered violence, by reviewing its reception within a large international feminist project on gendered violence in the lives of children and young people. The aim of this study was to improve knowledge and understanding of forms of violence and discrimination among practitioners who have everyday contact with general populations of children and young people. It sought to improve their ability to identify and challenge sexist, sexualising, homophobic or transphobic language or behaviour, and their knowledge of how and when to refer children and young people to appropriate support. The paper reports my view of the contribution that the concept of gender-related violence made in each of the four project sites: Ireland, Italy, Spain and the UK. The findings are mixed: in Spain and the UK the concept seemed helpful, but in Italy and Ireland it was initially expected to be helpful but, in practice, a conceptualisation closer to gender-based violence plus homophobia was employed. It is tentatively concluded that where LGBTQIA+ rights were well-established as well as the problematisation of VAWG, this framework was successful, but that it was less successful in more heteronormative sites where homophobia was less problematised. It is suggested that, as a concept, GRV can make a valuable intervention in sites like the former. [ABSTRACT FROM AUTHOR]

This study examines the results of evaluating a Catalan training program for practitioners working with survivors of gender-related violence. Considering the lack of scientific evidence previously shown by studies on this topic, this article aimed to triangulate the participants’ self-perception with their assessment of knowledge and competencies in tackling digital gender-related violence before and after the training. To do so, a pre-test and post-test case-based design was employed to identify and measure the participants’ improvement in self-perceived knowledge and their effective gain in knowledge and skills to address this kind of violence. Considering the contributions of a feminist evaluation approach, we also included in our evaluation the analysis of classroom interactions and the participants’ responses. The results overall demonstrate that the incorporation of assessment criteria from the feminist evaluation methodology increased the reliability of evaluation criteria. In addition, it also enabled us to identify the need to continue developing training programs that empower participants and prevent women and LGBTQI+ people from disengaging from digital spaces.

Is it helpful to share feminist theory with youth practitioners and is there room for it on short training courses such as in EU Action Projects? Can theoretical work on intersectionality, and the concept of gender-related violence (GRV) which grew from it, be shared in training interventions with professionals who work with children and young people? This article is based on the findings of the EU co-funded GAP Work Project that sought to improve GRV intervention and referral through training for practitioners in everyday (rather than specialist) contact with children or young people in four countries. Summarising how the project worked, and how theory informed it, including a brief account of how the concept of GRV worked in practice, guides the selection of material from the wider Project Final Report and offers a reflection on how educators used theory in the training, sometimes explicitly in the sessions. It therefore contributes our experiences to discussions about the design and implementation of education and training about violence and abuse. It concludes by sharing resources for designing and implementing training on sexual harassment, violence and hate crime, including from other recent projects that offer resources for incorporating an intersectional perspective when developing local government plans, programmes, and projects.

The rise of social media use has been phenomenal, particularly during the recent COVID-19 pandemic. Furthermore, Facebook has also seen its share of users rise at a meteoric rate. At the same time, the academy is producing a growing body of literature concerning the use of online methods for primary data collection. Yet, despite the increase in the use of the internet as a research tool, very little still exists on the use of social media to recruit research participants, particularly those deemed "socially invisible". This paper addresses this gap. Another research project explored the experiences of South Asian women who had departed the social norms of arranged marriage to form an intimate relationship with a partner of choice and who then experienced forms of gender-related violence (GRV). The project encountered difficulties in recruiting participants from this marginalised and often invisible group in UK society, who are often too frightened or ashamed to come forward. This study demonstrates how to use Facebook ethically and methodologically, highlighting some of the methods used to overcome the challenges that were presented. The research was undertaken before the COVID-19 pandemic (which prompted a widespread use of social media in social science research). We argue that, despite the ethical challenges, the advantages of using social media to recruit participants when researching a highly sensitive topic such as GRV with 'invisible groups' was highly beneficial. We therefore suggest that social media should be an integral part of the research recruitment process, alongside non-digital methods, so that other 'invisible groups' are not created comprising those who cannot access technology. We share the lessons learned for the benefit of researchers using a similar approach today when recruiting research participants from invisible and marginalised groups. The authors caveat their recommendation of using social media with suggesting that those who do not have high levels of experience of data collection with such cohorts instead consider working with gatekeepers to facilitate the recruitment. [ABSTRACT FROM AUTHOR]

This paper explains the logic for using the concept of gender-related violence (GRV) as a broad category that problematises homophobia, transphobia and the policing of gender norms and the gender binary, as well as gender-based violence—understood as primarily violence against women and girls (VAWG). It then evaluates the utility of this concept and its capacity to introduce theoretical refinement to the study of gendered violence, by reviewing its reception within a large international feminist project on gendered violence in the lives of children and young people. The aim of this study was to improve knowledge and understanding of forms of violence and discrimination among practitioners who have everyday contact with general populations of children and young people. It sought to improve their ability to identify and challenge sexist, sexualising, homophobic or transphobic language or behaviour, and their knowledge of how and when to refer children and young people to appropriate support. The paper reports my view of the contribution that the concept of gender-related violence made in each of the four project sites: Ireland, Italy, Spain and the UK. The findings are mixed: in Spain and the UK the concept seemed helpful, but in Italy and Ireland it was initially expected to be helpful but, in practice, a conceptualisation closer to gender-based violence plus homophobia was employed. It is tentatively concluded that where LGBTQIA+ rights were well-established as well as the problematisation of VAWG, this framework was successful, but that it was less successful in more heteronormative sites where homophobia was less problematised. It is suggested that, as a concept, GRV can make a valuable intervention in sites like the former.

This paper assesses how a new materialist ontology can inform the sociological study of gender-related violence (GRV). The new materialisms are relational rather than essentialist; post-anthropocentric as opposed to humanist; and replace dualisms such as agency/structure, reason/emotion and micro/macro with a monist or 'flat' ontology. To make sense of GRV from within this ontology, we explore violence as assemblages of human and non-human matter and draw upon the DeleuzoGuattarian micropolitical concepts of 'the war machine' and 'lines of flight'. While violence may supply a protagonist with new capacities (a line of flight), it typically closes down or constrains the capacities of one or more other parties in a violence-assemblage. This theoretical exploration establishes the basis for a methodological approach to studying GRV empirically, using a Deleuzian toolkit of affects, assemblages, capacities and micropolitics. The paper concludes with an assessment of what is gained from this new materialist ontology of GRV. [ABSTRACT FROM AUTHOR]

The rise of social media use has been phenomenal, particularly during the recent COVID-19 pandemic. Furthermore, Facebook has also seen its share of users rise at a meteoric rate. At the same time, the academy is producing a growing body of literature concerning the use of online methods for primary data collection. Yet, despite the increase in the use of the internet as a research tool, very little still exists on the use of social media to recruit research participants, particularly those deemed “socially invisible”. This paper addresses this gap. Another research project explored the experiences of South Asian women who had departed the social norms of arranged marriage to form an intimate relationship with a partner of choice and who then experienced forms of gender-related violence (GRV). The project encountered difficulties in recruiting participants from this marginalised and often invisible group in UK society, who are often too frightened or ashamed to come forward. This study demonstrates how to use Facebook ethically and methodologically, highlighting some of the methods used to overcome the challenges that were presented. The research was undertaken before the COVID-19 pandemic (which prompted a widespread use of social media in social science research). We argue that, despite the ethical challenges, the advantages of using social media to recruit participants when researching a highly sensitive topic such as GRV with ‘invisible groups’ was highly beneficial. We therefore suggest that social media should be an integral part of the research recruitment process, alongside non-digital methods, so that other ‘invisible groups’ are not created comprising those who cannot access technology. We share the lessons learned for the benefit of researchers using a similar approach today when recruiting research participants from invisible and marginalised groups. The authors caveat their recommendation of using social media with suggesting that those who do not have high levels of experience of data collection with such cohorts instead consider working with gatekeepers to facilitate the recruitment.

Sexual and gender-related violence are widely regarded as serious violations of human rights. Notwithstanding, those who apply for asylum and invoke violence as a basis of their claim face difficulties in obtaining international protection. This may be due to the lack of trust in the applicant's credibility, the nature of the evidence, lack of official information on incidents of gender violence, or the inclination of asylum countries not to become involved in 'private matters'. This article analyses the trends in adjudication of asylum claims related to gender-based violence. In particular, it examines the recent European and national case law on asylum claims related to female genital mutilation, domestic violence and trafficking. It explores possible solutions to obstacles for securing international protection in such claims through various remedies. The authors note that the EU legislative developments do not eliminate these obstacles. At the same time, attempts in various national jurisdictions to dismiss gender-based claims as a 'private matter' are being challenged; there is now recognition that states have a positive obligation to ensure the protection of an individual's basic rights, in particular through the application of ECtHR case law. These developments suggest positive trends towards protecting the applicants with gender-related claims. [ABSTRACT FROM AUTHOR]

Youth workers are on the front line for supporting children and young people with the violence some of them face. However, education and training for this part of the role seemed lacking in our experience as a Youth and Community Worker and a Youth and Community Work Lecturer in the UK. An international project that sought to address this educational gap for ‘youth practitioners’ had a UK arm, which is the context for this article. This project created a three-day training course that sought to improve responses to gender-related violence (GRV) by increasing awareness, improving knowledge about providing support and making referrals, and also sought to prevent or reduce gender-related violence by challenging the inequalities on which it rests. The UK ‘youth practitioners’ who attended the training wrote almost 500 ‘action plans’—plans to act on the basis of the training, and analysis of these offers an indication of their concerns and priorities. Here, we present the concerns that UK-based teachers and youth workers had for the children and young people they worked with, and the forms of violence they were aware of when they began this training course. We then describe the interventions with young people or changes to their practice that these attendees said they would make in response to the training once they were back at work. This provides an agenda for action in youth, education and social services to address gender-related violence in the lives of children and young people in the UK. By the end of the training, the interventions they had committed to making included changes to their own practice, showing their reflexivity and their understanding that key tools for tackling gender-related violence included their own behaviour and reflexive practice in their service or team. They highlighted the need for culture change at an organisational level, and identified the problems of sexism and homophobia, even in their own workplaces. Their views about the value of the term gender-related violence (GRV) were mixed, with some practitioners finding it unnecessarily theoretical and others finding it a helpful link between areas of discrimination and of violence that they tended to tackle separately, such as between homophobia and violence against women and girls.

This paper assesses how a new materialist ontology can inform the sociological study of gender-related violence (GRV). The new materialisms are relational rather than essentialist; post-anthropocentric as opposed to humanist; and replace dualisms such as agency/structure, reason/emotion and micro/macro with a monist or ‘flat’ ontology. To make sense of GRV from within this ontology, we explore violence as assemblages of human and non-human matter and draw upon the DeleuzoGuattarian micropolitical concepts of ‘the war machine’ and ‘lines of flight’. While violence may supply a protagonist with new capacities (a line of flight), it typically closes down or constrains the capacities of one or more other parties in a violence-assemblage. This theoretical exploration establishes the basis for a methodological approach to studying GRV empirically, using a Deleuzian toolkit of affects, assemblages, capacities and micropolitics. The paper concludes with an assessment of what is gained from this new materialist ontology of GRV.

University campus is not a violence free space; therefore, how do universities deal with this problem? This research note presents the results of a critical analysis of prevention and action protocols against sexual violence in Catalan public universities. Particular attention is given to the potentialities and shortcomings of such measures. The first section introduces the research that serves as a framework of this study. namely the European project "Universities Supporting Victims of Sexual Violence: Training for Sustainable Services (USVReact)", as well as the methodology used. Next, we focus our attention on the legislation in which university policies on sexual and gender violence are grounded. Finally, we present the results of our analysis of the protocols. This work shows that sexual violence in Catalan universities remains a quite unknown and underestimated issue that has not yet received the required response. [ABSTRACT FROM AUTHOR]

Gender-related violence against women and its lethal outcome, feminicide, are a serious problem throughout the world. Official government data on gender violence and feminicide are often absent, incomplete, infrequently updated, and contested. We draw on data feminism to situate feminicide data as missing data. Building on qualitative interviews, this study discusses the informatic work of ten activist and civil society organizations across six countries who combat missing data by producing counterdata. Activists enact alternative epistemological approaches to data science that center care, memory, and justice. Activists also face significant information challenges that increase monitoring labor and add emotional burden to reading about violent deaths. This work contributes to literature on data activism and critical data studies, proposing feminicide data practices as an important research subject. The empirical insights contribute to human-computer interaction (HCI) research, suggesting ways that the field may support and sustain the counterdata production practices of activists., Competing Interests: C.D. is on the advisory board of Patterns. H.S.V. is participating in this project as both a researcher and a feminicide data activist. The other authors declare no competing interests., (© 2022 The Author(s).)

This reflective paper explores the emotions, ethics, and challenges of facilitating training for youth practitioners to tackle gender-related violence (GRV). This paper draws on insights from a training intervention that emerged from an EU-funded feminist project (UK GAPWORK project), which sought to bring together approaches to tackle violence against women and girls with challenging heteronormativity and homophobia. Drawing on accounts from facilitators and participants, the aim of this paper is to identify tensions, opportunities and strategies in developing training to support critically engaged practice around sensitive topics such as GRV, and to consider the significance of working with discomfort within any such training intervention. We reflect on how discomfort presented within the training space and the challenges presented. This paper examines how Boler's theoretical work on pedagogy of discomfort can be operationalised to think productively about designing and delivering training for informal educators on sensitive issues with ethical integrity. [ABSTRACT FROM AUTHOR]