Intimate Partner Violence in Nicaragua: The Role of Possessive Jealousy, Intrasexual Competitiveness, Life History, Mate Value, and Stress.

Using an evolutionary perspective, we examined predictors of intimate partner violence (IPV) in the Department of the Rio San Juan in Nicaragua. Specifically, we focused on possessive jealousy, intrasexual competitiveness, life history strategy, mate value, and stress. The sample consisted of 199 men and 201 women (mean age = 36.48, SD = 10.47) from the general population who were all personally interviewed. For all variables, validated measures were used. The data were analyzed for men and women separately, using regression analyses. In contrast to previous research and our expectations, possessive jealousy was not related to IPV among men or women. Rather, among men, IPV was independently predicted by (a) intrasexual competitiveness, (b) a fast life history strategy, (c) a low mate value, and (d) stress, together explaining 35% of the variance. Among women, violence against one's partner was only predicted by intrasexual competitiveness (3% explained variance). These results suggest that perpetration of IPV in Nicaragua may have qualitative different roots among men than among women, and that for men, more "triggers" are present which may evoke aggression toward their partners. These results are discussed in light of their relevance for theory and practice.

Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol.

Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies-awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills-could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program 'Me and My new World', a Social Emotional Learning intervention for middle school students (12-15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi-stakeholder exploration in Panama. Health Education Research, 35, 1-14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi-stakeholder exploration in Panama.

Adolescents in Panama face multiple challenges to their sexual health, rights and well-being such as high rates of teenage pregnancy (∼30% of all pregnancies), increased HIV infections and sexual violence. In the absence of sufficient evidence-based data and an ongoing debate in Panamanian society about how to approach adolescents' health problems, the aim of this qualitative study was to explore the perceptions and attitudes of different societal actors, namely governmental employees, NGO employees, academics, members from religious groups, teachers and parents. We conducted in-depth interviews (N = 34) which focused on the behavioural and environmental factors considered to influence adolescents' decision making with regard to love, friendships and family relations. Furthermore, we explored how these stakeholders viewed the role of the education system, and the potential of including social-emotional learning (SEL) in the curriculum to provide skills and capacities, which could encourage adolescents to make better decisions and improve their well-being, in general but also in the context of sexual behaviours. Analysis revealed five central themes, i.e. perceptions towards gender roles and equality, adolescents' love (sexual) relationships, capacity needs regarding prevention of risk behaviours and the role of education, comprehensive sexuality education in schools and the potentiality of SEL in the education system. The findings of the study can enhance understanding on the views of stakeholders regarding the factors influencing adolescents' decision making, as well as regarding the possibilities of introducing SEL in the Panamanian educational curriculum.