[An evaluation of teacher training to promote healthy and equitable relationships: transforming or reproducing?] / Evaluación de la formación a profesorado para promover relaciones saludables y equitativas: ¿transformar o reproducir?

OBJECTIVE: To evaluate the impact of the training on teacher capacity to implement Posem el Focus, a socio-educational intervention adapted from Lights4Violence to prevent the gender-based violence during adolescence. METHOD: Evaluation study of a training using qualitative methodology in Terrassa, 2019-2021. The socio-constructionist perspective was used to understand the impact of teacher training and its translation into educational practice. A purposive sampling of teachers (n=32) was carried out. A descriptive-interpretative analysis of the discourses was carried out based on the written productions of the participants in the training and their answers to some open questions. An explanatory theoretical framework was developed. RESULTS: Teachers reported acquiring concepts, developing new skills and modifying some attitudes. Teachers stated theoretical understanding of the sex-gender system, intersectionality and explicit and implicit violence. However, they reproduced gender stereotypes, did not understand the inclusive approach and pointed out not identifying implicit violence. Teachers perceived the training as useful and felt empowered to implement the intervention. No differences were identified in discursive production with respect to gender or age. CONCLUSIONS: Teacher training ensures minimum knowledge and facilitates the acquisition of some skills, although it does not achieve in-depth changes in attitudes. It is concluded that the training enables teachers to implement Posem el Focus, although it is recommended that it be reformulated.

Evaluación de la formación a profesorado para promover relaciones saludables y equitativas: ¿transformar o reproducir? / An evaluation of teacher training to promote healthy and equitable relationships: transforming or reproducing?

Objetivo: Evaluar el impacto de la formación en la capacitación del profesorado para implementar Posem el Focus, una intervención socioeducativa adaptada de Lights4Violence para prevenir la violencia de género durante la adolescencia. Método: Estudio de evaluación de una formación mediante metodología cualitativa en Terrassa en 2019-2021. La perspectiva socioconstruccionista permitió comprender su impacto en el profesorado y su traslación en la praxis educativa. Se realizó un muestreo intencional del profesorado (n = 32). El análisis de los discursos fue descriptivo-interpretativo partiendo de las producciones escritas de los participantes en la formación y su respuesta a algunas preguntas abiertas. Se desarrolló un marco teórico explicativo. Resultados: El profesorado refirió adquirir conceptos, desarrollar nuevas habilidades y modificar algunas actitudes. Señaló la comprensión teórica del sistema sexo-género, la interseccionalidad y las violencias explícitas e implícitas. Sin embargo, reprodujo estereotipos de género, no comprendió el abordaje inclusivo y apuntó no identificar violencias implícitas. El profesorado percibió como útil la formación y se sintió capacitado para implementar la intervención. No se identificaron diferencias en la producción discursiva respecto a género o edad.ConclusionesLa formación al profesorado asegura los conocimientos mínimos y facilita la adquisición de algunas habilidades, aunque no consigue cambios en profundidad de las actitudes. Se concluye que la formación capacita al profesorado para implementar Posem el Focus, aunque se recoObjetivoEvaluar el impacto de la formación en la capacitación del profesorado para implementar Posem el Focus, una intervención socioeducativa adaptada de Lights4Violence para prevenir la violencia de género durante la adolescencia...(AU)

Objective: To evaluate the impact of the training on teacher capacity to implement Posem el Focus, a socio-educational intervention adapted from Lights4Violence to prevent the gender-based violence during adolescence. Method: Evaluation study of a training using qualitative methodology in Terrassa, 2019–2021. The socio-constructionist perspective was used to understand the impact of teacher training and its translation into educational practice. A purposive sampling of teachers (n = 32) was carried out. A descriptive-interpretative analysis of the discourses was carried out based on the written productions of the participants in the training and their answers to some open questions. An explanatory theoretical framework was developed. Results: Teachers reported acquiring concepts, developing new skills and modifying some attitudes. Teachers stated theoretical understanding of the sex-gender system, intersectionality and explicit and implicit violence. However, they reproduced gender stereotypes, did not understand the inclusive approach and pointed out not identifying implicit violence. Teachers perceived the training as useful and felt empowered to implement the intervention. No differences were identified in discursive production with respect to gender or age. Conclusions: Teacher training ensures minimum knowledge and facilitates the acquisition of some skills, although it does not achieve in-depth changes in attitudes. It is concluded that the training enables teachers to implement Posem el Focus, although it is recommended that it be reformulated.(AU)

The impact of the COVID-19 pandemic on harm reduction services in Catalonia: the experience of people who use drugs and harm reduction professionals.

BACKGROUND: Harm reduction services and professionals have had to reorganise and adapt to COVID-19 prevention measures while still ensuring health and social services for people who use drugs (PUD). OBJECTIVE: To assess the impact of the COVID-19 pandemic on PUD and on the professionals who provide harm reduction services. METHODS: A qualitative, exploratory, multicentre design was used. Two focus groups were held with harm reduction professionals, and 40 individual semi-structured interviews were undertaken with PUD in various harm reduction services in Catalonia. Interviews and focus group discussions were transcribed and analysed using thematic content analysis. RESULTS: Harm reduction services adapted to the pandemic situation by employing methods such as reducing opening hours and closing drop in areas, along with health protection measures such as access control, which in turn led to stress among both professionals and service users. Despite the changes implemented, PUD continued to have access to sterile drug use equipment and methadone treatment. In addition, those who were not in treatment were able to access it rapidly. Regarding their emotional state, the PUD reported that it was worse during the pandemic than before the lockdown, with women affected to a greater extent than men. The harm reduction professionals reported difficulties in managing service users' compliance with the security measures at the beginning of the lockdown and having had to focus primarily on providing food and shelter for the PUD. CONCLUSIONS: It is important to keep PUD in mind and maintain a harm reduction perspective when implementing confinement measures in situations such as those experienced during the COVID pandemic. Guaranteeing that PUD have their basic needs such as food, hygiene and shelter covered is key.