This systematic review assessed whether studies on the outcomes of perpetrator programs comply with the model recommendations for outcome evaluation. Three databases (PsycINFO, Medline, and Scopus) were used to identify perpetrator program outcome studies from 1988 to 2021. The inclusion criteria were as follows: empirical studies with no time restriction; published in English or Spanish; evaluated interventions aimed at male perpetrators of any type of abuse toward women; evaluated the effectiveness of the intervention in a follow-up post-intervention; and provided an indicator of recidivism. The search and selection process resulted in 46 original studies. The results showed that studies did not include a thorough description of the study sample. Many approaches to psychological intervention are used, with cognitive behavioral therapy being the most widely used. Most studies did not describe the program content. Dropout rates varied greatly from one study to another (from 0% to 64%) and only eight studies provided dropout rates specified by each type of perpetrator. The follow-up period ranged from 3 months to 9 years. The recidivism rates (ranging from 5% to 72.5%), and their assessments were also very different. Only 12 of the 46 studies (26.1%) used more than one source to obtain recidivism rates. In terms of outcomes, few studies considered (ex-) partner accounts. Some studies had other measures of outcome, whereas a few included a pretest–posttest. In summary, these studies do not follow the recommendations of the model.

El objetivo de esta revisión sistemática fue analizar los programas educativos que abordan el uso responsable de Internet para gestionar los diversos retos y riesgos del espacio digital. Se utilizaron 5 bases de datos para obtener estudios realizados entre 2017 y 2022. Se analizaron las siguientes variables: población diana, duración, contenido y evaluación. Los programas abordaban los siguientes riesgos en línea: ciberacoso, sexting, privacidad digital, grooming, suplantación de identidad, información falsa, uso problemático de Internet, phishing e ingeniería social, identidad digital, compartir excesiva información, spam y fraude. Se ha identificado la necesidad del diseño e implementación de programas que involucren a toda la comunidad educativa y aborden las problemáticas del consumo de pornografía y la seguridad online.

Intimate partner violence (IPV) is a public health and widespread problem, and perpetrator programmes are in a unique position to prevent it. Research on the outcomes of perpetrator programmes has advanced in recent years, but still some challenges remain. These challenges include the absence of measures related to survivor safety and wellbeing as well as the impact on the victim. Additionally, other contextual measures, such as motivation to change or taking responsibility, are typically not included in outcome studies. The Impact Outcome Monitoring Toolkit was developed to help overcome these challenges. The participants were 444 men enrolled in a perpetrator programme and their (ex-)partners (n = 272). The results showed that all types of violence were reduced significantly in terms of both frequency and presence, as reported by both the men enrolled in the programme and their (ex-)partners. The impact of violence had been reduced for (ex-)partners, but some still suffered impacts and felt afraid. The results on the impact of violence on children and improved parenting were quite concerning. The Impact Toolkit makes it possible to measure the outcomes of perpetrator programmes in a contextualised manner and has shown promising results, supporting the inclusion of survivor-centric outcome measures.

Background: Violence legitimization has been associated with the myths of romantic love. In the Portuguese context, there are no available standardized tools to assess it. This study aimed to develop the adaptation and validation of the Portuguese version of the Scale of Myths of Romantic Love (SMRL) in youth and emerging adults. Also, the acceptance of myths of romantic love was described. Methods: The sample comprised 165 individuals (83% female) aged from 18 to 30 (M = 23.01; SD = 3.33). Results: Confirmatory factor analysis supported the two-factor correlated structure found in the original validation: Idealized Love (IL) and Distorted Love (DL). The selected nested model obtained acceptable good-of-fit indices. Reliability analysis indicated acceptable internal consistency (α = 0.728; ω = 0.711) and the item-factor correlations were strong. Gender differences in the endorsement of romantic myths were found. Males obtained significantly greater acceptance of need for a couple and ambivalence myths. Females significantly endorsed the half orange myth. Conclusions: Our findings supported the two-factor related structure of the SMRL Portuguese version. Gender-based differences in romantic beliefs and their potential link to violence legitimization, gender stereotypes, and love perception are highlighted as in need of further studies. This research provides evidence regarding the psychometric properties of the Escala de Mitos do Amor Romântico (EMAR).

Scientific literature has stated that resilience fosters well-being. However, research on couple resilience and its related constructs remains limited. Furthermore, the resilience measurements have focused on the individual level, remaining the couple resilience an underexplored construct, particularly in the Southern European context. The Couple Resilience Inventory (CRI) is one of the most widely used tools for couple resilience assessment. This study aimed to adapt and validate the CRI into Spanish, analysing its psychometric properties. The sample consisted of 341 individuals aged between 19 and 72 years ( M = 31.82, SD = 14.16). Confirmatory factor analysis validated the two-factor correlated internal structure: Positive Couple Resilience (PCR) and Negative Couple Resilience (NCR), in line with the original study. The structural model showed good fit indices. Corrected item-total correlations (0.618–0.827) and internal consistency for both factors were adequate (PCR: α = 0.901, NCR: α = 0.836). Test-retest reliability demonstrated strong stability for both factors (PCR: ICC = 0.766; NCR: ICC = 0.856). Hierarchical regression analysis confirmed significant associations between couple resilience, dyadic coping, well-being and intimate partner violence. The psychometric properties of the Spanish version of the CRI have been empirically supported. Its interrelations with dyadic coping, well-being and intimate partner violence have been demonstrated. In conclusion, the CRI scale was satisfactorily adapted to and validated in Spanish and is a useful instrument to assess couple resilience.

Background. Gender equality education in schools is the most effective tool to combat inequality and gender-based violence (GBV). Teachers often lack the necessary equality knowledge and skills. Objective. The aim of this study was to develop, implement and evaluate the effectiveness of a pilot gender equality programme for prospective teachers. Method. Data was collected from a sample of 113 university students of Early Childhood Education (41.6%) and Primary Education (58.4%) degrees, aged between 21 and 40 years (M=22.46; SD=2.45). Through a longitudinal design, the effectiveness of the training programme was analysed in the following topics: coeducational attitudes, acceptability of GBV and knowledge about gender equality. The Wilcoxon contrast test, including significance and effect size, a Spearman Correlation and Linear Regression analyses were conducted. Results. Statistically significant changes between pre and post measures were obtained: an increase in socio-cultural and relational coeducational attitudes and also in equality knowledge, as well as a decrease in GBV acceptability. According to the findings from linear regression analysis, student teachers who scored higher in coeducational attitudes tended to show lower acceptability of GBV. Conclusions. The need for further designs of training programmes on gender equality is emphasised, and policy-makers and public authorities are called upon to raise awareness of the importance of Gender Equality Teaching (GET) and to develop clear guidelines for universities to address these issues.