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This paper presents a qualitative study to understand the reasons for leaving or staying in an abusive relationship and how this informs planning for psychosocial interventions with victims. We present a study of 15 Portuguese women with children who were victims of intimate partner violence (IPV). The sample consisted of women, helped by a Victim Support Office, who volunteered to participate in a semi-structured interview and whose narrative responses were recorded and transcribed for analysis. The results, organized into two broad categories, reveal that the reasons for staying in the abusive relationship are essentially related to extrinsic factors (e.g., children, the aggressor, society), which reinforces myths (e.g., marriage is for life) and makes it difficult to break the cycle of violence. However, the decision to leave the abusive relationship is also based on the same factors which, when reconceptualized and empowered, contribute to the intrinsic recognition of the problem and the decision-making process. We find that the resilience portfolio model, which focuses on three major factors (self-regulation, interpersonal forces, and construction of meaning), favors the identification of protective factors that can guide interventions for individuals facing situations of adversity such as IPV.
Ana Sani; Dora Pereira. Mothers as Victims of Intimate Partner Violence: The Decision to Leave or Stay and Resilience-Oriented Intervention. Social Sciences 2020, 9, 174 .
AMA StyleAna Sani, Dora Pereira. Mothers as Victims of Intimate Partner Violence: The Decision to Leave or Stay and Resilience-Oriented Intervention. Social Sciences. 2020; 9 (10):174.
Chicago/Turabian StyleAna Sani; Dora Pereira. 2020. "Mothers as Victims of Intimate Partner Violence: The Decision to Leave or Stay and Resilience-Oriented Intervention." Social Sciences 9, no. 10: 174.
In light of the TCI factors I ask: how did the class work out, how were the TCI principles helpful, when did I reach the goal of balance, or when did the process wavered, and why? Implications of these reflections lead to thoughts about the future shaping of my teaching and learning processes, for sure supported by TCI.
Dora Pereira. First Steps with TCI in a Class for Psychopathology: How Students, Topics and the Lecturer Gain from the Approach. Theme-Centered Interaction (TCI) in Higher Education 2019, 177 -187.
AMA StyleDora Pereira. First Steps with TCI in a Class for Psychopathology: How Students, Topics and the Lecturer Gain from the Approach. Theme-Centered Interaction (TCI) in Higher Education. 2019; ():177-187.
Chicago/Turabian StyleDora Pereira. 2019. "First Steps with TCI in a Class for Psychopathology: How Students, Topics and the Lecturer Gain from the Approach." Theme-Centered Interaction (TCI) in Higher Education , no. : 177-187.
Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.
Rosa Maria De Castro; Dora Isabel Fialho Pereira. Education and Attachment: Guidelines to Prevent School Failure. Multimodal Technologies and Interaction 2019, 3, 10 .
AMA StyleRosa Maria De Castro, Dora Isabel Fialho Pereira. Education and Attachment: Guidelines to Prevent School Failure. Multimodal Technologies and Interaction. 2019; 3 (1):10.
Chicago/Turabian StyleRosa Maria De Castro; Dora Isabel Fialho Pereira. 2019. "Education and Attachment: Guidelines to Prevent School Failure." Multimodal Technologies and Interaction 3, no. 1: 10.