The first sexual-affective experiences have the strongest influence on gender-based violence in the future

Scientific evidence platform Scientific evidence The first sexual-affective experiences have the strongest influence on gender-based violence in the future
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SCIENTIFIC ARTICLES:

  • James, W.H.; West. C.; Deters. K.E. y Armijo, E. (2000) Dating Violence. Adolescence, 35(139), 455-465.
  • Oliver, E. y Valls, R. (2004) Violencia de género. Investigaciones sobre quiénes, por qué y cómo superarla. Barcelona. El Roure.
  • Smith, P. H., White, J. W., & Holland, L. J. (2003). A longitudinal perspective on dating violence among adolescent and college-age women. American journal of public health, 93(7), 1104–1109. https://doi.org/10.2105/ajph.93.7.1104
  • Racionero, S., Ugalde, L., Puigvert, L. & Aiello, E. (2018). Reconstruction of Autobiographical Memories of Violent Sexual-Affective Relationships through Scientific Reading on Love. A Psycho-Educational Intervention to Prevent Gender Violence. Frontiers in Psychology, 9(1996). doi: 10.3389/fpsyg.2018.01996

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The first sexual-affective experiences people have the greatest influence in future relationships. These experiences include a first kiss, the first boy/girlfriend as children, a hook-up …everything has an impact, and the key is if such interactions are free and positive or not.

If the first sexual-affective relationships people have as children or teenagers include some sort of violence (in the form of disdain, disloyalty, lack of consent…) they normalise those negative behaviors as part of such relationships; and, what is worse, if they are forced to describe those situations in a positive way to avoid ridicule and looking bad, that can lead to them remembering a negative interaction with desire towards it.

Looking at this from the positive side, if the first sexual-affective interactions are full of desire linked to consent, respect and equality, they will be very protective, because those positive values which raise attraction will be the wanted in the future and any form of violence in relationships will be more strongly rejected.

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Luis Miralles

As a primary school teacher, I see the importance of promoting quality relationships since early childhood. Explicitly talking about friendship with children and families can really help prevent different types of school violence. If their first friendships are based on trust, solidarity and so on, then those children will establish good foundations to better choose future affective relationships that are healthy, exciting and satisfying.

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hasna1

Para desarrollar una vida sexual y afectuosamente plena necesitamos formación acerca del consentimiento y los límites, de la autoestima, de la responsabilidad emocional, los roles de género, de la violencia de género y, sobre todo, como detectarla y ser conscientes de que determinados comportamientos que la rodean son todo lo contrario al afecto.

Con esta situación los grandes perjudicados vienen a ser los miles de estudiantes que no reciben una adecuada formación-información en materia de educación sexual. Sobre este tipo de educación son varios los estudios que señalan deficiencias o pobres impactos (Collins, Alagiri y Summers, 2002; Government Accountability Office (GAO), 2006; Kohler, Manhart y Lafferty, 2008). También según SIECUES (2008), los centros educativos deben tener como base para la educación sexual el nivel de desarrollo y cultura del estudiantado dentro del programa educativo y debe enseñarse en todas las edades.

Por ejemplo, los programas de estudio propuestos por el Ministerio de Educación Pública (MEP) de Costa Rica que permitan al estudiante desarrollar, comprender y educarse para la afectividad y sexualidad integral en la vida diaria de la persona adolescente y fomentar, a su vez, la construcción de mejores relaciones entre las personas, lo cual repercutirá en su de proceso de madurez.

En definitiva, confirmamos que las primeras experiencias afectivo-sexuales son las que más influyen en la violencia de género del futuro, y para prevenir eso hace falta una educación tanto afectiva como sexual desde una temprana edad, desde los colegios.

Referencias bibliográficas:

Vargas, M. A. F., Aguilar, C. A., & Jiménez, A. G. (2012). Educación sexual: Orientadores y orientadoras desde el modelo biográfico y profesional. Revista Electrónica Educare16, 53-71.

León, G., Bolaños, G., Campos, J. y Mejías, F. (2013). Percepción de una muestra de educandos y docentes sobre la implementación del programa educación para la afectividad y la sexualidad integral. Revista Electrónica Educare, 17(2), 145-165. Recuperado de http:// http://www.revistas.una.ac.cr/index.php/EDUCARE/issue/current

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