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Authors
Advisor(s)
Abstract(s)
The school environment is a favourable context for the exploration and establishment of different types of interactions between adolescents. It is, therefore, a context where dating violence (DV) may be experienced and may, consequently, also be prevented. The research on DV has mainly focused on its characterization, neglecting other dimensions and perspectives of the problem. More specifically, research on DV has mostly ignored the perceptions of other social actors, such as educators (e.g., parents, teachers and other professionals working in the education system), or even peers. A greater knowledge of the school professionals’ perspectives and strategies of prevention and responses to DV can contribute to more effective practical implementations and policy formulations. This chapter intends to analyse and discuss the importance of considering education professionals’ perspectives in the DV analysis, assessing their level of knowledge, training and practices on dealing with DV incidents. Accordingly, a questionnaire to assess education professionals’ perceptions of DV and their level of preparation and knowledge to identify and report situations of DV, is also proposed. The conclusions present some considerations regarding the prevention and intervention in DV, which emphasise the importance of involving other social actors who interact with adolescents in a daily basis (e.g., parents, teachers, education assistants and peers).
Description
Keywords
Dating violence Educational professionals School Adolescents
Citation
Caridade, S. (2019). Dating violence in schools: Preventing and responding through the perspective of educational professionals. In W. Spencer (Ed.), Dating Violence: Prevalence, Risk Factors and Perspectives (pp. 25-40). New York: Nova Science Publishers, Inc.
Publisher
Nova Science Publishers