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    • Risk assessment principles and steps
      • Principles
        • Principle 1: Prioritising victim safety
        • Principle 2: Adopting a victim-centred approach
        • Principle 3: Taking a gender-specific approach
        • Principle 4: Adopting an intersectional approach
        • Principle 5: Considering children’s experiences
      • Steps
        • Step 1: Define the purpose and objectives of police risk assessment
        • Step 2: Identify the most appropriate approach to police risk assessment
        • Step 3: Identify the most relevant risk factors for police risk assessment
        • Step 4: Implement systematic police training and capacity development
        • Step 5: Embed police risk assessment in a multiagency framework
        • Step 6: Develop procedures for information management and confidentiality
        • Step 7: Monitor and evaluate risk assessment practices and outcomes
    • Risk management principles and recommendations
      • Principle 1. Adopting a gender-specific approach
      • Principle 2. Introducing an individualised approach to risk management
      • Principle 3. Establishing an evidence-based approach
      • Principle 4. Underpinning the processes with an outcome-focused approach
      • Principle 5. Delivering a coordinated, multiagency response
    • Legal and policy framework
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      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Find a gender trainer
        • Gender Equality Training in the EU
        • Good Practices on Gender Equality Training
        • More resources on Gender Equality Training
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      • Gender Impact Assessment
        • Back to toolkit page
        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
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        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
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          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
          • Individual level
          • Organisational level
          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
        • Back to toolkit page
        • What is a Gender Equality Plan?
        • EU objectives for gender equality in research
        • Why change must be structural
        • Who is this guide for?
        • The GEAR Step-by-Step Guide
          • Step 1: Getting started
          • Step 2: Analysing and assessing the state-of-play in the institution
          • Step 3: Setting up a Gender Equality Plan
          • Step 4: Implementing a Gender Equality Plan
          • Step 5: Monitoring progress and evaluating a Gender Equality Plan
          • Step 6: What comes after the Gender Equality Plan?
        • GEAR action toolbox
        • Who is involved in a Gender Equality Plan?
        • Rationale for gender equality in research
        • Basic requirements and success factors
        • Obstacles and solutions
        • Legislative and policy backgrounds
          • Austria
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        • Relevant insights
        • Examples
          • A practice to award and ensure greater visibility for women researchers
          • A survey to know your institution
          • AKKA
          • Age limit extension in calls for female researchers with children under 10
          • Cascade Model GFZ
          • Compulsory awareness-raising session for B.A. students
          • Election procedure for the Board
          • Elections for the University's Council
          • Encouraging gender equality activities at the grassroots level across the university
          • Family-leave without consequences for the academic career
          • Gender Equality Report
          • Gender Project Manager
          • Gender Report
          • Gender Sensitive PhD Supervisor Toolkit
          • Gender and Diversity Controlling
          • Gender certification: a road to change? (SE)
          • Gender lectureship: a model for mainstreaming in higher education
          • GenderNet Freie Universität Berlin (DE)
          • High-profile tenure-track positions for top female scientists
          • Introducing a gender perspective in research content and teaching
          • Maternity Cover Fund and Return to Work policy
          • National connections at Fraunhofer Gesellschaft: the National Committee
          • Overcoming bias in personnel selection procedures
          • Participatory approach towards development of Career Development Plan
          • Protocol for preventing and tackling sexual harassment and gender-based violence
          • School of drafting and management for European projects
          • Stimulating personal development to improve women academics’ positions
          • Teaching-free period when returning from parental leave
          • The Gender Balance Committee of the Genomic Regulation Centre (ES)
          • WiSER (Centre for Women in Science and Engineering Research)
          • Women represented in all rounds of applications
        • Key resources
      • Gender-sensitive Parliaments
        • Back to toolkit page
        • What is the tool for?
        • Who is the tool for?
        • How to use the tool
        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
            • Domain 2 - Political party/group procedures
            • Domain 3 – Recruitment of parliamentary employees
          • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
            • Domain 1 – Parliamentarians’ presence and capacity in a parliament
            • Domain 2 – Structure and organisation
            • Domain 3 – Staff organisation and procedures
          • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
            • Domain 1 – Gender mainstreaming structures
            • Domain 2 – Gender mainstreaming tools in parliamentary work
            • Domain 3 – Gender mainstreaming tools for staff
          • AREA 4 – The parliament produces gender-sensitive LEGISLATION
            • Domain 1 – Gender equality laws and policies
            • Domain 2 – Gender mainstreaming in laws
            • Domain 3 – Oversight of gender equality
          • AREA 5 – The parliament complies with its SYMBOLIC function
            • Domain 1 – Symbolic meanings of spaces
            • Domain 2 – Gender equality in external communication and representation
        • How gender-sensitive are parliaments in the EU?
        • Examples of gender-sensitive practices in parliaments
          • Women and men have equal opportunities to ENTER the parliament
          • Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
          • Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • The parliament produces gender-sensitive LEGISLATION
          • The parliament complies with its SYMBOLIC function
        • Glossary of terms
        • References and resources
      • Gender Budgeting
        • Back to toolkit page
        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
          • Gender budgeting in women’s and men’s lived realities
          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
            • ESF+
            • EMFF
            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
            • Additional resources
          • References
          • Abbreviations
          • Acknowledgements
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  • Smurtas lyties pagrindu
    • Kas yra smurtas lyties pagrindu?
    • Smurto formos
    • EIGE tyrimai apie smurtą lyties pagrindu
    • Administracinių duomenų šaltiniai apie smurtą lyties pagrindu
      • Duomenų rinkimas
      • Apie įrankį
      • ES žemėlapis
      • Advanced search
    • Nusikaltimų aukų teisių direktyva
    • Smurto lyties pagrindu kaina
    • Cyber violence against women
    • Intimate partner violence and witness intervention
    • Moterų lyties organų žalojimas
      • Risk estimations
    • Risk assessment and risk management by police
      • Risk assessment principles and steps
          • Principle 1: Prioritising victim safety
          • Principle 2: Adopting a victim-centred approach
          • Principle 3: Taking a gender-specific approach
          • Principle 4: Adopting an intersectional approach
          • Principle 5: Considering children’s experiences
          • Step 1: Define the purpose and objectives of police risk assessment
          • Step 2: Identify the most appropriate approach to police risk assessment
          • Step 3: Identify the most relevant risk factors for police risk assessment
          • Step 4: Implement systematic police training and capacity development
          • Step 5: Embed police risk assessment in a multiagency framework
          • Step 6: Develop procedures for information management and confidentiality
          • Step 7: Monitor and evaluate risk assessment practices and outcomes
      • Risk management principles and recommendations
        • Principle 1. Adopting a gender-specific approach
        • Principle 2. Introducing an individualised approach to risk management
        • Principle 3. Establishing an evidence-based approach
        • Principle 4. Underpinning the processes with an outcome-focused approach
        • Principle 5. Delivering a coordinated, multiagency response
      • Legal and policy framework
      • Tools and approaches
      • Areas for improvement
      • References
    • Geroji praktika, skirta kovoti su smurtu lyties pagrindu
    • Metodai ir įrankiai siekiant kovoti su smurtu lyties pagrindu
    • Baltojo kaspino kampanija
      • About the White Ribbon Campaign
      • White Ribbon Ambassadors
    • Reguliavimas ir teisinis pagrindas
      • Tarptautiniai teisės aktai
      • ES teisės aktai
      • Strategic framework on violence against women 2015-2018
      • Teisinės apibrėžimai ES valstybėse narėse
    • Literatūra ir teisės aktai
    • EIGE's publications on gender-based violence
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  • EIGE leidiniai
    • Gender-sensitive Communication
      • Overview of the toolkit
      • First steps towards more inclusive language
        • Terms you need to know
        • Why should I ever mention gender?
        • Choosing whether to mention gender
        • Key principles for inclusive language use
      • Challenges
        • Stereotypes
          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
          • Avoid irrelevant information about gender
          • Avoid gendered stereotypes as descriptive terms
          • Gendering in-animate objects
          • Using different adjectives for women and men
          • Avoid using stereotypical images
        • Invisibility and omission
          • Do not use ‘man’ as the neutral term
          • Do not use ‘he’ to refer to unknown people
          • Do not use gender-biased nouns to refer to groups of people
          • Take care with ‘false generics’
          • Greetings and other forms of inclusive communication
        • Subordination and trivialisation
          • Naming conventions
          • Patronising language
      • Test your knowledge
        • Quiz 1: Policy document
        • Quiz 2: Job description
        • Quiz 3: Legal text
      • Practical tools
        • Solutions for how to use gender-sensitive language
        • Pronouns
        • Invisibility or omission
        • Common gendered nouns
        • Adjectives
        • Phrases
      • Policy context
    • Work-life balance in the ICT sector
      • Back to toolkit page
      • EU policies on work-life balance
      • Women in the ICT sector
      • The argument for work-life balance measures
        • Challenges
      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
        • Step 2: Identify potential resistance and find solutions
        • Step 3: Maximise buy-in from stakeholders
        • Step 4: Design a solid implementation plan
        • Step 5: Carefully measure progress
        • Step 6: Highlight benefits and celebrate early wins
      • Toolbox for planning work-life balance measures in ICT companies
      • Work–life balance checklist
    • Gender Equality Index 2019. Work-life balance
      • Back to toolkit page
      • Foreword
      • Highlights
      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
        • Patchy progress on gender-equal access to financial and economic resources
        • Paying the price for motherhood
        • Lifetime pay inequalities fall on older women
      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
        • Both women and men limit their study fields
        • Adult learning stalls most when reskilling needs are greatest
      • 5. Domain of time
        • Enduring burden of care perpetuates inequalities for women
        • Uneven impact of family life on women and men
      • 6. Domain of power
        • More women in decision-making but still a long way to go
        • Democracy undermined by absence of gender parity in politics
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Master’s course in gender violence improves professional practice

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Good practice
Šalis: Spain
Section:
Domestic Violence
Temos:
Health, Violence
Period:
2006 - 2014
Publication date:
05 Kovas 2015
Abuse and Gender Violence. A Multidisciplinary Vision (Malos tratos y violencia de género. Una visión multidisciplinar)

In brief

The launch in 2006 of the master’s degree course on Abuse and Gender Violence. A Multi­disciplinary Vision was not without problems, but it was pushed through by persistence on the part of the teaching staff. Since then it has grown to be one of the top-rated courses among students.

The course takes a multidisciplinary approach, and considers the issue from the educational, psychological, sociological, medical, media, social assistance and judicial viewpoints. It also takes the effects of violence on groups of women such as women with disabilities, migrants, minors and teenagers into account and has won an award for this. The course consists of 10 obligatory curses plus an optional one involving 700 hours of research work.

One of the keys to its success is that it uses an online platform, which allows students from all over the world – mainly Spain, but also the rest of Europe, America, and even one student from Asia – to take part. It also brings in expert professionals as trainers, meaning that it can attract high-level professionals such as judges, senators, policemen and psychologists as students, and that these can then apply what they learn in their working lives. This means it has a real impact on the way gender-based violence is dealt with by the various institutions.

With an intake of between 220 and 370 students each year, the course has so far attracted 1,800 students from different areas of Spain and other countries.

From domestic violence to gender-based violence

The Organic Law on Comprehensive Protection Measures against Gender Violence,[1] approved in December 2004 and coming into effect in January 2005, is the cornerstone of the Spanish approach to fighting gender-based violence. The law addressed gender-based violence for the first time in Spanish legislation, as opposed to the former domestic violence approach. The new legislation defines gender-based violence (GBV) as a manifestation of discrimination, inequality and power relations of men and women. It covers aspects ranging from preventive, educational and social to care and aftercare for victims, and it tackles GBV from a comprehensive and multidisciplinary approach. This is the law’s most noteworthy feature.

According to the mandatory evaluation of the application of the law, published in December 2009,[2] the law has led to an unprecedented deployment of measures and actions and the mobilisation of major resour­ces. Since this law came into force, the Spanish govern­ment has invested almost €800 million in policies to prevent and fight gender-based violence.

Specific support institutions, such as an information and legal advice helpline and health care units specialising in gender-based violence, have been set up, along with special courts and public prosecution offices as well as specialised security services. Specialists in violence have been hired in healthcare and forensic services, and res­ources have been allocated to help women escape from violent situations.

The principles of the strat­egic approach, as stated in article 2 of the law, are:

  • awareness-raising with the aim of prevention in the fields of social services, education, health, and media and publicity;
  • guaranteed access for victims to a comprehensive system of support services, including economic support;
  • strengthening of the legal framework in order to ensure the comprehensive and rapid protection of victims of GBV.

Additionally, the focus on vulnerable groups, such as immigrant and women with disabilities, has resulted in the approval of a specific plan, the Plan against Gender-based Violence in the Immigrant Population (2009-2012).[3]

Changing the working practices of influential professionals

In 2006, Spain’s national distance learning university, UNED (Universidad Nacional de Educación a Distancia), based in Madrid, launched a master’s degree course entitled Los malos tratos y la violencia de género: una visión interdisciplinaria (Abuse and Gender Violence: an Interdisciplinary Vision).

The course is interesting because it brings a multi-dimensional and holistic approach to domestic violence into a formal university curriculum. It attracts a lot of students, and the number has increased over the years it has been taught. More than that, it attracts students who can make a difference. It has a significant impact since the students, who include judges, senators, lawyers, policemen, social workers and psychologists, can apply the knowledge they have learnt, from practising professionals, in their own professional lives.

The course has a strong basis in human rights and gender analysis as well as a clear, appropriate and comprehensive definition of domestic violence. These are presented in a well-developed and multi-level course, which benefits from specialist expert trainers who deal day to day with the issues involved. The mix of online and on-site activities contributes to its reach and to its efficiency.

Students learn how to implement methodologies and practices in order to improve the protection of women at risk of domestic violence, which contributes to gender equality. Groups that stand to benefit professionally include judges, senators, prosecutors, lawyers, psychologists, teachers, social workers and police officers. With between 220 and 370 students a year, the course has so far involved 1,800 students from different areas of Spain and other countries.

The specific outcomes in terms of gender equality are indirect. However, the master is a key instrument in developing the day-to-day work of professionals involved in fighting domestic violence such as police officers, psychologists, judges and lawyers. It transforms their traditional practices in favour of a different and more sensitive approach, helps them to decide the correct action and raises awareness on the subject at the highest levels. An important feature is that the course approaches gender-based violence from an interdisciplinary standpoint, which improves the quality of the actions taken to tackle it. The master also influences individual attitudes towards gender violence.

A holistic approach

The topic of gender violence is studied holistically, that is to say from very different viewpoints including the educational, psychological, sociological, medical, media, social assistance and judicial.

The master aims to provide an understanding of gender violence, and to enable participants to identify situations in which it occurs. Many of the students are women who have suffered gender violence and find the course very useful in understanding it in depth. Their participation is really helpful for them, while allowing the rest of the professionals involved in the master to gain a deeper approach to gender violence. Following this approach to the subject, it presents effective measures for the protection and rehabilitation of victims, and tools for prevention. It combines on-site and online activities. Its virtual platform hosts online classrooms, over 100 conferences, newspaper and scientific review articles, statistics and teaching material in pdf format.

It encompass 10 obligatory courses: the origin and transmission of gender violence; language as an instrument of oppression; the victims of gender violence: the offender and the victims; children as victims of gender violence; the persistence of violence against women; the law and gender violence in Spain; the recovery of victims; psychological features of offenders; immigration and gender violence; and disabilities and gender violence. There is also one optional course which includes 700 hours of research work.

The master provides a professional expert certificate for those students who have not attended tertiary education.

One of the university’s best-rated courses

Two different evaluations are conducted every year at the end of the course. On one hand, the university (UNED) launches a survey on global satisfaction on the training provided including the seminars, conferences, teaching material and the virtual platform. This shows that the master has been one of the best UNED courses out of more than 600. The professors also conduct their own internal evaluation, and this comes up with similar results as regards the students’ global satisfaction. Many of them remark how the master has changed the way they understand and tackle domestic violence in their own work. The training material was renewed in September 2014, and includes monthly updated statistics.

Nevertheless two ways of improving the course are frequently mentioned:

  • the virtual platform causes some technical difficulties at first – but they can be rapidly solved with the help of a well-trained technician;
  • it is difficult to organise face-to-face activities such as workshops as the students are spread widely across Spain. However some workshops are already available and the major part of the students can follow them online through the virtual platform. In some cases the master has arranged local workshops with municipalities.

Factors of success

The launch of the course was problematic and its success was due to the efforts of the staff who identified the experts and proposed the course to the UNED Foundation. One of the main problems experienced since then is the selection of students occasionally, male perpetrators of domestic violence enrol in the course in order to control their wives or boycott the course.

The main factors in the course’s success are that it pays attention to the effects of domestic violence on different groups of women (it received the CERMI Award 2011 for its attention to disabled women); the online platform allows it to reach a considerable number of students; it is independent of political and educational entities; students have a high level of responsi­bility and are hence highly motivated; and professors do not belong to the university but are the best experts in each subject taught.

The experience of running the course teaches that:

  • Independence from other politically influenced organisations is a basic necessity.
  • The means and resources have to be adequate.
  • The master boosts open-minded relations, tools and schemes in order to understand the scope of domestic violence. The approach employed throughout the course led to interdisciplinary practices and overturned stereotypes and traditional perspectives.
  • As a diverse range of professionals are involved in the course, their interaction is quite positive and leads to the discovery of alternative solutions to real problems the students experience in their work.
  • The master should be in permanent evolution depending on the profile of the students and professors.

The course has been offered for replication in other universities.

[1] Organic Law 1/2004 of 28 December 2004, on Comprehensive Protection Measures against Gender Violence. (‘Organic ‘ or fundamental laws are those which have to pass by an absolute majority of the Congress of deputies, rather than by a simple majority.)

[2] An evaluation of the application of organic law 1/2004 of 28 December on Comprehensive Protection Measures Against Gender-Based Violence (2009), Ministry of Equality, Government Delegation for Gender-based Violence.

[3] https://www.msssi.gob.es/ssi/violenciaGenero/Documentacion/medidasPlanes...(2009_2012)_INGLES.pdf

Contacts/Further Information

Contacts

Teresa San Segundo Manuel

Departamento de Derecho Civil

Facultad de Derecho 

UNED – Universidad Nacional de Educación a Distancia (National Distance Learning University)

C/ Obispo Trejo, 2. Despacho 5.31

28040 Madrid

Spain

+34 91 398 87 85

tsansegundo@der.uned.es

Further information

Good practice website

NB image copyright

Image from: blog at http://formacionprofesionales.com/cursos-de-formacion/cursos-y-master-so... published by Fundación Obra Social y Monte de Piedad de Madrid en Redes Sociales

Downloads

Abuse and Gender Violence. A Multidisciplinary Vision - gender training - Spain
EN (PDF, 306.74 KB)

Metadata

Tool:
Competence development
  • In brief
  • From domestic violence to gender-based violence
  • Changing the working practices of influential professionals
  • A holistic approach
  • One of the university’s best-rated courses
  • Factors of success
  • Contacts/Further Information
  • Downloads

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