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Domestic and Gender Violence

Code: 100464 ECTS Credits: 6
2024/2025
Degree Type Year
2500257 Criminology OB 3

Contact

Name:
Maria Barcons Campmajo
Email:
maria.barcons@uab.cat

Teachers

Leonor Maria Cantera Espinosa
Bárbara Lirios Monllor Taltavull

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Basic knowledge of criminology.

Lectures will be taught considering the perspective of the Sustainable Development Goals.

Seminar language: seminar 11 (Spanish), seminari 12 (Catalan), seminar 13 (Spanish).


Objectives and Contextualisation

Domestic Violence  and violence against women is one of the most serious types of crime. The main objective of the module is to understand the specific characteristics of these types of violation of people's rights, as well as being aware of the intervention mechanisms as a whole. The specific objectives of this module are: to know the epistemologies explaining violence against women and within the family, to understand the criminal system’s intervention as one in a collection of interventions carried out by public policies, the characteristics and consequences of these intervention, and to introduce gender perspective as a framework in the interventions against violence towards women.


Competences

  • Ability to analyse and summarise.
  • Accessing and interpreting sources of crime data.
  • Analysing the conflict and criminology by using the criminological theories and their psychological and sociological foundations.
  • Drawing up an academic text.
  • Identifying existing social resources to intervene in the conflict and criminality.
  • Respectfully interacting with other people.
  • Students must demonstrate a comprehension of the best crime prevention and intervention models for each specific problem.
  • Students must demonstrate they comprehend the criminological theories.
  • Students must demonstrate they know a variety of criminal policies in order to face criminality and its different foundations.
  • Using the evaluation techniques of criminogenic risk and needs of a person in order to decide an intervention proposal.
  • Verbally transmitting ideas to an audience.
  • Working autonomously.
  • Working in teams and networking.

Learning Outcomes

  1. Ability to analyse and summarise.
  2. Accurately applying the prevention models in specific crime situations.
  3. Analysing with scientific criteria the information obtained in criminological databases.
  4. Applying the criminological theories.
  5. Applying the scientific criminological knowledge to the delinquency analysis.
  6. Appropriately choosing the social resource for each professional intervention case.
  7. Drawing up an academic text.
  8. Efficiently applying the foundations of the different crime policies in the professional activity.
  9. Inferring the intervention models in accordance with a previous needs assessment.
  10. Respectfully interacting with other people.
  11. Verbally transmitting ideas to an audience.
  12. Working autonomously.
  13. Working in teams and networking.

Content

1. Introduction to the concept of violence.

1.1. Regulations concerning violence.

1.2. Social constructionism and norms.

1.3. Violence and social context.

1.3.1. Social responses and structural responses.

2. Typology of intimate partner violence.

2.1. Elements of identification.

2.2. Gender stereotypes.

2.3. Myths about violence against women.

3. Explanation models and theoretical concepts of intimate partner violence.

3.1. Construction of sexist masculinity and violence.

4. Bonds of affection and abusive relationships: perpetrator and victim.

4.1. Factors to be taken into account when designing prevention programmes against gender violence.

5. A global problem: the fight against violence towards women at international level.

5.1. Violence against women in UN resolutions and declarations.

5.2. Laws against violence towards women and domestic violence in Latin America and Europe.

6. Data on gender violence.

6.1. Surveys of victims.

6.2. Court and police data.

6.3. Qualitative data.

7. Law against violence towards women in Spain and Catalonia.

7.1. Act 1/2004, dated 28th of December of Integral Protection Measures against Gender Violence.

7.2. Catalan act regarding violence against women: Act 5/2008, dated 24th of April of the Right of Women to Eradicate Gender Violence.

8. Development of public policies against gender violence and violence against women.

8.1. Evolution of public policies concerning sexist violence.

8.2. Plans against gender violence and violence against women.

8.3. Intervention protocols and their environments.

9. Practices within the framework of the judiciary.

9.1. Women’s experiences within the judiciary.

9.2. Sexist myths in the judiciary.

10. Intervention with female victims of gender violence.

10.1. Diversity of violence and of women.

10.2. Consequences on women and minors.

10.3. Good professional practice.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 19.5 0.78 4, 6
Seminar 19.5 0.78 3, 9
Type: Autonomous      
Evaluation 5 0.2 1, 4
Individual Work 46 1.84 3, 9
Working groups 60 2.4 4, 6, 9

The methodology will combine guided classes (theoretical classes and seminars) with independent activities (working groups and individual work).

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam 30% 0 0 1, 3, 4, 5, 12
Individual work 40% 0 0 1, 3, 6, 7, 8, 9, 10, 11, 12
Work in group 30% 0 0 2, 10, 13

1. Evaluation

1.1.The continuous assessment will consist of the following:

  • First part of the subject: individual work (20%) and group work (30%).
  • Second part of the subject: individual work (20%) and exam (30%).

The results of the activities will be discussed in class.

2. Requirements to be evaluated and to pass the subject

Students will be assessable as long as they have completed a set of activities whose weight is equivalent to a minimum of 2/3 of the total grade for the subject. If the value of the activities carried out does not reach this threshold, the teacher may consider the student as not assessable. You must have a minimum grade of 5 in each of the activities that make up the assessment.

3. Second-chance examinations

If a student does not pass any of the activities, he/she will have the possibility to resit the failed activity.

4. Fraudulent conduct

A student who copies or tries to copy in an exam will have a 0 in the subject and will lose the right to re-evaluation/second-chance examination. A student who presents a practice in which there are signs of plagiarism or who cannot justify the arguments of his practice will get a 0 and receive a warning. In case of repetition of the conduct, the student will fail the subject (0) and will lose the right to re-evaluation.

5. Punctuality

Classes will start and end at the indicated time. Students must be in the classroom at the beginning of class and must remain until the end, except for justified reasons.

6. Mandatory attendance

Attendance at both lectures and seminar is mandatory. The student who does not attend at least 80% of the classes will not be able to pass the subject. Absences can only be justified for reasons of illness or other force majeure and for academic reasons previously authorized by the teaching staff.

7. The single assessment will consist of:

  • First part of the subject: Examination of 4 readings (50%).
  • Second part of the subject: Examination of 4 readings (multiple choice exam+ 5 Q&A) (50%).

Bibliography

COMPULSORY READINGS

Beiras, A. & Cantera, Leonor (2012). Violencia, subjetividades y masculinidades. Reflexiones dirigidas a la intervención con hombres violentos. In I. Serrano, D. Pérez, J. Resto &  M. Figueroa (Eds.), Psicología comunitaria internacional: aproximaciones a los problemas sociales contemporáneos (pp. 139-152). Formación gráfica.

Bodelón, Encarna (2014). Violencia institucional y violencia de género. Anales de la Cátedra Francisco Suárez, 48, 131-155. https://doi.org/10.30827/acfs.v48i0.2783

Bodelón, Encarna (2013). La denúncia i el silenci: dues estratègies de les dones per lluitar contra la violència masclista. Apunts de Seguretat, 12, 123-149.

Bosch, Esperanza & Ferrer, Victoria (2012). Nuevo mapa de los mitos sobre la violencia de género en el siglo XXI. Psicothema, 24(4), 548-554.

Cantera, Leonor María (1999). Te pego porque te quiero: la violencia en la pareja. Servei de Publicacions Universitat Autònoma de Barcelona.

Cantera, Leonor María (2002). Violencia doméstica. Lectora: Revista de Dones i Textualitat, (8), 71-77.

Ley Orgánica 1/2004, de 28 de diciembre, de Medidas de Protección Integral contra la Violencia de Género. Boletín Oficial del Estado, 313, de 29 de desembre del 2004. https://www.boe.es/eli/es/lo/2004/12/28/1/con

Llei 5/2008, de 24 d'abril, del dret de les dones a erradicar la violència masclista. Boletín Oficial del Estado, 131, de 30 de maig del 2008. https://www.boe.es/eli/es-ct/l/2008/04/24/5/con

Marín-López, Paloma (2011, 2-3 junio). El mite de les denúncies falses. [Conference presentation].  Llei 1/04 de mesures integrals contra la violència de gènere. Anàlisi de sis anys d'aplicació.

Organización de Naciones Unidas (2012). Manual de legislación sobre la violencia contra la mujer. Entidad de las Naciones Unidas para la Igualdad de Género y el Empoderamiento de las Mujeres (ONU MUJERES). https://www.mapa.gob.es/es/ministerio/planes-estrategias/igualdad-de-oportunidades/onumanuallegislation_tcm30-428123.pdf

COMPLEMENTARY READINGS

Amnistía Internacional (2012). ¿Qué justicia especializada? A siete años de la Ley Integral contra la Violencia de Género: obstáculos al acceso y obtención de justicia y protección (Research report). Amnistía Internacional. https://doc.es.amnesty.org/ms-opac/permalink/1@000024690

Alvarado, Patricia E., Cantera, Leonor M. & Beiras, A. (2018). Desigualdades e implicaciones afectivas en mujeres autoras de lesión. Revista Pesquisas e Práticas Psicossociais, 13(4), 1-15.

Bodelón, Encarna (2012). Políticas públicas contra la violencia patriarcal en España y Brasil. Revistada Escola de Magistratura do Rio de Janeiro, 15(57), 43-59.

Bodelón, Encarna (2012). Violencia de género y las respuestas de los sistemas penales. Didot.

Bodelón, Encarna, Barcons, Maria & Ortiz, Lucía et al. (2019). Ordres de protecció i drets de les dones que han patit violència de gènere: obstacles per a una efectiva protecció (Research report). Institut Català de les Dones. https://ddd.uab.cat/record/226907

Bodelón, Encarna, Barcons, Maria & Ortiz, Lucía et al. (2019). Anàlisi jurídica de les ordres de protecció a Catalunya des d'una perspectiva de gènere (Research report). Observatori Català de la Justícia en Violència Masclista, Departament de Justícia. https://ddd.uab.cat/record/219734

Cala Carrillo, María Jesús (2011). La renuncia a continuar el procedimiento judicial en mujeres víctimas de violencia de género: un estudio en la Comunidad Autónoma Andaluza (Informe de investigación). Instituto Andaluz de la Mujer. Consejería de la Presidencia e Igualdad Junta de Andalucía. La renuncia a continuar en el procedimiento judicial en mujeres víctimas de violencia de género: Un estudio en la Comunidad Autónoma Andaluza | Unidad de Igualdad de Género (juntadeandalucia.es)

Cantera, Leonor María (2005). La violència a casa. Caixa Sabadell.

Ferrer, Victoria, Bosch, Esperanza & Navarro, Capilla (2010). Los mitos románticos en España. Boletín de Psicología, (99), 7-31.

Generalitat de Catalunya (2024). Protocolo marco para una intervención con la diligencia debida en situaciones de violencias machistas. Generalitat de Catalunya. Departament d’Igualtat i Feminismes.  https://igualtat.gencat.cat/web/.content/Ambits/violencies-masclistes/Prevencio-transformadora/protocol-marc-castellano-accesible.pdf

Gracia-Ibáñez, J. (2012). El maltrato familiar hacia las personas mayores. Un análisis sociojurídico. Prensas Universitarias de Zaragoza.

Gil, Juana María (2007). Los diferentes rostros de la violencia de género. Dykinson.

Igareda, Noelia (2023). Las controversias sobre la ley del “sí es sí” sobre violencia sexual. Polítítica Criminal, 18(36), 564-590.

Iglesias, Montserrat (2020). La responsabilidad patrimonial de la administraciónpor falta de diligencia debida en los casos de violencia de género en el ámbito de la pareja. In M. Jesús Espuny, D. Vallés &  E. Velo (Eds.), La investigación en derecho con perspectiva de género (pp. 148-165). Dykinson.

Larrauri, Elena (2007). Criminología crítica y violencia de género. Trotta.

Lorente, M. (2001). «Mi marido me pega lo normal». Agresión a la mujer: realidades y mitos. Crítica.

Maqueda, María Luisa (2006). La violencia de género: entreel concepto jurídico y la realidad social. Revista Electrónica de Derecho Penal y Criminología, 8, 1-13.

Meza de Luna, María Elena (2010). Estereotipos de violencia en el conflicto de pareja. Construcciones y prácticas en una comunidad mexicana [Doctoral dissertation, Universitat Autònoma de Barcelona]. DDD UAB. https://ddd.uab.cat/record/98720

Ministerio de Sanidad, Política Social e Igualdad. (2010). Informe del grupo de trabajo de investigación sobre el supuesto síndrome de alienación parental (Informe de investigación). Observatorio Estatal de Violencia sobre la Mujer. https://violenciagenero.igualdad.gob.es/violenciaEnCifras/observatorio/gruposTrabajo/docs/ALIENACIONPARENTAL_cap2_lib7.pdf

Padilla, Dolores & Clemente, M. (2018). El síndrome de alienación parental una herramienta acientífica que desprotege a los menores en el sistema de justicia. Tirant lo Blanch.

Peral, María del Carmen (2018). Madres maltratadas: violencia vicaria sobre hijas e hijos. UMA Editorial.

Picontó Novales, Teresa (2024). Los derechos de los niños y niñas a vivir en un entorno familiar libre de violencia de género. Derechos y libertades: Revista de Filosofía del Derecho y Derechos Humanos, (51), 249-282. https://doi.org/10.20318/dyl.2024.8589

Roca, Neus & Masip, Júlia (2011). Intervención grupal en violencia sexista.Herder.


Software

NO ESPECIFIC PROGRAM


Language list

Name Group Language Semester Turn
(TE) Theory 1 Spanish second semester morning-mixed