Degree | Type | Year |
---|---|---|
Sociocultural Gender Studies | OB | 3 |
You can view this information at the end of this document.
In this subject, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the development of the work, provided that the final result reflects a significant contribution of the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater sanctions in serious cases.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Practical class | 30 | 1.2 | CM03, CM29, KM51, KM52, KM53, SM44, SM45, CM03 |
theoretical class | 30 | 1.2 | KM51, KM52, KM53, SM44, SM45, KM51 |
Type: Supervised | |||
preparation of work | 24 | 0.96 | CM03, CM29, KM51, KM52, KM53, SM44, SM45, CM03 |
tutorship | 10 | 0.4 | KM51, KM52, SM44, KM51 |
Type: Autonomous | |||
documentation search | 8 | 0.32 | KM51, KM52, SM44, KM51 |
Reading and analysis of bibliographic material | 30 | 1.2 | CM29, KM51, KM52, KM53, SM44, SM45, CM29 |
Study | 18 | 0.72 | KM52, KM53, SM44, KM52 |
The course is delivered through both large group sessions and small group (teamwork-based) sessions. The teaching methods and activities are organized as follows:
Whole-group sessions:
Lectures delivered by the instructors to develop the theoretical components of the course.
Individual and group presentations by students.
Classroom practice sessions:
Development of various participatory activities.
Therefore, the methodology for course delivery includes:
Lectures
Participatory methodologies such as flipped classroom
Tutorials
Note: 15 minutes of one class session, within the schedule set by the faculty/degree program, will be allocated for students to complete surveys evaluating teaching performance and the course/module.
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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Active participation in the classroom | 10 | 0 | 0 | CM03, CM29, KM51, KM52, KM53, SM44, SM45 |
grup work | 30 | 0 | 0 | CM03, CM29, KM51, KM52, KM53, SM44, SM45 |
individual writing test | 40 | 0 | 0 | CM03, CM29, KM51, KM52, KM53, SM44, SM45 |
presentations, debates and oral defenses | 20 | 0 | 0 | CM03, CM29, KM51, KM52, SM44, SM45 |
To pass the course, students must obtain a grade of 5 or higher (on a 10-point scale) in each of the required assessment components.
The course will follow a continuous assessment model. Instructors will evaluate student participation, as well as both group and individual assignments.
Assessment requirements: Active participation in class and the submission of all individual and group assignments are mandatory in order to be assessed.
Reassessment eligibility: Students who receive a grade lower than 5 but equal to or higher than 3.5 in any of the assessment components may be eligible for reassessment. These components may be recovered through tasks similar in format to those used during the continuous assessment process. The maximum final grade achievable after reassessment is 5.
Academic integrity: If a student engages in any form of misconduct that significantly alters the outcome of an assessment, that assessment will be graded with a 0, regardless of any additional disciplinary measures that may apply. In cases of multiple instances of misconduct within the same course, the final grade for the course will be 0.
Plagiarism or copying: If any form of plagiarism or copying is detected in submitted work, the final grade for the course will be 0, and the student will lose the right to reassessment.
Students will be eligible for assessment provided they have completed a set of activities whose weight amounts to at least two-thirds (2/3) of the total grade for the course. If the value of the completed activities does not reach this threshold, the teaching staff may consider the student as "not assessable." In the case of continuous assessment, the same criterion for being considered "not assessable" shall apply.
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Egeland, Byron (1993). A History of Abuse is a Major Risk Factor for Abusing the Next Generation. A R. J. Gelles & D. R. Loseke (Eds.), Current Controversies on Family Violence (pp. 197-208). Newbury Park, CA: Sage Publications.
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Ferreira, Graciela (1992). Hombres violentos, mujeres maltratadas. Buenos Aires: editorial sudamericana.
Generalitat de Catalunya Departament d’Igualtat i Feminismes (2022) Protocol Marc per a una intervenció amb diligència deguda en situacions de violències masclistes. Generalitat de Catalunya (2022) Departament d’Igualtat i feminismes
Generalitat de Catalunya, Departament d’Igualtat i Feminismes (2022) Model d’abordatge de les violències sexuals (2022).
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Gomà-Rodríguez, Isabel, Cantera, Leonor M., Pereira da Silva, Joilson (2018). Autocuidado de los profesionales que trabajan en la erradicación de la violencia de pareja. Psicoperspectivas, 17(1).
González Prado, P. (2024). La diligencia debida en las políticas de prevención y reparación de las violencias machistas en Cataluña en Revista Derecho Y género, 1, 29–55.
Grup Antígona I Creació Positiva (2016) Violències sexuals: un marc conceptual, teòric i ètic, autores: Toledo Vásquez Patsilí i Pineda Lorenzo Montserrat, disponible en https://salutsexual.sidastudi.org/resources/inmagic-img/DD39287.pdf
Heise, Lori (1998). Violence against women: an integrated, ecological framework. Violence against women, 4, (3), 262 - 290.
Hirigoyen, Marie France (2006). Mujeres maltratadas. Los mecanismos de la violencia en la pareja. Barcelona: Paidós.
Igareda Noelia, Pascale Adrián et.al. (2019) Ciberviolencias machistas, Informe, disponible en http://dones.gencat.cat/ca/ambits/violencia_masclista/estudis-ambit-violencies-masclistes/les-ciberviolencies-masclistes/
Nogueiras, Belén (2004). La violencia en la pareja. A C. Ruiz - Jarabo& P. Blanco (Eds.), La violencia contra las mujeres. Prevención y detección. (pp. 39 - 55). Madrid: Ediciones Diaz de Santos.
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Pérez-Tarrés, Alicia, Cantera Espinosa, Leonor M., & Pereira da Silva, Joilson (2018). Health and self-care of professionals working against gender-based violence: an analysis based on the grounded theory. Salud Mental, 41(5), 213-222. https://doi.org/10.17711/SM.0185-3325.2018.032
Pérez-Tarrés, Alicia, Cantera, Leonor M., & Pereira, Joilson (2017). Gender-Based Violence, Coping Strategies and Perceived Social Support. Psicologia, Conocimiento y Sociedad, 7(1), 98-122. http://revista.psico.edu.uy/index.php/revpsicologia/article/view/377/319
Pérez-Tarrés, Alicia, Pereira-da-Silva, Joilson, & Cantera Espinosa, Leonor M. (2019). Workplace Violence in Work Environments against Gender Violence. Universitas Psychologica, 18(3) https://revistas.javeriana.edu.co/index.php/revPsycho/issue/view/1346
Piqué María Luisa (2017) Revictimización, acceso a la justicia y violencia institucional en Género y Justicia Penal. Di Corleto, Julieta (Comp.), Ediciones Didot
Riggs, David; Caulfield, Marie & Street, Amy (2000). Risk for domestic violence: Factors associated with perpetration and victimizacion. Journal of Clinical Psychology, 56, (10), 1289 - 1316.
Russell, Diana; Harmes, Roberta & Lagarde, Marcela (2006). Feminicidio,una perspectiva global. México: Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades.
Sau, Victòria (2004). Psicología y feminismo(s). A E. Barberà & I. Martínez Benlloch (Coord.), Psicología y genero (pp. 107 - 120). Madrid: Pearson Prentice Hall.
Serra Laia (2018) Las violencias de Género en línia Informe. http://lab.pikaramagazine.com/violenciasdegeneroenlinea/
Serra Laia (2022) “El reconeixement de les violències institucionals: una nova eina per exigir els drets de les dones” en Revista Idees Núm. 59 Monogràfic Violències masclistes i polítiques públiques: construint respostes feministes i interseccionals, disponible en https://revistaidees.cat/el-reconeixement-de-les-violencies-institucionals-una-nova-eina-per-exigir-els-drets-de-les-dones/
Stith, Sandra; Williams, Mary Beth & Rosen, Karen (1992) Psicosociología de la violencia en el hogar. Estudio, consecuencias y tratamientos. Bilbao: Desclée de Brouwer.
Tamaia (2019) La salut de les dones en situació de violència masclista: mirades amb cura. Identificació de necessitats per a l'abordatge curós de la salut de les dones en situació de violencia masclista
Tortosa, José María &La Parra, Daniel (2003). Violencia estructural: una ilustración del concepto. Documentación Social, 131, 57 - 72.
Velázquez, Susana (2003). Violencias cotidianas, violencia de género. Escuchar, comprender, ayudar. Buenos Aires: Paidós.
Basic legislation
Ley Orgánica 1/2004, de 28 de diciembre, de Medidas de Protección Integral contra la Violencia de Género. Boletín oficial del Estado, 313 § 21760 (2004)
Llei 5/2008, del 24 d'abril, del dret de les dones a eradicar la violència masclista. Diari Oficial de la Generalitat de Catalunya, 5123 (2008)
Ley Orgánica 10/2022, de 6 de septiembre, de garantía integral de la libertad sexual
Ley Orgánica 2/2010, de 3 de marzo, de salud sexual y reproductiva y de la interrupción voluntaria del embarazo
not applicable
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | Catalan/Spanish | second semester | morning-mixed |
(TE) Theory | 1 | Catalan/Spanish | second semester | morning-mixed |