Figure - available via license: Creative Commons Attribution 4.0 International
Content may be subject to copyright.
Source publication
Background: Dating violence has become a problem of social relevance with short- and long-term health consequences. Nurses are in a privileged position to detect and address this problem in health facilities and as school nurses in schools, providing health education and detecting this violence correctly. Aim: The aim of this study was to evaluate...
Context in source publication
Citations
... In Europe, recent data published by the European Union's Fundamental Rights Agency (FRA) indicate that, in the EU-27, 31.8% of women have experienced psychological, physical, and/or sexual violence during their lifetime (European Union Agency for Fundamental Rights (FRA) et al. 2024). This manifestation of violence has serious effects on the physical and psychological health of the victims, in the short, medium, and long term (Tjaden and Thoennes 2000;Lisboa et al. 2006;Caridade 2011;García-Moreno and Riecher-Rössler 2013;Edwards 2018;Tarriño-Concejero 2022;Tarriño-Concejero et al. 2024). Besides health consequences, the experience of GBV and IPV entails impacts on socio-economic conditions of the victims but also has measurable negative outcomes on different public institutions and services (Lisboa et al. 2006; Barros et al. 2008;Teixeira et al. 2022; European Institute for Gender Equality (EIGE) 2021). ...
... In fact, Portuguese studies on GBV and IPV, particularly in the marital phase, have pointed to the beginning of long trajectories of victimization in the dating phase (Lisboa et al. 2006;Cerejo 2014). Thus, IPV among young people, scientifically designated as dating violence (DV), has been consolidated as a specific theme of research internationally (Dardis et al. 2015;Caridade 2023;Tarriño-Concejero 2022;Neves and Correia 2024;Tarriño-Concejero et al. 2024). ...
This study aimed to analyze characteristics, representations, and practices of intimacies and violence in Portuguese university students. Data collection involved 10 focus groups with a total of 35 university students aged 18–23. The findings reveal that students conceptualize healthy relationships based on respect, trust, and individuality, reflecting egalitarian ideals. However, participants acknowledge persistent gendered expectations and asymmetries. Contributing factors to dating violence (DV) include gender stereotyping, social media, substance use, and specific social settings. While social media can foster connection, it also enables control and online abuse. Substance use, although not a direct cause, may exacerbate pre-existing tensions. DV predominantly occurs in private settings, though emotional abuse also surfaces in public spaces like social gatherings. Participants condemned DV but noted the societal normalization of less visible forms of violence. They highlighted the role of peers as primary support networks for victims but also pointed to passive attitudes when abuse involves acquaintances. These insights underscore the need for targeted interventions addressing social norms and enhancing informal support networks in university settings. This study enriches the limited qualitative research on DV among Portuguese youth and emphasizes the importance of aligning prevention strategies with the nuanced realities of young people’s relationships.
This chapter highlights the pivotal role of multidimensional scales in advancing academic research in higher education. It covers foundational concepts, starting with the development of scales by identifying research objectives and conducting a literature review for item generation. The refinement phase includes expert feedback and pilot testing, followed by detailed validation through reliability and validity assessments using statistical analyses. The chapter also discusses implementation considerations, potential challenges, and mitigation strategies. Real-world applications, such as the Multidimensional Addiction Behaviour Scale (MABS), are explored, illustrating insights and best practices. MABS is tailored to psychological, biological, social, and environmental factors, cognitive and behavioral patterns, motivation, and readiness for change. The chapter concludes with recommendations for future research.
