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dc.contributor.authorPuigvert, Lidia
dc.contributor.authorRacionero Plaza, Sandra
dc.contributor.authorLópez de Aguileta, Garazi
dc.contributor.authorTellado, Itxaso
dc.contributor.authorMolina, Silvia
dc.contributor.authorPulido Rodríguez, Miguel Ángel
dc.contributor.authorUgalde Lujambio, Leire
dc.contributor.authorFlecha García, José Ramón
dc.date.accessioned2023-12-18T16:50:40Z
dc.date.available2023-12-18T16:50:40Z
dc.date.issued2023-08
dc.identifier.citationJournal of Urban Health 100 : 870-877 (2023)es_ES
dc.identifier.issn1099-3460
dc.identifier.issn1468-2869
dc.identifier.urihttp://hdl.handle.net/10810/63407
dc.description.abstractThe health consequences of gender violence, a global health and social problem, are increasingly studied. Among its roots, research has identified a coercive dominant discourse imposing the idea that masculinities and relationships marked by abuse and domination are more attractive than egalitarian ones. To prevent the health consequences of gender violence, it is necessary to understand the factors that lead many adolescents to fall into it. This study aims to identify the specific mechanisms by which the coercive dominant discourse manifests in the peer group and its consequences for adolescents. Forty-one 15- and 16-year-old female adolescents from three high schools in Barcelona participated in the study. Eight communicative discussion groups were conducted to deepen on participants’ perceptions regarding how peer interactions promote the learning of attraction to violence in sexual-affective relationships. The results show that the participants perceived and experienced different types of coercion to have violent relationships in their peer group interactions. Those interactions fostered the reproduction of the association between sexual-affective attraction and males with aggressive attitudes and behaviors. Many peers coerce others to have disdainful hookups which have very negative health consequences for the victims, including suicidal ideation and committing suicide. Some peer groups become a risk developmental context for female adolescents as far as they foster the coercive dominant discourse, push some young women to engage in violent sporadic relationships, and even harass some others afterwards. This clarifies the importance of peer group-level interventions when addressing the health consequences of gender violence in adolescence.es_ES
dc.description.sponsorshipThis article draws on the knowledge created by the coordinators of two research projects. One of them is the H2020 project ALLINTERACT: Widening and diversifying citizen engagement in science. This project was selected and funded by the European Commission under Grant Agreement N. 872396. The other one is the project MEMO4LOVE. Social interactions and dialogues that transform memories and promote sexual-affective relationships free of violence from high schools, selected and funded by the Spanish Ministry of Economy and Competitiveness under grant number EDU2016-75370-R. Open Access funding is provided by the University of Barcelona. Funding associated to the research group on Sociological Theory and Impact of Social Research. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.es_ES
dc.language.isoenges_ES
dc.publisherSpringeres_ES
dc.relationinfo:eu-repo/grantAgreement/EC/H2020/872396es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/EDU2016-75370-Res_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.titleDisdainful Hookups: a Powerful Social Determinant of Healthes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder© The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.es_ES
dc.rights.holderAtribución 3.0 España*
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s11524-023-00765-4es_ES
dc.identifier.doi10.1007/s11524-023-00765-4
dc.contributor.funderEuropean Commission
dc.departamentoesDidáctica y organización escolares_ES
dc.departamentoeuDidaktika eta eskola antolakuntzaes_ES


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© The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Except where otherwise noted, this item's license is described as © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.