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How can student disclosure being
supported?:
Learning form the limits of the
actual practices (especially in the
Catalan case)
Barbara Biglia
Barbara.biglia@urv.cat
  European framework agreement on harassment and violence at
work 2007 (art. 4): “Enterprises need to have a clear statement outlining
that harassment and violence will not be tolerated. This statement will
specify procedures (read protocols) to be followed where cases arise”
  Art. 62 of the Organic Law 3/2007 (Spain) expressly establishes the
obligation for public authorities to negotiate with the legal representation
of workers a protocol against sexual harassment and harassment on
grounds of sex.
  Protocol framework for coordinated action against gender violence
(2009) - Catalonia
  Protocol for the prevention, detection, action and resolution of situations
of sexual harassment on grounds of sex, sexual orientation and /or
gender identity in the Government Administration (2015) - Catalonia
Protocolling as public policies
  By having a protocol the institutions acknowledge the
existence of the problem of sexual violences and their
responsibility on the topic
  It can help to create more consciousness in the whole
community (introducing the problem in the public arena)
  Protocols and pathways can give a response to specific
cases
  They can help breaking the feeling of isolation of those who
have suffered a sexual assault
  They can give us some clues on how to support those who
suffer SV.
  It can set an example for other sectors of society
  It is particularly useful in order to create a more conscious
young generation in University
		
Why does protocols could be usefull?
  Inclusiveness in tagging of all the form of sexual/gender violences
  Feminist or gender perspective
  Wide area of intervention (not just in the university facilities)
  Good strategy of dissemination of its existence
  Easy access to support and long term stands
  Flexibility in its implementation
  Well trained supported staff
  Including preventive and educative measure
	
Good practics in university protocols
  The procedures are frequently slow
  Protocol's ability to sanction sometimes clashes with the
academic hierarchy
  Lack of real mechanisms of control and sanctions (sanctions
through the disciplinary proceedings are not always appropriate)
  Lack of budget for a good prevention
  Difficulties in being known by the whole community
  Difficulties in being trusted by the whole community
  There can be a strong opposition of some parts of the
community especially people in higher power positions
  It seems universities use them to shield against possible
sanctions and compensations or for legal obligations and not to
make real changes
What's happen with the implementation? (initial
results)
  Legal or caring practices?
  Homogenization therefore treating different violence in the
same way and/or dismissing feminist critics (not recognition
of gender power relation)
  Supplanting the decision of people affected
  De-responsibilisation: we have a protocol, nothing more
is needed
  Exclusion: what is not named in the protocol is not
considered violences
  Reducing the agency of the communities
  Institutionalization and neutralisation of feminist claim
Problematizing protocols
The	needing	for	a	
wide	poli�cs	that	
overcome	the	
limits	of	the	
ins�tu�onal	
framework
Perception/Acknowledgment
Listening
Taking care Accompaying
...reflecing and learning
➔  Diferencia entre cuidar e infantilizar
➔  Cuidar sin juzgar
➔  Gravedad y peligro
➔  Autocuidado
3. Cuidar
Recomendaciones:
Ayudarla a pensar y a ordenar sus ideas
Intentar que sea la propia persona quien formule
posibles actuaciones.
Mantener siempre una actitud auto-reflexiva para evitar
justificar, minimizar, normalizar o tolerar la violencia
sexual.
Aspectos a evitar:
Criticar: mostrar reproche ante la ausencia de iniciativas, restar
importancia a lo ocurrido.
Emitir juicios de valor sobre su manera de comportarse, de
sentir, de vestir, de relacionarse
Menospreciar las necesidades, sentimientos u opiniones
Decir de manera clara lo que habría que hacer, tratar con
paternalismo.
Exponerse a situaciones de riesgo o hacer que lo haga la
persona afectada
Utilizar expresiones que puedan hacer sentir a la persona
afectada culpabilidad, debilidad, inutilidad y/o vergüenza.
Dar la impresión de que todo se va a arreglar fácilmente y/o
ofrecer soluciones “mágicas”.
Transmitir tu propia angustia a la persona afectada.
Recordar:
➔ No somos
terapeutas
➔ No somos jueces
➔ No estamos
solas/solos
➔ Reconocer
nuestros limites
➔ Pedir ayuda
4. Acompañar
Recomendaciones:
●  Informar sobre los recursos, servicios,
redes específicas y cómo acceder a ellos.
●  Comentar a la persona que, en caso de que
en un futuro decida interponer denuncia es
importante que preserve las posibles pruebas
●  Potenciar la red de apoyo y buscar
personas aliadas sensibilizadas.
No actuar como salvadoras o cargarse con
la responsabilidad de resolver la situación
en primera persona y sin la intervención
de otras/os.
Acompañar...¿a qué?
Violación o
daño físico
Sugerir la posibilidad de ir a urgencias acompañada
de una persona de confianza
Voluntad de
denunciar
Comentar las diferentes opciones internas (si las hay)
o externas. Mencionar la existencia de los servicios de
atención jurídica. Recordar la importancia de
conservar pruebas.
Confusión y
muchas
dudas
Mencionar la importancia de compartir con personas
de confianza y ofrecer referencias de sitios donde se
le puede ofrecer un acompañamiento especializado
Peligro
iminente
Considerar la opción de hacer una denuncia o
acompañarla a los servicios de atención urgente
Violencia
comunitaria
en la uni o
posibilidad de
reincidencia
Pedir permiso para trabajar sobre la cuestión sin
mencionar a ninguna persona en específico
…...
The USVreact Project (JUST/2014/RDAP/AG/VICT/7401) is co-funded by the European
Commission, its publications and communications reflect the views only of the authors, and
the Commission cannot be held responsible for any use made of the information contained
therein .

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Conference Panel: Good practice in supporting students disclosing sexual violence.

  • 1. How can student disclosure being supported?: Learning form the limits of the actual practices (especially in the Catalan case) Barbara Biglia Barbara.biglia@urv.cat
  • 2.   European framework agreement on harassment and violence at work 2007 (art. 4): “Enterprises need to have a clear statement outlining that harassment and violence will not be tolerated. This statement will specify procedures (read protocols) to be followed where cases arise”   Art. 62 of the Organic Law 3/2007 (Spain) expressly establishes the obligation for public authorities to negotiate with the legal representation of workers a protocol against sexual harassment and harassment on grounds of sex.   Protocol framework for coordinated action against gender violence (2009) - Catalonia   Protocol for the prevention, detection, action and resolution of situations of sexual harassment on grounds of sex, sexual orientation and /or gender identity in the Government Administration (2015) - Catalonia Protocolling as public policies
  • 3.   By having a protocol the institutions acknowledge the existence of the problem of sexual violences and their responsibility on the topic   It can help to create more consciousness in the whole community (introducing the problem in the public arena)   Protocols and pathways can give a response to specific cases   They can help breaking the feeling of isolation of those who have suffered a sexual assault   They can give us some clues on how to support those who suffer SV.   It can set an example for other sectors of society   It is particularly useful in order to create a more conscious young generation in University Why does protocols could be usefull?
  • 4.   Inclusiveness in tagging of all the form of sexual/gender violences   Feminist or gender perspective   Wide area of intervention (not just in the university facilities)   Good strategy of dissemination of its existence   Easy access to support and long term stands   Flexibility in its implementation   Well trained supported staff   Including preventive and educative measure Good practics in university protocols
  • 5.   The procedures are frequently slow   Protocol's ability to sanction sometimes clashes with the academic hierarchy   Lack of real mechanisms of control and sanctions (sanctions through the disciplinary proceedings are not always appropriate)   Lack of budget for a good prevention   Difficulties in being known by the whole community   Difficulties in being trusted by the whole community   There can be a strong opposition of some parts of the community especially people in higher power positions   It seems universities use them to shield against possible sanctions and compensations or for legal obligations and not to make real changes What's happen with the implementation? (initial results)
  • 6.   Legal or caring practices?   Homogenization therefore treating different violence in the same way and/or dismissing feminist critics (not recognition of gender power relation)   Supplanting the decision of people affected   De-responsibilisation: we have a protocol, nothing more is needed   Exclusion: what is not named in the protocol is not considered violences   Reducing the agency of the communities   Institutionalization and neutralisation of feminist claim Problematizing protocols
  • 9. ➔  Diferencia entre cuidar e infantilizar ➔  Cuidar sin juzgar ➔  Gravedad y peligro ➔  Autocuidado 3. Cuidar Recomendaciones: Ayudarla a pensar y a ordenar sus ideas Intentar que sea la propia persona quien formule posibles actuaciones. Mantener siempre una actitud auto-reflexiva para evitar justificar, minimizar, normalizar o tolerar la violencia sexual.
  • 10. Aspectos a evitar: Criticar: mostrar reproche ante la ausencia de iniciativas, restar importancia a lo ocurrido. Emitir juicios de valor sobre su manera de comportarse, de sentir, de vestir, de relacionarse Menospreciar las necesidades, sentimientos u opiniones Decir de manera clara lo que habría que hacer, tratar con paternalismo. Exponerse a situaciones de riesgo o hacer que lo haga la persona afectada Utilizar expresiones que puedan hacer sentir a la persona afectada culpabilidad, debilidad, inutilidad y/o vergüenza. Dar la impresión de que todo se va a arreglar fácilmente y/o ofrecer soluciones “mágicas”. Transmitir tu propia angustia a la persona afectada.
  • 11. Recordar: ➔ No somos terapeutas ➔ No somos jueces ➔ No estamos solas/solos ➔ Reconocer nuestros limites ➔ Pedir ayuda 4. Acompañar Recomendaciones: ●  Informar sobre los recursos, servicios, redes específicas y cómo acceder a ellos. ●  Comentar a la persona que, en caso de que en un futuro decida interponer denuncia es importante que preserve las posibles pruebas ●  Potenciar la red de apoyo y buscar personas aliadas sensibilizadas. No actuar como salvadoras o cargarse con la responsabilidad de resolver la situación en primera persona y sin la intervención de otras/os.
  • 12. Acompañar...¿a qué? Violación o daño físico Sugerir la posibilidad de ir a urgencias acompañada de una persona de confianza Voluntad de denunciar Comentar las diferentes opciones internas (si las hay) o externas. Mencionar la existencia de los servicios de atención jurídica. Recordar la importancia de conservar pruebas. Confusión y muchas dudas Mencionar la importancia de compartir con personas de confianza y ofrecer referencias de sitios donde se le puede ofrecer un acompañamiento especializado Peligro iminente Considerar la opción de hacer una denuncia o acompañarla a los servicios de atención urgente Violencia comunitaria en la uni o posibilidad de reincidencia Pedir permiso para trabajar sobre la cuestión sin mencionar a ninguna persona en específico …...
  • 13. The USVreact Project (JUST/2014/RDAP/AG/VICT/7401) is co-funded by the European Commission, its publications and communications reflect the views only of the authors, and the Commission cannot be held responsible for any use made of the information contained therein .