Guide in PDF format
Logo

Socioaffective Violences and Psychological Health

Code: 107010
Credits: 6
2026/2027
Degree programme Type Course
Sociocultural Gender Studies OP 3

Contact lecturer

Name :
Maria Jesus Tarragona Oriols
Email :
mariajesus.tarragona@uab.cat

Group languages

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

Prerequisites

None.

Objectives

Contextualization

Socio-affective relationships are those that occur in coexistence with various people (society, family, friendships, partner, work, ...). The social and cultural construction derived from gender, and the capacities that supposedly derive from it, are very present in affective relationships. Stereotypes and gender roles condition the affective experience of men and women in different contexts and can cause affective relationships not to develop on an equal footing and end up deriving from situations of gender violence. Intimate partner violence is a risk factor for health, both physical and psychological. The chronic stress that abuse implies favors the appearance of different diseases and worsens existing ones. But there are psychological and cultural barriers that make it difficult to talk about intimate partner violence. The psychological consequences of experiencing gender violence in the home cause clinical pathologies in minors and witnessing it in their home can generate attitudes towards the use of violence (with the perception that this is permitted and that it would not affect their behavior in interpersonal relationships). In this subject, apart from reviewing in depth all these aspects, the different psychosocial resources that exist for addressing socio-affective violence will also be addressed; and in turn, the characteristics of the burnout syndrome in professionals who work in socio-affective violence will be considered.


Training objectives of the subject

  1. Know different types of abusive socio - affective relationships and gender violence (partner, friends, family, community, etc.) generated by gender inequalities.
  2. Know the main myths associatedwith gender violence.
  3. Know the main potentialbarriers in the detection of domestic violence in the health field.
  4. Know the consequences of gender violence on women´s health.
  5. Know the repercussions on the Health of the exposure of the minors to situations of violence in the couple.
  6. Achieve fundamental knowledge about the intergenerational transmission of violence.
  7. Achieve knowledge of existing psychosocial resources to address socio - affective violence.
  8. Achieve knowledge about burnout syndrome and self - care guidelines for professionals working in socio - affective violence (in the couple, family, etc.).


Learning outcomes

  • CM03 (Put teamwork skills into practice: a commitment to the team, regular collaboration, encouraging problem solving.) Put teamwork skills into practice: a commitment to the team, regular collaboration, encouraging problem solving.
  • CM32 (Evaluate the reproduction of sex/gender inequalities in the professional practice of psychology and in the academic sphere from a non-androcentric perspective.) Evaluate the reproduction of sex/gender inequalities in the professional practice of psychology and in the academic sphere from a non-androcentric perspective.
  • KM61 (Identify the different types of socio-affective gender violence and its impact on health.) Identify the different types of socio-affective gender violence and its impact on health.
  • KM62 (Identify different examples of gender violence and discomfort suffered by bodies and subjectivity, caused by the interaction between social inequalities and health and illness systems.) Identify different examples of gender violence and discomfort suffered by bodies and subjectivity, caused by the interaction between social inequalities and health and illness systems.

Contents

T1- Socio-affective violence through the different current social models of gender.

T2- Myths and realities. Perceived violence and technical violence.

T3- Barriers in the perception of violence in the relationship.

T4- Tools for the detection of sexist violence in the relationship.

T5- Impact and development of socio-affective violence on the psychological health of women.

T6- Abuse in sons and daughters of women who have suffered violence in the relationship: victims and witnesses.

T7- The intergenerational transmission of socio-affective violence in the relationship.

T8- Map and typology of existing psychosocial resources for addressing socio-affective violence.

T9- Characteristics of the burnout syndrome in professionals who work in socio-affective violence (in the relationship, family,...).


It is intended that students know different forms of violence that can occur in socio-affective relationships, and also the possible myths associated with this topic. Also the main potential barriers in the detection of violence in the partner in professional and health contexts. Likewise, the main repercussions and consequences of gender violence on health. In minors, in the short term we would talk about consequences in different areas at a social, school, behavioral or emotional level. However, the long-term consequences are related to the intergenerational transmission of violence. Finally, it will be intended that students know the existing psychosocial resources for addressing socio-affective violence. And the emotional exhaustion syndrome or burnout, which can occur in professionals who work in socio-affective violence.


Learning activities and methodology

Title Hours ECTS Learning outcomes
This subject includes guided activities, which are mainly expository theoretical classes with material suport on the virtual campus 100 4 CM03, CM32, KM61, KM62
Practical classes based on seminars 30 1.2 CM03, CM32, KM61, KM62
In order to achieve the expected knowledge, students must carry out independent work consistint of reading texts proposed by teachers and finding appropriate material to properly perform the internship work. 14.5 0.58 CM03, CM32, KM61, KM62

This subject includes guided activities, which are fundamentally theoretical lectures with material support on the virtual campus, and practical classes based on seminars with presentation of texts, and study and discussion of cases.


The supervised activity consists of tutoring for the completion of the work (report) based on the practical sessions, and which will be presented orally in small groups at the end of the practicals.


In order to achieve the expected knowledge, students must carry out autonomous work consisting of reading texts proposed by the teachers and searching for suitable material to properly carry out the practical work.


Note: 15 minutes of a class will be reserved, within the calendar established by the university center/degree, for the completion by students of the surveys to evaluate the performance of the teachers and to evaluate the subject.


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

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
A multiple-choice exam on the contents of the course (EV1-30% of the overall grade) 30% 1.5 0.06 CM32, KM61, KM62
Present a group report of a case worked on in practice. A reflective group work on readings and practical aspects of the contents of the course (EV2-40% of the overall grade of the course) 40% 2 0.08 CM03, CM32, KM61, KM62
Examination of open questions, to make judgements that include a reflection on different contents of the subject (EV3-30% of the overall mark) 30% 2 0.08 CM32, KM61, KM62

Single Assessment


  1. Multiple choice exam of the subject contents (EV1- 30% of the overall grade).
  2. A reflective group work of readings and practical aspects of the subject contents (EV2- 40% of the overall grade of the subject).
  3. Open-ended question exam, to make judgments that include a reflection on different subject contents (EV3- 30% of the overall grade).


The submission of the work, the completion of the two exams will be carried out on a single date indicated in the subject program, accessible from the virtual campus.

The Ev2 will be assessed with the written group report (3 or 4 people), where the achievement of the theoretical and applied knowledge of the cases presented and worked on in the practical sessions, and also the knowledge achieved from the different readings selected in the work of this subject must be shown. The completion of this evidence is essential to pass the subject.

The final continuous assessment grade will be obtained from the weighted sum of the evidence scores (final grade = Ev1+Ev2+Ev3).

Students who have submitted evidence of learning with a weight equal to or greater than 40% may not be recorded as "non-evaluable".

To pass the subject with continuous assessment, a minimum score of 5 must be obtained in the final weighted grade.

A minimum score of 4 points must be obtained in EV3 evidence to calculate the final weighted grade.

At least one of EV1 or EV3 evidence must be passed in order to be weighted with Ev2. Grade review procedure

At the time of carrying out each assessment activity, the teacher will inform students of the procedure and date of the grade review.


Retake


A retake test may be taken. In order to take the retake exam, the weighted final grade must be at least 3.5 points and at most 4.9 points. This exam will include multiple-choice questions. In addition, during the continuous assessment, students must have submitted evidence with a minimum weight of 2/3 (both exams). The grade obtained will be added to the weighted grade. The exam will be scored between 0 and 2 points. This exam must be passed (obtaining at least 1 point) so that its value is added to the weighted final grade previously obtained in the subject. To pass the subject, a minimum score of 5 must be obtained in the weighted final grade. And there would be no activities excluded from retake.


At the beginning of the course, if applicable, information will be provided about non-assessable activities.

In the event that the tests cannot be taken in person, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB's virtual tools. Homework, activities and class participation will be carried out through forums, wikis and/or exercise discussions through Teams, etc. The teacher will ensure that the student can access them or will offer them alternative means that are within their reach.

In the event that the student carries out any irregularity that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities occur in the assessment acts of the same subject, the final grade for this subject will be 0.


The dates of submission and exams will not be modifiable, unless there is a duly justified reason.


Bibliography

Bibliography and web links

1) Acinas, M. P. (2012). Burnout and empathy wear in palliative care professionals. Digital journal of psychosomatic medicine and psychotherapy, 2(4), 1-22.

2) Alcántara, M. V., López-Soler, C., Castro, M., and López, J. J. (2013). Psychological alterations in minors exposed to gender-based violence: prevalence and gender and age differences. Annals of psychology, 29(3), 741-747.

3) Andrés-Pueyo, A., & Echeburúa, E. (2010). Assessment of the risk of violence: available instruments and indications for application. Psychothema, 22(3).

4) Arce Crivan, C. J. (2025). Psychological consequences of gender violence in adolescent victims.

5) Barudy, J., and Dantagnan, M. (2012). Violence: Zero Tolerance. Prevention and psychosocial support in children exposed to gender-based violence. Barcelona: La Caixa Social Work. Retrieved from https://bit.ly/2UQKiK5

6) Benito, E; Arranz P; Cancio, H. (2010). Self-care tools for professionals who care for people who suffer. FMC (Continued Medical Training) Primary Care. Barcelona: Elsevier.

7) Beltrán-Morillas, A.M., Sánchez-Hernández, M.D., Herrera, M.C., Villanueva-Moya, L., & Expósito, F. (2023). Self-efficacy and well-being in professionals who work in intimate partner violence: recovery experiences and burnout as associated variables. Psychological reports. 1-27. https://doi.org/10.1177/00332941231183331

8) Black, D.S., Sussman, S., & Unger, J.B. (2010). A further look at the intergenerational transmission of violence: Witnessing interparental violence in emerging adulthood. Journal of Interpersonal Violence, 25,1022-1042.

9) Black, M.C. (2011). Intimate partner violence and adverse health consequences; Implications for clinicians. Am J Lifestyle Med, 5, 428-439. 5

10) Bosch, E., Ferrer, V. A., García, E., Ramis, M. C., Mas, M. C., Navarro, C., & Torrens, G. (2007). From the myth of romantic love to violence against women in the couple. Ministry of Equality, Women's Institute, University of the Balearic Islands, 175.

11) Bosch-Fiol, E., & Ferrer-Pérez, V. A. (2012). New map of the myths about gender violence in XXI century. Psychothema, 24(4), 548-554.

12) Bosch, E. (2013). Violence against women: love as an alibi. Violence against women, 1-384.

13) Bosch-Fiol, E., & Ferrer-Pérez, V. A. (2019). The Pyramidal Model: feminist alternative to analyze violence against women. Feminist Studies Magazine, 27.

14) Cantera, L. M., & Cantera, F. M. (2014). Active self-care and its importance for Community Psychology. Psychoperspectives, 13(2), 88-97.

15) Castro, S. S. (2024). Vicarious gender-based violence: minors as victims of gender-based violence. In Challenges of equality and struggle against gender violence from a multidisciplinary perspective (pp. 333-352). Throwing the White.

16) Cerrato Guri, E. (Coord.). (2025). Proposals for the legal and social protection of children and victims of gender-based violence. Editorial Tirant lo Blanch. https://editorial.tirant.com/es/ebook/propuestas-para-la-proteccion-juridica-y-social-de-la-infancia-y-de-las-victimas-de-violencia-de-genero-elisabet-cerrato-guri 9791370100599

17) Connel, R.W and Messerschmidt, James, W (2021). Translation of Barbero, Matías de Stéfano and Morcillo, Santiago. Hegemonic masculinity. Rethinking the concept. Journal of the Ibero-American Laboratory for the Socio-Historical Study of Sexualities, 6, pp-pp. https://doi.org/10.46661/relies.6364.

18) D'Andrea, W., & Graham-Berman, S. (2017). Social context and violence exposure as predictors of internalizing symptoms in mothers and children exposed to intimate partner violence. Journal of family violence, 32(2), 145-155.

19) De Salud, S. M. (2010). Practical clinical guide. Performance in mental health in women abused by their partner. Murcian Health Service.

20) Escudero Nafs, A., Polo Usaola, C., López Gironés, M., & Aguilar Redo, L. (2005). Coercive persuasion, explanatory model of the maintenance of women in a situation of gender violence: I: The strategies of violence. Journal of the Spanish Association of Neuropsychiatry, (95), 85-117.

21) Escudero Nafs, A., Polo Usaola, C., López Gironés, M., & Aguilar Redo, L. (2005). The coercive persuasion, explanatory model of the maintenance of women in a situation of gender violence: II: Emotions and strategies of violence. Journal of the Spanish Association of Neuropsychiatry, (96), 59-91.

22) Ferrer, V. A., Bosch, E., & Navarro, C. (2010). Romantic myths in Spain. Psychology Bulletin, 99, 7-31.

23) Fogarty, A., Wood, C. E., Giallo, R., Kaufman, J., & Hansen, M. (2019). Promoting factors emotional-behavioural resilience and adjustment in children exposed to intimate partner violence: A systematic review. Australian journal of psychology, 71(4), 375-389.

24) Fong, V. C., Hawes, D., & Allen, J. L. (2019). A systematic review of risk and protective factors for externalizing problems in children exposed to intimate partner violence. Trauma, Violence, & Abuse, 20(2), 149-167.

25) García-Carpintero, M. Á., Rodríguez-Santero, J., & Porcel-Gálvez, A. M. (2018). Design and validation of the scale for the detection of violence in youth dating at the University of Seville. Health Gazette, 32, 121-128.

26) Gentry, J. E., Baggerly, J. & Baranowsky, A. (2004). Training-as-treatment: effectiveness of the certified compassion fatigue specialist training. International Journal of Emergency Mental Health. 6 (3), 147-158

27) Herman, Judith. (2004). Trauma and Recovery. How to overcome the consequences of violence. Pozuelo de Alarcón (Madrid): Espasa Calpe. 6

28) Holmes, M.R. (2013). Aggressive behavior of children exposed to intimate partner violence: An examination of maternal mental health, maternal warmth and child maltreatment. Child abuse & neglect, 37(8), 520-530.

29) Juster, R. P., Pruessner, J. C., Desrochers, A. B., Bourdon, O., Durand, N., Wan, N., ... & Lupien, S. J. (2016). Sex and gender roles in relation to mental health and allostatic load. Psychosomatic medicine, 78(7), 788-804.

30) Kaufman-Parks, A. M., Demaris, A., Giordano, P. C., Manning, W. D., & Longmore, M. A. (2018). Familial effects on intimate partner Violence perpetration across adolescence and young adulthood. Journal of Family Issues, 39(7), 1933-1961.

31) Lünnemann, M. K. M., Van der Horst, F. C. P., Prinzie, P., Luijk, M. P. C. M., & Steketee, M. (2019). The intergenerational impact of trauma and family violence on parents and their children. Child abuse & neglect, 96, 104134.

32) Law 4/2015, of April 27, on the Statute of the victim of crime. Official State Gazette, 11, of April 28, 2015. Retrieved from: https://bit.ly/38aVMOT

33) Law 26/2015, of 28 July, amending the child and adolescent protection system. Official State Gazette, 180, of July 29, 2015. Retrieved from: https://bit.ly/2R3147I

34) Organic Law 8/2015, of 22 July, amending the child and adolescent protection system. Official State Gazette, 175, of July 23, 2015. Retrieved from: https://bit.ly/3bEVQXB

35) Organic Law 10/2022, of September 6, on the comprehensive guarantee of sexual freedom. Official State Gazette, no. 215, of September 7, 2022, pp. 122248-122290. boe.es.

36) Law 17/2020, of December 22, amending Law 5/2008, on the right of women to eradicate gender-based violence. https://cido.diba.cat/legislacio/11081196/llei-172020-del22-de-desembre-de-modificacio-de-la-llei-52008-del-dret-de-les-dones-

37) López, M. V. A., Pérez, A. M., & Garre, P. S. (2025). The "invisible victims": psychological attention to minors exposed to gender-based violence. Childhood and adolescence, (14), 143-177.

38) Lorente Acosta, M. (2025). Chapter I. Vicarious violence or linked femicide? In E. Cerrato Guri, N. Torres Rosell, & E. Zafra Aparici, Proposals for the legal and social protection of children and victims of gender-based violence (pp. 439-461). Throwing the White.

39) Lorente, S. M. (2024). Transmission of gender abuse in childhood: traumatic developmental disorder. Magazine on childhood and adolescence, (26), 76-94.

40) Martínez, M. L., Estévez, E., Jiménez, T. I. and Velilla, C. (2015). Child-parental violence: main characteristics, risk factors and keys to intervention. Papers of the Psychologist, 36, pp. 216-223.

41) Maslach, C. (1982). Burn-out: the cost of caring. Englewood cliffs, NJ: Prentice Hall.

42) Maslach Burn-out Inventory (3rd ed.). Palo Alto ca. Consulting Psychologists Press.

43) Mitchell, C., (Ed). Intimate partner violence: A health-based perspective. New York: Oxford University Press, 2009.

44) Moreno, B, Morante E. Rodríguez, A and colleagues. Secondary traumatic stress. Evaluation, prevention and intervention. Retrieved October 12, 2010 from: http://redalyc.uaemex.mx/pdf/785/78522108.pdf

45) Moreno, B, Morante E. Rodríguez, A and colleagues. Secondary traumatic stress, the cost of caring for the trauma. Retrieved October 12, 2010 from: http://www.uam.es/gruposinv/esalud/Articulos/Salud%20Laboral/2004elcoste-cuidar-eltraumapsconductual. pdf

46) Olarte Ramos, C. A. and de Keijzer Fokker, B. (2018). Men are wanted: The male experience in workshops on affectivity. Notebooks of Psychology, 20(1), 7-22.

47) Ordóñez, M., and González, P. (2012). The invisible victims of gender violence. Clinical Journal of Family Medicine, 5(1), 30-36.

48) Ortega, L. R., Pérez, I. R., Castaño, J. P., López-Abisab, S. B., Lozano, D. R., de Vinuesa, L. G., ... & Hidalgo, M. A. (2004). Intimate partner violence as a factor associated with health problems. Primary Care, 34, 117-124.

49) Palacios, C. V., Blanco, S. A., Bravo, R. G., Fernández, M. A., Romero, M. A. A., & Alonso, M. D. C. F. (2024). Impact of gender violence on girls and teenagers. Primary care, 56(11), 102972.

50) Plazaola-Castaño, J.; Ruiz-Pérez, I.; Hernández-Torres, E. (2008). Validation of the short version of the Woman Abuse Screening Tool for use in primary care in Spain. Gac Sanit., 22: 415 - 420.

51) Peled, E. and Dekel, R. (2010). Excusable deficiency: Staff perceptions of mothering at shelters for abused women. Violence Against Women, 16(11), 1224-1241.

52) Pico-Alfonso, M. A., Garcia-Linares, M. I., Celda-Navarro, N., Blasco-Ros, C., Echeburúa, E., & Martinez, M. (2006). The impact of physical, psychological, and sexual intimate male partner violence on women's mental health: depressive symptoms, posttraumatic stress disorder, state anxiety, and suicide. Journal of women's health, 15(5), 599-611.

53) Pico-Alfonso, M. A., Echeburúa, E., & Martinez, M. (2008). Personality disorder symptoms in women as a result of chronic intimate male partner violence. Journal of Family Violence, 23(7), 577-588.

54) Provechoa, A. B. A., Alésb, R.J., & de la Torre Quiraltec, M. L. (2023). Minor victims of gender-based violence: are they adequately cared for in the health sector? Rev Pediatr, 25, 31-40.

55) Romero, I. Intervention in Gender Violence: Considerations Regarding Treatment. Psychosocial Intervention [online]. 2010, vol.19, n.2, pp.191-199.

56) Rosser-Limiñana, A., Suriá-Martínez, R., & Mateo Pérez, M. Á. (2020). Children exposed to intimate partner violence: association among battered mothers' parenting skills and children's behavior. International journal of environmental research and public health, 17(4), 1134.

57) Sánchez Roiz, A. (2023). Minors as victims of gender-based violence in the Spanish legal system.

58) Sans-Corrales, M., Sellarès-Sallas, J. (2010). Detection of gender-based violence in primary care. Spanish Journal of Legal Medicine. organ of the National Association of Forensic Doctors, Vol. 36 No. 3 Page 104-109.

59) Coordination Service of the Integral System against Gender Violence, Guide to intervention with minor victims of gender violence. Tenerife, Canary Institute of Equality. Government of the Canary Islands, 2012, 135p. https://www.observatoriodelainfancia.es/ficherosoia/documentos/3974_d_GuiaViolenciaMenores.pdf

60) Subdirección General de Sensibilización, Prevención y Estudios de la Violence de la Genero (Government Delegation against Gender Violence) (2020). Macrosurvey on Violence against Women 2019: Ministry of Equality. https://violenciagenero.igualdad.gob.es/violenciaEnCifras/macroencuesta2015/Macroencuesta2019/home.htm

61) Thackeray, J. D., Hibbard, R., Dowd, M. D., Committee on Child Abuse and Neglect, & Committee on Injury, Violence, and Poison Prevention. (2010). Intimate partner violence: the role of the pediatrician. Pediatrics, 125(5), 1094-1100.

62) Torralba-Borrego, A.; Garrido-Hernansaiz, H. (2021). Development of a scale and study of micromachismo in adult and university population, in Revista de Investigaciones Feministas 12(2), 425-438.

63) Torres, A., Navarro, P., García-Esteve, L., Tarragona, M. J., Ascaso, C., Herreras, Z., ... & Martín-Santos, R. (2010). Detecting domestic violence: Spanish external validation of the index of spouse abuse. Journal of Family Violence, 25(3), 275-286.

64) Tourné García, M.; Herrero Velázquez, S. and Garriga Puerto, A. (2024). Consequences for the health of violence against women by the partner, Atencion Primaria, 56(6): 1-9. https://doi.org/10.1016/j.aprim.2024.102903

65) Research Support Unit. Andalusian School of Public Health. Catalog of instruments for screening and frequency of physical, psychological and sexual abuse. Women's Health Observatory. Ministry of Health and Consumer Affairs. https://www.mscbs.gob.es/organizacion/sns/planCalidadSNS/pdf/equidad/genero_vg_01.pdf

66) Van der Kolk, Bessel (2015). The body counts. Brain, mind and body in overcoming trauma. Barcelona: Eleftheria.

67) Vázquez, C. and Pérez-Sales, P. (2003) Positive emotions, trauma and resistance. Anxiety and stress, 2-3, 231-254.

68) Vu, N.L., Jouriles, E. N., McDonald, R., & Rosenfield, D. (2016). Children's exposure to intimate partner violence: A meta-analysis of longitudinal associations with child adjustment problems. Clinical psychology review, 46, 25-33.

69) Yule, K., Houston, J., & Grych, J. (2019). Resilience in children exposed to violence: a meta-analysis of protective factors across ecological contexts. Clinical child and family psychology review, 22(3), 406-431.


Web links:

Center for Health and Gender Equity (CHANGE): http://www.genderhealth.org

World Health Organization (WHO): http://www.who.int/topics/womens_health/es

World Health Organization Genre: http://www.who.int/mediacentre/factsheets/fs403/es


Software

Virtual Campus MOODLE

Word processing (with the possibility of converting to Word and PDFs)

PDF reader

Power Point or similar.

TEAMS

Free software is welcome, as long as the documents can be delivered in the requested format.


This subject allows the use of Artificial Intelligence (AI) technologies exclusively in tasks of [bibliographic search or information search, text correction or translations, at the discretion of the teacher]. The student must: (1) identify the parts that have been generated with AI; (2) specify the tools used; and (3) include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency of the use of AI in any assessable activity will be considered a lack of academic honesty and will lead to the activity being evaluated with a 0 and cannot be recovered, or major sanctions in serious cases.


Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan/Spanish second semester morning-mixed
(PAUL) Classroom practices 1 Catalan/Spanish second semester morning-mixed