Domestic Violence against LGBTI People: Perspectives of Portuguese Education Professionals
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Design
2.2. Participants
2.3. Data Collection and Procedures
2.4. Ethical Considerations
2.5. Data Analysis
3. Results
3.1. Life Trajectories of LGBTI People
3.1.1. Plural Life Trajectories of LGBTI People
“In fact, there is such a great diversity of trajectories [that] […] it is not possible to identify a pattern of trajectories of lesbian women or bisexual women, in the same way, that it is not possible to identify a pattern of gay men or bisexual men. Neither will it be possible [to identify a pattern], nor will the experiences of trans people be similar, in particular, [the experiences] of young trans people today from [the experiences] of people who came out thirty years ago”.(C., age 46, teacher and researcher)
“There is a particular trans person whom I have been following for some time, and it bothers me because there is not a session—and we have sessions every fortnight—there is not a single session where she does not bring up an experience when she was significantly discriminated”.(D., age 29, clinical psychologist and researcher)
“I think that, right now, […] trans issues are the most complicated, because I still think we are in the pre-history of intersex. Because they are not seen, [and] they are not talked about. And, certainly, the statistics tell us they exist, but I have not met any […]. That is an indicator that things are even more silenced”.(M., age 58, teacher)
3.1.2. Possible Transversal Aspects to the Life Trajectories of LGBTI People
“What happens for many of the people with non-heterosexual sexual orientations or non-cisgender gender identities […] is that they often nullify their [own] identities, nullify their self-acceptance so that in some way [their identity] is accepted by other people. And that is where the danger lies and what interferes in their development, their self-construction, their self-care [and] their self-acceptance”.(L., age 36, researcher)
“The overwhelming majority of us, kids, do not know what it is like to be gay, what it is like to be lesbian, what it is like to be bisexual, what it is like to be a trans person or what a heterosexual person is. We do not know that, but from a very early age, we learn that “dyke” and “faggot” are bad things and, therefore, [that is] the first contact we have with this identity, which may or may not be ours. It is an identity that for a long time was prohibited, for a long time was considered a mental disorder, was persecuted, was criminalized. Homosexuality was criminalized in Portugal until 1982—and that is why this is the first contact that children have, regardless of sexual orientation, gender identity or gender expression”.(S., age 44, researcher)
“In a first impact, it is rare for families to react well. […] For example, the parents calmly accepted the fact that this young man, whom they see as a girl, […] is attracted to girls, therefore a lesbian in their minds. They accepted it perfectly, yet, in reality, he is a straight trans person, and this part they did not [accept]. It is a curious thing […] Trans issues are not very easy. The issue is more complicated. People make up a lot of stories because they think it might still be a phase”.(J., age 31, psychologist)
“[…] these people are not necessarily born—they might be—but they are not necessarily born in families with these experiences. And, therefore, the most direct microsystem of socialization and promotion of development is a microsystem that does not support. [It] does not support in the sense that […] none of the people in that family are trans, none are gay or lesbian, and, therefore, [a microsystem] in which there is this additional challenge for the child. [They] have to go through this process of involvement and socialization as someone who is singular in this family, even if the family is very supportive”.(C., age 46, teacher and researcher)
“We always count for less. I talk about this a lot with my friends who are, or have been, in relationships with people of the same sex. And, in fact, when their relationships end, among friends or family, it always matters a little less. If they were a [straight] man or a woman who just got divorced, it would have a much greater impact, and, as a couple of people of the same sex, either two men or two women, that relationship is always diminished somehow. As if our suffering and our relationships are actually lesser, when in reality it is a bit the other way around”.(S., age 44, researcher)
“The general thing, clearly, is the experience of insult, […] an insult that does not have to be direct. […] Growing up with insult, growing within the insult. So […] what happens in terms of identity is creating an identity based on insult and understanding the insult before understanding the identity. This is general among LGBT people—and I say this to everyone—and this is a very difficult experience, difficult indeed. It is much more difficult […] the greater the invisibility around them, the lesser possibility of establishing mirrors, of finding mirrors. But also, the issue of isolation itself, that is, whether or not there are people with whom to share experiences of identity construction and experiences of discrimination. […] This insult exists before we exist as people”.(P., age 46, teacher)
“I think one of the most prevalent things is related to having prior experiences with professionals that were not very positive in terms of prejudice and discrimination. Well, my experiences are actually subtler things, not such direct forms of discrimination”.(D., age 29, clinical psychologist and researcher)
“If the doctor himself, as much as the teacher, do not adjust their language to make it inclusive…. Because if a doctor asks me about my marital status and I tell her that I am single or if I tell her that I’m married and she assumes that I’m married to a woman, [she] should not assume that. Just as much as I should not assume in appointments with my patients, when it is the first time and I am collecting information, that they are heterosexual”.(L., age 48, teacher and clinical psychologist)
“Unrealistic expectations that «I come out [as LGBTI] and everything is fine» because then, what happens is that those who have not yet come out have fewer experiences of a more active discrimination”.(D., age 29, clinical psychologist and researcher)
“She came out as a lesbian in her school context and at home. At home, it went very badly. Her parents used physical force to try and “normalize” her. At school she was always really well accepted, but there was a teacher who repeatedly made speeches such as «you can be whatever you want outside, but here you are X and act like a straight girl»”.(J., age 38, teacher and researcher)
“Especially among trans people, also due to their invisibility, there is a quite curious network of support between them. […] When people realize that it is important to meet and get to know more people—because what happens often is «It seems like I am the only one in the world»—and when they come to one or two meetings [in the support groups], trans people approach me and tell me «Well, I am already in the Facebook group. I am already in the WhatsApp group and that is all of Portugal». And I feel like […] they create a lot more networks between them. […] «Well, I understand it as well. This site is better to buy this binder. Look, do not do this! Be careful not to make it too tight. Look, when I went there the nurses were cool. Look, that place is terrible». There is this constant sharing of experiences. I find it positive and even helpful in solving doubts”.(D., 29 years old, clinical psychologist and researcher)
3.2. Domestic Violence Perpetrated against LGBTI People
3.2.1. Domestic Violence Perpetrated by Family Members
“For example, men whom I have followed said that when they came out to their parents, there was no drama, in the sense that there was no discussion, no yelling, yet there was silence from then on. Thus, their affective life ceased to exist and, consequently, it is as if it does not exist, which is a form of violence”.(L., age 48, teacher and clinical psychologist)
“[…] coming out [as LGBTI] is followed by exclusion from the family. They are kicked out of their house, suffer stigmatization and even ridicule, or are marginalized by some family elements […]. Consequently, [this] leads to [LGBTI] people having, on average, a much smaller family and support networks, further making their lives harder in a number of ways, and [their] childhoods, in particular, marked by contexts of greater violence”.(S., age 48, teacher and researcher)
“There are all kinds of violence, basically, physical violence, […] also examples of children, teenagers, who are locked in their rooms, unable to communicate with anyone”.(P., age 46, teacher)
[After mentioning LGBTI associations which they have worked for:] “I remember a girl whose father […] grabbed her and threw her out of the window onto the garden, and the glass broke. I remember this case specifically. I remember a father who pointed a shotgun at his son. I remember another situation of a father who pointed a knife at his son. I remember parents kicking their sons and daughters out of the house, but that was a long time ago. […] I imagine many of these situations still happen”.(S., age 44, researcher)
“I remember this young man […] that when he talked to his parents about his sexual orientation […]—and I remember what he told me perfectly—he said, “my parents forced me to go to doctors, witches, and psychiatrists because they thought I needed to be cured”. For those parents, it was important to ‘cure’ their son, so he underwent a period of going to a multitude of doctors, witches and psychiatrists. One day, tired of that oppression and violence, he decides to take a friend home and tell them she was his girlfriend, solving the issue once and for all”.(L., age 48, teacher and clinical psychologist)
3.2.2. Domestic Violence Perpetrated in Current or Former Intimate Relationships
“[…] the specificities of domestic violence in LGBT couples are even more drastic than in heterosexual couples, mainly because [as long as] the relationship is invisible or unknown to the people/community around the couple, I believe that threats may be focused on «I will tell everyone that you are gay, lesbian or bisexual»”.(R., age 32, science management)
“[…] in a study on the prevalence of HIV/AIDS among men who have sex with other men, we found this accumulation of exclusionary and vulnerability vectors. […] And, for example, we found a lot of fear of revealing […] not only their sexual orientation but also the abuse one suffers in an intimate relationship. […] And often the offender will blackmail the victim with this”.(I., age 55, teacher)
“With LGBT people, what happens is that, because they are already in place of stigma in relation to that group, often [LGBT] people tend to isolate themselves even more, just as it happens in heterosexual relationships, but they [also] tend to isolate their partner. However, when the person themself no longer has support networks, it makes the process of disclosure and support much more difficult. […] So, all of this makes the process more difficult in some ways, such as following up with the victims, or getting them to come forward”.(L., age 36, researcher)
3.2.3. Need for Specialized Care and Shelter Structures for Victims of Domestic Violence
“[…] in the current social and cultural context, the first step will be to create specific response services, especially among peers or people seen as peers, or people who have specific training. Above all, […] creating a physical space where people can go and where there is a community is key for these individuals… Unfortunately, in situations of violence, this is essential”.(E., age 28, researcher)
“[…] When speaking about the present moment, I think the ideal scenario would be for all contexts to be able to serve anyone, regardless of any identity-related issue people may have. However, I believe that not everyone is capable of doing so. In fact, we have public cases of psychologists having completely anti-productive attitudes and behaviors regarding these issues. Therefore, having specialized services for people with these problems will give them more security […] knowing that they will find a competent professional […] to tackle the problem they are going through or the needs they have”.(J., age 38, teacher and researcher)
“Universal and specific services can coexist, just as they do in any other area, right? There are emergency services, primary health care services and speciality services, after all. […] One does not replace the other. […] In a first phase, say, [services] to raise awareness of the specific needs of the LGBTQI population and develop competence and sensitivity for high-quality healthcare that carefully meets their needs. This first phase comprises the creation of specific services. These are not expected to take on all the care of the population. They are effectively specialized for specific issues and will coexist, at this stage, with universal care services. This does not mean that, in universal services, the professionals working there can be absolutely insensitive or have no training or competence in these areas”.(C., age 46, teacher and researcher)
3.3. Training of the Education Sector to Intervene with LGBTI People
3.3.1. Perception of Knowledge of Protocols and/or Guidelines in the Education Sector
“That knowledge, I do not think they have. […] When I say they do not have it, I am referring to the school community, that is, teachers, teaching assistants [etc.] […]. The fact that we are always working in collaboration with other associations […] helps us have enough knowledge to be able to provide support whenever [cases] arise”.(V., age 28, sociocultural animator)
“Not in a consistent way, I think, […] even though it is institutionally required. I feel like changes happen by chance, depending on who is there. If it is someone more conscious of these issues, they will do what they can, perhaps proposing training, [or] presenting the guidelines”.(D., age 29, clinical psychologist and researcher)
3.3.2. Perception of Training in the Education Sector
“[…] I think that things have come a long way seeing that some teachers are already being trained in this area. However, it is still a rather problematic area, mainly because there are teachers with no training at all who continue following a very traditional, stereotyped and often religious paradigm. This occasionally interferes with their teaching practice and the way they address these LGBTI young people and handle conflicts”.(J., age 38, teacher and researcher)
“There was a trans boy here at the school, […] and people made a fuss about him and his transition because it was something new, and these teachers had never heard of such a thing”.(J., age 38, teacher and researcher)
“In education, […], there are so many problems and so many things to work on that teachers are up to their ears in work […]. That is their real problem rather than not being receptive”.(M., age 58, teacher)
“I have no opportunity to integrate these topics into my students’ education, […] as the curriculum does not include them. I can only manage to introduce these topics very occasionally”.(M., age 61, teacher)
“I believe it is poorly [prepared]. […] I think we lack resources and coordination between academia and universities. […] Schools [also lack] support offices for victims or LGBT populations, something that most of the time does not happen, and when it does, it is very sporadically”.(S., age 48, teacher and researcher)
“In a school or a school cluster, the number of technicians is so reduced—unfortunately—that we end up intervening from a standpoint of remediation. Meaning that we have to respond to needs. It is an immediate response. […] At school, we have the freedom to approach these topics, but we tend to focus on the ones that arise”.(V., age 28, sociocultural animator)
4. Discussion
5. Conclusions
6. Study Contributions and Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- da Silva, R.; Ferreira, A.S. The post-dictatorship memory politics in Portugal which erased political violence from the collective memory. Integr. Psychol. Behav. Sci. 2019, 54, 24–43. [Google Scholar] [CrossRef] [Green Version]
- Cascais, A.F. Different like us. Portuguese LGBT associations in three tempos. Rev. Crítica Ciências Sociais 2006, 76, 109–126. [Google Scholar] [CrossRef] [Green Version]
- Ferreira, E. Lesbian activism in Portugal: Facts, experiences, and critical reflections. Lambda Nord. 2014, 19, 53–82. [Google Scholar]
- Ferreira, E. Lesbian movement in Portugal: Paths and challenges. Faces Eva. Estud. Mulher 2015, 34, 35–50. [Google Scholar]
- Nogueira, C.; Oliveira, J.M.; Almeida, M.V.; Costa, C.G.; Rodrigues, L.; Pereira, M. Study on Discrimination Based on Sexual Orientation and Gender Identity; Nogueira, C., Oliveira, J.M., Eds.; Commission for Citizenship and Gender Equality: Lisbon, Portugal, 2010. Available online: http://bibliobase.sermais.pt:8008/BiblioNET/upload/PDF2/0892_ESTUDO_ORIENTACAOSEXUAL_IDENTID.pdf (accessed on 6 March 2023).
- Bayrakdar, S.; King, A. LGBT discrimination, harassment and violence in Germany, Portugal and the UK: A quantitative comparative approach. Curr. Sociol. 2021, 71, 152–172. [Google Scholar] [CrossRef]
- Organization for Economic Co-operation and Development. Over the Rainbow? The Road to LGBTI Inclusion: How Does Portugal compare? Organization for Economic Co-Operation and Development Publishing: Paris, France, 2020. Available online: https://www.oecd.org/portugal/OECD-LGBTI-2020-Over-The-Rainbow-PORTUGAL.pdf (accessed on 6 March 2023).
- Pizmony-Levy, O.; Freeman, C.; Moleiro, C.; Nunes, D.; Gato, J.; Leal, D.; Fernandes, T. National Study on School Environment: Youth LGBTI+ 2016/2017; ILGA Portugal: Lisbon, Portugal, 2018; Available online: https://ilga-portugal.pt/ficheiros/pdfs/ILGA_ENAE_2016-2017.pdf (accessed on 6 March 2023).
- Republic Diary. Law No. 7/2001—Republic Diary No. 109/2001; Series I of 2001-05-11; Assembly of the Republic: Lisbon, Portugal, 2001; pp. 2797–2798. Available online: https://dre.pt/dre/detalhe/lei/7-2001-314194 (accessed on 6 March 2023).
- Republic Diary. Law No. 9/2010—Republic Diary No. 105/2010; Series I of 2010-05-31; Assembly of the Republic: Lisbon, Portugal, 2010; p. 1853. Available online: https://dre.pt/dre/detalhe/lei/9-2010-332460 (accessed on 6 March 2023).
- Republic Diary. Law No. 7/2011—Republic Diary No. 52/2011; Series I of 2011-03-15; Assembly of the Republic: Lisbon, Portugal, 2011; pp. 1450–1451. Available online: https://dre.pt/dre/detalhe/lei/7-2011-278187 (accessed on 6 March 2023).
- Republic Diary. Law No. 2/2016—Republic Diary No. 41/2016; Series I of 2016-02-29; Assembly of the Republic: Lisbon, Portugal, 2016; pp. 634–635. Available online: https://dre.pt/dre/detalhe/lei/2-2016-73740375 (accessed on 6 March 2023).
- Republic Diary. Law No. 38/2018—Republic Diary No. 151/2018; Series I of 2018-08-07; Assembly of the Republic: Lisbon, Portugal, 2018; pp. 3922–3924. Available online: https://dre.pt/dre/detalhe/lei/38-2018-115933863 (accessed on 6 March 2023).
- Republic Diary. Law No. 85/2021—Republic Diary No. 241/2021; Series I of 2021-12-15; Assembly of the Republic: Lisbon, Portugal, 2021; pp. 3–4. Available online: https://dre.pt/dre/detalhe/lei/85-2021-175923953 (accessed on 6 March 2023).
- Council of Europe. Council of Europe Convention on Preventing and Combating Violence against Women and Domestic Violence; Council of Europe: Strasbourg, France, 2011; Available online: https://rm.coe.int/168008482e (accessed on 6 March 2023).
- Republic Diary. Resolution of the Council of Ministers No 61/2018—Republic Diary No. 97/2018; Series I of 2018-05-21; Presidency of the Council of Ministers: Lisbon, Portugal, 2018; pp. 2220–2245. Available online: https://dre.pt/dre/detalhe/resolucao-conselho-ministros/61-2018-115360036 (accessed on 6 March 2023).
- Addington, L.; Lauritsen, J. Using national data to inform our understanding of family and intimate partner violence victimization: A review of a decade of innovation. Fem. Criminol. 2021, 16, 304–319. [Google Scholar] [CrossRef]
- Pereira, H. Psychosocial dynamics of LGBT youth after global political equality in Portugal. Psicol. Saúde Doenças 2020, 21, 687–697. [Google Scholar] [CrossRef]
- European Commission. Eurobarometer on Discrimination 2019: The Social Acceptance of LGBTI People in the EU; European Commission: Brussels, Belgium, 2019. Available online: https://ec.europa.eu/info/sites/default/files/ebs_493_data_fact_lgbti_eu_en-1.pdf (accessed on 6 March 2023).
- European Union Agency for Fundamental Rights. A Long Way to Go for LGBTI Equality; Publications Office of the European Union: Luxembourg, 2020. Available online: https://fra.europa.eu/sites/default/files/fra_uploads/fra-2020-lgbti-equality-1_en.pdf (accessed on 6 March 2023).
- ILGA Portugal. Annual Report 2019: Discrimination against LGBTI+ people; ILGA Portugal: Lisbon, Portugal, 2020; Available online: https://ilga-portugal.pt/ficheiros/pdfs/observatorio/ILGA_Relatorio_Discriminacao_2019.pdf (accessed on 6 March 2023).
- Moleiro, C.; Pinto, N. Legal gender recognition in Portugal: A path to self-determination. Int. J. Gend. Sex. Law 2020, 1, 218–240. [Google Scholar] [CrossRef]
- Neves, S.; Ferreira, M.; Sousa, E.; Costa, R.; Rocha, H.; Topa, J.; Vieira, C.P.; Borges, J.; Lira, A.; Silva, L.; et al. Sexual violence against LGBT people in Portugal: Experiences of Portuguese victims of domestic violence. LGBTQ+ Fam. Interdiscip. J. 2023, 19, 145–159. [Google Scholar] [CrossRef]
- Pichardo, J.I.; Alonso, M.; Puche, L.; Muñoz, Ó. ADIM LGBT+ Guide: Inclusion of Sexual Orientation and Gender Identity Diversity in Businesses and Organisations; Pichardo, J.I., Ed.; Advancing in LGBT Diversity Management in the Public and Private Sector: Madrid, Spain, 2019; Available online: https://eprints.ucm.es/id/eprint/59902/1/200408%20-%20Gu%C3%ADa%20ADIM%20-%20EN.pdf (accessed on 6 March 2023).
- Pieri, M.; Brilhante, J. “The light at the end of the tunnel”: Experiences of LGBTQ+ adults in Portuguese healthcare. Healthcare 2022, 10, 146–156. [Google Scholar] [CrossRef] [PubMed]
- Peitzmeier, S.; Malik, M.; Kattari, S.; Marrow, E.; Stephenson, R.; Agénor, M.; Reisner, S. Intimate partner violence in transgender populations: Systematic review and meta-analysis of prevalence and correlates. Am. J. Public Health 2020, 110, e1–e14. [Google Scholar] [CrossRef] [PubMed]
- Republic Diary. Law No. 57/2021—Republic Diary No. 158/2021; Series I of 2021-08-16; Republic Diary: Lisbon, Portugal, 2021; pp. 6–13. Available online: https://dre.pt/dre/detalhe/lei/57-2021-169602019 (accessed on 6 March 2023).
- Ghosh, A. After coming out: Parental acceptance of young lesbian and gay people. Sociol. Compass 2020, 14, e12740. [Google Scholar] [CrossRef] [Green Version]
- Moleiro, C.; Pinto, N.; Oliveira, J.M.; Santos, M.H. Domestic Violence: Best Practices in Support of LGBT: Victims: Best Practice Guide for Professionals of Victim Support Structures; Commission for Citizenship and Gender Equality: Lisbon, Portugal, 2016. Available online: https://www.cig.gov.pt/wp-content/uploads/2017/03/Violencia-domestica_boas-pr%C3%A1ticas-no-apoio-a-v%C3%ADtimas-LGBT-Guia-para-profissionais-de-estruturas-de-apoio-a-v%C3%ADtimas.pdf (accessed on 6 March 2023).
- Fields, X.; Wotipka, C. Effect of LGBT anti-discrimination laws on school climate and outcomes for lesbian, gay, and bisexual high school students. J. LGBT Youth 2022, 19, 307–329. [Google Scholar] [CrossRef]
- Gato, J.; Leal, D.; Seabra, D. When home is not a safe haven: Effects of the COVID-19 pandemic on LGBTQ adolescents and young adults in Portugal. Psicologia 2020, 34, 89–100. [Google Scholar] [CrossRef]
- Saleiro, S.P.; Ramalho, N.; Menezes, M.S.; Gato, J. National Study on the Need of LGBTI People and on Discrimination Based on Sexual Orientation, Identity and Gender Expression and Sexual Characteristics; Saleiro, S.P., Ed.; Commission for Citizenship and Gender Equality: Lisbon, Portugal, 2022. Available online: https://www.cig.gov.pt/wp-content/uploads/2022/05/Estudo_necessidades_pessoas_LGBTI_discrimina_orienta_sexual_id_express_genero_caractrstcs_sexuais.pdf (accessed on 6 March 2023).
- Neves, A.S. Professional intervention with victims of LGBT domestic violence. Psicol. Soc. 2019, 31, e184522. [Google Scholar] [CrossRef] [Green Version]
- Commission for Citizenship and Gender Equality; Directorate-General for Education. Children Exposed to Domestic Violence: A Teacher’S Handbook to Increase Understanding and Improve community Responses; Municipal Forum of Cascais against Domestic Violence: Lisbon, Portugal, 2009. Available online: https://Www.cig.gov.pt/wp-content/uploads/2017/09/Manual-para-os-ensinos-basico-e-secundario_criancas-e-jovens-expostas-os-a-violencia-domestica.pdf (accessed on 6 March 2023).
- Municipal Forum of Cascais against Domestic Violence; Working Group of Education and Violence. Intervention in Situations of Violence in the School Context; Cascais City Council: Lisbon, Portugal, 2019. [Google Scholar]
- Ramiro, L.; Matos, M.G. Perceptions of Portuguese teachers about sex education. Rev. Saúde Pública 2008, 42, 684–692. [Google Scholar] [CrossRef] [Green Version]
- Silva, A. Guide for Stakeholders in Community Action and the School Community on Sexual Orientation and Gender Identity, 1st ed.; Associação de Mães e Pais pela Liberdade de Orientação Sexual e Identidade de Género: Lisbon, Portugal, 2021. Available online: https://www.cig.gov.pt/wp-content/uploads/2022/03/AMPLOS-Amp_Fam_GuiaComunidade_AF_Single-1.pdf (accessed on 6 March 2023).
- Caldas, J.M.P.; Fonseca, L.; Almeida, S.; Almeida, L. School environment and sexual diversity. Educ. Rev. 2012, 28, 143–158. [Google Scholar] [CrossRef] [Green Version]
- González-Perez, J.; Pozo, M.J.C. Educate for non-violence, 2nd ed.; Bookout: Madrid, Spain, 2015. [Google Scholar]
- Pereira, P.C.; Williams, L.C.A. Educators’ opinions on child victimization and school performance. Psicol. Esc. Educ. 2008, 12, 139–152. [Google Scholar] [CrossRef] [Green Version]
- Coutinho, C.P. Research Methodology in Social Sciences and Humanities: Theory and Practice, 2nd ed.; Edições Almedina: Coimbra, Portugal, 2014. [Google Scholar]
- Pardal, L.; Lopes, E.S. Social Research Methods and Techniques, 1st ed.; Areal Editores: Oporto, Portugal, 2011. [Google Scholar]
- Tong, A.; Sainsbury, P.; Craig, J. Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. Int. J. Qual. Health Care 2007, 19, 349–357. [Google Scholar] [CrossRef] [Green Version]
- Oliveira, M.; Bitencourt, C.C.; Santos, A.C.M.Z.; Teixeira, E.K. Thematic content analysis: Is there a difference between the support provided by the MAXQDA® and NVivo® software packages? Rev. Adm. UFSM 2015, 9, 72–82. [Google Scholar] [CrossRef]
- Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [Google Scholar] [CrossRef] [Green Version]
- Fernandes, T.; Alves, B.; Gato, J. The FREE Project: Preliminary Report on LGBTQ+ Youth and School Environment in Portugal. 2022. Available online: https://zenodo.org/record/6553126#.ZJKpMDYzaHs (accessed on 11 May 2023).
- Order of Physicians. Opinion of the College of Psychiatry Specialty of the Order of Physicians Regarding the Request of Mr. Bastonary in Letter; Order of Physicians: Lisbon, Portugal, 2009; Available online: https://ordemdosmedicos.pt/wp-content/uploads/2017/09/Parecer_aprovado_Dez_09.pdf (accessed on 6 March 2023).
- Order of Portuguese Psychologists. OPP Opinion—Conversion Therapies; Order of Portuguese Psychologists: Lisbon, Portugal, 2021; Available online: https://recursos.ordemdospsicologos.pt/files/artigos/parecer_opp_terapias_de_convers__o.pdf (accessed on 6 March 2023).
- Associação de Mães e Pais pela Liberdade de Orientação Sexual e Identidade de Género. Guide for Education Professionals on the Diversity of Gender Expressions in Childhood; Associação de Mães e Pais pela Liberdade de Orientação Sexual e Identidade de Género: Lisbon, Portugal, 2019; Available online: https://cidadania.dge.mec.pt/sites/default/files/pdfs/AMPLOS_GuiaEducadores.pdf (accessed on 6 March 2023).
- Leal, D.; Castro, T. Come to the Rainbow School: Guide for Inclusive Teachers. It Gets Better Portugal. 2020. Available online: https://itgetsbetter.pt/uploads/widgets/165/202011022054455fa072150e6d9.pdf?v9 (accessed on 6 March 2023).
- Neves, S.; Ferreira, M.; Topa, J.; Borges, J.; Vieira, C.P.; Allen, P.; Sousa, E.; Costa, R.; Rocha, H.; Silva, L.; et al. Guia de Boas Práticas para a Intervenção com Pessoas LGBTI Vítimas de Violência Doméstica [Best Practice Guide for Intervention with LGBTI People Victims of Domestic Violence]; Neves, S., Ferreira, M., Eds.; Plano i Association: Oporto, Portugal, 2022; Available online: https://heyzine.com/flip-book/d68a978d70 (accessed on 6 March 2023).
- Rede Ex Aequo. Educating for Diversity: A Guide for Teachers on Sexual Orientation and Gender Identity, 2nd ed.; Silva, R.P., Ed.; Rede Ex Aequo: Lisbon, Portugal, 2010; Available online: https://www.rea.pt/imgs/uploads/doc-pe-guia-professores.pdf (accessed on 6 March 2023).
- Monteiro, R.; Ucha, L.; Alvarez, T.; Milagre, C.; Neves, M.J.; Silva, M.; Prazeres, V.; Diniz, F.; Vieira, C.; Gonçalves, L.M.; et al. National Strategy for Citizenship Education; Working Group on Citizenship Education: Paris, France, 2017; Available online: https://cidadania.dge.mec.pt/sites/default/files/pdfs/national-strategy-citizenship-education.pdf (accessed on 6 March 2023).
- Rocha, A.; Rodrigues, I.; Matos, J.C.G.; Carmona, R. LGBTI Education Project Report of 2019; Rede Ex Aequo: Lisbon, Portugal, 2020; Available online: https://www.rea.pt/arquivo/relatorio-pe-2019.pdf (accessed on 6 March 2023).
- Santos, A.C.; Esteves, M.; Santos, A. Violence against LGBTI+ and Gender Diverse Children and Youth: National Report—Portugal; Santos, A.C., Ed.; Centro de Estudos Sociais: Coimbra, Portugal, 2021; Available online: https://ces.uc.pt/projectos/diversity_and_childhood/DaC_Relatorio_Nacional_Traducao%20PT_final_26Fev2021.pdf (accessed on 6 March 2023).
Sociodemographic Characteristics | Frequency (%) |
---|---|
Age | |
Range: 28–64 (M = 44.5; SD = 10.57) | |
Gender | |
Woman | 19 (32.1%) |
Men | 9 (67.9%) |
Nationality | |
Portuguese | 28 (100%) |
Marital status | |
Single | 14 (50%) |
Married | 8 (28.6%) |
Divorced | 5 (17.9%) |
Domestic partnership | 1 (3.6%) |
Education | |
Social sciences and humanities | 23 (82.1%) |
Educational sciences | 3 (10.7%) |
Legal sciences | 1 (3.6%) |
Other areas | 1 (3.6%) |
Training on LGBTI issues | |
Yes | 15 (53.6%) |
No | 13 (46.4%) |
Geographic area of work | |
Lisbon metropolitan area | 12 (42.9%) |
North | 11 (39.3%) |
Center | 5 (17.9%) |
Work directly with LGBTI people | |
Yes | 18 (64.3%) |
No | 10 (35.7%) |
Stage | Questions |
---|---|
Introduction | Presentation of the study and research team to the participant were established, as well as acknowledgement of their participation. Doubts were clarified, informed consent was signed and participants were asked to introduce themselves in order to sociodemographic data could be collected. |
Development | The interview took place after the sociodemographic data were collected. The following questions were asked with each of the people interviewed, and some others may have been added individually and uniquely to each interview, depending on the topics raised by each person: (i) How are life trajectories of LGBTI people characterized?; (ii) In a situation of domestic violence perpetrated against LGBTI people, what needs do the victims usually have? Do these needs vary according to gender identity and/or expression, sexual orientation or sexual characteristics?; (iii) Do you consider necessary the existence of specialized structures for the reception and/or intervention with LGBTI people who are victims of domestic violence?; (iv) Do you know protocols or guidelines for intervention with LGBTI people who are victims of domestic violence?; (v) Is the education sector trained to intervene with LGBTI people who are victims of domestic violence? |
Conclusion | A last open question was asked, with the aim of collecting additional information that the participant might find relevant “Is there any other aspect that you would like to highlight?”. The interview ended with a reinforcement of acknowledgement of their participation. |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Sousa, E.; Neves, S.; Ferreira, M.; Topa, J.; Vieira, C.P.; Borges, J.; Costa, R.; Lira, A. Domestic Violence against LGBTI People: Perspectives of Portuguese Education Professionals. Int. J. Environ. Res. Public Health 2023, 20, 6196. https://doi.org/10.3390/ijerph20136196
Sousa E, Neves S, Ferreira M, Topa J, Vieira CP, Borges J, Costa R, Lira A. Domestic Violence against LGBTI People: Perspectives of Portuguese Education Professionals. International Journal of Environmental Research and Public Health. 2023; 20(13):6196. https://doi.org/10.3390/ijerph20136196
Chicago/Turabian StyleSousa, Edgar, Sofia Neves, Mafalda Ferreira, Joana Topa, Cristina Pereira Vieira, Janete Borges, Rodrigo Costa, and André Lira. 2023. "Domestic Violence against LGBTI People: Perspectives of Portuguese Education Professionals" International Journal of Environmental Research and Public Health 20, no. 13: 6196. https://doi.org/10.3390/ijerph20136196