Barbara Biglia (Universitat Rovira i Virgili - URV, Spain)

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

7. The needing for a
wide poli�cs that
overcome the
limits of the
ins�tu�onal
framework

8. Perception/Acknowledgment
Listening
Taking care Accompaying
...reflecing and learning

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 .