https://hdl.handle.net/10259/4415 2026-04-17T12:15:20Z https://hdl.handle.net/10259/11133 Revictimization, hidden scars, and building resilience in migrant women seeking international protection in Spain Merino Orozco, Abel; Sáez Velasco, Sara; Di Giusto Valle, Cristina; Calvo Ruiz, Miriam; Medina Gómez, Mª Begoña; Pérez de Albéniz Garrote, Gloria; Gutiérrez García, Aida While Spanish legislation recognizes the right to protection for migrant women, this often does not translate into adequate care for their circumstances, perpetuating their revictimization, limiting their personal development in an unequal social context, and stereotyping their professional opportunities into precarious and uncertain environments. This study delves into the voices of 10 migrant women who have sought international protection in Spain and 11 socio-educational operators who support them professionally to understand the personal experiences they share, which highlight their revictimization. The analysis of the emerging categories in the results encompasses three main areas: (1) institutional revictimization, addressing systemic obstacles, professional challenges, and doubts about the credibility of migrant women; (2) social stigmatization, including their sexualization, which impacts their personal development; and (3) processes of resilience and support, emphasizing emotional suspension and the need for personal reconstruction. The discussion explores the systemic, emotional, social, professional, and health dimensions of revictimization, which goes beyond merely recounting a traumatic experience. Women face systemic barriers, stigmatization, and gender-based violence, all of which affect their emotional and psychological well-being. However, personalized socio-educational support fosters their empowerment and resilience, allowing for personal reconstruction towards well-being. The conclusion underscores the importance of operators who provide empathetic support that counters revictimization. 2025-07-01T00:00:00Z https://hdl.handle.net/10259/11132 Accompaniment in the Gender and Social Discrimination of Migrant Women Victims of Gender-Based Violence: From Bibliography to Situated Key in Burgos, Spain Merino Orozco, Abel; Calvo Ruiz, Miriam; Di Giusto Valle, Cristina; Pérez de Albéniz Garrote, Gloria; Medina Gómez, Mª Begoña; Gutiérrez García, Aida; Sáez Velasco, Sara; Guijo Blanco, Valeriana Migrant women who experience gender-based violence face a framework of social vulnerability that is compounded by their status as both women and migrants, requiring specific attention in social support. The aim of this study is to understand the situation of women in the social and health access realm, drawing from scientific literature as well as the voices of migrant women and professionals who support them, in order to establish priority guidelines for social support. The study begins with a bibliographic analysis of scientific literature on migrant women who have experienced gender-based violence, which informs six interviews with migrant women and five professionals, delving into their social needs and support requirements. The most prominent results point to the need for sustained and interdisciplinary support throughout the process of accessing healthcare and legal services. In addition, there is a call for social awareness in understanding the specific and personal needs of migrant women. Finally, educational support is required to dismantle patriarchal beliefs that legitimize gender discrimination and violence, avoiding re-victimization and acknowledging the multi-dimensional nature of women’s experiences. 2023-05-01T00:00:00Z https://hdl.handle.net/10259/11131 Analysing the Impact of Generative AI in Arts Education: A Cross-Disciplinary Perspective of Educators and Students in Higher Education Sáez Velasco, Sara; Alaguero Rodríguez, Mario; Delgado Benito, Vanesa; Rodríguez Cano, Sonia Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education. 2024-06-01T00:00:00Z https://hdl.handle.net/10259/11130 Descualificación, adaptación y resiliencia: comprensión y orientación para el desarrollo profesional de mujeres migrantes Merino Orozco, Abel; Calvo Ruiz, Miriam; Di Giusto Valle, Cristina; Sáez Velasco, Sara; Medina Gómez, Mª Begoña; Pérez de Albéniz Garrote, Gloria; Gutiérrez García, Aida La orientación profesional de mujeres migrantes puede saturar entre las complejidades personales del proceso migratorio, las desigualdades y estereotipos de género y el efectismo sistémico estructural de legitimar la feminización de sectores profesionales como los cuidados y tareas domésticas. Este estudio busca la optimización dela orientación en centros socioeducativos desde la comprensión de las necesidades de las mujeres migrantes, identificando y promoviendo la resignificación de competencias clave. Se desarrolla un estudio de caso múltiple que se concreta en 21 entrevistas: 10 mujeres migrantes y 11 profesionales vinculadas a la orientación socioeducativa y laboral, además de la restitución al campo. Los resultados presentan tres categorías emergentes que profundizan sobre la planificación del proceso migratorio, la clave situada personal y la singularidad en la construcción del proyecto profesional. Las expectativas profesionales, que pueden tender a la romantización en destino, afectan a la movilización deesfuerzos en el acceso a recursos, requiriendo una actitud perseverante y resiliente para elcumplimiento de derechos y responsabilidades. Las situaciones de desigualdad y descualificación suponendesafíos que requieren un afrontamiento efectivo para la adaptabilidad profesional. La toma de decisiones se redimensiona temporalmente y tiene anclaje en los roles familiares y de género asumidos, demandando la construcción de una relación socioeducativa cómplice, empática y sostenida en el tiempo para abordar el anhelo de la autodeterminación. Este estudio pone en valor la profundidad de la promoción de la resiliencia sin ánimo de enmascararlas disfunciones sistémicas por garantizar condiciones de equidad para el desarrollo de la carrera.; Migrant women’s career guidance can be compromised by the intricate interplay of migration experiences, gender-based inequalities, stereotypes, and the systemic reinforcement of feminized professional sectors like caregiving and domestic work. This study seeks to enhance guidance services in socio-educational centers by comprehending the specific needs of migrant women and advocating for a redefinition of key competencies. A multiple case study was conducted involving 21 interviews: 10 with migrant women and 11 with socio-educational and labor guidance professionals. Field restitution feedback was incorporated to enhance research credibility. The results reveal three emerging categories: the planning of the migration process, the situated personal context, and the uniqueness of the career project construction. Professional expectations, often romanticized in the destination, impact the mobilization of efforts to access resources, requiring perseverance and resilience to meet rights and responsibilities. Inequality and deskilling present challenges that requireeffective responses for professional adaptability. Decision-making is temporally redefined and anchored in assumed family and gender roles, requiring the development of a supportive, empathetic, and sustained socio-educational relationship to foster self-determination. This study highlights the importance of promoting resilience while addressing systemic dysfunctions to ensure equitable conditions for career development. 2025-07-01T00:00:00Z