UP4DIVERSITY

RECURSOS

Puedes consultar aquí más recursos útiles para seguir aprendiendo sobre los enfoques del proyecto:

• Abbott, N., Cameron, L., & Thompson, J. (2020). Evaluating the impact of a defender role-play intervention on adolescent's defender intentions and responses towards name-calling. School psychology international, 41(2), 154-169. DOI: doi.org/10.1111/cdep.12253
• Almeida, J., Johnson, R. M., Corliss, H. L., Molnar, B. E., & Azrael, D. (2009). Emotional distress among LGBT youth: The influence of perceived discrimination based on sexual orientation. Journal of youth and adolescence, 38(7), 1001-1014. doi: 10.1007/s10964-009-9397-9
• Beer, P., Hawkins, C., Hewitson, D., & Hallett, F. (2019). Perpetrators, victims, bystanders and upstanders: cyberbullying in a special school context. Support for Learning, 34(3), 340-356. https://doi.org/10.1111/1467-9604.12259
• Bouris, A., Everett, B. G., Heath, R. D., Elsaesser, C. E., & Neilands, T. B. (2016). Effects of victimization and violence on suicidal ideation and behaviors among sexual minority and heterosexual adolescents. LGBT health, 3(2), 153-161. doi.org/10.1089/lgbt.2015.0037
• Brennan, S. L., Irwin, J., Drincic, A., Amoura, N. J., Randall, A., & Smith-Sallans, M. (2017). Relationship among gender- related stress, resilience factors, and mental health in a Midwestern US transgender and gender-nonconforming population. International Journal of Transgenderism, 18(4), 433-445. doi.org/10.1080/15532739.2017.1365034
• Coker, A. L., Bush, H. M., Cook-Craig, P. G., DeGue, S. A., Clear, E. R., Brancato, C. J., ... & Recktenwald, E. A. (2017). RCT testing bystander effectiveness to reduce violence. American journal of preventive medicine, 52(5), 566-578. doi.org/10.1016/j.amepre.2017.01.020
• Dessel, A. B., Goodman, K. D., & Woodford, M. R. (2017). LGBT discrimination on campus and heterosexual bystanders: Understanding intentions to intervene. Journal of Diversity in Higher Education, 10(2), 101-116. doi.org/10.1037/ dhe0000015
• EU Fundamental Rights Agency (2020). LGBTI Europe II. A long way to go for LGBTI equality. Retrieved from https://fra.europa.eu/en/publication/2020/eu-lgbti-survey-results, 12 March 2021.
• European Commission (2020) LGBTIQ Equality Strategy 2020-2025. Retrieved from https://eurlex.europa.eu/legal-content/EN/TXT/?uri=CELEX:-52020DC0698, 26 April 202
• Flecha, R (ed.) (2015). Successful educational actions for inclusion and social cohesion in Europe. Berlin: Springer. https://link-springer-com.sabidi.urv.cat/book/10.1007/978-3-319-11176-6
• Flecha, R. (2021). Second-order sexual harassment: Violence against the silence breakers who support the victims. Violence against women. doi.org/10.1177/1077801220975495
• ILGA Glossary (2015). Glossary. Retrieved from https://www.ilga-europe.org/media/2431, 12 March 20
• ILGA-Europe (2021). Annual Review 2021. Retrieved from https://www.ilga- europe.org/annualreview/2021, 26 April 2021
• Kosciw, J. G., Palmer, N. A., Kull, R. M., & Greytak, E. A. (2013). The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports. Journal of School Violence, 12(1), 45-63. doi.org/10.1080/15388220.2012.732546
• López de Aguileta, G.; Torras-Gómez, E.; García-Carrión, R. & Flecha, R. (2020) The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings, Language and Education, DOI:10.1080/09500782.2020.1801715
• Mazrekaj, D., De Witte, K., & Cabus, S. (2020). School outcomes of children raised by same-sex parents: Evidence from administrative panel data. American Sociological Review, 85(5), 830-856. https://doi.org/10.1177/0003122420957249
• Nickerson, A. B., Aloe, A. M., & Werth, J. M. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44, 372-390. https://doi.org/10.17105/spr-15-0035.1
• Olsen, E. O. M., Kann, L., Vivolo-Kantor, A., Kinchen, S., & McManus, T. (2014). School violence and bullying among sexual minority high school students, 2009-2011. Journal of Adolescent Health, 55(3), 432-438. doi.org/10.1016/j.jadohealth.2014.03.002
• Puigvert, L., Vidu, A., Melgar, P., & Salceda, M. (2021). BraveNet Upstander Social Network against Second Order of Sexual Harassment. Sustainability, 13(8), 4135. https://doi.org/10.3390/su13084135
• Racionero, S., Ugalde, L., Puigvert, L. & Aiello, E. (2018). Reconstruction of Autobiographical Memories of Violent Sexual-Affective Relationships through Scientific Reading on Love. A Psycho-Educational Intervention to Prevent Gender Violence. Frontiers in Psychology, 9(1996). doi:10.3389/fpsyg.2018.01996
• Rios-Gonzalez, O., Peña Axt, J. C., Duque Sanchez, E., & De Botton Fernández, L. (2018). The language of ethics and double standards in the affective and sexual socialization of youth. Communicative acts in the family environment as protective or risk factors of intimate partner violence. Frontiers in Sociology, 19(3). doi:10.3389/fsoc.2018.00019
• Ríos-González, O.; Ramis-Salas, M.; Peña-Axt, J.C.; Racionero-Plaza, S. (2021). Alternative Friendships to Improve Men's Health Status. The Impact of the New Alternative Masculinities' Approach. Int. J. Environ. Res. Public Health 18, 2188. https://doi.org/10.3390/ijerph18042188
• Rios, O., Font-Palomar, M., Flecha, A., & Valls, R. (2022). Violence Against LGBTIQ+ People at Universities: The Need to Uncover a Silent Reality. Trauma, Violence, and Abuse. https://doi.org/10.1177/15248380221111471
• Rodríguez-Hidalgo, A. J., & Hurtado-Mellado, A. (2019). Prevalence and psychosocial predictors of homophobic victimization among adolescents. International journal of environmental research and public health, 16(7), 1243. doi.org/10.3390/ijerph16071243
• Sainio, M., Veenstra, M., Huitsing, G. & Salmivalli, C. (2010). "Victims and their defenders: A dyadic approach," International Journal of Behavioral Development, 35(2):144-151. DOI: 10.1177/0165025410378068
• Coker, A. L., Bush, H. M., Cook-Craig, P. G., DeGue, S. A., Clear, E. R., Brancato, C. J., ... & Recktenwald, E. A. (2017). RCT testing bystander effectiveness to reduce violence. American journal of preventive medicine, 52(5), 566-578. https://doi.org/10.1177/1077801214545284
• Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668-676. https://doi.org/10.1080/15374416.2011.597090
• Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions?. Theory Into Practice, 53(4), 286-292. https://doi.org/10.1080/00405841.2014.947222
• Sarmiento, A., Herrera-López, M., & Zych, I. (2019). Is cyberbullying a group process? Online and offline bystanders of cyberbullying act as defenders, reinforcers and outsiders. Computers in Human Behavior, 99, 328-334. doi.org/10.1016/j.chb.2019.05.037
• Shultz, E., Heilman, R., & Hart, K. J. (2014). Cyber-bullying: An exploration of bystander behavior and motivation. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 8(4). doi.org/10.5817/CP2014-4-3
• Sundstrom, B., Ferrara, M., DeMaria, A. L., Gabel, C., Booth, K., & Cabot, J. (2018). It's your place: Development and evaluation of an evidence-based bystander intervention campaign. Health communication, 33(9), 1141-1150. https://doi.org/10.1080/10410236.2017.1333561
• Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of adolescence, 36(3), 475-483. https://doi.org/10.1016/j.adolescence.2013.02.003
• Torras-Gómez, E.; Puigvert, L.; Aiello, E.; Khalfaoui, A. (2020). Our Right to the Pleasure of Falling in Love. Frontiers in Psychology. https://10.3389/fpsyg.2019.03068
• Valls, R., Puigvert, L., & Duque, E. (2008). Gender violence among teenagers' socialization and prevention. Violence against women, 14(7) 759-785. https://doi.org/10.1177/1077801208320365
• Vera, E., Hill, L. & Daskalova, P. (2018). Promoting Upstanding Behavior in Youth: A Proposed Model. The Journal of Early Adolescence, 39(7), 1020-1049. Doi: 10.1177/0272431618798514
• Vidu, A., Valls, R., Puigvert, L., Melgar, P., & Joanpere, M. (2017). Second Order of Sexual Harassment - SOSH. Multidisciplinary Journal of Educational Research, 7(1), 1-26. doi: 10.17583/remie.2017.2505
• Villarejo, B., López, G., & Cortés, M. (2020). The Impact of Alternative Audiovisual Products on the Socialization of the Sexual-Affective Desires of Teenagers. Qualitative Inquiry. https://doi.org/10.1177/1077800420938887
• Villarejo-Carballido, B., Pulido, C. M., de Botton, L., & Serradell, O. (2019). Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia. International journal of environmental research and public health, 16(6), 918. doi.org/10.3390/ijerph16
• Williford, A., Elledge, L. C., Boulton, A. J., DePaolis, K. J., Little, T. D., & Salmivalli, C. (2013). Effects of the KiVa antibullying program on cyberbullying and cybervictimization frequency among Finnish youth. Journal of Clinical Child & Adolescent Psychology, 42(6), 820-833. https://doi.org/10.1080/15374416.2013.787623