RESOURCES

Empowering Young People and Youth Workers to Become Active Upstanders in the Prevention of Violence Towards LGBTIQ+ People in the Digital Era

You can check here further useful resources to continue learning on the project’s approaches:

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

Research Group
MEDIS – Metodologia de la Recerca Educativa amb Impacte Social
Facultat de ciències de l’educació i psicologia
Carretera de Valls, s/n, 43007 Tarragona
Contact
Oriol Rios – Project leader
joseoriol.rios@urv.cat
+34 977 29 70 72

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