XIV-XV Foro por la vida. “Interculturalidad e Inclusión”

El Foro por la Vida, en su XV edición del año 2024, con el título “Interculturalidad e Inclusión”, acoge la inquietud estratégica de conjugar las claves del diálogo de culturas diversas y del encuentro de personas singulares para delinear aquellos ingredientes que, humanamente, en sus modos social y...

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Autores:
Peña, Beatriz
Mohamed, Mosala
Ryder-Nimb, Samantha Holly
Castiblanco-Bernal, Mateo
Barreto-Montoya, Lady Johana
Farfán-Torres, Jairo
Hernández-Salazar, Aníbal
Medina-Pérez, Lina María
Díaz-Soto, Víctor Manuel
Tipo de recurso:
Book
Fecha de publicación:
2024
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
eng
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/31577
Acceso en línea:
https://hdl.handle.net/10983/31577
Palabra clave:
Educación inclusiva
Interculturalidad
Estudiantes universitarios-Salud mental
Rights
openAccess
License
Derechos Reservados-Universidad Católica de Colombia, 2023
id UCATOLICA2_c9d0a2ffbd15464826f9ac4851558368
oai_identifier_str oai:repository.ucatolica.edu.co:10983/31577
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.none.fl_str_mv XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
title XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
spellingShingle XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
Educación inclusiva
Interculturalidad
Estudiantes universitarios-Salud mental
title_short XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
title_full XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
title_fullStr XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
title_full_unstemmed XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
title_sort XIV-XV Foro por la vida. “Interculturalidad e Inclusión”
dc.creator.fl_str_mv Peña, Beatriz
Mohamed, Mosala
Ryder-Nimb, Samantha Holly
Castiblanco-Bernal, Mateo
Barreto-Montoya, Lady Johana
Farfán-Torres, Jairo
Hernández-Salazar, Aníbal
Medina-Pérez, Lina María
Díaz-Soto, Víctor Manuel
dc.contributor.author.none.fl_str_mv Peña, Beatriz
Mohamed, Mosala
Ryder-Nimb, Samantha Holly
Castiblanco-Bernal, Mateo
Barreto-Montoya, Lady Johana
Farfán-Torres, Jairo
Hernández-Salazar, Aníbal
Medina-Pérez, Lina María
Díaz-Soto, Víctor Manuel
dc.contributor.editor.none.fl_str_mv Díaz-Soto, Víctor Manuel
dc.subject.armarc.none.fl_str_mv Educación inclusiva
Interculturalidad
Estudiantes universitarios-Salud mental
topic Educación inclusiva
Interculturalidad
Estudiantes universitarios-Salud mental
description El Foro por la Vida, en su XV edición del año 2024, con el título “Interculturalidad e Inclusión”, acoge la inquietud estratégica de conjugar las claves del diálogo de culturas diversas y del encuentro de personas singulares para delinear aquellos ingredientes que, humanamente, en sus modos social y personal, configuran la riqueza y reconocimiento; en concreto, de la comunidad educativa escolar y universitaria y, en general, de toda comunidad de personas. Por eso, se abordan primeramente los retos de la interculturalidad y sus competencias; después, se presentan, desde Sudáfrica, orientaciones y experiencias para acoger estudiantes con síndrome de Down en el Curso de Transición a la Escuela, desde la filosofía del Ubuntu, y para acoger a estudiantes de secundaria tras hospitalización por tratamiento mental. Otra novedad la propone una intervención estudiantil desde el pregrado de economía, tocando las fibras de una turismofobia que clama respuestas inclusivas; finalmente, se comparten las experiencias de acompañamiento que, desde el Comité de Educación Inclusiva e Intercultural de la Universidad Católica de Colombia, se han ido implementando. Gracias a toda esta comunidad de formadores, siempre en formación ante los retos actuales de la educación inclusiva e intercultural. (Tomado de la fuente).
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-11-06T21:43:57Z
dc.date.available.none.fl_str_mv 2024-11-06T21:43:57Z
dc.date.issued.none.fl_str_mv 2024-11
dc.type.none.fl_str_mv Revista
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_2f33
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.content.none.fl_str_mv Text
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/book
dc.type.redcol.none.fl_str_mv http://purl.org/redcol/resource_type/LIB
dc.type.version.none.fl_str_mv info:eu-repo/semantics/publishedVersion
format http://purl.org/coar/resource_type/c_2f33
status_str publishedVersion
dc.identifier.citation.none.fl_str_mv Díaz-Soto, V, M. (ed.). (2024). XIV-XV Foro por la vida. “Interculturalidad e Inclusión”, 100 p. Bogotá: Editorial Universidad Católica de Colombia.
dc.identifier.eissn.none.fl_str_mv 2538-9777
dc.identifier.issn.none.fl_str_mv 2539-0392
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/31577
identifier_str_mv Díaz-Soto, V, M. (ed.). (2024). XIV-XV Foro por la vida. “Interculturalidad e Inclusión”, 100 p. Bogotá: Editorial Universidad Católica de Colombia.
2538-9777
2539-0392
url https://hdl.handle.net/10983/31577
dc.language.iso.none.fl_str_mv spa
eng
language spa
eng
dc.relation.citationvolume.none.fl_str_mv 8
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spelling Peña, Beatriz2f4e4f82-d21c-406f-bdb2-3f41421a6123-1Mohamed, Mosala5a6d0065-8c68-49af-a771-384fed10a245-1Ryder-Nimb, Samantha Hollyaa0ac2fe-a6c0-4277-81ff-ddcbff6543e1-1Castiblanco-Bernal, Mateo080fb4e9-aa73-40ba-b279-4d8cc2af6eb1-1Barreto-Montoya, Lady Johanaed602d38-6eb4-459b-af4f-f13e8436ee28-1Farfán-Torres, Jairo62f1796c-4490-4580-9714-3ddbf734d228-1Hernández-Salazar, Aníbal45188548-72ec-48e3-93b4-cc501b7193b1-1Medina-Pérez, Lina María4d1ef6eb-a0b4-4d85-8e82-31e4811610ab-1Díaz-Soto, Víctor Manuel3501d6cc-8eda-426e-b768-329a2c7fc8c0-1Díaz-Soto, Víctor Manuel2024-11-06T21:43:57Z2024-11-06T21:43:57Z2024-11El Foro por la Vida, en su XV edición del año 2024, con el título “Interculturalidad e Inclusión”, acoge la inquietud estratégica de conjugar las claves del diálogo de culturas diversas y del encuentro de personas singulares para delinear aquellos ingredientes que, humanamente, en sus modos social y personal, configuran la riqueza y reconocimiento; en concreto, de la comunidad educativa escolar y universitaria y, en general, de toda comunidad de personas. Por eso, se abordan primeramente los retos de la interculturalidad y sus competencias; después, se presentan, desde Sudáfrica, orientaciones y experiencias para acoger estudiantes con síndrome de Down en el Curso de Transición a la Escuela, desde la filosofía del Ubuntu, y para acoger a estudiantes de secundaria tras hospitalización por tratamiento mental. Otra novedad la propone una intervención estudiantil desde el pregrado de economía, tocando las fibras de una turismofobia que clama respuestas inclusivas; finalmente, se comparten las experiencias de acompañamiento que, desde el Comité de Educación Inclusiva e Intercultural de la Universidad Católica de Colombia, se han ido implementando. Gracias a toda esta comunidad de formadores, siempre en formación ante los retos actuales de la educación inclusiva e intercultural. (Tomado de la fuente).Presentación. Interculturalidad y educación superior: hacia una nueva praxis educativa. Interculturality, Coexistence, and Inclusion: Ubuntu Philosophy in Promoting Interculturality and the Inclusion of Learners with Down Syndrome through Transition Program. Inclusion is at the Heart of Student Reintegration Post-Hospitalization for Mental Health Treatment. Turismofobia: un nuevo reto para la inclusión que emerge en el siglo XXI. Comunicaciones: experiencias de educación inclusiva de los docentes delegados del Comité de inclusión xv Foro Interuniversitario por la vida. Discapacidad cognitiva moderada: un ejercicio de educación inclusiva. ¡Y pinta con la boca! Real experiencia docente neurodiversa. Discapacidad visual: una práctica pedagógica inclusiva. Espectro autista: singular aprendizaje en las relaciones universitarias. Alexitimia: para una expresión afectiva inclusiva.100 páginasapplication/pdfDíaz-Soto, V, M. (ed.). (2024). XIV-XV Foro por la vida. “Interculturalidad e Inclusión”, 100 p. Bogotá: Editorial Universidad Católica de Colombia.2538-97772539-0392https://hdl.handle.net/10983/31577spaengEditorial Universidad Católica de ColombiaBogotá8Alarcón Leiva, J. & Márquez Sánchez, J. J. (2019). Competencias docentes interculturales. Multiculturalidad y consecuencias para la inmigración. Estudios Pedagógicos, 45(2), 7-27. https://doi.org/10.4067/ S0718-07052019000200007Alrasheedi, G. & Almutawa, F. (2021). The degree of intercultural sensitivity and effectiveness among students of the College of Education in Kuwait. Journal of Educational Psychological Studies - Sultan Qaboos University, 15(4), 545-557. http://dx.doi.org/10.24200/jeps.vol15iss4pp545-557Barany, L. K. (2016). Language awareness, intercultural awareness and communicative language teaching: Towards language education. International Journal of Humanities and Cultural Studies, 2(4), 257-282.Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence: Revisited. Multilingual Matters.Choudhury, R. U. (2014). The role of culture in teaching and learning of English as a foreign language. Express, an International Journal of Multi-Disciplinary Research, 1(4), 1-20. http://expressjournal.com/Corbett, J. (2022). An Intercultural Approach to English Language Teaching. Multilingual Matters.Darvin, R. & Sun, T. (2024). Intercultural Communication and Identity. Cambridge University Press.Dervin, F. & R’boul, H. (2022). Through the Looking-glass of Interculturality. Autocritiques. Springer.Egan-Simon, D. (2022). Active agents of change: A conceptual framework for social justice-orientated citizenship education. Equity in Education and Society, 1(2), 1-14. https://doi.org/10.1177/27526461221089350Freire, P. (1973). Education for critical consciousness. Seabury Press.Granado-Beltrán, C. (2016). Critical Interculturality. A path for pre-service ELT teachers. Íkala, revista de lenguaje y cultura, 21(2), 171-187. https://revistas. udea.edu.co/index.php/ikala/article/view/23456/20780391González Plasencia, Y. (2019). Comunicación intercultural en la enseñanza de lenguas extranjeras. Peter Lang.Guillén-Yparrea, N. & Ramírez-Montoya, M. S. (2023). Intercultural competencies in higher education: A systematic review from 2016 to 2021. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2167360Guilherme, M. (2020). Intercultural responsibility: Critical inter-epistemic dialog and for sustainable development. En Encyclopedia of Educational Philosophy and Theory (pp. 1-12). Springer. https://doi. org/10.1007/978-3-319-71067-9_75-1Guilherme, M. (2021). How critical has intercultural learning and teaching become? A diachronic and synchronic view of “critical cultural awareness” in language education. En M. D. López Jiménez y J. Sánchez-Torres (Eds.), Intercultural Competence: Past, Present and Future. Respecting the Past, Problems in the Present and Forging the Future (pp. 185-208). Springer.Holmes, P. (2011). Beyond intercultural competence: intercultural dialogue and responsibility. Keynote Presentation, Across Languages and Cultures, Ca’Foscari University of Venice, Italy (1-3 de septiembre).Huenchullán Arrué, C. (2018). Prácticas pedagógicas interculturales: reflexiones, experiencias y posibilidades desde el aula. Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP) del Ministerio de Educación, Chile. R.P.I.: A-309843.Lantz-Deaton, C. & Golubeva, I. (2020). Intercultural Competence for College and University Students: A Global Guide for Employability and Social Change. Springer. https://doi.org/10.1007/978-3-030-57446-8Leeds-Hurwitz, W. (2017). Competencias interculturales: marco conceptual y operativo. UNESCO y Universidad Nacional de Colombia, Cátedra UNESCO - Diálogo intercultural. https://unesdoc.unesco.org/ark:/48223/ pf0000251592Leiva-Miranda, P., Rambao-Almanza, M. & González-Arizmendi, S. (2024). El aprendizaje significativo de la competencia intercultural a partir de la pedagogía para el encuentro. Praxis, 20(1), 88-107.Magsanay, M. A., Diamante, J., Carriedo, J. K. & Sinang, A. (2024). Cultural values and intercultural sensitivity among college of teacher education students. Asian Journal of Education and Social Studies, 50(3), 132-143. https://doi.org/10.9734/ajess//v50i31288Ngeh, J. (2022). Inclusion and exclusion of postcolonial subjects in knowledge production: Academic experiences in Sweden, Cameroon, and Germany. En S. B. Martin y D. Dandekar (Eds.), Global South Scholars in the Western Academy. Harnessing Unique Experiences, Knowledges, and Positionality in the Third Space (pp. 65-76). Routledge.Savva, M. (2017). Learning to teach culturally and linguistically diverse students through crosscultural experiences. Intercultural Education, 28(3), 269-282.Schwarzenthal, M., Schachner, M. K., Juang, L. & van de Vijver, F. J. R. (2019). Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology. https://doi.org/10.1002/ejsp.02617Spiteri, D. (2017). Multiculturalism, higher education and intercultural communication: Developing strengths-based narratives for teaching and learning (1st ed.). Palgrave Macmillan.Walsh, C. (2010). Interculturalidad crítica y educación intercultural. En J. Viaña, L. Tapia y C. Walsh (Eds.), Construyendo interculturalidad crítica (pp. 75-96). Instituto Internacional de Integración del Convenio Andrés Bello III-CAB.Walsh, C. (2013). Pedagogías decoloniales: prácticas insurgentes de resistir, (re) existir y (re)vivir. Abya Yala. https://agoradeeducacion.com/doc/wp-content/ uploads/2017/09/Walsh-2013-Pedagog%C3%ADas-Decoloniales.- Pr%C3%A1cticas.pdfYanto, M., Warsah, I., Morganna, R., Muttaqin, I. & Destriani, D. (2022). Intercultural sensitivity of educational management students as the future educational leaders in Indonesia. International Journal of Sociology of Education, 11(3). https://doi.org/10.17583/rise.10483.Zempter, C. (2018). Intercultural praxis in service-learning contexts. Western Journal of Communication, 82(5), 575-594. https://doi.org/10.1080/1057 0314.2017.1416490.Abdi, A. A. (2018). Ubuntu, Botho, Hunhu and the decolonization of education in Africa. En Decolonizing global citizenship education (pp. 149-163). Brill Sense.Aludha, A. A., Mwoma, T. & Murungi, C. (2024). Challenges faced by learners with Down syndrome in transitioning from home to school in Kenya. International Journal of Inclusive Education, 28(2), 123-145. https://doi. org/10.1080/13603116.2021.1956823Alsaied, T., Marino, B. S., Esbensen, A. J., Anixt, J. S., Epstein, J. N. & Cnota, J. F. (2015). Does congenital heart disease affect neurodevelopmental outcomes in children with Down syndrome? Congenital Heart Disease, 11(5), 426-432. https://doi.org/10.1111/chd.12295Anderson, C. & Kirkpatrick, S. (2015). Narrative interviewing. International Journal of Clinical Pharmacy, 38(1). https://doi.org/10.1007/ s11096-015-0222-0Antonarakis, S., Skotko, B., Raffi, M., Strydom, A., Pape, S., Bianchi, D., … Reeves, R. (2020). Down syndrome. Nature Reviews Disease Primers, 6. https://doi.org/10.1038/s41572-019-0143-7Aouad, J. & Bento, F. (2019). A complexity perspective on parent-teacher collaboration in special education: Narratives from the field in Lebanon. Journal of Open Innovation: Technology, Market, and Complexity, 6(1), 1-12. https://doi.org/10.3390/joitmc6010004Bagnall, C., Skipper, Y. & Fox, C. (2020). ‘You’re in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. The British Journal of Educational Psychology. https:// doi.org/10.1111/bjep.12273Barclay, S. (2017). Schlossberg’s transition theory. Journal of Humanistic Psychology. https://doi.org/10.1891/9780826118165.0003Bertsia, V. & Poulou, M. (2023). Resilience: Theoretical frame and implications for school. International Education Studies, 16(2), 1-10. https://doi. org/10.5539/ies.v16n2p1Besi, M. & Sakellariou, M. (2019). Teachers’ views on the participation of parents in the transition of their children from kindergarten to primary school. Behavioral Sciences, 9(12), 124. https://doi.org/10.3390/bs9120124Bull, M. (2020). Down syndrome. The New England Journal of Medicine, 382(24), 2344-2352. https://doi.org/10.1056/NEJMra1706537Chigangaidze, R., Matanga, A. & Katsuro, T. (2021). Ubuntu philosophy as a humanistic-existential framework for the fight against the COVID- 19 pandemic. Journal of Humanistic Psychology, 62. https://doi. org/10.1177/00221678211044554DeJonckheere, M. & Vaughn, L. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigor. Family Medicine and Community Health, 7. https://doi.org/10.1136/fmch-2018-000057Denieffe, S. (2020). Commentary: Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(1). https://doi. org/10.1177/1744987120928156Ewuoso, C. & Hall, S. (2019). Core aspects of ubuntu: A systematic review. South African Journal of Bioethics and Law. https://doi.org/10.7196/sajbl.2019. v12i2.00679Florenthal, B. & Ismailovski, A. (2019). Case study methodology. En Case study methodology in higher education (pp. 54-73). https://doi.org/10.4018/978- 1-5225-9429-1.CH004Kamga, S. D. (2018). Cultural values as a source of law: Emerging trends of ubuntu jurisprudence in South Africa. African Human Rights Law Journal, 18(2), 626-640. http://dx.doi.org/10.17159/1996-2096/2018/v18n2a9Kiger, M. & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(1). https://doi.org/10.1080/01421 59X.2020.1755030Mohr, H. (2020). Sensory strategies. En The Bloomsbury handbook of the cultural and cognitive aesthetics of religion (pp. 219-233). https://doi. org/10.5040/9781350066748.ch-012Moser, A. & Korstjens, I. (2017). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. The European Journal of General Practice, 24(1). https://doi.org/10.1080/13814788.2017.1375091Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64-86. https://doi.org/10.46743/2160-3715/2022.5044Næss, K., Lervåg, A., Lyster, S. & Hulme, C. (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology, 135, 43-55. https://doi.org/10.1016/j.jecp.2015.02.004Qvortrup, A. & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(1), 61-76. https:// doi.org/10.1080/13603116.2017.1412506Rodrigues, M., Nunes, J., Figueiredo, S., Campos, A. & Geraldo, A. (2019). Neuroimaging assessment in Down syndrome: A pictorial review. Insights into Imaging, 10. https://doi.org/10.1186/s13244-019-0729-3Salgado-Orellana, N., Luna, E. & Sánchez-Núñez, C. (2019). Intercultural education for sustainability in educational interventions targeting Roma students: A systematic review. Sustainability, 11(12), 3238. https://doi. org/10.3390/SU11123238Selepe, S. J. (2021). Transition challenges encountered by learners with autism moving from home to school [Tesis de maestría, University of Johannesburg]. http://hdl.handle.net/102000/0002Tobbell, J., Burton, R., Gaynor, A., Golding, B., Greenhough, K., Rhodes, C. & White, S. (2020). Inclusion in higher education: An exploration of the subjective experiences of students. Journal of Further and Higher Education, 45, 57-74. https://doi.org/10.1080/0309877X.2020.1753180Wills, R., Chenoweth, L. & Ellem, K. (2016). Disability and transition from state education to community life: Next steps for parents. International Journal of Inclusive Education, 20, 552-567. https://doi.org/10.1080/13603116.20 15.1095252Vacca, R., Bawari, S., Valenti, D., Tewari, D. & Nabavi, S. (2019). Down syndrome: Neurobiological alterations and therapeutic targets. Neuroscience and Biobehavioral Reviews, 98, 234-250. https://doi.org/10.1016/j. neubiorev.2019.01.001American Psychological Association. (n. d.). Just-world hypothesis. En APA dictionary of psychology. https://dictionary.apa.org/just-world-hypothesisAnnapally, S. R., Jagannathan, A., Kishore, T., Thirthalli, J., Daliboina, M. & Channaveerachari, N. K. (2019). Barriers to academic reintegration in students with severe mental disorders: Thematic analysis. Asian Journal of Psychiatry, 45, 107-112. https://doi.org/10.1016/j.ajp.2019.09.002Annapally, S. R., Jagannathan, A., Kishore, T., Muralidhar, D. & Kumar, C. N. (2022). The impact of supportive factors on the academic reintegration of students with mental illness: A qualitative study. Publicado en línea.Barnett, T., Tollit, M., Ratnapalan, S., Sawyer, S. M. & Kelaher, M. (2023). Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition. Cochrane Database of Systematic Reviews, 2023(2). https://doi. org/10.1002/14651858.CD014444Benton, T. D., Boyd, R. C., Wanjiku, F. M. & Njoroge, M. D. (2021). Addressing the global crisis of child and adolescent mental health. JAMA Paediatrics, 175, 1108-1110. https://doi.org/10.1001/jamapediatrics.2021.1488Bülbüloğlu, S., Aslan, F. E., van Giersbergen, M. Y. & Yıldız, T. (2022). A pre-protocol/ post-protocol quality improvement initiative specific to one hospital for the security of pathologic specimens. Journal of Radiology Nursing, 41(2), 123-128. https://doi.org/10.1016/j.jradnu.2022.02.003Buwana, C., Ito, Y. & Brintnell, E. S. (2022). The Indonesian sociocultural contexts related to the daily occupations of children with cancer during hospitalization: The parents’ perspective. British Journal of Occupational Therapy, 85(3), 172-180. https://doi.org/10.1177/03080226211053235Clemens, E. V., Welfare, L. E. & Williams, A. M. (2010). Elements of successful school re-entry after psychiatric hospitalization. Routledge: Taylor y Francis Group.De la Barrera, U., Schoeps, K., Gill-Gomez, J. & Montoya-Castilla, I. (2019). 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The impact of a bundled intrahospital transfer protocol on the safety of critically ill patients in a South African metropolitan hospital system. South African Journal of Anaesthesia and Analgesia, 26(3), 139-148. https://doi.org/10.36303/ SAJAA.2020.26.3.2385Kaushik, A., Papachristou, E., Telesia, L., Dima, S., Fewings, S., Kostaki, E., Gaete, J., Ploubidis, G. B. & Kyriakopoulos, M. (2021). Experience of stigmatization in children receiving inpatient and outpatient mental health treatment: A longitudinal study. European Child and Adolescent Psychiatry, 32, 675-693. https://doi.org/10.1007/s00787-021-01734-wKutcher, S. & Wei, Y. (2020). School mental health: A necessary component of youth mental health policy and plans. World Psychiatry, 19(2), 174-175. https://doi.org/10.1002/wps.20729Marraccini, M., Pittleman, C., Toole, E. N. & Griffard, M. R. (2021). 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