• Aiello-Cabrera, E., Khalfaoui, A., Munté-Pascual, A., & Sordé-Martí, T. (2024). A Dialogue with Grassroots Romani Women Leaders in Spain About Their Views on Roma Feminism. Affilia: Feminist Inquiry in Social Work. https://doi.org/10.1177/08861099231218674

  • Álvarez-Guerrero, G., Fry, D., Lu, M., & Gaitis, K. K. (2024). Online Child Sexual Exploitation and Abuse of Children and Adolescents with Disabilities: A Systematic Review. Disabilities, 4(2), 264-276. https://doi.org/10.3390/disabilities4020017

  • Canal-Barbany, J. M., Cañaveras, P., Zubiri-Esnaola, H., & Gómez, A. (2024). Why Don’t Heterosexual New Alternative Masculinities Choose Enchained Women for Either Sporadic or Long-Term Relationships?. Masculinities & Social Change, 1–17. https://doi.org/10.17583/mcs.13054

  • Cañaveras, P., Lopez de Aguileta, G., Guo, M., Torras-Gómez, E., Crespo-López, A., Menéndez-Martínez, B., Fernández-González, M. P., Puigvert-Mallart, L., & Flecha, R.(2024). The Characteristics versus the “Myths” of Romantic Love. Social and Education History, 1-17. http://dx.doi.org/10.17583/hse.14505

  • Christou, M., Gairal-Casadó, R., Carbonell, S., & Vidu, A. (2024). Prevention of violence against LGBTIQ+ youth: A systematic review of successful strategies. International Journal of Educational Research, 124, 102320. https://doi.org/10.1016/j.ijer.2024.102320

  • De Witte, K., Garcia-Yeste, C., Gallardo-Nieto, E.; Canal, J.M. (2024). Implementing Youth Worker Networks to Achieve Social Impact in the Eradication of LGBTQIA-Phobia. Sexual Research and Social Policy. https://doi.org/10.1007/s13178-023-00926-9

  • Flecha, R., Puigvert, L., Melgar, P., & Racionero-Plaza, S. (2024). Health Impacts of Isolating Gender Violence. SAGE Open, 14(1). https://doi.org/10.1177/21582440241227687

  • Font-Palomar, M., Jiménez, J.M., Girbés-Peco, Sandra, & Duque, E. (2024). “Does It Depend on the Discipline?” Differences in the Perceptions of LGBTIQ+ Violence in Universities. Violence and Gender, 11(1), 43-52. http://doi.org/10.1089/vio.2022.0041

  • Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2024). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education, Educational Review, 76(1). http://doi.org/10.1080/00131911.2022.2121265

  • Guardiola-Fígols M., Gómez-González, A., Natividad-Sancho, L., and Gairal-Casadó, R. (2024). Scientific workshops with a dialogical approach: an effective tool for introducing science into vulnerable educational contexts. Frontiers in Education, 8, 1263360. https://doi.org/10.3389/feduc.2023.1263360

  • Gutiérrez-Fernández, N., Zubiri-Esnaola, H. ., López de Aguileta, G., Elboj-Saso, C., Soler-Gallart, M., & Flecha, R . (2024). Optimal Methodology for Addressing the Social Impact Component within Project Proposals and Curriculum Vitae. International and Multidisciplinary Journal of Social Sciences, 13(1), 58–74. https://doi.org/10.17583/rimcis.13747

  • Khalfaoui-Larrañaga, A.; Alvarez, P.; Gutiérrez-Esteban, P. & Flecha, R. (2024) “I Also Like it that People Care about Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings. Journal of Language, Identity & Education, 23(1) http://doi.org/10.1080/15348458.2021.1956318

  • López de Aguileta, A. (2024). Contributions from Research with (and Not without) Roma Women to Social Work during the COVID-19 Pandemic. Sustainability, 16, 677. https://doi.org/10.3390/su16020677

  • López de Aguileta, A., & Munté-Pascual, A. (2024). Overcoming Bureaucratization. Rethinking the Social Work Model in Dialogue with Roma. Social and Education History, 1–18. https://doi.org/10.17583/hse.14725

  • López-de-Aguileta Jaussi, A., Munté Pascual, A., & De Botton Fernández, L. (2024). Trabajo Social con familias roma inmigrantes en situación de exclusión residencial: Héroes y heroínas invisibles sosteniendo el impacto de la pandemia por covid-19. Revista Prisma Social, 44, 31–57. https://revistaprismasocial.es/article/view/5305

  • Natividad-Sancho, L.;Gairal-Casadó, R., Sordé Martí, T. & Garcia Yeste, C. (2024). Roma students’ experiences: practices contributing to participation in post-compulsory education. Educational Research, 66(1). https://doi.org/10.1080/00131881.2023.2266455

  • Novo-Molinero, MT., Morla-Folch, T., Esteller, L.J., Molina Roldan, S., & Gomez Gonzalez, A. (2024). Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons. Humanities and Social Sciences Communications, 11(354). https://doi.org/10.1057/s41599-024-02844-6

  • Puente Pérez, G.; García Yeste, C. y Abelló, T. (2024). Los orígenes de los anarco feminismo(s) en España: las propuestas discursivas de Teresa Mañé Miravent (1865-1939).  Historia Social, 109, 49-72. https://recyt.fecyt.es/index.php/HistoriaSocial/article/view/107807

  • Puigvert L, Flecha R, Racionero-Plaza S. (2024). Evidence-Based Reconstruction of Memories of a Disdainful Hookup: Identifying Risk Factors and Preventing Further Victimization. Behavioral Sciences, 14(5), 367. https://doi.org/10.3390/bs14050367

  • Pulido, C., Cañaveras, P., Redondo-Sama, G. Villarejo-Carballido, B. (2024). Do People Comment on Social Networks About Sexual Consent in TV Series? Rethinking Consent (or not) in Real Situations: Contributions from Debates in Social Media. Sexuality & Culture, 28, 270–292 . https://doi.org/10.1007/s12119-023-10115-w

  • Rios-Gonzalez, O., Torres, A., Aiello, E., Coelho, B., Legorburo-Torres, G., & Munte-Pascual, A. (2024). Not all men: the debates in social networks on masculinities and consent. Humanities and Social Sciences Communications 11, 67. https://doi.org/10.1057/s41599-023-02569-y

  • Roca, E., Fernández, P., Troya, MB., & Flecha, A. (2024) The effect of successful educational actions in transition from primary to secondary school. PLOS ONE, 19(6), e0304683. https://doi.org/10.1371/journal.pone.0304683

  • Roe-Sepowitz, D., Lantsman-Waugh, M., Puigvert, L., Merodio, G., & Melgar, P. (2024). Dating Violence Experiences Among Sex-Trafficking Youths in Juvenile Detention. Violence Against Women0(0). https://doi.org/10.1177/10778012241259716

  • Serradell, O., Duque, E., Gairal-Casadó, R., & Natividad-Sancho, L. (2024). “Nobody puts Baby in a corner” placing attractiveness in dancing coupled with alternative masculinities and affective-sexual relationships in Dirty Dancing film. Research in Dance Education, 1–22. https://doi.org/10.1080/14647893.2024.2349602

  • Tellado, I., Girbés-Peco, S., Joanpere-Foraster, M.& Burgués-Freitas, A. (2024). Digital Literacy of Older Women with Smartphones: a Dialogic Approach to Overcoming Barriers. Research on Ageing and Social Policy, 12 (1), pp. 44-61. http://dx.doi.org/10.17583/rasp.13864

  • Torras-Gómez, E., López de Aguileta, A. ., Puigvert, L., Flecha, R., Bordanoba-Gallego, L., & Racionero-Plaza, S. (2024). Defying Predatory Capital: Embracing Beauty, Resisting Ugliness, and Striving for Freedom. International Journal of Sociology of Education, 1–15. https://doi.org/10.17583/rise.14330

  • Villarejo-Carballido, B. , Díez-Palomar, J., Garcia-Yeste, C., & Olabarria, A. (2024) The effects of children’s participation and co-creation in science. Humanities and Social Science Communications, 11(3). https://doi.org/10.1057/s41599-023-02473-5


  • Aiello-Cabrera, Troya, M., Flecha, A., & Khalfaoui, A. (2023). Engaging with the claim of Roma people through twitter: who is behind the hashtags? Frontiers in Sociology, 8, 1230954–1230954. https://doi.org/10.3389/fsoc.2023.1230954

  • Allotey, E., García-Carrión, R., Villardón-Gallego, L., Soler-Gallart, M. (2023) Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings. Humanities and Social Sciences Communications, 10(1), 1-9 https://doi.org/10.1057/s41599-023-01801-z
  • Álvarez-Guerrero, G., García-Carrión, R., Khalfaoui, A., Santiago-Garabieta, M., & Flecha, R. (2023). Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education. Humanities and Social Sciences Communications, 10(1), 1-9. https://www.nature.com/articles/s41599-023-02470-8

  • Bordanoba-Gallego,L.,Serradell,O.,Morlà-Folch,T.,Ruiz-Eugenio,L.,& Pulido, C. (2023). Feudalism, Meritocracy and Sexual Harassment. Social and Education History, 12(2),119-133. http://doi.org/10.17583/hse.11788

  • Duque, E., Salceda, M., Campdepadrós-Cullell, R., Merodio, G., & Puigvert-Mallart, L. (2023). Consent? At the Start, You Do Not Even Think About It. Coercive Discourse in the Awakening of Affective–Sexual Relationships in Young Women. Young, 32(1). https://doi.org/10.1177/11033088231198600

  • Duque, E., Cañaveras, P., Racionero-Plaza, S. & Ortuño, B. (2023). Contributions of young people in dialogue with scientific evidence on sexual consent. Humanities and Social Sciences Communication, 10(720). https://doi.org/10.1057/s41599-023-02225-5

  • Gairal-Casado, R.; Duque, E.; Ramis-Salas, M., Valls, R. (2023) ‘My friends are like my family’: The positive impact of high-quality friendships on former foster care youth. Children & Society, 37(6), 1691-1845. https://doi.org/10.1111/chso.12683

  • Girbés-Peco, S., Tellado, I., López de Aguileta, G., & de Botton Fernández, L. (2023). Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings. Literacy. https://doi.org/10.1111/lit.12354

  • Gómez, A., Girbés, S., Jiménez, J.M., & Vieites, M. (2023). “Without support, victims do not report”: The Co-creation of a workplace sexual harassment risk assessment survey tool. Gender work and organization, 30(4), 1354-1386. https://doi.org/10.1111/gwao.12840

  • Hoogland, K., Diez-Palomar, J., Ramis-Salas, M. Močnik,I., Simonič, M. (2023). Challenges for Numeracy Awareness in the 21st Century: Making visible the invisible. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1295781

    Joanpere, M., Egetenmeyer, R., Soler-Gallart, M., López de Aguileta, A., & Flecha, R.(2023). Dialogic Teaching beyond Words. Multidisciplinary Journal of Educational Research,13(3), pp 313 –324 http://dx.doi.org/10.17583/remie.12867

  • Khalfaoui, A., García-Carrión, R., Fresno-Anabo, I. (2023). Supporting children’s friendship stability in a culturally diverse school with a dialogic approach: A case study. Learning, Culture and Social Interaction, 41,(100737). https://doi.org/10.1016/j.lcsi.2023.100737

  • Khalfaoui, A., Garcia-Espinel, T., Macías-Aranda, F., & Molina Roldán, S. (2023). How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities, Challenges and Successful Actions in Catalonia (Spain). Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-023-01736-w

  • López de Aguileta, A., Salceda, M., Girbés-Peco, S., Peña-Axt, J. C., & Soler-Gallart, M. (2023). Democratizing Taste on Classical Music for All. Qualitative Research in Education, 12(3), 236–251. https://doi.org/10.17583/qre.13395

  • Marcaletti, F., Íñiguez-Berrozpe, T., Elboj-Saso, C., & Garavaglia, E. (2023). Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work. Adult Education Quarterly, 73(3). https://doi.org/10.1177/07417136221121594

  • Ocampo Castillo, M. d. S., Gairal-Casadó, R., Valls-Carol, M. R. & Tellado, I. (2023). Young children and a school community open pathways for a grandmother’s literacy. Issues in Educational Research, 33(3), 1106-1124. http://www.iier.org.au/iier33/ocampo-castillo.pdf

  • Olabarria, A., Burgués-Freitas, A., López de Aguileta, A., Zubiri-Esnaola, H., Torras-Gómez, E., Joanpere, M., López de Aguileta, G., Álvarez-Guerrero, G., Aiello, E., Pulido, C., & Redondo-Sama, G. (2023). When the Media Omits or Includes Scientific Evidence in Its Publications: Science and Battles on X about Child Sexual Abuse. Children, 10(12). https://doi.org/10.3390/children10121857

  • Oliver, E., Redondo-Sama, G., de Aguileta, A.L. & Burgués-Freitas, A. (2023). Research agenda to engage citizens in science through social media communicative observations. Humanities and Social Sciences Communications, 10, 447. https://doi.org/10.1057/s41599-023-01954-x

  • Puigvert-Mallart, L., León-Jiménez, S., Joanpere, M., Ramis-Salas, M., & Flecha, R. (2023). The mirage of upward mobility: conceptualization and implications for teen dating violence prevention. Children, 10(11), 1785. https://doi.org/10.3390/children10111785

  • Puigvert, L., Racionero-Plaza, S., López de Aguileta, G., Tellado, I., Molina, S., Pulido-Rodríguez, M. A., Ugalde, L., & Flecha, R. (2023). Disdainful Hookups: a Powerful Social Determinant of Health. Journal of Urban Health, 100, 870–877. https://doi.org/10.1007/s11524-023-00765-4

  • Pulido, C. Villarejo Carballido, B., Vidu, A., Ramis, M. &, Flecha, T. (2023) “Voices against Silence”: a case study of the social impact of journalism, Feminist Media Studies, 23(3). https://doi.org/10.1080/14680777.2021.1992643

  • Racionero-Plaza, S., Flecha, R., Carbonell, S., & Rodríguez-Oramas, A.(2023). Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All. Qualitative Research in Education, 12(1), 1-24. http://dx.doi.org/10.17583/qre.10795

  • Rios, O., Gairal-Casado, R. ., Villarejo-Carballido, B. ., & Burgues-Freitas, A. (2023). The Role of Social Networks to Counteract Stigmatization Toward Gay and Bisexual Men Regarding Monkeypox. Qualitative Research in Education, 12(3), 225–235. https://doi.org/10.17583/qre.13379

  • Rios-Gonzalez, O., Peña-Axt, J. C., Legorburo-Torres, G., Avgousti, A., & Sancho, L. N. (2023). Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth. Humanities and Social Sciences Communications, 10(1), 1-13. https://doi.org/10.1057/s41599-023-02117-8

  • Ruiz-Eugenio, L., Tellado, I., Valls-Carol, R., & Gairal-Casadó, R. (2023). Dialogic popular education in Spain and its impact on society, educational and social theory, and European research. European Journal for Research on the Education and Learning of Adults, 14(1), 47–61. https://doi.org/10.3384/rela.2000-7426.4325

  • Ruiz-Eugenio, L., Munte-Pascual, A., Khalfaoui, A., Serradell, O. (2023) Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research. Humanities and Social Science Communications, 10, 699. https://doi.org/10.1057/s41599-023-02224-6

  • Ruiz-Eugenio, L.; Soler-Gallart, M.; Racionero-Plaza, S.; Padrós, M. (2023) Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities. Educational Research Review, 39, Article 100534 https://doi.org/10.1016/j.edurev.2023.100534

  • Santiago-Garabieta, M., Garcia-Carrion, R., Zubiri-Esnaola, H., & López de Aguileta, G. (2023). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research, 27(6), 1532-1551. https://doi.org/10.1177/1362168821994142

  • Santiago-Garabieta M., Zubiri-Esnaola, H., García-Carrión R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups. Educational Research, 65(2), 189-203.  https://doi.org/10.1080/00131881.2023.2189433

  • Sordé-Martí, T., Ghani, A.A., Almobarak, B. et al. (2023). The REFUGE-ED Dialogic Co-Creation Process: working with and for REFUGE-ED children and minors. Humanities and Social Sciences Communications, 10, 463. https://doi.org/10.1057/s41599-023-01967-6

  • Ugalde, L., García-Carrión, R., Intxausti-Intxausti, N., & Zubiri-Esnaola, H. (2023). Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context. International Journal of Sociology of Education, 12(3), 273-292. http://dx.doi.org/10.17583/rise.13257

  • Zubiri-Esnaola, H., Racionero-Plaza, S., Fernández-Villardón, A., & Carbonell, S. (2023). “It was Very Liberating”. Dialogic Literary Gatherings Supporting Mental Health Literacy. Community Ment Health Journal, 59, 869–880. https://doi.org/10.1007/s10597-022-01071-0


  • Aiello, E., Khalfaoui, A., Torrens, X. & Flecha, R. (2022). Connecting Roma Communities in COVID-19 Times: The First Roma Women Students’ Gathering Held Online. International Journal of Environmental Research and Public Health, 19(9), 5524. https://doi.org/10.3390/ijerph19095524

  • Aiello, E., Perera, K., Ade, M. & Sordé-Martí, T. (2022) A case study on the use of Public Narrative as a leadership development approach for Patient Leaders in the English National Health Service. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.926599

  • Aiello Cabrera, E., Sordé-Martí , T., Khalfaoui, A., & Redondo-Sama, G. (2022). Dialogic traits of Roma women leadership. Multidisciplinary Journal of Gender Studies, 11(3), 200–232. https://doi.org/10.17583/generos.10784

  • Bellavista, J.; Elboj-Saso, C.; García Yeste, C.; Villarejo-Carballido, B. (2022). Innovative Methodological Approach to Analyze Innovation and Social Impact. International Journal of Qualitative Methods, 21, 1–9. https://doi.org/10.1177/16094069221083373

  • Cebollero-Salinas, A.; Bautista-Alcaine, P.; Íñiguez-Berrozpe, T.; Elboj-Saso, C. (2022) ¿Te importaría prestarme atención? El Phubbing en la adolescencia como reto educativo en la convivencia digital y presencial. Revista Complutense de Educación, 33(4), 601-610.

  • Díaz Rodríguez, L., Díez Palomar, J., Ward Bringas, S. E. ., & Natividad Sancho, L. (2022). Impacto de los Actos Comunicativos Dialógicos en la Argumentación Matemática del Alumnado con Trastorno del Espectro Autista. Un estudio de Caso sobre Educación Inclusiva. Multidisciplinary Journal of Educational Research, 12(2). https://doi.org/10.17583/remie.9731

  • Díez-Palomar, J., Font Palomar, M., Aubert, A., & Garcia-Yeste, C. (2022). Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children. SAGE Open, 12(4). https://doi.org/10.1177/21582440221121783

  • Duque, E.,López de Aguileta, G., Canal-Barbany, J.M., Joanpere-Foraster, M.(2022). No Time to Lose Sex-o Time to Lose Sex-appeal. Love and Attractiveness in the last James Bond Movie 2021. Masculinities and Social Change, 11(2), 102-128. https://doi.org/10.17583/MCS

  • Elboj-Saso, C.; Íñiguez, T.; & Valero, D. (2022) Relations With the Educational Community and Transformative Beliefs Against Gender-Based Violence as Preventive Factors of Sexual Violence in Secondary Education. Journal of Interpersonal Violence, 37(1-2), 578-601. http://dx.doi.org/10.1177/0886260520913642

  • Fernández-Villardón, A.; García-Carrión, R.; Racionero-Plaza, S. (2022). Explorando un enfoque dialógico para abordar las enfermedades psicóticas: una revisión sistemática. Anales de Psicología/Annals of Psychology, 38(3), 419-429. https://doi.org/10.6018/analesps.494351
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  • Flecha, R.; Elboj, C.; Torras-Gómez, E.; Joanpere, M. (2022). The time of dialogic sociology. International Sociology, 37(4).  https://doi.org/10.1177/02685809221111890 

  • Gairal-Casadó, R.; García-Yeste, C.: Munté, A.; Padrós, M. (2022) Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care The British Journal of Social Work, 52(4) 2253–2270, https://doi.org/10.1093/bjsw/bcab087
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  • García-Yeste, C.; López de Aguileta Jaussi, A.; Duque, E.; Padrós, M. (2022). Beginning of the course of the Catalan Universities towards the COVID-1: Evidence vs Negligence. International and Multidisciplinary Journal of Social Sciences, 11(3), 60-87.  https://doi.org/10.17583/rimcis.11322

  • Girbés, S., Sebastián, J., Rodríguez, XP., Fontanals, M., Campeny, G., Gómez, B., Soler-Gallart, M. (2022). Co-Creation processes contributing to the societal impact of science: Contributions from the Net4Impact network. International and Multidisciplinary Journal of Social Sciences, 11(1), 54-81 https://doi.org/10.17583/rimcis.10009

  • Gómez, A., de León, M., Sánchez-Plaza, A., Soler-Gallart, M. (2022) Social Impact Ex-Post Evaluation Protocol. International Journal of Qualitative Methods, 21, https://doi.org/10.1177/16094069221133231

  • Gómez, A., Puigvert, L., Nazareno, E., López de Aguileta, A., Vidu, A., & García-Carrión, R. (2022). The Impact of One Book About Friendship in the Lives of Readers. Qualitative Inquiry, 8(6). https://doi.org/10.1177/10778004221079409

  • Gómez Cuevas, S., & Valls, R. (2022). Social impact from bottom-up movements: the case of the Adult School La Verneda-Sant Martí. Multidisciplinary Journal of Educational Research, 12(3). https://doi.org/10.17583/remie.10544

  • Íñiguez-Berrozpe, T.; Marcaleti, F.; Elboj-Saso, C.; Romero-Martín, S. (2022). Questioning gendered ageism in job-related non-formal training and informal learning. Studies In Continuing Education, 44(2). https://Doi.Org/10.1080/0158037x.2022.2092089

  • Joanpere, M., Burgués-Freitas, A., Soler, M., & Aiello, E. (2022). History of MeToo University movement in Spain. Social and Education History, 11(2). https://doi.org/10.17583/hse.10545

  • López de Aguileta Jaussi, A., Torras-Gómez, E., Ríos-González, O., & Racionero-Plaza, S. (2022). Who promoted the nightlife of flirts? Freedom or capitalist business? Social and Education History, 11(3), 275-294. https://doi.org/10.17583/hse.11244

  • Morlà-Folch, T.; Renta Davis, A.I.; Cuxart, M., & Valls-Carol, R. (2022) A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, 37, 100482 https://doi.org/10.1016/j.edurev.2022.100482.

  • Munté-Pascual, A., Khalfaoui, A., Valero, D., Redondo-Sama, G. (2022). Social Impact Indicators in the Context of the Roma Community: Contributions to the Debate on Methodological Implications. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069211064668
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  • Nazareno, E., Vidu, A., Merodio, G., & Valls, R. (2022). Men Tackling Isolating Gender Violence to Fight against Sexual Harassment. International Journal of Environmental Research and Public Health, 19(4),1924. http://dx.doi.org/10.3390/ijerph19041924

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