Healthy and equitable interpersonal relationships, health inequalities and socio‐educational interventions: a conceptual framework for action

Forcadell-Díez, Lluís; Juárez Martínez, Olga; Abiétar, Daniel G.; López, María José; Sánchez-Martínez, Francesca; Perez, Glòria

doi:http://dx.doi.org/10.1111/josh.13318

Healthy and equitable interpersonal relationships, health inequalities and socio‐educational interventions: a conceptual framework for action

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Forcadell‐Díez L, Juárez O, Abiétar DG, López MJ, Sánchez‐Martínez F, Perez G. Healthy and equitable interpersonal relationships, health inequalities and socio‐educational interventions: a conceptual framework for action. Journal of School Health. 2023 Jun;93(6):521-32. DOI: 10.1111/josh.13318

Abstract

This work was supported by the Carlos III Health Institute as a proxy from European Regional Development Fund (ERDF) and European Social Fund (ESF) in the multicenter project “Promoción de activos protectores de la violencia de género en la adolescencia y pre-adolescencia” (2019-2021) (PI18/00590 and PI18/00544). The project is supported by the Centro de Investigación Biomédica en Red de Epidemiología y Salud Pública (CIBERESP) through the subprogramme on Prevention of Gender Violence of the program on Social Determinants of Health, and by the Health Promotion Section of the Agència de Salut Pública de Barcelona. This work is part of Lluís Forcadell-Díez's doctoral thesis, which is being carried out in the Department of Experimental and Health Sciences at Pompeu Fabra University, Barcelona, Spain. This work has been made possible due to the critical participation of Vanessa Puig-Barrachina, María Salvador-Piedrafita and Mar Bosch-Arís during the discussion and design sessions. The authors are grateful to Paula Arroyo and Helena Llonch during their stay in the research group. Finally, we would like to acknowledge Brenda Biaani León-Gómez, Verónica Espinel-Flores and Sara Trujillo-Alemán for the work that preceded this manuscript. Authors thanks to Gail Craigie for the critical reading of the present manuscript.