RESUMEN
Resumen (analítico) Las y los estudiantes carecen de espacios para valorar sus experiencias de inclusión/exclusión escolar. La crisis sanitaria obligó a vincularnos virtualmente, sin conocer las posibilidades para el intercambio de significados digitales, representación de experiencias y movilización de relaciones interpersonales. Desde una perspectiva pedagógica, semiótica y social, este estudio analiza una sesión de un taller virtual con nueve estudiantes secundarios de tres escuelas chilenas, preguntándose sobre cómo se materializó la participación de las y los jóvenes. Con herramientas de la multimodalidad se analiza un corpus audiovisual de una cartografía virtual de espacios educativos. Se visibilizan los recursos disponibles para la participación virtual y las maneras en que fueron usados para compartir significados individuales y generar solidaridad co-construyendo relatos de inclusión/exclusión escolar.
Abstract (analytical) Students lack spaces that evaluate their experiences of inclusion/exclusion in school. The health cri-sis forced us to interact online and at first we were not aware of the resources available for the ex-change of digital meanings, representation of experiences and formation of interpersonal relation-ships. Using a pedagogical, semiotic and social approach, this study analyzes the results of an online workshop attended by nine secondary students from three Chilean schools. The aim was to identify the means and resources that facilitated student participation in online environments. Using multi-modal tools, an audiovisual corpus consisting of an Online Cartography of Educational Spaces is explored by the authors. The resources available for online participation were shared by participants. In addition, the article describes semiotic mechanisms for sharing individual meanings and developing solidarity by co-constructing stories about inclusion/exclusion in the classroom.
Resumo (analítico) Os alunos e alunas não têm espaços para avaliar suas experiências de inclusão/exclusão escolar. A crise de saúde pela Covid-19 obrigou as pessoas a termos uma interação virtual, sem conhecer os recursos disponíveis para a troca de significados digitais, a representação de experiências e o desenvolvimento das relações interpessoais. Do ponto de vista pedagógico, semiótico e social, este estudo analisa uma sessão de oficina virtual com nove alunos e alunas do ensino médio de três es-colas chilenas. A pesquisa foca em identificar os significados y recursos que auxiliam a participação dos e das estudantes. Utilizando ferramentas multimodais, foi analisado um corpus audiovisual de uma Cartografia Virtual de Espaços Educacionais. Assim, este estudo mostra os recursos disponíveis para a participação virtual e as formas como foram utilizados para compartilhar significados desde a experiência pessoal, além de promover a solidariedade através da co-construção de relatos de inclusão/exclusão escolar.
RESUMEN
INTRODUCTION: Depression is the leading cause of adult disability and common among sexual and gender minority (SGM) adults. The current study builds on findings showing the effectiveness of depression quality improvement (QI) and delivery of cognitive behavioural therapy (CBT) skills provided by community health workers in reducing depression. Depression QI approaches across healthcare and social/community services in safety-net settings have shown improvements in mental wellness, mental health quality of life and depression over 12 months. Further, a randomised study showed improved depression among low-income racial/ethnic minorities enrolled in a CBT-informed resiliency class (Building Resilience and Increasing Community Hope (B-RICH)). The current protocol describes a comparativeness effectiveness study to evaluate whether predominantly low-income, SGM racial/ethnic minority adults randomised to a CBT-informed resiliency class have improvements in depressive symptoms over and above community-engaged QI resources and training only. METHODS AND ANALYSIS: The study approached three clusters of four to five programs serving predominantly SGM and racial/ethnic minority communities in the USA: two clusters in Los Angeles, California, and one in New Orleans, Louisiana. Clusters are comprised of one primary care, one mental health and two to three community agencies (eg, faith-based, social services/support, advocacy). All programs received depression QI training. The current study employed a community-partnered participatory research model to adapt the CBT-informed resiliency class, B-RICH+, to SGM communities. Study participants were screened and recruited in person from participating programs, and will complete baseline, 6- and 12-month survey follow-ups. Participants were depressed adults (8-item Patient Health Questionnaire ≥10; ≥18 years of age) who provided contact information. Enrolled participants were individually randomised to B-RICH+ or depression QI alone. Primary outcomes are depressive symptoms; secondary outcomes are mental health quality of life, mental wellness and physical health quality of life. Data collection for this study is ongoing. ETHICS AND DISSEMINATION: The current study was approved by the UCLA Institutional Review Board. Study findings will be disseminated through scientific publications and community conferences. TRIAL REGISTRATION NUMBER: https://clinicaltrials.gov/ct2/show/NCT02986126.
