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Ítem Drogodependencias - 2° EDICIÓN ABREVIADAAlfonso Novoa, Gabriela; Lopes Reis, Márcia; Cortela, Beatriz S. C.; Santos, Mateus B.; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThe document entitled "Abbreviated Guide for the Care and Treatment of Drug Dependency" is an abridged version of an original guide produced by the Acacia Center, focused on the detection and management of drug dependency. The guide addresses the problem of drug abuse, especially among university students, highlighting its impact on academic performance and school dropout rates. It presents preventive and educational strategies, proposing a comprehensive approach that includes the development of personal skills, the promotion of healthy interpersonal relationships and resilience in adverse situations. It also offers curricular guidelines and strategies for the detection and treatment of bullying, as well as an instrument for analyzing substance use in higher education institutions (HEIs). In summary, the document seeks to provide tools and approaches to mitigate and overcome the problem of drug dependence in the university environment.Ítem Violencia de géneroAyala Cardona, Jaime; Olivo, David; Sovero, Giannina; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Blanco, María de Jesús; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Molano, Gladys; Molina, Adela; Neyra, Lisel; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesGender-based violence is an issue of utmost importance for any university, especially for those that emphasize inclusiveness and accessibility. Traditionally, violence against women has been called "gender-based violence" because it is predominantly caused by the legal, social or economic disadvantages suffered by women (WHO, 2013). Gender-based violence is understood as any act of violence motivated by a person's gender. This may or may not result in physical, sexual or psychological harm or suffering to the person who suffers it. It is also constituted by threats, coercion or arbitrary deprivation of liberty, whether occurring in public or private life (Adapted from the United Nations Declaration on the Elimination of Violence against Women, 85th plenary session of the General Assembly, December 1993 in WHO, 2013). While there are various forms of gender-based violence, this guide will address those that are present in the most countries in a common way and that affect the university population the most. That is, intimate partner violence, sexual violence, femicide, human trafficking (in which forced prostitution and economic exploitation are recognized) (WHO, 2013) and sexual harassment will be considered (WHO, 2013).Ítem Violencia intrafamiliarGallardo Echenique, Eliana; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThe document "Domestic Violence: A Guide to Detecting Domestic Violence" focuses on the identification and treatment of violence within families. This resource, developed within the framework of the ACACIA project and co-financed by the Erasmus+ program, addresses domestic violence from a broad perspective, highlighting its historical importance and its impact at different levels: individual, family and social. Throughout the text, different forms of violence are described, such as physical, psychological, sexual and economic violence, and the cycles and patterns that characterize them are explained. In addition, it offers curricular guidelines and specific protocols for handling incidents of violence in university environments, highlighting the need for prevention and intervention from an educational and community perspective. The guide also provides practical tools for professionals and educators, such as instruments for detecting and assessing violence, promoting the creation of programs and policies that foster equality and respect within families.Ítem Diversidad sexualNeyra, Lisel; Rivera Lang, Mai ling; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Olivo Martha, David; Pabón Gutiérrez, Stella; Torres Garay, Isabel Mercedes; Gutiérrez y Restrepo, EmmanuelleThis document is a guide for the acceptance of sexual diversity in the educational community. It aims to provide clear and practical guidelines for addressing sexual diversity in the school environment, fostering an atmosphere of inclusion and respect. The guide covers legislative aspects, human rights, and offers curricular guidelines and strategies for the detection and treatment of homophobic and transphobic bullying. It also includes questionnaires to evaluate incidence and attitudes towards sexual diversity. The publication is the result of the ACACIA project, co-financed by the European Union's Erasmus+ program, and seeks to improve pedagogical practices and reduce discrimination in educational contexts, benefiting both LGTBI youth and their social environment.Ítem Acoso sexualAyala, Jaime Alberto; Blanco, María de Jesús; Gutiérrez y Restrepo, Emmanuelle; Molano, Gladys; Solórzano, Martha V.; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Rocha Martínez, Rolando; Gómez, Juan , FranciscoThe document "Guía para la detección y trato acoso sexual" is a comprehensive resource designed to identify and address sexual harassment in educational and work contexts. The guide provides a detailed analysis of the legislative situation in several Latin American countries, including Colombia, Spain, Portugal, Chile, Brazil, Peru and Nicaragua. It also provides curricular and practical guidelines for the detection and management of sexual harassment, both at the individual and collective level. The objective is to sensitize and educate the university and work community on the importance of preventing and eradicating sexual harassment, offering clear and concise strategies to support victims and create a safe and respectful environment. The guide also includes a survey to assess the incidence of and attitudes towards sexual harassment, and is part of the European ACACIA project, co-funded by the European Union's Erasmus+ program.Ítem DiscapacidadGuajardo, Ana; Donoso, Elizabeth; López, Verónica; Castrillón, Viviana; Merino, Cristian; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Gutiérrez y, Restrepo, EmmanuelleDisability The document "Disability: Guide for detecting and dealing with disability" is an educational guide designed to identify and promote the inclusion of people with disabilities in the university environment. It aims to facilitate work with students and improve pedagogical practices by providing a comprehensive understanding of the special educational needs and barriers faced by students with sensory, motor and mental disabilities. The guide addresses various forms of disability, offers curricular and methodological guidelines, and suggests necessary adaptations to ensure equity in the teaching-learning process. It also includes a compendium of regulations and laws in Ibero-America related to disability, emphasizing the importance of an inclusive and accessible environment for all students.Ítem Problemas psicosocialesTorres Garay, Isabel Mercedes; Pabón Gutiérrez, Martha Stella; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Rocha Martínez, Rolando; Gómez, Juan , FranciscoPsychosocial problems The document "Guide to care for people with psychosocial problems in higher education contexts" is a tool designed to address and manage psychosocial problems that may affect university students. This guide is the result of the ACACIA project and is co-funded by the Erasmus+ program. Its main objective is to provide guidelines and procedures to support students with mental disabilities, promoting educational inclusion and ensuring their well-being. The guide includes questionnaires for mental health screening, institutional policies, and strategies for crisis intervention, as well as procedures for articulation with health services and the handling of confidential information.Ítem Acoso sexual - 2° EDICIÓN ABREVIADAAyala, Jaime Alberto; Blanco, , María de Jesús; Gutiérrez y Restrepo, Emmanuelle; Molano, Gladys; Solórzano, Martha V.; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Rocha Martínez, RolandoThis document is an abbreviated guide for the detection and management of sexual harassment, derived from a comprehensive guide produced by Centro Acacia, Módulo Apoya. The main objective is to provide an accessible tool to identify and address sexual harassment in various contexts, especially in educational settings. The guide highlights the prevalence of sexual harassment in both women and men and describes a range of behaviors that constitute harassment, from physical coercion to unwanted sexual advances and sexist comments. It also stresses the importance of establishing institutional protocols for the attention and prevention of sexual harassment and bullying, with specific recommendations for teachers and administrators in educational settings. The guide includes case studies and curricular guidelines to promote the equal rights and dignity of those affected by these behaviors.Ítem Conflicto armado - 2° EDICIÓN ABREVIADAAlfonso Novoa, Gabriela; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Gómez, Juan , FranciscoThis document is an abridged guide for the care of victims of the armed conflict, based on the original guide produced by the Acacia Center. The main objective of the guide is to provide an accessible and understandable resource for higher education institutions seeking to support people affected by the armed conflict in Colombia and other Latin American countries. It emphasizes the need to promote the inclusion, permanence and graduation of these people in the educational system, guaranteeing the full exercise of their rights and the development of competencies for the construction of a life project in peace. The document addresses the psychosocial characteristics and needs of the victims, as well as guidelines for their care and guidance, with a focus on active listening and community integration. It also highlights the forms of exclusion and harassment they may face in educational environments and proposes strategies to mitigate these risks.Ítem Diversidad y diferencia étnica y cultural - 2° EDICIÓN ABREVIADAMolina Andrade, Adela; Melo Brito, Nadenka; Beltrán Castillo, Juliana; Rodríguez Pizzinato, Liliana; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThe document entitled "DIVERSITY AND ETHNIC AND CULTURAL DIFFERENCE" is an abbreviated guide created by Centro Acacia to address the detection and treatment of discrimination towards ethnic and cultural diversity and difference. Its main objective is to provide educational and practical guidelines for recognizing and including cultural diversity in educational processes, highlighting the importance of understanding and respecting cultural differences. The guide offers strategies for identifying and combating discrimination at different levels, including normative, institutional and community aspects. It also explores the relationship between academic knowledge and traditional knowledge, promoting an intercultural approach to education. The guide also addresses mistreatment and bullying related to ethnic and cultural diversity, and suggests policies and actions to foster a respectful and inclusive educational environment.Ítem Intolerancia religiosa -- 2° EDICIÓN ABREVIADAGutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThe document "RELIGIOUS INTOLERANCE" is an abbreviated guide for the care and treatment of religious intolerance. This guide is a synthesis of the original version, focusing on the detection and prevention of religious intolerance. The guide highlights the manipulation and misuse of religion by extremists, politicians and the media, who incite violence and hatred. Fundamental principles of tolerance established by the United Nations and UNESCO are presented, underlining the importance of respect and acceptance of cultural and religious diversity. In addition, curricular guidelines are offered to educate about tolerance in various subjects such as languages, literature, history, social sciences and art, promoting equity, justice and respect for human rights.Ítem Diversidad sexual - 2° EDICIÓN ABREVIADANeyra, , Lisel; Rivera Lam, Mailing; Rivera Lam, Mai ling; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo Martha, David; Pabón Gutiérrez, Stella; Torres Garay, Isabel MercedesThe document "SEXUAL DIVERSITY: An abbreviated guide for the acceptance of sexual diversity" aims to provide an educational guide to promote the inclusion of the LGBTI population in educational centers. The guide offers guidelines for the educational community (teachers, workers, students and parents) to address the issue of sexual diversity in a concrete and visible way, thus improving pedagogical practices in the classroom. It highlights the importance of education in reducing misinformation about the LGBTI reality and reducing stereotypes and contexts of homophobia and transphobia. The guide also provides curricular recommendations on the use of inclusive language and strategies to address homophobia and transphobia in the educational environment, promoting a climate of respect and non-discrimination.Ítem Problemas psicosociales - 2° EDICIÓN ABREVIADATorres Garay, Isabel Mercedes; Pabón Gutierrez, Martha Stella; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Rocha Martínez, RolandoThe document "Psychosocial Problems" is an abbreviated guide created for the care of people with psychosocial problems in higher education contexts. This version synthesizes the original guide and provides recommendations for detecting and treating these problems in the university setting. It focuses on the challenges faced by students, especially those from vulnerable groups, as they adapt to university life. The guide stresses the importance of not quickly labeling difficulties as mental health problems and highlights the need for appropriate institutional support for students with pre-existing conditions. In addition, it details early warnings, crisis procedures and considerations for withdrawal or deferral of students with serious mental disorders, emphasizing confidentiality and appropriate information management.Ítem Violencia de género - 2° EDICIÓN ABREVIADAAyala Cardona, Jaime; Olivo, David; Sovero, Giannina; Alfonso Novoa, Gabriela; Blanco, María de Jesús; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena,, Antonio; Molano, Gladys; Molina, Adela; Neyra, Lisel; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThe document "VIOLENCIA DE GÉNERO: Guía abreviada de detección de violencia de género" is an abridged version of the original guide produced by Centro Acacia. Its objective is to provide a quick and effective tool for the identification and management of cases of gender-based violence. The guide defines gender-based violence as any violent act based on gender that results in physical, sexual or psychological harm, and includes threats, coercion and arbitrary deprivation of liberty. Several types of violence are described, including psychological, physical, economic and sexual, providing an in-depth understanding of each and how they can manifest themselves in everyday life. In addition, curricular guidelines are included to address gender-based violence in educational settings, highlighting the importance of gender equality and proposing specific actions to promote a safe and respectful environment. The guide also addresses sexual harassment, providing clear definitions and examples to facilitate its identification and management.Ítem Guías para la tolerancia y aceptación de la diversidad en la educación superiorAlfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel Mercedes; Rocha Martínez, Rolando; Gutiérrez y Restrepo, EmmanuelleThese Guidelines for tolerance and acceptance of diversity in higher education constitute a valuable tool for the educational community in order to achieve a space for inclusive and enriching coexistence and growth. The work is composed of 10 guidelines on ten topics of importance for university communities in Latin America. The topics were chosen by the team of work package 5, called Apoyo, of the research project co-financed by the Erasmus+ program of the European Union, ACACIA (561754-EPP-1-2015-1-CO-EPPKA2-CBHE-JP). Each guide presents the problem it deals with, including a glossary, characterization of the actors, guidelines for detection and treatment, that is, guidelines for recognizing when a person, student, teacher or administrative and technical staff of the University is going through such a situation and how to deal with it, as well as what to do once the case has been detected; curricular guidelines or how to deal with the subject when teaching a subject of any kind, how to include it even in subjects that may seem very disconnected, such as technical subjects. They also include, in most cases, a questionnaire to assess the attitude towards the issue being dealt with. The main objective of each and every one of the guides collected here is, as its title indicates, to improve the degree of tolerance and acceptance of diversity in the university community. Tolerance, understood as respect, acceptance and appreciation of the rich diversity of the cultures of our world, of our forms of expression and ways of being human, but never as a concession, condescension or indulgence; much less as an invitation to renounce one's own beliefs or convictions. The topics discussed here are as varied as religious intolerance, which increasingly affects countries as migration increases; intolerance towards sexual diversity and towards ethnic and cultural diversity; disability, to facilitate understanding and therefore the inclusion of people, even those with psychosocial problems, by eliminating physical, communicational and mental barriers; sexual harassment, gender violence and domestic violence; as well as the armed conflict that has marked the social situation of many of our countries in Latin America. Each document, each guide, constitutes a chapter of this book and was prepared based on the work of one or more members of the Apoyo package acting as author leaders, to then be reviewed by the entire team and, therefore, we count all its members as contributing authors of each of the guides. Therefore, it is a collaborative work that takes into account the perspective of the eleven countries participating in the project, but especially the circumstances and needs of those in which CADEP Acacia have been created in Hispanic America. This is, therefore, a work with a transformative purpose. The Guidelines for tolerance and acceptance of diversity in higher education are an essential resource for the university community to be more inclusive and less segregating, thus facilitating improved academic levels and reducing university dropout rates, since emotional aspects are determining factors in ensuring the completion of studies and the development of a successful career, not to mention that tolerance and acceptance of diversity by the university community is a guarantee of general improvement in our society.Ítem Conflicto armadoAlfonso Novoa, Gabriela; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gómez, Juan Francisco; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesWithin the framework of the ACACIA Project, co-financed by the Erasmus+ program, this guide was developed to assist victims of the armed conflict. The purpose is to provide guidelines and strategies to higher education institutions in order to include and care for people affected by the armed conflict in Colombia, Peru and Nicaragua. Legal, educational and social aspects are addressed in the guide. It also provides guidelines for detecting and managing situations of risk of social exclusion in the university environment. In addition, it emphasizes the psychosocial characteristics of the victims and proposes comprehensive care that promotes inclusion and respect for human rights, allowing victims to develop a life project in an environment of peace and equity.Ítem Intolerancia religiosaGutiérrez y Restrepo, Emmanuelle; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesTo establish a basis of understanding, the first question is to determine what religious intolerance is; that is, what intolerance means, what cannot be understood as tolerance and what its limits are. This paper characterizes religious intolerance and explains what can and cannot be considered religious intolerance. It examines the concept of tolerance and its limits. An approach to the legislative situation on religious tolerance is presented, with emphasis on the legislation of the countries that have a pilot CADEP Acacia. Finally, a series of curricular guidelines are offered to facilitate teachers to work on the topic of religious intolerance within the framework of any subject, as well as a series of guidelines for detecting and dealing with victims of religious intolerance. A series of guidelines for dealing with individual and collective bullying can also be found in this document, as well as a reference to a self-assessment questionnaire on religious tolerance.Ítem DrogodependenciasAlfonso Novoa, Gabriela; Lopes Reis, Márcia; S. C. Cortela, Beatriz; Santos, Mateus B; Gutiérrez y Restrepo, Emmanuelle; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThe European plan. "Drogodependencias: Guía de atención y trato de la drogodependencia" is a practical guide created by ACACIA with funding from the Erasmus+ program. This guide examines drug use in universities and provides a legislative perspective on drug addiction in several Ibero-American countries. In addition, a description of individual and social risk factors is presented, as well as a characterization of the actors involved. Curricular guidelines and methods for detecting and addressing drug-related bullying are included in the guide. It also provides pedagogical tools and evaluation surveys to prevent and reduce drug use. Its main objective is to help institutions of higher education implement effective practices to address drug dependence, thereby improving students' academic performance and well-being.Ítem Diversidad y diferencia étnica y culturalMolina Andrade, Adela; Melo Brito, Nadenka; Beltrán Castillo, Juliana; Rodríguez Pizzinato, Liliana; Gutiérrez y Restrepo, Emmanuelle; Alfonso Novoa, Gabriela; Ayala, Jaime; Gallardo Echenique, Eliana Esther; Gutiérrez y Restrepo, Emmanuelle; López Mairena, Antonio; Merino Rubilar, Cristian; Molina, Adela; Neyra, Lisel; Olivo, David; Pabón Gutiérrez, Martha Stella; Torres Garay, Isabel MercedesThis guide is useful for finding and addressing discrimination towards diversity and ethnic and cultural differences in higher education institutions. It was established as part of the ACACIA project, which was funded by Erasmus+ and other funding sources. The main objective is to provide tools and skills to identify and address discriminatory practices in the university environment, promoting an environment of equity and respect. An analysis of the laws in Colombia, Peru and Nicaragua is conducted, in addition to presenting demographic profiles of the participating universities. In addition, rules and educational programs are established to promote interculturality and to identify and address bullying and other forms of discrimination. The guide emphasizes the importance of institutional policies and community attitudes.