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Analyse the presence of hate speech in society, placing special emphasis on social media. In this sense, the authors strive to build a formula to moderate this type of content, in which platforms and public institutions cooperate, from the fields of corporate social responsibility and public diplomacy, respectively.

To this aim, it is important to focus efforts on the creation of counter-narratives; the establishment of content moderation guidelines, which are not necessarily imposed by unilateral legislation; the promotion of suitable scenarios for the involvement of civil society; transparency on the part of social media companies; and supranational cooperation that is as transnational as possible. To exemplify the implementation of initiatives against hate speech, two cases are analysed that are paradigmatic for assuming two effective approaches to the formula indicated by the authors.

The authors analyse, in the case of the European Union, its “Code of conduct to counteract illegal online hate speech”, which included the involvement of different social media companies. And in the case of Canada, the authors discuss the implementation of the bill to include a definition of hate speech and the establishment of specific sanctions for this in the Canadian Human Rights Act and the Canadian Penal Code.

The case of the European Union was a way of seeking consensus with social media companies without legislation, while the case of Canada involved greater legislative and penalisation. Two ways of seeking the same goal: curbing hate speech.

The aim of this study was directed toward how a group of fourth year bachelor physiotherapy students describes their experiences, attitudes and beliefs from participating in a course of 40 h lasting three months in basic body awareness therapy (BBAT).

A qualitative study using phenomenological exploratory design was conducted. A total of 125 physiotherapy students within the subject of mental health physiotherapy, in the fourth year’s study course belonging participated. The BBAT introduction course consisted of 20 h theory and 20 h practical implementation with a particular focus on promoting movement quality through a movement awareness learning strategy. The course was carried out through three consecutive years. Data were collected through using focus group interview at the end of each movement session and qualitative face-to-face research interview at the end of the whole course.

The data-analysis revealed 16 emerging themes grouped into four categories: physical perceptions, body awareness characteristics, self-awareness and body awareness professional development.

This study highlights key experiences after attending a course on BBAT. In addition, it points out that to achieve movement quality awareness among the students, there is a need to include more self-training in the curriculum.

The movement quality learning process is necessary to develop the mental health physiotherapy program. The experiences of students while body awareness learning process included physical perceptions, body awareness characteristics, self-awareness and professional development.

This study is among the first to describe the experiences of students when a movement awareness learning methodology is applied. In physiotherapy in mental health, this learning process is relevant for the application of BBAT.