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for young men, the cartoon DVD “Once upon a boy” and its accompanying discussion guide. Each manual addresses a different topic, including: � sexual and reproductive health � fatherhood and care-giving � from violence to peaceful coexistence � reasons and emotions � preventing and living with HIV and AIDS � paternity, violence, emotions (including drug use) and HIV and AIDS Download the toolkit in English, Portuguese and Spanish. The Program H Manual was adapted to be used in the Indian context by the Population Council and CORO for Literacy with the support of Instituto Promundo. This adaptation is called Yaari Dosti and is available for download in English and Hindi. The Program H Manual was adapted to be used in the Viet Nam context by TCDN-MOLISA, Save the Children and Instituto Promundo with the support of USAID and Pact Vietnam. This adaptation is called Tài liêụ dành cho đồng đẳng viên (Hợp phần trường học) and is available in Vietnamese. The Program H Manuals are also being adapted for Tanzania and the Balkan context and will be available for download soon. � Men As Partners: A Programme for Supplementing the Training of Life Skills Educators, 2nd Edition (South Africa) The MAP initiative in South Africa produced the publication for use in working with men to address gender norms that put men and their partners at risk for negative reproductive health outcomes and gender-based violence. The manual addresses various aspects of violence, and includes a section on relationships that addresses controlling behaviours. Available in English. � Gender or Sex: Who Cares? Skills-building Resource Pack on Gender and Reproductive Health for Adolescents and Youth Workers, Ipas (USA) This manual offers an introduction to the topic of gender and sexual and reproductive health (SRH) and is for professionals and volunteers who work with young people on the influence of gender on SRH issues. A workshop curriculum is provided that incorporates suggestions and feedback from organizations in various regions of the world. A series of participatory activities encourage participants to think about the difference between gender and sex as well as social values associated with women and men, femininity and masculinity. Available in English and Spanish. � Women and Men Hand in Hand against Violence (KAFA, Lebanon) This guide, by KAFA and Oxfam Great Britain, is a resource for practitioners and organizations working with men and boys. The resource provides guidance on Men and Boys Knowledge Module January 2012 30
engaging men and boys to address violence against women and girls, based on the context in Arab communities across the Middle East and North Africa. Available in Arabic; 143 pages. ______________________________________________________________________ Hold men accountable for their actions Although gender roles are socially constructed, each man can choose whether or not to act out their male privilege. Consequently, it is important to hold men accountable for the choices and actions they make, including violent acts they may have committed, while at the same time encouraging them to change. Lessons learned about holding men accountable for their actions: � Know what his legal responsibilities are; � Discuss limits of confidentiality at the beginning of activities when there are laws that require professionals to inform authorities when acts of violence are disclosed (for instance, if a law mandates that a provider inform the authorities of cases of violence against minors or when someone is believed to be in imminent danger); and. � Know about programmes for victims and aggressors so that appropriate referrals can be made, if needed. ______________________________________________________________________ Provide examples of actionable steps Programmes need to give men and boys an identifiable action list as a starting point. Actions may produce an impact on men‟s understanding of abstract concepts, such as gender equity and masculinity. What are some actionable steps that men can take to prevent violence against women? The White Ribbon Campaign which initially started in Canada and currently operates in over 55 countries offers the following steps: � Listen to women...learn from women. � Learn about the problem. � Learn why some men are violent. � Support White Ribbon Events. � Challenge sexist language and jokes that degrade women. � Learn to identify and oppose sexual harassment and violence in the workplace, school and family. � Support local women's programmes. � Examine how one‟s own behaviour might contribute to the problem. � Work towards long-term solutions. � Get involved with the White Ribbon Campaign's educational efforts. Men and Boys Knowledge Module January 2012 31
Page 1 and 2: Men & Boys Principal Author: Alessa
Page 3 and 4: o Developing capacities and skills
Page 5 and 6: MenEngage alliance, for example, co
Page 7 and 8: � A division between men and wome
Page 9 and 10: Make an explicit effort within prog
Page 11 and 12: Use a life-cycle and age-specific a
Page 13 and 14: Use language that: � Resonates wi
Page 15 and 16: PROGRAMME PLANNING AND DESIGN Getti
Page 17 and 18: Make use of effective messengers
Page 19 and 20: ___________________________________
Page 21 and 22: � What does the community think a
Page 23 and 24: � Measures for the assessment of
Page 25 and 26: Tools that can help in the process
Page 27 and 28: Adapting the curriculum involved:
Page 29: � Recognize that there is a wide
Page 33 and 34: � Making it cool to be non-violen
Page 35 and 36: Example: How Gender Stereotypes Can
Page 37 and 38: Implementing Specific Strategies o
Page 39 and 40: Men As Partners (Engenderhealth, So
Page 41 and 42: o Influencing Policies and Legislat
Page 43 and 44: � Publish a policy analysis toolk
Page 45 and 46: Why are policies that promote men
Page 47 and 48: that fathers must take 10 weeks, ex
Page 49 and 50: Oxfam‟s Gender Equality and Men (
Page 51 and 52: For further information, see the we
Page 53 and 54: � Judges � Prosecutors � Parl
Page 55 and 56: � Stopping Rape: What Male Athlet
Page 57 and 58: � Make the church, temple, mosque
Page 59 and 60: econvened to share information from
Page 61 and 62: � The Role of Religious Communiti
Page 63 and 64: How Men Can Support Survivors (Exce
Page 65 and 66: her legal advice and telephone coun
Page 67 and 68: Stopping Rape: What Men Can Do By M
Page 69 and 70: Group Education What is group educa
Page 71 and 72: 3. Have the courage to look inward.
Page 73 and 74: � continue their own interests an
Page 75 and 76: they think and feel, rather than sa
Page 77 and 78: Common reactions by men when discus
Page 79 and 80: of sexual violence (Foubert 2000),
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(Hawkins & Zakiya Consulting, 2005
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The South African adaptation of the
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college students to think criticall
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Promote community ownership and sus
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Effective programmes are based on s
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Engage the target audience in progr
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Those in the inner circle can be gi
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Ensure sufficient exposure Evidence
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voices and concerns of women; it co
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partnership with Raising Voices and
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___________________________________
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One of Zero Tolerance‟s main stra
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Use creative cultural strategies Cu
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Men Today, Men Tomorrow ___________
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� Alcohol, Masculinity and Rape
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Promising interventions with adoles
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See a 10-minute video about the wor
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courses in other provinces. The pro
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area of gender and schooling with a
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girls/women. Teachers introduce stu
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espectful, healthy, equal relations
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The Youth Relationships Project was
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� The safety of women and childre
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Active Fatherhood („Paternidad Ac
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o Rural populations Initiatives wor
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Perpetrators/Batterers What are bat
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� Therefore, though it is importa
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Evaluation designs should be method
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and Measures (Smita Vir Tyagi 2003)
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Offer emotional support and profess
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women in intimate relationships. Fa
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Integrated Support Services for par
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such as ethical standards for facil
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MONITORING AND EVALUATION DRAFT Kno
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DRAFT Knowledge Asset on Partnering
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References DRAFT Knowledge Asset on
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