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� Be ready to respond. Some responses include: o I have a friend/brother/sister who is gay/lesbian and I find your comment offensive; or o I find words like _______ (include known insulting words) offensive and hurtful. � Use the NAC approach: o Name it: „That‟s a problem‟ o Refer to Agreement: „Our ground rules state no put-downs‟ o Give Consequences: „If you use a put-down again you will have to follow disciplinary procedures‟ (make sure the disciplinary procedures referred to are specific to the actions, tailored to the group and agreed by all members at the outset of the programme). Source: Talking Sexual Health. 2001. Debbie Ollis and Anne Mitchell Available in English from: Tools that can be used to promote respect for diversity � Young Women and Men: Recognizing and Respecting Diversity (Salud y Género, Mexico) This Methodological Guide was spearheaded by the Mexican organization Salud y Género, along with Program H partners. It targets young men and women with a variety of techniques to promote respect for sexual diversity. It contains a variety of techniques. Available in Spanish. � Additional Resources An additional list of teaching resources on gender and sexuality has been compiled by Michael Flood and is available in English. � „Sexual Orientation‟ Group Exercise This 15 to 30 minute exercise is taken from Men As Partners (MAP): A Programme for Supplementing the Training of Life Skills Educators (Second Edition) by EngenderHealth and Planned Parenthood Association of South Africa. Its aims are: 1. To facilitate an understanding of the different types of sexual orientation 2. To examine societal attitudes about homosexuality 3. To clear up myths that might exist about homosexuality The manual is available in English. � Not Round Here: Affirming Diversity, Challenging Homophobia: Rural Service Providers Training Manual (2000) by Kenton Penley Miller and Mahamati. This training manual provides a wide range of exercises to explore homophobia. Available in English. � Afraid of What? Video developed by Promundo and Program H partners which uses only sounds and music (no words) to address homophobia with a variety of audiences. Available in English. ______________________________________________________________________ Men and Boys Knowledge Module January 2012 36
Implementing Specific Strategies o Developing Integrated Programmes Why are integrated programmes a promising strategy to address violence against women with men and boys? Programmes are most effective when they address multiple factors for violence through integrated strategies. The most widely used model for understanding violence is the ecological model, which proposes that violence is a result of risk and protective factors operating at four levels: individual, relationship, community and societal (Heise et al., 1999). The ecological framework suggests individuals are embedded in relationships with their family members and peers, which are embedded in formal and informal structures in their community, which are embedded in the broader society (Valle et al., 2007). Risk factors are associated with increased likelihood of violence while protective factors are associated with a decreased likelihood of violence. Studies show that individual factors, such as experiencing or witnessing violence as a child (Black et al., 1999) or alcohol use (Parry et al., 1996; Kyriacou et al., 1998), are associated with intimate partner violence. At the community level, evidence suggests that rates of violence against women are highest in settings where social norms support gender inequality, where communities fail to punish men who use physical or sexual violence against women, and where violence against women is considered normal or justified (Counts et al., 1999). Often, social norms encourage the idea that family violence is a private matter in which outsiders should not intervene and that sexual violence is shameful for the victim, a man‟s right or that the woman is to blame. Consequently, programmes that address factors at multiple levels of the ecological model seem more promising to address violence. Although it may not be feasible for a single programme to address all factors that contribute to or protect against violence, a programme may focus on reducing one or more risk factors or promoting one or more protective factors (Valle et al., 2007). Ultimately, the design of the programme will be based on the programme theory about what causes violence in a specific context and how violent behaviour can ultimately be prevented. Mass media campaigns, for instance, can encourage individuals to talk about specific issues, including violence against women, but other complementary related interventions – community-based campaigns, group education, counselling, one-on-one discussions and standard-setting and training for key service providers in different sectors – are often necessary to achieve measurable and sustained behaviour change. It is important to use a variety of media and communication tools in conjunction with interpersonal communication efforts, such as group education or individual counselling, when working with boys and men to change gender norms (WHO 2007). Men and Boys Knowledge Module January 2012 37
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
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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 and 30: � Recognize that there is a wide
Page 31 and 32: engaging men and boys to address vi
Page 33 and 34: � Making it cool to be non-violen
Page 35: Example: How Gender Stereotypes Can
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
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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
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Page 75 and 76: they think and feel, rather than sa
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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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