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Closing? In your daily lives, do others treat you like “things”? Who? Why?? In your daily lives, do you treat others like “things”? Who? Why?? For the “observers”: How did you feel not doing anything? Did you feel likeinterfering with what was happening? If yes, what do you think you couldhave done?? In our daily lives, are we “observers” of situations in which some peopletreat others like things? Do we interfere? Why or why not?? If you had been given a chance to choose between the three groups, whichwould you have chosen to be in and why?? Why do people treat each other like this?? What are the consequences of a relationship where one person might treatanother person like a “thing?”? How would being treated like a “thing” impact a person’s vulnerability toHIV?? In your communities, do men most often belong to one of these threegroups? Which group? Do women most often belong to one of these threegroups? Which group? Why do you think this is?? How does society/culture perpetuate or support these kinds ofrelationships?? What can we do to make sure that different groups such as men and womenlive in an equitable world where they can enjoy the same opportunities, equaltreatment, and equal rights?There are many types of relationships in which one person might have morepower over another. As you will discuss throughout many of the activities in thismanual, the unequal power balances between men and women in intimaterelationships can have serious repercussions for the risk for STIs, HIV/AIDS,and unplanned pregnancy. For example, a woman often does not have the powerto say if, when, and how sex takes place, including whether a condom is used,because of longstanding beliefs that men should be active in sexual matters andwomen should be passive (or that women “owe” sex to men). In other cases, awoman who is dependent on a male partner for financial support might feel thatshe does not have the power to say no to sex. In cases of cross-generational sex,the age and class differences between men and women can further create unequalpower relations that can lead to risk situations. There are other examples ofpower relationships in ourlives and communities. Think of relationships betweenyouth and adults, students and teachers, employees and bosses. Sometimes thepower imbalances in these relationships can lead one person to treat anotherperson like an object. As you discuss gender and relationships between men andwomen, it is important to remember the connection between how you might feeloppressed, or treated like “objects,” in some of your relationships and how you,in turn, might treat others, including women, like “objects.” Thinking about theseconnections can help motivate you to construct more equitable relationships withwomen in your homes and communities.22
Chapter 2 - Sexuality2.1 Understanding SexualityObjectives1. To discuss human sexuality in a holistic and comprehensive way2. To provide a framework for further discussions on sexuality and HIVAudienceTimeAge: Youth or adults; Sex: Men or mixed groups; Literacy: Medium; Resources:Medium60 minutesMaterials • Flipchart• Markers• Tape• Enough copies of Handouts 2: Definitions and Questions for Small <strong>Group</strong>Discussions about Sexuality and Handout 3: Definitions for Circles ofSexuality for all participantsAdvancepreparation• Resource Sheet 3: The Circles of SexualityPrepare a flipchart with the circles of sexuality as illustrated in Resource Sheet 3: TheCircles of Sexuality.Steps 1. Explain that this session will explore the concept of “sexuality.” Askparticipants to share what they think sexuality means to them.2. Explain that there are many long and complicated definitions of sexuality, butthat they are often confusing. Tell them we like to simplify the definition , bythinking of sexuality as comprising several circles (see Resource Sheet 3: TheCircles of Sexuality).3. Draw the diagram by referring to Resource Sheet 3: The Circles of Sexuality.When drawing the circles, label each, but do not add the information shaded ingrey in Resource Sheet 3. Each circle represents one of the elements ofsexuality. When all of the circles are placed together, they encompass the totaldefinition of sexuality. Explain that one of the shapes is different and is notlinked to the others (Sexuality to Control Others) because it is a negativeelement of sexuality, even if it exists in many situations.4. Divide the participants into four groups. Explain that each will take on a circleof sexuality and explore what they think it means (the Sexual Identity circlewill be explained by the facilitator). Assign a circle to each group and ask themto describe what the circle entails using flipchart paper and markers. Pass outHandout 2: Definitions and Questions for Small <strong>Group</strong> Discussions aboutSexuality and tell them to refer to the guiding questions related to their circleto help them with this activity.23
Page 1 and 2: Engaging Men and Boys inGender Norm
Page 3 and 4: Table of ContentsI. Introduction 31
Page 6 and 7: contribute to, and benefit from, al
Page 8 and 9: Introduction tothe EcologicalModelT
Page 10 and 11: EngenderHealth is an international
Page 13 and 14: Objectives1.2 Learning About Gender
Page 15 and 16: Handout 1A: The Gender GameThe Gend
Page 17 and 18: 1.3 Act Like a ManObjectives 1. To
Page 19 and 20: TrainingOptionsand society about ho
Page 21: ObjectivesAudience1.4 Persons and T
Page 25 and 26: Handout 2A: Definitions and Questio
Page 27 and 28: Handout 2C: Definitions for Circles
Page 29 and 30: 2.2 Want…Don’t Want…Want…Do
Page 31 and 32: make their own decisions about sex
Page 33 and 34: Chapter 3 - Men and Health3.1 Carin
Page 35 and 36: Resource Sheet 5: Gender and Health
Page 37 and 38: Chapter 4 - Substance Use4.1 The Ri
Page 39 and 40: elieve that using alcohol helps pro
Page 41 and 42: Handout 4A: Personal Attitudes and
Page 43 and 44: Handout 4B: Individual Questionnair
Page 45 and 46: to consent to sexual activity.5. Ex
Page 47 and 48: 8. Use the questions below to facil
Page 49 and 50: ObjectivesAudience6.2 Levels of HIV
Page 51 and 52: Handout 6A: Levels of Risk for HIV
Page 53 and 54: 1. I am at risk when I think that n
Page 55 and 56: 6.4 Multiple Sexual Partners, Cross
Page 58 and 59: Chapter 7 - Living with HIV7.1 Posi
Page 60 and 61: ClosingNowadays, with advances in m
Page 62 and 63: 7.2 Men, Women, and CaregivingObjec
Page 64 and 65: After considering the specific grou
Page 66 and 67: Resource Sheet: HIV and CaregivingW
Page 68 and 69: 2. Using the talking stick, invite
Page 70 and 71: Handout 8A: Case Studies on Violenc
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Objectives8.2 Sexual Violence in th
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Chapter 9 - Making Change, Taking A
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9.2 New Kinds of CourageObjectivesA
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9.3 Don’t Stand By, Take ActionOb
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Handout 9A: What Men Can Do as Acti
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9.4 Men Holding Men AccountableObje
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Chapter 10 - Introductory Activitie
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Objectives10.2 What Does Community
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Handout 10A: Definitions of Communi
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Handout 11A: Theatrical Performance
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Sebatha came up with the idea of us
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Handout 11C: Painting Murals to Eng
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? How can campaigns change these mi
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Handout 11D: Media Campaigns and So
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Handout 11E: Creating Media Campaig
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Resource Sheet : Examples of Social
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(Translation: Man with a capital M.
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Handout 11F: Health FairsWhen desig
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7. Ask participants for suggestions
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11.6ObjectivesTimeTalk Shows1. To e
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may not have acted before.3. Afterw
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11.7ObjectivesTimeMarches/Rallies L
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11.8ObjectivesTimeReaching Men Thro
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11.9ObjectivesTimeDoor-to-Door Visi
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11.11Action PlanningObjectives 1. T
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Handout 11L: Detailed Activity Info
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Training TipShuffle the male involv
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• Clinical Male Reproductive Heal
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12.2 Getting Tested for HIVObjectiv
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