["Activity 2: Levels Of Intimacy II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 30 minutes Objectives \u2022\t Reflect on levels of intimacy. \u2022\t Understand that people have different comfort levels for different types of intimate activities. \u2022\t Uconndseernstt.and that when it comes to intimate relations, discussion is a critical element of Instructions \u2022\t After assuring a common understanding on the meaning of the terminology used in the cards found in the previous activity, the participants remain in the same groups of three to four people and are asked to rank the cards from the least intimate activity to the most intimate activity. Remind them that there is no right order. \u2022\t Then, as a continuation of the previous activity, the participants are asked to reflect on and discuss the following questions: 1. Did you have any disagreements? 2. Why do you think people may rank the activities differently? 3. Does it matter where you are when you are doing these intimate actions? \u2022\t Conclude this activity by reading with the participants the informative text that is provided in the platform on the fact that different people may have different comfort levels for different types of intimate actions. The participants are introduced to the importance of having discussions with partners regarding what is intimate for them and what they are comfortable doing. These types of conversations are critical elements of consent for sexual activity and need to be on-going. Activity 3: The Pressure What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Gender Education of Teenage Boys 51","Duration \u2022\t 15 minutes Objectives \u2022\t Understand that making decisions about sexual behaviour is a values-based exercise. Instructions \u2022\t In continuation of the previous activity, read the text found in the platform under the title \u201cActivity 3: The pressure\u201d about the process of making one\u2019s own decisions. \u2022\t At this point, the participants are prompted to discuss the following question: 1. Do you think there are pressures for you, or teenagers in general, to have or not to have sex? \u2022\t For each pressure point identified by the participants, you should discuss the following: 1. Why could this cause a teenager to feel pressure to have sex? 2. If a teenager is feeling this kind of pressure, what can they do to reduce or eliminate the pressure? Topic 5 To Sex Or Not To Sex? Activity 1: Self-reflection What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Encourage the participants to explore why young people of their age decide to have sex, why some people might postpone having sex, and how they know when they are ready. \u2022\t Demonstrate the use of decision-making skills to make choices about sexual behaviour. Instructions \u2022\t Begin by offering the participants some food for thought by reading together the four questions found in the platform under the title \u201cFood for Thought\u201d. Allow a discussion on the four questions mentioned in this text. 52 Gender Education of Teenage Boys","\u2022\t Following this, the participants are prompted to reflect on following questions found in the platform: 1. Would you like to have sex? What is your most important reason? 2. Do you want sex now or do you want to postpone it? Can you imagine the reasons why others do it now or why they postpone it? 3. How do you find out what your potential partner wants? \u2022\t The participants again form groups and discuss possible answers to each question. Then, each group should share their answers with the rest of their peers and discuss. \u2022\t Indicative answers or some reasons for waiting are: 1. Religious\/cultural beliefs 2. Not ready emotionally 3. Not wanting to hide from parents 4. Guilt 5. Fear 6. Thoughts that it could turn out to be disappointing 7. Concerns about STIs 8. Concerns about pregnancy 9. Concerns about reputation 10. Relationship status, not sure if they trust partner 11. Belief that sex is only part of a certain kind of relationship \u2022\t Reasons for having sex: 1. Desire 2. Curiosity 3. Love for partner 4. Need to feel wanted\/loved 5. To feel good 6. Belief that it will prevent a relationship from ending 7. Peer pressure 8. Not knowing how to say NO \u2022\t Feedback is also offered in the blue box found in the platform under the title \u201cIt is your decision\u201d where is concluded that both individuals wanting sex or postponing is perfectly fine. As long as this is a conscious, well-informed and responsible choice. Topic 6 Our Bodies Activity 1: Changes What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Gender Education of Teenage Boys 53","Duration \u2022\t 50 minutes Objectives \u2022\t Reflect on the physical and emotional changes of one\u2019s body. Instructions \u2022\t Ask the participants to reflect on the following questions: 1. Why do we start feeling attraction to another person as a teen? 2. What has changed in our body? 3. Have you noticed any physical and emotional changes on your body lately? 4. How do you feel about them? \u2022\t Keep in mind that this is a brainstorming activity, and the questions mentioned here are meant as an introduction to the rest of this topic. Also, bear in mind that this section of the course is entirely supported by the material presented via the platform. \u2022\t Allow the participants to go over the information provided via the platform (online learning material) which introduces the basic concepts of sex education, including the development of the human body from childhood to adulthood, reproduction, STIs, and male & female hormones. \u2022\t Begin by reviewing the text found in the platform under the title \u201cOur Bodies: boy\u2019s development\u201d that discusses how the body of a boy develops from child to adult. Tip to the facilitator! Further information on this can be found here: Raising Children Network \u2022\t Move to the next part in the platform and read with the participants the text found under the title \u201cOur Bodies: the penis\u201d that explains that there are many forms and shapes of penises and continue by reading the text under the title \u201cOur bodies: cleaning the penis\u201d that advises on the ways to keep your penis and the area clean. \u2022\t Following, read the informative text about the issue of circumcision found under the relevant title \u201cOur bodies: circumcision\u201d in the platform, before moving on to explain the male reproductive system in detail using the text and images found in the platform under the title \u201cOur Bodies: a boy inside\u201d. \u2022\t Continue by reviewing the text found in the platform under the title \u201cOur Bodies: girl\u2019s development\u201d that discusses how the body of a girl develops from child to adult. Discuss the physical changes of puberty and the emotional challenges this process may include. Tip to the facilitator! Further information on this can be found here: FKSG 54 Gender Education of Teenage Boys","\u2022\t Moving on, read with the participants the informative texts about the vagina and the hymen, as well as the text and image about the female reproductive system under the titles \u201cOur Bodies: the vagina\u201d, \u201cOur Bodies: the hymen\u201d and \u201cOur Bodies: behind the vagina\u201d. \u2022\t Then, move to read the information about impregnation, the menstrual cycle, and the process of having a baby found in the platform under the relevant titles. Discuss the process of fertilization, how girls may feel uncomfortable during the menstruation as well as the impregnation process that is the first step into having a baby. \u2022\t Continue to read the information provided in the platform under the title \u201cOur Bodies: STI\u2019s\u201d about the Sexually Transmitted Infections known as STI or STD and remind the participants that if they have relevant symptoms not to let shame keep them away from the doctor. \u2022\t Finally, move on to the part in the platform about hormones and explain that whilst both girls and boys have female and male hormones, most boys have more male hormones, and most girls have more female hormones. Also explain that there are people with intersex condition. Following, read with the participants the informative texts about testosterone which is a boy\u2019s hormone and oestrogens and progestogens which are girl\u2019s hormones. \u2022\t Conclude by allowing the participants ten minutes to take the \u201cQuiz M2: Unit 1\u201d found in the platform. Topic 7 Safe Sex Activity 1: How To Protect Ourselves What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Raise awareness of the need to use contraception. \u2022\t Educate the participants about the different contraceptive options available and their usage. Instructions \u2022\t Ask the participants to think about what methods of birth control and safe sex they are aware of and make a list of them, either in groups or in an open discussion. \u2022\t Then read together some indicative ways of staying safe provided in the platform. The list of methods includes the following: condoms, birth control pills, IUD coil, cervical caps and cervical diaphragms, implant, injectables, withdrawal, morning after pill, PrEP. \u2022\t Then, refer to the platform and read the brief informative text that is provided there on the concept of contraception. The participants should spend about 5 minutes reading it the texts under the title \u201cPrevention\u201d and \u201cHow to use a condom\u201d. The facilitators are advised to be prepared to answer any questions the participants might have on this subject. Gender Education of Teenage Boys 55","Activity 2: Contraception What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 45 minutes Objectives \u2022\t Inform participants about the different contraceptive options available and their usage. \u2022\t Test the knowledge the participants have acquired throughout this unit. Instructions \u2022\t Divide the participants in groups. Assign one contraception method to each group. Ask the members of each group to search online about the method of contraception that was assigned to them and prepare a short presentation about it working as a group. Then, they should share this with the rest of the class. \u2022\t Prior to this activity, the facilitator(s) should point out these key messages: \u2022\t There are many effective methods of contraception. \u2022\t Having sexual intercourse without contraception puts people at greatest risk of unintended pregnancy. \u2022\t Condoms protect against both unintended pregnancy and STIs (including HIV). \u2022\t Apart from these facts, the participants should be advised to seek more facts about the importance of contraception. \u2022\t To conclude this Unit the participants are asked to take 15 minutes to answer the five questions found in the \u201cM2: Unit 1 Final Quiz\u201d which is in the platform. Explain that the Final Quiz has open-ended (free text) questions that the participants have already reflected on earlier so they will reply retrospectively. 56 Gender Education of Teenage Boys","Unit 2 My Space Goals \u2022\t Understand the phenomena of sexual consent and harassment. \u2022\t Use the issues of human rights and personal boundaries as some of the perspectives to approach this subject. \u2022\t Help identify situations of violation of those boundaries and figure out ways of management. Topic 1 Is This The End? Activity 1: The End Of A Relationship What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Appreciate factors that could lead to the end of a relationship. Instructions \u2022\t Remind the participants of some of the subjects discussed in Unit 1 such as dating, entering a romantic relationship, and sexual behaviours. Then tell them that in Unit 2 we will focus on the importance of being aware of when a relationship needs to end. \u2022\t Point out that developing and maintaining a good relationship as well as knowing when to end a relationship are skills that people learn by experience. Also, it is important to point out that it is not always easy to end a relationship. Allow a brief brainstorming to occur, where the participants consider the following questions: How do you know you need to end it? How do you do it? Can someone help you? Activity 2: An Unhealthy Situation What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Gender Education of Teenage Boys 57","Duration \u2022\t 10 minutes Objectives \u2022\t Initiate a discussion about unhealthy relationships. \u2022\t Begin exploring ways of dealing with unhealthy relationships. Instructions \u2022\t Continue the discussion that started in the previous activity and allow the participants about a few minutes to write down what a person who is in an unhealthy relationship can do about it. This is an activity that should be done individually. Then, they should share their thoughts and opinions with their peers and their facilitator(s). Activity 3: Get Out What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Introduce the participants to different types of abuse that could occur in a relationship, which alarm the need to part ways. Instructions \u2022\t wcpSotohanwirctterhotrhlmdeoyevndneaitrsmicotuhnicsesssoitcohtonhauteblrdsy,otcrmhoeemaendepitnahignritstntocheoepruslatledfyix,gltwehafthodwiuctinhotdhmaeibneauactsnhhese.otpthhlaaettrfioforonmnaeurpneadgreutrlnaetrhrbehaatsisitslme. Ino\u201cPrseouwpcheorwcPaelsraeyos\u201dr, \u2022\t A short text explains the different types of abuse: 1. Physical violence usually entails hitting, sexual harassment, rape. 2. Emotional violence usually entails gossip, mental blackmail, scolding. 3. Physical violence is usually used by men, emotional violence is usually used by women. \u2022\t cAoduvnisseetllhoer cpoaurtlidcihpealnpt.s that if they experience something similar, then talking to friends or a \u2022\t Aaabnbodruaiftintwhshteoyyrsbmoeimlniegevapecettohivpisilteyisffdionilfdlfoeiwtredsn,iftfwifcohureltrbetooythsgeeatnpodaurgttiiroclisfp.uannctos marfeorataskbeledotroasbhuasrievethreeliarttiohnosuhgihptss, 58 Gender Education of Teenage Boys","Activity 4: Scene From A Relationship What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20minutes Objectives \u2022\t Consider what kind of behaviour is helpful or unhelpful in relationships. Instructions \u2022\t Read with the participants the brief informative text found in the platform under the title \u201cBoundaries & Safety\u201d that explains the reasons why some people tend to stay in unpleasant\/ unhealthy relationships. Keep in mind that you should go over this text with the participants and be prepared to address any questions they might have. \u2022\t Continue with a brainstorming activity, where you present the participants with several options about helpful\/unhelpful behaviours in a relationship and ask them to discuss with each other and with their facilitator(s). Topic 2 Do I Have Your Consent? Activity 1: Consent Among Friends What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Define the concept of consent and sexual consent. \u2022\t Offer definitions of concepts such as consent, coerce, sexual consent, assault, and rape. Gender Education of Teenage Boys 59","Instructions \u2022\t Begins this topic by offering the definitions of various crucial concepts, such as consent, coerce, sexual consent, assault, and rape which are found in the platform under the title \u201cTopic 2: Do I have your consent?\u201d. The participants should spend a few minutes reading the terms in preparation for the activity that will follow. If there are any questions, the facilitator(s) should be ready to address them. \u2022\t Then, a hypothetical scenario is provided about two friends, Alex and Taylor. After reading this scenario, the participants are prompted to provide a definition of what consent is in general, why it is important, and what sexual consent could mean along the same lines. This is a brainstorming activity with an open discussion. Activity 2: It\u2019s As Simple As Tea What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Define the concept of consent and sexual consent. Instructions \u2022\t Invite the participants to watch the video, found in the platform, where sexual consent is compared to offering a cup of tea. Tip to the facilitator! You can also find the video here. \u2022\t After watching the video, urge the participants reflect again about what consent is in general, and what sexual consent is in particular. They, should also discuss with their peers and the facilitator (s) if the metaphor of offering tea is effective in making them think about more seriously what sexual consent is in particular. 60 Gender Education of Teenage Boys","Activity 3: Yes Or No? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Appreciate the importance of consent. \u2022\t Wonder about when one can be sure of having the consent to touch or kiss a person. Instructions \u2022\t Separate the participants into groups and allow them a few minutes to further discuss between them the importance of consent by reflecting on the following question: How can you be sure that you have consent before touching or kissing? \u2022\t Ask the participants to share their answers with their peers and the facilitator (s). Activity 4: Are You In The Mood? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Understand what consent is. \u2022\t Understand that asking for, negotiating, and giving consent are important parts of a healthy relationship. Gender Education of Teenage Boys 61","Instructions \u2022\t Ask the participants to return to their assigned team and to allow them a few minutes to discuss the issue of consent by reflecting on the following question: \u2022\t Do you have to ask your partner every time explicitly if you can have penetration? Afterwards, invite the participants to share their answers with their peers and the facilitator (s). \u2022\t Conclude this activity by reading with the participants the informative text found in the platform under the title \u201cConsent and Communication\u201d. \u2022\t Explain that asking for, negotiating, and giving consent are important parts of a healthy relationship. Healthy relationships are based on good communication between partners, as part of building trust. Healthy relationships allow for each person to make their own choices about sexual expression and actions.Taking responsibility for clearly communicating your values, needs and wants, and making choices that are congruent with your values, are integral parts of being sexually healthy. \u2022\t Offer some other words that can be used to describe consent include positive, affirmative, clear, and enthusiastic. Remind the participants that the person initiating sexual activity is responsible for getting consent. Not getting consent may lead to negative outcomes for both the survivor (the person who has been sexually assaulted) and the perpetrator (the person who commits the assault), and even the friends and family of the survivor and perpetrator. Activity 5: The Law What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 15 minutes Objectives \u2022\t Understand what consent is. \u2022\t Evaluate the consent mandatory law. Instructions \u2022\t Read with the participants the text found in the platform under the title \u201cActivity 5: The Law\u201d. Discuss that a lot of court cases about assault or rape are difficult, because initiating sex is often done without talking and assuming the other wants sex. To overcome this, in Sweden, a law was adopted which makes asking explicit consent mandatory. Urge the participants to review this law which they can find in the link offered in the platform. Tip to the facilitator! You can also find the law here. 62 Gender Education of Teenage Boys","\u2022\t After spending some minutes going over this law, the participants should share their opinion on this. If they do not agree with this law, they should suggest other ways that would possibly solve the problem of partners giving opposite stories about what happened. They should discuss with their peers and with their facilitator(s). Activity 6: The First Move What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 30 minutes Objectives \u2022\t Understand what consent is. \u2022\t Test knowledge and understanding about consent based on the information offered. Instructions \u2022\t Read with the participants the text found in the platform under the title \u201cThe first move\u201d. Discuss how in many countries, boys are still expected to take the initiative in dating and in sexuality. This makes them extra responsible for getting consent. \u2022\t Allow the participants 10 minutes to answer the questions found in the \u201cQuiz M2 Unit 2 1\u201d. Explain that the participants can give multiple answers to each question and tell them that rather than being correct or incorrect, all answers get feedback. Feedback to Question 1: 1) No, that\u2019s not consent. Clothing may indicate a need, but it has nothing to do with consent. 2) No, assuming anything is not consent. Maybe your partner doesn\u2019t feel like it this time. 3) No, certainly not. Maybe they like kissing, but don\u2019t want to go further at this time. 4) How can you be sure your partner does not kiss back only because he or she feels pressured? Better to ask and be sure, especially when you don\u2019t know your partner very well. When you know a partner for a long time, routines may develop, and you may ask less explicitly for permission. But even then, good partners have different ways of making sure both feel comfortable. 5) Well, it is always wise to make sure. Even when your relationship has developed further. But if you develop other ways (for example, not by talking, but by other signs) to ask and give consent, it is still good to keep checking in some ways if your partner is still willing to go further. Feedback to Question 2: Obviously, the last answer is the best and the first one is out of the question. You want to make your partner and yourself feel comfortable. Gender Education of Teenage Boys 63","But how can you make clear what you want and need without being coercing? To coerce means you use some psychological or physical force to get the other person to agree with you. Consent is not true consent when you use coercion. And your partner does not need to explain why she or he does not feel like having sex. Not feeling like it, is enough, isn\u2019t it? You can express how you feel, and what you want. If you feel the need for sex, such an instinct can be strong. But you cannot allow it to guide your actions. Feedback to Question 3: Coercion is making someone do something through force or threats. When there is coercion, there is no real consent. A person needs to be given the space to say \u201cno.\u201d Coercion can include: -pressuring someone (e.g., asking someone repeatedly until they finally give in) threatening someone (e.g., \u201cI\u2019ll break up with you if you don\u2019t\u2026.\u201d) -intimidating someone (e.g., making someone afraid through the use of looks, actions or gestures) -blackmailing someone (e.g., \u201cI\u2019ll tell everyone you\u2019re cold\/easy if you don\u2019t\u201d) -guilt-tripping someone (e.g., \u201cIf you cared for me, you would\u2026\u201d) Feedback to Question 4: Sexual assault is any unwanted erotic or sexual act done by one person to another or sexual activity without one person\u2019s consent or voluntary agreement. Erotic or sexual activity may include kissing, touching someone\u2019s breasts, butt, or genitals, one person making another touch their genitals, and oral, anal, or vaginal intercourse. Erotic or sexual activity without consent is sexual assault. Penetration without consent in a vagina (vaginal intercourse), in an anus (anal intercourse) or in a mouth (oral sex) is assault, but is also rape, which has a higher punishment. Feedback to Question 5: \u201cNo\u201d always means \u201cno\u201d whether it\u2019s communicated with words or not. Silence or not saying \u201cno\u201d in a clear way does NOT mean yes. For it to be \u201cyes\u201d, it needs to be enthusiastically and clearly communicated. Feedback to Question 6: In most cases of sexual assault, the victim knows the person who did it. Often the offender is a partner, a common friend, a husband\/wife, a relative, a neighbour, a boss, or a colleague. Less than a fifth of sexual assaults involve strangers \u2022\t Conclude this activity by reading the text found in the platform under the title \u201cLet\u2019s find a solution!\u201d and explain that both girls\/women and boys\/men can be victims of sexual assault although boys\/men are fewer in number. Tip to the facilitator! You can find more information about this here. \u2022\t Finish by reading with the participants the six points of the summary found in the blue box in the platform. 64 Gender Education of Teenage Boys","Topic 3 A Safe Dating Culture Activity 1: Tackling Dating Violence What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Understand what dating violence is and how it can be perceived depending on the context. Instructions \u2022\t Offer the participants an introduction and a brief informative text about dating violence. \u2022\t In the text found in the platform under the title \u201cActivity 1: Tackling dating violence\u201d it is explained that dating violence is still a common phenomenon, and that globally the victims are usually girls rather than boys. \u2022\t Invite the participants to spend some minutes reading and thinking about this introductory text. \u2022\t Bear in mind that you should be prepared to answer any questions that the participants might have about this issue. Tip to the facilitator! You can find further information about this here and here. \u2022\t Then, continue with a brainstorming activity followed by an open discussion, where the participants should share their thoughts about how can boys make clear to girls and other boys that dating and having sex should be safe and comfortable for all partners. They should think about not only about consent, but also about how they talk with each other about making contact, dating, relationships, and sex in general. Activity 2: Whistle What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Gender Education of Teenage Boys 65","Duration \u2022\t 15 minutes Objectives \u2022\t Understand what dating violence is and which factors may relate to violent behaviours. Instructions \u2022\t Provide the participants with a specific scenario found in the platform under the title \u201cActivity 2: Whistle\u201d and ask them to put themselves into this hypothetical situation. They should think about how they would respond and discuss their answers with each other and with their facilitator(s). \u2022\t Scenario: \u201cYou are chilling with some other boys on the street. A girl passes by and two of your friends start to whistle at her.\u201d \u2022\t When someone whistles at someone else it usually shows that they think that person is attractive. Whistling is not something bad, but when it stimulates unwanted attention or it crosses a line, then it is. \u2022\t The participants should consider the following questions: What would you do? Would you dare to stop the whistling or say something about it? If you would not do something, what would hold you back? How do they think the girls receiving the whistling feel? Activity 3: Peer Pressure What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Understand what dating violence is and which factors may relate to violent behaviours. Instructions \u2022\t Following the previous activity, the participants are again provided with a scenario found in the platform under the title \u201cActivity 3: Peer Pressure\u201d and are asked to imagine themselves in it. \u2022\t Explain to the participants that peer pressure is a feeling that you must act the same way as others your age or social group (friends) in order to be liked and respected by them, and not stand out. \u2022\t Scenario: In the \u201cwhistle\u201d scenario, there may be \u201cpeer pressure\u201d to not do something or even to also start whistling. What type of pressure is that? How are you expected to behave as a boy among boys towards girls? Why? \u2022\t Tell the participants that they should try to analyse the peer pressures at work. 66 Gender Education of Teenage Boys","Activity 4: A Night Out What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 15 minutes Objectives \u2022\t Understand what dating violence is and which factors may relate to violent behaviours. Instructions \u2022\t Provide the participants with one more scenario found in the platform under the title \u201cActivity 4: A night out\u201d and ask them to consider how they would react in a similar real case situation. \u2022\t Scenario: \u201cIn a club, 5 girls are dancing in a circle, with their bags in the middle. Every now and then, they \u201csecretly\u201d look, but quite obviously, at some boys, who are leaning against the wall of the dancefloor. It looks like they want the boys to come over, and at the same time, as if they want to protect themselves from them.\u201d \u2022\t The participants should discuss the following questions: If you like one of the girls, what would you do? How would you overcome your own shyness? How do you approach the girl? How can you give her the feeling she is not attacked, but that she is safe? \u2022\t Explain that feeling comfortable and safe around each other are important aspects of all relationships. Activity 5: Influences I What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 15 minutes Objectives \u2022\t Ponder over the factors that possibly influence dating culture. Gender Education of Teenage Boys 67","Instructions \u2022\t Offer the participants a list of factors found in the platform under the title \u201cActivity 5: Influences I\u201d that could potentially influence dating culture. Ask them to read the factors and choose the ones they believe play an important part in dating culture. The participants should spend some time trying to decide which of these factors they believe are playing a significant role in dating culture. \u2022\t Remind the participants that all answers are correct as long as they are justified by logical explanations. Activity 6: Influences II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Ponder over the factors that possibly influence dating culture. Instructions \u2022\t In continuation to the previous activity, ask the participants to think about ways that could diminish the negative influences caused by the factors that are influencing dating culture, but are difficult to change. \u2022\t Offer examples explaining gender roles (how each gender is expected to act like), or family (how strict the parents are), or social media (teenagers see, teenagers do, based on the behaviour and attitude of famous, influential people) etc. Topic 4 Partner Violence Activity 1: Violence in Intimacy What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) 68 Gender Education of Teenage Boys","Duration \u2022\t 15 minutes Objectives \u2022\t Understand how abusive behaviours can be perceived depending on the context and by each gender. Instructions \u2022\t Tell the participants to watch the video about Intimate Partner Violence found in the platform under the title \u201cActivity 1: Violence in Intimacy\u201d. Tip to the facilitator! You can also find the video here. \u2022\t Afterwards, tell the participants that they should pinpoint the different types of abuse that are mentioned in the video (i.e. physical, emotional, financial, sexual, stalking) and provide their own examples of each one. Activity 2: Toxic Behaviour What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Consider whether the context\/ situation matters for determining whether a behaviour is abusive or not. Instructions \u2022\t Invite the participants to watch the video about Dating Violence, particularly from 2:00 to 3:35. You can find the video in the platform under the title \u201cActivity 2: Toxic Behaviour\u201d. Tip to the facilitator! You can also watch the video here. Gender Education of Teenage Boys 69","\u2022\t Afterwards, the participants should consider the following questions: Would you consider the way the boy behaves \u201cdating violence\u201d? Why is it, or is it not, according to you? Does this depend on the situation or the environment? \u2022\t Urge the participants to discuss and share their thoughts with the rest of their peers. Activity 3: What Would You Do? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Consider whether the context\/ situation matters for determining whether a behaviour is abusive or not. Instructions \u2022\t Following the dating violence video, the participants are provided with a hypothetical scenario so that they will reflect further on the potential consequences of experiencing and\/ or witnessing abusive behaviours. \u2022\t Scenario: \u201cImagine that the situation was in reverse, that the boy was the one being abused by his girlfriend. Imagine you have two good friends, who are dating and are starting a romantic relationship, and after a few months of dating, you notice several times that the girl is bossing around \u201cher\u201d boyfriend. He doesn\u2019t like it, but he doesn\u2019t dare say anything.\u201d \u2022\t Call on the participants to think about what they would do if they were their friend. They need to explain if they would react and\/or how they would act towards their male and towards their female friend. And also, what they would do if the situation continued. \u2022\t Afterwards, tell the participants that they should spend some minutes reading the brief informative text found in the platform under the title \u201cFighting against the social norms\u201d. The text talks about how teenagers are sometimes misled into believing that abusive behaviours in relationships or in other certain contexts are acceptable. \u2022\t Finally, emphasize that we need to change the cultural and social norms that encourage violence. Tip to the facilitator! For further information about teenagers being misled about abusive behaviours visit this link. For further information about changing the cultural and social norms that encourage vio- lence visit this link. 70 Gender Education of Teenage Boys","Topic 5 Do We React Differently? Activity 1: Gender Roles And Gender Stereotypes What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Consider if gender roles affect dating. Instructions \u2022\t Begin this topic with a brief informative text found in the platform under the title \u201cActivity 1: Gender Role and Gender Stereotypes\u201d. The text is about gender roles and gender stereotypes, and how they can affect relationships. The questions of whether dating is experienced differently by boys and girls is also considered. \u2022\t Following, based on this brief text, invite the participants to share their thoughts about what they think gender roles and gender stereotypes are. \u2022\t Continue by requesting the participants to watch the following two videos which you can find on the platform. Tip to the facilitator! You can also watch the two videos below: https:\/\/www.youtube.com\/watch?v=nrZ21nD9I-0 https:\/\/www.youtube.com\/watch?v=Ulh0DnFUGsk \u2022\t Afterwards, urge them to discuss the social \u201crules\u201d that affect boys and girls in terms of behavior, likes, dislikes, and expectations. Emphasize that they should think about what their consequences are in terms of their choices. \u2022\t Offer some examples such as blue vs. pink, toy soldiers vs. dolls, sciences vs. arts (school subjects & career choices), etc. Gender Education of Teenage Boys 71","Activity 2: Reactions What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 30 minutes Objectives \u2022\t Ponder over the consequences of dating violence, and how it affects both boys and girls. \u2022\t Test the knowledge the participants have acquired throughout this unit. Instructions \u2022\t Explain that dating violence can cause mild to severe reactions to the victims. The reactions can range from distress to depression, anxiety, and even substance use (e.g. alcohol, drugs). The trauma caused by dating violence can be physical, psychological, or both. \u2022\t Call on the participants to discuss if they think that boys and girls react differently to dating violence or if they are equally affected by abuse. \u2022\t Go over the text found in the platform under the title \u201cEveryone cries and it\u2019s ok\u201d with the participants. Attention should be paid to the fact that girls often suffer in silence if they do not have a support system, as well as on the fact that it is not easy to get boys to talk about being victims of dating violence because of society\u2019s idea about masculinity. \u2022\t Conclude this topic by advising the participants to take 15 minutes to answer the questions found in the \u201cM2 Unit 2 Final Quiz\u201d. Explain that the Final Quiz has open-ended (free text) questions that the participants have already reflected on earlier so they will reply retrospectively. 72 Gender Education of Teenage Boys","Unit 3 Family Matters Goals \u2022\t Explore the family notion, family relations, the role of each member in the family as well as changes in family lifestyles over the years and cultural differences in family dynamics. \u2022\t Discuss concepts such as responsible parenthood and family planning. \u2022\t Understand that these concepts are linked to gender roles, which are assigned by society based on its needs and expectations (e.g., mother, father, husband, wife, daughter, son, mentor, etc.). \u2022\t Appreciate that these roles often diverge from one culture to another and are affected by power dynamics within a society. Topic 1 What Is Family? Activity 1: The Word \u201cFamily\u201d What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Introduce the word \u201cfamily\u201d. \u2022\t Wonder what a family is by using a question for thought and reflection. Instructions \u2022\t Call on the participants to think about what a family is, based on their understanding, what they are familiar with, what they have been exposed to, etc. \u2022\t Invite them to answer these questions: When you hear the word \u201cfamily\u201d what associations do you have? What thoughts come to mind? \u2022\t Tell them that this is an introductory brainstorming activity and urge them to share their thoughts. Gender Education of Teenage Boys 73","Activity 2: Family Tree What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Introduction to what a family is with a question for thought and reflection. Instructions \u2022\t To start with, invite the participants to create a Family Tree of their family by using the online tools Canva or Family Echo. For example, the participants can add their parents, grandparents, guardians, siblings, and other relatives such as their aunts, uncles, cousins, etc. Tip to the facilitator! You can find the online tool Canvas here. You can find the online tool Family Echo here. \u2022\t Once this is done, talk to the participants about what a family is, what its purpose is, and how families come in all shapes and sizes. \u2022\t Then share some reasons why people decide to have a family (i.e. economic cooperation, companionship, etc.). \u2022\t Finally, explain how things changed over the years, when it comes to heterosexual and homosexual couples, from a legal perspective. Activity 3: Family Forms What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) 74 Gender Education of Teenage Boys","Duration \u2022\t 15 minutes Objectives \u2022\t Get an understanding of the different family forms that exist. Instructions \u2022\t Let the participants know they need to create a list of different family forms they are aware of; this task can be done either in groups or each on their own. \u2022\t Direct the participants to the list of different family forms found in the platform under the title \u201cEvery family is different; every family is the same\u201d. Offer feedback by presenting different family forms such as adoptive, blended, couple, extended, legal guardian, nuclear, and the list goes on. Activity 4: Meanings What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Offer food for thought and reflection by introducing the word \u201cfamily\u201d to the participants using a question. Instructions \u2022\t Allow some time to the participants to describe what the word \u201cfamily\u201d means to them. The facilitator should help them think in terms of: -Saving money -Companionship -Taking care of each other -Making and raising children \u2022\t The word family could have other meanings or functions for them so make sure they feel free to share and explain. Gender Education of Teenage Boys 75","Activity 5: Would You Like One? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Think about the word \u201cfamily\u201d. \u2022\t Prompt the participants\u2019 imagination about families. Instructions \u2022\t Urge the participants to share with their peers and the facilitator if they would like to start their own family one day, and if yes, what would be the way they would like their family to be. Topic 2 Changes In The Family Lifestyles? Activity 1: Are People Changing? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Obtain knowledge on functionalities and structures of families. Instructions \u2022\t Allow the participants some time to think about these three questions: 1. Do you believe families have changed over the last decades? 76 Gender Education of Teenage Boys","2. Have people and what they want changed? 3. Are they together for different reasons? \u2022\t Once they have gathered their thoughts, ask them to share their opinions and explain their reasoning. \u2022\t Then, share and discuss the following feedback found in the platform under the title \u201cPeople are changing\u201d: \u2022\t \u201cThe family has been through dramatic changes in the past century, in terms of family formation, household structure, work-life balance, and child well-being. -Women started building careers -The role of mothers and fathers has changed -Couples postpone relationships until they have more money and careers -Couples don\u2019t always marry nowadays -Couples divorce more -There are more single-parent families -It is not taboo anymore to live together when you are a gay couple.\u201d Activity 2: Family Roles What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Consider the changes in family lifestyles as well as other related changes in the stereotypical roles of men and women in families. Instructions \u2022\t Invite the participants to think about how family roles for men and women changed over the past decades and share their thoughts with their peers and the facilitator (s). Tip to the facilitator! You may use the following to offer feedback: Men also take care of the children (although still not enough) Women can plan and decide when they have children Men are not responsible for women any more (until the 1950s, women were not allowed to make their own financial decisions) Gender Education of Teenage Boys 77","\u2022\t Continue by reading the informative text found in the platform under the title \u201cRoles for men and women have changed!\u201d. The text mentions that the most dramatic change in gender roles over the past eight decades relates to the growth of women\u2019s rights. More women focus on education and career. More women become stronger and do not have to be subservient to their husbands. This changed the family dynamics. Tip to the facilitator! If you would like to learn more about Women\u2019s History, click here. Topic 3 Culture And Family Activity 1: Unique Microcosms In Big Cultural Context What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Identify cultural differences in family dynamics. Instructions \u2022\t Suggest that the participants explain if they believe that families are different in other countries and cultures. \u2022\t Then, watch with them this video, found in the platform, about Different Family Traditions in the World, and reflect all together. Tip to the facilitator! You can also watch the video here. \u2022\t Continue this activity by reading with the participants the more informative text which is provided on cultural differences that exist in family dynamics found in the platform. \u2022\t Note that in short, this study suggests that family and culture are bound together. Also, it mentions that culture affects the way people behave, communicate, and socialize. \u2022\t Close by noting that culture affects marriage traditions, ideas about gender and sexuality, and ideas about family formation. 78 Gender Education of Teenage Boys","Tip to the facilitator! For further information on this topic, you can read the research here. \u2022\t Following this, use the texts found in the platform referring to \u201cKinship relationships\u201d, and to \u201cExtended Families\u201d to explain that relationships and family forms vary in different cultures. \u2022\t Continue by reading the text found in the platform under the title \u201cLiving Together\u201d to discuss the issues of marriage and divorce in different cultures. Activity 2: Individuality VS Interdependence What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Identify cultural differences in family dynamics. Instructions \u2022\t Explain that cultures differ in how much they encourage individuality and uniqueness versus conformity and interdependence. \u2022\t Watch with them this video about Me or We? Cultural Difference between East and West, and reflect all together. Tip to the facilitator! You can also watch the video here. \u2022\t oSaupsgthigooenrstatrlethhpoaomtrttehwweiotphrkat,rhtweichiirpecaroennttschletuayskioceansnsoormenseectuairlmtcuherafaulfdrtteihfrfeetrrheaencecoenusdninotrffyatomhfisitlyhleedsiysrnocanhmotoiiccesc.oamndplperteeptahries \u2022\t cbMayonarisenkotienvergvr,qieiunwevsitttheioentirhscelaikpreea:tratikceiprsaanntsdtoothcoermfpamletiley tmheemsebceorns dabooputtiownhalathfoammeilwyomrke,awnshteorethtehmey, What are you proud of in this family? Was your family in the past the same as this family now? What has changed over the years? What influenced that? Gender Education of Teenage Boys 79","Topic 4 Family Planning Activity 1: Being A Parent What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Understandwhatresponsibleparenthoodentails; identifythevariousskillsandresponsibilities of parenting. Instructions \u2022\t Divide the participants into groups and invite them to think about the following questions: -What is necessary in order to be a parent or caretaker? -What is necessary for responsible parenthood? -How do these ideas link to family planning? \u2022\t Once the participants have discussed in their groups, a whole group discussion on the plenary takes place, during which the participants exchange their views. This is a brainstorming session. \u2022\t Following that, review with them the definitions of responsible parenthood and family planning that are provided in the platform. Activity 2: Responsible Parenthood and Family Planning What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes 80 Gender Education of Teenage Boys","Objectives \u2022\t Evaluate one\u2019s personal readiness for parenting. \u2022\t Identify the social, moral, emotional, physical, intellectual, and financial considerations of parenting. Instructions \u2022\t Allowed some time to gather their thoughts and to reflect on the definitions of responsible parenthood and family planning that were reviewed during the previous activity. \u2022\t Then, ask the participants to compare these definitions with their own ideas. Urge them to share their thought with the group making this activity another brainstorming session. Activity 3: Mini-Drama About Parenting What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 40 minutes Objectives \u2022\t Re-enact the knowledge that was gained about responsible parenthood and its connection to family planning concepts. Instructions \u2022\t Let the participants know that if they wish they have the option to create a mini-drama in small groups of 3 or 4 people. Each group needs to illustrate one point about parenting they think is important for other boys and girls to think about. \u2022\t Afterwards, each group can perform their mini-drama in front of the rest of the class, and then ask for their feedback. Alternatively, the participants might choose to perform their story in front of their friends or family members at home. Tip to the facilitator! This is an optional activity, and the estimated duration may vary according to the number of the participants and other factors. Also, keep in mind that this activity may be assigned as homework. Gender Education of Teenage Boys 81","Topic 5 Parenting Style Activity 1: The Three Styles What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Consider different parenting styles and their effects on children. Instructions \u2022\t Offer a short introduction on the three different parenting styles: authoritarian, democratic, permissive. Explain that there are in practice numerous combinations of these three styles. \u2022\t Then, ask the participants to share their opinions about what the best combination of these three styles is. Bear in mind that this is a brainstorming activity. Activity 2: An American Research What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Think critically about the best combination of parenting styles. Instructions \u2022\t Ask the participants to think about the question \u201cWhat is, in your point of view, the best combination of the three styles?\u201d. 82 Gender Education of Teenage Boys","\u2022\t Then, direct the participant\u2019s attention towards the video found in the platform titled \u201cParenting Styles and their Effects on Children\u201d. Tip to the facilitator! You can also watch the video here. \u2022\t After watching the video, initiate a critical discussion where everyone offers their opinions. Activity 3: Non-Violent Communication What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Acquire knowledge on Non-Violent Communication. Instructions \u2022\t Read with the participants the definition of Non-Violent Communication. \u2022\t Explain that non-violent communication means you are aware of your own needs and are empathetic (care about others\u2019 needs and emotions). You communicate respectfully with others so that you can agree on a mutual way to get your needs met. \u2022\t This means that raising your children non-violently cannot be done by authority, control or punishment. \u2022\t Afterwards, invite the participants to watch the video which is a fragment of a training found in the platform. \u2022\t Close this activity by asking the participants to share their opinion with the group. A brainstorming activity will follow, where everyone shares their opinions. Tip to the facilitator! You can also watch the video here. For additional information, you may also see this source. Gender Education of Teenage Boys 83","Activity 4: Create A Poster What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 45 minutes Objectives \u2022\t Review everything that was discussed in this module through the creation of a poster. \u2022\t Test one\u2019s understanding of the topics discussed in this unit. Instructions \u2022\t Ask the participants to create a poster with their group to present the core pieces of information that they have received from this unit. The poster could focus on either the Three Styles of Parenting or on Non-Violent Communication. Then, ask them to present their posters on the plenary. \u2022\t They can also share their poster with their peers and teachers at school to show the knowledge they gained about all the topics. \u2022\t Conclude this Unit by asking them to conclude this Unit by taking 15 minutes to answer the seven questions found in the \u201cM2: Unit 3 Final Quiz\u201d which is in the platform. Explain that the Final Quiz has open-ended (free text) questions that the participants have already reflected on earlier so they will reply retrospectively. 84 Gender Education of Teenage Boys","Gender Education of Teenage Boys 85","Module 3: Combating Gender Based Violence 86 Gender Education of Teenage Boys","Module 3: Combating Gender Based Violence Created by the Conexus Association, Spain \u0391 module that helps reflect on how traditional masculinity is related to violence. It delves into gender based violence, and emphasizes psychological and sexual violence: what they are, their types and consequences. It offers an online educational experience with activities and questions for reflection that are particularly appropriate for questioning ideas and prejudice which teenage boys usually have on these matters. Unit 1 Manhood And Violence Goals \u2022\t Explore masculinity and how it can lead to violence. \u2022\t Review and reflect about the concepts of stereotype and gender roles. \u2022\t Reflect on the construction of manhood through stereotypes and gender roles and in opposition to being a girl\/woman. \u2022\t Reflect on the impact that stereotypes, gender roles have in ourselves and its limitant aspects. \u2022\t Learn and understand the Hegemonic Masculinity Pyramid (Connell, 1995) and reflect on the consequences. \u2022\t Learn the concepts of patriarchal homosociality and homofobia, identify them in their lives and reflect on their impact in our lives and our own behaviour. \u2022\t Learn and think about alternatives to end violence against women and girls, promote gender equity, healthy relationships and a new vision of masculinity. \u2022\t Understand and reflect about the relationship between Hegemonic Masculinity and violence through Michael Kaufman\u2019s theory the seven P\u2019s of men\u2019s violence and it\u2019s concepts (Patriarchy, Entitlement of Privileges, Permission, Paradox of men\u2019s power, Psychic Armour, Psychic Pressure Cooker and Past Experiences). \u2022\t Identify myths about perpetrators and the importance of disassembling these ideas to fight gender based violence. Topic 1 Being A Man Whatever The H*** That Means Activity 1: Welcome Activity What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 20 minutes Gender Education of Teenage Boys 87","Objectives \u2022\t Introduce the subjects discussed in this module. Instructions \u2022\t Ask the participants to switch off their cameras and then explain that you are going to say some statements; if the participants identify with the statement they have to turn their camera on. This way they will see who they share interests with and it will break the ice within the group and with you as a facilitator. Some of the last statements will be about stereotypes. For example: Who likes to watch sports on tv? Who likes to play videogames? Who likes to put on makeup? Who has short\/long hair? Who likes to buy clothes? This way they will realize that all, or almost all, boys turned the camera on when they heard a particular statement. The same is expected to happen with the girls of the group if any participants are girls. \u2022\t Finally the last statement will be \u00abwho thinks that men are more violent than women?\u00bb. Based on their answers, invite everybody to keep their camera on and ask them about the reasons that lead them to say YES or NO to the last question. \u2022\t Then explain that the objective of the first Unit of the Module will be to try and offer some answers to that question. Activity 2: Personal Heroes What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Reflect on what the participants value in a person. Instructions \u2022\t Ask the participants to think of and write down in the space provided in the platform two or three personal heroes and the qualities they like about them. They can write about people, characters they love; they can be real or fiction, dead or alive etc. To help them understand you can tell the participants who your own personal heroes and the qualities you like about them. You can also use the examples of Hans Solo and Harry Potter offered in the platform. \u2022\t Keep in mind that they will use this information later, in another exercise. 88 Gender Education of Teenage Boys","Activity 3: The Gender List What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Review and understand the concept of stereotypes. Instructions \u2022\t Suggest that the participants choose and watch some of the advertisements found in the platform. \u2022\t Afterwards ask them to work all together to make a two-column list about how, according to the ads, men and women are\/do\/like. \u2022\t Then ask them to answer the six questions that suggest a deeper reflection. Tell them to find the questions in the quiz on the platform. \u2022\t When the participants finish the quiz ask them to click on the button \u201cClick here to continue\u201d that will take them to the next part of this activity. Read with the participants the texts about \u201cstereotypes\u201d and \u201cgender roles\u201d and explain that gender roles are connected with gender stereotypes. \u2022\t Inform the participants that in the next activity they will be asked to fill the box with as many examples of this as they can think. Tip to the facilitator! You can also watch the advertisements here: Invictus https:\/\/www.youtube.com\/watch?v=Q4sIMP57Atc Nina Ricci https:\/\/www.youtube.com\/watch?v=rOH9lz3fPks Nivea Men https:\/\/www.youtube.com\/watch?v=3FzNl1V8DXs Nivea Lotion https:\/\/www.youtube.com\/watch?v=3FzNl1V8DXs Ariel https:\/\/www.youtube.com\/watch?v=dIjZImAyoKs Heineken https:\/\/www.youtube.com\/watch?v=S1ZZreXEqSY Old Spice https:\/\/www.youtube.com\/watch?v=owGykVbfgUE Baby Born https:\/\/www.youtube.com\/watch?v=nsFCTksdXok Hot Wheels https:\/\/www.youtube.com\/watch?v=SyMXRmOZL2k Gender Education of Teenage Boys 89","Activity 4: What Does A Boy\/Teenager\/Man Do\u2026? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Reflect about Gender Roles. \u2022\t Reflect about the construction of being a boy\/man in opposition to being a girl\/woman. \u2022\t Reflect on the construction of manhood, stereotypes, and gender roles. \u2022\t Reflect on the construction of manhood and its possible relation to violence. Instructions \u2022\t Use the informative text found in the platform to discuss with the participants the terms \u201cstereotypes\u201d and \u201cgender roles\u201d. \u2022\t Invite the participants to take the quiz found on the platform under the title \u201cActivity 4: What does a boy\/teenager\/man do\u2026?\u201d. Ask the participants to write down some examples about what a little boy does to \u00abprove his manhood\u00bb or to \u00abprove\u00bb he is a boy, in opposition to being a girl. Then tell them to continue to the next two questions and write down their answers about what a young boy does to prove his \u201cmanhood\u201d and what a young man does to prove his manhood. \u2022\t After they complete the quiz tell them to click on the button \u201cclick here to continue\u201d that will lead them to the next part of this activity. Ask the participants whether they can identify some connections between the activity they just did and the concepts of stereotypes and gender roles that they have discussed previously. \u2022\t Then ask the participants whether they can identify some connections between the exercises they did and the concept of violence, or what they think of that concept. \u2022\t Urge the participants to think if they recognize themselves in some of these behaviors and wonder if they act the way they do to prove their \u201cmanhood\u201d. Suggest that they also wonder if their acting was unconscious. \u2022\t Explain to the participants that basically we just learn to act according to what we have been told a man, or a woman does, and we don\u2019t even pay attention to that. Then ask them to think whether living under the influence of these expectations has any effect on us. \u2022\t Conclude by calling on the participants to think if living under the influence of these expectations also involves some kind of limitations. Tell them that they will reflect on this in the next activity. Tip to the facilitator! Keep in mind that you could also do the exercise thinking on what little girls\/teenage girls\/ adult women do to prove and show their \u201cwomanhood\u201d to others. If you do not choose to do this part of the activity you can still, ask the participants if they think they could find connections between that and the stereotypes inside girl drawing found in the platform. 90 Gender Education of Teenage Boys","Activity 5: The Manbox And The Womanbox What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 25 minutes Objectives \u2022\t Reflect on the impact that stereotypes and gender roles have on ourselves. \u2022\t See the limiting aspects of the Manbox \u2013 Womanbox. \u2022\t Identify these limitations in their lives. \u2022\t Reflect about alternative behaviors in relation to this. Instructions \u2022\t Ask the participants to answer the six questions of the quiz found in the platform under the title \u201cActivity 5: The Manbox and the Womanbox\u201d. These questions are about the effect these boxes have on us, the impact they might have on our decisions for the future and therefore our dreams, and about the difficulty of coming out of these boxes. \u2022\t Also, these questions ask the participants to name some people they might know, fictional or real, that have faced the contradiction of living outside the box. Moreover, the participants are asked to think about the difficulty of coming out of those boxes; about the consequences of having to behave like \u00aba real\u00bb man or like \u00aba real woman\u00bb and the consequences some people have had to face. Finally, they are called to consider how much do the Personal Heroes that each participant has mentioned in Activity 1 fit in these boxes \u2022\t After completing the quiz instruct the participants to click on the button saying \u201cClick here to continue\u201d that will take them to the next part of this activity. Ask the participants to reflect on their answers to the previous quiz and watch the two video advertisements found in the platform. The two videos are about the efforts of \u201cbreaking the box\u201d. \u2022\t To conclude this activity, tell the participants that if they have thought that there is maybe something wrong with this whole idea of being a \u201creal man\u201d or a \u201creal woman\u201d then they could consider \u201cthinking outside the box\u201d. Tip to the facilitator! You can also watch the videos here: https:\/\/www.youtube.com\/watch?v=koPmuEyP3a0 https:\/\/www.youtube.com\/watch?v=XjJQBjWYDTs Gender Education of Teenage Boys 91","Topic 2 Masculinity Activity 6: What Would You Say? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Learn and reflect about the concept of Hegemonic Masculinity. Instructions \u2022\t Read with the participants the brief introduction about Masculinity and Hegemonic Masculinity found in the platform. \u2022\t Explain to the participants that masculinity is defined as a set of qualities, attributes, behaviors, and roles associated with boys and men and that these are different from time to time and from society to society. \u2022\t Then move on to discuss that men who conform to these sets of qualities, attributes, behaviors, and roles have a position of power in a society. In other words, \u201cthey have the power!\u201d, and this is the concept of hegemonic masculinity. \u2022\t Afterwards, ask the participants to take the short quiz titled \u201cActivity 6: What would you do?\u201d which they can find on the platform. The participants are asked to answer the following questions: \u201cIf you had to make a guess, against what would you say hegemonic masculinity is fighting?\u201d and \u201cOver whom, would you say, the hegemonic masculinity exercises control?\u201d. \u2022\t When the participants have completed the quiz, direct them to press the button \u201cclick here to continue\u201d which will take them to the next activity on the platform. Activity 7: Hegemonic Masculinity What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) 92 Gender Education of Teenage Boys","Duration \u2022\t 20 minutes Objectives \u2022\t Learn and understand the Hegemonic Masculinity Pyramid (Connell, 1995) and reflect on the consequences. Instructions \u2022\t Use the informative text and image found in the platform to discuss the pyramid titled \u201cHegemonic Masculinity and Patriarchy\u201d. \u2022\t Explain that at the top of the pyramid one finds the \u201cmen who conform to hegemonic masculinity\u201d, at the middle the \u201cmen who practice to complicit masculinity\u201d and at the bottom the \u201cmarginalized men, subordinate men, and women\u201d. The higher a person is in the pyramid the more power, goods, and privileges they enjoy. \u2022\t Mention that for a person to remain at the top of the pyramid they need to oppress the ones who are below. \u2022\t Following, ask the participants to take the quiz titled \u201cActivity 7: Hegemonic Masculinity\u201d found in the platform. The first three questions of the quiz ask the participants to offer examples of men who would belong at the three levels of the pyramid mentioned previously. Finally, the fourth question urges the participants to define men who practice complicit masculinity and think about what drives them in their choice. \u2022\t After they have completed the quiz ask them to press the button \u201cclick here to continue\u201d that will lead them to the next part of this activity found in the platform. \u2022\t Read with the participants the informative text about the definition the Australian social scientist RW Connell, offers for \u201chegemonic masculinity\u201d. \u2022\t Then ask them to consider who decides who is a \u201cReal Man\u201d in this pyramid and who is not before telling them to watch the short video found on the platform. Tip to the facilitator! You can also watch the video here. Activity 8: Homosociality I What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Gender Education of Teenage Boys 93","Objectives \u2022\t Learn about the concept of patriarchal homosociality and homophobia. \u2022\t Identify these concepts in one\u2019s life. Instructions \u2022\t Ask the participants to take the quiz titled \u201cActivity 8: Homosociality\u201d found in the platform under the short video of the previous activity. This quiz is asking the participants to reflect on what they saw in the said video which discusses the statistic \u201cone in every ten men is gay\u201d in a humorous way. Specifically, they are asked to answer what the men in the video are afraid of. They are given four answers to choose from. When they choose their answer and click \u201cFinish the Quiz\u201d, they will automatically see if their answer was the right one. Tip to the facilitator! The answer to the quiz \u201cActivity 8: Homosociality\u201d is number four \u201cThey are afraid of what the other men think of them\u201d. \u2022\t Then instruct the participants to click on the button \u201cclick here to continue\u201d to move to the next part of this activity found in the platform. \u2022\t Read with the participants the informative texts about \u201chomosociality\u201d. Explain using the text what \u201chomosociality\u201d means and when it can turn into toxic \u201chomosociality\u201d or \u201cgender policing\u201d. \u2022\t Remind the participants of Connell\u2019s pyramid and ask them to think what would make a man be less than a man? If it is not mentioned, offer the answer \u201cBeing closer to the feminine\u201d. Continue by drawing their attention to the understanding that a man that does not possess or show the attributes that the society associates to \u201cReal Manhood\u201d would not be at the top of Connell\u2019s pyramid. Conclude by saying that \u201chomophobia\u201d that is understood as a range of negative attitudes or feelings towards homosexuality or people who are identified or perceived as being gay or lesbian, can also be found as an attribute of those who try to protect hegemonic masculinity. Activity 9: Homosociality II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Reflect on the impact of patriarchal homosociality in our lives and own behavior. \u2022\t Learn about organizations and movements who work with men and boys to end violence against women and girls. 94 Gender Education of Teenage Boys","Instructions \u2022\t Following the discussion about homosociality which occurred during the previous activity, ask the participants to take the quiz titled \u201cActivity 9: Homosociality II\u201d. \u2022\t Tell the participants that first they will have to watch two scenes from the movie \u201cGrease\u201d found on the platform. The first scene is the \u201copening scene\u201d and the second is the scene about \u201cthe re-encounter of Danny and Sandy\u201d. Tip to the facilitator! You can also watch the opening scene here. You can also watch the scene about the re-ecounter of Danny and Sandy here. \u2022\t Afterwards, the participants will have to answer the five questions found in the quiz expressing their opinions about Danny\u2019s behavior. \u2022\t Following this, the participants will click on the button \u201cclick here to continue\u201d to move to the next part of this activity and explain that Danny\u2019s friends are the so to speak \u201cmanhood warriors\u201d who are fighting to preserve hegemonic masculinity. \u2022\t Continue in this activity by reading with the participants the text referring to the definitions of the American feminist theorist Eve Kosofsky Sedgwick about \u201chomosocial relationships\u201d and \u201chomosocial desire\u201d. Mention also that hatred of homosexuals and misogynist language and behaviors are developed in an attempt to emphasize heterosexuality. \u2022\t Emphasize that if we want to balance this social inequality, we must disassemble the pyramid. In societies that prioritize the male point of view, and where women are treated unjustly Feminism aims to define and establish political, economic, personal, and social equality. Besides working with women for their empowerment, engaging men is also necessary if we want to change things. \u2022\t Inform the participants that lately the number of national and international associations, foundations and different movements who work with men and boys to end violence against women and girls, promote gender equity, healthy relationships and a new vision of masculinity have increased. \u2022\t Draw their attention to the White Ribbon movement which is a good example of a global movement working towards these issues. Tip to the facilitator! Other movements are: Promundo www.promundoglobal.org AHIGE www.ahige.org Homesigualitaris www.homesigualitaris.cat Activity 10: What Can We Do? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Gender Education of Teenage Boys 95","Duration \u2022\t 5 minutes Objectives \u2022\t Think of alternative ways to act and promote a change in these aspects. Instructions \u2022\t Continuing from the previous activity, ask the participants to take the quiz titled \u201cActivity 10: What can we do?\u201d found on the platform. Invite the participants to think what they would do in their personal lives if they wanted to disassemble the pyramid. \u2022\t When they finish the quiz, the participants will click on the button that says \u201cclick here to continue\u201d to move to the next topic. Topic 3 Can The Masculinity We Know Lead To Violence? Activity 11: What Would You Say? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Start reflecting on the relationship between Hegemonic Masculinity and violence. Instructions \u2022\t Begin by asking the participants to take a look at some statistics about crime and gender. Then invite the participants to turn their attention to the fact that men have scored higher in all of the crime statistics mentioned here and call on them to wonder why they think violence could be \u00abcloser\u00bb to men than to women. \u2022\t Continue by asking the participants to press on the blue hand next to the title \u201cActivity 11: What would you say?\u201d. This will reveal two questions that the participants will take a few moments to answer. The first question asks, \u201cHow would you explain these statistics?\u201d and the second question asks from the participants to say if each one of these possible explanations are in their opinion true or false. Tip to the facilitator! All five possible explanations offered in the second question of \u201cActivity 11: What would you say?\u201d are false. 96 Gender Education of Teenage Boys","Activity 12: Patriachy What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 15 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the concept of Patriarchy. Instructions \u2022\t Introduce the participants to the Canadian author and theorist Michael Kaufman who in 1999 introduced seven concepts that can explain why boys and men are more \u201cconnected\u201d to violence than women. \u2022\t Ask the participants to read the informative text about the first \u201cP\u201d that is the \u201cPatriarchal Power\u201d and to take the quiz titled \u201cTopic 3:1 Activity 12: Patriarchy\u201d. In the quiz, the participants will be asked to watch a video and to reflect on the concepts of \u201cMachismo\u201d (also known as sexism or male chauvinism) and \u201cFeminism\u201d. When they finish the quiz ask them to continue to the next part in the platform. Activity 13: Privileges What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 25 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the idea of Entitlement of Privileges. Instructions \u2022\t Rtoeapdrivwiliethgetsh\u201de. participants the text about the second \u201cP\u201d that is the sense of \u201cEntitlement \u2022\t stoToohfcetwihneaetatypcsjhkluatstfhftooeubrmremcv.taioduetsaeoksheeatnhisdeaqremufilzaentci.ttlWeodnhe\u201ctTnhoetphpiecryi3v.fi2ilneAgisechtsitvthihteyaqt1u3ai:zmP, rtahivneilyecogweuislldl\u201dmwhoahvveeeretionthtaehyepaantrerexiaatrspckhaeardtl Gender Education of Teenage Boys 97","Activity 14: Permission What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 20 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the concept of permission in relation to gender-based violence. Instructions \u2022\t Read with the participants the text about the third \u201cP\u201d that is the \u201cPermission\u201d \u2022\t Following this, ask them to take the quiz titled \u201cTopic 3.3 Activity 14: Permission\u201d where they are asked to watch six videos and answer three questions. In this quiz the participants will reflect on whether society punishes violence. \u2022\t When they finish the quiz, ask them to press the button \u201cclick here to continue\u201d and move to the next part of the platform. Activity 15: The Paradox Of Men\u2019s Power What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the idea of the Paradox of Men\u2019s Power. Instructions \u2022\t Read with the participants the text about the fourth \u201cP\u201d that is the \u201cParadox of Men\u2019s Power\u201d. Remind the participants that societies give the green light to violence in some situations. For instance as Kaufman argues \u201cacts of men\u2019s violence and violent aggression (both against other men or women) are celebrated in sport and cinema, in literature and warfare. Not only is violence permitted, it is glamorized and rewarded\u201d. \u2022\t Following this, ask them to take the quiz titled \u201cTopic 3.4 Activity 15: Paradox of Men\u2019s Power\u201d where they are asked to reflect on how a \u201cReal Man\u201d has to be. \u2022\t When they finish the quiz, ask them to press the button \u201cclick here to continue\u201d and move to the next part of the platform. 98 Gender Education of Teenage Boys","Activity 16: The Mask What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the idea of the Psychic Armour of Manhood. Instructions \u2022\t Emaxwepnala,yiantnotdofietghhseptepthcaieratilrilcyoipywoannutnfsegathmr.eefnif,thvio\u201cPle\u201dntcheatcaisnthbeec\u201coPmsyechaiccoAmrmpoeunrsaotfoMryamnheocohda\u201dniasnmd uthseatdfoasr \u2022\t topChafoerontytticihsnihepuroaeswn.btstyoaarosekthianesgkrset,dhaetnmoddtinroatwthaekaebmtahacsekk,qatuhniedz etwimtrleiotdeti,o\u201cinnTostphoiecr ff3er.oe5nliAtn,cgttshivetihteyamt1to6ht:eioTyhntesryaMntoadshfkei\u201dde.elHiniengrsefrtothhnaett \u2022\t Aplsaktftohremm. to press the button \u201cclick here to continue\u201d and move to the next part of the Activity 17: Basic Emotions What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the idea of the Psychic Armour of Manhood by reflecting on one\u2019s own emotions. Instructions \u2022\t fCtAihvocietnsi,vtsitienthnyuete1ep7nfar:coreBtmisacisatpinhcadenEtapmssrekoasvtrieitoohanuesssk\u201dpa.eacdHrtteitivcorieitpaytanahnsnewtdspetarloasatkcfosotehnrrmenieepsocatforfttefhicrreseipfeaalmentcatotsbitniltoeognwqtsauitkteoehstttfhhiioveeensqseb.unaiztseitcnitecleemdso.\u201cFtTiooolnlposiwca3inn.d5g \u2022\t Tphlaetnfo,ramsk. them to press the button \u201cclick here to continue\u201d and move to the next part of the Gender Education of Teenage Boys 99","Activity 18: Psychic Pressure Cooker What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 5 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t tUhnedireersmtaontdiotnhse. idea of the Psychic Pressure Cooker by reflecting on how people deal with Instructions \u2022\t Read with the participants the text about the sixth \u201cP\u201d that is the \u201cMasculinity as a Psychic Pressure Cooker\u201d. Emphasize that according to Kaufman \u201cit is rather typical for boys to learn from an early age to repress feelings of fear and pain\u201d. This repression of feelings often results in what Kaufman calls the psychic pressure cooker. \u2022\t Continue by asking the participants to take the quiz titled \u201cTopic 3.6 Activity 18: Psychic Pressure Cooker\u201d and then to move to the next part of the platform. Activity 19: Past Experiences I What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 5 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the idea of the Past Experiences. Instructions \u2022\t Read with the participants the text about the seventh \u201cP\u201d that is the \u201cPast Experiences\u201d. Explain that every past experience affects a person\u2019s decisions. \u2022\t Ask the participants to take the quiz titled \u201cTopic 3.7 Activity 19: Past Experiences\u201d and reflect on how past experiences could lead someone to be a more violent person. 100 Gender Education of Teenage Boys"]
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