Engaging Boys and Men in GBV Prevention and Reproductive Health in Conflict and Er Settings

Engaging Boys
and Men in GBV

Prevention and
Reproductive Health
in Conflict and
Emergency-Response
Settings
A Workshop Module
The ACQUIRE Project
c/o EngenderHealth
440 Ninth Avenue
New York, NY 10001 U.S.A.
Telephone: +1-212-561-8000
Fax: +1-212-561-8067
e-mail: info@acquireproject.org
www.acquireproject.org
This publication was made possible by the generous support of the American people through
the Office of Population and Reproductive Health, U.S. Agency for International Development
(USAID), under the terms of cooperative agreement GPO-A-00-03-00006-00.
The contents are the responsibility of the ACQUIRE Project and do not necessarily reflect the
views of USAID or the United States Government.
Design and typesetting: LimeBlue
Cover design: LimeBlue
ISBN 978-1-885063-87-8
© 2008 The ACQUIRE Project. All rights reserved.

Acknowledgements
A number of individuals contributed to the creation of this manual. EngenderHealth staff
member Manisha Mehta and CARE staff member Doris Bartel wrote the module with
assistance from EngenderHealth staff members Theresa Castillo and Fredrick Nyagah.
Many sections and activities were taken or adapted from the Men As Partners: A Program
for Supplementing the Training of Life Skill Educators, 2nd Edition curriculum produced by
EngenderHealth.
We would like to acknowledge Dulcy Israel, who edited the manual, and LimeBlue in South
Africa for designing the manual.
We also appreciate the assistance of USAID gender advisors Diana Prieto and Michal Avni,
and CARE staff members Lori Handrahan, Janet Meyers, and Luis Ortiz, who provided
feedback. Finally, we would like to thank all the participants who attended the workshop in
Uganda, where the materials were pre-tested in March 2008. Funding from USAID through
the Interagency Gender Working Group led to the development of this module.
For more information, contact:
Manisha Mehta
Team Leader, Gender Initiative
EngenderHealth
440 Ninth Avenue
New York, NY, 10001 U.S.A.
+1 (212) 561-8394
Email: mmehta@engenderhealth.org
Table of Contents
I. About the Module 3
II. Sample Agendas 7
Workshop Activities 9
1. Welcome and Introductions 9
2. Review of Workshop Objectives and Agenda 11
3. Pre-test 13
4. Vote with Your Feet 15
5. Common Terms in GBV prevention and RH 19
6. Responses for GBV Prevention and RH in Conflict
and Emergency-Response Settings 23
7. Why Engage Boys and Men in GBV Prevention and RH? 29
8. Framework for Engaging Boys and Men in GBV Prevention and RH 37
9. Action Planning 1 43
10. Action Planning 2 47
11. Post-test 49
Appendix 1: Pre-test 51
Appendix 2: Post-test 52
Introduction

Engaging Boys and Men in GBV Prevention and Reproductive Health
in Conflict and Emergency-Response Settings: A Workshop Module •
The ACQUIRE Project 2008
About the Module
About the Module

What is the purpose of this workshop module?
This module is designed to build the skills of participants working to engage boys and men
in gender-based violence (GBV) prevention and reproductive health (RH) in conflict and
other emergency-response settings.
Objectives
By the end of this workshop, participants will:
• Understand the value and impact of positively engaging boys and men in GBV
prevention and RH programs in conflict and emergency-response settings
• Understand how conflict or humanitarian emergencies might affect gender, and

understand potential methods of integrating male engagement into GBV prevention
and RH in various phases of a conflict or in an emergency-response setting
• Identify specific action steps to integrate male-engagement activities into their current
programmatic workplans
Who is this module for?

This module is for personnel working in conflict and other emergency-response settings
who are interested in engaging boys and men in gender-based violence prevention and
reproductive health. This includes those managing or staffing reproductive health, HIV and
AIDS, and/or GBV prevention projects in emergency-response settings or conflict zones.
Specific audiences to consider targeting are NGO project managers, field staff, health
sector coordinators, health promoters, donor representatives, local representatives of
ministries of health, and community liaisons working for UNCHR or other U.N. agencies.
This module is appropriate for staff that have had some training in gender, GBV
prevention, and reproductive health. It serves as an introduction to male engagement in
GBV prevention and reproductive health in conflict and emergency-response settings.
How should this module be used?

Before starting the training, it is important that the facilitator and/or trainer read the
entire module to understand how it is organized and what it contains. The trainer should
be trained in and comfortable with gender issues, and especially concepts related to
masculinity as a critical component of gender programming.
The module consists of the following sections:

1. Sample Agendas
2. Training Activities
3. Pre-test and Post-test Evaluations

About the Module
The module is also available on the CD-Rom which features useful reading and reference
materials. Some of these materials are intended for use when training participants in the
module. The CD-Rom includes three folders:
Resource Articles Related to Male Engagement: This folder contains articles related to
male engagement, along with a summary sheet listing all the articles. Particularly useful
are case studies outlining programs that have successfully engaged men.
Reference Materials: This folder contains reference materials cited in the module, along
with a summary sheet listing the reference material.
Presentations: This folder contains the presentations referred to throughout the module,
which can be used as a resource for trainers.
What information is included for each activity?

The module presents information about each activity in a standardized format. This
includes:
• Objectives of the activity
• Time required for the activity
• Materials needed for the activity
• Advance Preparation needed for the activity
• Steps for implementing the activity
• Facilitator’s Notes on how to implement the activity most effectively
• Handouts to use during the activity
Each element of this standardized format is discussed in more detail below:
Objectives
This describes what participants should learn as a result of performing the activity. It is a
good idea to begin each activity by telling participants about its learning objectives. This
helps participants to understand why they are doing the activity and what they can hope
to get out of it. Unless otherwise specified in the directions, share the learning objectives
with the participants; this will also help when reviewing the activities at the end of each
day to determine if the workshop is achieving its objectives.
Time
This estimates how long the activity should take, based on past experience, though length
can vary depending on such factors as the number of participants. The activities in the
manual are designed for sessions as short as 20 minutes or as long as 90 minutes. It is
most important to work at the pace of the participants. It is also important to remember
that any agenda for a workshop is usually a full one. Taking too long with one activity
may mean you do not have time to complete others. Try to stick to the time suggested.

About the Module
Materials
These are the materials necessary for each activity. You will need to prepare some of them
before the workshop begins. For the most part, these are basic materials like flipchart
paper and markers. In cases where the materials listed cannot be easily accessed, feel free
to improvise. For example, flipchart paper and markers can be substituted with chalkboard
and chalk.
Advance Preparation
This section describes any preparations that need to be made before the activity is
implemented.
Steps
These are the steps you should take to perform the activity well. The instructions are
numbered and should be followed in order. For the most part, the activities are written
so they can be easily adapted to groups with different reading and writing levels, but
be attentive to whether the steps are feasible and appropriate for your participants. For
example, if the procedure calls for participants to read a text, you can read it aloud if
necessary. The steps will often include suggested questions to help guide the discussion
on the activity topic. Feel free to add to them or to rephrase them to fit the local context.
It is not necessary that the group discuss all of the suggested questions or that you strictly
adhere to the order in which they are listed. Rather, focus on encouraging as many
participants as possible to express their opinions. It is important to be patient, since some
participants may be shy in the beginning or may not feel comfortable discussing these
topics with each other. Never force anybody to speak.
Facilitator’s Notes
These notes will help you to better facilitate the activity. They point out important aspects
of the process and provide background information and tips to help you prepare for the
activity. Make sure you have read these notes before you begin.
Handouts
Some activities require handouts. These are included at the end of the activity. The
handouts contain information for participants to take away with them or for you to review
with them.

About the Module

Sample Agendas
Sample Agendas
A Sample Agenda for a Two-Day Training
TWO-DAY TRAINING
DAY 1
Time Name of Activity
9:00 – 9:40 a.m. Welcome and Introductions

9:40 – 10:00 a.m. Review of Workshop Objectives and Agenda
10:00 – 10:30 a.m. Pre-test
10:30 – 10:45 a.m. TEA BREAK
10:45 – 11:45 a.m. Vote with Your Feet
11:45 a.m. – 1:15 p.m. Why Engage Boys and Men in GBV Prevention and RH
1:15 – 2:15 p.m. LUNCH
2:15 – 2:45 p.m. Common Terms in RH and GBV

2:45 – 3:30 p.m. Responses for GBV Prevention and RH in Conflict and
Emergency-Response Settings
3:30 – 3:45 p.m. Wrap-up
DAY 2
Time Name of Activity

9:00 – 9:30 a.m. Warm-up and Recap of Day 1
9:30 – 10:15 a.m. Framework for Engaging Boys and Men in GBV Prevention
and RH (Part 1)
10:15 – 10:30 a.m. TEA BREAK
10:30 – 11:15 a.m. Framework for Engaging Boys and Men in GBV Prevention
and RH (Part 2)
11:15 a.m. – 12:45 p.m. Action Planning 1
12:45 – 2:00 p.m. LUNCH
2:00 – 3:00 p.m. Action Planning 2
3:00 – 3:30 p.m. Post-test
3:30 – 3:45 p.m. Wrap-up

Sample Agendas

Workshop Activities
Workshop Activities
1. Welcome and Introductions
Objective
1. To provide an interactive way for participants to get to know each other
Time
40 minutes
Materials
• Flipchart paper
• Markers
• Approximately 17 proverbs (see Advance Preparation below), with half of each proverb
written on one strip of paper and the other half written on another
• Enough copies of the CD-Rom: Engaging Boys and Men in GBV Prevention and RH in
Conflict or Emergency-Response Settings for all participants
Advance Preparation
• Prepare a flipchart with the heading, “Expectations.”
• Write each proverb on a piece of paper and then cut the proverb sheets in half so that
each participant has half of a proverb.
• Make sure that there are enough proverbs for all the participants. Since you will be
giving only half of a proverb to each person, you will need half as many proverbs as you
have people in the group. For example, if you have 20 participants, you will need 10
proverbs.
Proverbs
1 If you learn a language… …you can cross a river.
2 Trust in Allah… … but tie your camel.
3 If everyday the bucket goes to the …the bottom will drop out.
well…
4 We do not inherit the land from our …we borrow it from our children.
parents…
5 A bird in the hand… …is worth two in the bush.
6 A log in the river… …will not turn into a crocodile.
7 Little by little… …a bird builds its nest.
8 Bit by bit… …the egg sprouts legs and learns to walk.
9 Knowledge is like a garden… …if it cannot be cultivated, it cannot be
harvested.
10 The wise adapt themselves to …as water molds itself to the pitcher.
circumstances…


Workshop Activities
Proverbs
11 A turtle can’t walk if it… …doesn’t push its head outside its shell.
12 Proverbs are… …the daughters of experience.
13 Cross the river in a crowd… …and the crocodile won’t eat you.
14 The person who is being carried… ...doesn’t realize how far town is.
15 When elephants fight… …it’s the grass that suffers.
16 He who cannot dance… …will say the drum is bad.
17 If spider webs unite… …they can topple the lion.
Steps
1. Welcome the group to the workshop. Explain that this workshop will focus on
understanding different approaches to engaging boys and men in GBV prevention and
RH in conflict and emergency-response settings.
2. Introduce yourself and explain your role in the workshop. Have other facilitators do
the same. Explain that this is an orientation and if anyone is interested in obtaining
more in-depth knowledge on the topic, you will guide them to other resources. Pass
out a CD-Rom to each participant. Explain that the CD-Rom includes all the activities
covered in the workshop, in addition to many useful resource materials related to male
engagement. Explain that the CD-Rom contains three folders:
Resource Articles Related to Male Engagement: These are articles related to the subject
male engagement. In addition, there is a summary sheet describing all the articles in the
folder.
Reference Materials: This is the material referred to in the module. In addition, the
folder contains a summary sheet describing all the material in the folder.
Presentations: These are the presentations that are referred to in the module.
3. Divide the group into pairs. Mix up the proverbs and hand each person half of a
proverb. Ask everyone to find the person with the other half of their proverb. When
they believe they have found their partner, tell them to share the following with each
other:
• Name
• Where they work
• What programs/projects they’re responsible for
• One expectation they have for this workshop
Allow 15 minutes for the exercise.
After the pairs have found each other and exchanged information, ask them to BRIEFLY
introduce each other to the larger group. Record their expectations on flipchart paper
to use during the review of the agenda. As participants introduce one another, note any
similarities in experience among members of the group.
10
Workshop Activities
2. Review of Workshop Objectives and Agenda

Objective
1. To review workshop objectives and discuss the agenda
Time
20 minutes
Materials
• Flipchart paper
• Markers
• Enough copies of the agenda for all participants
Advance Preparation
• Prepare a flipchart paper listing the workshop objectives
• Prepare a flipchart paper entitled, “Parking Lot”
Steps
1. Review the workshop objectives using the flipchart paper prepared earlier. Pass out
copies of the agenda and review with participants. Link participant expectations
discussed during the introductions to the objectives and activities of the workshop.
2. Write any expectations that do not fall within the scope of the workshop on the
flipchart paper entitled “Parking Lot.” Explain that you will identify ways to meet
participant expectations if they are not addressed in the training.
3. Ask participants if they have any questions about the workshop objectives and agenda.

11
Workshop Activities
12
Workshop Activities
3. Pre-Test
Objective
1. To conduct an assessment of participants’ knowledge and attitudes regarding gender,
reproductive health, and GBV before the workshop
Time
30 minutes
Materials
• Enough copies of the Pre-test (see Appendix 1) for all participants
• Pens and pencils
Steps
1. Explain to the participants that the purpose of the pre-test and post-test is to help
facilitators determine how well the objectives of the training were achieved.
2. Distribute the pre-test to each participant. Ask them not to put their names on the test
papers.
3. Allow 25 minutes for participants to complete the test.
4. After 25 minutes, collect the pre-tests for review later. If the participants have
questions about the answers, let them know that their questions will be addressed
during the training.
5. Mark the tests and compare the results with the post-test in order to evaluate the
effectiveness of the training.

13
Workshop Activities
14
Workshop Activities
4. Vote with Your Feet

Objective
1. To understand individual values and attitudes related to male engagement and how
these can impact the work participants do in conflict and emergency-response settings
Time
60 minutes
Materials
• Four separate signs marked with the following: “Strongly Agree,” “Agree,” “Disagree,”
and “Strongly Disagree”
• Markers
• Tape
• Statements to be read aloud to the group (see below)
Statements for Discussion:
1. Men need sex more than women do.
2. A man should have the final word about decisions in his home.
3. Women who carry condoms are “easy.”
4. A man and a woman should decide together what type of contraceptive to use.
5. GBV prevention and RH programs are only for women and girls.
6. A man is more of a “man” if he fights in a war.
7. Involving men in GBV prevention or RH programs during conflicts or

emergency-response situations is not feasible because there are other priorities
that programs need to focus on.
8. In conflict situations, violence against women is unavoidable and expected.
9. Girls and women are more vulnerable to violence during conflict than boys and men.
10. A woman should tolerate violence in order to keep her family together.
11. There are times when a woman deserves to be beaten.
12. If a man sees another man beating a woman, he should stop it.
Advance Preparation
• Before the activity begins, post the four signs around the room. Leave enough space
between them to allow a group of participants to stand near each one.

15
Workshop Activities
Facilitator’s Notes
One training option is to have the facilitator divide the participants into smaller groups of
three people to discuss four to five statements. After 10 to 15 minutes, the facilitator will
reunite everyone to discuss responses in the plenary.
Steps
1. Explain to the participants that this activity is designed to give them a better
understanding of their own and each other’s attitudes about gender, RH, and GBV.
Remind the participants that everyone has a right to his or her own opinion, and that
no response is right or wrong.
2. If time allows, use all the statements, in order. Numbers one to seven are general RH
statements, while eight to 12 are GBV-specific. If you do not have enough time, use
your discretion to select the statements that are most relevant to the critical issues
facing the participants.
3. Read aloud the first statement you have chosen. Ask participants to stand near the
sign (“Agree,” “Disagree,” “Strongly Agree,” “Strongly Disagree”) that best identifies
what they think about the statement. After the participants have moved to a sign, ask
one or two participants beside each sign to explain why they feel that way about the
statement.
4. After a few people have talked about their attitudes toward the statement, ask if
anyone wants to change his or her mind and move to another sign. Then bring
everyone back together and read the next statement. Repeat steps three and four for
each of the statements you have chosen.
5. After discussing all of the statements, lead a discussion by asking these questions:
4About which statements, if any, did you have strong opinions about? Why do you
think this is so?
4How did it feel to express an opinion that was different from those of some of the
other participants?
4How do you think people’s attitudes about the statements might affect the way they
design programs to engage boys and men in RH or in GBV prevention in conflict
settings?
4How do you think people’s attitudes about the statements help or do not help to
improve gender equality, reduce violence against women, or engage boys and men in
RH?
4How can you support project staff to think critically about their own gender biases?
What else can be done to support staff working on projects that address gender
inequities?
16
Workshop Activities
6. Close the activity by stating the following:
Everyone has their own beliefs about the roles of men and women. Often, those
attitudes may be in conflict. It is important to respect an individual’s beliefs, but also to
challenge those that might be harmful to that individual or to others. As you engage in
gender-related work, it is equally important to challenge your own values and beliefs
about gender.

17
Workshop Activities
18
Workshop Activities
5. Common Terms in GBV Prevention and RH

Objective
1. To help participants gain a common understanding of the terms used when discussing
GBV prevention and RH
Time
30 minutes
Materials
• Flipchart paper
• Tape
• Felt-tipped pens
• Enough copies of Handout 1: Common Terms in GBV Prevention and RH for all
participants
• Index cards/A4 sheets of paper
Advance Preparation
• Write the following terms on Index cards/A4 Paper (one term per card /paper)
Terms
Sex
Gender
Gender-Based Violence (GBV)
Gender Equity
Gender Equality
HIV
AIDS
Sexual and Reproductive Health (SRH)
Rape
Abuse
Sexual Harassment

19
Workshop Activities
Steps
1. Explain that the purpose of this activity is to provide an understanding of terms
commonly used when discussing GBV and RH.
2. Explain that this is necessary because participants, with their varying experience, may
not have the same understanding of the terms. Some might be more knowledgeable
about RH, while others may know more about GBV programming.
3. Place the cards with the terms face down on the floor or table, in the center of the
room. Ask the participants to form a semi-circle around the cards.
4. Ask the participants to choose a card at random. Once they have done so, ask them to
discuss the term with the person seated beside them and to come up with a definition.
Allow five minutes for the activity.
5. After five minutes, ask each person to read his or her definition. Ask the group to
comment on, or edit, the definition, if they do not agree with it. Repeat with all the
cards.
6. Distribute the handouts with the definitions. Ask volunteers to read the definitions
aloud to the group. Encourage everyone to ask questions, if any definition is not clear.
20
Workshop Activities
Handout 1:
Common Terms in GBV
Prevention and RH
Sex: The term has two meanings:
i. The biological classification of two groups: male and female

ii. An act of sexual activity, including intercourse
Gender: Socially constructed meanings associated with being a female or a male. This
construction varies from one individual/community to another.
Gender-Based Violence (GBV): Gender-based violence is violence involving men and

women, in which the female is usually the victim; and which is derived from unequal
power relationships between men and women. Violence is directed specifically against
a woman because she is a woman, or affects women disproportionately. It includes,
but is not limited to, physical, sexual and psychological harm (including intimidation,
suffering, coercion, and/or deprivation of liberty within the family, or within the general
community). It includes violence which is perpetrated or condoned by the state.
Gender Equity: The principle and practice of fair allocation of resources, programs, and
decision-making to both men and women (process of being fair to both men and women).
Gender Equality: A situation in which men and women enjoy the same status and have
equal opportunities of enjoying their full human rights and potential to contribute to
national, political, social, and cultural development and to benefit from the results.
Human Immunodeficiency Virus (HIV): The virus that causes Acquired Immune Deficiency
Syndrome (AIDS).
Acquired Immune Deficiency Syndrome (AIDS): A condition in which the immune system
of a person who is infected with HIV is unable to defend the body against attacks and
infections. It manifests itself in a wide range of diseases and infections.
Sexual and Reproductive Health (SRH): Reproductive health is defined by WHO as a state
of physical, mental, and social well-being in all matters relating to the reproductive system
at all stages of life. Reproductive health implies that people are able to have a satisfying
and safe sex life and that they have the capability to reproduce and the freedom to decide
if, when, and how often to do so. Implicit in this is the right of men and women to be
informed and to have access to safe, effective, affordable, and acceptable methods of
family planning of their choice, and the right to health-care services that enable women to
safely experience pregnancy, childbirth, and sexual health.

UNFPA Gender Theme Group. (1998). Available online at: http://www.unfpa.org/intercenter/violence/intro.htm

Progress45 (1998). Available online at: www.who.int/reproductive-health/hrp/progress/45/prog45.pdf

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Workshop Activities
Rape: An act of forcing sexual acts against another’s will through violence, force, threat
of injury, or other duress, or where the victim is unable to decline due to the effects of
alcohol or other drugs.
Abuse: Mistreatment of another person by threatening, coercing, beating, lying, insulting,

humiliating, exploiting, and ignoring them. It can take several forms: verbal, physical,
psychological and sexual.
Sexual Harassment: Act of seeking sexual favors by use of threats, intimidation, or deceit.
The perpetrator may be a person in a position of power.
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Workshop Activities
6. Responses
for GBV Prevention and RH in Conflict and
Emergency-Response Settings
Objective
1. To help participants review the minimum responses to GBV prevention and RH in
conflict and emergency-response settings
Time
45 minutes
Materials
• Flipchart paper
• Tape
• Enough copies of Handout 2: Phases of Prevention and Response in Conflict and
Displacement and Handout 3: GBV Prevention and RH Interventions During Different
Conflict Phases for all participants
Steps
1. Explain that the purpose of this activity is to provide participants with an understanding
of some of the primary GBV prevention and RH interventions that may be used in
conflict and emergency-response settings. It is important that participants have a
common understanding of these interventions before discussing how they can engage
boys and men in them. Point out that the reference folder contains materials describing
various resources and interventions needed in conflict and emergency-response situations
and that this material is also on the CD-Rom.
2. Pass out copies of Handout 2: Phases of Prevention and Response in Conflict and
Displacement. Explain that according to the framework presented in the handout, there
are four phases of emergency response: (1) Prevention; (2) Emergency Preparedness;
(3) Relief and Response; (4) Recovery and Rehabilitation.
3. Explain that in each of these phases, various GBV prevention and RH interventions are
recommended in order to provide the maximum impact for saving lives and preventing
illness.
4. Ask for volunteers to read the titles and descriptions of each phase of the response cycle
on the handout. Provide an explanation of the diagram. Tell the group that it is possible
to work on all four phases simultaneously, although most work focuses on providing
immediate services. Even programs operating in stable settings can and should be
addressing the first two phases, which are prevention and preparedness.
5. Ask participants if they have had experience using this framework and if they would
like to share that experience with the group. Have a few participants describe the
phase of emergency response in which they are currently working and some of the
activities on which they are focusing.

23
Workshop Activities
6. Ask the group to brainstorm the possible activities related to GBV prevention and
RH for each of the four phases. Write the answers on flipchart paper. This is a
brainstorming exercise, and is not intended to result in a comprehensive list. Allow five
to 10 minutes for the group task.
7. Distribute Handout 3: GBV Prevention and RH Interventions During Different Conflict

Phases. Explain that the handout provides general guidelines about the kinds of
interventions that can be implemented during each phase of an emergency. As you
review the handout’s recommended activities, ask participants to suggest others they
can implement in their work or context. Point out that projects in stable development
settings should actively engage the first two phases–preparation and prevention–so that
lives are saved in the event of a future crisis.
8. Explain that with these interventions, it is critical to engage boys and men. The group
will explore this issue in-depth throughout the two-day workshop. Ask participants to
keep the flipcharts they prepared and the handout on the interventions, since they will
need to refer to them later in the workshop.
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Workshop Activities
Handout 2:
Phases of Prevention and
Response in Conflict and
Displacement
A crisis that causes large-scale human suffering and displacement may be a natural
disaster, like an earthquake or a flood, or it may be a situation in which warring factions
cause people to flee their homes. A timely and well-prepared response can save lives and
safe-guard the well-being of those affected. Even programs in stable settings can work
ahead in anticipation of future events so that everyone is prepared if the worst happens.
CRISIS
Prevention and
Mitigation Strand
Preparedness Strand Relief and Response Strand
Recovery and Rehabilitation
time
(Source: United Nations Development Program/United Nations Disaster Relief Organization. Disaster Management Training Program.
New York and Geneva: UNDP/UNDRO, 1992.)
Prevention and Preparedness: Relief and Response: Recovery and

Mitigation: Planning and actions Programs and actions Rehabilitation:
Programming focuses to ensure necessary to save lives in the Longer-term support,
on prevention and resources and supplies immediate time period care, and maintenance
mitigation of future will be available in after a population of solutions, including
problems before the time displacement rehabilitation of health
crisis. systems, human
resources, and policies,
and data collection

25
26
Handout 3:
GBV Prevention and RH Interventions During
Different Conflict Phases
What can we do to make sure our programs are minimizing mortality and morbidity related to FP/RH and GBV in the case of a crisis,
emergency, or displacement of people?

Phase Key Interventions Sample Activities for GBV Prevention/RH Programs
Workshop Activities
Prevention and Mitigation: • Establish early warning systems • Coordinate among agencies on routine scenarios and contingency
Programming focuses on • Promote equitable distribution of planning, including possible emergencies that could affect geographic
prevention and mitigation resources and services area
of future problems before • Work to diminish stereotypes • Examine impact of GBV prevention and RH programs to ensure
the crisis3 and discrimination of equitable distribution of services and program resources among all
marginalized groups factions
• Examine how gender is being addressed in existing GBV prevention and
RH programs
• Work to diminish discrimination against marginalized groups within own
health programs

Preparedness: • Contingency planning • Develop GBV prevention and RH coordination meetings to plan
Planning and actions to • Developing emergency for emergencies, including all key stakeholders in geographic area,
ensure necessary resources response systems across with designated key agencies playing specific coordination and
and supplies will be agencies, with clear planning for implementation roles
available in time4 communication after emergency • Develop emergency communication and coordination mechanisms
strikes across agencies that can work even with limited telephone service.
• Preparation of needed supplies • Develop plans for moving or obtaining supplies such as condoms, FP
and resources commodities, emergency contraception (EC), post exposure prophylaxis
• Training of emergency (PEP), safe and clean delivery kits, and safe transfusion services for large
responders numbers of displaced people (depending on contingency plans)
• Train emergency responders using IAWG Field Manual
3
Key resources are Mary Anderson’s “Do Not Harm: How Aid Can Support Peace - or War and CARE International’s Benefits/Harms Facilitation Guide
4
Key resource is UNFPA’s RH in Refugee Situations: An Inter-Agency Field Manual
Phase Key Interventions Sample Activities for GBV Prevention/RH Programs
Relief and Response: • Key health services provided on • Ensure availability and accessibility of free good-quality condoms.
Programs and actions to emergency basis • Ensure safe blood transfusion services and practice of universal
save lives in the immediate • Coordination among agencies precautions in emergency health clinics
time period after a for full coverage to all • Ensure clean deliveries and safe deliveries at health facilities (including
population displacement5 • Monitoring of key indicators provision or referral for obstetric emergencies)
• Prevent and manage GBV through coordination with stakeholders
about camp design (where to place latrines, lights, etc.), firewood and
fuel provision, protection staff and policies, and services for survivors
Recovery and • Transition towards ensuring that • Plan for longer-term transition to more comprehensive RH and GBV
Rehabilitation: full range of comprehensive services by MOH or other stable organizations
Longer-term support, services is available for everyone • Coordinate and work with MOH and other actors to plan and
care, and maintenance • Rebuild health systems, implement rehabilitation of structures, systems, supplies, human
of solutions, including structures, human resources, and resource training, policy analysis and implementation for comprehensive
rehabilitation of health policies GBV prevention and RH programming
systems, human resources,
and policies, and data
collection
5
Key resources are UNFPA’s RH in– Refugee Situations: An Inter-Agency Field Manual and SPHERE Guidelines.

Workshop Activities

27
Workshop Activities
28
Workshop Activities
7. Why Engage Boys and Men in GBV Prevention and/or RH?

Objective
1. To introduce participants to the importance of engaging boys and men in GBV
prevention and RH
Time
90 minutes
Materials
• LCD or overhead projector
• Flipchart paper
• Markers
• Tape
• Enough copies of the PowerPoint presentation: Work with Men for all participants (This
is included on the CD-Rom in the folder entitled, ”Presentations.”)
• Trainer’s Resource Sheet 1: Notes on Presentation on Engaging Boys and Men in GBV
Prevention and RH
Advance Preparation
• Review PowerPoint presentation Work with Men Final and Trainer’s Resource Sheet 1:
Notes on Presentation on Engaging Boys and Men in GBV Prevention and RH
Steps
1. Ask participants to identify some of the reasons for engaging boys and men in GBV
prevention and RH. Write their responses on flipchart paper. Ask them to identify
what would be some of the reasons for engaging boys and men specifically in conflict
settings.
2. Ask participants what kind of programmatic interventions related to men’s engagement
they have seen or heard about, including those in their programs. Write their answers
on another flipchart paper.
3. Tell participants that in this session you will share some of the reasons why researchers
and development programs feel that male engagement is necessary by reviewing a
presentation with them. Pass out copies of the presentation Work with Men to all the
participants. Explain that you will also review how boys and men have been engaged
in these programs. The presentation will look at some of the challenges and lessons
learned, including gaps between how programs are currently implemented and how
they should be ideally implemented. Explain that this will be an interactive process
and that you will be stopping at various points to ask them questions or to get their
perspectives. Encourage questions during the presentation.
4. After the presentation, debrief by asking the participants the following questions:
4Was there anything in the presentation that surprised you?
4Do you agree with the main points of the presentation? Why or why not?
4Can some of the key points made in the presentation apply to the work you do?
Why or why not?

29
Workshop Activities
Trainer’s Resource Sheet 1:

Notes on Presentation on
Engaging Boys and Men in GBV
Prevention and RH
Please thoroughly review these notes in advance. These are the key points that need to be
made for each of the slides you are presenting.
Part 1
Slide 1: Cover Slide
• Tell the group that this presentation was developed by Gary Barker of Promundo, a
Brazil-based organization that is doing pioneering work on developing alternative,
healthier gender norms with and for young men. Gary Barker, a sociologist, is an expert
in the field of male engagement, especially related to issues of gender socialization. This
presentation has been adapted for use in this training.
Slide 2: Agenda for Presentation

• Communicate that you will cover the following in the presentation:
Æ Historical contextualization of male engagement

Æ Gaps between ideals and programs
Æ Applying a gender-perspective in work with boys and men
Æ Challenges/Calls for Action
Slide 3: Growing International Consensus for Engaging Boys and Men

• There is growing international consensus on the importance of engaging boys and men,
from the International Conference on Population and Development (ICPD) in 1994 to
the Experts Meeting on Involving Boys and Men in Achieving Gender Equality at the
U.N. in 2004.
• All advocate that GBV prevention and RH programs which engage men as individuals,
partners and family and community members will have a long-term impact.
• For example, in March, 2000, UNAIDS launched a worldwide campaign to engage men
in HIV prevention activities entitled, “AIDS: Men Make a Difference.” The program’s
rationale was that “working with and persuading men to change some of their attitudes
and behaviors has enormous potential to change the course of the HIV epidemic and
to improve the lives of their families and their partners.” This is one illustration of the
international consensus on the importance of involving boys and men.
Note to Trainer: Before moving to Slide 4, ask participants what programs and/or
policies are in place in their country to engage boys and men.
30
Workshop Activities
Slide 4: Changes in How We View Men

• Experts in the field of male engagement have also started changing how boys and men
are “seen.” In the past, male-engagement practitioners used more of a “deficit” model
of programming, in which boys and men were seen as obstacles, as the means to an end
(i.e., as a tool to improve women’s health), as problems that needed to be addressed,
etc.
• Now, the male-engagement field is looking at boys and men more holistically. It is
approaching programming from more of an “asset-based” model, which recognizes
that boys and men can be partners in GBV prevention and RH; that they do care what
happens to their partners, their families and in their communities; and that boys and
men, like women, have their own needs and are complex individuals.
Note to Trainer: Before going to the next slide, take 10 minutes to discuss the following
questions with participants. Note their responses on a flipchart paper.
4What are some of the needs that boys and men might have, especially in conflict
settings?
4How could a “deficit” model of programming affect work with boys and men in
conflict settings?
4Are there some unique opportunities to engage boys and men in GBV Prevention and
RH in conflict settings that might not exist otherwise?
Slide 5: Recognition of Boys and Men’s Multiple Needs

• This slide highlights that men (like women) have many needs. In most communities, for
example, social norms dictate that men need to be the primary breadwinners. However,
as the global economic condition changes, and especially during extended periods of
civil conflict, women are becoming primary breadwinners. This is greatly affecting how
men see themselves. They are asking what their role in the family is, if they cannot
be the primary breadwinner. This can negatively affect their relationships with their
partners, in their families and in communities.
• Although it does not occur as often as with girls or women, in some communities, boys
and men are not getting equitable access to education. This is especially true in conflict
settings where boys and men are being recruited as child soldiers, or where they have to
drop out of school to take care of their families.
Slide 6: Recognition of Men’s Multiple Needs (continued)

• Men also have reproductive health needs that are not being met. For example, men
are being affected by infertility and prostate cancer. Boys and men are also affected by
violence in their families or in societies where conflict is the norm. According to WHO
data, homicides among young men are rising each year, at a rate much higher than for
young women.

31
Workshop Activities
FIGURE 1
Global trends in youth homicide rates among males and females aged
10-24 years, 1985-19956
25
20
Males
Homicide rates (per 100 000)
15
10
5
Females
0
1985 1986 1987 1988 1989 1990 1991 1992 1993 1994
Year
6
Krug, EG. et al. eds. (2002) World Report on Violence and Health. Geneva: World Health Organization.
Also, available at website: http://www.who.int/violence_injury_prevention/violence/world_report/chapters/en/index.html.
Table 1. Rates of estimated homicides and suicides by

age globally, in 2000.7, 8
Age Rate of Homicides Rate of Suicide

Group per 100,000 per 100,000
Inhabitants Inhabitants
Men Women Men Women
0-4 5.8 4.8 0.0 0.0
5-14 2.1 2.0 1.7 2.0
15-29 19.4 4.4 15.6 12.2
30-44 18.7 4.3 21.5 12.4
45-59 14.8 4.5 28.4 12.6
> 60 13.0 4.5 44.9 22.1
TOTAL 13.6 4.0 18.9 10.6
7
Standardized by age.
8
Project of the Global Study of Morbidity of the WHO for 2000, Version 1 (statistical annex).
32
Workshop Activities
Slide 7: Men and Reproductive Health and Maternal Health

• This slide highlights the importance of men’s roles in reproductive health – including
family planning, maternal health, HIV and AIDS, and fatherhood. Data on this slide are
from Demographic and Health Surveys (DHS) and Reproductive Health Surveys (RHS),
which have surveyed men about different RH issues. Since the 1990s, 46 surveys of
this type have been conducted with men in Sub-Saharan Africa, Latin America and the
Caribbean, Asia and the Near East and North Africa, Eastern Europe, and Central Asia.
The data highlights that men need to play a greater role in family-planning efforts.
• Men are more likely than women to have heard of at least one contraceptive method
(most often the condom), but their awareness of female contraceptive methods is
almost always lower than that of women’s. While most married men approve of family
planning, they are less likely to approve of it than married women in the same country.
However, more married men are likely to approve of family planning than women think.
• Husbands and wives who discuss family planning together are more likely to use
contraception effectively and to have fewer children. In 23 of 35 countries with survey
data, at least half of married men say they have discussed family planning with their
wives within the past year. In 19 countries, at least one of five women says she does
not know whether her husband approves of family planning. Women who do not know
whether their husbands approve of family planning, or who believe that their husbands
disapprove, are much less likely to use contraception than those who believe that their
husbands approve.
• Boys and men need to be involved in the HIV and AIDS epidemic in terms of prevention,
care, and support. Not only do their personal needs have to be met, but they also
require education about the kind of roles they can play in preventing HIV transmission
and in supporting those who are HIV positive in their families and communities.
• Often, men are neglected in maternal and child health (MCH) efforts because these are
seen as women’s responsibilities. However, this is a crucial missed opportunity to engage
men because they can play an important role in child development and in MCH.
Slide 8: Understanding Linkages Between RH and GBV

• Given the multiple linkages between RH and GBV, many programmers are trying to
involve boys and men in GBV prevention.
• Given the high prevalence of violence in many communities, it is critical boys and men
be involved.
• Much of the work in this area has focused on changing gender norms that lead to and
perpetuate violence.
• The ad on this slide, for example, is from a U.S. organization called Men Can Stop Rape
that is working to address GBV by promoting alternative, healthier gender norms.
Note to Trainer: Before continuing, ask participants if they think the information
presented in the last few slides reflects the situation in their country or community.

33
Workshop Activities
4If yes, how? If not, why not? Ask participants to suggest some of the critical ways that
boys and men can become involved in GBV prevention and RH in conflict settings?
Note their responses on flipchart paper.
Slide 9: How Boys and Men are Socialized

• Much of the innovative work that is being done in the field of male engagement focuses
on the socialization of boys and men.
• Research has shown that boys and men are socialized in ways that put both them and
their partners and families at risk.
Note to Trainer: Before continuing, take 15 minutes to brainstorm with the participants
what messages boys and men might get from their peers, families, communities, and
societies about being a “real man” that would put them and their partners at risk.
Record the responses on a flipchart paper. What messages might men get around being
a “real man” especially in conflict situations? Some of the responses might include:
• Be tough
• Fight
• Do not cry
• Yell at people
• Show no emotions
• Take care of other people
• Do not back down
• Don’t access healthcare unless it is serious
• Have sex
• Have multiple partners
• Don’t use condoms
• Be strong
Note to Trainer: Display slide 11. Ask participants how these messages can put men and
women at risk. Explore how these messages can put men and women at far greater risk
in conflict settings. Indicate these reasons on flipchart paper.
Slide 10: While at the Program Level…

• Even though there are many programs that are involving boys and/or men, very few are
doing the innovative work to address or challenge gender norms, which is necessary for
long-term change. We need to alter the unhealthy messages men and women get about
gender, especially the negative messages about masculinity.
34
Workshop Activities
Slides 11 and 12: The Real Revolution Is About Changing Manhood…and Learning from
Others
• These two slides highlight what is missing in the field of male engagement. They
argue that programs need to address and change gender norms in order to have long-
term, sustainable effects, and that this needs to be done in conjunction with gender
programming for women. Programs can learn from the work that has already been done
by women’s advocates.
Slide 13: Applying a Gender Perspective: Does It Work?

• This slide highlights some of the programs that have focused on gender socialization and
why they are successful. For more information, please refer participants to the folder
entitled, “Articles in the CD-Rom,” which includes information on various programs that
have successfully engaged boys and men.
Slide 14: What Does It Require?

• This slide highlights some of the interventions that have been implemented in order to
address gender socialization. Explain to participants that you will review these in greater
detail throughout the day.
Slide 15: The Ecological Model

• This slide presents a common model that is used for holistic GBV and RH programming.
Called the Ecological model, it was originally used for GBV prevention.
• In order for change to occur, the Ecological model emphasizes interventions at multiple
levels—individual, peer, family, community, societal—and identifies what the focus
should be at each level in order to bring about more gender-equitable behaviors.
Note to Trainer: Before closing, ask participants what areas of the “Ecological Model”
might be especially useful during conflict settings.

35
Workshop Activities
36
Workshop Activities
8. F
ramework for Engaging Boys and Men in GBV Prevention
and RH
Objectives
1. To introduce participants to a framework for engaging boys and men in GBV prevention
and RH
2. To identify new ways of reaching and/or engaging boys and men
Time
90 minutes
Materials
• LCD or overhead projector
• Flipchart paper—at least three sheets
• Sheets of paper
• Tape
• Enough copies of PowerPoint presentation: Framework for Male Engagement for all
participants. (This presentation is included in the folder entitled, “Presentations in the
CD-Rom.”)
• Trainer’s Resource Sheet 2: Framework for Engaging Boys and Men in
GBV Prevention and RH
• Trainer’s Resource Sheet 3: Different Strategies to Engage Boys and Men
Advance Preparation
• Review the PowerPoint presentation and trainers’ notes for this session.
• Write the following terms on flipcharts, one term per sheet: “Men As Clients,” Men As
Supportive Partners,” “Men As Agents of Change.” Display the flipcharts on the wall in
a row, leaving enough space under each flipchart for the participants to post their sheets
of paper under it.
• On separate sheets of paper write each of the 21 male-engagement interventions listed
in Trainer’s Resource 3: Different Strategies to Involve Boys and Men—one intervention
per sheet. Make sure you have enough sheets of paper to give one or more to each
participant. Prepare strips of tape for posting the male-engagement interventions sheets
of paper on the wall.
Steps
Part One (45 minutes)
1. Pass out the PowerPoint presentation Framework for Male Engagement to all
participants. Explain to participants that in this session, you will share a simple
framework developed by EngenderHealth on various approaches to engage boys
and men. This framework is based on the work that EngenderHealth and other
organizations have conducted over the years with boys and men.

37
Workshop Activities
Its purpose is to help people think about how programs can start integrating male
engagement into their work. Encourage questions, as you present. Review the
PowerPoint presentation with the participants.
Part Two (45 minutes)

2. After the presentation, tell participants that the next activity will highlight how the
approaches you presented have been or can be used in different conflict phases.
Shuffle the sheets of paper with the 21 male-engagement intervention activities and
distribute one or more of them to each participant. Explain that each activity will fall
under one of the following terms posted on the wall—”Men As Clients,”“Men As
Supportive Parents,” or “Men As Agents of Change.”
3. Ask the participants to walk up to the wall, take a few pieces of tape, and place the
sheets of paper where they think they belong. Remind them that a few activities can
be placed under more than one term, highlighting the fact that interventions often use
multiple approaches to engage boys and men.
4. Once all the sheets are posted on the wall, review them and move any that the group
feels belong under a different approach. If you are unclear where any of the activities
should be placed, refer to Trainer’s Resource 3, which describes under what categories
the activities fit.
5. Conclude the activity with the questions below.
4What do you think of the three approaches presented to engage boys and men?
4Can these approaches be applied to your work?
4Which of these approaches are more appropriate for the ethnic and/or religious
groups you are working with?
4Did the interventions provide you with ideas about male-engagement activities?
If so, what interventions might you implement in your program?
38
Workshop Activities

Framework for Engaging
Boys and Men in GBV
Prevention and RH
Please thoroughly review these notes in advance. These are the key points you need to
make as you present each of the slides.
Slide 1: Cover Slide

• Before beginning, explain that this presentation was developed by Andrew Levack
and Manisha Mehta from EngenderHealth. EngenderHealth is an international RH
organization which has been doing a lot of work in male engagement since the early
1990s. Andrew Levack and Manisha Mehta are based in New York and are responsible
for providing technical assistance on male-engagement activities and interventions for
the organization.
Slide 2: Male Engagement in a Gender Context

• Often people are reluctant to integrate male engagement into the work that they do
because they feel it may take essential resources away from women. However, all
male-engagement efforts need to be seen and implemented in a gender context,
which means they should address:
Æ Both men’s and women’s roles, norms, and vulnerabilities
Æ Access to resources
Æ Control over resources
Æ Decision-making
Æ How gender norms exacerbate gender inequalities or promote gender equality
Slide 3: Approaches to Engage Men

• In general, male-engagement programs have used three main approaches: “Men As
Clients, ”“Men As Supportive Partners,” and “Men As Agents of Change.” In this
presentation, all three will be discussed in greater detail. Explain that these approaches
are more common to RH programs, but that they are applicable to GBV prevention
programs, especially the “Men As Agents of Change” approach.
• The three approaches are illustrated as intersecting circles because they are not mutually
exclusive. Ideally, programs should include as many of these approaches as possible.

39
Workshop Activities
• Depending on the programmatic and country contexts, some programs start with the
“Men As Clients” approach, then add the other two as the work progresses. Others
have begun with “Men As Agents of Change” and have then added the others.
Every program should be as holistic as possible by introducing as many of the three
approaches it can from the beginning.
Slide 4: Men As Clients

• Under this approach, men are encouraged to use different services, such as FP, STI, and
VCT services. This improves their personal RH needs and lessens the burden of RH
decision-making on their partners.
Slide 5: Men As Supportive Partners

• Under this approach, programs focus on the positive influence boys and men can have
on women's SRH, since boys and men play a major role in decision-making, planning,
and resource allocation.
• Under this approach, men are seen as allies and resources in improving RH as a result of
their engagement in a variety of areas: maternal health, family planning, neonatal care,
and HIV and AIDS.
• Many of these programs take into account the gender inequities that negatively impact
health, but do not always explicitly implement activities to address those inequalities.
These programs could be far more effective if they did so.
Slide 6: Men As Agents of Change

• Programming under this approach is more transformative since the focus is on explicitly
addressing gender norms that put women and men at risk.
• Programs ask boys and men to examine gender norms that negatively affect their lives
and those of their partners and families and to then develop healthier alternatives.
Since the results are often positive, many programs seeking to involve boys and men in
improving RH outcomes and GBV prevention use this approach.
• With this approach comes an assumption that more progressive norms around
masculinity and gender will translate into improved reproductive health outcomes and
GBV prevention. Many programs are starting to illustrate that this does actually happen.
Slide 7: Men As Agents of Change (continued)

• Programs that focus on Men as Agents of Change are often the most intensive and
difficult to carry out because they ask boys and men to make individual changes in an
unsupportive environment.
• A few programs using this approach are asking boys and men to engage others in their
communities to promote gender equity, including in relation to GBV prevention and RH.
40
Workshop Activities

Different Strategies to
Engage Boys and Men
Men As Clients Men As Supportive Men As Agents of Change
Partners
1 A doctor visits a camp A midwife helps a man and A program that recruits male
to provide diagnosis and a woman in a refugee camp volunteers in the camps to
treatment of sexually develop a labor and delivery advocate for joint decision-
transmitted infections plan. making around reproductive
(STIs) to men. health.
2 Satisfied VCT clients A community outreach A group of men form a
promote the method worker encourages men community-action team in
to other men in the to go with their wives for their camp to speak out against
community. antenatal care counseling. violence.
3 A radio spot encourages A couple talks with a nurse A theater group gives a
men to get tested for HIV about what family planning performance about societal
at free VCT sites in the method would be best for norms, particularly those
camps. them. related to violent behavior, and
discusses them and advocates
for change in the community.
4 A man discusses condom A billboard shows a An organization conducts
use with his peers at photograph of a man and educational sessions for
places visited by men in woman entering a family leaders of refugee groups to
refugee camps. planning clinic together, with encourage them to identify and
a sentence like, “We decide address negative gender norms
together.” in their communities.
5 A man has a vasectomy. A brochure explains how An organization conducts
men can be involved in orientation sessions for military
preventing mother-to-child men policing the refugee
transmission of HIV. camps to sensitize them to the
possibility of gender based
violence and ways to prevent
and address it.
6 A health worker helps a A man goes with his partner A man refers his friends to visit
man assess his risk for HIV to the health clinic. the health clinic for services.
infection.
7 A poster explains the signs A man and his wife get An agency organizes and
and symptoms of STIs in tested together as part of a supports groups of men to
men. PMTCT program. discuss and respond to issues
of sexual violence.

41
Appendix 2
42
Workshop Activities
9. Action Planning 1
Objectives
1. To identify ways to engage boys and men in various phases of a conflict or crisis
2. To identify and understand the opportunities and challenges existing in various phases
of a conflict or crisis
Time
90 minutes
Materials
• Flipchart paper
• Markers
• Tape
• Enough copies of Handout 4: GBV Prevention and RH Interventions During Different
Conflict Phases for all participants
Steps
1. Explain that during this session, participants will work in groups to identify male
engagement interventions in various areas of GBV prevention and RH programming.
Have the group determine the best way to divide into smaller groups. Groups may be
formed according to organization, country, or programmatic area of interest (MH, FP,
PAC, GBV, etc.)
2. Pass out Handout 4. Remind them that you reviewed this handout during an earlier
activity. In this activity, you will use the chart to start thinking about ways to engage
boys and men in GBV prevention and RH. Ask the group to first identify the different
phases of the conflict in which they are working. For example, one group member
might only be working in prevention and mitigation while another might be working
in preparedness and relief and response. Tell the participants that if it is not clear what
phase they are working in, they should pick the one that most closely reflects their
organization’s scope of work.
3. The groups should first identify the appropriate GBV-prevention and RH interventions
for each of the phases in which they work. Then they should identify how they can
engage boys and men in the process as clients, partners, and agents of change. Finally,
they should look at the opportunities and challenges related to engaging boys and
men that are unique to a conflict setting. When they have finished discussing this, they
should create a flipchart with the results of their work for presentation. Tell them they
will have 30 minutes for the activity.
4. After 30 minutes, reunite everyone and ask one person from each group to present
their chart. Each group should be given five to seven minutes to present.

43
Workshop Activities
5. After each presentation, debrief by asking the following questions:
4Are there any interventions that the group didn’t think of?
4What seem to be most common interventions to engage boys and men in GBV
prevention and RH? Is this surprising?
4Are there any similar opportunities among the groups? Are there any similar
challenges? How can the challenges be addressed?
4Are there religious, cultural or traditional practices that provide unique opportunities
to/facilitate increasing men’s engagement in a conflict? Are there religious, cultural or
traditional practices that are especially challenging to increasing male engagement in a
conflict setting?
44
Workshop Activities
Handout 4:
GBV Prevention and RH
Interventions During Different
Conflict Phases
Discuss how your program currently engages men (or might, in the future, engage
men) in GBV-prevention and RH as clients, supportive partners, or agents of change.
Also discuss further opportunities for—or challenges to—interventions. You do not
need to complete the entire chart; just fill in the rows that seem most relevant.
Phase
GBV prevention Men As Clients Men As Supportive Men As Agents
and RH activities Partners of Change
Prevention and
Mitigation:
Programming
focusing on
prevention and
mitigation of future
problems before
the crisis.9
Preparedness:
Planning and
actions to ensure
necessary resources
and supplies will be
available in time.10
Relief and
Response:
Programs and
actions to save lives
in the immediate
time period after
a population
displacement.11
9
Key resources are Mary Anderson’s “Do Not Harm: How Aid Can Support Peace or War and CARE International’s Benefits/Harms Facilitation Guide
10
Key resource is UNFPA’s RH in Refugee Situations: An Inter-Agency Field Manual
11
Key resources are UNFPA’s RH in Refugee Situations: An Inter-Agency Field Manual and SPHERE Guidelines.

45
Workshop Activities
Phase
GBV prevention Men As Clients Men As Supportive Men As Agents
and RH activities Partners of Change
Longer-term
support, care, and
maintenance of
solutions, including
rehabilitation of
health systems,
human resources
and policies, and
data collection.
46
Workshop Activities
10. Action Planning 2

Objective
1. To identify three action steps that individuals can take to integrate male-engagement
approaches into their current work
Time
60 minutes
Materials
• Flipchart paper
Advance Preparation
Prepare a flipchart with the following questions:
4What three activities can you implement to integrate boys and men into the work you
are currently conducting in conflict settings?
4What, if any, resources would you need in order to do so?
4What are some of the opportunities and challenges you would face?
4How would you address those challenges?
Steps
1. Explain to participants that during this activity they will focus on how to engage boys
and men in the programs they are currently implementing or are involved in. They can
work individually or in groups if other people at the orientation are involved in the same
program.
2. Display the flipchart you prepared earlier. Ask participants to think about the four
questions on the flipchart. Allow 20 minutes for them to do so.
3. After 20 minutes, bring everyone back together and ask some of the participants
to share their ideas with the rest of the group. Encourage discussion by posing the
following questions:
4Was it easy or difficult to brainstorm intervention strategies that could work for your
setting?
4What are the primary similarities and differences between the suggested activities?
4In general, what resources do participants need to conduct this type of work?

47
Workshop Activities
48
Workshop Activities
11. Post-Test
Objective
1. To evaluate participants’ knowledge and attitudes about gender, reproductive health,
and GBV at the completion of the workshop.
Materials
• Enough copies of the post-test questionnaires (Appendix 2) for all participants
• Pens and pencils
Time
30 minutes
Steps
1. Explain to the participants that the purpose of the post-test is to help facilitators
determine how well the objectives of the training were achieved.
2. Distribute the post-test questionnaires to each participant. Ask them to not put their
names on the test papers.
3. Allow the participants 25 minutes to complete the test.
4. Collect the post-test questionnaires to mark later.
5. After the workshop and when the participants have left, mark the questionnaires and
compare the results with those of the pre-test, in order to evaluate the effectiveness of
the training.

49
Appendix 2
50
Appendix 1
Appendix 1: Pre-test
Section A: Background Information
Name: ____________________________________________________________________
Country: __________________________________________________________________
Organizational Affiliation: ___________________________________________________
Male___ Female ___
Job/title/role in organization: ________________________________________________
Length of time at organization: ______________________________________________
Please indicate whether you strongly agree, agree, disagree, or strongly disagree with the
following statements:
Statement Strongly Agree Disagree Strongly

Agree Disagree
1. I have the knowledge I need to Strongly Agree Disagree Strongly
engage boys and men in GBV Agree Disagree
prevention and RH in conflict
settings.
2. I have the skills I need to Strongly Agree Disagree Strongly
settings.
3. It is important to engage boys Strongly Agree Disagree Strongly
and men in GBV prevention and Agree Disagree
RH in conflict settings.
4. Have you previously participated in any trainings related to working with boys and men?
If yes, please briefly describe the content and length.
5. On a scale of one to 10, with one being low and 10 being high, how would you evaluate
your technical capacity to work with boys and men?
Low High
1 2 3 4 5 6 7 8 9 10

51
Appendix 2
Appendix 2: Post-test
Section A: Background Information
Name: ____________________________________________________________________
Country: __________________________________________________________________
Organizational Affiliation: ___________________________________________________
Male___ Female ___
Job/title/role in organization: ________________________________________________
Length of time at organization: ______________________________________________
Please indicate whether you strongly agree, agree, disagree, or strongly disagree with the
following statements:
Statement Strongly Agree Disagree Strongly

Agree Disagree
1. I have the knowledge I need to Strongly Agree Disagree Strongly

settings.
2. I have the skills I need to Strongly Agree Disagree Strongly
settings.
3. It is important to engage boys Strongly Agree Disagree Strongly
and men in GBV prevention and Agree Disagree
RH in conflict settings.
4. Please indicate what you liked about this training.
5. Please indicate two things you learned from this training.
6. Please indicate what you would change about this training.
7. On a scale of one to 10, with one being low and 10 being high, how would you evaluate
your technical capacity to work with boys and men?
Low High
1 2 3 4 5 6 7 8 9 10
52
Appendix 2
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The ACQUIRE Project2008
53
Appendix 2

Engaging Boys and Men in GBV Prevention and Reproductive Health in Conflict and Er Settings

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About the Module

• Understand how conflict or humanitarian emergencies might affect gender, and

Who is this module for?

How should this module be used?

The module consists of the following sections:

3. Pre-test and Post-test Evaluations

What information is included for each activity?

• Objectives of the activity

• Time required for the activity

• Materials needed for the activity

• Advance Preparation needed for the activity

• Steps for implementing the activity

• Facilitator’s Notes on how to implement the activity most effectively

• Handouts to use during the activity

Each element of this standardized format is discussed in more detail below:

Time Name of Activity

9:00 – 9:40 a.m. Welcome and Introductions

10:45 – 11:45 a.m. Vote with Your Feet

2:15 – 2:45 p.m. Common Terms in RH and GBV

Time Name of Activity

Engaging Boys and Men in GBV Prevention and Reproductive Health

• Where they work

• What programs/projects they’re responsible for

• One expectation they have for this workshop

Allow 15 minutes for the exercise.

2. Review of Workshop Objectives and Agenda

Engaging Boys and Men in GBV Prevention and Reproductive Health

3. Allow 25 minutes for participants to complete the test.

Engaging Boys and Men in GBV Prevention and Reproductive Health

4. Vote with Your Feet

Statements for Discussion:

1. Men need sex more than women do.

3. Women who carry condoms are “easy.”

6. A man is more of a “man” if he fights in a war.

7. Involving men in GBV prevention or RH programs during conflicts or

8. In conflict situations, violence against women is unavoidable and expected.

11. There are times when a woman deserves to be beaten.

Engaging Boys and Men in GBV Prevention and Reproductive Health

6. Close the activity by stating the following:

Engaging Boys and Men in GBV Prevention and Reproductive Health

5. Common Terms in GBV Prevention and RH

Gender-Based Violence (GBV)

Sexual and Reproductive Health (SRH)

Engaging Boys and Men in GBV Prevention and Reproductive Health

i. The biological classification of two groups: male and female

Gender-Based Violence (GBV): Gender-based violence is violence involving men and

Engaging Boys and Men in GBV Prevention and Reproductive Health

Abuse: Mistreatment of another person by threatening, coercing, beating, lying, insulting,

Engaging Boys and Men in GBV Prevention and Reproductive Health

7. Distribute Handout 3: GBV Prevention and RH Interventions During Different Conflict

Recovery and Rehabilitation

Prevention and Preparedness: Relief and Response: Recovery and

Engaging Boys and Men in GBV Prevention and Reproductive Health

The ACQUIRE Project 2008

Engaging Boys and Men in GBV Prevention and Reproductive Health

• Understand how conflict or humanitarian emergencies might affect gender, and

3. Pre-test and Post-test Evaluations

7. Involving men in GBV prevention or RH programs during conflicts or

7. Distribute Handout 3: GBV Prevention and RH Interventions During Different Conflict

4Can these approaches be applied to your work?

Male_ Female _

Male_ Female _

1. I have the knowledge I need to Strongly Agree Disagree Strongly