Booklet III & IV Booklet III & IV Booklet III & IV Booklet III & IV

Antonia Tsirigoti

Booklet III & IVBooklet III & IV

Some activities that were incomplete have been integrated into the manual, e.g.

Activity: To address a problem matter-of-factly Activity: Step Forward Choose Respect handouts Activity: “Imagine that…” (change of sex)

Problems: no step-by-step process was given Threre are some explanations for activities pending:

Website: Spielwiese zu Spaß oder Gewalt/ Playground of fun or violence

Activities from Austrian partner

Booklet III & IVBooklet III & IV

Permissions to use copyrighted activities have been obtained for almost all activities

Request was send but pending permissions are: How it is being a girl... how it is being a boy... (Attawell

et al. 2001) Social Gender Roles (Attawell et al. 2001)

No information received by Austria regarding rights of

Picture (Leeb et al, 2008) Role Play (Stachl-Astleithner & Henschl, 2006)

Booklet III & IVBooklet III & IV

Do we need to ask for permission from Rothe, A., Bönold, F. (2006). Geschlecht bewusst

gemacht: Ein Training für Jugendliche. Germany: Frauenakademie München e.V.

Högger, D., Weber, H., Haberthür, R. (2005). Harmo-nie?: Zeigen unsere Schäfchen plötzlich Zähne? - Beziehungsgestaltung im schulischen Alltag. Switzerland: Fachhochschule Nordschweiz.

Step Forward (Schad, 2006)

Booklet III ActivitiesBooklet III Activities

Module 1: Introduction & Setting Goals Opening & pre-questionnaire The name game: the meaning of our names Expectations and objectives Ground Rules

Module 2: Gender Stereotypes & Gender Equality Unit 1: Gender Stereotypes - Masculinities vs Femininities

22 activities

Unit 2: Patriarchal Societies 4 activities

4 Working Group Exercises

Activity 2.1.1. How it is being a girl... how it is being a boy...Activity 2.1.2. Social Gender RolesActivity 2.1.3. What I like – What I don’t likeActivity 2.1.4. "Men, Women and Society" Activity 2.1.5. Sex and GenderActivity 2.1.6. Quiz: Professions, Roles & activities of men and womenActivity 2.1.7. Agree and disagreeActivity 2.1.8. "At the end it says…" Activity 2.1.9. “Gender not Sex” Activity 2.1.10. Gender BoxActivity 2.1.11. “Step Forward” Activity 2.1.12. “Real Man and Real Woman” Activity 2.1.13. “Myths about Women and Men and their Consequences" Activity 2.1.14. Life Path Activity 2.1.15. “Proverbs and Sayings”Activity 2.1.16. Self DiscoveryActivity 2.1.17. Sex StereotypingActivity 2.1.18. "XXX"Activity 2.1.19. That’s my MusicActivity 2.1.20. "Gender Performance"Activity 2.1.21. "Role Play"Activity 2.1.22. "Imagine that…"

Activity 2.2.1. The Benefits of Being MaleActivity 2.2.2. Power ChartActivity 2.2.3. Continuum of Harmful behaviors to Girls and BoysActivity 2.2.4. "XXX"

1. “Gender through the eyes of the Press” 2. “Gender through the eyes of the School” 3. “Gender through the eyes of the Mass Media”4. “Playing roles... about equality and ...inequality”

Booklet III ActivitiesBooklet III Activities

Module 3: Healthy and Unhealthy Relationships 5 activities

Module 4: Intimate Partner Violence Unit 1: Raising Awareness

7 activities

Unit 2: What we can do to stop relationship/dating/intimate partner violence – ways of intervening in IPV

5 activities

Booklet III consists a toolbox of activities some of them overlap with others one can select activities having the same aim

Activity 3.1. "What is Love?" Activity 3.2. "Adolescent Relationships" Activity 3.3. Healthy and unhealthy relationships – Recognizing warning signsActivity 3.4. Persons and ThingsActivity 3.5. To address a problem matter-of-factly

Activity 4.1.1. Definition and Types of Relationship/Dating/Intimate Partner ViolenceActivity 4.1.2. Anna and DimitrisActivity 4.1.3. What is Relationship ViolenceActivity 4.1.4. “Cases of Violence” Activity 4.1.5. Myth or Reality?Activity 4.1.6. Myths about ViolenceActivity 4.1.7. The Power and Control Wheel & Equality Wheel

Activity 4.2.1. Raise young peoples’ awareness on recognizing warning signs indicating IPV and on ways to offer helpActivity 4.2.2. What we can do to stop Intimate Partner Violence: a toolbox of intervention strategiesActivity 4.2.3. Taking a StandActivity 4.2.4. From Violence to Respect in an Intimate RelationshipActivity 4.2.5. Look, Listen and Learn – the path to enhance good communication

Booklet III - Other ContentsBooklet III - Other Contents

INTRODUCTION Information about the GEAR against IPV project Short description of the Master GEAR against IPV Package

Booklet III and How to use it PART A.: OVERVIEW OF THE GEAR against IPV

WORKSHOP A1. Aim and Objectives A2. Target Group A3. Why schools and teachers should be involved?

Booklet III - Other ContentsBooklet III - Other Contents

PART B. HOW TO ORGANIZE YOUR WORKSHOP IN THE CLASSROOM

B.1. Workshop’s design & preparation B2. How to document your “GEAR against IPV” workshop

PART C. HOW TO EVALUATE YOUR WORKSHOP PART D. HOW TO MONITOR AND REPORT PART E. “GEAR against IPV” ACTIVITIES

REFERENCES OF ACTIVITIES USED IN THIS MANUAL

Booklet III - Other ContentsBooklet III - Other Contents

ANNEX A. BACKGROUND THEORETICAL INFORMATION

A.1. Gender equality and healthy relationships A.1.1. Gender roles and gender stereotypes A.1.2. Patriarchal Societies and gender inequality A.1.3. Healthy and unhealthy relationships

A.2. Intimate Partner Violence A.2.1. What is Intimate Partner Violence (IPV)? A.2.2. Extent of the problem of IPV/dating violence A.2.3. The dynamics of IPV A.2.4. How to recognize abuse A.2.5. How to react in detected or revealed abuse A.2.6. Primary prevention of IPV

Booklet III - Other ContentsBooklet III - Other Contents

ANNEX B. EVALUATION TOOLS Pre-questionnaire Post- & follow-up questionnaire

ANNEX C. REPORTING TOOLS Reporting Form

Workshop(s) schedule activities selected and implemented adaptations needed problems faced & lessons learned evaluation report

ANNEX D. FURTHER READING List of bibliography in English Country national bibliography

Booklet III – Cultural AdaptationBooklet III – Cultural Adaptation

What needs to be added Annex A.2.2. Extent of the problem of IPV/dating violence Annex A.2.5. How to react in detected or revealed abuse Annex D: Bibliography in English + Country national

bibliography

Which activities may need cultural adaptation Activity 2.1.15. “Proverbs and Sayings” Examples like: “same-sex marriages are not recognized by law” Gathering culturally relevant songs Activity 2.2.2: The Power Chart

Other adaptations in the Manual Target group

Booklet IV – Worksheets & HandoutsBooklet IV – Worksheets & Handouts

Introduction How to use this booklet Worksheets – Module 2

Unit 1 7 Worksheets 1 Picture 1 Results table

Unit 2 3 Worksheets

Worksheets – Module 3 2 Worksheets

Activity 2.1.1. Sample of worksheet Worksheet 1a (for boys) Worksheet 1b (for girls)

Activity 2.1.2. - Worksheet 2 Activity 2.1.3. - Worksheet 3a (for girls)

Worksheet 3b (for boys) Activity 2.1.5. - Worksheet 4 Activity 2.1.6. - Worksheet 5 (for the student):

Worksheet 5 (for the teacher): Activity 2.1.7. - Results table Activity 2.1.8. - Worksheet 6: At the end it says…Activity 2.1.15. – Worksheet 7: Proverbs and sayingsActivity 2.1.19. - Picture

Activity 2.2.1. - Worksheet 8: The Benefits of Being MaleActivity 2.2.3. - Worksheet 9: Cards for the Continuum of Harmful behaviorsActivity 2.2.4. - Worksheet 10: Examples of behaviors

Activity 3.3. - Worksheet 11: Healthy & unhealthy relationshipsActivity 3.6. - Worksheet 12a: To address a problem matter-of-factly Worksheet 12b: To address a problem matter-of-factly

Booklet IV – Worksheets & HandoutsBooklet IV – Worksheets & Handouts

Worksheets – Module 4 Unit 1

6 Worksheets Unit 2

2 Worksheets

Handouts – Module 3 2 Handouts

Handouts – Module 4 Unit 1

4 handouts Unit 2

8 handouts

Activity 4.1.2. - Worksheet 13: Anna and DimitrisActivity 4.1.3. - Worksheet 14 (for teacher): What is relationship violence

Worksheet 14 (for student): What is relationship violenceActivity 4.1.4. - Worksheet 15: Cases of ViolenceActivity 4.1.5. - Worksheet 16: Myth or realityActivity 4.1.6. - Worksheet 17: Beliefs about violenceActivity 4.1.7. - Worksheet 18a: Examples of Violent Behaviours Worksheet 18b: Examples of Behaviours of Equality

Activity 4.2.2. - Worksheet 19: ScenariosActivity 4.2.3. - Worksheet 20: Taking a stand

Activity 3.3. - Handout 1: Is your relationship equal and healthy or not? Activity 3.3. - Handout 2a (for girls): What would you do?

Handout 2a (for girls): What would you do?

Activity 4.1.4. - Handout 3: Signs of Violence in a Relationship Handout 4: What if you have noticed that your

friend acts violently in a relationship? Activity 4.1.6. - Handout 5: Facts about Violence Activity 4.1.7. - Handout 6a: Dating Violence Power & Control Wheel Handout 6b: Teen Equality Wheel

Activity 4.2.1. - Handout 7: How to be helpful to a friend… Handout 8: List of support services

Handout 9: Intimate Partner Violence Quiz Handout 10: Your Dating Rights... Activity 4.2.2. - Handout 11: : “Getting into the mix”Activity 4.2.3. - Handout 12: Quiz: How do you know if you're being treated right? Handout 13: Healthy RelationshipsActivity 4.2.4. - Handout 14a: For the Facilitator Handout 14b: For the Students

Booklet IV – Cultural AdaptationBooklet IV – Cultural Adaptation

What needs to be added Handout 2 (add a helpline number) List of supporting services

What needs cultural adaptation Wherever you see the word “Greece” (e.g. Worksheet 4: “in

ancient Greece…) Worksheet 7 (The benefits of being male) Worksheet 8 (Continuum of Harmful Behaviours) you can

add culturally appropriate behaviours or delete the inappropriate ones

Names of persons in activities: e.g. “Anna and Dimitris” + Scenarios in Activity 4.2.2.

Open issues - DecisionsOpen issues - Decisions

Is it needed: To add a part dealing with IPV in same sex relationships? or Adopt a neutral approach and use formulations like s/he or

she/he)? What do you think? Reminder!!! Our project targets to (see the GA)

“unequal power relationships between the sexes”, “femininity and masculinity”, “deconstruction of stereotypical views of the opposite gender”

Long term objective: “decrease of the number of women living in abusive relationships”

Topic: violence against women & “IPV” Low rate of IPV in homosexual couples

Open issuesOpen issues

Partiarchal Societies societal norms power relations in society culture of dominance

Justification ???

DiscussionDiscussion

Patriarchal Socities - Justification Same sex relationships???

Website: Spielwiese zu Spaß oder Gewalt/ Playground of fun or violence (TBD with German partner)

National abreviations for GEAR against IPV Workshops ??? – common name

Any other issues regarding Booklets III & IV