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70 views237 pagesCombinepdf
Team up gender manual
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© © All Rights Reserved
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Available Formats
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/ 237
eaml |
CONSOLIDATED TRAINING
MANUAL FOR PROMOTION
OF GENDER EQUALITY IN
PROJECT WORK ACKNOWLEDGEMENT
The TEAMUP Consolidated training manual for the promotion of
gender equality is the result of concerted effort by a number of
people. In a very special way, | would like to acknowledge German
Federal Ministry for Economic Cooperation and Development (BMZ)
and _ the three foundations Deutsche Stiftung Weltbevélkerun
(DSW), Hanns R. Neumann Stiftung (HRNS) and Siemens Stiftung (SS)
for the financial support that led to the production of this manual
without which, it would have been impossible.
Sincere thanks go to the TEAM UP Coordinating and Planning Unit
(PCU) for highly prioritizing the development of the manual and their
technical input. | am indebted to the staff of Whave Solutions, Action
for Health Uganda (A4HU) and HRNS for their invaluable
contributions made towards the entire process of the development
of the manual.
| wish to express my gratitude to Ms. Margaret Happy, Executive
Director for Advocacy for Quality Health Uganda (AQH-Uganda) for
reviewing the draft manual and providing technical input that
enriched it. Appreciation also goes to Ms. Fiona Agaba for proof
reading the manual. Finally, | would like to thank Mr. Kalembe Alvin
Kusiima for his technical expertise in graphics illustrations that made
the manual user friendly.
Enjoy using this manual for promoting gender equality in entire
TEAMUP interventions for gender responsiveness in at household
health, agribusiness, water and sanitation and hygiene (WASH)
Fortunate Paska
Gender Consultant
Lb Hanns R Neumann suiftung BO Table of Contents
1 ACKNOWLEDGEMENT
LIST OF ACRONYMS
6
7 DEFINITION OF KEY
GENDER CONCEPTS
8
1.0 BACKGROUND
TO THE MANUAL
12 ‘ABouT THIS MANUAL
12 How To Use THIS MANUAL
13 Users OF THIS MANUAL
15 SECTION ONE
7 MODULE 1: UNDERSTANDING.
GENDER CONCEPTS AND THE
PREVAILING SOCIAL NORMS
19 SESSION ON KEY GENDER
CONCEPTS
22 SESSION ON SOCIALIZATION
ON MASCULINITIES AND
FEMININITY
26 session ON POWER
DYNAMICS AND STATUS
311] MODULE 2: GENDER BASED
VIOLENCE (GBV)
Hanns R. Neumann suirtan RO
Uganda
32.211 SESSION ON GENDER
BASED VIOLENCE (GBV)
39 2.2 SESSION: INTRODUCTION
TO DOMESTIC VIOLENCE (DV)
4l 2.3 SESSION ON DOMESTIC
VIOLENCE COUNSELING
2.4 SESSION ON LEGAL
AND HUMAN RIGHTS
FRAMEWORK FOR SGBV
5755 SESSION ON REFERRAL
PATHWAYS
73 MODULE 3: UNDERSTANDING
AND APPLYING GENDER IN
COMMUNITY BASED
INTERVENTIONS
73 31 SESSION ON WOMEN IN
DEVELOPMENT (WID) AND
GENDER AND DEVELOPMENT
(GAD)
7 3.2. SESSION ON GENDER
ANALYSIS
9033 SESSION ON GENDER
RESPONSIVE PLANNING AND
BUDGETING 93 MODULE 4: GENDER 132 5.2.2 GENDER NORMS AND
MAINSTREAMING OF FATHERHOOD
95 SESSION ON GENDER 137 553 sessION ON
MAINSTREAMING MENTORSHIP
97.2 SESSION INTRODUCTION
142
TO GENDER AND AGRIBUSINESS Sia SESSIONION/WHAVE WSC
MODEL
RELATED CONCEPTS 145 sy arc
— 5.4 SESSION ON CONDUCTING
4.3 SESSION ON INTRODUCTION HOUSEHOLD VISIT
TO GENDER AND SRH 148
— MODULE 6: GENDER,
4.4 SESSION ON INTRODUCTION ADVOCACY AND
TO GENDER AND WASH DEVELOPMENT
12 Yooute 5: Community BaseD 148 & session ON
MODELS FOR GENDER UNDERSTANDING THE ROLE
TRANSFORMATION OF TEAMUP IN ADVOCACY
11457 SESSION ON CHANGE 152 62 sessION DEVELOPING
AGENT COUPLE MODEL AN ADVOCACY STRATEGY
114 511 couple SEMINAR 15563 session ON DEVELOPING
THROUGH WHICH CHANGE AN ADVOCACY PLAN
120 ee ARE SELECTED 160 \opuLe 7: GENDER SENSITIVE
5.1.2 COUPLE CHANGE AGENT MONITORING AND EVALUATION
TRAINING 160
127 7.1 SESSION ON GENDER
5.2 MALE ENGAGEMENT AND SENSITIVE MONITORING AND
REAL FATHERHOOD MODEL EVALUATION
7 5.2.1 GENDER VALUES
167
CLARIFICATION SECTION TWO
eee et Whave)) 168 MODULE 1: UNDERSTANDING
GENDER AND RELATED
CONCEPT
169 77 session ON INTRODUCTION
TO GENDER
71 1.2 SESSION INTRODUCTION
TO THE GENDER DIVISION OF
LABOUR
174113 sessiON ACCESS AND
CONTROL OF RESOURCES
176 1.4 SESSION ON POWER
DYNAMICS AND STATUS
179 MODULE 2: GENDER BASED
VIOLENCE (GBV)
182 2.2 SESSION ON
INTRODUCTION TO DOMESTIC
VIOLENCE (DV)
184 2.3: SESSION DOMESTIC
VIOLENCE COUNSELING
186 2.4: SESSION REFERRAL
PATHWAY
189 MODULE 3: COMMUNITY
BASED MODELS FOR GENDER
TRANSFORMATION
192 SESSION 3.1: CHANGE AGENT
COUPLE MODEL
ton somone Whave))
192 3.1.1: COUPLE SEMINAR
THROUGH WHICH CHANGE
AGENT COUPLES ARE
SELECTED
198 3.1.2: COUPLE CHANGE
AGENT TRAINING
204 3.1.3: HOW TO CONDUCT
HOUSEHOLD VISIT
206 3.2 : MALE ENGAGEMENT
AND REAL FATHERHOOD
MODEL
209 321: SESSION ON GENDER
VALUES CLARIFICATION
211 3.0.2: SESSION ON MALE
MENTORSHIP ON TIPS AND
TRICKS TO BEING THE BEST
FATHER IN THE VILLAGE
214 3.2.3: SESSION ON GENDER
NORMS AND EXPECTATIONS
OF FATHERHOOD
215 SESSION 3.2.4: ON
MENTORSHIP
221 4.3 SESSION ON WHAVE
WSC MODEL
223 4.4 SESSION ON ESSENTIAL
SKILLS. 224 4.4.1 EFFECTIVE
COMMUNICATION SKILLS
227 SESSION 4.4.2: CONFLICT
MANAGEMENT IN GROUPS
230 4.4.3: SESSION ON
LEADERSHIP
Hanns R Neumann gatang RO Whave)) List Of Acronyms
A4HU Action for Health Uganda
GBV _Gender Based Violence
H- Ad for Health Ugandi
Aas {vocacy for Health Uganda re eee
BMZ German Federal Ministry for PP Priority populations
Economic Cooperation and
Gevsloprantia SGBV Sexual and Gender Based Violence
DV _ Domestic Violence siemens siemens stiftung
stiftung
DSW _ Deutsche stiftung Weltbevélkerung, Ree entero
HRNS He RN Stifte
fenns ae soe) wsc Water and Sanitation Committee
PCU Coordinating and Planning Unit
‘Uganda
& Hanns R. Neumann Stiftung & Whave) 6 ww
rod am v0 Polity Areronc TF, Definition Of Key Gender Concepts
Sex refers to a _ person’s biological and _ physiological
characteristics.
Gender refers to socially constructed or determined roles,
responsibilities, rights and identities of men and women that
defined or ascribed to them within a certain society and context.
Gender transformation refers to efforts to change gender and
social norms to address inequalities in power and privilege
between persons of different genders, in order to free all people
from harmful and destructive norms. These norms include gender
roles, expectations, stereotypes, and harmful attitudes, customs,
and practices including gender based violence.
Gender roles means how a person is expected to act, speak, dress,
groom, and conduct themselves based upon assigned sex. Gender
roles is social role encompassing a range of behaivour and
attitudes that are generally considered acceptable, appropriate,
or desirable for a person based on that person's biological or
perceived sex.
Gender identity (one’s) is the personal sense of one’ own gender.
Gender identity can correlate with a person’s assigned sex or can
differ from it.
Sexual orientation is about who one is attracted to and want to
have relationships with.
Gender division (different tasks) of labor, refers to the delegation
of differenttasks and responsibilities between males,
females, and transgender people. It can be
distinguished to productive, reproductive, social of a person's sex in the allocation of resources and in the access to
services. Gender equality denotes equal value of women and men
despite their differences and the existence of equal conditions and
Opportunities to access and control resources, processes and
benefits by men and women. Gender equality may thus be
measured in terms of equality of opportunity or equality of result.
Gender equity means fairness and justice in the distribution of
benefits and responsibilities. A gender equity approach ensures
that women have a fair share of the benefits and responsibilities in
society, as well as equal treatment before the law, equal access to
social services, including health care, education and equal
participation in decision making
Gender gap is a measure of gender inequality. It is a useful social
development indicator. For example, we can measure the gender
gap between boys and girls in terms of the educational levels
achieved
Practical gender needs are those needs of women and men that
can be met without challenging gender inequalities. They relate to
the areas in which women or men have primary responsibilities and
include the need for access to health care, water and sanitation,
education for children, etc.
Gender sensitivity is the ability to recognize gender issues,
especially the ability to recognize women’s distinct perceptions and
interests arising from their gender role. Gender sensitivity is the
beginning of gender awareness, which is more analytical and more
questioning of gender disparities
ae rt Whave)) 8 \ Key populations(KP) and priority populations (PP)in the context of
this manual are those individuals who are socially marginalized,
have limited access to services and face a range of human rights
abuses that increase their vulnerability to health problems
including HIV.
Manns R, Neumann Stiftung Bw
‘ganda 1.0 Background To The Manual
TeamuUp is a new multi-sectoral approach to development
cooperation. It is an initiative by the German Federal Ministry for
Economic Cooperation and Development (BM2Z). It is managed and
co-funded through the three foundations Deutsche Stiftung
Weltbevélkerung (DSW), Hanns Neumann Stiftung (HRNS) and
Siemens Stiftung. In Uganda, the first phase of implementation
started in October 2018 by three local organizations Action 4 Health
Uganda (A4HU), Hanns R. Neumann Stiftung Uganda (HRNS) and
Whave Solutions). This multi-sectoral collaboration translates into
three main topic areas of Health, Agribusiness as well as Water,
Sanitation and Hygiene (WASH). The three topics are interlinked in
such way that having access to clean and safe water is
contributory to good health and sanitation for involvement in
gainful agribusiness. This can only be achieved if the inter-linkages
between the three topics are understood and actions are
undertaken to bring them together for the benefit of alll,
including addressing socioeconomic and gender inequalities.
The government of Uganda (GoU) has taken several initiatives to
address gender inequality across all sectors. This is reflected in
alignment with the regional and international development
frameworks, conventions, covenants and the declarations. Uganda
is a signatory to the 2030 Agenda for Sustainable Development,
which consists of a set of 17 goals and attendant targets. The 2030
SDG 5 is to achieve gender equality and empower all women and
girls. The GoU translated its commitment to the global community
by putting in place policies and legal framework as well as the
national machinery that support gender mainstreaming and
gender transformation in all sectors. However, there are still marked
and persistent gender inequalities in social, economic and political
Hanns R. Neumann sarane Whave)) 8 spheres. This means that TEAMUP partners need to recognize
and put in place actions geared towards addressing
harmful gender norms, beliefs and prejudices that impact
health services, WASH and agricultural value chains.
The training manual is aimed at strengthening the TEAM UP
structures to effectively engage with various stakeholders
including duty-bearers to contribute towards realization of gender
equality and equity.
Hanns R. Neumann suitune RO] \y)
iganda About This Manual
TeamUp Uganda developed the training manual for use by
member organizations as they address gender imbalances,
change gendered power relations, and actively build equitable
social norms and _ structures. It will further help targeted
communities to ensure that women, men, girls and boys have equal
access to opportunities for social economic development and
social justice so that there is equality in communities.
Information in the manual is derived from the existing initiatives and
structures TeamUp already established in Mityana district. HRNS
has been implementing Gender Household Approach (GHA) and
established clear structures, tools and trained change agents that
respond to harmful gender norms, beliefs and prejudices in the
households and communities. A4HU has been engaging men and
boys to challenge views that see violence as part of manhood. This
has been through already established local governance
structures such as Para social workers, Youth empowerment
Centers to achieve greater equality between women, men, boys
and girls. Whave Solution engagement has been working with
Water Source Committees (WSC) and local government
structures for better governance to create opportunities that
take into account the needs, interests and perspectives of
women and girls as well as men and boys. The manual is to be
used with other materials that TeamUp members are already using.
How To Use This Manual
The manual recognizes that individuals within the TEAMUP
fraternity using it will have different needs and levels of
knowledge and experience in relation to building, strengthening
and sustaining their knowledge on gender and development
across interlinked topics (Health, WASH and_ agribusiness).
Hanns R. Neumann Stiftun
sua Whave)) The manual is divided into two sections.
Section One is composed of Seven (7) Modules. These include:
Module 1: Understanding gender concepts and the prevailing
social norms
Module 2: Gender based violence (GBV)
Module 3: Understanding and applying gender in community
based interventions
Module 4: Gender mainstreaming
Module 5: Community based models for gender transformation
Module 6: Gender, advocacy and development
Module 7: Gender sensitive monitoring and evaluation
Section Two is composed of 4 modules. These include:
Module 1: Understanding gender
Module 2: Gender based violence
Module 3: Community based models for gender transformation
Module 4: Essential skills
Users Of This Manual
The target audience for the manual are categorized according to
the sections one and two.
The target audience for Section 1, of the manual are staff, relevant
service providers, and local government officers (Probation Officer,
Community Development Officer, District Gender Officer,
Adolescent Health Focal, Youth Council Representative, and PWD
representative, Mityana District Committee on Adolescent Health).
The target audience for Section 2 are the TEAMUP community
based structures (Change Agents Couples, YECs leaders (SRHR
J 8 ; taea tem see A Whvave)) Committee), Youth Champions, Community Action Committee
members, Male Champions, Real Fathers Mentors, Para-Social
workers (PSWs), Water and Sanitation Committees, and Local
council executives
Hanae 8 Neumann sung Whave)) 4) \ LY -
Section One
smn oman ss Whave)) Climate Setting
This session aims at helping the participants and facilitators to
become familiar with each other and to understand the objectives
of the workshop. The opportunity should be used to assess the
knowledge of participants through simple questions as necessary.
This session should be held on the first day of the training
regardless of the module that the facilitator choses to focus on.
PTET CD lero th By the end of this session, participants
should be able t
1. Review the workshop objectives and
fofe(Talele}
2. Introduce themselves
3. Express their expectations and fears
4. Select workshop Leaders
. Establish workshop norms.
Perle aly Participants’ expectations, fears.
Workshop objectives
Programme/ agenda
Workshop norms
Laetoli gS Ask participants to introduce
Aaa}
Through brainstorming, ask the
participants to express their
expectations and fears
Present the workshop objectives
and related it with the participants Session 1: On Key Gender Concepts
ee ML)
Questions and answers
Discussion
Brief presentation
LCD/ projector, laptop
Flipchart and related accessories
Manilla paper
Training
Palate lEy)
equipment
Pen Tema al ialeic-t)
Module 1: Understanding Gender
Concepts And The Prevailing Social Norms
The module is focusing on unpacking the negative socio cultural
practices that TeamUp partners are addressing in the
communities. The module will also focus on identifying the root
causes of gender inequality and facilitate an understanding of
gender inequality as a barrier to human development. Women and
iris as well as other key populations (KP) and priority populations
PP) are discriminated against in economic, health, education,
social and political spheres with negative repercussions for
development. Gender equality is a human right, pre-condition for
advancing development and reducing poverty.
LF 7 7 eee et Whave)) Gender equality will be achieved only when female and male as
well as KPP enjoy the same opportunities, rights and obligations in
all spheres of life (UNFPA, 2016)
Hanns R. Neumann suttng POW
Uganda Session 1: On Key Gender Concepts
Session objective
+ By end of the session, participants
should be able to
+ To outline key gender concepts related
to Agribusiness , Health and Water
Content outline
cole ig)
Key Gender Concepts
Internalizing key gender concepts
and linkage to Agribusiness, Health
and Water
Clarifying the difference between sex
and gender
Share the handout with key gender
(ore)ale—jo) ey
Make a presentation about the key
gender concepts
Ask participants, if any of the
information is unclear which
concepts are familiar and which
are new
Facilitate a discussion about which
concepts are most relate to work on
Agribusiness, Health and WASH
Summarize the key points arising
from the activity
Methods
+ Group work and plenary discussions,
Hanns R. Neuman
U Brainstorming
Questions and answers
BiceTinllare | Slides and participant's handouts
materials/ LCD and computer/laptop
equipment Flip chart and accessories
Facilitators’ notes
Refer to the definition of gender and related concepts for this
session.
©. vino Neumn stone OH Whave)) 20 \ Difference between sex and gender
ST
TTT Lael)
Dynamic and vary over time
and place
Universal K-Tolfal-fo]
Biologically determined -
male or female
Sex roles, therefore, differ
from gender roles in as
much as they refer to
biological functions that
are limited to one parcular
ya
For example, pregnancy is
a female sex role because
only women can conceive
and bear children
Socially constructed
masculine or feminine
Gender roles are roles
classified by sex in which the
classification is social and
not biological.
For example, child-rearing
can be done by men or
Mvolpal-1a8
According to the prevailing
norms, values and traditions,
male and female take up
different activities
eee et Whave)) Session 2: Socialization On Masculinities
And Femininity
Session objectives By end of the session, participants
should be able to
+ Explain how Masculinities and
feminism are constructed and the
implication on Gender Equality
Identify the institutions that
construct, shape and reinforce
gender norms.
Content Outline Masculinities and feminism
Key institutions that construct,
shape and reinforce gender norms.
Licere Telli g Explain that we are going to explore
how different people in our society
are expected to behave
Ask participants to break into two
groups one group will represent the
men the other women. Each group
will be given a box. The box for men’s
group will be labelled “Man box" and
the box for women’s group will be
labelled “Woman box”
Draw a large box to fill two flip charts
with a bit of space on all sides of the
box
© Label it - man box
Hanns R. Neumann Stiftung & Ask the male participants:
What is a man?
What does a man do?
What does it mean to act like a
man?
How is the man expected to
behave in their family, peers,
community and in relationship?
Write down their responses in the box.
Draw a large box to fill two flip charts
with a bit of space on all sides of the
Lelong
+ Label it - Woman box
Let the woman group also have a
chance to answer same questions that
were asked to the man?
After all the groups have finished the
exercise, they came together for a
discussion.
Discussion questions
+ Foraman - what happens when you
step out of the box? For example, you
want to stay home and care for the
children while your wife goes out to
work. Let the participants give you
examples
Is it easier for a man to step out and
back in to the box than it is for a
eee ,
sane Whey woman? What is harmful in the box?
What is helpful in the box? Encourage
the participants to bring out issues that
are positive when someone steps out of
the box e.g. leadership opportunities for
women, challenging harmful practices.
Conclude the discussion by encouraging
the participants to always ivrI-)
participatory approaches to ensure
inclusiveness.
What are the main differences between
the ways men and women are expect-
ed to behave in your community / in
your family?
How do these differences affect your
daily lives?
How do these differences affect your
relationship with family and partner?
How do these differences affect the
way you do business, make decisions or
spend money and loans? Conclude the
discussion in the plenary with the dis-
cussion key institutions that construct,
shape and reinforce gender norms that
result in gender inequality.
UY CTT Tose
+ Group work and plenary discussions
+ Brief presentations
* Questions and answers
+» Brainstorming
& fe Training materials/ Flipchart and all accessories
equipment LCD and laptop/ computer
Slides
TU coLi Cla) hours
Facilitators’ notes
Gender socialization refers to the social construction of what it
means to act and behave like a man, boy, woman, or girl (or other
gender identity). Research has shown that many of the harmful
gender norms that lead to future gender inequalities are taught to
boys and girls through their interactions with their family, friends
and community as children. These gender norms can lead to
harmful gender inequalities and Gender pervades every aspect of
our existence and this presents for young men and young women.
Gender norms determine the way households allocate resources to
sons and daughters, decisions about boys’ and girls’ education,
where they work and how they spend their time. When girls reach
adolescence they are expected to spend more time in households
activities while boys spend more time on activities outside the
home. By the time, girls and boys become mature adult's females
generally work longer hours than males. Therefore, issues of gender
inequality begin from early stages of development through the
socialization process. In order to adequately address issues of
gender inequality in men and women, careful reconsideration must
be given to understanding how boys and girls learn to be men and
women.
Key Institutions that construct, shape and reinforce gender norms
include:
Hanns R. Neumann Suiftang & Ww nave) Family: This is the basic unit of socialization. It starts right from birth
until the child grows up. The way the child is taught is the way he or
she will learn to live. People who teach and bring up children at
home _ include parents, guardians and housemaids.
Schools: children are taught and brought up their teachers,
matrons and prefects. They learn social skills through the
interactions with each other. For example, they learn to obey
authority and live with each other. However, at times schools
reinforce the inequalities between boys and girls the information
they are exposed to and the language used by the people they
interact with.
Religion: This includesplaces like churches and mosques
The media: This includes newspapers, radio, and television that
pass on information to the masses. Children tend to adopt the
behavior of role models who are talked about in the media.
Traditions such as stories, music, proverbs, dance are used to pass
on information about past events. In addition, traditional
administrative units, such as clans etc. reinforce the generally
accepted behavior that shape this behavior.
Session 3: Power Dynamics And Status
Session objective —_ By the end of the session participants
should be able to
+ Define power
+ Explore the use of power in social
relations
Haons Neumann tng RO Whave)) 55 w\ Identify the types of power
To explain the main ways in which
men and women have power or are
limited by power.
Content Outline
Definition of power
Power in the community
Lat Tolt hi)
The facilitator writes the word
“Power “in the middle of a flip -
chart and hangs on the wall
Ask participants, what comes to
your mind when you hear the word
“Power”?
Write their responses around the
word “Power “on the flip — Chart
Ask participants to group the col
lected view into both positive
powers and negative powers
Identify the characteristics of
negative power or abuse of power
Handover the case study to the
paticipants. In a plenary ask them to
respond to the following questions
Questions
1. How is Musiime being denied
eee ,
sane Whey power?
2. What type of resources does she
lack in this situation?
3. What types of power Musiime.
husband is maintaining?
4. What can men do to support women
to claim power?
ean eel A
Is it important for women to
participate in leadership?
What constrains women's
participation in leadership?
How can the constraints be
addressed?
Methods Group work and plenary discussions
Brief presentations
Questions and answers
Brainstorming
Micellar] Flipchart and all accessories
materials/ LCD and laptop/ computer
Cre Tat ag Slides
Duration aM arole ley
Ee Hanns t. Neumann grtune Whave)) Facilitators’ notes
What is Power
Power is the ability to act or have influence over others. It is also
defined as an ability or capacity to direct or influence the behaivour
of others or the course of events.
The set of roles, behaviours and attitudes that societies define as
appropriate for women and men (‘gender’) can be the cause,
consequence and mechanism of power relations, from the
intimate sphere of the household to the highest levels of political
decision-making.
One of the most persistent patterns in the distribution of power is
that of inequalities between women and men. The set of roles,
behaviours and attitudes that societies define as appropriate for
women and men (‘gender’) can be the cause, consequence and
mechanism of power relations, from the intimate sphere of the
household to the highest levels of political decision-making. Wider
structures and institutions can also shape the distribution of power
by reinforcing and relying on gender roles.
Gender divides power. Inequalities between men and women are
one of the most persistent patterns in the distribution of power.
Types of power
There are different types of power, which can be used in different
ways.
+ Power over: To have control over someone or situationin a
negative way. Usually associatedwith repression, force,
corruption, discrimination and abuse. This involves taking power
from someone else and then using it to dominate and prevent
others from taking it - a win - lose _ situation
eee et Whave) + Power with: To have power based on collective strength and /or
numbers — to have power with people or groups, find a common
ground among different interests and to build a common goal to
benefit all those in the collective. This power is based on support,
solidarity, and collaboration.
+ Power to: The ability to shape and influence one’s life. It refers to
having the ideas, knowledge, skills, money and ability to convince
yourself and others doing something, when many people have this
kind of power, it can also create “power with”
+ Power within: A person’s feelings of self-worth and self-knowl-
edge. It involves having a sense of self-confidence and a feeling
that they have value because they exist.
+ Case study to be used in group work
Case study
Musiime and her husband have four children together. She would
personally prefer not to have any more children and has recently
started thinking that she might like to start up her own business. Her
husband disagrees, saying that they must have another child and
that there is no way he will allow Musiime to work. Musiime does not
feel able to confront her husband on these issues particularly be-
cause he has been violent towards her in the past.
Questions
1. How is Musiime being denied power?
2. What type of resources does she lack in this situation?
3. What types of power Musiime husband is maintaining?
4. What can men do to support women to claim power?
Hans. Newmaon Stns Whave)) 30 w. Module 2: Gender Based Violence (Gbv)
Gender-based violence is harm that is directed against a person
on the basis of gender or sex. It includes acts that inflict physical,
mental or sexual harm or suffering, threats of such acts, coercion
and other deprivations of liberty. While women, men, boys and girls
can be victims of gender-based violence, women and girls and KP
and PP are the primary victims. Sexual and gender based violence
is not only a legal but also a social problem. The module will guide
the facilitators to raise awareness about GBV in communities. It will
also stimulate discussion on sexual and gender-based violence so
that communities are able to develop appropriate strategies to
prevent it and manage SGBV cases in a way that respects the
rights of the survivors.
Patriarchy and gender-inequitable attitudes are drivers of
ender-based violence (GBV) including intimate partner violence
Pv). GBV is any act that results in or is likely to result in physical,
sexual or psychological harm or suffering to women/men,
including threats of such acts, coercion or are arbitrarily
deprivation of liberty, whether occurring in public or private life.
k 3 tore nem sree Whrave)) Patriarchy and gender-inequitable attitudes are drivers of
jender-based violence (GBV) including intimate partner violence
att GBV is any act that results in or is likely to result in physical,
sexual or psychological harm or suffering to women/men,
including threats of such acts, coercion or are arbitrarily
deprivation of liberty, whether occurring in public or private life.
Any act or threat directed to a person because of their gender
that inflict physical, sexual, or psychological harm.
Women's vulnerability to gender-based violence (GBV) is
exacerbated by their relative lack of material resources, which
creates dependency on male partners, as well as community
norms of male dominance and acceptance of violence, with
cultural ideologies that place women in subordinate positions.
Many of the GBV cases go unreported. The few cases, which are
reported, are never followed up to the end due to power dynamics
and lack of resources.
2.1 Session 1: Gender Based Violence (Gbv)
Session objectives _ By end of the session, participants
should be able
+ To raise awareness of GBV;
+ To get the participants to reflect
on the link between GBV and
protection in available
To discuss/share responses,
strategies, and support mechanisms
to reduce and respond to incidents
of GBV.
tamst.Neumam suruss RB Wigave)) 32 \ Differentiate among GBV, SGBV and
DNA
Content Outline Overview of key GBV concepts
Causes of GBV
Effects of GBV
Forms of GBV
Difference among the three
concepts
© Domestic violence
© Gender based violence
© Sexual and gender based
violence
Link between GBV and protection in
available
Strategies, and support mechanisms
to reduce and respond to incidents
ike VAC
Procedure Ask the participants what their
definition of GBV would be and who
may be concerned.
Write their responses on a flip chart.
Sort these responses together with
the participants and _ establish
(fol kTe (elf.
o Sexual violence;
o Physical violence;
vans 1. Nexman tng ROW Whave)) Emotional and psychological
violence;
Harmful traditional practices;
Socio-economic violence
Divide the participants into groups of five,
ensuring that the groups are gender-
balanced.
Indicate to participants that the short
role-plays will be illustrating various
forms of GBV.
+ Role play 1: Rape/ Sexual harm
+ Role play 2: Domestic violence
* Role play 3: Physical harm
+ Role play 4: Emotional harm
o In plenary, ask: what can TEAMUP
partners do to change the situation
o What can be done by community
based structures to change the
situation
© What can be done by service
providers to respond to situation
Uae Ey Role play
Group work
Plenary discussion
Use of problem tree analysis tool
tomsn seman satus Whaave)) Training Flipchart and all accessories
Peele) LCD and laptop/ computer
equipment SSiitel ts)
Duration
Facilitators’ notes
+ GBV is an umbrella term for any harm that is perpetrated
against a person's will that is the result of power imbalances that
exploit distinctions between males and females, amongst males,
and amongst females. Violence may be physical, sexual,
psychological, economic, or socio-cultural.
* SGBV is any sexual or physical act, attempt to obtain a sexual
act, unwanted sexual comments or advances, or acts to traffic
against a person's sexuality using coercion, by any person re-
gardless to their relationship to the victim in any setting (private
or public). The linkage between gender inequality and power rela-
tions as the root cause of sexual GBV (SGBV) is crucial. “Gender
has everything to do with power. Violence against women is a
manifestation of historical unequal power relationships between
men and women, a crucial social mechanism by which women
remain in a _ subordinate position compared with men
Forms of GBV
Physical Violence (types of act include Beating, Battering,
Slapping, hitting, using of sharp instruments to inflict injuries on
the survivor)
smn oman ss Whave)) Sexual Violence (rape, sexual harassment, incest, indecent
assault, forced prostitution, Widow cleansing, and trafficking in
persons)
Emotional violence (threats, quarrels, stalking, verbal abuse,
humiliation, confinement, insults, denial of access to intimacy)
Domestic Violence (physical, sexual, economic, emotional)
Harmful traditional practices (FGM, child marriage, earl
marriage, denial of education for girls or amen
Socio economic violence, (denial of assets and economic
livelihoods e.g. denial of use of land for production, denial of a
women to work and earn some money).
Causes of GBV
Negative & discriminatory social norms, beliefs and cultural
practices - these not only view GBV as acceptable but also blame
and stigmatize the survivors eg. bride price, inheritance,
Polygamy
Socialization and parenting; where men in most cases are at
liberty to use violence to teach, discipline and control behavior of
women and girls
Poverty (Unemployment): Violence against women is more
prevalent among poor households, un employed housewives who
entirely dependent on their husbands, and men who are not
employed
Pluralist Legal regime and impunity; several perpetrators of GBV
go away scot free especially when they have money and can
bribe judicial officers
Misuse of ICT and media; especially among the elite, men &
women turn to phones or laptops instead of spending time with
their families
HIV/AIDS; women suffer most in cases where they are test HIV
positive first. Women are blamed for adultery and transmission of
Fanos Nene Suing AO Whave) 36 \ HIV, subjecting them to physical and emotional torture
Alcohol abuse
Impact of GBV (Health, Social, Economic/costs & Human Rights)
GBV affects women, men, girls and boys differently, especially the
Gender based response to HIV (livelihood, parenting and decision
making in sexual matters)
Categorizes of GBV Consequences
+ Health impact
+ Psycho-social impact
* Social impact
+ Economic impact
Health consequences
+ Homicide
+ Suicide
+ Maternal mortality
+ Infant mortality
+ AlDS-related mortality
+ Acute physical injury, shock, disease, infection
+ Chronic physical disability: somatic complains, chronicn
infections, gastro- intestinal problems, eating disorders, sleep
disorders, alcohol and drug abuse
+ Reproductive: Miscarriage, unwanted pregnancies, unsafe
abortion, STI’s including HIV/AIDS, menstrual disorders,
pregnancy complications
Psycho-social effects
+ Post-traumatic stress
+ Depression
tno newman ssveeRB Wiravey) + anxiety, fear
* anger
+ shame, insecurity, self-hate
+ self-blame
+ suicidal thoughts, behavior
+ Powerlessness, worthlessness, self-disgust
Social consequences
+ Blaming the victim/survivor
+ Loss of role/functions in society earning income, child care
+ Social stigma
+ Social rejection and isolation
+ Feminization of poverty
+ Increased gender inequality
+ Further sexual exploitation
+ Severe punishment
Economic impact
+ Loss of property during fighting
+ Loss of income
+ Loss of job
+ Loss of education / poor performance
+ High medical expenditure
+ Loss of productive time during caring and nurturing the victims
of GBV in hospitals instead farming or engaging in productive
activities. Etc.
+ Increased Government expenditure in response to SGBV
(Health, Legal, GBV Shelter, Psycho-social care)
Hanns R. Neumann Suiftung Whave) 38 \N UT atTeEs Group work
Plenary discussion
Use of problem tree analysis tool
Training Flipchart and all accessories
Deeley) LCD and laptop/ computer
Cre Taal-ung Slides
Dura’ 2 hours
Facilitator’s notes
Forms of violence within the households are classified in four
categories. These include physical, sexual, psychological and
economic. Some acts of violence will overlap with more than one
category. All violence causes psychological and emotional harm
to the survivor and possible witnesses.
Physical Violence within the household such aspushing,kicking,
hair pulling, beating/ Battering, slapping, hitting, use of sharp
instruments to inflict injuries on a household member)
Sexual Violence within the household such as rape including
marital rape, female genital mutilation or elongation, sexual
harassment, incest, indecent assault, forced prostitution
especially experienced by house helpers, widow cleansing)
Emotional violence.This includes verbal violence, threats, and
deprivation of freedom. UT atTeEs Group work
Plenary discussion
Use of problem tree analysis tool
Training Flipchart and all accessories
Deeley) LCD and laptop/ computer
Cre Taal-ung Slides
Dura’ 2 hours
Facilitator’s notes
Forms of violence within the households are classified in four
categories. These include physical, sexual, psychological and
economic. Some acts of violence will overlap with more than one
category. All violence causes psychological and emotional harm
to the survivor and possible witnesses.
Physical Violence within the household such as pushing, kicking,
hair pulling, beating/battering, slapping, hitting, use of sharp
instruments to inflict injuries on a household member
Sexual Violence within the household such as rape including
marital rape, female genital mutilation or elongation, sexual
harassment, incest, indecent assault, forced prostitution
especially experienced by house helpers, widow cleansing
Emotional violence.This includes verbal violence, threats, and
deprivation of freedom. Examples of verbal violence include shouting, constant and pro-
longed criticizing and insulting a person, refusing to talk to the
person, humiliating in front of the other people including children.
Examples of threats include: threatening with a weapon or tool
that can be used as weapon, throwing a household member out
of the house, threatening to commit suicide, threatening to take
away children, preventing a job opportunity,
Examples of deprivation of freedom include refusing to let her or
him see with members of family and friends, locking a person in,
preventing a person to leave the household premises or to go to
work or to go to study, controlling all aspects of family
decision-making
Economic violence such as destroying valuable personal
belongings or property e.g. breaking plates and glasses, setting
fire to the house, refusing to give money, take away property,
forcing the person to sign a loan, denial of use of land for
production, denial of a person to work and earn some money.
2.3 Session On Domestic Violence Counseling
Session objective —_ By end of the session, participants should
be able to
+ Define the concept of counselling
+ Outline the five main mental phases
that survivor goes through in coping
with the domestic violence
+ Identify the practical checklist if one is
in abusive relationship or wishes to
leave an abusive relationship.
+ Identify characteristics of a counsellor Develop safety plan (problem
management in counselling
Content Outline Definition of counselling
Five main mental phases that
survivor goes through in coping with
the domestic violence
Practical checklist if one is staying in
abusive relationship
Practical checklist if one would like to
leave an abusive relationship
Develop a safety plan (Problem
management in counselling
Five categories of counselling
Characteristics of a counsellor
Key qualities and unique
characteristics of the counselling
relationship
Procedure First, define counselling through
brainstorming.
Then focus on developing basic.
counselling skills using role-plays.
The skills fall in five categories:
+ Empathy,
+ Listening skills,
+ Reflecting skills,
+ Probing/action skills and
Ee Hanns t. Neumann grtune Whave)) + Problem-solving techniques.
Use role play to practice counselling
a
Divide the participants in small groups,
allow them time to identify characteris-
tics of a counsellor.
In a plenary session, discuss key qualit-
ies and unique characteristics of the
counselling relationship.
latte Teli g LSXo)l