JUSTICE FOR MY SISTER TRAINER CURRICULUM 30 HOURS, 10 3-HOUR MODULES MODULE 1: PATRIARCHY AND PRIVILEGE AS SOURCES OF VIOLENGE AGAINST

WOMEN MODULE 2: REDEFINING MASCULINITY MODULE 3: COMMUNITY EDUCATION AND ORGANIZING TECHNIQUES MODULE 4: HEALTHY RELATIONSHIPS MODULE 5: NONVIOLENT COMMUNICATION MODULE 6: REWRITING POP CULTURE MODULE 7: VIDEO PRODUCTION AND BREAKING THE SILENCE MODULE 8: HEALING STRATEGIES MODULE 9: PUBLIC SPEAKING MODULE 10: WORKING WITH AUTHORITIES

INTRODUCTION [INSERT PAGES 1-10 OF EXISTING CURRICULUM]

MODULE 1: PATRIARCHY AND PRIVILEGE AS SOURCES OF VIOLENGE AGAINST WOMEN OBJECTIVE Participants will understand the cycle of gender-based violence. They will learn what patriarchy is and how it has allowed men to commit violence against women without it being perceived as a violation of women's rights. ACTIVITIES 1.1 Introduction 1.2 PowerPoint Presentation: Violence against Women 1.3: Stereotypes 1.4: PowerPoint Presentation: Perception of Masculinity from a Patriarchal Model

1.1. Introduction Objective: Participants introduce themselves and share their definitions of violence. Time: 20 minutes Materials: Flipchart, Markers Exercise and Reflection: On the flipchart, write: "I am ... and I believe that violence is ..." Tell the group members to introduce themselves and complete the statement with the first idea that comes to mind. After everyone has introduced themselves, allow for a brief silence to allow the group to reflect on what was said. Then, highlight the recurring ideas in the definitions. Guidelines for reflection: Generally, most men note that violence is bad, harmful, which destroys family, etc. However, there are many different kinds of violence, and many men exercise different types of violence. Those who use violence are aware of the damage they cause, the severance of ties affective with their partner and their children of the destruction of their home. However, there is a need to assert power, authority, since it is a very internalized belief that this is what it takes to be a true man. Not to have control and power at home entails, in this perspective, social devaluation and humiliation. Introduce rules for the training series: We'll be talking about sensitive topics so it is important to stay respectful, positive, and speak in the first person: "I'm feel this way because ..." Please do not interrupt when someone else is talking.

The point is not to get into debates, but to express ourselves and listen to one another.

Ask participants if they would like to add any other guidelines for your time together. You may wish to write the rules on the flipchart and post during the sessions. 1.2 PowerPoint Presentation: Gender-based Violence Objective: Understand the cycle of gender-based violence and how partriarchy and male privilege contribute to it. Time: 40-60 minutes Materials: PowerPoint Presentation, multimedia equipment Exercise: Present the PowerPoint, addressing the following points: GENDER-BASED VIOLENCE Gender-based violence is an age-old social problem, that in recent years has gained visibility and social awareness. However, one could argue that in so-called "first-world" countries, the general public likes to believe that we are beyond the need for feminism and awareness campaigns surrounding gender-based violence because they assume that since women have achieved certain socio-economic freedoms, that "we are beyond that." International recognition of gender-based violence is a serious social problem that violates the human rights of women and prevents the development of equality and social peace. It has been closely linked to the activism of women's organizations and the commitment of the UN, which has promoted several world conferences in which they have analyzed discrimination against women in depth. DEFINITION OF GENDER-BASED VIOLENCE The Declaration on the Elimination of Violence against Women defines it as "any act of violence based on the female gender, or is likely to result in injury or physical, sexual or psychological suffering to women, as well as threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life." In this Statement, gender-based violence is recognized as a manifestation of historically unequal power relations between men and women and as one of the crucial social mechanisms by which women are forced to remain in a subordinate position to men. These are also appropriate terms, that may be used strictly according to aspects of gender-based violence: The term Gender Terrorism aims to highlight the one hand, the terrible and devastating consequences of these behaviors and secondly, the political implications that it has in social life.

The term Gender-based Violence focuses on the structurally sexist social context that allows for this violence to manifest, in the model of hierarchical social organization that privileges men and oppresses women. These power structures are reflected in everyday actions. The term Macho Violence emphasizes the macho culture that allows for the exercise of such violence, placing the root cause belief in the superiority of males over females. GENDER VIOLENCE IN CONTEXT From a broader perspective, and taking into account that the violence is more severe discrimination based on sex expression, the following classifications can be developed according to the different areas of social and personal lives of women. Within the Family: Occurs when there is violence between the couple, and in harmful traditional practices such as female infanticide, genital mutilation, son preference, early or forced marriage, requiring remuneration for women, honor killings, harmful practices with older women or widows, etc. In the Community: Femicide, sexual violence by non-partners, trafficking, pornography that devalues women, etc. Perpetrated or condoned by the State: Imprisonment of women, genital mutilation, forced sterilization, by default when the State fails to ensure the security and ending violence. Armed Conflict: Sexual assault, psychological abuse, physical violence during armed conflict. During armed conflict, women experience all forms of physical, sexual and psychological violence perpetrated by state and non- state. These forms include premeditated murder, torture or not and other cruel, inhuman or degrading punishment, abductions, mutilations and mutilation, forced recruitment of women combatants, rape, sexual slavery, sexual operation. Sexual violence has been used during armed conflict for very different reasons, including as a form of torture, to cause injury, to extract information, to degrade and intimidate and destroy communities. The rape of women has been used to humiliate opponents to move communities and groups and has forced women to do sexual and domestic work in slavery. They have also been kidnapped and then the women forced to serve as "wives" to reward fighters. Gender and Multiple Discriminations: Besides suffering different forms of violence in the world, women suffer discrimination, which is

known as another form of violence against women. There are often other compounding factors leading to more discrimination, such as race, ethnicity, immigrant or refugee status, age, religion, sexual orientation, marital status, disability, etc.. GENDER VIOLENCE AND THE LIFECYCLE OF WOMEN Women, for the simple fact of being women, have experienced violence at different stages of life. Prenatal Abortion based on sex selection Abuse during pregnancy. Forced pregnancy (rape) Early childhood Female infanticide Emotional and physical abuse Lack of access to food and medical care Childhood Genital mutilation Incest and sexual abuse Lack of access to food, medical care and education Child prostitution Adolescence Violence in dating and courtship Economically coerced sex Sexual abuse in the workplace Violation Sexual harassment Forced prostitution Childbearing Mistreatment of women by their intimate partners Rape in the couple Abuse and dowry-related murders Homicide Sexual abuse in the workplace Sexual Harassment Violation Mistreatment of disabled women Aging The mistreatment of the elderly affects women more than men

ORIGIN AND TRANSMISSION OF GENDER VIOLENCE The patriarchal culture and values derived from it, prioritizes and values masculine over feminine. This is the root of both social inequalities and discrimination against women, and gender violence. Therefore, the patriarchal structure forms the following social organizations: Public and Private The first category has to do what with paid work, politics and decisions regarding the management of the resources that affect the entire population, and the second is related to the domestic environment, both as regards the care of people and relationships that exist in it. Different value is given to each of the areas considered valuable and important that has to do with the public by providing the space consideration social, power and resources. Instead, what is presented private value as absent without possibility of direct access to social prestige or to resource management or power. The culture, through gender stereotypes designates expectations for social behavior women and men and transmits it to be normalized behavior in people based on their sex. These behavioral models are specified in a number of skills, capabilities, functions, expectations, tastes, responsibilities, etc.. which are considered typical of both sexes. Gender stereotypes are acquired in early childhood as a result of the socialization process of girls and children. This process of socialization is differentiated to acquire some other different forms of think, to relate, to act, to feel, etc.. Thus, girls and children are internalizing all that is considered masculine and feminine, thus conforming distinct individual identities. As a result of this differential socialization, girls often develop more skills to cope with life from affection, giving and receiving affection, tenderness in relationships, understanding and empathy with others and boys develop more aggression, exercise of authority and physical strength, showing a minor development emotionality. In relation to violence there are a number of behaviors that are often interpreted as normal in men: for example, physical strength, lack of emotion and ability to empathize, competitiveness, taste for irrigation, courage, etc.. To the point that when you do not have these characteristics, your masculinity is questioned. CHARACTERISTICS OF GENDER VIOLENCE There are a number of aspects that help to understand and which differentiate gender violence from other violence. The characteristics of gender violence are: It has an important social component, to settle in unequal power structures and on the idea of moral and intellectual superiority of men over women. It is instrumental, exerted to dominate women and while maintaining the control over the social order.

It is structural and institutional it is present and reproduced through multiple relationships and social contexts. It is a cross-cultural phenomenon, is present in all walks of life, backgrounds, and ages. It is felt throughout all of human society. It is ideological, because it legitimizes and reproduces as natural and normal, when in fact that is supported and played by complex systems of social control over women. Like any type of violence, it is learned and reinforced. Men are allowed to use violence and aggression as a way of expression and control, to the extent tolerated and socially justified while women are expected to be subservient. It goes unnoticed and is difficult to see, which makes it harder to complain and recognize as a social problem. These difficulties explain that society believes that the problem is exaggerated or not important. TYPES OF DOMESTIC VIOLENCE Physical Violence This type of violence includes any act, not accidental, which causes or may cause damage to the woman's body, such as slapping, hitting, beating, wounds, fractures, burns, etc. Psychological Violence This type of violence is that which cannot be easily detected, since there are no visible scars, yet can be detected by taking into account some of the following signs: If the person is withdrawn If the person does not talk to anyone when the partner is present If the person stops visiting friends or relatives. If the partner insults the person (humiliation, insults, intimidation, demanding obedience, trying to convince the victim that she is guilty of any problem, etc.) Sexual Violence This violence occurs whenever a woman is forced to engage in sexual acts against her will. This also includes acts which the woman is subjected against their will, for example, do some kind of sexual position, dress in some way, etc. Importantly, even if the woman is in a couple or married, if her partner forces the woman to have sex and she does not want to do it is considered rape as well. Patrimonial Violence Any act or omission that affects the survival of the victim. It is manifested in the conversion, theft, destruction, retention or distracting objects, personal documents, assets and securities, proprietary or economic resources to meet their needs. It may also include damage to common or separate property of the victim.

Economic Violence This is any act or omission of the aggressor affecting the economic survival of the victim. It manifests itself through limitations aimed at controlling their economic perceptions and the lso through paying women lower salaries for equal work in the same workplace. Workplace Sexual Harassment Equal opportunities for men and women in the workplace are challenged by sexual harassment of women. Sexual harassment at work means any sexual conduct intentional in the employment relationship, which influences the employability, retention, the performance and the conditions or the working environment. It may involve blackmail, threat or pressure, and is manifested in directly or indirectly in acts ranging from subtle behaviors and sexual assault. METHODS OF GENDER VIOLENCE Family Violence: This is any abusive act of power or willful default, directed to dominate, submit, controlling or assaulting women, inside or outside the family home, the abuser has or has had a relationship related by blood or affinity, marriage, common-law or maintain or have maintained a de facto relationship. Violence in Labor and Education: This is exercised by people who have an employment or educational relationship with the victim, regardless of the hierarchical, consistent relationship in an act or omission on abuse of power damaged self-esteem, health, integrity, liberty and security of the victim. It prevents development and undermines equality. It may consist of a single malicious event or a series of events occurs which amount damage. Also includes a bullring or sexual harassment. Community Violence: Are the individual or collective acts that violate fundamental rights women and promote its denigration, marginalization or exclusion in the public sphere. Institutional Violence: Are the acts or omissions of the government which intend to discriminate or delay, impede or prevent the enjoyment and exercise of the human rights of women and their access to the enjoyment of public policies to prevent, respond to, investigate, punish and eradicate the different types of violence. CYCLE OF VIOLENCE VIOLENCE AGAINST WOMEN IS A VIOLATION OF HUMAN RIGHTS THAT AFFECTS ALL On equal terms with men, women enjoy all the rights and freedoms and respect for their autonomy, according to the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention against Torture and other Cruel, Inhuman or Punishment, and the Convention on the Elimination of All Forms of Discrimination against women. Thus, the right is claimed to be agents and beneficiaries of development. Given the

intensification of social inequality and the impact of the crisis, the social cost of the structural adjustment policies and the limitations of social policies to offset the effects of economic change. The law also requires social and political participation in the framework of equitable decision that empowers all people. Additional claiming reproductive rights, understood as the right of women to receive care appropriate during pregnancy, childbirth and the postpartum period, to have access to contraceptives due controlled, to decide when to have children and how many children to have and, above all, to exercise control over her body. Gender-based violence in the home is a flagrant violation of the principles enshrined in the Universal Declaration of Human Rights. Among other things, violence against women is a violation of the right to life, liberty and security of person, the right not to be subjected to torture or to cruel, inhuman or degrading treatment of equality before the law and the right to equal protection of the law, the right to recourse to an impartial tribunal, the right to freedom of movement, the freedom of assembly and association, among others. Violence against women, regardless of age, the most common type of violence. It is problematic and is present in every society in the world, whatever its political or economic system. Violence against women knows no cultural or social class or ethnicity. Violence against women takes many forms, including domestic violence, rape, trafficking in women and girls, forced prostitution, violence in situations of armed conflict, such as murder, systematic rape, sexual slavery and forced pregnancy, the reasons for honor killings, female infanticide and prenatal sex selection of the fetus in favor of male babies, female genital mutilation and other harmful practices and traditions. The categorization of violence against women as an issue human rights has important implications. Recognition that violence against women is a human rights violation clarifies binding rules that impose obligations on States to prevent, punish and eradicate such violence. They emanate from the duty of States to take measures to respect, protect, promote and fulfill the human rights. Thus, the requirement for the State to take all appropriate to respond to violence against women from the realm of discretion and becomes a legally protected right. The human rights framework provides access to a range of tools and mechanisms have been developed to hold states in international and regional levels. The international instruments are the following: Convention on the Elimination of All Forms of Discrimination Against Women: This has contributed significantly to the recognition of violence against women as a human rights issue. Inter-American Convention to Prevent, Punish and Eradicate Violence Against Women "Convention of Belem Do Para." This convention was created to eliminate violence against women because it is essential for their individual and social development and their full and equal participation in all spheres of life. Declaration on the Elimination of Violence Against Women: This statement recognizes the urgent need for the universal application to women of the rights and principles with regard to equality, security, liberty, integrity and dignity of all human beings.

Reflection: Ask participants to share their thoughts. How do they think ideas about masculinity contribute to the cycle of violence? What other issues should we be considering when we talk about gender-based violence? What do you think is the relationship between economic opportunities for women and gender-based violence? Can they think of examples of victimblaming? What responsibilities do men have when dealing with male violence in society? 1.3. Stereotypes Objective: Reflect on the stereotypes that mark the differences between men and women. Time: 30 minutes Materials: Flipchart, markers in two colors Exercise: Divide the group into two teams. Give each group a flipchart and two differently-colored markers. Ask them to divide the flipchart in two columns. In one column, a write at least ten characteristics or qualities (strong, sensible, rational, irrational, etc..), which are considered masculine or proper to men, and in another, at least ten activities believe are characteristics of women (working, caring for your family, etc.). After about 15 minutes of writing the lists, ask the groups to share their lists. Then ask: What features are most valued? Which is better: to be weak or strong, sensible or rational? Ask them to trace a circle more socially valued characteristics. What activities are most valued: those that generate wealth and those that do not generate? More socially valued activities will be marked with a circle. Reflection: Where are the most circles? In the masculine or feminine columns? Where do we receive the messages that certain characteristics are "male" and others are "female"? Give participants five minutes to reflect in their journals on what it means to be male or female. 1.4 PowerPoint Presentation: "Conception of Masculinity from the Patriarchal Model: Masculinity, Feminism and Gender Perspective." Objective: Participants will know what masculinity from the Patriarchal Model and differentiate what is masculinity, feminism and gender. Time: 40 Minutes Materials: PowerPoint presentation, multimedia equipment Exercise: Present the PowerPoint, addressing the points below. Allow time for questions and answers.

[INSERT TEXT AND REFLECTION QUESTIONS FROM EXISTING MODULE 1: "MASCULINITY, FEMINISM AND GENDER"]

MODULE 2: REDEFINING MASCULINITY OBJECTIVE Participants will understand the importance of redefining masculinity to achieve changes in attitudes in men and women that contribute to the decrease in violence against women. ACTIVITIES 2. 1 Visualizing Masculinity 2. 2 PowerPoint Presentation: Masculinity 2. 3 The Influence of Institutions in the Construction of Masculinity 2.4 Masculinity and Violence 2.5 Male Honor 2. 6 PowerPoint Presentation: Redefining Masculinity 2.1. VISUALIZING OUR MASCULINITY Objective: Participants will begin recognizing the construction of masculine identity based on their own circumstances. Time: 20-40 minutes Materials: Flipcharts, markers Exercise: Ask participants to sit as relaxed and comfortably as possible. Ask them to close their eyes and breathe deeply three or four times to help them relax. Ask them to slowly imagine an energy that emanates from their forehead, travels down their shoulders, arms and hands, chest and abdomen, and legs and feet. In a slow manner, ask them to return to their past (infancy or adolescence), then to remember moments in their lives in which gained consciousness of what it means to be a man. (You can read the following visualization, pausing when you reach the points between parentheses. Adapt the language depending on the genders of the participants in the group.) Close your eyes and breathe deeply. Sit completely relaxed. You will experience mental journey through time, you will travel backwards slowly through time. Visualize the activities you participated in last December () Was this December different from previous Decembers? () Try to go backwards and remember how Decembers were during your childhood, relive all sensations and smells. Remember what you would do during those childhood days. Did you have the opportunity to play? Visualize the games you would play (), how were these games? () who did you play with? () Were these games different to those that girls in your childhood played? How were these games different? () Remember if during your childhood you had to work to support your family. If that is case, try to remember what this meant to you () Remember the important people in your life () What do you remember most about them, what did they tell you about how you were supposed to be () What did they tell about what it meant ACTIVITIES

to be a man? () What things did men not do () try to look for the message about what it meant to be a man that stayed in your memories. Try to keep that memory in your mind () Reflection: Afterwards, ask the participants to get together in pairs or small groups depending on the size of attendance and internally share their memories. Let them know that while speaking about their experiences, they do not need to be specific if they do not wish to be, they can speak in general terms about their memories. The following question guide will help facilitate the internal reflection of the groups: In your childhood, what type of games did you play as a boy and what types of games did girls play? What was different between the two types of games? Did you have to work as a child? What did this mean to you? What did families with boys do and what did families with girls do? Were chores different for these two types of families? What messages do you remember about what things boys were allowed to do and what things they were not allowed to do? What is the message about what it meant to be a man is clearest to you? Do you think that the experiences you remembered contributed to your understanding of what it meant to be a man? If not, what other experiences contributed to this understanding?

Once all the participants from each subgroup have shared their experiences, ask them to write on a sheet of paper the experiences as group they had in common and those they did not have in common. Ask each group to appoint a spokesperson who will explain the groups reflections as written the sheet of paper. 2.2. POWERPOINT PRESENTATION: MASCULINITY

Objective: Understand how conceptions of masculinity contribute to gender-based violence. Time: 40 minutes Materials: PowerPoint presentation, multimedia equipment Exercise: Present the PowerPoint, addressing the following points. Although all societies have cultural gender norms, not all of them have concepts of masculinity. In its modern usage, the term masculinity assumes that the proper conduct of a person is the result of their gender. That is to say, a non-masculine person would behave differently. They would be: Passive in a violent environment. Submissive instead of dominant.

Incapable of excelling at sports. Indifferent to sexual advances.

This conception supposes a belief in individual differences and personal actions. CHARACTERISTICS OF MASCULINITY AND THE PROCESSES OF CONSTRUCTING THE MACULINE IDENTITY Characteristics of Masculinity There is a series of beliefs ingrained in Western culture that characterizes the socialization of masculinity. The following are principle beliefs that can be mentioned: Power, domination, competition and control constitute as characteristics of masculinity. Domination alludes to a power relation between men and other persons, in particular, women. This is associated to a belief of superiority and that a man is who controls. Domination is exercised, many times, through threats and violence. Social norms establish that man is the center, thus making it the gender that is most valued. A clear example of this in our society is how men learn to be served, particularly by women. Our culture values brute strength of masculinity. Intimacy between men must be avoided for fear of being considered effeminate or a homosexual. In general, the various forms in which men relate to others are constructed in such a way that they must hide their own emotions. The dominant definition of masculinity is that men cannot be like women and they cannot be homosexuals The role of men is especially focused on providing, that is to say, to bring money into the home. Other roles are not developed, such as participation in domestic chores or involvement in the raising of children.

The construction of masculine identity To explain why the majority of men respond to these relationship dynamics, we must ask, how is masculinity constructed in this society? In this sense, we would have to point out that the identity of males in the Western world is constructed in a socialization process that negates characteristics rather than identify them. That is to say, rather than learning positive values of being males, young boys learn what a man must not be, by way of a triple negation: First, they must not appear as children. As children, males were completely under the care of their mothers, they were made vulnerable, dependent, and fragile without any capacity to make decisions or orders. Infantilization is associated with a primary femininity that must be extinguished.

Second, they must not appear as women. Males have been socialized in the belief that women are inferior while men are important for the mere fact that they are men. Third, they must not appear as homosexuals. Homophobic feelings are especially emphasized in the pedagogy of masculinity since homosexuality embodies a betrayal of gender. That is to say, that despite having the privilege of being a male and thus, important in society, to choose to give that up for an inferior condition is an unforgiveable act: to appear as a woman. This is especially important because homosexuals represent the fear that feminine qualities could exist among men. This situation is associated with the false belief that everything that is feminine must be rejected as inferior, which leads to misogyny. On the other hand, the rejection of what is socially understood as feminine and the construction of masculinity as an escape from feminine characteristics, traps men into a continuous need to have to demonstrate their virility. The negation of what it means to be a child, a woman, or homosexual leads men to the reaffirmation of what a man is supposed to be, according to the parameters of traditional masculinity. The easiest ways to demonstrate virility are linked to various elements, such as being hard and cruel, be compulsively active, to value brute force, to have people at their servicefundamentally womenas well as be competitive with other men. It is clear that institutions and other space of social relation play a decisive role in the construction of masculine identity. We must add at that the formative events that mark the lives of men varies from one sociocultural context to the other. Among these institutions and space, we can mention: The types of games: The socialization of gender as differentiated between women and men, in the same way for young people, is carried out in games and activities that are clearly distinctive. The games of males are marked, for the most part, by physical activity. In the same manner, they imply a high level of competition where winning demonstrates a better performance as males. The roles performed by the family: In many families, the fathers or masculine figures play the role of provider and feminine figures raise children and perform household duties. Although a good quantity of women work both inside and outside the home, they continue to do all the house work. The differentiated power between members of the family: Men and women a social power that is differentiated, that is, in general the decisions about family issues that carry the most weight are made by men. This is especially true when men control the finances of the family and who manage themselves in public. Messages about gender: There is a recurring theme in the socialization of most men, in which both women and men send messages which aim and eliminating all characteristics which are socially associated to the feminine. Messages such as: Men dont cry. Only women cry. Dont be a sissy, be strong. Take it like a man.

If you got yourself into it, take it. He who finishes last is a girl. Relationships with their peers (other boys and male adolescents): The influence that peers exert in shaping the masculine identity is a strong one. Not only do males compete with their peers, but it is their peers who oversee and remit verdicts on the issue of manhood: he is a real man, he is a little woman he is a sissy. They are ones to evaluate the performance of virility. The fact of having to contribute economically to the family at a young age or having assumed the role of provider in the absence of a father or mother: It is a significant event in the lives of many men and is a key element in the shaping of the masculine identity. The expression of sexuality: Sexual relationships are very important in the shaping of masculinity since they form a crucial element in the performance of masculinity. That is to say, the greater the number of sexual relationships with women, the more of a man a male is. The role of religion: It is marked by message that reinforce traditional gender roles, the submissiveness of women and the power of masculine images. We can conclude that when we speak about the construction of the masculine identity, we are referring to the construction of the gender, not of biology or nature. In this manner, gender identity can be redefined and transformed, and thus masculinity can be redefined. Reflection: Allow time for questions. Can they think of examples of men who they respect who don't have traditional "masculine" qualities? Have participants write in their journals for 10 minutes about a man they admire and his qualities and characteristics. 2.3. THE INFLUENCE OF INSTITUTIONS IN THE CONSTRUCTION OF MASCULINITY

Objective: To analyze the effect that social institutions have on the construction of the masculine identity. Time: 40 minutes Materials: Flipcharts, markers, sheets of paper for questions Exercise: Tell the participants to form into subgroups based on the overall size of the larger group. Each subgroup will be assigned a theme upon which members have to reflect based on their personal experiences (more than one subgroup can be assigned the same theme, if necessary). These themes are:

1. How were we raised in the environment of our family, whether it was with our grandparents, father, mother, or people who performed these roles, based on the fact that we are males? 2. What were we allowed and not allowed to do as males? What were we required to do as males? What messages did we receive in church, at school, or in college as males? (You can choose one or more of these questions). 3. In our adolescence, what were we required to do so that our friends and counterparts knew that we were men? 4. What types of male games or sports did we play when we were children or adolescents? How did we play them? 5. What were the conversations that we had with other males at the bar, drinking parties, sports fields, or study spaces? Each one of the subgroups will prepare a theatrical presentation based on the subject matter discussed and will be presented to all the participants. They can refer to the flip charts to complement their presentation. Reflection: After completing the presentations, the facilitator will open up a dialogue space for the participants to express how the presentations made them feel, using the following questions as guide: How did you feel with the role you performed? What things did you like about the role you performed? What things did you not like about the role you performed? How do you carry out the roles in your own lives?

The facilitator should leave the participants in the space aware of how men think, how they feel, and how they act. 2.4 MASCULINITY AND VIOLENCE Objective: Understand why society accepts violence by men against women. Time: 30 minutes Materials: PowerPoint presentation, multimedia equipment Exercise: Present the PowerPoint, addressing the points below. [Insert "Masculinity and Violence Text from Existing Module 1]

Reflection: Have participants write for 10 minutes in their journals all of the examples of men committing violence they can think of. 2.5 MALE HONOR Objective: Discuss how the alleged male honor is associated with violence and how we think about alternatives to violence when we are offended. Time: 45 Minutes. Materials: Sheet containing incomplete sentences. Exercise: Divide participants into small groups. Explain that must create and submit a story about trading insults between two men. Once the groups are formed, each member is given a sheet of paper with the following incomplete sentences: Juan Carlos and Maikel and had a disagreement in between school and work. Maikel said he would wait outside to resolve the problem. He leaves and then. . . A group of friends were drinking at a bar. He started a fight between two men and a stranger (another man) ... A group of friends went to dance. One of them, Leonardo, saw another man looking at his wife. The fight began when Leonardo ... Samuel was standing in the street with his car. When he wanted to turn right, another car came from the left and brought him, forcing him to stop abruptly. Samuel decided that ... A group of friends was at a football game. They were players on the same team. The fight began when another man came from the opposing team . . . Each group will create a skit based o a story built from the incomplete sentence. The performance should last between 3 and 5 minutes. Group members can invent all of the details they want. Have each group present to the larger group, leaving time for comments afterward. Reflection: [INSERT MALE HONOR TEXT FROM EXISTING MODULE 1] Is this culture of honor still present? What can we do to change this culture of honor? 2.6 REDEFINING MASCULINITY Objective: Analyze, reflect, and propose actions for working with men under a new model of masculinity. Time: 60-90 minutes

Materials: PowerPoint presentation, multimedia equipment, flipcharts, markers Exercise: Present the PowerPoint presentation, addressing the points below. REDEFINING MASCULINITY It is clear that masculinity is a social construction and that men are born, but rather, are made with various manifestations based on culture and time. Society creates behaviors, represses others, and transmits certain convictions about what it means to be a man. A model of masculinity is created based on the necessities of our patriarchal society. Nevertheless, it is possible to transform all that has been learned and reconstruct the chauvinist masculine identity as it is into an egalitarian masculinity for a society that is more free and just. Unfortunately, this transformation is not a priority for men, nor is it for the political discourse. Nevertheless, there are efforts at the international level where mens movements have pushed forward to achieve this change. This new model must be: Positive. To be a man should be something desirable for boys and adolescents. This new model of masculinity must occupy a social imagination of what a real man should be. Complete. It should include the energy, the strength, the assertiveness (the capacity of maintaining an opinion without aggression) but also the tenderness, the caring, the feelings and emotions. It should inhabit both the public and external sphere as well as in the domestic and personal without either option appearing less masculine, or seem like a secondary category. Egalitarian. It should incorporate an empathetic view that allows males to relate in an egalitarian manner with women and any alternate identity (racial, cultural, religious, sexual orientation). It should have incorporated differences as a personal enrichment and not as indicators of inferior social classes. Non-violent. We should transmit the idea that violence is a weapon of the weak. Violence should lose its social legitimacy and be seen as proof of a defeat, as something undignified of any human being and something that humiliates and degrades whomever utilizes it. ADVANTAGES OF A MASCULINITY THAT IS COMPLETE AND EGALATARIAN.

This new model of masculinity, it were shared as the general ideal of society, it would create a series of positive changes that we should seek. One of the fundamental changes would be the decrease in present violent tensions, latent social conflicts, although conflicts based on other factors such as poverty, unequal distribution of wealth, and cultural issues would remain open. On the other hand, the subjective perception of many malesand of course, of the women who live in contact with themwould change enormously as their emotional relationships would be richer, deeper, in greater volume and more pleasurable, a condition which is presently barred for chauvinist men. It can be said that the benefits of an egalitarian masculinity would be as follows: It would improve relationships with immigration, religious minorities, political diversity, different sexual orientations, cultural minorities, individuals with disabilities because diversity would not doubt its value or its manhood, which would not be based on social supremacy. It would increase the commitment to a conscious and shared parenthood, it would reduce distant parenting, and bring joy in the education of children as a pleasurable stage of life, promoting active participation in their care. All educational and emotional tasks in the caring of children and all corresponding maintenance of the home would make marriages and couples more sable and equitable. Men who are complete would be able to freely express their feelings, and thus, decrease fits of anger and violence, which are the result of hiding their own emotions. Empathy would be possible upon recognition of their own emotions (many of which had remained ignored) and the recognition of others peoples emotions. It would liberate men from the obligation of being the sole providers of a family, and it would not be necessary to maintainif even unconsciouslythe discrimination of feminine labor whether at home or the workplace. It could also diminish competitiveness. It would liberate men from the necessity to examine themselves every time they go to bed with someone and it would open the door to a sexuality where the importance is quality and not quantity. It would diminish racism, homophobia, gender violence, risky behavior, and other violent tendencies were previously used to demonstrate male superiority and the need to subjugate people who do not fit into the model of masculinity. It would be possible to address international conflicts with a more complete logic that is more inclusive and less based on domination and military, economic, or other types of threat. Although logically, this possibility is still far away.

Reflection: Ask participants: What other ideas could be part of this new model of masculinity? What would working with men under this new model look like? What would family life look like? What would our workplaces look like? What would governments look like?

MODULE 3: Community Education and Organizing Techniques Objective: Participants will learn basic techniques for educational strategies for community education and community organizing. They will recognize the importance of community responsibility for preventing and eradicating gender-based violence. Activities: 3.1 The Bags 3.2 PowerPoint Presentation: Community Responsibility in Preventing Gender-Based Violence 3.3 Strategies for Community Organization 3.4 Creating a Movement 3.5 Adapting Activities for Different Audiences 3.1 The Bags Objective: Understand the meaning of community and the value of altruism, empathy and support. Time: 20 minutes Materials: Cloth bags containing sand or something similar, music. Exercise: Participants will place the bags on their heads (make sure there is the correct amount of sand so that the bags are at a weight where they can stay in place). Play music and ask participants to follow a specific rhythm (skipping, etc.). If a bag falls to the ground, the person whose bag it was "freezes" and someone else has to put it back in place. Reflection: After ten minutes or so, stop the game for discussion. Ask participants to reflect on the value of support as opposed to individuality and competitiveness, even assuming personal risk. Sample questions include: How many times you have helped pick up a bag? What encouraged you to help someone else? How important do you think it is to help people who are frozen? 3.2 PowerPoint: The Role of the Community in Preventing and Eradicating Gender-Based Violence Objective: Recognize the importance of involving the community to prevent violence against women. Time: 40-60 minutes Materials: PowerPoint Presentation

Exercise: Present the following PowerPoint, leaving time for questions and answers at the end. Be sure to address the following points: COMMUNITY RESPONSIBILITY IN CASES OF VIOLENCE AGAINST WOMEN Community: A group of people who share common elements, such as language, customs, values, work, worldview, age, geographical location, social status, or roles. Usually, a community creates a common identity through differentiation from other groups or communities, which is shared and developed among members. Responsibility: A value that allows people to reflect, manage, guide and evaluate the consequences of their actions. The responsible person is one who acts consciously and is accountable for her or his actions. He or she honors his obligations, putting care and attention into decisions and tasks. Social Responsibility: The commitment or obligation that members of a society have, either as individuals or as members of a group, both among themselves and to society as a whole. Many problems have been solved in communities because the communities themselves have taken responsibility to address problems. Communities have learned that not everything can be left to the initiative of the government or the private sector, much less to individuals. It is necessary to involve the community to help women and girls suffering from any kind of violence. Many times we know that a woman is a victim and do not offer support because we say that these things are very personal, but as a community we can make a commitment to eradicating all forms of violence. If as a community we work this issue, we can change our communities, teaching children that violence will not be tolerated. STRATEGIES FOR COMMUNITY ORGANIZATION For us to succeed in the actions we want to do as a community, we must begin to develop a strategy. A strategy is nothing more than a set of planned actions over time systematically carried out to achieve a specific purpose or mission. Violence against women is often treated as a private issue instead of a community one. This is a mistake, since gender-based violence is a global problem, and we need to work to raise awareness in all communities. What can we do as a community? The first thing we can do in our community is make the decision to address violence against women. This will allow people to begin to discuss the issue within homes, social spaces, churches, etc. Another step is to teach men and boys that violence should not be part of their lives. Being macho does not make them "more of a man." This will begin to address issues of machismo, which will encourage men to make behavioral changes. The next step is to create networks of care for women and children victims of violence. This process can involve non-governmental and governmental organizations working with a

collective. This may lead to the formation of larger networks to draw attention to the issue and help support women. You can also create resources such as a phonebook where the numbers of institutions such as the National Civil Police, Public Prosecutor Service Offices are Victim and others. Many communities have managed to form spaces where women who have suffered violence help other women to break the cycle. You can promote a positive and safe space where all these women and girls feel comfortable to meet, learn from each other, and create plans for action. When organizing meetings with women and girls, take the following into consideration for safety and accessibility: Is the venue is easily accessible? Is the venue in a well-lit and safe area for pedestrians? Is venue is located somewhere where everyone is comfortable (e.g., not in a church of a particular denomination or in a building normally occupied by men)? Is the meeting time is suitable for women and/or girls who go to work and/or school? Are there translators at the meeting for women and girls who do not speak the language?

Be aware that many communities are deeply rooted in machismo culture, which can make it difficult to carry out these actions. But with the support of each other, we can create initiatives in our community help end violence against women. Reflection: Ask participants: what community organizing events have they attended in the past? What made them good or bad? What else do we need to consider when organizing events? 3.3. Strategies for Community Organization Objective: Learn to plan and promote in initiatives that can be implemented in your community to prevent violence against women. Materials: Flipchart, pens, markers, copies of worksheet Time: 30-60 minutes Exercise: Divide participants into small groups. Their task is to create initiatives that can be carried out in their community to prevent violence against women. Pass out copies of the attached worksheet. Have participants develop sample activities that can be implemented right in their own communities. Reflection: Have groups share their ideas with the larger group. Write summaries on the flipchart. What activities are similar across groups? What populations is each group trying to address? Which of these actions could be carried out right away? What additional steps are

needed? Can you create an action plan as a group to implement one of these activities immediately?

Worksheet 3.3 Activity Target Audience Means Material

Human

Economic

3.4 Creating a Movement Objective: Promote understanding of sexual and reproductive rights and social gains as inalienable human rights; identify situations of violations of sexual and reproductive rights, develop knowledge about sexuality as an exercise of citizenship. Materials: Flipcharts, markers, tape, building materials, placards, banners Exercise: Start the activity by asking the group if they know people who fight for their rights. Examples are heard and expands information about the social movements that have historically fought for human rights, for example, workers. Reflect on these struggles, their ways of organizing, how they raised their demands, etc. Explain that we will be recreating a social movement. Divide participants into small groups. Each subgroup is assigned a specific population in which they must become. (For example: A group of teenagers, a movement of older adults, a group of women, a collective LGTBIQ, etc.). Once each group is assigned to recreate the population (the rest of the subgroups cannot know until you guess at the time of the presentation and discussion), tell each group they must think their demands and needs around sexuality. As a group they will must think about what injustices they experience and what sexual and reproductive rights were violated as a group. Ask them to produce: A Proclamation to their demands. A slogan of struggle. A marching song. Have each group present their Proclamations, slogans, and marching songs to the larger group. During the presentations, the larger group must guess what social groups are based on the content of their claims. Reflection: Invite participants to reflect on the following questions: What do you think of the claims that other groups made? Do you think that sexual and reproductive rights are respected for all of these groups in your community? Are they the same for adolescents and adults? Women and men? People of different ethnicities? In straight, gay, bisexual people? In transgender people? In older people? In people with disabilities?

3.5 Adapting Activities for Different Audiences Objective: Participants will learn to adapt activities in the attached "Activities" document based on different groups. Time: 30-60 minutes Materials: Activities guide (attached) Exercise: Explain that when we create activities, we must think a lot about the audience we are working with. Not every activity is appropriate for every audience, but sometimes it just takes modification to make the activity meaningful for a different audience. Divide participants into small groups. Each group is assigned a demographic ("10-year-old boys," "government officials," "women who are healing from violence," "senior citizens," etc.) and a 10-minute activity from the attached activity book. Their job is to re-write the activity based on their new demographic. Some things to consider: What kind of knowledge does the group they are speaking to have on this subject matter? What kinds of adaptations do they need to consider in terms of physical mobility, reading comprehension, etc.? Have each group present their modified activity to the larger group, with the large group playing the role of the assigned demographic. Reflection: Ask participants to reflect on the changes that they made. What kind of issues did they consider to make their activity more accessible? Do they think their changes made the activity more or less effective? Can any activity be adapted for any audience? What are some examples of activities that could work with all audiences? What activities might be inappropriate for some audiences?

MODULE 4: Healthy Relationships OBJECTIVE Participants will learn about sexual and reproductive rights and what it means to be in consensual, healthy relationships. ACTIVITIES 4.1 Sexualities: Thoughts, Feelings, Discussions, and Practices 4.2 PowerPoint Presentation: Sexual and Reproductive Rights 4.3 PowerPoint Presentation: Consensual Relationships 4.4 The Paper Placemat 4.5 Healthy Relationships in the Media 2.1 Sexualities: Thoughts, Feelings, Discussions, and Practices Objective: Identify, analyze, and reconstruct hegemonic models of male and female sexuality from an approach of rights, diversity and gender. Materials: Flipchart, markers, tape Exercise: Divide the group into small groups. Have each group draw two silhouettes, a woman and a man. Ask each group to write: On the head: What are your thoughts about women and men's sexuality. (Example: What do you most care about sexuality, what kind of fantasies do you have, what do you dream about, what kind of ideas come to mind when you think about sexuality) On the mouth: What do men and women say about sexuality. (Example: What do they say, what do they talk about, what are comments they make) On the heart: What do they feel over the experience of sexuality ( Example: different emotions, fears, doubts, desires they feel about their sexuality) On the hands: What activities are related to sexuality. (What sexual practices or concrete actions do they have, with who do they have such practices. Also related behaviors, acts linked to sexuality) On the feet: What mistakes or blunders have they committed in the exercise of sexuality as a man or woman. (Example: What carelessness, bias, regrets, risky actions) Open up a space where each subgroup presents their work. Have them tell the rest of the participants the process of their joint work and talk about what emerged from parts of the

silhouettes of the flip chart. On the flipchart, write flip the words often associated with male and female sexuality and aspects in common. Reflection: Ask the participants: What differences can be found in the experiences of male and female sexuality during adolescence and young age? Are these differences positive or negative for the experience of their sexuality? What they feel matches what they think, or what they do? etc. Are there differences in messages about sexuality for males and females? What does our culture promote and restrict for the young males and female sexual experience? What restrictions are in place sexual and reproductive rights of men and women? Why do these differences exist between young men and women? What other ways of living a more fully and without discrimination sexuality do young men and women imagine? Can the workings of the group be reflected in daily life? What are the places that emit the most positive messages towards their sexuality? What sexual and reproductive rights are vulnerable in the exercise? What is the margin of autonomy they have as individuals to transform these new meanings and ways of thinking, feeling, and doing sexuality? 4.2 Sexual and Reproductive Rights Objective: Identify human rights about sexuality Materials: Power Point presentation, Multimedia equipment Exercise: Through a PowerPoint presentation, discuss the human rights issue of sexuality. This issue is considered taboo, talking about it can get a bit uncomfortable, therefore the facilitator should pay close attention to the group's reactions. Address the following issues: Sexual and Reproductive Rights

Sexual and reproductive rights are fundamental component of human rights. Those human rights are interpreted from the point of view of sexuality and reproduction of men and women, which is essential for the enjoyment of a full and free sexual life. Sexual and reproductive rights are rooted in the most basic principles of human rights and the interest they protect should be diverse. Before developing all aspects of sexual and reproductive rights, it is important that we clarify some concepts. Sexuality: is a social construction made from the very rarity of people who are sexual beings in a given society. As such, it is a constitutive dimension of the human being: cultural, historical, and ethical, psychological, biological compromising cognitive and communicative emotional behavior. Similarly seen come into play as the four functions of sexuality: The erotic function, communicative, reproductive, and emotional, they are involved in every moment of your life. In conclusion we can say that sexuality the result of the interaction of biological, psychological and social dimension in different contexts, result in turn of interaction with others of society within different degrees of intimacy that allow the reaffirmation of identity, the construction of gender and the manifestation of the sexual potential through the life of the people. Sex: The word sex is frequently used to define different things. For example, when someone asks what our sex is, we answer man or woman; however, the work sex is regularly used to refer to activities that have to do with the attainment of sexual pleasure. According to the dictionary sex is defined as " properties that which classify organisms in accordance to their reproductive functions" Also the definition of the Royal Academy, refers to sex as the "organic condition that distinguish the male from the female, in animals and in plants". Strictly speaking, sex is the set of biological characteristics that distinguish the male from the female and complement each other in the possibility of reproduction. These biological characteristics refer not only to sexual organs, but also differences in the functioning of our bodies. Precisely the differences in the bodies of a man and woman are those that allow, when joining their sex cells, the possibility of reproduction. Sexual Relations: sexual intercourse as a physical contact between people can be defined from the point of view of sexology, primarily in order to give and or receive pleasure, sexual or reproductive purposes. The sexual relationship encompasses many possible activities or forms of relationship between two people. Sexual Health: World Health Organization, Unicef and other advocates of public health, understand the topic of sexual health as a vital global public health issue, they also contributed

their definitions in the hope of protecting the population not only of sexually transmitted diseases, but educate the world about what is understood as a healthy exercise of sexuality. The World Health Organization defines it as: "a physical, emotional, mental and social wellbeing related to sexuality;" It is not only the absence of disease, dysfunction or disorder. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of obtaining sexual pleasure and experience safe, free of coercion, discrimination and violence. To achieve sexual health and maintain it, the sexual rights of all persons must be respected, protect and comply fully". Sexual and reproductive rights are a component fundamental of human rights. Those human rights are interpreted from the point of view of men and women's sexuality, whose guarantee is essential to the enjoyment of a full and free sexual life. Sexual and reproductive rights are rooted in the most basic principles of human rights and protect their interests. Sexual rights or the right to sexuality refers to the recognized human right to express own sexuality without discrimination on grounds of sexual orientation. Sexuality law recognizes the right to freedom of sexual orientation of the people and their diversity, whether this heterosexual, homosexual (lesbian, gay, bisexual and people transgender (LGBT) as well as the protection of those rights.) The right to non-discrimination is the basis of the right to sexuality, but is closely related to the exercise and protection of other fundamental human rights. Along with the principles included in international human rights legislation the right to sexuality and sexual rights also are reflected in the statements of the UN on reproductive rights and reproductive health. Sexual and reproductive rights represent the fundamental pillar for the exercise of citizenship, understood beyond the simple ability to make decisions in the public sphere (choose and be chosen). Citizenship also implies the possibility for women and men to take autonomous decisions about her own body and life in the fields of sexuality and reproduction. If allowed to, men and women as citizens decide the fate of their countries, how can they be deprived of making decisions about the fate of their bodies? The Extent of Sexual Rights Sexual rights include the ability of women and men to express and enjoy autonomous and responsible for their sexuality, without the risk of sexually transmitted diseases, unwanted pregnancies, coercion, violence and discrimination. Sexual rights allow human beings to build and exercise freely multiple sexual identities in accordance with their interests, convictions and life, as a prerequisite for their freedom. These rights are basically based on the following precepts: The ability of men and women enjoying satisfying sexual relationships. The absence of any kind of violence, coercion or abuse. Access to sexual health services that address and prevent infections, ailments and diseases affecting the pleasant exercise of sexuality, including STDs and HIV/AIDS. The recognition of

the independence of sexuality and reproduction. Sexual rights include, but are not limited to: The right of men and women to be recognized as sexual beings. The right to strengthen self-esteem and autonomy to make decisions about sexuality. The right to explore and enjoy a pleasurable sex life, without shame, fears, fears, prejudices, inhibitions, guilt, unfounded beliefs and other factors that prevent the free expression of sexual rights and the fullness of sexual pleasure. The right to live sexuality without subjection to violence, coercion, abuse, exploitation or harassment. The right to choose a sexual partners. The right to full respect for the physical integrity of the body and its sexual expressions. The right to decide if you want to start sexual life or not, or if you want to be sexually active or not. The right to consensual sexual intercourse. The right to freely decide if they want to get married, live as a couple, or remain single. The right to express freely and autonomously sexual orientation. The right to protect themselves from pregnancy and infections and sexually transmitted diseases. The right to have access to quality sexual health services. The basic criteria of quality are: good treatment, efficiency, confidentiality, geographic and economic accessibility. The right to have timely, accurate and complete information on all aspects related to sexuality, for example, know how male and female reproductive tract and are infections and diseases that can be acquired through sexual relations. The Extent of Reproductive Rights Reproductive rights allow people to make decisions free and without discrimination on the possibility of childbearing, regulate fertility and have the information and means to do so. It also implies the right to have access to reproductive health services that ensure safe motherhood, the prevention of unwanted pregnancies and the prevention and treatment of disorders of the reproductive system as uterus, breast and prostate cancer. These rights are based on two fundamental principles. Reproductive self-determination, can be understood as the basic right of all people to decide about their ability to procreate or not, and in that sense planning their own family. The reproductive health care, includes measures to promote safe motherhood, treatments of infertility, access to the full range of contraceptive methods (including emergency contraception) and uterine cancer, breast and prostate care programs. Reproductive rights specifically include: Reproductive Rights:

Reproductive rights are for those seeking to protect the freedom and autonomy of all persons that decide responsibly to have children or not, how many, when and with whom. Reproductive rights give the ability to all people who decide and determine their reproductive life. Reproductive rights as human rights are inalienable and are not subject to discrimination by gender, age or race. International legislation on human rights - UN Sexual rights and the right to sexuality is derived basically from international law on human rights and in particular the protection to non-discrimination by sex as well as the right to health is recognized in the Universal Declaration of Human Rights, the International Covenant on Civil Rights and political and the International Covenant on economic rights, Social and cultural. The right to sexual orientation - recognized in the preamble to the Yogyakarta Principles. capacity of each person to feel a profound emotional, affectional and sexual attraction, and intimate and sexual relations with people of a different sex or of the same sex, or more than one gender. 4 Non-discrimination on sexual orientation - recognized in the Universal Declaration of human rights (UDHR) and in the International Covenant on Civil and political rights (ICCPR). The UDHR establishes non-discrimination in article 2: UDHR. Every person has all the rights and freedoms set forth in this Declaration, without distinction, for reasons of race, colour, sex, language, religion, political opinion or of other nature, national or social origin, property, birth or other status. In addition, there will not be any distinction based on the political, legal or international status of the country or territory to which a person belongs, whether it be independent, trust, non-Autonomous or under any other limitation of sovereignty. ICCPR. Each State party to the present Covenant undertakes to respect and ensure to all individuals that they are in its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction, for reasons of race, colour, sex, language, religion, political opinion or of other nature, national or social origin, property, birth or other status. Right to health - recognized in the International Covenant on economic, social and cultural rights economic, social and cultural rights), article 11. Article 11 of the International Pact on economic rights, social and cultural: everyone has the right... to medical care and the necessary social services; you are also entitled to insurance in the event of unemployment, sickness, disability, widowhood, old age and other cases of loss of their means of subsistence by circumstances independent of his will. SEXUAL RIGHTS Right to life, security and protection from violence

A - "Hate crimes" and other incidents motivated by hatred (art. 1 to 5), must be investigated, sanctioned legally and persons victims of crimes by their sexual orientation or gender identity are especially protected. B - "Hate speech" (art. 6-8). Prohibiaran Member States and fight against incitement, promotion or dissemination of any form of hatred or discrimination against the gay, lesbian, bisexual and transgender people. II. Freedom of Association (art. 9-12). States will protect freedom of association can be effective without discrimination on grounds of sexual orientation or gender identity. They will effectively protect the defenders of the human rights of lesbian, gay, bisexual and transgender people. III. Freedom of expression and of peaceful assembly (art. 13-17). Member States shall protect the right to freedom of expression and peaceful assembly. IV. Right to respect for private and family life (art. 18 to 28). Members of States must ensure that all discriminatory legislation criminalizing same-sex sexual acts between consenting adults, including any difference with respect to the age of consent for homosexual acts and heterosexual sexual acts, are hereby repealed, but you should also take appropriate measures to ensure that provisions of criminal law which, by their wording, can lead to a discriminatory application are either repealed, amended or applied in a way that is compatible with the principle of nondiscrimination. V. Employment (arts. 29 and 30). Member States must ensure the establishment and implementation of appropriate measures that ensure effective protection against discrimination on grounds of sexual orientation or identity of gender in employment and occupation in the public and in the private sector. These measures should cover the conditions of access to employment and promotion, layoffs, wage and other working conditions, including the prevention, combating and punishment of harassment and other forms of victimization. VI. Education (art. 31 and 32) Member of States should adopt legislative and other measures aimed at teachers and students, to ensure that the right to education can be effective without discrimination on grounds of sexual orientation or gender identity, including, in particular, the protection of the right of children and young people to education in a safe environment, free of violence, intimidation, social exclusion and other forms of discriminatory and degrading treatment related to sexual orientation or gender identity. Taking into account the paramount interest of the children, adequate measures should be in this regard at all levels to promote tolerance and mutual respect in schools, regardless of their sexual orientation or gender identity. This must include the provision of objective information regarding sexual orientation and gender identity, for example in school curricula and educational materials, and provide students with the necessary protection and the support enabling them to live in accordance with their sexual orientation and gender identity. In addition, Member States can design and implement school equality and security policies and plans of action and it can ensure access to adequate antidiscrimination training or support and educational materials. These measures must take into

account the rights of parents concerning their children's education. VII. Health - (art. 33 to 36) Member States should adopt legislative and other measures to ensure that the highest attainable standard of health can be effective without discrimination on grounds of sexual orientation or gender identity. VIII. Housing - (art. 37 and 38). Measures should be taken to ensure that access to adequate housing can be effectively and equally enjoyed by all persons, without discrimination on grounds of sexual orientation or gender identity; such measures, in particular, seek to provide protection against discriminatory evictions, and to ensure equal rights to acquire and retain ownership of the land and other property. IX. Sports - (art. 39 to 41) homophobia, transphobia, and discrimination on grounds of sexual orientation or gender identity in sport is, like racism and other forms of discrimination, unacceptable and must be fought. X. Right to seek asylum - (art. 42-44). Where Member States have international obligations in this regard, it should be recognized that a well founded fear of persecution based on sexual orientation or gender identity can be a valid ground for granting refugee status and asylum plea under national legislation. XI. National human rights structures - (art. 45) Member States should ensure that national human rights structures are clearly mandated to combat discrimination on grounds of sexual orientation or gender identity in particular must be able to make recommendations on legislation and policies, raise awareness in general and - in terms of national legislation so provides examine individual complaints concerning the private and public sectors and initiate or participate in proceedings court. XII. Non-discrimination on multiple grounds (art. 46) Member States are encouraged to take measures to ensure that legal provisions in national legislation prohibiting or preventing discrimination also protect against discrimination on multiple grounds, including on grounds of sexual orientation or gender identity, national human rights structures should have a broad mandate to enable them to address these issues. Universal Declaration of Sexual Rights In the XIII World Congress of Sexology, 1997 in Valencia, Spain, the Universal Declaration of Sexual Rights and subsequently (on 26 August 1999, in the 140th World Congress of Sexology, Hong Kong) was reviewed was formulated and approved by the General Assembly of the World Association for Sexology (WAS). The right to sexual freedom The right to sexual autonomy, sexual integrity and safety of the sexual body The right to sexual privacy The right to sexual equality (gender equity) The right to sexual pleasure

The right to emotional sexual expression The right to freedom of association The right to sexual reproductive make free and responsible decisions Right to information based on scientific knowledge The right to comprehensive sexuality education The right to medical care sexual health Reflection: Whose sexual and reproductive rights are restricted? Why? What could we do to help everyone enjoy sexual and reproductive rights? 4.3 PowerPoint Presentation: Consensual Relationships Objective: Create awareness among participants about consensual relationships and how we respect the individuality of people. Materials: PowerPoint presentation, multimedia equipment Exercise: Present the PowerPoint in an interactive way, encouraging participants to ask questions as you go. Address the following points: Consensual Relationships To live with other people we relate in a proper way as we have taught in our homes, however these behaviors have been creating internal conflicts, since often been taught to act a certain way and not as we want or think. For we say this because throughout our lives we have been taught to behave as society has imposed "is good and who is evil." Hence the importance of the "consensual relationships" so that we can lead a life according to what we think is right and that's what we want, this does not mean that we will behave outside of what laws we indicated. We can start by defining what "consensus" according to the dictionary means "Making a decision by mutual agreement between two or more parties." When we were kids, our parents taught us to greet people, even people who felt you couldn't get along with them and they would force us to give them a kiss. This has been passed from generation to generation, and if we think about it we realize that we did it without a will against our will, there was no consensus. Another attitude we see is that if a couple wants to live together without marrying, society sees this as invalid, society believes you must be married to be a legitimate couple. This has led to many couples to be forced to marry against their will. 4.4 THE CLOTH PAPER

Objective: Reflect on what consensual relationships mean. Time: 30 minutes Materials: Cardboard or posters, paper tablecloth, pens or colored markers. Exercise: Ask participants to write in front of him on the paper tablecloth what they think about "Consensual Relationships." After everyone has written, the participants should take turns around the table and quietly read what others have written. If they want to comment or add something else, they can do it in the same place as did others. When everyone is done, ask participants to sit around the table cloth. Ask each student to read aloud what is written in front of him or her. Reflection: Once everyone has read what is in front of them, ask participants to reflect upon what they just read. What stands out to them? What do they agree or disagree with? 4.5 HEALTHY RELATIONSHIPS IN THE MEDIA Objective: Recognize healthy and unhealthy messages about relationships in the media we consume every day. Time: 30 minutes Materials: Copies of the Healthy and Unhealthy Messages worksheet Exercise: Pass out copies of the Healthy and Unhealthy Messages worksheet. Ask participants to work with a partner to complete the worksheet and think of movies, TV programs, music, magazines and books the messages within them. Are the relationships portrayed in the media healthy or unhealthy? Do the people involved treat each other with respect? Reflection: Ask participants to share their worksheets with the larger group. Were there more examples of healthy or unhealthy relationships? What examples appeared more than once? How do you think the relationships and behaviors we see in media affect how we act in our lives?

Healthy and Unhealthy Messages worksheet Working with a partner or small group, write down examples of positive and negative messages that you have encountered in TV shows, film or music. HEALTHY messages about relationships and UNHEALTHY messages about relationships and behaviors behaviors

MODULE 5: NONVIOLENT COMMUNICATION OBJECTIVE Participants will understand what nonviolent communication is and how it relates to genderbased violence. They will learn the differences between aggressive, passive, and assertive communication; practice healthy communication skills; and reflect on the intent behind communication. ACTIVITIES 5.1 Ways of Communicating 5. 2 Flip the Script 5.3 Reflecting on Intention 5 .1 WAYS OF COMMUNICATING Objective: Learn about aggressive, passive, and assertive communication styles. Time: 30-45 minutes Materials: Flipchart, markers, copies of Aggressive/Passive/Assertive Chart Exercise: Write "Non-violent Communication" at the top of the flipchart. Ask participants to write out their own definitions. Nonviolent Communication, also known as Compassionate Communication, is the opposite of Violent Communication. Violent communication is language that incites fear, guilt, and shame, and perpetuates conflict by not allowing people to express their own needs in healthful ways. Nonviolent communication focuses on empathy, self-empathy and honest self-expression so that people can get their needs met. Ask participants: What are some examples of violent communication? What are some nonviolent alternatives? Explain that there are many ways we express ourselves, depending on the environment, situation, and people involved. We want to avoid being violent and aggressive or being too passive and not expressing our needs. We want to be able to clearly assert ourselves in a way that is nonviolent and respectful to ourselves and to each other. Pass out copies of the Aggressive vs. Passive vs. Assertive chart. Have one participant read the chart out loud, with one participant reading the "Aggressive" column, one reading the "Passive" column and one reading the "Assertive" column.

AGGRESSIVE vs. PASSIVE vs. ASSERTIVE

AGGRESSIVE

PASSIVE

ASSERTIVE

Decision Making

Tend to make decisions alone, without true sharing

Will be unclear about beliefs or decisions.

Expresses oneself, expects the same from others.

Orientation towards Conflict

Will usually start a verbal disagreement.

Will often avoid a verbal disagreement.

Speaks up, but minimizes conflict.

Emotional Atmosphere

Often speaks in a demeaning and controlling way.

Reacts with silence, withdrawal, or defensiveness.

Points to problem in communication

Capacity to Empathize or listen.

Often limited, especially when angry.

May be good at listening, but also may reinterpret words, to suit ones needs

Ask for clarification.

Assumptions

May rationalize selfinterest.

Sees oneself as victim. Reluctant to see oneself influencing others.

Give and take in an atmosphere of respect.

House of Ruth, Inc. P.O. Box 459, Claremont, CA. 91711 5-06.

Reflect: Ask participants: can they think of examples from their own lives of aggressive communication? Passive communication? What about assertive communication? What are situations in which it is difficult to be assertive?

5.2. FLIP THE SCRIPT Objective: Come up with alternatives to violent language in real-life scenarios. Time: 60-90 minutes Materials: Two stacks of index cards: one stack has a series of character combinations (boyfriend/girlfriend, mother/daughter, patient/doctor, etc.), and the other has a series of situations (one suspects the other is cheating, one suspects the other's friend is "more" than just a friend, one is confronting the other over spreading gossip, etc.) Exercise: Have the group divide into pairs. Each pair takes a card from each stack. Have them act out the scene with the same scenario twice. The first time have participants use typical arguments, insults, raised voices, etc. The second time, have participants act out the same scenario using healthy communication. Have each character assert her or his needs without being aggressive or passive. Reflection: Discuss: What were the differences? Were the scenes easier to act out with nonviolent communication or with more typical violent communication? Which felt more natural? What were specific replacements you made? What if one partner is not committed to nonviolent communication? How would you handle that? 5. 3 ACTIVITY: "REFLECTING ON INTENTION"* Objective: Reflect upon the intention behind the language we use Time: 30-45 minutes Materials: Paper and Pens Exercise: Discuss how even though we know about healthy communication, sometimes our intention doesn't match our language or our actions. We must try to be aware of our own intentions as well as other people's in order to prevent conflicts from escalating. Ask participants to think of an example of something they once did or said. Examples may include: Times they gave someone negative feedback Times they agreed to do something someone asked them to do Times they said no to someone Times they were trying to "be good" or "be nice" Times they told jokes Times they gossiped about someone else Times they were involved in misunderstanding

Ask participants to write down their example, being as precise as they can with what they said or did. Next, ask them to state the intention behind their action. Next, ask them to reflect whether or not there were deeper layers behind their action. What was really going on? If there were deeper layers, ask participants to write those down as well. Ask Participants: How did you feel when you became aware of deeper intentions? When you became aware of your actual intentions, was there anything you wanted to change in your action? Write down any thoughts or feelings that come to mind. Reflection: Ask if anyone wants to share their example. Did anyone have an example that was straightforward where they said and did exactly what they intended? As a group, discuss how the deeper intentions behind what we say or do can be quite complex. It's important to consider intentions as well as language and actions. *Adapted from: http://www.nonviolentcommunication.com/freeresources/article_archive/intention_lleu.htm

MODULE 6: REWRITING POP CULTURE Objective: Participants will recognize healthy and unhealthy messages in popular culture and "talk back" to popular culture by creating messages of their own. ACTIVITIES: 6.1 Analyzing a Scene 6.2 Rewriting a Scene 6.3 Rewriting a Song 6.4 The Role of Celebrities 6.1 Analyzing a scene Objective: Learn to critically analyze the messages we receive from the media we consume every day. Time: 30-60 minutes Materials: Several 5-10 minute clips of popular TV shows or films (many examples are available on YouTube) Exercise: Watch the clip as a group. Ask the group to answer critical questions about what they are watching?

What comes to mind when you view this? What feelings do you experience? Who made this? What is the purpose? Who is making money from this? What lifestyles, values and points of view are represented? How are women represented? How are men represented? Are the behaviors and relationships healthy or unhealthy? What is left out? How might different people interpret this message differently? Who is the target audience? How might it be different if it were made for a different target audience? What is accurate or inaccurate?

If there is time, repeat this process with other clips.

Reflection: Ask the group whether when they normally watch media they think about the messages they are receiving. Do they think about who created the media and what message they were trying to send? Do they think about who is making money by creating this media? Does this exercise change the way they will watch in the future? 6.2 Rewriting a Scene Objective: Reflect upon the dialogue in popular media and replace it with dialogue that promotes healthy relationships and positive representation of women and girls. Time: 60 minutes Materials: Multimedia equipment, clips from popular TV shows or movies, screencasting technology, if available Exercise: Take a short (one minute) scene from a popular TV show or movie. Play once for participants. Ask participants to rewrite the scene with the genders reversed. Have them act out the new scene for the larger group. How does the message change with the genders reversed? Take a three-minute scene from a TV show or movie. Play first without sound. Have participants work in small groups to write their own dialogue, with empowering messages for women and girls. If technology is available, use screencasting to record the new dialogue. Share productions with the group or have participants read their scripts outloud. Then, play the original with sound. Reflection: What was different? Why? What stereotypes were included? Which version did you like best? Why? 6.3 Rewriting a Song Objective: Reflect upon the lyrics in popular songs and replace it with lyrics that promote healthy relationships and positive representation of women and girls. Time: 30-60 minutes Materials: Lyrics to popular songs, recordings of popular songs, karaoke soundtracks (if available), pens, paper Exercise: Pass out lyric sheets to popular songs. If possible, play an example song for the group. Ask the group: Who is singing this song? Who are they singing it to? What messages about women and men are in this song? What messages about sex and relationships are in this song? Are these messages healthy or unhealthy? Would this message be the same if the gender of the singer was different?

Working in pairs, have participants rewrite the lyrics to their song so that it promotes healthy messages. Have the participants share their new lyrics with the larger group. If karaoke soundtracks are available, participants can even perform their new versions for the group. Reflection: What was different about the old and new songs? What do you think the singer would think of the new lyrics? 6.4 The Role of Celebrities Objective: Reflect on the roles celebrities play in our lives and whether or not they promote healthy messages about gender and relationships. Time: 20-40 minutes Materials: Pens, papers, magazines Exercise: Begin by having each participant tell the group about celebrities, athletes, musicians, or other famous people, they admire or dislike. Explain why each one is famous and they admire or dislike them. Then divide participants into teams of two. Using articles in magazines that show examples of celebrities who have made the news for their positive or negative decisions, ask participants to make a chart that: Identifies the celebrity Identifies the action (what he or she did that was reported in the news) Labels the action as positive or negative

Answers the questions: Does this action conform to gender stereotypes or deviate from them? Does this celebrity normally conform to gender stereotypes or deviate from them? In what ways? What kind of influence does this action have on fans/audiences?

Reflection: Ask participants to share their results. What roles do celebrities play in our culture? Do celebrities tend to conform to gender stereotypes or deviate from them? Are the actions of celebrities reported on in magazines generally positive or negative? How could celebrities use their influence in more positive ways?

MODULE 7: Video Production and Breaking the Silence Objective: Participants will learn the basics of video production and how it can be used to fight gender-based violence and tell stories that would not otherwise be told. Using Justice for My Sister as an example, they will learn how film can be used for activism and social change. Activities: 7.1 Justice for My Sister Assessment 7.2 PowerPoint Presentation: Justice for My Sister Outreach 7.3 Writing Your Story 7.4 Storyboarding 7.5 Filming and Editing (Optional Extension) Activities 7.1. Justice for My Sister Assessment Activity Objective: Participants will think more deeply about storytelling by analyzing characters from the film Justice For My Sister. Time: 90 minutes Materials: Justice for My Sister, Multimedia display, Pens, Paper Exercise: Explain to participants that they will be watching a film and each of them will be assigned a specific character to watch. Assign each small group a character to observe. Play the film Justice for My Sister. Afterwards, have participants answer the following questions in small groups: 1. How does this character evolve or grow throughout the film? What do you think inspires their growth? 2. How does the character move the story forward? 3. What types of violence does this person experience, or has she experienced in the private and public spheres? Reflection: Have participants share their responses with the larger group. Did they relate to their character? Why or why not? Would they act in the same way as their character? What would they do if this was happening in their community? 7.2. PowerPoint Presentation: Justice for My Sister Outreach Objective: Understand how film can be used to propel social change. Time: 30-40 minutes

Materials: Justice for My Sister PowerPoint Exercise: Present the PowerPoint, addressing the points below. [INSERT INFO FROM POWERPOINT] Reflection: Allow time for questions and answers. Ask participants: can they think ways to use film to raise awareness? 7.3. Writing Your Story Objective: Participants will reflect on the stories they want to tell, and create an outline for a sort video, which could take one of many forms. Time: 30-40 minutes Materials: Pens, markers, paper Exercise: Remind participants of the many different ways to tell stories through film. There are documentaries like Justice for My Sister, fictional films and public service announcements. Invite participants to reflect upon which format will best fit the story they most want to tell. Ask participants to complete the attached worksheet. Reflection: Have participants share their worksheets with the larger group. Reflect upon whether or not this film can be created at the current time. What resources, permissions, and equipment are required? What feedback do they have for each other's ideas?

Writing Your Story Worksheet Type of film (documentary, fictional, public service announcement, etc.): ______________________________________________________________________________ Target audience: ______________________________________________________________________________ ______________________________________________________________________________ Summary of the story I want to tell: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Describe each character (personality, age, where and how they live, etc.): ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Setting: ______________________________________________________________________ What happens? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What is the message you want the audience to take away? What action steps do you want them to take after watching? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

7.4. Storyboarding Objective: Participants will learn to make a shot-by-shot visual representation of their story, which can be turned into a comic for publication online. Time: 30-60 minutes Materials: Paper and markers, completed "Telling Your Story" worksheets Exercise: Ask students to reflect once again on the messages they want to send with their stories. Next, ask them to think about what techniques they might use to draw attention, including sound effects, compelling visuals, etc. to tell their stories. Pass out paper and markers. Tell participants they will be drawing the visuals of their film Students should think about what sounds, music, voiceover, or dialogue we hear during each shot. On their paper, they will draw a picture of each visual and write a brief description of what is happening in each shot underneath. Reflection: Have students share their storyboards with the class. Discuss: what are the most effective visuals and sounds to tell these stories? What techniques will most likely inspire viewers to take action? 7.5. OPTIONAL EXTENSION: Filming and Editing If you have time and access to equipment, have participants film and edit their short videos to share with the larger group.

MODULE 8: Healing Strategies

OBJECTIVE: Participants will understand a variety of healing strategies for recovering from gender-based violence, including self-love, listening circles, and art therapy. ACTIVITIES 8.1. What is Self-Love? 8.2. Active Listening 8.3. Healing through Art: Family Tree 8.4 Healing through Art: Collage

8.1 What is Self-Love? Objectives: Participants will come up with their own definitions and examples of self-love. Time: 20- 30 minutes Materials: Flipchart, markers Exercise: On the flipchart, write this quote: "Caring for myself is not self-indulgence, it is selfpreservation, and that is an act of political warfare." - Audrey Lourde Ask participants to share what the quote means to them. Remember that all interpretations are valid. Pass out paper and pens. Ask participants to write their reflections on the following questions. 1. What is self-love as a concept? 2. What are concrete steps you take to express self-love? Daily? Monthly? Yearly? Reflection: Ask participants to share their answers with the larger group if they are comfortable doing so. Write examples on the flipchart. Share the following examples with participants: Self-care is putting limits on people, and holding them. Putting limits on the guy who tried to dance too close to me at the bar and in turn shared that he would ask for my contact info through my friend, without asking for permission. Putting limits by taking time to process the aggressive email from my colleague who wants to blame their shortcomings on me. Putting limits by changing the terms of a romantic relationship to a platonic one because I can't deal with emotional manipulation. Thank you for sharing this space with me. I'm trying my best to take care of myself consistently. Time to hibernate for a couple days.

8.2 Active Listening Objectives: Participants will practice active listening as a strategy for healing. Time: 45-90 minutes Materials: Not applicable Exercise: Divide participants into groups of three. In each group, have two people have a tenminute conversation while a third person observes. After ten minutes, the third person gives feedback on what he or she observes. Have the participants rotate so that each person takes a turn being the observer. Reflection: As a group, discuss: at what points did it feel like others were listening attentively? why or why not? What techniques are needed to be an active listener? How did it feel to just listen and not be able to participate? How did it feel to have someone listening to your story?

8.3 Healing through Art: Family Tree Objectives: Participants will use art to create a resource for healing by developing a "family tree" of support. Time: 30-45 minutes Materials: Sample "family tree", paper, pens, markers, etc. Exercise: Remind participants that they are not alone in their healing processthere are many people, organizations and resources available to them. Show an example of a "family tree" of support that contains all of the resources that are helpful in your healing process, including family members, friends, pets, organizations that help you, therapists, activities. You can also include the music, books, and foods that give you comfort. Reflection: Have participants share their family trees with the larger group. What branches do people have in common?

8.3 Healing through Art: Collage Objectives: Participants will use art to create a resource for healing by developing a collage Time: 45-60 minutes

Materials: Large pieces of paper/cardboard, stacks of magazines, copies of poems, prayers, affirmations, etc. feathers, markers, stickers, scissors, glue, etc. Exercise: Explain that collage is a great activity for healing because many people find it less intimidating than other art therapy activities such as painting, drawing, or sculpting. Collage can also generate new thoughts and ideas and help people find the words or images that they would have trouble expressing otherwise. In addition, each image may have many layers of meaning. Just the process of searching through magazine images can be therapeutic and meditative in and of itself. Have participants create collages images and words that represent their own healing process and arranging them in a collage. Reflection: Since images and symbols can have very different meanings, it is important to have a larger conversation about the images people chose. Have participants share their collages with the larger group. Why did they include what they included? What did the process of working on the collage feel like? Note: More activities here: http://www.alongwalkhome.org/resources.php, http://www.arttherapyblog.com/

MODULE 9: PUBLIC SPEAKING OBJECTIVE: Participants will gain comfort with speaking publicly about gender-based violence. They will learn strategies for improvisation, dealing with stage fright, and responding to audience comments. ACTIVITIES: 9.1 PowerPoint Presentation: Intro to Public Speaking 9.2 Getting Comfortable with Public Speaking 9.3 Group Speech 9.4 Responding to Audience Comments 9.1: Intro to Public Speaking Objective: Learn the basics of public speaking including strategies to deal with stage fright, examples of panel discussions, and reflections on leadership. Time: 30-60 minutes Materials: PowerPoint presentation, multimedia equipment Exercise: Present the PowerPoint, addressing the following points: 1. A reflection on leadership: no one is born a leader. We must make leadership opportunities for ourselves, and practice makes perfect. 2. Our role as facilitators in inspiring leadership in our communities 3. Pointers on speaking publicly about sensitive topics 4. Strategies to deal with stage fright 5. Examples of previous panel discussions 6. A short video of a speech After watching the video of the speech, divide into smaller groups. In groups, answer questions about what the speaker did well, what he/she could have done better. etc. Look at: 1. Delivery: vocal projection, eye contact, movement, etc. 2. Fillers: whether speaker filled with "um" "uh" 3. Content: was the hook effective? was the organization strong? was there a clear and inspiring call to action at the end? 4. Presentation aids: use of images, powerpoint, videos, etc.

Reflection: Ask participants to write in their journal the one thing that scares them most about public speaking and being a leader in their community. 9.2 Getting Comfortable with Public Speaking Objective: Gain practice speaking publicly without preparation. Time: 30 minutes Materials: Notecards with random topics written on them, timer Exercise: Each person picks a random topic out of a hat and talks about that topic in front of the group for two minutes. (Set a timer for when two minutes is up.) After two minutes, have each participant turn away from the group and continue giving the talk with their back turned for an additional two minutes. Reflection: Ask participants: How did it feel to talk about your topic? What was comfortable or uncomfortable? How did your experience change when you turned your back to the audience?

9.2 Group Speech Objective: Construct a compelling speech in a group setting. Time: 60 minutes Materials: Pens, paper Exercise: Divide the group into small groups. Assign each group a topic relating to gender-based violence. Each group member is responsible for part of a ten-minute speech (the introduction, stating the need, fulfilling the need, conclusion/call to action). Have each group present their speeches to the larger group. Reflection: Ask the larger group to evaluate the other groups as a team in terms of delivery, vocal projection, fillers, content, use of aids, etc. What could they improve? Ask presenters how it felt to present as part of a team. 9.4 Responding to Audience Comments Objective: Responding to Audience Comments Time: 30 minutes Materials: Folded up papers with sample audience comments on them.

Exercise: Take a paper (folded up). Each paper has a question from composite audience member written on it. Each person needs to respond to an audience question without time to prepare. Reflection: To the presenter: 1. What occurred to you in your mind when you heard this comment/question? 2. How did you maintain composure during this exercise? 3. Were you able to refer to the previous training to inform your answer?

To the other participants: 1. What were some concepts that the speaker used that resonated with you? 2. How else could the speaker have incorporated the previous trainings into the answer? 3. What were the gestures and expressions that the speaker used to captivate your attention? 4. Other observations?

Module 10: Working with Authorities Objective: Participants will learn which authorities are responsible for acting and intervening in cases of violence against women and learn how to work with them. Also, participants will learn why social reintegration for offenders is important and what to do when working with authorities is not an option in their communities. Activities: 10.1 What institutions are involved in cases of violence against women? 10.2 PowerPoint: The responsibilities of public institutions in cases of violence against women 10.3 PowerPoint: Reintegration of Offenders 10.4 Bring it to Life 10.1: What institutions are involved in cases of violence against women? Objective: Assess the degree of knowledge that the participants in terms of the authorities involved have in cases of violence against women. Time: 15 minutes Materials: Paper, pens, flipchart, markers Exercise: Distribute pens and paper to each participant and ask them to list all of the institutions that are involved in cases of violence against women and what they do. Reflect: After 10 minutes or so, ask participants to share their lists. Write the names of institutions on the flipchart. Why did they include the institutions they included? What's missing from the list? 10.2 PowerPoint: THE RESPONSIBILITY OF PUBLIC INSTITUTIONS IN CASES OF VIOLENCE AGAINST WOMEN Objective: Understand what services public institutions should provide and how to work with them. Time: 40 minutes Exercise: Present the PowerPoint, addressing all of the points below. THE RESPONSIBILITY OF PUBLIC INSTITUTIONS IN CASES OF VIOLENCE AGAINST WOMEN Internationally, there have been many public efforts to prevent, investigate, punish and repair acts of violence against women. Which is why it was created international instruments of human

rights such as the Convention of Belm do Par and CEDAW, which prompted a series of changes in the functioning of the administration of Justice, in the legislation and Government programs, in the field of discrimination and violence against women. These efforts demonstrate the responsibility assumed by States to address violence against women as a public problem, as well as modify and implement effective practice and a legal framework that conforms to international standards. According to the Inter-American Commission on human rights, States have adopted legislation, policies and programs of civil and/or criminal Government in areas to address some forms of violence against women, which includes the treatment of cases. They have also implemented a series of initiatives in the justice sector to improve the processing of cases of violence against women and the treatment of the victims when they come to judicial protection. Some efforts have been made in the field of administration of justice are: Development of diagnostics on the treatment of cases of violence against women by the administration of justice at the national level. The creation of specialized units within the courts and prosecutors and police to address specific and specialized way gender issues. Creating training programs for justice officials and police, and initiatives for the provision of assistance to victims when they use the judicial system. With the support of international cooperation in several countries have conducted research, studies and analyzes on the treatment and care of cases related to violence and discrimination against women within the justice system and other state institutions, order to identify ways to improve the judicial response. In Guatemala have also conducted a series of investigations as the National Diagnosis on institutional attention to the problem of domestic violence against women conducted by CONAPREVI in 2003. The creation of a number of specialized units to deal exclusively with cases of domestic violence courts. Guatemala has created the Office of Women and a unit of the national police specializing in women's homicides. In Guatemala, along with a series of training programs for public employees sponsored by the State in recent years has developed a scholarship program for judges, and lawyers who are studying for master's degrees and courses in women's rights in Rafael Landivar Private University, with financial support from the government of Finland. In the United States, many states have adopted laws that make it compulsory training police officers, prosecutors and judges in the scope of the federal law on violence against women

(Violence Against Women's Act), and benefits are provided to facilitate the implementation of these programs. The Office of Violence Against Women U.S. Department of Justice, through the National Judicial Institute and the Fund for the Prevention of Domestic Violence, has trained 1,100 judges from all 50 states since 2000. In El Salvador, the Supreme Court has undertaken an effort to train judges and judicial officers on domestic violence, through the National Judicial Council and the Judicial Training School, and collaborated in the creation of a manual enforcement of domestic violence involving nongovernmental organizations. They also have trained employees of the Attorney General's Office on the issue of violence against women and intrafamily violence. Here are some examples of the efforts that have been made internationally in measures that eradicate, prevent and punish violence against women, however there is still very little access to justice for women victims of violence, among the obstacles faced are the following: The courts, national police, prosecutors, offices victim support, among others, are centralized, which does not allow poor women and found in distant places can come and get the necessary support. Many women do not speak the Spanish language and institutions often do not have a translator, which makes communication between the victim and the authorities. Entities that victims call back every week to see the processing of your case and many women do not have enough to pay for their travel and accommodation money. The victims are attended mostly by men who are not yet aware of the issues and therefore do not give them the importance and necessary accompaniment. Another remark made by the authorities is that the victims are unaware of the law, although each and everyone must know the laws of our country, and so provides, it can not be argued by the authorities to the people for not knowing the law are victims of any kind of violence against women, and to remember not only physical violence but gives there are several types in which it is much more difficult to manifest. For victims of sexual violation is much more difficult, as has always been the prejudice that are raped because they are exposed to it. Considering all the above, we can realize that although there are many developments within government institutions, yet to sensitize the workers in this sector, as they are or they who give attention to people and lack of awareness and lack of knowledge in the subject attention to the victim is not adequate and therefore women do not wish to continue with the process because they felt humiliated or not understood and even more so when are men's who have served, as it continues ingrained sexist culture. WORKING WITH AUTHORITIES

It is important to join efforts to work the sensability for employees of government and nongovernmental organizations working with women victims of any violence, as this can be creating awareness on the issue and especially in men, because there are still many prejudices in this area, considering the woman as a person who must obey the man and if he does what he wants to have the right to suppress it. We are aware that as groups, movements and civil society, we are under no obligation to us, and we do this work, but aware that the state fails to take action of this kind, we can start this process to benefit many women victims of violence. Authorities The National Civil Police Public Ministry Office of Victim Assistance National Institute of Forensic Science-INACIF-National Hospital National Civil Police: The armed security force of Guatemala, who is in charge of protecting public order and security of the civilian population. Next to Guatemala Army guarding the homeland security. Among its features are: On its own initiative or upon complaint by the Public Ministry; Investigate indictable offenses and prevent them to be carried further consequences; Collect items to give useful research based on the prosecution of criminal proceedings; Assistant and protect people and ensure the preservation and custody of the goods that are at risk for any reason. Apprehend persons by court order or in cases of crimes and make them available to the competent authorities within the legal deadline. Monitor and inspect the implementation of laws and general provisions, executing orders received from the authorities in the scope of their respective powers. Prevent, investigate and prosecute crimes under existing laws. Meet the requirements, within legal limits, received the judiciary, prosecutors and other relevant entities. Any other duties assigned by law. Public Ministry is an auxiliary of the public administration and the courts have independent functions, whose main aims are to ensure strict compliance with the laws of the country, which is described in the Constitution of the Republic of Guatemala in his article 251. The Organic Law of the Public Ministry, the following definition in Article 1 of that institution, which says: The Public Ministry is an institution with autonomous functions, promotes and directs the prosecution investigation of crimes of public action; also ensure strict compliance with the laws of the country. In performing this function, the prosecution will pursue justice and act objectively, impartially and in keeping with the principle of legality, under the terms established by law.

Among its features are: Investigate crimes against public order and promote the prosecution in court, under the powers conferred by the Constitution, the Laws of the Republic, and international treaties and conventions. Bring a civil action in cases provided by law and advise anyone trying to sue for crimes of private action in accordance with the provisions of the Criminal Procedure Code. Direct the police and other state security bodies in investigating crimes. Preserving the rule of law and respect for human rights, taking the necessary measures before the courts of justice. Office of Victim Services: The unit and humanitarian assistance aimed at the full and urgent attention of crime victims, in order to neutralize the negative effects of them done and start the recovery process, helping to reduce the over victimization produced by the penal system. It forms a team of professionals from different disciplines with social sensitivity and spirit of service, guiding its work primarily poor people and defenseless situation seriously affected in their rights to life, physical integrity, personal freedom and sexual safety. Achieves its purposes from the wide distribution of its services, the identification of cases within and outside the Public Ministry, the direct and network care needs of victims response, tracking cases and impact assessment and performance of their work. He bases his work on the Constitution of the Republic and ordinary laws, particularly in Articles 8, 26 and 61 of the Organic Law of the Public Ministry, international treaties and declarations on Human Rights as well as doctrines and modern trends in criminal matters , criminology and victimology. National Institute of Forensic Science: It is the institution responsible for providing services based on scientific research, forensic science and art, issuing travel expert opinions to the justice system through legal medical studies and scientific technical analysis, attached to the objectivity and transparency. National Hospital: A facility providing free medical care to the population. All these institutions are designed to care for the population, which serve and assist women victims of violence against women, why should sensitize staff on topics such as "New Masculinities" and "Violence Against Women" When working with Authorities is Not an Option Reflection: Allow time for questions and answers. Did any of the institutions in this presentation surprise you? Does anyone have experience working with institutions in your community? Were they helpful or unhelpful?

10.3 PowerPoint Presentation: Reintegration of Offenders Objective: Recognize the importance of making social reintegration programs for perpetrators of violence against women and the role that public institutions play in these programs. Time: 20-30 minutes Materials: PowerPoint Presentation, multimedia equipment Exercise: Present the PowerPoint, addressing the points below. [INSERT REINTEGRATION OF THE OFFENDER FROM EXISTING MODULE 6] Reflection: Leave time for questions and answers. How do you think institutions could better help re-integrate offenders so that the cycle of violence does not continue? 10.4 Bring It To Life Objective: Commit to actions that sensitize authorities to care for victims of violence against women. Time: 20-30 minutes Materials: Ball Exercise: Ask participants to form a circle, invite them to think in a particular action as members of the group can carry out for the authorities to recognize their responsibility and act accordingly than their share in cases of violence against women. When prompted to throw the ball to a member who shall state aloud the action, then this person will also introduce the ball to another member and so on until the whole group is involved. Reflection: Invite the participants to answer what did they learn during the training series? What concrete actions will they be taking in their communities?

REMOVED ACTIVITIES Silhouettes Yes for me, not for me Messages we receive Theater activities: 1. We have one activity where participants split up into small groups and each group is assigned a word/concept or two related to the film (cycle of violence, justice, femicide, impunity, victim-blaming). The objective is for each group to create short skits that explains each term without using the word, either using theater or butcher paper and markers.