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Manhood 2.0: a Curriculum Promoting a Gender-Equitable Future of Manhood

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Manhood 2.0: a Curriculum Promoting a Gender-Equitable Future of Manhood A Manhood 2.0: A Curriculum Promoting a Gender-Equitable Future of Manhood Manhood 2.0 is coordinated by Promundo, in partnership with the University of Pittsburgh School of Medicine. Promundo-US 1367 Connecticut Avenue, NW Suite 310 Washington, DC 20036 www.promundoglobal.org University of Pittsburgh School of Medicine 3550 Terrace St. Pittsburgh, PA 15213 www.medschool.pitt.edu Acknowledgements Technical experts from Promundo-US and the University of Pittsburgh Medical Center co-authored the development and adaptation of Manhood 2.0 to the United States. Technical experts from Promundo-US included Dr. Gary Barker, Aapta Garg, Jane Kato-Wallace, Andrew Levack, Ché Nembhard, Magaly Marques, Giovanna Lauro, Natko Geres, Kate Doyle, and Joseph Vess. Technical experts from the University of Pittsburgh included Dr. Elizabeth Miller, Zabi Mulwa, Michael Massof, Paul Mulbah, Nayck Feliz, and Irving Torres. Additional technical contributions came from Amy Fasula, Anna Brittain, Lee Warner, Emilia Koumans, Katherine Kortsmit, and Kathryn Ports from the Centers for Disease Control and Prevention. The co-authors would like to thank Danny Mervil, Tyvon Hewitt, Claudia Blanco, Kelsey Norton, Tina Sojat, and George Garcia from the Latin American Youth Center and Jenita Parkekh, Jennifer Manlove, and Makedah Johnson from ChildTrends for their invaluable insights into the adaptation of Manhood 2.0. Special thanks also go Alexa Hassink, Annaick Miller, and Nina Ford from Promundo for coordinating the production of this curriculum. Copyediting was done by Jill Merriman, and layout was done by Daniel Feary. This project was made possible by RFA-DP-15-007, a partnership between the Teen Pregnancy Prevention Program at the Office of Adolescent Health, U.S. Department of Health and Human Services, and the Centers for Disease Control and Prevention, Division of Reproductive Health and by Centers for Disease Control and Prevention, Division of Violence Prevention (U01CE002528; Clinical Trials #: NCT02427061). The contents, findings, and conclusions in this report are solely the responsibility of the authors and do not necessarily represent the official views/position of the Office of Adolescent Health or the Centers for Disease Control and Prevention. Suggested Citation: Promundo-US and University of Pittsburgh Medical Center (2018). Manhood 2.0: A Curriculum Promoting a Gender-Equitable Future of Manhood. Washington, DC and Pittsburgh: Promundo and University of Pittsburgh. Preface he Manhood 2.0 program presented here is a milestone in the history of gender programming for young men in the United States. It was created with the specific goal of engaging young men – and those around them such as teachers, parents, coaches, and female peers – in promoting healthy ideas and practices related to manhood in the United TStates. Manhood 2.0 is based on Program H and Program M, a comprehensive approach to working with youth for gender justice that Promundo and partners first developed in Latin America more than 15 years ago. Since then, the activities have been regularly updated, and they have since been used in more than 35 countries and endorsed by government ministries, research agencies, the United Nations, diverse funders, and, most importantly, by youth themselves. Manhood 2.0 emerges from years of research affirming that inequitable, harmful ideas about manhood are often the drivers of negative health consequences, relationship and sexual violence, bullying, mental health concerns, substance use, and other challenges. The premise of Manhood 2.0 is that being aware and conscious of how we in our society are raised within the confines of restrictive ideas about gender is not only a necessary, but also a liberating experience. The approach is rooted in popular education, in feminist collective action (intersectional feminism in particular), and in the work of Brazilian educator Paulo Freire. Freire espoused the idea of collective consciousness-raising among those oppressed by the many ways in which people are marginalized – through racism, sexism, homophobia, transphobia, classism, ableism, and so forth. We take this work further by not only supporting young men to recognize ways in which power and oppression manifest in their lives, but also providing them with opportunities to practice skills to create healthier relationships, positive social networks, and nonviolent communities. We often don’t think of men, or young men, as being harmed by gender norms. But our research and that of many others affirms how rigid norms about manhood, what we sometimes call the “Man Box,” can do just that: trap young men into ways of thinking and being that can harm others, including women and girls. Engaging young men in critical reflection and skill-building is one piece of the puzzle to address gender justice. We believe that young men, as well as young women and individuals of all gender identities, can play a critical role in shaping the world around them. When critically aware of how gender norms and stereotypes shape their lives in negative ways, they will become allies in the cause for gender justice and they will live out gender equality in their own lives. For those using Manhood 2.0, we recommend situating it within broader efforts to engage youth of diverse genders and sexual orientations, parents and other adult caregivers, and adult allies, as well as within broader movements to continue progress towards economic and social justice. In the era of #MeToo and Black Lives Matter, it is imperative to engage young people as allies to continue progress on gender and social justice. Manhood 2.0 contributes to more informed, reflective, and engaged citizens, young men and women who seek to promote justice in their lives, who seek to live in equality, and who raise their voices demanding it. Manhood 2.0 emphasizes the positive, encouraging young men to add their voices to the cause of gender justice. We encourage you to use Manhood 2.0 to begin these conversations in your communities and to be part of a community of activists, program staff, youth, and citizens who believe that healthy, equity- seeking young men contribute to a more just world. Gary Barker, Promundo-US, and Elizabeth Miller, University of Pittsburgh School of Medicine Table of Contents Introduction 3 Background Information on Manhood 2.0 4 General Guidelines 9 General Guidelines for Program Managers or Coordinators on Implementing Manhood 2.0 in their Community 10 Facilitator Guide: General Tips for Facilitating Manhood 2.0 22 The Role of the Facilitator 23 Manhood 2.0 Curriculum 28 Session 1 Welcome 29 Activity 1.1 Introductions to Manhood 2.0 and Icebreaker 30 Session 2 Exploring Gender and Identity 32 Activity 2.1 Welcome and Introductions 33 Activity 2.2 Values Clarification 35 Activity 2.3 What Is This Thing Called Gender? 38 Activity 2.4 The Man Box 41 Activity 2.5 Closing Circle 44 Session 3 Exploring Power and Relationships 45 Activity 3.1 Review of Session 2 46 Activity 3.2 Persons and Things 47 Activity 3.3 Power Walk 49 Activity 3.4 Dealing with Disempowerment 54 Activity 3.5 Closing Circle 57 Session 4 Thinking about Our Emotions 58 Activity 4.1 Review of Session 3 59 Activity 4.2 Expressing My Emotions 60 Activity 4.3 What Do I Do When I’m Angry? 64 Activity 4.4 The Four Phrases 69 Activity 4.5 Closing Circle 71 1 Session 5 Sexual and Reproductive Health 72 Activity 5.1 Review of Session 4 73 Activity 5.2 The Erotic Body 74 Activity 5.3 The Male Body, The Female Body 76 Activity 5.4 Young Men’s Health 90 Activity 5.5 Burning Questions about STIs and the Clinic 92 Activity 5.6 Understanding Contraception 100 Activity 5.7 How to Use Male Condoms 107 Activity 5.8 Male Condom Negotiation 111 Activity 5.9 Closing Circle 114 Session 6 Violence and Relationships 115 Activity 6.1 Review of Session 5 116 Activity 6.2 Exploring Sexual Consent 117 Activity 6.3 Bystander Intervention 122 Activity 6.4 Healthy and Unhealthy Relationships 127 Activity 6.5 Empathy Clothesline 130 Activity 6.6 Closing Circle 133 Session 7 Making a Commitment to Healthy Lives 134 Activity 7.1 Review of Session 6 135 Activity 7.2 Let’s Talk about It 136 Activity 7.3 My Support Network 140 Activity 7.4 Who Am I? Where Am I Going? 143 Activity 7.5 Circles of Influence 146 Activity 7.6 Closing Circle 154 How-To Guide: Community Mobilization 156 Energizers 159 2 Introduction 3 Background Information on Manhood 2.0 anhood 2.0 is a gender-transformative curriculum developed by Promundo and the University of Pittsburgh to engage young men aged 15 to 24 in reflecting on the impacts of harmful gender norms, specifically those surrounding issues such as teen pregnancy prevention, dating violence and sexual assault, and the bullying of lesbian, gay, bisexual, Mtransgender, and queer (LGBTQ) individuals. The initiative is an adaptation of Program H, an evidence- based program launched by Promundo and partners in 2002. Underpinning this approach is the knowledge that the ways in which boys and young men are socialized hold profound implications for the health, well-being, and security of men and boys, and for women and girls. Research and evaluations increasingly affirm the links between gender-inequitable attitudes and sexual assault, as well as young men’s use of contraceptives, health-seeking behavior (including HIV testing), and more equitable relationships. This manual was created for use by facilitators working to implement Manhood 2.0 to engage young men in gender equity, violence prevention, and creating healthier and more equitable relationships. The Manhood 2.0 manual includes a series of sessions to enable young men to reflect and build collective support for making positive, healthy changes in their lives.
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