A Resource for Working with Young Women

HITTING THE MARK IN WORKING WITH YOUNG WOMEN

A resource for working >>> Bullseye>with young women

by YouthAction Northern Ireland Equality Work with Young Women 2021

HITTING THE MARK IN WORKING WITH YOUNG WOMEN 3

>>> Bullseye>

What is this? This logo will appear throughout, Previous edition (2014): Youth Action Northern Ireland highlighting worksheets and other resources Latest edition (2021): Annette Feldmann and Dr. Martin McMullan. you might find useful to photocopy. With support from Roisin Kelly, Emma Johnston, Dearbhaila Flynn and Sarah McGennity. 4 HITTING THE MARK IN WORKING WITH YOUNG WOMEN >> Bullseye> >Contents

Hear the voices of Quadrant 2 - About us 24 Quadrant 4 - About action 66

young women 5 A job for the boys 24 Creating your own youth campaign 66 Alternative alphabet 28 Message in a bottle 69 Building on history 7 Sugar and spice 30 Create a manifesto of key asks 69 Using this resource 8 Ken and Barbie 31 Pitch your idea 69 Double standards game 32 Preparing to protest 70 Don’t do drunk what you wouldn’t do sober 34 Getting started 9 Resources and links 71 Journey of life - gendered lens 37 Understanding sex, gender, stereotypes Sing us a song 38 Other YouthAction resources 72 and prejudice 9 Three of a kind 39 Preparation for the facilitator 10 What’s in a name? 41 The dartboard model 11 The flower and the football 42 Who does what? 43 Quadrant 1 - About me 13 Quadrant 3 - About women 45 Pizza slice worksheet 13 Contracting 15 Race of life 46 This is me... Facebook 15 Fix me, love me 48 Group juggle 15 Owning your body 51 Geeting to know you and me 16 Points of view 54 Lifemaps 17 The F word 55 Journey of life 22 Quiz 57 Journey of life (rocking chair) 22 Life swap worldwide 58 Many masks 23 A century of women 60 What has feminism ever done for you? 64 HITTING THE MARK IN WORKING WITH YOUNG WOMEN 5 HEAR THE VOICES OF YOUNG WOMEN

Bullseye is a resource to support work with young women. Young women have many different interests and This has really engage in youth programmes for a variety of reasons. helped my confidence Therefore, youth work can offer young women a wide to apply for jobs. range of learning opportunities. By participating in youth programmes and through use of this resource, young women can: Even getting away from • Boost their self-confidence. the child for a couple of • Explore their interests and try new things. hours as well, just to relax. • Develop a sense of belonging to a group. I have had all these ideas for • Have a break from everyday routines. • Learn to think about the world differently. such a long time and now • Speak up on issues that are important to them. I get the chance to do them. • Engage in action with others to create change.

To give the reader a sense of what young women can gain from taking part in these activities, we have gathered a The project has made few different voices of young women. This is what they have to say about what they have learnt or how they have me look for something changed, in their own words. positive in each day even if some days you have to look harder. By doing these programmes it has helped me meet people from all different backgrounds. 6 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

These programmes are great fun, you meet people from different backgrounds and do lots of interesting stuff. We challenge discrimination faced by young women. It also supported me in talking to other young women about many of these issues and to see many of the barriers that I face from a political perspective. >>> Bullseye>

It was great challenging myself as a person and also as a group. The programme has helped me develop my confidence, and The different parts of the when I see inequalities, I’m Bullseye programme have able to speak out about them. helped me in different areas of my life. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 7 BUILDING ON HISTORY YouthAction Northern Ireland who are most excluded from resources and society to try A major review of the youth sector was undertaken to improve their access. The team works to raise young in 1986 amid concerns about the lack of participation women’s expectations of what the world has to offer YouthAction Northern Ireland is a membership-based among young women in society in general, and the them and generate the skills to achieve these. The team youth work and arts charity with over a 75 year history of youth sector in particular. It became increasingly evident challenges traditional expectations of young women working with young people to tackle inequalities in their that young women were not using the service to the which deny the potential of and the opportunities for lives; improve their life chances; inspire them as activists; same extent as young men and when they did attend, young women. and contribute to flourishing communities in a peaceful they were often on the periphery of the activity. and shared society. YouthAction NI strategically works to redress imbalances Links were developed with the University of Ulster and and inequalities facing young women through the Our vision is that young people are happy, healthy and the Education and Library Boards to develop training development of training, networking, developing models hopeful. for youth workers. Accredited courses were developed of effective practice, research and influencing policy. for women, such as “Women in Management” and the Partnerships with statutory, voluntary and community Equality Work with Young “Towards Equality” course. Which was designed for both organisations have been forged to promote and develop female and male workers towards anti-sexist youth work young women’s work alongside specific training. Women (EWYW) practice. Furthermore, funding was secured for research into the “Equality of Opportunity for Girls and Young “YouthAction Northern Ireland has a proud history of For over thirty five years the organisation has been Women in the Full-Time Sector of the Northern Ireland addressing gender equality. From 1944 as the ‘Federation developing work to improve the equality of participation Youth Service” which was presented in 1990. of Girls Clubs’ to 1990 ‘YouthAction Northern Ireland’, our of young women. Young women have been under- organisation has recognised and responded to the many represented in the youth sector and have been The findings from this confirmed the scale of a male- challenges facing young women. The roots of inequality discriminated against in a range of personal, social and orientated and male-dominated Youth Service and found lie in how societies are organised, laws are set, economies economic settings. that girls began to leave provision as early as thirteen function and ideologies are shaped. Addressing these years old. A series of recommendations for policy, inequalities through increasing opportunities, building In 1978, after a conference on work with young women, practice and training provided a strategy not only for life skills and tackling disadvantage remains firmly at the Northern Ireland Association of Youth Clubs (now YouthAction NI but also for the statutory and voluntary core of what we do. Tackling gendered expectations and YouthAction Northern Ireland) produced a resource Youth Sector. behaviours is pivotal through the panned and purposeful specifically dedicated to programme ideas for work with youth work intervention. The ‘Bullseye’ resource has been young women. This was entitled ‘Waiting our Turn’ and In the mid-1980’s the Gender Equality Unit of YouthAction updated for 2021 and provides a mechanism for young was a direct response to the low participation of young NI was born and EU Funding helped to sustain this work women to recognise their abilities and potential to create women in youth clubs. Between 1978 and 1984, work throughout the 1990’s. Work with young mothers and personal and community change and to contribute to with girls and young women became a priority of the young women who identify as other than heterosexual wider societal changes. The resource can be used by many organisation. Conferences for girls and young women were central to the work at YouthAction. to advance gender equality and create a society, in which were held annually and training, support, resources and women and men enjoy the same opportunities, rights and publications were created for those working with young Equality Work with young women (EWY W) at YouthAction obligations, in all spheres of life.” women. In 1984, funding was received from the is based on a feminist ethos and has developed practice (Professor Ann Marie Gray, Chairperson ~ YouthAction Department of Education for the first training post to rooted in the principles of informal education, teaching Northern Ireland). develop work with girls and young women. and learning. The team works with those young women 8 HITTING THE MARK IN WORKING WITH YOUNG WOMEN USING THIS RESOURCE

This resource is for those who wish to raise the profile We have adopted a ‘Bullseye - hitting the mark’ and standards of working with young women. In giving framework to maintain our focus on the centre point greater attention to work with girls and young women, of each individual young woman’s life. From this centre we hope to address the interests and needs of this we work outwards to explore the various spheres of largely invisible grouping. Gendered stereotypes and influence connecting young women. Having a gendered expectations on the development of girls and young lens and focus on the power of gender conditioning is women has been under-represented in youth work core throughout the framework. policy, practice and curriculum. This resource provides facilitators with something tangible to support and The activities and ideas are only suggested and are open develop this work and to give them confidence to expand to adaptation by the facilitator. their programmes and projects with young women. If you would like training or someone to deliver activities There are many themes that we could have covered to your group contact [email protected] in this document, which are relevant for the lives of young women - e.g. alcohol and drug use, sexual health, employment, peer influence, mental health, politics etc... However, this resource works with the deep-rooted influence of gender as a central factor in the lives of young women, with these other issues like branches from the ‘gender’ root.

This resource is intended as a workbook rather than a bible! Use the exercises and ideas to suit your resources and your world. Build on ideas which work for you and abandon those which don’t appeal.

This resource can also be used with young men to help gain a better understanding of young women and gender messages and influences. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 9 GETTING STARTED Understanding sex, gender, also working towards equality to benefit all young - Cisgender: A person or people whose sense of women. This understanding can be used by the personal identity and gender corresponds with stereotypes and prejudice young women’s worker to explain aspects of modern their birth sex. living or encourage the group to explore issues as - Trans: See next paragraph. This resource book is feminist in design (do not let they arise (not necessarily to run a full-blown lecture this put you off!). By this we mean that we start from a on feminism and gender!). • Trans Women and their realities point of raising awareness - making conscious those A trans-person is a person whose sense of personal inequalities which have gone unquestioned in relation to • The difference between sex and gender - gender identity does not match with the gender they sex, gender, sexuality and identity. The resource aims to (Outstanding Youth Work, Youth Action NI and Cara were assigned at birth. This means that a woman who provide young women with the tools and resources they Friend, 2018) is trans (a trans-woman) was assigned male at birth need to challenge many of these. (because of her male sex) and has since transitioned to Birth sex/Biological sex the female gender. Some trans-women might access We believe that how you go about engaging with young The sex that a person is assigned at birth, based on gender-confirming surgery, others might not. Trans- women is just, if not more important, than what you actually your sexual organs alone. women face the same prejudice and stereotypes as any do when you engage with them. It is, therefore, crucial Gender Expression women. Unfortunately, they also often face trans-related that rather than simply listing activities and exercises, this The way in which a person expresses their gender stigma and discrimination. In this resource, when we resource book helps the worker to consider the style and identity, typically through their appearance, dress and talk about women it is paramount to understand that all approach which works best with young women. Be aware behaviour. Preferred or chosen pronouns, as well as a women (cisgender and trans) are addressed. of our positive leadership and role modelling. preferred name, can be part of one’s gender expression. Gender Identity Important elements of young women’s A person’s own sense of having a particular gender, programmes: which may or may not correspond with their birth sex.

In this resource we will mostly be referring to gender binary • Gender Spectrum stereotypes (women & men, female & male) as society Since this resource was last updated we understand continues to reinforce these gendered distinctions in most that it is important to emphasise that gender is aspects of life. The facilitator should continue to challenge not binary but rather a spectrum of expression such restrictive gendered expectations and promote and identity of who we are in this world. Some of alternatives to this. the young women you are working with might be identifying as: • Understanding gender - Understanding gender - Nonbinary: This is a catch-all category for gender is the backbone of working with young women. identities that are not exclusively masculine or This perspective means that we understand society feminine – identities which are thus outside of the from a feminist standpoint and how the barriers gender binary. Bullseye> that women face are the result of how society has - Gender Fluid: This is an identity where gender developed historically to favour and privilege men. > moves on the spectrum and is not fixed. Most > Therefore, not only are we working with young people understand their gender identity as static > women to improve their individual life-chances. but and unchangeable, but gender fluid people do not. 10 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Preparation for the • Clear message - It is important that reflections and • Positive emotions - Bullseye aims to provide discussions on gender remain clear and consistent a space for young women to feel good about facilitator throughout. After each exercise provide reflection themselves and to support one another. It is asset time for the group to reflect on their learning about based in that it recognises the unique potential of • Relevance to young women’s lives - In all gender ideals, gender expectations and gender each young woman and affirms and validates the sessions, the worker needs to think about the lives constraints. All the exercises are gender focused, role of women in the world. The exercises though and interests of the young women and what makes through which young women can reflect on the can open up a new window on the world for many them tick. This insight is used to adapt programme power of gender in influencing attitudes, experiences, young women where they may feel emotions such ideas in order to capture the interest and imagination behaviours and expectations. as anger, rage, frustration, sadness and hopelessness. of this specific group. This does not limit the worker The emotions should not be suppressed but allowed to programme ideas that are tried and tested, but • Create atmosphere - When the mood of the group to air and channel into positive challenge and encourages them to undertake new exercises or is light-hearted and carefree, the young women will action. The facilitator should encourage reflection sessions in ways that will challenge young women be attracted to the group and its activities. Use music, on life setbacks and how we can build tenacity and and offer new ways of thinking or acting. positive imagery and light refreshments to create a dedication, optimism and an overall zest for life. The welcoming ambience and physical space. More than this, outcome is inspiring young women to speak and act • Reflective programmes - Programmes which the worker with a warm, comfortable and welcoming towards personal and political change. shift and change as the group members develop tone promotes an open and friendly group setting. will have greater impact than fixed programmes. A programme which starts with sexual health can • Use a mixture of styles - What captures the quickly move into a social action project on human imagination of the young women you are working trafficking or young women’s portrayal in music. The with? Do they like music, videos, visuals, games, only requirement is that the worker is responsive to discussions, acting, worksheets or art? Vary your style of the stage that the group is at and uses their reflective exercise to appeal to the full range of ways that people skills to respond accordingly. learn. Have a blended approach to learning that varies methods that are creative, flexible and engaging. • Belief in change not blame - When young women present you with a behaviour or attitude that • Talking and listening - In our busy world, young is reproducing gender stereotypes, don’t blame them women may lack the space to develop their own and don’t try to steer them into a different direction. opinions or thoughts. The worker can create space for Rather take this opportunity to challenge them, to talking and listening. This will help young women to say reflect and question their interests, their views and things out loud, to listen to other voices and be taken their perceived boundaries of what they can/should seriously by a good listener. Talking and hearing about and can’t/shouldn’t do or want. real experiences can be affirming to young women and allow the skills of clear thought and speaking out to develop. The young women talking with, listening to and supporting one another is a central component to the group dynamic and process. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 11

The Dartboard Model The dartboard model shows that movement between quadrants is valid when the worker is clear, focused Quadrant 1 - About me The visual aspect of a model can often appeal to people and with aim. But if in doubt start at Quadrant 1! The as it appears to offer a clear, no nonsense, easy-to-follow intention is that for young women, learning about themselves is a starting point that will trigger an interest approach to a particular situation. The following model Quadrant 2 - About us however provides no such guarantees. It illustrates that and righteous outrage about the position of women work with young women is not always sequential, but can more generally. This will then fire them up to take action on the inequalities that they see around them (collective combine different approaches and exercises depending Quadrant 3 - About women on the interests and the pace of group members. This action). Whether these actions are big or small is not model highlights some of the possible phases that a new really the point. The point rather is that young women become more aware and are prepared to get personally group can go through in using this resource. It is also Quadrant 4 - About action intended to offer the worker a vision of how things could involved in taking action in their own lives and for young develop. women more generally. These quadrants represent the four strands of the work. These are not sequential, but rather represent four The dartboard model illustrates a way of working with distinct areas of development within the full breadth of young women which takes account of the needs and work with young women. Common sense might suggest interests of the group. The Bullseye in the centre of quadrant 1 as the starting point, followed by 2, onto 3, ON A the board represents young women. The worker seeks I B then to 4. This would not take account of a few key T O to draw out the young women ... notice, listen and pay C U aspects of this work: A T attention to their lives, views and their behaviours. The T M bullseye is always in the field of vision and at the centre U • The need to consider the stage of the group, E of all emerging activity. O

the age of participants, their experiences B with groups and their interests. A Aim is the key. To score in darts, the player needs a keen eye

to ‘read’ the board. A clear strategy is needed to maximise

• The need for repeating and re-inforcing

the effort of the player and there is a clear focus on what

some ideas requires that some quadrants

is to be achieved. Goals are both immediate, but attention

are re-visited to deepen the learning.

is given to the overall aim. The facilitator can achieve N

E more for and with young women if they are focused and A

• The purpose of the group may focus on one B

they can clearly align the work to the young women in M

quadrant (e.g. About action) but needs other O

the group. Where the ambition is great for what can be O U

work to compliment (e.g. About me and About W

achieved, then the worker can shift attention towards this T

us). U

vision and aim for something different. S

The dartboard design is laid out in four quadrants. These are - 12 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Quadrant 1 - ‘About me’ Quadrant 2 - ‘About us’

This quadrant is about attending to individual need; Having developed a sense of confidence in the facilitator and the other group members, Quadrant 2 is ensuring that groups members feel safe, included and marked by a focus on understanding the difference between sex and gender. Tasks within this quadrant valued. Young women can reflect on themselves while can be used to support young women understand those core aspects of biology that they share (being listening to and learning from others. female) and their many differences (‘acting’ female). If you want to refresh your memory of the difference between sex and gender go to page 9. Individuals gather and undertake tasks through which they get to know one another, develop group norms, Participants can explore how gender, as a social construct, is designed to celebrate and reward ‘successful’ develop confidence and negotiate how to work in a group gender expression which fit into stereotypes, while punishing and correcting those who do not ‘act’ their environment. They celebrate who they and each other are. gender ‘correctly’ and who shun the stereotype.

The young women now have an opportunity to identify some commonality with other group members in relation to how they are or are not negotiating gender ‘successfully’. This quadrant also allows group members to explore the impact of gender messages on young people more generally.

Quadrant 3 - ‘About women’ Quadrant 4 - ‘About action’

Having grasped the basic difference between sex and Having made the link between the inequalities that young women face and the structures that govern, work gender, this quadrant focuses on making links between in this quadrant will focus on encouraging and supporting young women to take action. As highlighted how those issues faced by the young women are reflected above, the marker of a successful programme is not the size and impact of the action but rather a desire on in wider society. Using the knowledge they have gained, the part of young women to speak out against the inequalities that they have identified. alongside their personal experiences, the aim is to support participants in developing empathy for other groups Whether a small online campaign focusing on the local issues, or a large national event that highlights of women who are punished for ‘unsuccessful’ gender issues for women globally, the aim is to have young women at the centre. Young women will identify the expression. issues, be trained and supported in developing the skills to take action and instilled with the confidence to speak up in arenas where they would not have done so before (whether at home, in school, to a local N Work at this stage also builds knowledge of the political politician or on a bigger stage). IO A nature of gender inequality and discrimination. It identifies T BO the structures that govern in our society (the institutions of The role of the worker during this quadrant is to support and facilitate the group rather than speaking out C U family, church, education, state) and the messages they give on their behalf. It is important that regardless of the outcome of these campaigns or actions, that these A T in relation to gender. Exercises used in this quadrant focus are marked and celebrated and that those involved are reminded just how long it can take to change the T on trying to motivate young women to take an interest in dominant mindsets. In order to keep young women motivated and engaged, it is important that they are M politics, by making clear links to their experiences. not set up to fail by a worker who promises large scale, fast-track change as a result of their actions. U E O

M O

O U

HITTING THE MARK IN WORKING WITH YOUNG WOMEN 13 Quadrant 1... ABOUT ME It is unlikely that the young women you engage with are For the facilitator this is about agreeing group boundaries Pizza Slice worksheet going to ask to undertake a feminist project or focus on and processes, team building exercises and more general areas of sexism and patriarchy. Many of the issues that exercises that support the development of a healthy and Aim: this resource booklet focuses upon are those areas often safe working environment (for example, hopes and fears, To allow participants to identify the starting point (the taken for granted by young women (and others) and expectations of self and others etc). need) for a young women’s group. It will draw out key therefore areas that remain unchallenged. To engage points that can form the basis of a contract and can also young women in some of these meaty issues, we begin Facilitators may wish to consider these following 4 be revisited at the end of the programme to form part of with a focus on ‘Me’. Time is provided to support young elements. (Source Project Wayfinder). an evaluation. When used as an evaluation it can focus on women to reflect, speak out and feel comfortable sharing what areas have been developed or how the programme with other group members. This will encourage them to 1. Be kind to each other has supported you in these particular areas. invest in the programme by offering their commitment, 2. Listen to each other time and participation. The focus is on them as individuals 3. Lean into discomfort Method: rather than getting into broader topics or issues that 4. Step in, step out Daisy wheel worksheets are completed individually by might ‘switch them off’. This quadrant of the programme each person. The content can then be used to direct a is about. .. It will depend on the group how long this quadrant group conversation. The facilitator will hear from each lasts. This groundwork will boost the commitment and person about their daisy wheel and encourage discussion • Creating a conducive and safe environment in which loyalty of group members and foster their interest in the from the group. After hearing from individuals the group young women can reflect, share, be supported and process. This quadrant is about attending to individual can highlight their priorities and their collective interests find connections. need; ensuring that group members feel safe, included for the programme. and valued. Without attending to these foundation stage • Understanding self and key influences. components it can be difficult for the group to move on. Key messages: • That group members are central to the direction of • Affirming others and bonding. the programme and have an active role in its overall success.

• Agree how the programme will run and the expectations placed on all members. N • Explains purpose, ethos and rationale of work with IO A young women. T BO C U Resources: A T Flipchart, markers, pens and daisy wheel worksheet. T M U E O

M O

O U

14 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Pizza Slice worksheet Write your name in the centre of the pizza. On the slices write those things that you would like to get from the programme. You can also draw your favourite pizza toppings. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 15

Contracting (setting group From the list young people will select their top 5 priorities. This page should make clear to those visiting the site - Ask the group to read out the statement, “For us to work boundaries) well together we should be...” and they will highlight their • who you are top 5 which will form their contract. • what you like and dislike Aim: • those values and characteristics that are important to To create an agreement that supports a healthy Option 2: you functioning group. Your contract is yours! It can look any way or include • things that make you happy and sad anything the group wants it to. Below are some examples • people who are important to you It is important to encourage the group to be comfortable you could include. Ask young people to rank these in • dreams for the future with each other and create a safe space for conversation terms of importance. They may wish to add more. to happen. We recommend that you create a group Having completed the homepage, members are given contract together. A group contract is an agreement that Our Contract the opportunity to share this with the group. is created by everyone in the group together. Ideally it is a • Respect Others set of parameters that everyone can agree to throughout • Listen to each other Key messages: the programme. It is effectively a community agreement • Have Fun! • Highlight that everyone in the group is different. that allows everyone to consider what will support • Respect diversity and difference effective group working, while creating a sense of respect • Attendance • Explore the value in difference. and togetherness. Following a transparent agreement • Participate of boundaries, it is also important to consider ways of • Lean into discomfort • Support members in feeling safe to share personal dealing with potential conflict or how the group might • Choose what you want to share information in a group setting. collectively respond to behaviours which counteract • Speak from the ‘I’ perspective what has been collectively agreed. • Have curiosity and interest Resources: Large sheets of paper, craft materials and markers. Option 1: Ask each person in the group to identify 3 key attitudes This is me... Facebook or behaviours that they believe will make the group work Group Juggle effectively throughout the programme. Aim: To help group members get to know one another better Aim: The young people identify “Be” words such as “Be by highlighting those things that are important to To support members to feel comfortable in a newly formed Respectful”, “Be Sensitive”, “Be Caring” and “Be Kind.” them. It also allows participants to consider for them group; to speak out and to get to know one another. Following a list of “Be” statements developed by each selves some of the things and people they value, while person, ask the group to meet in pairs to discuss their providing the opportunity to share this with their peers. Method: top 3 statements from their list. The pair come to an Standing or sitting in a circle, group members say their agreement on their shared Top 3. The pair then meet with Method: name and one descriptive word that starts with the same another group and continue the same process. Finally, Each member is given a large sheet of paper and craft letter as their name (eg Hard-working Hannah). The next the entire group have a conversation about their top materials and asked to create a facebook page for person states the name of the people that have gone before statements and to share why these are essential. themselves. them and then add their own name on to the end of the list. The exercise is complete when the last person states the name and description of each person in the group. 16 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

After the activity has finished the youth worker can ask Take a ball of wool or string. Wrap the end loosely 8. What do you like about being a woman? the group to go around the circle one more time. This around your wrist and pick a number then answer that 9. If you could change one thing in the world what would time everyone says their name and shares how they got question. Throw the ball to someone else, they wrap it it be? it and if it has any special meaning or significance. loosely around their wrist, pick a number and answer the 10. Are you hopeful about the future and what can happen? question. Repeat until everyone has had a go and a sort 11. What is your favourite food? This format can also be used with the participant’s name of spider web has been created. If you want, each person 12. What is the weirdest food you have ever tried. and an action; name and a favourite food etc. can keep their piece of wool or string as a bracelet to 13. What makes a good friend? show belonging to the group and wear it until it falls off. 14. What country would you like to travel to? Resources: No resources required. 15. Are there any apps on your phone that you just can’t live Method 3: without and why? Getting to know you and me The youth worker picks out a couple of questions from the 16. What would be your ideal superpower? list below and assigns a colour or type of sweet (Jellybeans/ 17. What is the best place you have been to in Northern babies, M&Ms, Haribo Supermix or other) to each chosen Ireland? Aim: questions. The age and focus of the group will determine 18. If you had to hold a speech, for 30 minutes, in front of This activity can be delivered in three different ways. the nature of the questions - these can be funny, general your whole school, what would that speech be about (in It aims to support group members to get to know one questions or linked to a particular topic as a way of gauging one word)? another better. It can also begin the process of helping initial levels of understanding. In the group the participants 19. What is the most annoying question that people participants speak out within a group setting. are asked to take a number of sweets from the bag. Once regularly ask you? they have chosen their sweets, explain that each sweet Method 1: will correspond with a particular question that has been Resources: Questions, Laminated letters for Method 1, Ball Place letters A–Z all over the floor. Ask the questions prepared earlier by the facilitator. Once the participant has of string or wool for Method 2, Bag of sweeties for Method 3. below and get the participants to stand by the letter answered the question it can then be opened to the floor to which their answer starts with. Go around the group and discuss, if appropriate. listen to each participants’ answer. If youth workers take part, it offers the participants an opportunity to introduce Example Questions themselves to the group. 1. If you could change one thing about yourself what Method 2: would it be? For this method the facilitator uses the questions from 2. What is your favourite thing about your personality? the list on the right. They can use all of them, choose only 3. How can I and the group show you respect? a few or add their own. The age and focus of the group 4. What is your favourite song or type of music and how will determine the nature of the questions - these can be does it make you feel? funny, general questions or linked to a particular topic as 5. What is your favourite time of the year and why? a way of gauging initial levels of understanding. 6. Is there a movie/ TV show that makes you feel better? 7. What helps you to sleep when your thoughts are racing? HITTING THE MARK IN WORKING WITH YOUNG WOMEN 17

• This is where I have come from • This is where I am • This is where I would like to be Lifemaps The following steps on pages 19-21 outline the LIFEMAPS acronym of Learning, Intrinsic Motivation, Flow activities, LIFE MAPS Emotions, Mindfulness, Accomplishments, Purpose and Social Connections. At this point the young women Aim: individually work through each section noting something LIFEMAPS has been developed by YouthAction Northern that has stretch their abilities, something that motivates Ireland to illustrate how youth work approaches are them etc. effective in building young people’s mental health and well-being. This work draws on research and evidence After completing the worksheet the young women can from positive psychology. Many young women struggle share all or some parts of their reflections. All group with poor mental health. The following activities will members should be affirmed following their sharing with offer a structure to look at ways to foster positive mental the group. health and how young women can have some form of • We all can learn skills in order to have (some form of) control over their feelings and outlook. Method 2 (longer activities): control over how we feel about our lives and the future. Download the full LIFEMAPS resource (see the link on It’s in your hands to give yourself what you need. Method: page 72 of this resource). With this model you can easily • Everybody’s approach to training their mental health Ask young women about their perceptions of mental deliver up to 8 individual sessions on building positive will be different. That’s okay because we all deal with health and to share strategies and tactics that they use mental health skills. The sessions are all ready-to-go, are different things in life and thrive through different to develop and maintain positive mental health. What highly interactive and help young people to manage means. are some of the factors that influence a young woman’s setbacks in life with a positive outlook based on learned • Women, especially young women, are often portrayed mental health journey? Is it different from young men? If techniques of self-care. as overly emotional and dramatic. However, any so, what are the differences in: person has the potential to both thrive and struggle a) type of issues; and Key messages: with their mental health regardless of gender and b) ways to deal with issues? • Everybody has mental health or sometime we call it deserve support and understanding when needed. mental fitness. This is because life is about practising On the other hand women struggle with different Method 1 (short activity): our mental fitness like you would when you go to the issues regarding their mental health and are Hand out the copies of the LIFE MAPS sheets (page 18). fitness studio, go for a run or practise your favourite conditioned by society to express and deal with those Emphasise that this is about the journey from the past sport. It is fun, has immediate positive effects on you issues in different ways than men. to the present, and to also consider planning for the and will support you having a long healthy life. It’s future. As human beings we do not remain static and are also never too late to start working out and improving If you are interested in delivering LIFEMAPS more in constantly evolving. Each of the 3 areas on page 18 help your mental fitness. Start small and you will see the depth with your group, or if you require staff/volunteer the young women to explore: benefits quickly. training please contact [email protected]. 18 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Lifemaps (future) LIFE MAPS WORKSHEET This is where I am going and how I intend to get there… This worksheet describes my life map (past, present and future). It also shows the core activities which have helped me to feel happy, hopeful and healthy.

Name:

Date: Lifemaps (present) This describes where I feel I am at this moment in time…

This worksheet describes my life map (past, present and future). It also shows the core activities which have helped me to feel happy, hopeful and healthy.

Lifemaps (past) This is a short description of me and my life... HITTING THE MARK IN WORKING WITH YOUNG WOMEN 19

How I got here The section below identifies the key elements of the LIFEMAPS model which have helped my life journey: I is for Intrinsic motivation: Something that motivates me

L is for Learning: 1 thing that has stretched my abilities 20 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

F is for Flow: An activity that I got totally engrossed in

M is for Mindfulness: 1 thing I have learned to appreciate more

E is for Emotion: 3 things that make me feel positive HITTING THE MARK IN WORKING WITH YOUNG WOMEN 21

A is for Accomplishments: Something I have achieved or accomplished

S is for Social: 1 way in which I feel connected to others

P is for Purpose: 1 way in which I have contributed to others 22 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Journey of Life • Recognising negative and positive experiences 4. What difference have you made? can help us to grow in our resilience and ability to 5. What are you proud of? Aim: navigate setbacks in life with resilience and hope. 6. Is there anything you would change? For participants to use a time line as a way of presenting significant aspects of their lives, while highlighting events Reflection questions: and people that have made them who they are today. Resources: Large sheets of paper, craft materials and colouring pens. Thinking about these questions- Method: • What really matters to you? Provide young women with large pieces of paper, pens, (Note: This exercise can either be continued later in the • What are the main themes that emerge for you? magazines and glue. Participants are asked to draw a programme (or started) with a more gender focused • What does this mean about your core values? time line of their life using pictures from magazines lens. See the About Us section, page 37. You might want • Is your underlying life purpose clear? or drawing, doodling etc. The facilitator should offer to keep the time lines the young women have created.) • Do you want to get to the end of your life and be prompts regarding specific areas for participants to regretting what you might have done? highlight. These could include - Journey of Life – Key Messages: 1. Who’s in your family? Rocking Chair Imagining and dreaming is a form of planning for the 2. How did you experience education/school? future that you want. 3. Who have been significant people in your life? Aim: After completing the ‘Journey of Life’ exercise the 4. What has been a significant event? (e.g. holidays, young women imagine their own future self and what We have similar but also different values about what is achievements, experience of loss and death) they will be looking back on when they are old. This important in life. 5. What did you do for the first time? (e.g. First time can help to further explore their core values, aspirations riding a bike, disco, kiss, relationship) and hopes in life. This exercise can also be done after We will all deal with life challenges and adversity but it ‘Journey of Life – Gendered Lens’ on page 37. is within our control to determine our lives (an internal Provide space for each young woman to talk about their locus). journey for as long as they wish and in as much detail Method: Ask the young women one by one to imagine as they want. They might have included private aspects the line on their ‘Journey of Life’ sheet to develop further of their lives on paper while not wanting to elaborate on into the future. Ask them to imagine themselves as older them. Give participants the chance to look at everybody’s in lifewhere they are sitting relaxing in a rocking chair. time line and ask respectful questions. You can use props that are passed around after each sharing, e.g. a blanket to cover the legs, big glasses. They Key messages: are reflecting on their life and thinking about what they • That everyone has a story. While there may be some have achieved and the impact they have had with others similarities, each story is unique to us and has shaped in life. Here are some prompts to help them open up: how we see and make sense of the world. • Many of the life events impact on our way of being in 1. What would you like to be looking back on? and seeing the world. 2. What are the highlights that you enjoy reliving? 3. Whose lives have you touched? HITTING THE MARK IN WORKING WITH YOUNG WOMEN 23

Many masks Once participants select a mask they can take turns 1. Are there some masks that you feel comfortable explaining what their mask represents to them. Large wearing, and if so, why is this? Aim: group discussion can follow based on the following areas: 2. Do we wear masks that make us feel uncomfortable, To consider the multiple identities that we all have and if so, why is this? and how these act as masks that we wear in different • Which masks make us feel powerful or in control? 3. What impact does other people’s (parents, friends, situations. This exercise will help participants consider What are some of the characteristics of the various grandparents, teacher, etc) views have on the masks the benefits and limitations of some of the masks we all masks? What do the masks represent? we were? wear. • Are there some masks that you definitely wouldn’t 4. How can you wear many masks and remain true to wear or are they only suitable in particular situations? yourself? Method: Consider the impact of wearing the ‘wrong’ mask in a A range of famous faces and characters are colour particular situation (e.g. the model or pop star to an Key messages: photocopied on card, the eyes cut out and string interview). • Highlight the multiple aspects or layers of our identity attached to form a mask e.g. known female politician, • Can people wear multiple masks? as natural and to be expected. female pop star, actor, comedian, model, nun, nurse, • Encourage young women to explore and be secretary, business woman, sportswoman. In Part 2 of the task, participants are given a blank mask comfortable with their different identities. It is worth and asked to draw/illustrate some of the masks identifying the limitations of always presenting one As each of the following statements are read out, (characteristics/behaviours) they put on in their daily life of these identities. participants are asked to select a number of different (e.g. the smart me, the girlie me, the sexy me, the tomboy • Consider how there are times when some of these masks that they would want to wear (how they would me). These can then be displayed and discussed in small characteristics and behaviours are more appropriate want to feel and be perceived) in that situation ... groups. Prompt questions include - than others.

• Going out for a night with friends Resources: • Going for a job interview Plain masks, markers and felt tips. • Looking after your neighbours children • Travelling home alone at night • On a first date • First day at a new job/school • On your wedding day 24 HITTING THE MARK IN WORKING WITH YOUNG WOMEN Quadrant 2... ABOUT US Alongside Quadrant 1, this quadrant focuses on A job for the boys! Part two developing a sense of understanding around sex and The room is divided into two sides. Copy pages 26 and 27 gender. This quadrant will develop a foundational Aim: and stick them to the opposite walls with blue tack. understanding that all subsequent work will draw upon. To explore how gender roles are reinforced within There is a strong focus here on raising consciousness. particular jobs; some occupations are considered more The following statements are read aloud and participants Having developed a sense of confidence in the facilitator suitable for men or for women and this can limit the are asked to stand at either the ‘agree’ or ‘disagree’ end of and the other group members, Quadrant 2 is marked by a opportunities and aspirations available to both. the room. focus on understanding the difference between sex and gender. Tasks within this section of this booklet can be Method: Part one A woman can be used to support young women understand those core Start by asking small groups to list as many jobs and • A doctor aspects of biology that they share (being female) and occupations that traditionally have man in the title • A builder their many differences (‘acting’ female). (eg milkman, fireman, policeman, postman, binman, • A bank manager chairman, delivery man, etc). • A soldier This quadrant acknowledges that differences do • A football manager exist between the sexes, but these differences have Groups then share these lists with each other. In groups, • A prison warden been exaggerated within our culture and often limit participants are asked to consider why those jobs have • A president opportunities for young women to develop. man in the title and if in fact those jobs could be carried • A taxi driver out by women. • Add your own ... Here participants can explore how gender, as a social construct, is designed to celebrate and reward ‘successful’ The groups then repeat the task - this time listing all Men can be gender expression while punishing and correcting those those jobs and occupations with woman in the title. This • Childcare workers who do not ‘act’ their gender ‘correctly’. Participants can will prove more difficult but allow them some time to • Counsellors explore aspects of their own identity where they have ‘struggle’ with it (they may come up with jobs that have • Nurses been ‘successful’ and ‘unsuccessful’ in relation to gender lady in the title - dinner lady, lollipop lady etc). Discuss • Social workers expression. The young women now have an opportunity how they found the task the second time around. • Primary school teachers to identify some commonality with other group members • Add your own... in relation to which gender expressions society deems Highlight that particular jobs have been considered rewardable. This quadrant also allows group members to to be more suited to men and women and that, over After each statement is called and participants take a explore the impact of gender messages on young people time, workforces have been divided on those grounds stand, allow some time for discussion on why they are more generally, with some emphasis on what needs to (e.g., nursery workers, nurses, builders, plumbers or standing where they are and what has informed their be changed. construction). These jobs were based on gendered rules thinking on that. After participants have shared their - e.g. men being strong and thus, more fit for manual views ask if anyone now wants to swap places. labour, whereas women were seen as being more caring and therefore better suited to jobs with vulnerable people (e.g. young children and the elderly). HITTING THE MARK IN WORKING WITH YOUNG WOMEN 25

Key messages: • While there are some physical differences between men and women; most of the differences that emerged through the game focused on gendered messages that are enforced and acted out in society (men are strong, women are gentle etc). These are UT WO however, differences not based on sex, but rather on O M B EN what society expects from men and women. A

• Gendered messages focused on those things that men and women SHOULD do, rather than what they can or cannot do (e.g. look after babies, fix the car, A

take out the bins). Those roles/jobs are not carried out B better because you are a man or a woman. S O

• Often these gendered messages have held women U U back from pursuing jobs that they might like, or jobs

that might pay higher wages. T

• These gendered messages and jobs also impact A

C on what people think that men and women should O

do outside of work (e.g. who should look after the B

children, cook, clean, drive or change the light bulb). T

I A

Resources:

Paper, Markers, Copies of page 26 and 27, blue tack.

M B

O T What has been learnt U can be unlearnt. 26 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

AGREE

A Job for the boys HITTING THE MARK IN WORKING WITH YOUNG WOMEN 27

MEN A O BO W U T T U O A DISAGREEB C A T

I O

A Job for the boys A

O O

28 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Alternative Alphabet Key messages: • While there are some physical differences between Aim: men and women; most of the differences that To identify common characteristics, behaviours and traits emerged through the game focused on gendered associated with men and women and to explore some messages that are enforced and acted out in society stereotypes that exist around gender. (men are strong, women are gentle etc). These are however, differences not based on sex, but rather on Method: what society expects from men and women. Set up as a game, each team are asked to complete an alphabet using each letter of the alphabet to highlight • These gendered messages focus on those things that common beliefs surrounding characteristics, behaviours society says that men and women SHOULD do based and traits of men and women (see attached worksheet). on the fact that they are men and women (e.g. be a listening ear, be an authority figure). Round One - Women. Groups are given time to complete BOUT W the female alphabet, for example Attractive, Beautiful, • From birth we have been taught these gendered A O messages and are acutely aware of what is considered M Caring, Domesticated etc. appropriate for our gender and what society would E frown upon. N Round Two - Men. Time is given for groups to complete the task again only this time focusing on men, for • We grow up surrounded by unspoken rules that S example Able, Big, Chauvinist, Daring etc. shape our behaviour. Can they think of examples? U

Once teams have completed this task the following questions can be used to generate a large-group • Gender rules can restrict the opportunities we are T A given, how we express ourselves and how we act on a discussion - B daily basis. U

O • Was one list easier than the other to compile? O Resources:

• Is one list more positive or negative than the other? U

• What are the general characteristics of each list Copy the template on page 29, pens. T

(e.g. focused on looks, ability, size and strength)? A

• The facilitator may also draw attention to some words

that are particularly stereotypical and explore these

with the group. Questions to consider are:

– Do they actually believe this to be accurate? T

Bullseye> Where do these messages come from? I

– Who benefits from these particular messages?

> E

U A O > B HITTING THE MARK IN WORKING WITH YOUNG WOMEN 29

Alternative Alphabet N. A. O. B. P. C. Q. D. R. E. S. ABOUT W F. T. OM E G. U. N H. V. S

U I. W.

T J.A X. U B

K. O Y.

O U

B L. Z.

T A

Alternative Alphabet

U A O B 30 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Sugar and Spice Each prop should be lifted one at a time and the group Key messages: then discuss what clear gender message is represented • The gendered messages young girls receive from Aim: by the prop. They should imagine they are a young traditional fairy tales usually include harmful body To explore gender messages through nursery rhymes woman and think about what message they receive. image (e.g. women have porcelain skin, are thin, and fairy tales. beautiful and graceful) and perpetuate the stereotype Examples for exploration can include: that women do not need actual skills or education. While fairy tales and nursery rhymes can be brilliant for • Women are free to choose their own path and inspiring imagination they can also be used as a message, What are little boys made of? What are little boys made priorities in life. A relationships or marriage to a man both subtle and obvious, that perpetuates stereotypes of? Snips and snails And puppy-dogs’ tails That’s what is only one option; it is not compulsory or a reward. that are no longer are acceptable or fit with a modern little boys are made of. What are little girls made of? What • Traditional fairy tales lack diversity of race, physical society promoting equality. are little girls made of? Sugar and spice And all things ability and sexual orientation. nice That’s what little girls are made of. • Young women will encounter other young women in For example, many fairy tales such as The Little Mermaid, their lives whom they don’t agree with or don’t like. To Cinderella and Sleeping Beauty, promote and culminate There was an old woman who lived in a shoe see other women as enemies or villains is not helpful. in marriage to a prince or white knight. Even more modern She had so many children she did not know what to do; It rather perpetuates a limiting understanding of the ones such as Shrek and Stardust result in romantic unions She gave them some broth without any bread; world as being divided into people being solely good between a man and woman. She whipped them all soundly and put them to bed. or evil without nuance.

Other examples can include: Snow White, Little Mermaid, See page 71 here for some A bookB recommendations. Women are often portrayed as vulnerable and OU Sleeping Beauty, Cinderella, Beauty and the Beast and passive, needing saved by a hero or Prince Charming; T Rapunzel. W Heterosexual; presented as heightened domestic figures S O and most concerning are portrayed in a narrow view that U celebrates a particular body type and look. Ask the group to consider rewriting nursery rhymes and M fairy tales and what core messages they would highlightT E Many fairy tales also present the female villains as evil throughout that are anti-sexist and empowering. U N step mothers, sisters and wicked witches. These women The young women can also compile a list of Ostories, are often vindictive towards one another and negate any movies and books that the young women Bknow of concept of sisterhood and solidarity. that have positive and empowering plots and female A

characters. Method:

The facilitator can use a variety of props to emphasize

the power of message being presented and enforced

at a very early age for young women (and indeed for

young men). Props can include children’s toys, children’s O

books, children’s films, children’s dress up costumes and

catalogues promoting imagery of young girls and boys.

Bullseye> T

> A C

O > U

N O B A HITTING THE MARK IN WORKING WITH YOUNG WOMEN 31

Ken and Barbie • talk a lot on my phone • spend a lot of time on facebook Aim: • empty the bins To explore and consider some of the gendered messages • have a job in childcare that young women hear and often accept with regards to • am a hairdresser male and female roles. • care for their elderly mother • get into fights Method: • build IKEA furniture At one end of the room there is a Ken and Barbie doll (or • have a girlfriend similar) representing Men and Women. At the other end • have a boyfriend of the room the group splits into two teams and stand behind each other in a row facing each other’s backs. A Once all statements have been read out the facilitator range of statements are presented to the group and the guides a discussion exploring which doll got assigned to person at the top of the queue has to decide if these relate what kind of statement, if this should be changed now, if stereotypically to the jobs/roles of either the male or statements should apply to both and what made group female character (Barbie/Ken). The person runs towards members make the selection that they did. the dolls, racing the competitor from the other team and needs to grab the doll before the other one can. Before Key messages: AB • The messages we have received about what is proper OU the person who grabbed the doll first earns a point for T for boys and girls is often based on stereotypes and W their team, they need to present an example situation of S how they know the statement corresponds with the doll. ‘compulsory heterosexuality’ that simply reinforce O roles that limit what is allowed or expected from U If the two teams grab one doll each, they both can get a M point but only if they offer a satisfying answer. everyone. T • We need to be aware of these stereotypes and E U The facilitator should emphasise that this activity builds challenge ourselves and others not to reinforce roles N that restrict or limit what men and women can do. O on the stereotypes that we learn throughout life. This is not reflective of all people and not all relationships are B Resources: heterosexual. Ken and Barbie doll (or similar) and selected statements . A

Statements can include the following -

• pay for dinner

• drive the car

• make the dinner

O • look after the children

• cry at films

• sort the bills

E A

O U

N O B A 32 HITTING THE MARK IN WORKING WITH YOUNG WOMEN There are double standards between what is allowed and expected of young women and what is allowed and expected of young men.

Double Standards Game picture 2). Seeing the anonymous results the facilitator Part 2 (optional) uses this to prompt discussion, allowing individuals the On Mentimeter.com click on “Add Slide” (see picture 3) Aim: opportunity to state their views if they want to. Click on and look in the right hand side bar if you would like to use To explore some of the societal norms regarding sex and Reset Results and read out the next statement. this format in order to extend this activity. For example young women. you could use the: It is important for the facilitator to remember that Method: these scenarios might be real lived experiences for • Open Ended to ask for other double standards the Young women are often portrayed as either innocent some young women in the group and to offer support young women know of in regards to sex. and virginal or as sexually promiscuous (a slut or whore). at the end. • WordCloud to ask the young women what names With such extremes there is often very little room left in young women or men are called who have a lot of/no the middle where young women can be seen as actively Statements include - sex. in charge of their own sexual needs and boundaries. • 16 and having sex on a regular basis • Q&A to let the young women ask their own questions In worst case scenarios they might be used to their • Performing oral sex on your partner anonymously and let the group offer answers. disadvantage by others. As the result of public, political • Asking for oral sex to be performed on you and religious campaigns and guilt trips, young women • Carrying condoms when going out Key messages: can be left feeling that sex is something to avoid, • Seeking medical advice for contraception • Young women are not expected to want or enjoy sex. something for only those who are married, something • Having an abortion that is between men and women only, or something that • Going to the GUM clinic • Young women are taught that being sexually active is beyond their control. • Being treated for an STI means that they are a slut or should be ashamed. • Reading about sexual health online As such, there are sexual double standards between • Have more than 10 sexual partners in 1 year • Being sexually active as a young woman is often seen what is allowed and expected of young women and what • Have a one night stand as ‘troubled’ or ‘risky’ - different to that of young men. is allowed and expected of young men. Not only can this • Masturbating Risks are of getting pregnant and there is a danger limit the experiences that young women have but more • Watching porn that you will get a bad reputation. Having a poor significantly it can place them in very vulnerable and • Not having any sexual contact until marriage sexual reputation as a young woman has traditionally passive positions with regards to seeking information • ...add your own or let the young women propose a had implications for finding a husband, (e.g. due to and advice regarding their sexual lives. statement expected virginity of brides).

Create a free profile on Mentimeter.com. Add a In a quick-fire-round the statements are re-read by the • It is important that a young woman considers the presentation (picture 1 below) and have it ready on your facilitator, this time in relation to society’s expectations to consequences of her sexual behaviours and makes laptop. Set up the projector and connect to your laptop. young men. The young women don’t vote but only think informed decisions on these. Tell the group to get their devices ready, go to menti.com about the statements. There is no discussion in-between and type in the passcode that is shown at the top of your each statement during this phase of the task but rather a • It is important that as women we support rather slide. Now you can read out the first statement (list below) short discussion at the end, that leads the facilitator into than put other women down. Don’t just ignore the and ask the group to cast their vote between “Good for the key messages below. double standards but actively fight against it. Calling you!” or “Shame on you!”. It is envisaged that for most other girls sluts supports the notion that it’s not ok for statements there will be a mixture of both responses (see women to have and enjoy sex when they want or with whoever they want. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 33

• The only way to battle shame is with pride; be proud #1 here you can choose your of the choices you are making and stand up for them. own question type depending on what you want to achieve • Young women who become victims of sexual assault in part 2 of the activity. or rape are often blamed for what happened to them

due to their sexual history. We must challenge this 1 narrative and educate all young people about active consent.

Resources: Laptop, internet, projector, ideally extra mobile devices for young women who don’t have their own, and wifi.

#1 click here to add another slide if you deliver part 2 of the activity. #1 instructions for young women #2 here you can see the results. Unfortunately there is only pink and blue available. #2 if you want you can type each statement manually while you read it out, vote, #3 here you can see how many have cast their vote. discuss, reset, type next statement, etc./ #4 click here to reset the results after each statement. The code stays the same for the #3 chose a different result layout to visualise the results in whatever way suits young women and they simply click reload on their devices.

1 2

2 3 4

3 34 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Don’t do drunk what you Statements can include - • Text or phone an ex wouldn’t do sober • Dance in a club • Post a picture of your cleavage or sexually suggestive Aim: picture on social media To explore how and why young women use alcohol to • Tell your friends exactly what you think of them increase their confidence and to consider some of the • Send personal pictures on social media to someone consequences of doing so. you like • Ask your crush out Method: • Make a first move on someone you like Divide the group into pairs. Create a continuum that runs • Have sex with a stranger from one end of the room to the other (e.g. masking tape • Give consent before and during sex on the floor): one end marks sober and the other marks • Go skinny dipping drunk. Young women take turns to pick a statement from • Getting involved in a fight a hat and read it out to the group. The pairs discuss.. • Staying out all night • Cheat on your partner a) how drunk they think they would have to be before they dare to do the action Young women can suggest their own statements. or b) how sober they think they could be to still do the Key messages: action. • Young women (and others) use alcohol to feel more confident and to lower their inhibitions. There are When they have decided, they place a token of their dangers associated with this. choice (e.g. a pen, a hair bobble, a pillow) on the • Consider some of the actions that the group have continuum. The facilitator emphasises that you are not placed at the drunk end of the continuum and discuss asking young women what they have done but think more fully why they would only complete these rather theoretically. After all tokens have been placed the actions while drunk and what that says about the facilitator can open up a discussion. behaviour in the first place. • Support young women in identifying some strategies It is important for the facilitator to remember that around their own personal safety - e.g. key steps in these scenarios might be real lived experiences for looking after my drunken self. some young women in the group and offer support. Resources: Sober and Drunk signs, masking tape, statements in a hat/bowl, etc. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 35

DRUNK

Don’t do drunk what you wouldn’t do sober. 36 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

BOUT W A O M E N

SOBERS

T A

U B

O U

Don’t do drunk what you wouldn’t do sober.

U A O B HITTING THE MARK IN WORKING WITH YOUNG WOMEN 37

Journey of Life - 1. Who’s in your family? Key messages: 2. How did you experience education/school? • Everyone has a story. While there may be some Gendered lens 3. Who have been significant people in your life? similarities, each story is unique and has shaped how 4. What has been a significant event? (e.g. holidays, we see and make sense of the world. Aim: achievements, experience of loss and death) For participants to use a time line as a way of exploring 5. What did you do for the first time? (e.g. First time • Many of the messages we have received growing up significant gender messages and influences throughout riding a bike, disco, kiss, relationship) stay with us and affect our sense of right and wrong, their lives. good and bad. Provide space for each young woman to talk about their Method: journey for as long as they wish and in as much detail • Many messages go unchallenged - we often accept This builds upon the Journey of Life in quadrant 1 to as they want. They might have included private aspects these messages as true, without thinking about it for focus more on gender influences and expectations. of their lives on paper while not wanting to elaborate on ourselves. them. Give participants the chance to look at everybody’s The exercise can be used to discuss the messages that time line and ask respectful questions. • It is worth taking time to think about the messages BOUT W young women have received about gender and/or some we have received about being a girl. Consider what A O of the barriers they have faced because of gendered roles M Part 2: Ask the young women to highlight and discuss impact these messages have on how you and other E and expectations. The facilitator could emphasise the some of the messages they have received about gender young women behave. N following: at different stages of their life, that may include some moments when they faced barriers due to their gender. • Consider how these messages can limit what a girl or S On page 22 you can find this as an introductory exercise The facilitator could offer the following prompts - woman does in life. in the group’s development phase to find out general U information about each other. If you have completed When was your first realisation that girls and boys were Resources: this already then ask the young women to look at their different? Large sheets of paper, craft materials and colouring pens. T A time lines again and continue in part 2. This builds upon U B the ‘lifeline’ in quadrant 1 to incorporate specific gender When in your journey did you move from being a girl to a

O influences. woman? * What were internal changes, e.g. your thoughts

O and feelings and external changes, e.g. behaviour of other U

B Part 1: Provide young women with large pieces of paper, people towards you? * If trans women are part of the group

pens, magazines and glue. Participants are asked to draw

T ask if they would like to share about their transition time.

a time line of their life using pictures from magazines

A or drawing, doodling etc. The facilitator should offer At which times in your journey have you have enjoyed

prompts regarding specific areas for participants to being a woman?

highlight. These could include -

At which times in your journey have you not enjoyed

being a woman?

U A O B 38 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Sing us a song Key messages: • In many songs the powerful messages of women Aim: within the lyrics are often not reflected within the Use old and current music videos to explore gender beat and the images of the video, e.g. the ‘powerful’ messages; to uncover some of the messages that lie within messages are diluted by the highly sexualised images popular music and explore some of the stereotypes and that buy into traditional gendered expectations. assumptions that fuel the music industry. • It’s a contesting issue if power and sexiness/nudity can or shouldn’t be portrayed together. The young Method: women might have different opinions on this and The following format can be used with a number of that’s ok. Modesty empowers some, and sexiness songs. empowers others.

Phase one - Give out the words to a song without naming Resources: it and ask participants to discuss in small groups what Powerpoint, laptop, song lyrics, paper and pens. some of the key messages are and what it means to them.

Phase two - The group then listens to the song. They will discuss in small groups what some of the key messages are and what it means to them.

Phase three- Discuss in the big group what the small groups have taken away from the three phases. Some prompting questions can include: • Do all the elements (lyric, beat, video images) work together authentically? • Why have the images been chosen by the producers of the videos? • Who are they directed at? • How would they change the lyrics, beat or the video if they could? • Do they know songs that have videos where message and images fit better in their opinion? HITTING THE MARK IN WORKING WITH YOUNG WOMEN 39

Three of a kind Group members are asked to consider the following - • Stereotypes exist that negatively portray women in the workplace - e.g. they should be at home looking Aim: • Why was it so difficult to think of women for these after children, they are not as career driven, they can’t This exercise aims to illustrate the dominant position of careers (with the exception of modelling)? handle high powered and demanding jobs. These men within celebrity, political and general public arenas stereotypes are often believed by employers, who and to explore the lack of prominent women. • What are some of the reasons why they might not be can limit the opportunities for women based on the aware of women in those positions? stereotypes. Method: In small groups, participants are asked to look at the • What are the barriers that women might face in these Resources: worksheet on page 40 and using flipchart paper list the careers? Copy of page 40 or flipchart and markers, pens top three names that come to mind under each of the categories. Key messages:

• TV Chefs • Often men inhabit a more visible position within society. This is reflected in our ability to list more men • Pop Stars than women in the exercise. It is not that women are absent from specific careers, but rather that men are • Politicians more prominent than women in many careers. • Women may hold equal qualifications to men but S • Sports Stars U A often due to a number of barriers they face, lack the T U BO • Scientists opportunities to become senior within their areas of work. O U B T • World Leaders A W

• Models O

• TV Presenter M

• Comedian E

Having listed names under each of the categories the

group are then asked to count up how many males and

how many females they have recorded in each. E

T I O N 40 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Three of a kind

TV Chefs Pop Stars Politicians

Sports Stars Scientists World Leaders

Models Television Presenters T US U BO Comedians A A B O U

Three of a kind W

B A

A B

C N T I O HITTING THE MARK IN WORKING WITH YOUNG WOMEN 41

What’s in a name? Key messages: Resources: • For many men being seen as a woman-ly is the Flipchart or cardboard sheets and markers. Aim: ultimate insult. Questioning a man’s masculinity by To highlight that if men and women do not ‘act’ out their using some of these names is a way of correcting sy gender successfully, that gender can be used to insult; behaviour not considered ‘manly’ and therefore ‘not is Fa appropriate’. Without going into detail, can you think S g that women can be insulted using a range of names that of different circumstances or example situations of call into question their virginity, while men are insulted y G by questioning their masculinity and are called names when you might hear some of those words or phrases s i used? s

that make them more feminine. r l

u Boys

• When people want to insult a woman, this can be P

Method:

done not by comparing her to a man but rather by

Take two flipchart paper sheets or big sheets of card

questioning her virginity and insinuating that she is g

board. Cut out a rectangle on the inside of each so that e

you are left with two frames. The participants are asked ‘easy’ or has had many sexual partners. Questioning g u i

r o l l a woman’s ‘purity’ by using some of these names is a s

to list all the insults that they are aware of that are used b specifically for boys on one frame and for girls on the way of correcting behaviour not considered ‘womanly’ other frame. Having completed the list the facilitator can and therefore ‘not appropriate’. Without going into make the points below and allow for further discussion. detail, can you think of situations or examples when you might hear some of those words or phrases used? • What do these names actually mean or refer to? • Questioning someone’s gender can be used as a way • Why would people use these names? of correcting their behaviour and forcing them to Slu behave in ways that others consider more appropriate. e t k B • How do you or would you react if someone called you y US • When people don’t act in ways that society has chosen i T one of these names? D t U for their sex, e.g. a man has a female walk, a woman c O B A After the discussion they can pose with their head/body dresses in male clothes, people often question the h t

B sexual orientation of that person. Why do they think

A (depending on how big it is) in the frame of their own

n O W

gender and post on social media. They can add their own that is? Girls

U u

captions of that they are not ashamed of these insults h

To counteract the negative emotions that might have C

T o

because they understand what society is trying to do, or

come up through hearing all these words, the facilitator r

that they will not call anyone these insults anymore. g

W might want to consider a fun activity to finish the session. S

B A

A B

C N T I O 42 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

The flower and the football Key messages: The image of a flower and a football have been used to Sometimes, if not Aim: emphasise the limitations of gendered expectations. To explore the different gendered messages that are You might want to have a conversation with the young challenged, youth given to young men and young women and the impact women why they think you used these images. clubs can reinforce these can have. • Consider the impact of gendered messages on gender norms that Method: individuals and how they behave. 1. Draw a large flower on flipchart paper with room for limit young women’s writing within and around. Either in small groups or • To arouse a sense of discomfort at the inequalities facilitated by the worker, participants are asked to experienced. involvement. consider the following questions and record their answers inside the flower - • To encourage young women towards activism.

a. How does society say that young women should • Recognising some of the stereotypes that exist. behave? Where do these messages come from? Resources: b. How do you feel about the messages given to Flipchart and markers. young women? ABOUT c. What would you fear might happen if you step W outside the flower? O d. What are the benefits of challenging or stepping S M outside the flower? U E T N e. How might you overcome these fears/barriers? U (This might move participants into discussing lobbying or campaigning type tasks). O

B 2. Repeat a second time, this time using a drawing of a

A football to represent young men. A

E T

O B A HITTING THE MARK IN WORKING WITH YOUNG WOMEN 43

Who does what? Similarly, if there are examples that are particularly • Sometimes, if not challenged, youth clubs can imbalanced, group members are asked to consider what reinforce gender norms that limit young women’s Aim: impact that might have on the young people attending. involvement (running the tuck shop, hanging out in This exercise is suitable for groups where participants For example, they stop coming; they don’t fully the tv room etc). Young women drop out of youth take part in youth club activities. The aim is to help participate; they simply watch on etc.). What small steps provision at a higher rate than boys. participants consider the roles/jobs undertaken by men could be taken to change that practice? (e.g. a greater and women, boys and girls within their youth club or budget set aside for work with girls, active promotion of • Young women need to be engaged more fully in organisation and to explore the balance or imbalance of programmes, asking girls what they would be interested youth work. Workers need to ask them what they resources, time and staff. in doing). would want to do and there needs to be money and resources set aside to follow up their ideas. Method: Key messages: Individually, or in small groups, participants are asked • Highly gendered spaces and activities in youth clubs to complete the audit worksheet. They are asked to • Historically, youth work developed as a way of keeping also limit young men’s involvement. consider the youth provision that they are involved in young men off the streets and out of trouble. Young and to highlight who is responsible for the various tasks, women were never really the focus of youth work - Resources: what resources are made available for them and who they had caring roles and responsibilities that meant Photocopy of worksheet (enough for one each) and pens. participates in those activities. that they weren’t seen as a problem. Large parts of youth work provision remained fairly male-focused Once the worksheets have been completed there is a and as such lacked programmes or approaches that large-group discussion on what has been noticed, e.g. would interest girls. what activities are provided, who are they aimed at, who runs them and how resources are distributed. • Sometimes, when youth clubs have tried to include girls more fully they have done so by offering If there are particular positive examples of a good gender stereotypical activities that not all girls are interested spread this can be held up as good practice and young in (e.g. hair and beauty course). Some youth clubs people are asked to consider what impact this might even had little beauty rooms added for the girls. have on the youth worker and the young people who attend. 44 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Who does what? Activity Resources Used Duration Young People Young People Tuck Shop Staff Kitchen, snacks, till, money Male Female Staff Drive the minibus 40mins Male 1 Female 3 Open/close the 1 building

Lay out the equipment

Put on light and heating

Playing console games

Total

Who does what HITTING THE MARK IN WORKING WITH YOUNG WOMEN 45 QUADRANT 3... ABOUT WOMEN Quadrant 3 The aim now is to Having grasped the basic difference between sex and This quadrant also focuses on building knowledge support the group in gender, this quadrant of the model now focuses on making around the political nature of the struggles that they links between how those issues raised in Quadrant 2 are face and challenging those structures (the institutions understanding that the reflected in wider society. The aim now is to support the of family, church, education, state) that govern and issues they have raised group in understanding that the issues they have raised the messages they give in relation to gender. Exercises are not in fact just about them but rather are about women used in this quadrant focus on trying to motivate young are not just about them more generally. Using the knowledge they have gained women regarding politics by making clear links to their so far, alongside their personal experiences, the aim is to experiences. It helps to nurture an appetite for small step but rather are about support participants in developing empathy for other actions for change in Quadrant 4 ‘About Action.’ groups of women who are punished for ‘unsuccessful’ women more generally. gender expression (for those who don’t want children, are in same sex relationships or who don’t wear the ‘right’ clothes etc). AB S OU U T T U W O O B M A E

E O

M U

U A

C O

B T

I A O N 46 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Race of Life Key messages: Statements • To explore some of the structural and cultural barriers Take a step forward if - Aim: that exist in society. This will emphasise that it’s To explore who might have privilege and how society not always the individual’s fault that they are not • There is lots for you to do in your area is established in such a way as to structurally favour progressing at the same pace as others in the race. • You could get a part time job in your area particular groups. • You feel safe being yourself and expressing your • Society is set up in ways that favours some groups identity Method: and individuals and disadvantages others. • You can hold your partner’s hand in public Each group member is given an identity on a piece of • You are comfortable travelling alone in the city card. Keeping this secret, they consider what life might • Those at the front of the race are in a much more • You can make decisions about your life be like as this person. powerful position to affect change (make things • You can adopt better) for those at the back of the race, as their • You can give blood All group members start the race at one side of the room, voice is more frequently heard, listened to and taken • You could get a work placement the aim being to reach the finish line. The facilitator seriously. • You have people nearby who understand you calls out a range of statements (see below) and if the • You can join the Police participant feels that this would apply to their character Resources: • You can afford to go out at night (not them) they take a step forward. Start and Finish line sign, identity cards and statements. • You can make friends in your area • You feel safe walking home at night Once all statements have been read out and members Identities - Photocopy and cut out cards (on next page) • You can go to college have moved, they are asked to consider the position of for this exercise. Additional blank cards are available at • You can join the Army various people in the group and to disclose their identity. the back of this book for you to add your own statements. Prompts for large-group discussion include -

a. How do you feel about how the race has finished? b. Consider who is at the front and how they got there. c. Consider who is at the back and what stopped them moving forward. d. Consider what can be done to improve opportunities for specific groups of people. >>> Bullseye> HITTING THE MARK IN WORKING WITH YOUNG WOMEN 47

14 year old young woman with a disability living in a rural area 21 year old male with a young child

21 year old mum living on the outskirts of a city 25 year old male

22 year old male living in a city 25 year old female

16 year old young mother 17 year old transitioning from man to woman 17 year old Catholic woman who identifies as lesbian 15 year old young woman in alternative education programme 25 year old young Protestant man living in the city centre

14 year old Muslim young woman living in a rural area

19 year old young female Irish Traveller who has just moved into a new area 48 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Fix me, Love me Key messages: • People can make money (a lot of money) when Aim: women feel ugly about themselves or feel that they To explore the beauty industry, highlighting the many don’t meet the latest trend (eg the most plump lips, Explore the beauty subtle and overt messages aimed at making women the longest eyelashes). feel ugly or in need of fixing. Consumerism (focus on industry, highlighting profit through selling ‘stuff’) is at the heart of the beauty • At one time the ads directed at women were much industry. This industry needs women to feel ugly so that more focused on making women feel bad about their the many subtle and they can sell us something to correct that. body (eg cover up those stretch marks; hide those wrinkles). Companies have got smart however and overt messages aimed Method: now sell things to women based on the fact that at making women Participants are given a range of magazines and asked to women are ‘worth it’. Regardless of which approach cut out all the adverts or stories that focus on women’s is used, the aim is still to make women buy products feel ugly or in need of health and beauty. or services based on the idea that they aren’t good enough the way they are. fixing. Once a selection of articles and headlines have been collected, these are then held up one at a time by group • This is not to say that you never buy another lipstick members. or moisturiser but rather that we are clued into the games that companies play to make you cough up Having read the headline, the group then discuss and your hard-earned cash! decide if this particular ad or story is trying to sell us products based on making us feel good or bad about our • Emphasise the need to stop hating our bodies. body. The ad is then placed under the agreed category (Fix me or Love me). Resources: Magazines (health and beauty if possible), scissors and Love me and Fix me photocopied signs. EN Once all ads and stories have been placed, explore under M AB which category the ads have been placed and if there is O O anything from the task which has surprised the group W U members. T T U A O C B T A I O

A T

U B

HITTING THE MARK IN WORKING WITH YOUNG WOMEN 49

FIX ME {by selling me stuff} MEN A O BO W U T T U A O C B T A I O

A T

U B

50 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

LOVE ME {by selling me stuff} HITTING THE MARK IN WORKING WITH YOUNG WOMEN 51

Owning Your Body After this activity is complete, discuss the following

Aim: • Which parts of your body have you learned something Young women will increase their knowledge about names new about? Has anything surprised you? and functions of their sexual organs and understand • Are there more positive or more negative words? misconceptions and myths about those better. They will • What does the use of language and that often we in consequence be more confident about their body don’t know the actual names for (or existence of) parts and accept them as their own. them show us about our attitudes to sex and women’s bodies? Method: Ask the young women to split into small groups and Key Messages: provide them with paper with the words ‘Vagina’ and • It’s important that young women can name and know ‘Vulva’ written on them. Allow some time for giggling their body parts so that they can e.g. stay healthy and and chatting. Now ask them if they know the difference keep good hygiene, find out what pleasure means to between Vulva and Vagina and what is meant by us, communicate with partners. both. There might be silence or maybe some will offer explanations. Use the copies of the illustrations and • Female oppression has a lot to do with the control of explanations on the following pages to make sure women’s bodies. If women don’t know, or even find everyone is talking about the same thing and allow some their own bodies disgusting, then men can keep the time for young women to explore and ask questions. upper hand when it comes to reproductive justice and sex. EN A After this baseline understanding has been developed, OM B explain that in their groups, the young women should • It may be a long way off, accepting one’s own body W O write, on the pages they received at the start, any other fully. Especially when hear-say and porn paint a false U words they have heard that can also be used to describe and harmful picture of what a normal/ideal vulva T T should look like, e.g. shaven, short and invisible labia. vagina and vulva. U A O C When they are finished, take some time for each group B to feedback to the larger group and discuss. If they feel T uncomfortable to read out the words they have collected A I you can hang up the sheets on the wall and let everyone O go around and look at each others’ sheets.

Bullseye>

> >

A T

U B

52 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Vulva and Vagina – In short: The vagina is a 3- to 6-inch-long muscular canal Exploring your amazing body parts that runs from the cervix, the lower part of the uterus, to the outside of the body (picture 1). The vulva (picture 2 The following pictures help to illustrate what the vulva, and 3) is all the outer stuff — including the labia, urethra, vagina and all other bits really are. clitoris, and vaginal opening.

Picture 2: This is what a vulva looks like when the legs are spread. See how the urethra (where your pee comes from) is very close to the vaginal opening. This makes many people think that the pee actually comes from the vagina. It can be tricky to look at your Picture 1: Here you can see reproductive parts including the own vulva from close up. Use a mirror on the floor and a light to see and definitely lock vagina. The labia are part of the vulva. the door so you can have privacy. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 53

Mons = The mons is a pad of fatty tissue that covers the pubic bone. It’s where most of your pubic hair grows.

Clitoris = The clitoris doesn’t have any role in reproduction — it’s just there to make you feel good! The clitoris is right under the point where the inner labia meet and form a little hood.

Hymen = The hymen is a small piece of skin found inside the opening of the vagina. Despite what you might have heard about first sexual intercourse, the hymen doesn’t actually break but it stretches. This contradicts much of what we’re familiar with when we talk about virginity. In reality, nothing physical is lost, and while our first time having sex may be significant for many of us, there isn’t a biological change to our bodies.

‘You only have Picture 3: This is what vulvas look when legs are together/closed. Notice how they all look different? They are all normal. In some vulvas the outer labia (labia majora) tuck away the inner labia (labia minora). In some vulvas the inner labia can be seen. Sometimes individual labia are longer or shorter or different colour than the rest. This is all one body!’ normal.

‘Knowledge is power!’ 54 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Points of View • Young people are actively involved in creating Key messages: change. • Young women are often not asked about their Aim: • Not everyone wants to have children. perspectives or are undervalued in their opinions To explore views on a range of issues including gender, • People born here should be considered first for jobs. being respected. culture and politics. • Racism is not a problem in my area. • Young women are keen to join in with the world • Wearing a school uniform is important. and have a say in local, national, regional and global Methods: • All schools should be integrated. matters. Break up into two smaller groups. Two chairs are set back • All street signs should be in English and Irish. • Young women are not a homogenous group and to back in the middle of the room. One chair is marked • Cultural celebrations should be shared by everybody have different views and values in life. with a big red X and the other with a green tick. The in the community. facilitator explains that for every round each group will Resources: nominate one of their members to participate in a back- Once all topics have been the discussed the winning Two chair, two A4 sheets (one marked with a red x and to-back dialogue/exchange of views. Hence each round group can start the following discussion: one with a green tick) taped to the chairs. (or duel) will involve two participants (one from each group) presenting their case for either disagree (= red X • Was it hard to make up your mind for a particular chair) or agree (= green tick chair) on a particular topic argument/side? (see below). The groups decide which chair their nominee • How did it feel when you had to argue for something sits on but they might have to be quick as the chair they you weren’t actually convinced of personally? want might already be occupied by the opponent. Once • Which topics are most relevant to you the 2 participants have taken their seat back to back, and why? the topic for the dialogue is revealed. The person sitting • Did you learn something from on the Agree chair will discuss the topic from an agree any of the other participants? • How does it feel to publicly E point of view for a timed 1 minute; Disagree will do so M A likewise for the next minute. After both have offered their state your opinion or T B arguments the facilitator will ask the groups for their an opinion? U O views on who should win each duel, but the facilitator O U will make the final decision and award 2 points for the B T best case presented. There can only ever be one winner A in any duel. U

11 topics – 2 points available for each round. Total of 22 S points available.

• The environment is our biggest concern.

• Our country welcomes everybody.

• The world is a violent place.

A O

W U

B M

A E

HITTING THE MARK IN WORKING WITH YOUNG WOMEN 55

The F Word participants decide if they agree or disagree with the Having provided the feedback outlined above the statements and then place their card in a bucket marked facilitator might generate further discussion around why Aim: agree, disagree or don’t know. and how the myths developed, who benefits and who To explore some of the myths that exist with regards to suffers from them remaining popular today. feminism and to explore who might benefit and suffer Once all statement cards have been posted, the facilitator from this mis-information. takes it in turn to pick out some of the statements and Key messages: guide a discussion around why the statement was placed • Many myths exist around feminism and a lot of these Method: in the particular bucket and what informed that decision. myths are very negative. In small groups participants are given a series of statement cards. Discussing these in their small group, Blank cards included for you to add in some statements • Many of these myths are based on stereotypes and as of your own. with all stereotypes there is an aspect of accuracy in them. For example there was a large lesbian feminist Statement Answer Explanation movement. This does not mean that all lesbians are feminists etc. Men can be feminists Yes Feminism is about equality between women and men so it’s not just for women. In fact there have been many men in • Because of these myths and stereotypes many women history who have openly supported feminism. keep their distance from feminism - because they do Feminists are all anti-men No Feminism isn’t about being anti-men but anti-discrimination, not want to be considered menhating, lesbian or less anti-inequality etc towards women by men and women. feminine than other women. All lesbians are feminists No One myth that often circulates around feminism is that all lesbians are feminist or that all feminists must be lesbians. • Feminism has however helped achieve many Being a lesbian doesn’t mean you believe in feminism or advances for women and is still important today to that you even know it exists, many lesbian and bisexual ensure equality for women. women understand the injustice that they face because of their sexual orientation and are made aware of women’s • Feminism requires women from all ages and back oppression in general. All types of women are feminists from grounds to stand up in order to silence the stereo all walks of life and diversities. types and to keep women’s issues on the agenda. There’s no need for feminism today No At different times feminism is more prominent than at other times. For example, around issues of contraception and • Men have a significant part to play and can be allies in voting, feminism was very much at the fore. Just because the pursuit for gender equality. there may not be a big campaign doesn’t mean that it has gone away. Feminism will always be around as long as there Resources: is unfairness and bias towards men, over women. Flipchart, markers, pens, statement cards and buckets or hats Feminists want to be men No Feminists don’t want to be men, they want to be acknowledged as equal to men in legislation, policy, payment, rights etc. Statement cards - Photocopy and cut out a complete set of cards for each small group. Additional blank cards are available at the back of this book. AB 56 HITTING THE MARK IN WORKING WITH YOUNG WOMEN N O IO U T T C M Men can be feminists. A E T

U All feminists are anti-men.

All lesbians are feminists.

All feminists are lesbians. B

N O

There’s no need for feminism today. T

W S

Feminists want to be men. O

Feminist want to be better than men.

Feminists are angry. Feminism requires women from all ages and backgrounds to stand up in order to silence the stereotypes AB N O HITTING THE MARK IN WORKING WITH YOUNG WOMEN 57 IO U T T C M A E T 3. There has been 55 Prime Ministers in the UK. How 8. Of 500 of the largest corporations in the world, Quiz U many of these were female? how many have a female Chief Executive Officer? 1. 30 1. 5 O Aim: 2. 11 2. 250 To stimulate conversations about significant B 3. 2 3. 55 developments across the world in terms of equality for

A women.

4. Around … million women alive today were 9. What percent of all national parliamentarians are

married as children women?

Method:

1. 650million 1. 18

Facilitate the quiz below and allow time for discussion after.

A 2. 35million 2. 24

3. 800million 3. 57 B On completion of the quiz ask the group to consider

N O influential women who have made a difference in society

5. On average, women are paid …% less than men 10. What percentage of women worldwide are in the

E and to explore why they are great role models.

U worldwide labour-force?

T Quiz 1. 50% 1. 50%

2. 18% This is compared to the 77% of males.

U 3. 24% 2. 28%

S 1. In what year did Saudi Arabia make it legal for

3. 77%

women to drive a car?

113 countries do not have laws to ensure equal pay.

1. 1963

A 2. 2001 100 countries make certain jobs off-limits to women. 29 11. What percentage of countries have at least 3. 2017 countries restrict the hours women can work. 18 countries one legal difference restricting women’s allow men to prohibit their wives from working. opportunities? 2. In what year did women get the right to vote in 1. Almost 45% the UK and Ireland? 6. Women account for …% of the world’s illiterate 2. Almost 90% of countries worldwide (out of 1. 2000 people. 143 countries studied) 2. 1918 1. 29 3. Almost 20% 3. 1954 2. 67 This is because a lot of women in many 12. Who does more care work globally? In February 1918 women over 30 were given the right countries are not allowed to attend school 1. Men to vote in general elections if they already voted in local 3. 50 2. Women. government elections or were married to men who did. The Compared to men, worldwide, women spend Act gave all men aged 21 the right to vote or at aged 19 if they 7. In how many countries are women not allowed to 2-10 times the amount of time a day to care for had seen active service and were not legally disqualified. A do the same jobs as men? children, elderly and the sick. fifth of women over 30 did not fulfil the voting registrations 1. 44 requirement. 60% of women could not vote, including 2. 20 General reflection: many of the women who worked in the war and whose jobs 3. 100 Can you name, (in your opinion) 4 of the most influential ended in peacetime. Approximately 12.5 million men now women that have made a positive difference? had the right to vote and 8.5 million women. What have they done? Why are they great role models for women? 58 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Life Swap Worldwide study. In effect you are asking the group to life-swap with In 2013, she gave a speech to the United Nations and this woman and to live in her shoes. published her first book, I Am Malala.

On the flip chart write: Yousafzai attended a school that her father, educator • How you feel about life? Ziauddin Yousafzai, had founded. After the Taliban began • What inequalities and injustices you experience? attacking girls’ schools in Swat, Yousafzai gave a speech • How you feel about your options? in Peshawar, Pakistan, in September 2008. The title of her • What realistic changes you can make to improve your talk was, “How dare the Taliban take away my basic right life? to education?”

The groups are asked to return and to explain their Yousafzai and her family learned that the Taliban had women/profiles to the larger group (remaining in issued a death threat against her because of her activism. character). The group share how they feel and discuss Though Yousafzai was frightened for the safety of her what options they feel they have. The larger group are father, an anti-Taliban activist, she and her family initially asked to identify an action that they feel needs to happen felt that the fundamentalist group would not actually to change such situations and experiences. harm a child.

Aim: Ask the group to de-role and have a debrief using the On October 9, 2012, when 15-year-old Yousafzai was To help the group understand the differences and issues following questions: riding a bus with friends on their way home from school, that some women may have to face in different cultures. • What are the similarities and differences in the case a masked gunman boarded the bus and demanded to The exercise will help young women to realise that gender studies and the lives of the women? know which girl was Yousafzai. When her friends looked inequality continues to permeate many cultures in areas • What are the similarities and differences in the toward Yousafzai, her location was given away. The such as education, home life, and how society generally case studies and the lives of women in your area/ gunman fired at her, hitting Malala in the left side of her views and responds to the role of women. Three examples community? head. The shooting left Yousafzai in critical condition. of individual women from three different cultures are • How can deeply embedded sexism and violence be described below. They are not necessarily representative addressed? Though she would require multiple surgeries—including of women in each of these cultures but they are real life repair of a facial nerve to fix the paralyzed left side of and lived experiences in the contemporary world. Malala Yousafzai her face — she had suffered no major brain damage. Malala Yousafzai is a Pakistani education advocate who, In March 2013, she was able to begin attending school Method: at the age of 17 in 2014, became the youngest person to in Birmingham. The shooting resulted in a massive Split the group up into three smaller groups. Each group win the Nobel Peace Prize after surviving an assassination outpouring of support for Yousafzai, which continued is given a different profile and asked to read the profile attempt by the Taliban. Yousafzai became an advocate for during her recovery. Unfortunately, the Taliban still they have been given among their group. girls’ education when she herself was still a child, which considers Yousafzai a target, although Yousafzai remains resulted in the Taliban issuing a death threat against her. a staunch advocate for the power of education. Provide each group with flip chart paper and ask them On October 9, 2012, a gunman shot Yousafzai when she to put themselves in the shoes of the woman in the case was travelling home from school. She survived and has https://www.biography.com/activist/malala-yousafzai continued to speak out on the importance of education. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 59

Kathleen When Traveller girls are growing up, they are only allowed dominated national headlines and TV programmes An article with a women from the Travelling community, to go out with other family members and once married, throughout the year, but the #KuToo hashtag also struck the article titled: The big fat truth about Gypsy life her husband rules the roost. “The men would never allow a chord internationally, prompting celebrities such as a woman out with her friends,” says Kathleen. “That’s singer Cyndi Lauper to chime in (she tweeted a photo Kathleen, who lives with her six children in a three- why we want to live on a site, for company.” Kathleen, of her black patent loafers, describing them as “so bedroom trailer, is an Irish Traveller woman that is after spending time in a refuge after finally managing comfortable in my work space”. separated from her husband. (This isn’t common in to escape her husband, was initially allocated a house, the travelling culture). Along with many other Gypsy as opposed to a plot on a site. Almost immediately her Her movement has since evolved from a focus on and Traveller women in the UK, Kathleen was a victim children became depressed. “It’s like putting a horse in a women’s footwear to a wider debate around Japan’s of domestic violence. A study in Wrexham, cited in a box. He would buck to get out,” says Kathleen. “We can’t entrenched culture of sexual discrimination. Ishikawa paper by the Equality and Human Rights Commission, live in houses; we need freedom and fresh air.” challenged not only traditional dress codes for female 2007, found that 61% of married English Gypsy women staff but also the shaming culture and “put up or shut and 81% of Irish Travellers had experienced domestic https://www.theguardian.com/lifeandstyle/2011/ up” attitudes that have long prevented Japanese women abuse. And a significant number of those women who feb/25/truth-about-gypsy-traveller-life-women from speaking out against social injustices. had reported the abuse appeared to have suffered more severe and sustained violence than those within #KuToo In the opening chapter of her just-released book #KuToo, mainstream communities. It was meant to be just one of her regular, mundane Ishikawa talks about the liberation that came from musings about life as a woman in Japan. But Yumi expressing her anger. Public displays of emotion are often “I left him and went back to my mammy but he kept finding Ishikawa’s life changed with a tweet she posted on disapproved of in Japan, where gaman (perseverance) is me, taking me home and getting me pregnant,” Kathleen January 24 this year: “Someday I want to get rid of the a virtue, particularly in workplaces where long hours and says. She now feels safe because she has male family practice of women having to wear heels and pumps at outstanding forms of power or sexual harassment are members living on the same site. “With my brother close by, work.” The 32-year-old actor was working as an usher in endured in silence. he wouldn’t dare come here.” a funeral parlour at the time, a job that involved eight- hour shifts in heels measuring 5cm-7cm. Her comment The welfare needs, particularly those of the women and went viral; it has been retweeted 29,000 times, helping girls of this community, are vast. The women are three her become the face of the #KuToo movement — a play times more likely to miscarry or have a still-born child on the Japanese words for shoes (kutsu), pain (kutsuu) compared to the rest of the population. Mainly, this is and #MeToo. Encouraged by the response, Ishikawa, due to a reluctance to undergo routine gynaecological who is also a freelance writer, launched a petition for a care and infections linked to poor sanitation and lack of ban on high-heel stipulations by employers in Japan. clean water. The rate of suicides among Traveller women is Additionally, women are expected to wear skirts or significantly higher than in the general population and life dresses along with a ‘glasses ban’ for women in the expectancy is low for women, with one third of Travellers workplace in Japan. dying before the age of 59. Additionally many Traveller girls are taken out of education prior to secondary school When she submitted her petition to the health ministry in to prevent them mixing with boys from other cultures, June, it had been signed by nearly 19,000 people and has illiteracy rates are high. now collected more than 31,500 signatures. The debate 60 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

A Century of Women • What was her main goal (in 3-4 words)? that they too can make a difference, and that there is • What were some major hurdles/barriers/tragedies a space for them to become active. Aim: that she had to overcome? To explore the many examples of women in Northern • How did she work with others? Who did she - Change often starts at kitchen tables or other Ireland who were actively fighting for equality, women’s collaborate with? boring places with ordinary young women chatting, rights and against injustice. Find out what this means for • Imagine some of the comments she might have discussing ideas and dreaming of a better future. women today. received from other a) men or b) women who did not These moments and conversations should not be like what she was doing. underestimated and can be springboards for much Method 1: • Complete this sentence: I admire that she... bigger things. Choose a number of examples of women’s stories from • How is what she fought for still relevant today? the ‘A Century Of Women’ website before your session • Why do we not really hear about her these days? - We hear stories about influential women and often and print out. You might want to provide some of the automatically think “I could not do this. She must words used as the young women might not be familiar Optional additional method “A Seat at the Table” have had some super power that I don’t have. I am not with them. The website also offers great introductions to After the groups have presented their examples to the like her.” But every historical woman had deep doubts, each decade. Break the group into two smaller ones and larger group, ask each group to appoint one young insecurities, barriers to overcome, body issues, heart assign one women’s story to each small group. The young woman to take on the role of the woman they have been breaks, etc. women read their story and then work on the following working on. Give them some time to step into that role. questions in order to be able to present back to the larger Provide props if possible. They then meet with the other Resources: Sheets of Paper, Markers, A Century of group later: “actresses” at a table in the middle of the room (ideally Women website at https://www.acenturyofwomen.com with a cup of tea) and the activity begins. Let them (as referred to in Method 1 and 2). Method 2: discuss the three Ts: Young women break into smaller groups and are Method 1: Printed stories provided with an electronic device, e.g. tablet, laptop, 1. What are real THREATS to women in my time? for them to work on together. They can now browse the 2. What helps women THRIVE in my time? Method 2: Enough electronic devices (e.g. tablet, laptops) website, choose their own story and then work on the 3. What will young women THINK about us in the that allow young women to break out into small groups following questions in order to be able to present in the future? to work independently, Wifi access larger group later. 4. Are there some TRUTHS about women that will never change? If so what are they? On the following pages we chose two examples of Provide small groups with sheets of paper and markers in women from different decades fighting for different order to collect their answers. If a young women struggles at the table let someone else causes. You can copy these examples and use them from the group step in by taking their seat at the table. in the activity or chose your own on the website: • When and where was she active? E.g. Years, place in https://www.acenturyofwomen.com/ Northern Ireland.. Key Messages: • What were women expected to do/look like in that - Women have contributed to Northern Ireland’s time/place? development in many different ways, but they are • How old was she when she first became active? often overlooked or not acknowledged. The more • What do you think were her main worries? examples we know about what women fought for and • What group/community was her focus? achieved, the more young women will understand HITTING THE MARK IN WORKING WITH YOUNG WOMEN 61

A Century of Women: whom she would draw her pupils, lived in the town centre. founding the Ladies Institute as a pressure group for female With pupil numbers rising from 35 in 1859, to more than education in 1867, as well as the Ulster Schoolmistresses TWO EXAMPLES 60 within the space of few years, the Ladies’ Collegiate Association. She also supported Tod in her successful occupied increasingly large premises at Howard Street and campaign to have girls included in the 1878 Education Margaret Byers (1832-1912) Pakenham Place off the Dublin Road. In 1874, the Collegiate (Ireland) Act, enabling them to sit public exams and in the moved into entirely new premises. The new building, at 1879 Universities (Ireland) Act, which entitled women as the junction of University Road and Lower Crescent, which well as men to be granted degrees from the Royal University is now the Crescent Arts Centre, also housed a separate of Ireland. In recognition of her achievements, she was collegiate department from 1881, providing third level awarded an LLD from Trinity College Dublin in 1905, the first education at a time when Irish universities still resisted full Ulsterwoman to be awarded an honorary degree from any access for women. In 1887, the year of Queen Victoria’s university and in 1908, she was appointed to the Senate of Royal Jubilee, the school was renamed Victoria College and the new Queens University of Belfast. School. Here, Byers set the pattern for change by offering her female students academic courses with subject areas Margaret Byers died in February 1912 and is buried in the such as history, philosophy and science, as well as Latin and City Cemetery on the Falls Road. She is remembered as Greek (necessary for university entrance). Responding to a a strong supporter of women’s academic abilities and a growing demand to equip young women for employment pioneer of their academic rights. opportunities, the students at these schools were trained to take up positions as governesses or teachers, and their well-qualified staff helped to raise standards and encourage respect for female academic achievement.

Byers was a strong church-going Presbyterian and deeply involved in a range of voluntary activities. As elsewhere in Victorian society, drunkenness in Belfast was perceived to be an inevitable precursor to poverty and sin and an active Born in Rathfriland, Co Down, in 1832, Margaret Morrow temperance campaigner, Byers was appointed President of was educated at a ladies’ college in Nottingham. In 1852, the Belfast Women’s Temperance Association in 1895. She she married the Rev John Byers, an Ulsterman educated was also instrumental in the establishment of ‘industrial in Glasgow and Princeton and together they travelled to schools’ for impoverished girls in Belfast and the north and Shanghai on missionary work. Within a year, John Byers fell an active suffragist and Committee member of the Belfast ill and died on the return voyage to New York, leaving his Liberal Unionist Association. widow with a new baby. On her return to Ireland in 1854, Margaret Byers taught at a school in Cookstown. Moving Female education was, however, her primary concern. A to Belfast in 1859, she established the Ladies’ Collegiate close friend of the educational and political activist, Isabella at 13 Wellington Place. At this time, most of Belfast’s Tod, she worked with her to further advance educational commercial, professional and industrial middle class, from opportunities for young women. Both were instrumental in 62 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Monica McWilliams (28 April 1954 - ) In 1992, Monica completed a major study detailing the Good Friday Agreement. She served for two terms, Monica McWilliams was the experiences of women abused through domestic resigning a year early in protest against the Conservative born in Ballymoney and violence. Her findings were regarded as seminal, leading government’s lack of support for the Commission. In 2011, grew up on a farm in Kilrea, to the first government policy in the UK on domestic Monica moved to the Transitional Justice Institute at Ulster County Derry/L’derry where violence. On several occasions, she accompanied women University to undertake further research on human rights. she attended St. Anne’s to hospital despite being subjected to threats of physical Building on her experience in the peace negotiations, she primary school. In 1964, assault by abusive partners. In 2016, with support from participated in capacity building workshops for women she proceeded to Loreto Women’s Aid, she completed a longitudinal study on from other conflict societies, including Colombia, the Convent, Coleraine, where intimate partner violence detailing the changes that had Middle East and Syria, on UN Security Council Resolutions she won several awards for taken place during and post-conflict. on Women, Peace and Security. drama and debating. Monica graduated from Queen’s University Belfast in 1975 where In 1996, she co-founded the Northern Ireland Women’s In 2012, Monica was appointed, by the Minister for she played for the hockey team and was the captain of Coalition, a political party that crossed the sectarian Justice, as oversight Commissioner for prison reform in the women’s athletics team. She won a scholarship to the divide and adopting a party platform based on inclusion, Northern Ireland. In 2014, she co-authored a report for University of Michigan, Ann Arbor, where she completed equality and human rights. Monica was one of two NIWC the Northern Ireland Executive on the disbandment of further postgraduate work on urban planning and candidates elected to the Peace Talks in 1996 (Pearl Sagar paramilitary groups and in 2016, she was appointed by an racism in inner-city Detroit. She joined the faculty of being the other) and became a signatory to the Belfast/ intergovernmental treaty to the Independent Reporting the University of Ulster in 1978, where she introduced Good Friday Agreement in 1998. She championed Commission on the disbandment of paramilitary groups a Certificate in Women’s Studies to provide access to proposals on victims of the conflict, on integrated in Northern Ireland. third level education for women from disadvantaged education and shared housing, the establishment of communities, alongside the first Irish University Master’s a civic forum and the right of women to fair and equal Monica McWilliams has co-authored two government degree in Women’s Studies. political participation. The ideas put forward by the research studies: Bringing It Out in the Open: Domestic Women’s Coalition became an integral part of the 1998 Violence in Northern Ireland (1993, with Joan McKiernan) As a scholar-practitioner, from the mid-1970s onwards Good Friday/Belfast Agreement. She campaigned and Taking Domestic Violence Seriously: Issues for the she campaigned with Avila Kilmurray, Lynda Edgerton on the pro-agreement side during the referendum, Civil and Criminal Justice System (1996, with Lynda and other women activists for legislation opposing sex continuing to forge friendships with widely diverse Spence) alongside a wide range of publications on discrimination and violence against women. Monica political parties including those formerly affiliated to the impact of political conflict on women’s lives. On St served on the management committee of the first armed groups. Monica was elected to the Northern Patrick’s Day, 2001, she delivered the annual Lyceum Women’s Centre in Belfast and set up a Peace Tent for Ireland Legislative Assembly on June 25th, 1998 and Lecture to the Massachusetts House of Representatives nuclear disarmament involving women from all over chaired the sub-committee on human rights as part of and was jointly awarded, with the eight signatories to the Europe. Monica established the Northern Ireland Poverty the implementation of the Good Friday Agreement. peace agreement, the John F Kennedy Profile in Courage Lobby and lobbied with Gingerbread for the rights of one- Award. She received the Frank Cousins Peace Award parent families and prisoners’ wives during the Northern In 2005, the Secretary of State for Northern Ireland appointed from a British trade union for her work with women in Ireland conflict. In the mid-1980s, she was elected to her as Chief Commissioner of the Northern Ireland Human the Northern Ireland peace process alongside a number the first reserve seat for women on the Northern Ireland Rights Commission. On December 10th, 2010, Monica of honorary doctorates, including Doctor of Humane Committee of the Irish Congress of Trade Unions. presented the advice on a Bill of Rights to the Westminster Letters from Lesley College in Cambridge in recognition government fulfilling the Commission’s mandate from of her work on domestic violence. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 63

Lisa Magee Professor Dame Jocelyn Lisa is a stage and screenwriter Bell Burnell from Derry/L’Derry. She is the Jocelyn is from Lurgan and is one of creator and writer of Derry the world’s greatest astrophysicists. Girls. In 2018, she was listed as In 2018 when she was awarded one of BBC’s 100 Women. the Special Breakthrough Prize in Fundamental Physics, she donated the entire 2.3m to help more women access sciences.

Emma McIlroy Women of the 21st Sarah McBriar Larne born and bred, Emma Sarah McBriar is from Belfast worked for Nike before Century from and is founded creative funding her own succesful producer behind the festival fashion label Wildfang. She Northern Ireland and conference AVA. In its fifth owns boutiques for women’s year now, this electronic music tomboy clothes in LA and New festival is becoming more and York. Who is next? more popular. Who is missing?

Bethany Firth Joan Breen Bethany is from Seaford and has competed Joan is from Belfast and has worked in the Paralympics for Team GB as well on large scale financial enterprise as Ireland. She became the fifth female systems, product development and Paralympian to claim a trio of gold medals integration software. She is currently at a single games. No male Paralympian has a software development manger and ever achieved this. She was awarded an MBE mother of 3 children. (Most Excellent Order of the British Empire) by Prince Philip in 2017. 64 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

What has feminism ever done 7. Feminism has opened my mind to new ways of Key messages: thinking by challenging these roles that are seen as • The key messages can be drawn highlighting the for you? ‘for women’ or ‘not for women’ (I can play football, many benefits that feminism has offered women. shave my head, work in a bank, wear jeans etc). Aim: • Feminism has been a dirty word for a long time; To support young women in understanding the relevance Once completed, the facilitator takes feedback on the people have a very negative view of what feminism of feminism on their lives and the opportunities that it task and highlights how feminism has influenced all the is but as you can see it has offered women lots of has afforded them. statements outlined (in varying degrees). The following opportunities that they might not have otherwise prompt questions can be used to further the debate had. Method: around the worksheet task - As a large-group discussion, group members are asked to • Feminism is about women having equal rights to list all the words and phrases that they associate with the • How would it feel to have no choice in who you men, what’s so dirty about that? It’s not about hating word feminism. The facilitator records these on flipchart married? men or thinking that women are better than men. without giving much feedback or challenge on the points • Some people might say that not going to school offered. would be a great thing, but what impact would it Resources: have on girls and women if they were not allowed to Flipchart, pens, markers and worksheet. Once completed the group is then split into small groups go to school? or pairs where they are asked to complete the worksheet • What was the likely impact of not being able to stay on page 65. There is space left for the facilitator to add on in a job once you were married? additional points that may be specific to the group. • What things might you not be able to do now because they are not considered appropriate for a woman? ABO 1. Feminism has given me the opportunity to choose • How would it make you feel if you were not allowed to UT who to or who not to get married to! vote? What impact might it have? A 2. Feminism has allowed me to stay on in a job after I get • What impact might it have if women had limited N C married. access to contraception? How would you feel? E T 3. Feminism has given me the opportunity to wear M IO clothes I feel comfortable in and that I feel express The group are then asked to look again at the Wordstorm O who I am. exercise and to comment on any of the statements that N W 4. Feminism has enabled me to freely vote for a political they had previously made; either to agree or change their party of my choice. minds. They can also now add any additional words in 5. Feminism has allowed me to access education and light of having completed the worksheet. T

employment opportunities that I want to undertake. U 6. Feminism has promoted my right to take control of

my sex life (access to contraception) and is actively O encouraging me to acknowledge that I am a sexual

being. A

HITTING THE MARK IN WORKING WITH YOUNG WOMEN 65

What has feminism done for you? Worksheet Read the statements below and discuss with your partner. In turn tick whether you agree or disagree with each of the statements.

Given me the opportunity to choose who to or who not to get married to! Agree Disagree Allowed me to continue in a job after I get married.

Given me the opportunity to wear clothes I feel comfortable in and that I feel express who I am.

Enabled me to freely vote for a political party of my choice.

Allowed me to access education and employment opportunities that I want to try.

Promoted my right to take control of my sex life (access to contraception) and encouraged me to acknowledge that I am a sexual being. Opened up my mind to new ways of thinking by challenging the idea that some roles are ‘for women’ or ‘not ABOU for women’ (I can play football, shave my head, work in a bank, wear jeans etc). T N AC E T M IO O N W

66 HITTING THE MARK IN WORKING WITH YOUNG WOMEN QUADRANT 4... ABOUT ACTION Quadrant 4 Creating your own youth 3. What experience and skills are required to enact the campaign? campaign Having made the link between the inequalities that Participants complete box 3 in the grid below. young women face and the structures that govern our Aim: society, this quadrant looks at ways of supporting young Part 4 To support young women (and other allies) to create women to take action. As highlighted above, the marker To create change requires some analysis of who, where their bespoke youth campaign for gender equality. of a successful programme is not the size and impact and how to influence. As part of a power-mapping of the action but rather a desire on the part of young exercise the group identifies key people that they might Method: women to speak out against the inequalities that they approach with their core message, how they will do this To create a campaign requires emotion and passion. have identified. They can take action to improve their and where and when it might happen. This exercise can be facilitated through individual or own lives or the lives of other young women. group consensus. 4. Who will you target to bring about change? The aim is to have young women at the centre of any Participants complete box 4 in the grid below Part 1 action. Whether young women run or take part in a small The first goal is to support the participants to identify online campaign which is important to them locally, or a Part 5 their ‘driver’ or ‘trigger’ which often stems from a problem large national event that highlights the issues of women To have a successful campaign requires a succinct or challenge they recognise or experience in life. globally, there is a value in all actions taken. message that is hard-hitting and clear in its intention. Ask the group to think about headline campaigns that 1. What is the issue /problem? The role of the worker during this quadrant is to support they are aware of. Encourage the group to sharpen their Participants complete box 1 in the framework below. and facilitate the group rather than speaking out on their message and to communicate this in 1 or 2 sentences behalf. The worker supports them to identify the issues, with an over-arching strapline or headline. The group Part 2 to develop the skills they need to take action and instils can practice the elevator/lift pitch whereby they have no Participants are then asked to consider what change they within them the confidence to speak up in arenas where more than 30 seconds to communicate their message to would like to see which helps to counteract the issue/ they would not have done so before. an influencer who may you meet in a lift for a short period problem. The group can take time to draw society as they of time. What are you saying and how will you say it? would like to see 20yrs on. What would the ideal society It is important that regardless of the outcome of these look like? campaigns or actions, that these are marked and 5. What is your message? celebrated and that those involved are reminded just Participants complete box 5 in the grid below. 2. What is the change you want to make? how long it can take to change the dominant mindsets. In Participants complete box 2 in the grid below. order to keep young women motivated and engaged it is Part 6 important that they are not set up to fail by a worker who Your ideal and dream is to create some form of change; Part 3 promises large-scale change as a result of their actions. to have a successful campaign!! Consider as a group The next step is to consider what experience and skills you what success might look or feel like? Imagine you are have, or that others working with you might have? This celebrating this success. How will you know you have should also involve a search of other similar campaigns achieved the desired change? that may be ongoing that you can align with. In this way you can join a growing movement of influencers. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 67

6. What does success look like in your campaign? One Small Step Participants complete box 6 in the grid below THE ISSUE THE CHANGE The next step is to have courage to create this change. 1. Have you ever felt so unhappy and frustrated about 2. What might be the change you want to make? What Participants may wish to consider social media something that you wanted to change it? Are you do you want to achieve? promotion to bring their aspiration and campaign passionate enough about something to want to make message to a wider audience. This could be a facebook a difference? video that outlines the problem, through to what success might look like. These one small steps all go some way to influencing change. The campaign can be promoted through the ‘Gallery of Activism’ at YouthAction NI.

Join the One Small Step Campaign at YouthAction: • @OneSmallStepNI • Onesmallstep.today THE SKILLS/EXPERIENCE POWERMAP • www.youthaction.org • Email: [email protected] 3. What are your strengths to progress this change? 4. Who has the power/influence that you need to What skills do you lack that others might bring to the bring your campaign to? Who must you target to bring campaign? change?

N TIO C AB A O T THE MESSAGEU SUCCESS U 5. What is yourT central message? 6. What would constitute success in your campaign? O If you were creating a campaign for GENDER EQUALITY M B what would be your key message or slogan? A E

O B

O W

U T

B S

OU AB T U S

E A M B

O T

U T

C O A

U 68 HITTINGT THE MARK IN WORKING WITH YOUNG WOMEN

One Small Step – A checklist for campaigning /activism • Will you have a # slogan? The STEPS • Have you tested your message with your friends/ • Have you set goals and milestones? The MEANING family to get some feedback? • What are your first steps? • What do you understand by activism? • What do I want people to remember about my • How will you maintain a record of your progress? • What does it mean or look like to be an activist? campaign? • How might others connect with your activism/ • What types of activism are you aware of? • Who might help you carry your message? (media etc.) campaign? • Why do you want to campaign/take action? • Will you have a social media presence to support • Is the campaign/activism about you and/or others? The TRIBE / The SQUAD communications? • How might you approach being an activist? • Who is likely to lead and what qualities and skills do • Might there be issues emerging from your action/ • What can you learn from experienced campaigners/ they have? campaign? activists? • What is their passion? • Are there key messages emerging from your action/ • What skills/strengths might be missing? campaign? The CAMPAIGN • What other roles can people play? • How will you review and assess how the action/ • What do you feel unhappy or frustrated about? • Will you have a high profile/local ambassador? campaign is progressing? • What gets your back up? • What motivates each of the tribe members? • What do you stand for? • Do you feel comfortable working with a diverse team The MOMENTUM • If you did nothing, how would you feel? of people? • How will you keep momentum throughout your • What motivates you to take action or to drive your • Will you develop a committee with specific roles? activism or campaign? campaign? • How might you affirm and appreciate others? • How will you keep others involved in the activism/ • What support might you require from youth workers? campaign? The VISION • How will you get back to those who have supported • What do you want to achieve and why? The MAP or signed up to your campaign/activism? • Who will benefit? • What similar activism or campaigns might exist? • What might impact on your drive and passion? • What will change? • What evidence/research have you got to support • How might you overcome this? • What does success look like? your activism/campaign (facts, statistics, data)? • How can others help? • How long do you anticipate the action or campaign • Who is out there that you need to influence and why? • How might you celebrate success along the way? might take? • Where will you get your message out? (face to face, • Why might people not share you vision? internet etc.) • How will you get your message out? (vigils, marches, The MESSAGE peaceful protests, petitions, online etc.) • What is the problem? • How will you keep informed about your issue through • What is the solution? wider media and policy analysis? • What is your message in 1 sentence? • Are there other campaigns or civil activism groups • Is your message clear? that you could link with to have a better impact? • Will you have a slogan? • Are there organisations or charities that could help • Will you have your slogan/message displayed in you with your activism/campaign? various places? HITTING THE MARK IN WORKING WITH YOUNG WOMEN 69

Message in a bottle Create a manifesto of key asks Pitch your Idea

Aim: Aim: Aim: To encourage participants to write/express their message To create a 5 point manifesto (wo-manifesto) which outlines Selling your project to others. on paper in a way that reaches out to strangers who may key asks or requests. wish to join as allies in supporting the cause or campaign. Method: Method: The group are split into smaller groups. Method: Individuals are asked to consider ‘spheres of influence’ Group 1 and Group 2 will be the presenters and group 3 will Ask the group to think about the practice of sending a that permeate outdated gender messages or that could be the funders. message in a bottle. What comes to mind when you think do better in promoting gender equality. This can include about this? Why might people send a message in a bottle? schools, colleges, universities, churches, GP’s, hospitals, GROUP 1 and 2 What message might they be trying to communicate? What careers, jobs and benefits, parents, employers etc. Each You are going to pitch your idea/project to a funder for a sort of response or action might they have been hoping for? person thinks about 1 thing they would like to ASK of the small grant. Encourage the group to write a letter, as though they relevant organisations, institutions or people. This ASK In the presentation you will consider the following: were writing to a stranger. What is the message that they should be aligned to gender considerations and requests • Title of your project/idea are trying to convene? How might they encourage others for changes in gender messaging. Inform group members • Purpose and aim of project/idea to join in with their actions/campaign? What will convince that they will collectively be choosing the top 5 ASKS of • How will people benefit from the project/idea? others that is a much needed cause? How might they and importance among the group. • What might change as a result of your project/idea? others befit from this? • How will you know you have had an impact? Collectively the group share their individual asks. • How much will it cost? Once the message is completed the group photograph • How will you report on progress? these and then place in a bottle as though they were Following this, the group vote on their Top 5 and explain sending it. The messages can be promoted via social media why these are the most important. GROUP 3 such as twitter in way that showcases the group’s social You are receiving many applications for small grants of action. The group then should re-write the ASKS in a way that is approximately £5,000 to £10,000. It is a very competitive clear and understandable. The group can decorate the process and you want to be sure that your investment is Participants may also want to leave their messages in a manifesto with images and quotes. The group should also going to projects that can really make a difference. bottle with a relevant person such as a teacher, doctor, decide what they wish to do with this manifesto and how The presenting group will have 5 minutes to deliver their politician or policy maker. This could be a symbolic act that they bring into the public sphere. pitch with an extra 5-10 minutes for questions from the involves the group collectively bringing their bottles to their funding panel. You will prepare questions in advance of the local council or regional assembly. presentations which may include: • How does your project fit with our objectives? • Can you tell us more about where the idea for this project came from? • If this project wasn’t funded would it matter? • Why should we invest in you? • What might be your next steps if this project is successful? 70 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Next steps: Preparing to Protest Organise some drummers to make some noise, which is Each of the groups have about 15 minutes to prepare their essential to draw and keep attention on your protest. The presentations. The groups should also consider who will Aim: more noise the better. A drum can be sticks and buckets and speak and present which elements of the presentations. How to Get Attention for Your Protest need not involve a cost.

The funding panel group prepare their questions and a Many groups wish to make their cause more visible and If there is a community arts group in your area see if you can scoring matrix for the presentation and follow up questions. take action to lobby or influence others. Protests and get them on board. rallies can be a great way to do this. These actions can This panel group should also have a chair, treasurer and a indicate that people are dissatisfied with the status quo Identify key people in your group to look out for safety member of the public, for example. (the way things are) and also help people feel supported issues and to direct media and others to appropriate people. as part of a bigger cause. These people should wear luminous or hi-visibility jackets Each group presents their proposal to the panel and are to be identified easily. followed up with panel questions. Method: You want to make sure that your protest is colourful, well- (Adapted from ‘Through the Looking Glass‘ National The panel should score each presentation and make their advertised and makes lots of noise, with clear messaging. Women’s’ Council of Ireland, 2014) decision on the most viable proposal. Think about your protest and what your key message Follow up: will be. Encourage the group to understand that this exercise helps them to consider how to pitch their idea in a clear No matter how serious the issue you are marching for, and concise way and that all ideas are possible. No idea is be creative and fun in your approach. Keep an upbeat rejected but it can be reworked to be clearer in its intention atmosphere going and you will attract a lot more people and outcome. and raise greater awareness.

The exercise is also about picking some of the best elements Decide on a colour or theme for the protest which will be from each proposal with the idea of merging ideas to create very visible. One which is funny or a play on words will a new super idea. communicate easily what the protest is about for people passing by. They may want to join in! Following this role play exercise the group may wish to consider an active application for small grant funding. Make large banners or posters with your key messages on them. Short catchy slogans or striking statistics are good as they are easy to read and the media can pick up on them. Prepare a few chants and have a few people ready to sing them with you to get the crowd going. Can you get a megaphone? Contact other organisations who have held protests before and they may lend theirs to you. HITTING THE MARK IN WORKING WITH YOUNG WOMEN 71

Resourcing, links and Videos to explore gender and feminist issues sign-posting What Disney teaches boys and girls about being boys and girls! Below are some resources and links that can be used to http://www.youtube.com/watch?v= _yAqgatzu TO explore gender, explore gendered expectations and to (3 mins 35 seconds) challenge cultural norms. This list is far from exhaustive but Interviews with children about gender roles rather can act as a starting point that can be added to as you http://www.youtube.com/watch?v=-VqsbvG40Ww undertake work in this area. (2 mins 36 seconds) Tedx presentation on the complexities of gender Children and young adult books http://www.youtube.com/watch?v=NRcPXtqdKjE (16 mins 30 seconds) Little girl shares her frustration with the toys that are on offer to girls http://www. youtube .com/watch?v=srnaXW9ZgZc (1 min 32 seconds) Gender stereotypes in TV snack adverts https://www.youtube.com/watch?v=nssGe19qm64 (8 mins 10 seconds) Gender stereotypes and education - European Institute for Gender Equality https://www.youtube.com/watch?v=nrZ21nD9I-0 (1 min 23 seconds) Half the world speaks - the journey of girls through life: http://www.bbc.co.uk/news/world-24402849 (2 mins 50 seconds) What Catcalling Feels Like https://www.youtube.com/watch?v=TubqX0silFo (2 mins 17 seconds) Three gender pay gap myths explained https://www.youtube.com/watch?v=PKq8MqrvYU8 (3 minutes 27 seconds) What is Feminist activism? https://www.youtube.com/watch?v=CVB7BWHaUT4 (13 mins 24 seconds) Sex, Genders, Sexualities explained by the Genderbread person https://www.youtube.com/watch?v=-cdsGFnNp6Q (7 mins 14 seconds) 72 HITTING THE MARK IN WORKING WITH YOUNG WOMEN

Other Youth Action Resources

You can download any of the following resources at www.youthaction.org/critical-research-hub (scroll down to Publications and click on the image to start download the PDF)

Still Shouting PALS Research into the life experiences of young LGBTQ+ people in Northern Supports young people in being there for their friends if they are Ireland. struggling. It doesn’t turn young people into therapists but rather helps them to gain skills of paying attention to red flags, asking good questions, active listening and seeking support together.

LIFEMAPS Outstanding Resource with insight into how youth work can influence young Research into the life experiences of young LGBTQ+ people in Northern people’s mental health and loads of activities to deliver with young Ireland and replace with a toolkit for working inclusively with lesbian, people 16-25 years old. gay, bisexual and transgender young people.

Turn the Light On The LGBTQ+ Manifesto A crucial resource for any practitioner who wishes to deliver A collection of letters from 31 young LGBTQ+ people informing Relationship and Sexuality (SexEd) in a youth setting. Full of information significant people in their past about their experiences and feelings at and fun activities it touches on topics that are important to young this time E.g. teachers, doctors). Activities are offered on how to use these people but rarely talked about, e.g. sexting, chemsex, consent, porn, etc. letters through a variety of engaging workshops for both young people and adults.

Gender conscious work with young people Still Waiting: The stories behind the statistics of young women A paper exploring issues around gender based work such as single growing up in Northern Ireland gender work, single sex work, mixed gender work, perceptions of A research report providing a holistic view of the lives of young women gender work, the role modelling of the worker and possible outcomes living in Northern Ireland. ‘Still Waiting’ refers to the fact that in many of the work on the lives of young people. areas of young women’s lives they are effectively still waiting. Still waiting to be heard, still waiting for equal representation in politics and positions of authority, still waiting for full and impartial careers Young men and violence resource (practical ways to engage and education, emotional and sexual health advice, still waiting for equality support young men) of opportunity in many respects. This resource is a practical tool for workers/volunteers that supports young men to reflect upon violence through group-orientated exercises that are engaging and related to everyday experiences. HITTING THE MARK IN WORKING WITH YOUNG WOMEN HITTING THE MARK IN WORKING WITH YOUNG WOMEN 75 This programme is funded by

Call into our offices in Armagh, Belfast, Derry /Londonderry, Enniskillen, Newry and Kilkeel. Find out where we are and what’s on at: www. youthaction.org

Contact us at: Enniskillen 028 6632 8534 • Belfast 028 9024 0551 Armagh 028 3751 1624 • Kilkeel 028 4176 9863 Newry 028 3025 6040 • North West 028 7131 8854