3. Contents
Introduction Section B: Sex and relationships Section D: Working together
About this toolkit 2 Introduction 42 Introduction 72
Building support for your work 4 Tools Tools
Preparing the team 5 B1 Community timeline 44 D1 Speaking my truth 74
Planning the work 8 B2 If I knew then what I know now 46 D2 Maintaining energy 76
Using the tools 11 B3 Keep, change, stop 48 D3 Creating structure 78
Skills for using the tools B4 Agree-disagree 50 D4 Building leadership 80
with groups 12
B5 Sex and ‘goods’ 52 D5 Working with allies 82
B6 Money and HIV 54
Section A: Gender, sexuality and
B7 Body mapping 56 Section E: Making a plan
vulnerability
B8 Turning it up, turning it down 58 Introduction 84
Introduction 20
B9 Condoms – safe and sexy 60 Tools
Tools B10 Sex talk 62 E1 Deciding what to work on 86
A1 Cartoon strip 22
E2 Deciding how to do the work 88
A2 Scenes from life 24 Section C: Sexual violence E3 Deciding when to do the work 90
A3 But why? 26 Introduction 66 E4 Deciding who will do the work 92
A4 Chain of effects 28
Tools E5 Deciding how to monitor the work 94
A5 Walking in each other’s shoes 30
C1 Sexual violence and daily life 68
A6 Working day 32
C2 Taking action against violence 70
A7 Making decisions 34
A8 Caring for others 36
A9 Lifelines 38
A10 Gender boxes 40
1
4. INTRODUCTION
About this toolkit
2
Gender, sexuality and vulnerability
Who this toolkit is for
Aim of this toolkit
This toolkit is aimed at individuals
This toolkit aims to support community
and organisations that support
groups to work in a practical
communities to address HIV and AIDS
and thorough way on improving
and related issues. Examples include
understanding and relationships
training organisations, ‘intermediary’
between women and men. Through
NGOs, NGO support programmes
this, it aims to promote sexual well-
and organisations implementing
being, strengthen communities and
interventions in communities.
help them to prevent HIV.
5. What materials are needed to What this toolkit contains Using this toolkit
use this toolkit? Introduction: Explaining what this This toolkit works best if it is used in
toolkit is, who it is for and how it can be the order that it is presented – going
This toolkit is designed to make
used most effectively with community through sections A to E to identify
maximum use of local resources. The
groups. and explore issues and then deciding
majority of the tools involve community
how to work together and what action
members holding discussions, doing Section A: Gender, sexuality and
to take. It particularly suits on going
role-plays or using the ground, sticks, vulnerability: Providing tools to explore
work with community groups, involving
stones, beans and everyday objects, general, everyday issues about gender
regular sessions over several weeks or
such as clothes and household items. and sexuality and how they affect
months.
A small number of the tools, particularly women’s and men’s vulnerability to HIV.
those to develop an action plan in Section B: Sex and relationships:
section E, benefit from the use of a However, it is also possible to ‘dip
Providing tools to explore how gender
blackboard and chalk or flipchart paper into’ this toolkit and select one or
and sexuality affects people’s sexual
and marker pens. more tools for a specific purpose.
relationships and women’s and men’s
As such, it can be used for one-off
vulnerability to HIV.
sessions with community members,
Section C: Sexual violence: Providing
such as awareness-raising meetings to
tools to explore issues relating to
build people’s interest in gender and
gender-based and sexual violence and
sexuality and assess their interest in
how they affect women’s and men’s
further activities.
vulnerability to HIV.
Section D: Working together: Providing
tools to help community groups to
work well together on issues relating to
gender and sexuality.
Section E: Making a plan: Providing
tools to help community groups to
make an action plan for working
together on issues relating to gender
and sexuality.
3
6. INTRODUCTION
INTRODUCTION
Building support for your work
4
Gender, sexuality and vulnerability
Building relationships with allies
Getting permission from key Work with key stakeholders has to be
ongoing, not ‘one-off’. They need to
stakeholders Allies are people, groups and
be regularly informed of the progress institutions whose support can help
Before we start working on gender
of the work, for example by having your work on gender and sexuality.
and sexuality with a community, it is
community members come to talk to The most obvious allies may be local
important to build relations and trust
them about the tools and their impact. service providers, such as health
and work with the community to assess
A good relationship with stakeholders clinics and HIV testing and counselling
and agree on how looking at gender
will make it more likely that they will centres. But, there may be others, such
and sexuality can help to improve the
support the Action Plan that comes as the media or local businesses, that
lives of different groups of people and
from the use of the tools when it is put you have not considered before.
protect them from HIV.
into action in the community.
It is important to build good
Getting permission from key
relationships with allies from the
stakeholders is an important step in this
start. This process might involve:
process. These are people who have a
explaining your work to allies and
particular influence, power or decision-
identifying common interests; talking
making role in a community. Examples
about the contribution that allies can
include chiefs, traditional teachers on
make and identifying what they need
gender and sexuality, teachers, health
in order to make it; and maintaining
workers, civil society organisations and
regular communication with allies and
religious and other local leaders.
reviewing your relationship with them.
The support of key stakeholders is
particularly important for work on
gender and sexuality because it
involves addressing sensitive and
controversial subjects. It is vital that
they not only understand, but support
the work.
7. Preparing the team
• providing training to assist
Creating the right team Using community volunteers
volunteers who are interested in
Work on gender and sexuality with Community volunteers often play a vital
finding paid work
community groups is usually best done role in work on gender and sexuality.
• creating a team identity through
by facilitation teams of staff and/or This can include facilitating activities,
badges, materials or t-shirts.
volunteers, rather than just one person. using the community languages, visiting
A team can support each other and less visible community members to
reach more people more quickly with invite them to meetings, arranging a
better activities. place and equipment for meetings and
doing follow-up after meetings.
If possible, balance teams in terms
of gender, age, social status, etc. Engaging community volunteers in the
Members will have their own views and team and the activities makes the work
experience of gender and sexuality. more credible if they are trusted and
They should also all have: respected people. The presence of
volunteers can also help the team be
• good relationships with the
more accountable to the community.
community
• a basic level of literacy
It is important to find ways to value the
• a basic understanding of HIV and
work of volunteers – to avoid exploiting
AIDS
their interest and commitment. Good
• enough time to do the work
ways to do this include:
• commitment to working together as
• project staff visiting the communities
a team
and working alongside the
• members should be willing to reflect
volunteers to emphasise the
on their values relating to gender and
importance of their work
sexuality and be willing to change as
• providing incentives (such as food or
they learn more.
money) for the work of the
volunteers
5
8. INTRODUCTION SECTION A
Tool A1
Preparing the team
6
Gender, sexuality and vulnerability
Preparing yourself matters. To prepare them to do this, it To prepare for this, it is helpful for the
can be helpful for members to: team to:
Before working with communities,
it is important for all team members • choose someone they trust and who • decide on issues that they may
to consider their own feelings about can listen and offer support discuss with the community and
gender and sexuality, as these might identify those that some members
• tell that person briefly about the
affect how they do their work. It is vital feel uncomfortable discussing or
experiences that they are concerned
that members experience the tools for have strong views about
about, sharing as little or as much
themselves and are able to respond to information as feels comfortable • discuss situations in which
what they learn before using them with discomfort or strong views might
• tell that person how they think these
others. If the team agrees as a group, make it hard for some members to
experiences could affect their work
they can support each other to change facilitate a discussion. Then make a
• explain how they would like to
and be good role models. plan for dealing with such situations
be supported to deal with their
• make time to practice facilitating
experiences.
One way to prepare to use the tools discussions of such issues and
is to think about our own personal enable the members to get feedback
Looking at discomforts and
experiences of gender and sexuality. on how well they handled their
strong views
Some of these may have been, or discomfort or strong views
Some team members may feel
may still be, physically or emotionally • remember that it is right to have
uncomfortable talking openly about
harmful, such as experiences of strong views against harmful
certain topics, such as masturbation.
violence in personal relationships. behaviours such as rape, child abuse
Some may have strong views on certain
It may be hard to talk about certain and violence and we should always
issues, such as sex before marriage.
topics without being reminded of such challenge opinions that promote
It will be difficult for a team member
experiences. these.
to facilitate an open discussion with
community members if they feel
This toolkit is based on the principle
uncomfortable or have such strong
that the process of change begins with
views about the issues at hand.
each of us as individuals. As such, it
is important for the team to become
used to talking openly about personal
9. to discuss these with team members as
Improving teamwork Ways to give each other feedback and
part of the preparation for their work.
support
An important part of preparing the team
This discussion can help to:
to use these tools with communities is It is important to help team members to
• connect roles and responsibilities
to look at what it needs in order to work support each other, especially because
to skills and experience – to make
well together. This might include: working on gender and sexuality can
sure that the members are able to do
raise painful personal issues, cause
what is being asked of them
resistance among people’s friends
Training in the use of the tools
• make clear agreements about how
and family and make people feel
Training for team members should
team members will work together
overwhelmed. Ways to provide support
include:
include: • ensure that responsibilities are
• basic information about sexual
distributed fairly across the team.
• structuring mutual support. For
health, including HIV and AIDS.
example, group members can
This toolkit does not include such
regularly meet together in pairs Helping each other to ‘practise what
information, but there are many other
or small groups to offer each other they preach’
resources that do and that can be
support It is vital that the team ‘practises what
used to refresh members’
• helping members to get to know it is preaching’ and provides a good
knowledge
each other better – by encouraging example of the types of values that
• opportunities to explore their own
them to share their interests and by it is trying to promote, such as equal
thoughts about gender and sexuality.
allowing time for social activities and supportive relationships between
Experiencing the tools themselves
• having supervision sessions with men and women. To do this, it can be
not only enables members to explore
staff to identify further needs for useful to set clear, agreed standards
their own feelings, but to understand
support of behaviour that can be used to
what it is like to be a participant and
hold team members to account for
• making it known what support
to make any necessary adaptations
inappropriate behaviour (such as sexist
is/is not available and making clear
to the tools
jokes or sexual harassment).
agreements about how team
• time to practice and get feedback
members can ask for it.
in their use of the tools. The best
way to learn about the tools is to use
them (with the same materials that Clear roles and responsibilities
will be available in the community) Teamwork is better when everyone
and to exchange feedback with understands their own and each other’s
peers. roles and responsibilities. It is important
7
10. INTRODUCTION SECTION A
Planning
Tool A1 the work
8
Gender, sexuality and vulnerability
Deciding what to work on Deciding which community
Steps for focusing the work
members to work with
The starting point for work on gender
and sexuality will usually be some Start with a general or specific Developing these tools showed that it
sense of concern about particular concern is better to work with specific groups
aspects of relationships between of people when addressing gender and
women and men that are increasing sexuality, rather than offering an open
Form groups of relevant
the spread of HIV and/or worsening its invitation to everyone. For example,
community members to discuss
impact on the community. An example if the community aims to create an
the concern
might be many reports of husbands environment in a local school that
beating their wives. Community leaders, prevents sexual violence, then it may
officials or staff of non-governmental Use tools with this group to be important to work with Ministry
organisations, or women and identify issues to work on and of Education inspectors, teachers,
community members themselves might actions to take students, parents and legal bodies.
voice these concerns.
Overall, it is important to work with
Your team may have identified some people who have:
areas of concern as a result of working • most concern about the issue
with the community to identify problems relating to gender and sexuality
and concerns. This can help to reveal
• most involvement in the issue
problems that would otherwise be
• most influence over the issue.
hidden, such as rape within marriage.
Selecting people who are able to attend
The team and community can then
a series of meetings over time makes
bring relevant groups of community
it easier to use the tools. It also makes
members together to explore the issues
it more likely that the work will be
that underlie the concerns about an
effective and long-lasting.
aspect of gender and sexuality and
identify actions to address it.
11. Making group sessions Building relationships with Planning how to progress the
accessible participants work
It is usually easier to work regularly To work on gender and sexuality, Planning how long the group work
with community members who either it is vital that teams build trusting will last, how many sessions will be
already belong to groups (such as relationships with the community required and which tools will be used
micro credit groups) or are linked to a groups. Without this, participants will depend on the objectives of the
particular institution (such as teachers may be unwilling to share their own project and the circumstances of the
in a school). experiences and discuss what needs to participants. But, in general, it is helpful
change. to plan group-work sessions so as to
move:
However, the most marginalised and
• from describing problems to
vulnerable members of communities Project staff and volunteers need to
understanding them more deeply
are often less likely to be members have something to offer groups and
of such groups or institutions. So, to the broader community and keep their • from discussing less sensitive issues
target these people, the team needs to promises. to exploring more sensitive ones
think about how to do outreach – and • from addressing less controversial
encourage them to participate fully in topics to dealing more controversial
Participants at meetings may need food
the group-work process. ones.
or other incentives to travel to the site
and spend time away from economic
The team also need to consider activities. However, before doing so, the
practical ways to make its group team should check with others in the
sessions as accessible as possible. For area to discuss a common approach
example, it will need to ensure that its to incentives, so that they do not harm
work is carried out at a time and place existing agreements and relationships.
that is appropriate, easy and safe for
the relevant community members.
9
12. INTRODUCTION SECTION A
Planning
Tool A1 the work
10
Gender, sexuality and vulnerability
Planning group sessions Before beginning a session, it is Typical group meeting
important for the team members that
Usually, it is important to work with the
are involved to meet to plan it. The
same group of people over time. How ✔ Welcome everyone, especially new
team may decide to adapt particular
to arrange a series of sessions will members.
tools in order to better suit the group
depend on local circumstances. But it
✔ Remind everyone about why the
with whom they are working.
can generally help to:
group is meeting, what it is working
• work with informal peer leaders and
on and how it has agreed to work.
ask them to convene meetings
✔ Agree on confidentiality issues.
• work with key stakeholders to ensure
that target participants can come to ✔ Invite group to recap on the previous
the sessions meeting’s discussion, review actions
• appoint some of the participants taken since last meeting and discuss
as conveners and give them any issues.
the responsibility for making sure
✔ Agree on the issues you will discuss
participants come to meetings
and use one or more tools to explore
• arrange meetings at places and
those issues.
times where the participants already
meet ✔ Agree on recommendations for action
• think about offering some kind of arising from the discussion.
incentives to motivate people to Summarise the key points from the
attend discussion.
• make any special arrangements ✔ Check on feelings about the meeting
that may be needed to enable some and how to improve it.
participants to attend, such as
✔ Make a plan for the next session.
childcare for women with children.
Fill in an Activity Chart to record the
session.
13. Using the tools
are important for any group process,
Composition of the group feel more comfortable with each other.
but especially when discussing sensitive
This can involve thinking of fun ways
The facilitation team and community will
subjects, such as gender and sexuality.
for group members to get to know each
need to decide about the composition
other better, such as games.
of the groups for each of the tools. For
example, will they facilitate the tool with Confidentiality
single or mixed-sex groups, married Making working agreements Making a clear working agreement on
or unmarried people, or people of the confidentiality is essential. Participants
It is important to create working
same or different age groups? should not tell people outside the group
agreements with the participants. These
details of what specific individuals in
are the ‘ground rules’ that people make
In particular, experience has shown that the group say. However, this agreement
about how they will work together. They
exploring problems relating to gender cannot be enforced and people should
Examples of working agreements
and sexuality benefits from some work be careful about what they are willing to
in single sex and age groups. So, in share and with whom they share it. It is
✔ Listen to everyone.
the ‘how to use it’ instructions for the safer to talk about ‘people like us’ rather
✔ Participate fully.
tools in this toolkit, it is often suggested than disclosing an event as a personal
✔ Stick to the point.
that the work is carried out by single- experience.
sex groups and, in some instances, ✔ Respect everyone’s ideas.
that those groups are further divided Energy and humour
✔ Challenge each other, but do it
according to age. After working in
Maintaining the energy of participants
respectfully.
separate groups, the groups can share
during group work is important.
✔ Try to speak up if you are quiet.
their ideas as they wish so that people
Members may feel overwhelmed by
✔ Try to listen more if you speak
understand each other’s point of view.
difficult issues, reducing energy levels.
a lot.
However, humour is a useful learning
✔ Be as honest as you can.
Introductions tool. People learn better when they feel
✔ Keep confidentiality.
Some groups may know each other more comfortable and relaxed. Ways to
well, while others may not. Whatever maintain the energy and humour of the
✔ Take care of yourself and others
the case, it is helpful to begin any group group include using energisers and ice-
in the group.
work with activities that help people breakers.
11
14. INTRODUCTION SECTION A
Skills for
Tool A1 using the tools with groups
12
Gender, sexuality and vulnerability
Key skills • asking probing questions that follow
• summarising the discussions to
people’s answers with further
check understanding of what has
A critical part of the process of using
questions that look deeper into the
been said.
tools on gender and sexuality is helping
issue or problem
a group of people to work together
• asking clarifying questions by re-
productively. To do this, Facilitator’s Participants also need listening skills in
wording a previous question
particularly need skills in: order to gain the most benefit from this
• asking questions about personal
toolkit. From the start, it is important
points of view by asking about how
to make it clear that the purpose of the
Active listening
people feel and not just about what
tools is to encourage discussion among
This means more than just hearing
they know.
participants, rather than between
what is said. It means letting people
participants and the facilitator. Again, this skill is as important for
know that they are being heard
participants as Facilitator’s and is an
and understood. Active listening
important idea to introduce early in the
Effective questioning
encourages people to be more open in
process.
sharing their experiences, thoughts and Effective questioning involves:
feelings. This is crucial when it comes • asking open-ended questions, for
to encouraging groups to talk more Facilitating group discussions
example using Why? What? When?
openly about gender and sexuality. Facilitating discussions is another basic
Where? Who? and How?
Active listening involves: skill for using this toolkit. It is needed to
increase the participation of people in
• using body language and facial
Why do you their group discussions and to ensure
expressions to show interest and
think that that members are given the opportunity
understanding
happened? to express their range of views and
• listening not only to what is said,
interests. Good facilitation helps to
but also to how it is said – by
improve the quality of discussions and
paying attention to the speaker’s
problem-solving. It also helps groups to
body language
agree on changes that are needed and
• asking questions of the person
commit to taking action on them.
who is speaking – to show a desire
to understand
15. Introducing each tool talkative, you can ask them to allow Managing conflict
others to take part. Encourage the
Facilitator’s need to provide an Talking about gender and sexuality
group to share responsibility for group
introduction and explanation for each may give rise to disagreements in the
dynamics. One way to encourage full
tool that they use. This should be clear group. Facilitator’s need to welcome
participation is to ask every member
and concise and followed by simple this. But they also need to anticipate it,
to say something in turn or else to
instructions. identifying safe ways to respond and
break into pairs or very small groups. move forward.
Also provide a minute or two for quiet
It is important to check that the
reflection before asking people to speak
participants have understood what you Often it is through disagreement
as this helps people to increase their
have said and whether they have any with others that we come to better
confidence.
questions. If there are specific tasks to understand our own thoughts and
be completed in small groups, take time feelings. But there may be situations
Guiding the discussion
at the beginning – before they have when disagreement turns into conflict.
immersed themselves in the task – to The key tasks of a facilitator are to When this is the case, people put
go around to each group and check open up discussion and encourage their energy into defending their own
that they are clear about what to do. full participation by using the tools. positions rather than exploring the
They should also help the group to issues with each other. Helping the
explore the issues raised in more group to manage conflict is a key role
Involving everyone
depth by asking probing questions and for the facilitator. Examples of how to
Helping all participants to take part
encouraging the expression of different do this include:
in discussions is an important part of
points of view. Finally, they should • getting people to state clearly their
facilitating meetings. It involves paying
summarise the discussion (checking for concerns and the reasons for them –
attention to each member’s level of
areas of agreement and conflict) and to reduce the danger of other people
participation. There may be many
note any action points that have arisen. making assumptions
reasons why someone is quiet during a
• getting people to listen to others
discussion. For example, they may be
A key task for a facilitator is to help the carefully and, if necessary, repeating
shy or ill or just thinking deeply.
group stay focused. If the group seems what others said to make sure they
to be losing its focus, it is important to heard it correctly
In general, it is a good idea to try to
remind its members of the objectives • helping people identify areas
bring quiet group members into the
for the activity and the issues that are of agreement and shared concern –
discussion, for example by asking them
being looked at. This will help to get to create common ground to come
direct questions. If someone is very
them back on track. together to work out a conflict.
13
16. INTRODUCTION SECTION A
Skills for
Tool A1 using the tools with groups
14
Gender, sexuality and vulnerability
Achieving agreement Dealing with challenges Dealing with distressed
It will often not be possible or desirable individuals
Facilitating a group meeting will almost
to achieve agreement among group certainly mean dealing with negative or Facilitator’s need to consider how they
members. It is helpful to ask people to disruptive behaviours, such as chatting will respond to group members who
reflect on areas of ‘common ground’ between participants or domination of become distressed. Participants can
for the group, as well as points of discussions by a few vocal individuals. form ‘support pairs’ or small groups –
difference that need further discussion agreeing to meet regularly throughout
or people can agree to differ. the programme (and perhaps in the
Reminding the group of its working
months afterwards) to provide each
agreements and asking everyone to be
other with support.
The facilitator or group should also sum responsible for maintaining them is a
up the main points of the discussion good way to deal with such disruptions.
and any action points that they have It is important to try and involve the When it is not possible to support
agreed. Encourage people to thank group when asking a disruptive group people in this way, the facilitator may
each other for their contributions and member to help, rather than hinder, need to take time after a session to talk
to celebrate the achievements of the the work that the group is trying to do. to the individual one-to-one and either
meeting. In the most extreme circumstances, provide support or refer them to a local
when a participant continues to be service.
disruptive, the group (or the facilitator
acting on their behalf) may need to ask
Personal disclosure
them to leave the group session. In this
Over the course of the sessions,
situation, it is important to arrange to
participants may reveal personal
talk with this person later in order to
information about themselves and their
understand their position and work with
lives, for example disclosing their HIV
both them and the other participants
status. Acknowledge those who do
to reach a decision about whether they
so for their courage in sharing such
should continue to participate in the
information. Remember that stigma and
programme.
discrimination towards those of us living
with HIV is still a problem and the costs
of disclosure can be high. Remind the
17. group of agreements they have made to follow these agreements, but to messages of the toolkit, but also to
about confidentiality. remind them that they cannot be give the person a chance to think more
enforced. deeply about their point of view and the
impact that it has. The facilitator should
Those of us who are living with HIV may
also encourage everyone to listen more
decide to talk about our own personal Group members may talk about
closely to different points of view in the
experience when we facilitate. We may personal concerns because they are in
group. This can be difficult, but it is vital
decide before the session about how a crisis and urgently need help. In such
in helping members to work towards
disclosure could help the group to a situation, the facilitator may need
positive change.
achieve its objectives or we may use an to take time during a break or, in the
opportunity that arises naturally from most serious cases, during the session
the content of a discussion. itself, to deal with it. This will involve A common example of a harmful
assessing the group member’s situation point of view is blaming the victims of
and making a referral where relevant violence. For example, a group member
Creating the right environment
services exist. might say: “If a woman is wearing a
and dealing with crises short skirt and gets raped, it is her own
The first task for any facilitator is to fault”. The following is one suggested
Dealing with harmful points of
try to create a safe and supportive way to deal with such a group member:
view
environment within the group. This will
1. Ask for clarification. For example,
help members to decide for themselves Members of the group are likely to have
say: “I appreciate you sharing your
whether and when to talk about any strong views about the issues in this
opinion with us. Can you tell us why you
personal issues. toolkit. It is important for the facilitator
feel that way?”
to welcome disagreement, but there
2. Seek a different point of view. For
may be some members whose views
Creating such an environment begins example, say: “Thank you. So at least
make the problems worse.
at the point of telling people about the one person feels that way. What do the
group and recruiting people to join it. At rest of you think?”
this point, it is important to encourage Everyone has a right to their opinion,
3. If another point of view is not offered,
people living with HIV to participate. but it is the role of the facilitator to
provide one. For example, say: “I know
see that harmful points of view are
that a lot of people disagree with that
challenged - ideally by participants
The group’s working agreements also statement. Most women and men I
themselves, but, failing that, by the
play an important role in creating a safe know feel that the only person to blame
facilitator. The best way to do this is
environment. One of the tasks of the for a rape is the rapist.”
not only to repeat the core values and
facilitator is to encourage participants
15
18. INTRODUCTION SECTION A
Skills for
Tool A1 using the tools with groups
16
Gender, sexuality and vulnerability
• being aware that role-plays can bring
are such a key part of who we all are as
4. Offer facts that support a different
up a lot of emotions for those playing
people.
point of view. For example, say: “The
the roles and those watching – and
facts are clear. The law states that every
being prepared to stop the process if
individual has a right to say ‘no’ to sex. Dealing with HIV and AIDS calls
people appear to be upset
Whatever a woman wears or does, she for people to have new skills. For
has a right not to be raped. The rapist is • ensuring that people do not get
example, people need skills in talking
the only person to be blamed.” ‘stuck’ in the role they have been
to sexual partners, using condoms and
playing and ‘de-role’ participants.
It is important to remember that preventing sexual violence. To develop
For example, after the role-play
changing deeply held views is difficult. these skills, people need to practice
is complete, you can ask them to
Even after the facilitator has used and get feedback – and role-play can
state their real name and some trivial
these four steps, it is unlikely that the be a good way to do this.
personal facts – to remind
group member will openly change
themselves and the others about
their opinion. But, by challenging the Ways to ensure that role-plays are
who they really are and to separate
statement, the facilitator has provided useful and effective include:
them from their role.
another point of view that the member
• staying aware of not only what is
will be more likely to think about and, it
happening in the scene, but how the
is hoped, adopt later.
rest of the group is reacting
• pausing a role-play when there is
Using role-play an opportunity to discuss a key
Role-play – including acting, singing issue. Then asking questions of the
and dancing – is involved in many of actors and the other participants
the tools in this toolkit. It is a good way about what is happening, why it is
to reveal thoughts and feelings about happening and the implications –
gender and sexuality. Playing a role and using those questions to make
demands more from people than just key learning points
talking about an issue. It involves going • supporting humour as a way to relax
deeper into what they think and feel. people, but ensuring that it does not
This is critical because our beliefs about take over and lose the point of the
gender and sexuality go very deep and role-play
19. Recording and monitoring your minutes at the end of every meeting
Using drawings
to ask each participant to answer
work
Drawing is also involved in many of
some basic feedback questions
the tools in this toolkit. Again, this is One role of the facilitation team is to
• interviewing the friends and family
because it is a good way to encourage take responsibility for recording the
of participants at the beginning
people to reveal their real thoughts and work that it supports in the community.
and the end of the process to assess
feelings about gender and sexuality. One way to do this is to fill in an Activity
what difference the discussions have
Record Sheet after each meeting.
made to the members’ behaviours
This provides a brief and simple way
Drawing can be carried out on the
and attitudes
to document the key facts about a
ground, a blackboard or paper,
• asking participants to keep a
session, such as where it was held, who
depending on the materials available
daily/weekly diary of their thoughts
attended, what issues were discussed
and the preferences of the participants.
and feelings during the process and
and what decisions were reached.
then asking them to use the
It is important for facilitator’s to help
information in these diaries to assess
An example of an Activity Record Sheet
participants to feel relaxed about
what difference the work has made
is provided on the following page.
drawing. This involves explaining that
• holding group discussions with
Activity Record Sheets, or similar tools,
the quality of the drawing does not
some or all of the group members
are vital for monitoring the work that
matter – as it is the issues that are
before the beginning and after the
is being carried out – as they tell the
raised that are important.
end of the process and comparing
‘story’ of what it has involved and how
the findings from these discussions.
it has progressed.
Other ways to assess the impact of
your work on gender and sexuality
include:
• asking for regular feedback from
participants on their thoughts and
feelings about the group work
process and how it is affecting their
lives. Ask them for their suggestions
on improving the meetings. A very
simple way to do this is to take 5-10
17
20. INTRODUCTION SECTION A
Example:
Tool A1 Activity record sheet
18
Gender, sexuality and vulnerability
Activity record sheet: Group meeting on gender and sexuality
1. Details of group meeting
Date of meeting Location of meeting
Number of participants
Type of participants (e.g. men/women, younger/older people)
2. Tools used and issues covered during the meeting
Tools used during the meeting
Issues covered during the meeting
3. Areas of agreement and disagreement among the group
Areas of agreement among the group Areas of disagreement among the group
21. 4. Decisions made by the group
5. Next steps for the facilitator (e.g. issues to cover in the next meeting)
19
22. SECTION A
Introduction to Section A: Gender, sexuality and vulnerability and vulnerability
20
Gender, sexuality
Vulnerability relates to the risks of HIV
Overview Gender, sexuality and
and AIDS that are faced by different
vulnerability
This section of ‘Keep the best,
kinds of people in different kinds of
change the rest’ provides tools to Gender refers to the social, cultural
situations. It helps in understanding
explore general, everyday issues and economic roles, characteristics,
the reasons behind those risks and
about gender and sexuality and opportunities and expectations that
the extent to which people do or do
how they affect women and men’s are linked to being female or male.
not have control over them. Looking at
vulnerability to HIV. The situation in relation to gender
people’s vulnerability is a good way to
varies widely in different societies. But,
see how issues of gender and sexuality
because it is ‘constructed’ (made) by a
This section includes ten tools:
affect HIV and AIDS.
society, gender can be changed over
time – to make that society more just
A1 Cartoon strip
What influences vulnerability?
and equal.
A2 Scenes from life Vulnerability involves a combination of
A3 But why? several different factors:
Sexuality is a key aspect of being
a human and affects people • Bodies: Some people are physically
A4 Chain of effects
throughout their life. It involves more vulnerable to HIV than others.
A5 Walking in each other’s shoes
issues relating to gender, sex, sexual For example, girls and young women
A6 Working day
orientation, pleasure, relationships are more vulnerable because the
A7 Making decisions and reproduction. Sexuality can be genital tract is not as developed
expressed by some or all of a person’s (strong) as it is in older women.
A8 Caring for others
thoughts, beliefs, desires, fantasies, Meanwhile, women or men with
A9 Lifelines
attitudes, values, behaviours, practices, other sexually transmitted infections
A10 Gender boxes
roles and relationships. It is influenced (STIs) may be more vulnerable, if
by the relationship between a wide they have cuts in the skin that make
range of different factors, including it easier for HIV to enter. Research
those that are social, biological, has shown that uncircumcised men
psychological, economic, political, are more vulnerable to HIV infection
cultural, ethical, legal, historical, than circumcised men.
religious and spiritual.
23. • Choices: Some people are more • Some women feel a double
Changing gender roles – keep
vulnerable to HIV because they pressure – to conform to traditional
the best, change the rest
have fewer choices than others when roles when back home in their
This section of ‘Keep the best, change
it comes to their sexual behaviour village, and to be independent
the rest’ focuses on women and men’s
and dealing with the risk of infection. modern women when at work in the
social and sexual lives, how they are
For example, some women town.
changing and how they are affected by
exchange sex for money due to their
HIV and AIDS.
economic needs and may not ‘Keep the best, change the rest’ is an
be able to choose whether to use a important principle of this toolkit. It
It helps communities to look at how
condom with their sexual partners. is based on the view that people can
changes in gender roles are creating
• Abilities: Some people are more make choices about which of their
both opportunities and confusion for
vulnerable to HIV because they have values, beliefs and practices they want
people today. As just some examples:
fewer abilities to deal with their risk to keep and which they want to change.
• Children learn from school and the
of infection. For example, if a woman The tools are designed to help people
media about human rights and
has experienced sexual violence, to make these choices for themselves.
girls can see women moving into
she may have low self-esteem and
positions of authority. But, at the
confidence and not be able to
same time, young people are also
negotiate safer sex with her
under pressure to follow the culture
husband.
of older generations.
• Pressures: Some people are more
• There are signs that changes in
vulnerable to HIV because they face
women’s roles are creating a
more pressure than others to take
negative response from some
risks. For example, young men
women and men, putting pressure
might feel under pressure to have
on people to return to more
many different sexual partners and
traditional ways.
not use condoms to ‘prove’
• Men are under pressure to live up to
that they are men to their peers.
their traditional roles as provider and
head of the house. But, where there
is rising male unemployment, this can
become a problem for those who lack
the economic means to play this role.
21
24. SECTION A
Tool A1 Cartoon strip
22
Gender, sexuality and vulnerability
What is it? How to use it
This tool involves acting out a ‘cartoon 1 Explain the purpose of the tool to participants.
strip’ – a series of scenes about an issue or 2 Ask the group to identify four issues or problems relating to gender and
situation relating to gender and sexuality. sexuality in their community. Examples might include ‘young people are
starting to have sex at a young age’ or ‘there are many cases of husbands
beating their wives’.
Why use it?
3 Divide the participants into four small groups. Ask each group to choose a
To explore people’s real life experiences in
different one of the issues to work on. Ask each one to:
relation to gender and sexuality.
• think of a story about this problem, based on their knowledge and
experience of the local community
Facilitator’s notes
• tell the story by acting out a ‘cartoon strip’, involving a series of five
• Encourage the participants to think
scenes.
of stories that are realistic for their local
Inform them that the final scene (picture 5) should show an ‘incident’ of
community, rather than ones that are too
the problem (such as a couple having unsafe sex or a wife being beaten
exaggerated.
by her husband). The previous scenes (pictures 1-4) should show the
• Inform the participants that ‘cartoon
steps that lead up to the ‘incident’.
strips’ work best when the story leading
4 Bring all of the participants back together. Ask each group to act out its
up to the ‘incident’ (picture 5) takes
‘cartoon strip’. Encourage everyone to discuss the stories and support
place over quite a short space of time
them to draw up a list of the most common issues, events and
(hours/days) rather than a longer period
experiences that lead up to the final scenes.
(months/years).
5 At the end, fill in an Activity Record Sheet. In particular, note any decisions
and action points made by the group and identify next steps. For example,
people might want to identify ways to prevent these situations occurring.
26. SECTION A
Tool A2 Scenes from life
24
Gender, sexuality and vulnerability
What is it? How to use it
This tool involves performing ‘scenes from 1 Explain the purpose of the tool to participants.
life’ – role-plays, songs or poems about 2 Ask the group to identify four issues or problems relating to gender and
situations relating to gender and sexuality. sexuality in their community.
3 Divide the participants into four groups. Divide by age and gender. Ask
Why use it? each group to choose a different one of the issues to work on.
To explore the underlying causes of 4 Ask each group to prepare some ‘scenes from life’ – a role-play, song or
problems relating to gender and sexuality – poem about the issue that is based on characters, events and attitudes
helping people to ‘go deeper’ and express that are similar to those in their community.
what they really think and feel.
5 Bring all of the participants back together. Ask each group to present its
‘scenes from life’. Ask the actors to talk about what it was like to perform
Facilitator’s notes the role-play, song or poem and what they learned from it. Ask the other
participants to talk about how they felt watching the performance and what
• Be aware that this activity can bring
they learned from it. Encourage discussions about:
up strong feelings – as it might remind
people of painful experiences in their own • What was happening in the ‘scenes from life’? Does this happen in the
lives. Encourage the participants to take community?
care of themselves and each other.
• Why did each character behave as they did?
• Inform the participants that ‘scenes from
• What power did each character have in the situation, and why?
life’ work best if they are typical of their
• Who was most affected by the situation, how and why?
community, rather than too dramatic.
• How were the different people vulnerable to HIV?
• Ensure that the role-plays, songs or
• What could each of the people do to reduce their vulnerability to HIV?
poems keep to the point of the activity.
6 At the end, fill in an Activity Record Sheet. In particular, note any decisions
• This tool can be used in a number of
and action points made by the group and identify next steps.
different ways. For example, you can:
present some ‘scenes from life’ showing
a problem that the participants might feel
uncomfortable to talk about.
27. Example 1
‘Scenes of life’ as a song
▼ Example 2
‘Scenes of life’ as a role-play
25
28. SECTION A
Tool A3 But why?
26
Gender, sexuality and vulnerability
What is it? How to use it
This tool involves creating a ‘but why?’ 1 Explain the purpose of the tool to participants.
diagram – by drawing a problem relating
2 Ask the group to identify four issues or problems relating to gender and
to gender and sexuality in the centre,
sexuality in their community.
repeating the question ‘but why?’ and
3 Divide the participants into four groups. Ask each group to choose a
drawing the answers in circles around the
different one of the issues to work on.
problem.
4 Ask each group to draw a ‘but why?’ diagram. Ask them to start by
drawing or writing their issue in a circle in the middle of a space on the
Why use it?
floor, blackboard or sheet of flipchart paper.
To explore the underlying causes of
5 Ask each group to:
problems relating to gender and sexuality.
• Discuss ‘but why does this happen?’ Then write each of the immediate
answers in separate circles around the problem.
Facilitator’s notes
• Look at the first of the immediate answers and again discuss ‘but why
• Be aware that this tool can be quite
does this happen?’ Then write the answer in a new circle and join it to
complicated. Support the participants
the first circle with a line. Repeat this a few times.
to use it by giving them clear, step-by-
6 Ask each group to repeat the activity for each of the other immediate
step instructions and explaining how the
answers and to keep asking ‘but why does this happen?’ until they can
end result shows the different ‘levels’ of
think of no more answers.
reasons for the main problem. It may help
to put arrows on the lines that link the 7 Bring all of the participants back together. Ask each group to share their
circles – with them all pointing inwards to diagram. Support the participants to develop a list of the most common
show how they contribute to the central reasons for problems relating to gender and sexuality and to discuss why
problem. they are the most common.
• Encourage the participants to allow 8 At the end, fill in an Activity Record Sheet. In particular, note any decisions
plenty of space for this tool – so that the and action points made by the group and identify any next steps. For
diagram can spread out as much as is example, discuss what the group and others can do about each cause.
needed.
