1. Group Proposal/Curriculum Template for Group Counseling
Group for Masculine Identification and Male Gender Identity
Possible name for group: Masculine Exercises
Group Rationale
Modern culture in the United States sends a clear picture of what it means to be a man,
yet many men do not align with the culturally-depicted man. Men often look toward their fathers
to understand what it means to be a man, but many men do not have a father in their life – either
mentally, emotionally, or physically. Therefore, men struggle to understand what it means to be
a man and what it means to be masculine. A group of men can be the perfect venue for a man to
discover what being a man means both individually and as an active member of a community.
Theory
The group is primarily focused on the interpersonal approach. Members will learn about
masculinity through here and now interpersonal interactions between group members. Therapy
will focus on immediate emotional experiences, feedback between members, and consensual
validation. The cohesiveness of the group is of the highest importance because men need to feel
connected to a group before any type of meaningful discussion can take place. Also, men,
generally speaking, respond well to challenges from other men. If a man has a perception of
what it means to be a man and other members disagree, the issue will be confronted in the group
which lead to changed perceptions and cognitive processes. Due to the selected theory, it is very
important that the group facilitator be aware during the activities to call out specific events and
interactions in the here and now.
Group Goals
 Establish a personal meaning for masculinity.

2.  Establish security in the individual’s gender identity.
 Create a supportive group of men to bestow manhood upon each other.
 Evaluate cultural view of manhood.
 Evaluate influence of father-son relationship in gender identity.
Membership
Group members will be 18 years of age or older. Members must identify as male. Race
and socioeconomic status are not defined and all are invited. The age restriction is for the
purposes of liability and due to the maturity needed to discuss the topic of gender identity.
Members should identify as male because the purpose of the group is to help men discover true
masculinity, since men often struggle to understand masculinity. Models are not necessary for
the function of the group; however, the group could be adapted to include models (i.e. father and
son group).
Recruitment
Group members will be recruited by fliers placed at local restaurants, Western Kentucky
University, and local churches. Social media, such as Facebook and Twitter, will also be used to
publicize the group. Prospective group members will email or call me regarding their interest.
Prospective members will receive a prescreening form that asks for basic contact and profile
information. The group will be limited to 8-12 members.
Meeting Times
Where: Gasper River Catholic Youth Camp & Retreat Center
When: Saturdays from 10am-12pm (2 Hours)
Number of Sessions: 8
Multicultural Considerations (if any)

3. These activities may be difficult if there is a language barrier. Different cultures have different
understandings of what masculinity entails.
Group Evaluation
Group evaluation attached in separate document.

4. Session 1
Goal: Initiate members into group/create a bond between group members.
Objective:
 Challenge the need to win always.
 Develop intimacy skills.
 Improve communication skills.
 Create a bond between group members.
 initiation
Activity:
Trust Walk: One facilitator in front leading, another or an adult leader following
the group to ensure safety for all involved
Swamp Swap: Facilitator should stand by participants as they cross bridge to
ensure safety.
All Aboard: Facilitator should walk around the group, looking for trouble spots, or
people in risky positions. You should not all anyone to climb onto another person’s
shoulders.
Instructions:
Trust Walk
1. Have group choose partners, preferably someone they do not know well
2. Explain the rules BEFORE handing out blindfolds
a. One partner is blindfolded, one can see
b. You may not touch your partner, except for safety’s sake
c. No running, this is NOT a race
d. Follow the facilitator wherever he/she goes
3. Lead group to low elements course, switching halfway so each partner has the chance to
lead and be blindfolded
4. Have participants untie blindfolds and hand back in to the facilitator
Swamp Swap
1. Divide group into two units and position one group on each side of the swamp
2. The group may not step into the swamp, or hardships may occur, but need to cross to the
other side—the teams must switch places
3. The group may only use the platforms and the two boards to get their team across

5. All Aboards
1. Group must get their entire team onto the largest platform, and keep them there long
enough to sing a song (Happy Birthday, I’m a Little Teapot, Etc).
2. Group must get their entire team onto the medium sized platform, and keep them there
long enough to sing a song.
3. Group must get their entire team onto the smallest platform, and keep them there long
enough to sing a song.
4. No one should be on another person’s shoulder at any time.
5. If anyone falls off while they are singing, the group must begin again.
Processing Questions:
Trust Walk
 What was it like to rely on a complete stranger to guide you?
 What was listening to another man’s instructions like for you?
 When was the experience challenging/easy for you?
 What was it like to lead another man through some obstacles?
Swamp Swap
 When you were divided into two groups on opposite sides, what did you think about the
members on the other side?
 What did you experience when the facilitator said that this was not a competition?
 How important was proper communication?
 How could thinking outside of the box change the activity?
All Aboards
 Did you feel uncomfortable during this activity? Why or why not?
 What was it like to be that physically close with other men?
 Did being so close to others prevent you from performing your best during this activity?
Why or why not?
General
 Did you connect with any of the men? Why or why not?

6. Session 2
Goal: Improve interpersonal skills to increase group member involvement.
Objective:
 Improve communication skills.
 Create sense of group belonging.
Activities:
Wild Woozy: Facilitator should stand on the outside of the V and keep an eye on the
spotters to make sure they are where they should be and the pair walking on the
wire; other youth should be asked to help spot so as to keep everyone safe. Two
youth under each person, and one spotting behind each person.
Nuclear Fence: Facilitator should be on the side of the rope with the fewest
participants to ensure safety during the activity
King’s Finger: Facilitator should be behind those who are being lifted. If there are
multiple facilitators, or other adult counselors ask them to assist in ensuring the
safety of the participants by spotting.
Instructions:
Wild Woozy
1. Have group divide up into pairs
2. Each pair will take a turn, one person standing on each wire, walking down the wire
3. The goal is to work together as a team to see how far the partners can walk on the
wire
4. One set of partners will stand behind each of the persons on the wire spotting
5. Two sets of partners will stand on the inside, one pair under each person on the wire,
as spotters
Nuclear Fence
1. Have group stand on one side of the nuclear fence and join hands. Break one set of hands
and inform the group they must remain connected throughout the activity
2. The team must move from inside the square to the outside going between the two ropes
while remaining connected the entire time, even when part of the group is on the other
side of the fence
3. The team may reach under the rope to be connected

7. 4. Obviously, lifting will be required for this element and demonstration of spotting is a
must for the group. Safety is a priority for the team, ensure the security of each members
head and neck as they are passed from one side to the next.
5. If a participant touches the rope, they may be given a hardship that makes the group
refocus or may make the challenge more difficult
King’s Finger
1. Must have at least nine people for this activity to ensure enough lifters and spotters
2. The group must get the tire off the King’s Finger without touching the pole and then set it
on the ground
3. If a group does exceptionally well at this, they may also be asked to put the ring back on
his finger without touching the pole
4. If the ring touches the pole, the group must set the tire down and begin again
Processing Questions:
Wild Woozy
 Was it difficult to work with another person? Why or why not?
 Did any of you want to push or pull too much? Why or why not?
Nuclear Fence
 How did your lack of strength or size affect this activity?
 Did you become angry with yourself or others? Why or why not?
King’s Finger
 Was everyone involved? Why or why not?
 What caused frustration/anger during this activity?

8. Session 3
Goal: Challenge male-specific issues.
Objective:
 Learn to ask for help.
 Improve communication skills.
 Develop interpersonal skills.
 Rely on others, instead of personal strength.
Activity:
Trust Fall: One facilitator will be at the head of the spotters and one by the
platform. Take a more serious tone and make sure no watches, glasses, large rings,
hats, etc are worn to prevent any injury. When a participant is on the platform, the
facilitator should be prepared for a fall at any time.
The Maze: Facilitator should be in the inside of the maze walking with the
participants. Remind members to not cheat themselves on the experience to get the
most out of the element. Since this is a one time and you know the trick element, ask
if anyone has done this element before and encourage them not to tell the others the
way out of the maze.
Elevator Escape
Instructions:
Maze
1. Each member should be blindfolded before seeing the maze and placed in the maze one
person at a time
2. Participants should not pull, sit or lean on the rope, use only as a guide
3. They will know when they are out of the maze –cannot go over/under the rope, cannot
untie any knots, or let go of the rope
4. Give instructions: in a moment you can move to your left or to your right, try to keep
both hands on the rope at all times, there is only one way to get out of the maze, if you
need any help just raise your hand and I will come over to you
5. Allow group to travel around the maze several times and begin asking if anyone needs
anything. Prompt the participants—what do they feel like you’re doing? Do you need
anything from me?
6. Must ask for help to get out of the maze. When they ask for help, remove their blindfold
and ask them not to reveal how to get out

9. Elevator Escape
1. Everyone must be involved.
2. Only the member exiting the elevator can touch the elevator.
3. No member can be left behind.
4. The members are “trapped” in the elevator and the only way to escape is the emergency
latch at the top of the elevator, but no one is tall enough to get out on their own.
Trust Fall
1. Eight spotters, four on each side, are lined up across from each other forming a zipper
pattern. One foot should be in front of the other for balance and no interlocking of
fingers or grabbing of the spotters across from the other—prevent dislocations. Everyone
should take turns spotting
2. The facilitator will line up at the head of the zipper
3. Faller will climb stairs and line up with the heels at the edge of the platform. Feet
together, knees locked, arms locked (crossed over, pull up and squeeze tight) chest out
and head back. Facilitator should line up the fallers spine with the spotter’s hands. Do
not be afraid to move spotters in and out for the most support when catching (the most
weight falls to the two inside pairs of spotters). Do not take unnecessary risks—it is
better to risk offending someone than to drop the faller
4. Facilitator will go through checklist with the faller, ask spotters if they are ready and have
them yell “Ready,” ask the faller if they are ready and wait for their reply. If they reply
ready, have the faller fall stiff as a board into the arms of the spotters. If not ready, go
through the entire checklist again
5. Facilitators hands should line up on the fallers shoulders and do not let go until the fallers
feet are on the ground
Processing Questions:
Maze
 Who can we ask for help?
 What do we do when others ask us for help?
 How difficult was it to ask for help?
Elevator Escape
 How difficult was it to rely on others?
 Did you ever give up? Why or why not?
Trust Fall

10.  Who gave you the most support during the activity?
 Did you trust the group? Why or why not?
 What made the activity the most difficult?

11. Session 4
Goal: Evaluate relationship to other masculine men.
Objective:
 Explore relationship with father.
 Identify Father Wounds.
 Explore sense of shame and loss.
 Recognize father is wounded, also.
 Identify need for positive male role models.
 Identify specific positive male role models.
Activity:
Sword Sharpens Sword
Instructions:
1. Form groups of 3-4 members.
2. Share details about relationship with father (both positive and negative).
3. Identify specific events when father wounded member.
4. Share about father’s own woundedness.
5. Give examples of positive male role models specific to individual member.
6. Make plan to form mentor-mentee relationships with positive male role models.
Processing Questions:
 How did your father shape your concept of masculinity?
 Did your father initiate you into manhood? Why or why not?
 How do you experience loss?
 How do you experience shame?
 Did your father have a good relationship with his father? Why or why not?
 Who has been a good example of masculinity for you? Why?
 Who helped you become a “man?” How have they done it?

12. Session 5
Goal: Help other members to achieve their goals.
Objective:
 Learn to sacrifice for others.
 Improve communication skills.
 Develop understanding of teamwork.
Activity:
Jacob’s Ladder
Instructions:
Jacob’s Ladder
1. Facilitator should have set up equipment in advance so they can begin immediately
2. Talk with group about “stretching themselves” getting out of their comfort zone; stress
that it is not important if they reach the top or not—but that they stretch and work
together with their partner. If a camper cannot make it to the top, they may ask to come
down
3. Encourage positive statements only, build each other up
4. Talk about equipment and safety and what they will be doing in this activity and
demonstrate proper way to put on gear—helmet and harness
5. Take volunteers to be slackers and coilers for each facilitator
6. Have two campers hold the bottom of the ladder to keep it from swinging back and
hitting the facilitators
7. Campers may begin when commands have been said: Camper—“B on”; Facilitator—
“On B”; Camper—“Climbing” or “Permission to Climb”; Facilitator—“Climb On”
8. When campers come down, instruct them to lean back and curl up into a ball and hold
onto the knot in front of them so that you may lower them to the ground
Processing Questions:
 How did your partner help you reach your goals?
 How did you experience trial? How did you over come trials?
 How did you work together to overcome obstacles?

13. Session 6
Goal: Demonstrate that the entire group is needed to support one man.
Objective:
 Work as a team toward a unified goal.
 Improve communication skills.
 Continue to develop teamwork.
Activity:
Giant Swing
Instructions:
1. Explain safety equipment, help first person into their harness and attach to wire
2. Everyone else gets into the haul lane
3. When the person in the harness says “go” everyone in the haul lane begins walking
backwards pulling the person into the air
4. Person pulls the release string and goes flying through the air
Processing Questions:
 What was it like to be the member being lifted into the air?
 How much control did you have over the situation as the person in the air?
 How much control did you have over the situation as a person on the ground?
 What was it like to be a member of the haul team?

14. Session 7
Goal: Assist members in overcoming diverse obstacles.
Objective:
 Improve communication skills.
 Improve teamwork skills.
 Affirm and encourage other members, especially those physically weaker.
Activity:
Vertical Playground
Instructions:
1. Facilitator should have set up equipment in advance so they can begin immediately
2. Talk with group about “stretching themselves” getting out of their comfort zone;
stress that it is not important if they reach the top or not—but that they stretch and
work together with their partner. If a camper cannot make it to the top, they may ask
to come down
3. Encourage positive statements only, build each other up
4. Talk about equipment and safety and what they will be doing in this activity and
demonstrate proper way to put on gear—helmet and harness
5. Take volunteers to be slackers and coilers for each of the facilitators
6. Have one campers place a foot on the bottom rung of the ladder to keep it from
swinging back and hitting the facilitators
7. Campers may begin when commands have been said: Camper—“Belay on”;
Facilitator—“On Belay”; Camper—“Climbing” or “Permission to Climb”;
Facilitator—“Climb On”
8. When campers come down, instruct them to lean back and curl up into a ball and
hold onto the knot in front of them so that you may lower them to the ground
Processing Questions:
 How was this activity different from Jacob’s Ladder?
 What unique challenges did you face?
 What did you learn about yourself?
 Did you discover a new talent? If so, what is it?

15. Session 8
Goal: Terminate Group
Objective:
 Say goodbye in a meaningful way.
 Brainstorm effective support for future endeavors.
 Explore experience of loss due to group termination.
Activity:
Brainstorming
Saying Goodbye
Instructions:
Brainstorming
1. Identify community resources for men.
2. Identify ways to continue exploring gender-identity.
3. Create ways to support those seeking understanding of masculinity.
Saying Goodbye
1. Each member should say goodbye to every member.
2. While saying goodbye, an affirmation of the member should be given. The affirmation
must be regarding a group member’s specific contribution to the group.
Processing Questions:
 How can you continue to discover your own masculinity after group?
 How can you help others discover their masculinity?
 What is most difficult about leaving this supportive group of men?
 How do you see yourself now that is different from before group?
 How did your own masculinity change from attending group?