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A Community Dialogue Guide

Engaging Communities in Addressing


Gender Norms that Contribute to HIV Risks, Gender Based Violence and other Adverse
Reproductive Health Outcomes

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DISCLAIMER
EngenderHealth and CHAMPION Project does not make any warranty either expressed
or implied, with respect to the information contained in this community dialogue guide
for male involvement. The organization does not assume liability of any kind,
whatsoever, resulting from the use of or reliance upon any information, procedure,
conclusion, or opinion presented in this guide.

The adaptation and production of this guide has been made possible by the generous
support of the American people through the United States Agency for International
Development (USAID). The contents are the responsibility of the CHAMPION Project led
by EngenderHealth, and do not necessarily reflect the views of USAID or the United
States Government.
USAID does not make any warranty either expressed or implied, with respect to the
information contained in this community Engagement guide for male involvement. It
therefore does not assume liability of any kind, whatsoever, resulting from the use of or
reliance upon any information, procedure, conclusion, or opinion presented in this guide.

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Acknowledgement

The CHAMPION project wishes to acknowledge the efforts of Dr. Yeronimo Mlawa for
writing the Community Dialogue Guide.

A number of individuals contributed to the writing of this guide. Special thanks to Ellen
Brazier for her technical assistance through out the process. We also thank all of the
CHAMPION Program staff and technical advisors who have helped in the creation and
review of the guide.

We thank all community action teams and Local Partner Organizations for their
suggestions of the community engagement activities contained in this guide.

Finally, EngenderHealth and the CHAMPION project acknowledge USAID/Tanzania for


sponsoring the development and printing of this guide.

For more information, contact:

EngenderHealth/CHAMPION project
Plot 277 Chato Street , Regent Estates
Post Office Box 105410
Dar es Salaam, Tanzania
Tel: 255-22-277-4941/2/3
Fax: 255-22-277-4940
Website: www.engenderhealth.org

Copyright 2011 EngenderHealth

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CONTENTS Page
Introduction to CHAMPION project……………………………………………………....……………………5

Why Community
Mobilization/Engagement?..............................................................................................5

Why community Dialogue Guide? ...............................................................................5

Theory of Change………………………………………………….……………….……………………………….…6

Who are CHAMPION Catalysts?…………………………………………………………….……….……….…7

What is a community Dialogue? ..................................................................................7

Quick Steps for Organizing a Community Dialogue……………………………….……………………8

Characteristics of a good facilitator ……………………………………………………………………………9

Sample themes for Community Dialogue…………………………………..………………..……………10

 Agenda: # 1. Gender inequality/inequitable gender norms…..………………………….11


 Agenda: # 2. Risky Sexual Relationships ………………………………………………….…….…15
 Agenda: # 3.Gender Based Violence……………………………………………………..……….…19
 Agenda: # 4. Alcohol use/Abuse……………………………………………………...…………….…23
 Agenda: # 5. Underutilization of Clinical Health Services By Men………..………......25

Other Community Outreach Events to Engage Men in the Community …………............27

References: ………………………………………………………..……………………………………..……..…....31

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Introduction
This tool was developed by the CHAMPION Project, a five-year project implemented by
EngenderHealth/Tanzania with funding from the United States Agency for International
Development (USAID) through the President’s Emergency Plan for AIDS Relief (PEPFAR).

The principal goal of CHAMPION is to promote a national dialogue about men’s roles,
increase gender equitable beliefs and behaviours, and, in doing so, reduce the
vulnerability of men, women, and children to HIV/AIDS and other adverse reproductive
health outcomes. The project seeks to positively engage men in addressing HIV and
AIDS; maternal and infant mortality; unintended pregnancy and low contraceptive
prevalence; and gender-based violence (GBV). The project addresses these issues by
seeking to increase men’s individual knowledge and skills; engaging communities
around gender, HIV and reproductive health; promoting workplace health programs;
increasing access to clinical services by men and their partners; and advancing district,
regional and national strategies and policies that enable men’s positive involvement in
the promotion of family health.

Why Community Mobilization/Engagement?

When challenging harmful social norms, power lies in numbers. Most men are good men
who want to eliminate violence and other negative male behaviors, however, they are
unsure of what they can do and lack the opportunity to act in solidarity. The objective of
Community mobilization is therefore to create a supportive environment for men ad
women to question the existing gender norms that puts both men and women at risk of
family health challenges like HIV,GBV ad other adverse reproductive health outcomes

“Community mobilization/Engagement is a capacity-building process through


which community individuals, groups, or organizations plan, carry out, and
evaluate activities on a participatory and sustained basis to improve their health
and other needs, either on their own initiative or stimulated by others.”1

Why this community Dialogue Guide?


The community dialogue was developed based on the premise that changing social and
cultural norms that influence health, including gender norms, must be led by
communities and champions within communities, rather than external change agents.
As such, it is critical to guide and enhance the capacities of community champions and
strengthen community assets.

This tool aims to support Community Action Teams and other partners to plan and
implement community dialogues to facilitate transformation of inequitable gender
norms that puts men and women at risk of HIV/AIDS, Gender Based Violence and other
Reproductive adverse effects

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ENGENDERHEALTH 2010

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Specific objectives of the community dialogue are to enable participants to:

 Identify and explain how inequitable and harmful gender norms increase
risks for HIV infection, Gender Based violence and other RH adverse
outcomes
 Explore the drivers of HIV and identify root causes of risky behaviors that
contribute to HIV infection, Gender Based violence and other RH adverse
outcomes in their communities
 To develop action plans to address HIV/AIDS, Gender Based Violence and
other RH adverse outcome at personal and community level

Key messages:
Gender norms: Inequitable Gender Norms puts men themselves, their partners, and their families
at risk for HIV
Risky Sexual relationships: Multiple concurrent sexual partnerships, Inter-generational sexual
relationships, Transactional sexual relationships, and non use of condoms practices are rooted in
inequitable views of man hood and puts men themselves, their partners, and their families at risk
for HIV
Gender Based Violence: The roots of gender-based violence (GBV) lie in power inequities
contributed by inequitable gender norms and it is associated with HIV, unintended pregnancies
and other adverse RH outcomes
Substance use: Men are more likely to drink than women due to peer pressure and gender
norms and there is an association between alcohol abuse and sexual risks for HIV infection
Men’s involvement in and use of sexual and reproductive health services: Men play dominant
roles in decisions so involving them will benefit them and their partners. By involving men we
will slow the spread of HIV/AIDS and other STDs, prevent unintended pregnancies and reduce
unmet need for family planning

Theory of Change

The underlying assumption of this tool is based on the fact that adherence to non-
equitable views of manhood is positively associated with behaviours that put men and
their female partners and families at higher risk for HIV infection and negatively
associated with protective behaviours. Men who adhere to equitable views of manhood
are more likely to practice safe sex, treat women respectfully and equitably (e.g. less use
of violence) and less likely to abuse substances placing themselves, their partners, and
their families at risk for HIV. This guide also is informed by the Integrated Model of
Communication for Social Change (IMCSC). This model describes a process whereby
“community dialogue” and “collective action” work together to produce social change

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Catalysts

Community
Dialogue

Collective
Action

Social Individual
Change Change

Social Impact= Equitable social norms including


fidelity, non-violence, and respect for healthy
relationships

Who are CHAMPION Catalysts

The CHAMPION project works with the local authorities to identify potential community
groups and local implementing partners to become community based catalysts for male
involvement in HIV/AIDS, Gender Based Violence and other adverse Reproductive
Health outcomes. Community based catalysts, are trained and engaged in identifying
community needs and in developing action plans to address priority concerns in their
communities through culturally acceptable approaches. CHAMPION Community Based
catalyst entails, Community Action Teams, Community Clubs members, Group Education
Field Facilitators, influential community power actors and Local implementing partners
that play a coordination and leadership role

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What is a community Dialogue?
A dialogue is a forum of community members to discuss community problems face-to-
face, identify the root causes, consequences and share experiences to develop local
solutions to the local community concerns. A dialogue is a participatory and interactive
discussion that focuses people’s attention on a particular issue or challenge and
encourages them to share their views about the issue, as well their ideas on what
should be done about it. A dialogue is focused on identifying collective actions that
members of the group can take themselves to address the issue and individual level, as
well as priorities that should be addressed at individual and with other stakeholders and
influential leaders at community level2

Quick Steps for Organizing a Community Dialogue

1. Make a clear decision of whom to invite

Before inviting people for a community dialogue, It is important that a thorough


community assessment is done to determine what community groups/ people to
engage. Since the program may not be able to reach every one at the community
with gender norm transformation, it is important therefore to asses first how
important is it for the organization to reach this group, in order to create a
supportive environment for changed gender norms around HIV/AIDS, GBV and other
RH negative outcomes.

→Criteria for identifying influential Target Groups/Stakeholders;

It is important to identify the community members/leaders in the different sectors of


society
1. Are they from the local community?
2. Do they have followers/opportunities to influence others on gender norms?
3. Do they have the respect of the community?
4. Do they have faith in their communities?

2
Minister of Public Works and Government Services Canada, 2001; Community
Dialogue Toolkit, Supporting Local Solutions to Local Challenges; Canada's Rural
Partnership/www.rural.gc.ca

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It is important to identify these target groups/ stakeholders/ influential people by
targeting diverse community institutions that shape norms in the society. This includes
but not limited to the following;

Community Institutions Example of stakeholders


1. Mosques/Churches Religious leaders at ward- District level
2. Schools Sports, Art and culture teachers and
biology teacher in secondary schools
3. Sports clubs Sports coaches and star player
4. Business/Workplaces Business owners and top management
officials
5. Cultural groups Script writers (Drama & Music groups
6. Mass media Journalists and radio/TV program hosts
7. Marriage Marriage trainers, Kitchen Party MCs, and
wedding MCs

2. Identify a suitable venue

For the dialogue to happen, you need to find a location which is cool and free from
disturbances. This may be out door (under the tree) or in door (class, hall) etc

3. Make a formal invitation

Official invitation is something which matters a lot to make the event successful. Use
an appropriate media to send your invitations e.g letters, email, phone calls, SMS or
face to face visits

4. Make arrangement of the venue

Set for an effective community dialogue is very different from the formal class.
Depending on the number of participants, chairs are set in a circle so that people can
properly see and hear each other. You may serve bites and refreshments to give
your participants energy during the discussions

5. Facilitate the community dialogue

Have an agenda prepared in advance and use it to facilitate the dialogue. Make sure
you are prepared to run the dialogue which makes them address big issues in their
communities. There are four important sections in each dialogue which should be
considered during framing the community dialogue;

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Relationship Building:

 Thank everyone for attending


 Introduce your self and your role as a facilitator for the day and other roles you
are doing at the community
 Go around the circle and ask each person to give a brief introduction, covering
their names, the work they are doing at the community and at least one
expectation they want to see at the end of the dialogue
 After introductions, give a brief introduction by introducing the objectives/aim
of the dialogue

Discussion: Ask a few specific questions to spark conversation. You may divide the
discussion into the following important parts to have a better flow and
understanding;

A: Understanding of the issue: The discussion here is focused on collecting information that best
explains the reality of the issue in terms of the root causes and effects and hence developing a shared
understanding. The best way here is to use a problem tree methodology.

B: Stimulating ideas on ‘’solutions within’’: After people have discussed the root causes of the
problem, here the discussion is focused on local solutions. What can be done to reverse the scenario?
How can each community member play part in bringing solution to the problem?

C: Collective Action: It is important that different member of the community understands their roles
in improving the problem being identified. The discussion here is based on who can do what
depending on opportunities available, capacity and level of influence. Make sure that actions are well
documented for follow up.

N.B: Part B&C above can be done in different days especially for community members who have a
kind of influence. For follow up and community evaluation, a special dialogue can be organized to
discuss how far each member has been able to archive what was promised under part C above. i.e

Phase/Day 1: Understanding of the issue

Phase/Day 2: Stimulating ideas on ‘’solutions within’’

Phase/Day 3:Community evaluation after a collective Action

Lesson learned and plan for action: Make sure you let participants reflect what they
have learned and how they plan to use this information in their lives.

Closing: Makes some closing notes/speech to clear some of observations and clear up
misconceptions to enable the group leave with a shared vision. Make sure to thank
everyone for attending and talk about ways the group may want to continue the
discussion. If applicable, think of a specific action that all attendees could take before
leaving the meeting, i.e. start mainstreaming gender transformative messages in their

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domains of influence etc. Remember to tell them that in future you will hold another
dialogue to collectively share success, monitor and evaluate the progress.

Characteristics of a good facilitator


Good facilitation involves a range of personal characteristics or traits, as well as basic skills to
encourage and to guide open, honest discussions. An effective facilitator is someone who is:

 Open. Be open to a variety of ideas and perspectives and remain non-


judgemental. Never criticise the views or opinions of a participant.

 Encouraging. Be encouraging to help participants feel that their ideas and


contributions are valued, wanted, respected and appreciated.

 Respectful. Show that you respect all participants and do not consider yourself
to be superior or above them. Be sure that your body language shows
participants that you are interested and attentive. Do not look through papers as
a participant is speaking or start a conversation with someone else.

 Sensitive. Be aware of the reactions of participants—i.e., whether they appear to


be uncomfortable, unhappy, insincere, nervous, etc.

 Responsive. React to the comments and contributions of participants, showing


that you are listening carefully to what they say. Also react to any feelings
shared by participants.

 Alert and attentive. Pay attention to subtle things, such as if some group
members are not participating or if one or two individuals are dominating the
session. Invite quiet participants to share their thoughts and opinions. If an
individual is dominating the group, thank him or her for the contributions, and
invite others to share their views.

 Expressive. Speak in an interesting tone of voice and use facial expressions that
convey feelings and emotions, such as empathy, understanding, encouragement
and positive attitudes. Your expressions should not convey disapproval or
judgemental attitudes.

 Lively. Being lively, energetic and humorous will help engage your audience and
keep them feeling awake and alert.

 Flexible. Try to keep the activities going as planned but do not be too
overbearing or controlling. For example, if the discussion gets off-track but is still
interesting and relevant do not cut it short too soon. Try to subtlely return to the

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original topic of discussion, but be sure that you do not make participants feel as
though you are not interested in their views and contributions.

 Confident. Show that you are confident and self-assured.

 Knowledgeable. Prepare sufficiently in advance to ensure that you are


knowledgeable about the topics you are going to discuss. Keep in mind,
however, that you cannot know everything, so if a participant asks a question
that you cannot answer, be honest and tell the group that you will have to get
back to them with the answer.

 Easy to understand. Speak in a loud, clear tone of voice and use language that
participants can understand. Do not use complicated language or terms that the
group members cannot understand and avoid using slang or any terms that
might offend or embarrass participants.

 Patient. Do not rush participants or make them feel pressure to express their
thoughts quickly as they may need time to think about the issues under
discussion. Do not panic or move on to another discussion question or activity
because participants are silent; they may simply need a few minutes to think
about what they want to say.

 Inclusive. Do not monopolize the discussion or allow yourself to be the centre of


the group. Encourage participants to talk to the whole group, rather than to
direct their comments solely to you. If a participant asks a question, ask if any
other member of the group would like to try to answer it before you do.

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SAMPLE PROBLEMS FOR COMMUNITY DIALOGUE

1. INEQUITABLE GENDER NORMS

2. RISKY SEXUAL RELATIONSHIPS (’multiple concurrent sexual partnerships”, ‘’Cross-


Generational Sexual Relationships’’, and ‘’Transactional Sexual Relationships’’)

3. GENDER BASED VIOLENCE

4. ALCOHOL ABUSE

5. UNDERUTILIZATION OF CLINICAL HEALTH SERVICES BY MEN

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Agenda: # 1. Inequitable gender norms (2.5-3HRS SESSION)
At the end of the dialogue, participants will be able to;
1. Explain the difference between “sex” and “gender”
2. Identify inequitable Gender Norms and consequences to men themselves, their
partners, and their families with regard to risk for HIV and other RH adverse
outcomes.
3. Explain how men and other community members can be allies in promoting
gender equitable norms

SAMPLE QUESTIONS FOR DISCUSSION

Part 1: Understanding the issue

1. What is the difference between Gender and Sex (What differentiates between a
woman and a man?)
2. What gender norms (negative beliefs, culture, and practices) in our communities
put men and women in risk for HIV/AIDS and other RH negative outcomes?

Part 2: Identifying root causes and consequences

1. Now ask the female participants if they have ever been told to “Act like a
woman.” Ask them to share some experiences of someone saying this or
something similar. Ask: “Why do you think they said this?” “How did it make you
feel?”
2. Ask participants now give as many examples of what men are told in their
community about how they should behave. Do the same for women
3. How are men, their partners and families affected by these messages
(inequitable gender norms) in our communities?
4. Facilitate the Gender Fishbowl and its associated probing questions.

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Gender Fishbowl:

1. Participants form a “fishbowl” by arranging two circles of chairs, one within the
other. The inner circle comprises of 4 or 5 people who are willing to share their
personal experiences while the other participants formed the outer circle. After
the inner side has completed sharing their views, the people in the outer side
replace them. The rest of the group remains as observers. The rule of the gender
fishbowl is for those sitting in the outer circle to simply listen to those in the
inner circle.

2. Questions for women;

 What is the most difficult thing about being a woman in your community?

 What do you find difficult to understand about men in your community?

 How do you think what men say or the community believe about women
affects women lives?

 What is one statement you never want to hear again men say or the
community treat about women?

3. Questions for men

a. What is the most difficult thing about being a man in your community?

b. What do you find difficult to understand about women in your community?

c. How do you think what women say or the community believe about men
affects men’s lives?

d. What one statement you never want to hear again women say or the
community treat about men?

To conclude the discussion, facilitators thank participants and ask personal reflection
questions, to all participants including the observers :

 What have you learned as a result of this exercise?


 What will you do differently as a result of this exercise?

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Part 3: Collective community action: Identifying solutions and developing an individual
and group community action plan.

→Use the following questions for the group to come up with a comprehensive
actionable way forward;

 If you could change one thing in your community right now, what would it be?

 What do you think we can do in our community (based on our


influence/opportunities we have) in order to build a society with more gender
equitable norms to build healthy relationships free from HIV/AIDS and violence?

 What can influential leaders, parents, organizations, businesses, schools; media,


etc. get involved in promoting gender equitable norms?

Facilitators Notes:

Sex refers to the body’s characteristics, which identify a person as male or female,
including the anatomy (breasts, vagina, penis, and testes), hormones, and genetic
makeup. The term “sex” is also used to refer to sexual intercourse.

Gender refers to beliefs and expectations about women and men, including beliefs
about their characteristics, abilities, and how they should behave. Explore whether
anyone has questions about the two terms, and discuss as needed.

Gender equality is a social condition where men and women (and girls and boys)
experience a balance of power, opportunities and rewards.

Gender equity is the process of being fair to men and women in order to achieve gender
equality or to address gender inequalities

Closing notes: Throughout our lives, men and women receive messages from family,
media, and society about how they should act as men and how they should relate to
women and to other men. Many of these differences are constructed by society and are
not part of our nature or biological make-up. People, men mostly, still have a choice to
live their lives free from these rules by feeling confident as they start to understand the
suffering that are caused by these social inequitable norms/rules. These Inequitable
Gender Norms puts men themselves, their partners, and their families at risk for HIV

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How Gender Inequality Contributes to HIV Risks
Inequitable Access Inequitable Participation Lack of Safety

 Inequitable access to  Low social status of girls  Women’s risks for


education and and women may prevent sexual violence within
information may limit them from making households and
individuals’ ability to decisions about their communities may
protect them against sexual relationships or expose them to
HIV. expressing their increased risks for HIV
 Social norms that preferences related to infection
discourage girls or sexual activity.  Social norms that
women from obtaining  Inequalities in decision- encourage men to be “in
condoms may prevent making power within charge,” in control and
them from protecting households may make it use violence to resolve
themselves against HIV difficult for women to conflicts may results in
in their relationships. insist on condom use to men’s physical and/or
 Social norms that protect them against psychological control of
discourage women and HIV. women, which can in
girls from access to  Social norms that turn lead to a woman
transportation, money encourage women to be being forced to engage
or mobility may prevent quiet and passive, in unsafe sexual
them from obtaining “innocent” about sex, behaviors
sexual and reproductive and ignorant about sex,
health services (e.g., may discourage them
VCT) from communicating
 Unequal opportunities with their partners
for employment may about sexuality in
place women at risk for general
risky sexual  Inequalities in women’s
relationships, including participation in
transactional sex. community and policy
 decision may lead to a
lack or inadequate level
of SRH and social
services make available
to women, as well as
inadequate protections
against gender-based
violence

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Agenda: # 2. Risky Sexual Relationships (’multiple concurrent sexual partnerships”,
‘’Cross-Generational Sexual Relationships’’, and ‘’Transactional Sexual
Relationships’’): (2.5-3HRS SESSION)

At the end of the dialogue, participants will be able to;


1. Define the terms ‘’multiple concurrent sexual partnerships”,‘’Cross-Generational
Sexual Relationships’’, and ‘’Transactional Sexual Relationships’’
2. Explain how ’multiple concurrent sexual partnerships”, ‘’Cross-Generational Sexual
Relationships’’, and ‘’Transactional Sexual Relationships’’ puts more risk for men and
women on HIV/AIDS
3. Explain prevailing norms related to ’multiple concurrent sexual partnerships”,
‘’Cross-Generational Sexual Relationships’’, and ‘’Transactional Sexual Relationships’’
4. Explain how men and women can better address ’multiple concurrent sexual
partnerships”, ‘’Cross-Generational Sexual Relationships’’, and ‘’Transactional Sexual
Relationships in their communities

SAMPLE QUESTIONS FOR DISCUSSION

Part 1: Understanding the issue

1. Ask participants to divide into three groups. Ask each group to explain the
meaning of one of the following terms and how they increase the risk of
HIV/AIDS among men and women: “’multiple concurrent sexual partnerships”,
‘’Cross-Generational Sexual Relationships’’, and ‘’Transactional Sexual
Relationships’’ .After 15 minutes, ask each group to present. Drawing on
participants’ contributions, explain that:

Multiple Concurrent Sexual Partnerships: This means a person who is involved in more
than one sexual relationship at the same time. A married man who is sexually active
with his wife, but also has a girlfriend with whom he has sex is an example of a multiple
concurrent partnership. Similarly, a woman who has sexual relationships with more
than one man at a time is engaged in multiple concurrent partnerships.

Multiple concurrent sexual partnerships increase HIV risks because a person is much
more likely to be exposed to HIV or to pass HIV on when he or she has more than one
sexual partner. In addition, a person is most infectious in the period soon after they
themselves become infected with HIV. People involved in multiple concurrent
partnerships expose themselves and others to much higher risks for HIV

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Cross-Generational Sexual Relationships: A cross-generational sexual relationship is a
sexual relationship where there is at least a 10-year difference in age between the two
partners, such as the relationship between a 30-year old man and a 15-year old girl.

Cross-generational sexual relationships often involve major imbalances of power. The


younger person may find it difficult to negotiate safe sex, even if they are concerned
about HIV risks. Young adolescent women are physiologically more vulnerable to HIV,
and are therefore more likely to become infected if they are exposed to the virus.

Transactional Sexual Relationships: A transactional sexual relationship refers to a


sexual relationship where gifts, money or other support are provided to one person in
exchange for sex.

A person who is receiving money, gifts, or support may find it difficult to say no to
sexual activity or to negotiate safe sexual practices.

Part 2: Identifying root causes and consequences

 Next, ask the groups to discuss how inequitable gender norms facilitate men and
women to engage into such risky sexual relationships (alternative: You can have
a drama performance on how peers and community expectations force men to
engage into risky sexual behaviours). Drawing on participants’ contributions,
explain that:

 Rigid gender norms that promotes gender inequality and sense of


proving manhood through unsafe behavior such as multiple sexual
partnerships, cross-generational sex, and transactional sex.
 Rigid gender norms contributes to lack of couple communication and
sexual satisfaction/romance within relationships
 Other factors that contributes to risky sexual relationships includes;
-Alcohol use/abuse
-Gender Based Violence
-Peer pressure
-Mobility of couples-Couple staying far to each other due to several factors like
job etc

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Part 3: Collective community action: Identifying solutions and developing an individual
and group community action plan.

→Use the following questions for the group to come up with a comprehensive
actionable way forward;

 If you could change one thing in your community right now, what could it be?

 What do you think we can do in our community (based on our


influence/opportunities we have) in order to build a society with more gender
equitable norms to build healthy relationships free from HIV/AIDS and violence?

 What can influential leaders, parents, organizations, businesses, schools; media,


etc. get involved in promoting gender equitable norms for healthy relationships?

CLOSING NOTES: Multiple concurrent sexual partnerships, Inter-generational sexual


relationships, Transactional sexual relationships, and non use of condoms practices are rooted in
inequitable views of man hood and puts men themselves, their partners, and their families at risk
for HIV.
Additional facilitator’s notes: Factors Contributing to Risky Sexual Relationships

Personal Situations Attitudes and Values Knowledge & Skills

Poverty or need for financial Harmful/inequitable gender Lack of knowledge about risks
support roles (see Resource C) related to these relationships
Drunkenness or intoxication Harmful cultural norms Inability to negotiate or refuse
risky relationships
Employment far from Family and/or peer pressure
home/migrant worker status Desire for older/younger
Dissatisfaction with failed partner
relationship Desire for material goods
Lack of intimacy or sexual Desire for status
satisfaction in main
relationship Desire for security
Domestic violence

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Agenda: # 3.Gender Based Violence: (2.5-3HRS SESSION)

 Introductions
 After introductions, give a brief introduction on the objectives below;

At the end of the dialogue, participants will be able to;


1. To describe types of gender based Violence in their communities
2. Identify factors contributing to gender-based violence in their communities
3. Describe consequences of gender-based violence in their communities and
the link to HIV/AIDS
4. Identify potential strategies to challenge gender norms for eliminating GBV
5. Reflect on what they have learned throughout the workshops and how that
can help them make changes in their lives and in their communities

SAMPLE QUESTIONS FOR DISCUSSION

Part 1: Understanding the issue

1. Brainstorm what differentiates between a woman and man(Sex and Gender)


2. Brainstorm what Gender Based Violence means to them.
3. Drawing on participants’ contributions, review the definitions of gender, sex and
Gender Based violence:

Part 2: Identifying root causes and consequences

Alternative ( a)Circles of Influence and Influencing Circles3:


Guide participants in recognizing how the thoughts, beliefs and actions of others
influence and perpetuate gender-based violence as the norm in many communities,
including our own.(45 mins)

1. Randomly distribute character statements, one to each participant. (If there are
less than 30 participants, eliminate statements so that the number of statements
matches the number of participants. Be sure that Benji’s and Betty’s statements
remain in the pile.). Tell them they can read their pieces of paper, but only to
themselves.

2. Ask the participants who have chosen the characters of “woman” (Betty) and
“man” (Benja) to stand in the middle of the room. Announce to participants:
“This woman and man are named Betty and Benja. Betty and Benja, please

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CHAMPION –SASA MAP Guide

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introduce yourselves to the group by each reading the first sentence on your
piece of paper.”

3. Once Betty and Benja have introduced themselves, ask participants:


 “All of you who have papers labeled with “R” (which stands for relationship)
please come form a circle around Betty and Benja.”
 “All of you who have papers labeled C (for community), please come form
another circle around those already standing.”
 “All of you who have papers labeled S (for society), please come stand in this
outer circle.”

4. Explain the first part of the exercise as follows:


 “I will ask a participant to introduce her/himself and to read her/his first
sentence aloud, to Betty and Benja. They are the main characters in this
exercise.”
 “This participant will then tap another participant who will do the same, until
all participants have had a turn.”

5. Ensure there are no questions.

6. Start the exercise by randomly choosing one of the participants to go first.

7. Once everyone has had a turn, conduct a short debriefs using the following questions
(make sure participants remain in position):

 Which circle do you think has the most influence on Betty and Benja? Why?”
 Do any of the circles not have any influence on Betty and Benja? Why or why
not?”
 “What does this exercise tell us about community norms?”
 “What does this mean for our efforts to reduce stigma and violence and the
prevalence and impact of HIV?”

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8. Summarize key points:
 “Everyone is influenced by many factors and people, without even realizing it.”
 “People are usually influenced the most by the people who are the nearest to them.
 They influence us in everyday life.”
 “Even community members who are not as close to us as friends and family influence how we
think and act.”
 “Broader societal influences, like the media, national laws and international conventions, also
affect individuals, even if it isn’t as direct or immediate.”
 “Around all of us are circles of influence: family and friends, community members and society.
 “Norms in the community can change. It is up to all of us.”
 “Everyone has a role to play.”
 “It is up to everyone in the community to create a supportive environment for new behaviors and
norms.”
 “The more people who take on this issue the more likely communities are to succeed in preventing
violence against women and HIV.”

Have everyone return to their seats. Explain that: “Gender-based violence can be
perpetrated by any number of actors—partners, family, community and the State.
Likewise, however, these individuals can also play a role in perpetuating as well as
preventing gender-based violence. In fact, all individuals in the community can play a
role.”

Part 3: Collective community action: Identifying solutions and developing an


individual and group community action plan. (Influencing Circles)

1. Now have everyone think about how they might influence the circles—
relationship, community, society—to stand up against gender-based violence.
Divide participants into three groups, and assign each group a “circle”. Give
groups 30 minutes to think about possible actions that they can take to engage
and mobilize members of each circle to respond to and prevent gender-based
violence. Provide examples, such as:
 Encourage family members and friends to let survivors know that they
have a right to live free of violence.
 Encourage individuals to speak to suspected perpetrators of gender-
based violence to let them know that violence is unacceptable and about
its negative impacts.
 Form community watchgroups that identify cases of gender-based
violence and refer them to the authorities or other GBV services.
 Work with the community leaders to raise awareness about gender-
based violence in the wider community.

2. Once groups have completed their lists, give each group 5 minutes to report
their list of activities to the rest of the participants and invite comments and
input.

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Note: The activities can be put into a formal action plan in a later activity.

Alternative (b): Facilitated dialogue using the GBV booklet ( 45 Minutes)

 Each individual should receive a booklet to take home

 Ask two volunteers to read assuming the role of two characters in the booklet

 Facilitate a discussion after using the questions for men.

Facilitators notes:
Sex refers to the body’s characteristics, which identify a person as male or female,
including the anatomy (breasts, vagina, penis, and testes), hormones, and genetic
makeup. The term “sex” is also used to refer to sexual intercourse.

Gender refers to beliefs and expectations about women and men, including beliefs
about their characteristics, abilities, and how they should behave. Explore whether
anyone has questions about the two terms, and discuss as needed.

Gender-based violence is defined as “violence involving men and women, in which the
female is usually the victim; and which is derived from unequal power relationships
between men and women. Violence is directed specifically against a woman because
she is a woman, or affects women disproportionately. It includes, but is not limited to,
physical, sexual, economical and psychological harm
There are many forms of gender-based violence including:
 Physical violence, including hitting, slapping, burning, etc.
 Sexual harassment and intimidation at work, school and other public institutions
 Sexual violence and abuse, including unwanted touching, forced sex, forced
marriage and refusal to practice safer sex
 Traditional practices harmful to women, such as female genital mutilation
 Economic violence, which includes, withholding of household financial
resources/support, as well as preventing partner from working outside the home
or owning assets/property.

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Facilitator’s resource.
Character Statements
1. (R) My name is Betty. I am married to Benja. We used to be okay, but nowadays Benja
shouts at me a lot and even sometimes hits me. It’s especially bad when he’s been
drinking. I fear him and so do my children. But my mother endured the same fate as
well.

2. (R) My name is Benja. I am married to Betty. For some time now things at home have
not been so good. My wife annoys me, and I have no choice but to shout at her.
Sometimes I even beat her. I guess this is what happens in marriage.

3. (R) I am Benja’s parent. We were raised knowing that men can discipline women. This
is how things should be.

4. (R) I am a friend of Benja. We go to the drinking joint together. I see how you drink
and then go home angry. But it is normal for men.

5. (C) I am an elder. You respect me and follow my advice. Men have to make all the
decisions for a family.

6. I friend of Betty. You and I discuss everything together. My relationship is similar to


yours—men are head of the house, we have to endure.
7. (C) I am your neighbor. I hear your fights at night but say nothing. It isn’t my business.
8. (C) I am an adolescent. I keep silent—what can I do?
9. (C) I am a priest/imam. I keep silent. God/Allah will take care of things.
10. (C) I am a health care provider. I take care of injuries but don’t ask anything. It is not
my business.
11. (C) I am a food seller. I see her bruises but keep silent.
12. (C) I am a police officer. Men sometimes can’t avoid using some small violence at
home. It is a domestic issue.
13. (C) I am a farmer. I think a woman is not equal to a man. A woman should obey her
husband.
14. (C) I am a taxi driver. I think violence should be used against a woman once in a
while. Otherwise women start thinking they can do anything.
15. (C) I am a market seller. Women and men are not equal. If a man wants to show that
he has more power, then that is a woman’s fate.
16. (C) I am a local leader. Violence in relationships is a domestic issue — I don’t have
time for it!
17. (C) I am a pharmacist. You buy things from me, and ask for my advice. I think women
must be patient and endure.
photocopy
18. (C) I am a teacher. Making jokes about girls is just for fun, it doesn’t do any harm.

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19. (C) I am your doctor. I advise you on many issues but don’t see how violence and
HIV/AIDS are connected.
20. (C) I am a social welfare officer. I see violence in the community but I mostly focus
on children, as violence between women and men is pretty normal.
21. (S) I am a judge. Sometimes women file cases just for simple violence. I dismiss the
cases.
22. (S) I am a parliamentarian. There are no laws in my country specifically about
domestic violence—that’s a private matter!
23 (S) I am a donor. I fund AIDS prevention programs in Africa. I only fund ABC programs
– they’re the best!
24. (S) I am a radio announcer. You hear my messages every day. We joke about women
and violence – what’s the harm?!
25. (S) I am a United Nations official. I monitor countries’ progress on international
conventions, but I don’t see the connection between violence against women and
HIV/AIDS.
26. (S) I am a Minister of Health. I decide which services are available at the health
centers. Women’s rights issues don’t belong in clinics – we prescribe drugs!
27. (S) I am a newspaper editor. I show explicit photos of women in my paper, because
it sells!

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Handout: Ecological Model

Societal

Community
y Relationship
Inidividual

Traditional Weak community  Marital conflict A history of


gender norms sanctions against  Family violence in the
that give men GBV dysfunction perpetrator’s
economic and Lack of shelters or  Male or victim’s
decision- other forms of dominance in family of origin
making power assistance/sanctua the family (including
in the ry  Economic stress intimate
household Poverty  Early age at partner
Social norms Traditional gender marriage violence and
that justify roles for women in  Large number of child abuse)
violence transition children Male alcohol
against women Normative use of  Friction over use
Women’s lack violence to settle women’s Male
of legal rights all types of dispute empowerment personality
(including Social norms that  Family honor disorders
access to restrict women’s considered (particularly in
divorce) public visibility more important low prevalence
Lack of criminal The safety of public than the health settings)
sanctions spaces and safety of Young age
against the victim (both women
perpetrators of and men)
GBV (impunity)
High levels of
crime
Armed conflict
Individual level: biological and personal history factors among both victims and
perpetrators
Relationship level: proximal social relationships, most importantly those between
intimate partners and within families.

Community level: the community context in which social relationships are embedded,

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including peer groups, schools, workplaces and neighborhoods.
Societal level: larger societal factors that “create an acceptable climate for violence,
reduce inhibitions against violence.”

CLOSING

Make a closing note using the points below:

1. GBV is well associated with social norms and cultural practices.


2. The 2010 DHS demonstrates that 54% of women and 38 % of men believe that
men are justified in beating their wives under certain conditions.Emphasize that;
Beating Your Wife is never justified:
 You can be your family’s hero by keeping your home violence free.

 Studies worldwide show that women who suffer violence have increased
risk for HIV, pregnancy complications, depression and anxiety, eating
disorders and suicide

Forced Sex, even with your partner, is Violence:

 Wives also have the right to make decisions about their own bodies

 Real love and affection can only be won without force. Good communication
between partners leads to respect, trust and more satisfied relationships

Violence is Everyone’s Problem:

 You can earn respect in the community by standing up to violence when you see
or hear it.

 Violent communities are less likely to prosper and develop because people fear
going about their daily lives

 The problem of GBV requires both individual and collective action and champions
who can effect changes in their own lives while they work to achieve changes in
their communities.

N.B: Make sure to thank everyone for attending and talk about ways the group may
want to continue the discussion

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Promoting Community Members to become Active Bystanders
Facilitator’s notes
Pay attention to participants’ reactions to this activity. It may remind some people of
experiences in their own lives—when they were a target of violence and bystanders did
not do enough to stop the violence, or when they were a bystander and did not do
enough to stop the violence. Remind participants that it is okay to step out of the
activity to take care of themselves. Make yourself available at the end of the session if
anyone needs support. Be clear that the aim of this activity is not to make anyone feel
guilty for not having done enough in the past to stop violence. Rather, it is to look to the
future and to see what more we can do to help stop the violence in our communities.

Steps

 Introductions
 After introductions, give a brief introduction on the objectives below;

At the end of the dialogue, participants will be able to;


 Identify the roles that men can play as active bystanders in stopping violence
 To identify the supports that will help to take on these roles as active
bystanders

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SAMPLE QUESTIONS FOR DISCUSSION

Part 1: Understanding the issue.

Read the case study below to the participants or invite the drama group to perform.

Case Study/short drama:


Yeronimo is a business man at Nyabula ward in Iringa town (use the common names in
your place). One day he came home early home unusual in other days and found her
wife not at home. He asked children and they said she has gone out with nearby friends.
He tried to make a call but she was not reachable. He decided to go out to the nearby
bar. At the bar Yeronimo complained to his friends about her wife to leave home
without permission but his friends just joined him saying women nowadays don’t
respect men. Yeronimo came back home and started biting his wife. Neighbors didn’t
want to intervene until when children came knocking the neighbors door screaming that
mum is not talking, she was dead.

After the performance, facilitate the discussion using the question below

 Does this kind of situations occur in our community? Ask them to give as many
forms of examples on how violence happen without other people intervening
 How could this case study/drama been different?
Part 2: Identifying root causes and consequences

After the discussion above, facilitate the discussion using the questions below.
 Why do people fear to intervene Gender Based Violence? Or What stops men
from being more active bystanders?
 What are the consequences for people not intervening violence in our
communities?

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Example of reasons for not being an active bystander
“It’s a private affair—it’s not my business.”
‘’our culture prevents from intervening violence among couples’’
“My friends will not take me seriously if I speak out against violence.”
“I may get hurt myself if I get involved.”
‘’our culture prevents from intervening violence among couples’’

Part 3: Collective community action; what Men Can Do as Active Bystanders?


After the discussion above, facilitate the discussion using the questions below.
 Ask the group why it is so important that men take more action as active
bystanders in trying to stop violence
 How can we persuade more people to become active bystanders?
 What is needed to help men become more active bystanders?

Closing:
 Summarize the discussion by highlighting the need for men to become more
active bystanders, what kind of action those men can take, and the support
men might need?
 End the discussion by finding out from participants what are their major
knowledge from this activity and about the situation they will make use of
them.

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Facilitator’s notes

Violence occurs every day but many people prefer to ignore it or deny it especially
men’s violence against women. An active bystander is someone who chooses not to
stand by and let the violence continue but takes some form of action to help stop the
violence. Reducing the level of violence in society will require many more men to step
up as active bystanders. Most violence is committed by men and many men are more
likely to listen to another man than they are to a woman. These two facts make it
essential that more men get involved as active bystanders intervening to stop other
men from being violent..

There are many ways that bystanders can prevent, interrupt, or intervene in abusive
and violent behaviors, and the majorities carry little or no risk for physical
confrontation. Since these interventions are not always apparent to people, work with
men as active bystanders should introduce as many nonviolent, non threatening options
as possible. A key element of the Active Bystander approach is facilitating a discussion of
options that bystanders have in a variety of realistic scenarios. It is also important to
mobilize men with power, including government, community, and business leaders, as
well as policy-makers, to think of themselves as active bystanders in the effort to end
violence

Here are some examples of nonviolent options for bystander actions:


• Talk to a friend who is verbally or physically abusive to his partner in a private, calm
moment, rather than in public or directly after an abusive incident.

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• Talk to a group of the perpetrator’s friends and strategize a group intervention of
some sort. (There is strength in numbers.)
• If you have witnessed a friend or colleague abusing a partner, talk to a group of the
victim’s friends and strategize a group response. • If you are a school or college student,
approach a trusted teacher, professor, social worker, or health professional. Tell them
what you’ve observed and ask them to do something, or ask them to advise you on how
you might proceed.4

4
Adapted from: Online Toolkit for Working with Men and Boys, Family Violence
Prevention Fund, San Francisco, Ca., USA

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Agenda: # 4. Alcohol use/Abuse

After introductions, give a brief introduction on the objectives below;

At the end of the session participants will be able to;


1. To explain how alcohol abuse puts men and women at risk of HIV and other
reproductive health problems
2. Identify potential strategies to challenge gender norms that encourage
irresponsible drinking /alcohol abuse
3. Reflect on what they have learned throughout the workshops and how that can
help them make changes in their lives and in their communities with regard to
alcohol abuse

SAMPLE QUESTIONS FOR DISCUSSION

Part 1: Understanding the issue

 Ask the group to think silently for a few moments about what alcohol abuse
means to them.
 Invite each participant to share with the group what alcohol abuse means to
them. Write the responses on flipchart paper
 Drawing on participants’ contributions, review the following definition:

Alcohol abuse is a disease. It is characterized by excessive and maladaptive pattern of


drinking alcohol that results in negative work, medical, legal, educational, and/or social
effects on a person's life.

 Ask at the group through the following questions;

 How big a problem do you think alcohol abuse is in your communities?

 Which types of individuals are most at risk for alcohol abuse in your
communities?

Part 2: Identifying root causes and consequences

 How do you think gender norms affect alcohol abuse in your community?

 What other factors contribute in this problem of alcohol and drug abuse in your
community?

34
Part 3: Collective community action: Identifying solutions and developing an
individual and group community action plan
 Ask the participants what they have learned from the dialogue and how they
plan to use this experience in their daily lives (Record the responses).
 Ask the group now to brainstorm on how they can promote responsible
drinking and free drug society by indicating who should do what in order to
reverse the scenario.

CLOSING:
1. Make a closing note:

 Men are more likely to drink than women due to peer pressure and gender
norms
 There is an association between alcohol abuse and sexual risks for HIV
infection. In fact the more alcohol that is consumed, the greater the sexual
risks
 There is a close association between places where people meet new sex
partners and places where people drink alcohol.
 Almost all of the locations where people meet sex partners are places where
alcohol is served, both in urban and in rural areas
 Alcohol abuse is a big problem in our community. We need to take actions
as we have proposed in order to prevent the suffering that alcohol brings in
our community
2. Make sure to thank everyone for attending and talk about ways the group may
want to continue the discussion. Remember to tell them that in future you will
hold another dialogue to collectively share success, monitor and evaluate the
progress

35
Agenda: # 5. Underutilization of Clinical Health Services By Men
At the end of the session participants will be able to;
 To identify barriers for men to participate in clinical services like VCT,PMTCT
and other RH services
 Explain how male participation in clinical services can benefit men and their
partners
 Identify potential strategies to improve male participation in clinical services

 Reflect on what they have learned throughout the workshops and how that
can help them make changes in their lives and in their communities with
regard to utilization of health services in their community

SAMPLE QUESTIONS FOR DISCUSSION

Part 1: Understanding the issue

 Ask the group to design a quick drama on what men face as barriers at clinic and
their homes that discourage them from participating in clinical services
 After performance, ask the group to brainstorm more of barriers covering from
demand side to the supply side and record responses on the flipchart paper?

 Drawing on participants’ contributions, review the following key points:

Male involvement is central to the improvement of sexual and reproductive health (SRH) and HIV/AIDS
services, and hence better health outcomes. However, men often feel that health care is a woman’s
responsibility, and societal norms of masculinity emphasize behaviors that prevent positive health-seeking
among men. Additionally, providers are often unsure how to, or are unwilling to, work with male clients
due to lack of skills. Health facilities are often designed and operated mainly for women and children.
These barriers contribute significantly to adverse health outcomes for men and their families.

Part 2: Identifying root causes and consequences:

 Ask the group to discuss how male gender norms contribute to poor
participation of men in clinical services. Remind them to relate with messages
men are told to act like men through out their lives.

 Ask the group to discuss how health facility environment contributes to poor
participation of men in clinical services

36
Part 3: Collective community action: Identifying solutions and developing an
individual and group community action plan

 Ask the participants what they have learned from the dialogue and how they
plan to use this experience in their daily lives (Record the responses).Ask the
group now to brainstorm on how they can promote men participation in clinical
services. Use the Ken Wilber Quadrants for the group to come up with a
comprehensive actionable way forward

Four Windows - Ken Wilber Quadrant

Personal Situations Personal Actions

What knowledge and skills do we need to What behaviors and practices do we need
build among community members in to challenge among community members
order to prevent promote utilization of in order to promote utilization of clinical
clinical services by men? services by men

Social values/Norms Community Systems/Our actions

What values/gender norms do we need to What Systems, structures, Services,


build among community members in to policies and laws do we need to reinforce
promote utilization of clinical services by in our community in order to promote
men utilization of clinical services by men

CLOSING: NOTES
 Men play dominant roles in decisions so involving them will benefit them and
their partners

 Men are more interested in family planning than assumed but they don’t
participate because of limited awareness hence we need communication and
services directed specifically to them

 We need to continue promoting couple communication. Couples who talk to


each other reach better, healthier decisions

 By involving men we will slow the spread of HIV/AIDS and other STDs, prevent
unintended pregnancies and reduce unmet need for family planning

37
OTHER COMMUNITY EDUTAINMENT OUTREACH EVENTS TO ENGAGE MEN

While the above activity is a structured dialogue with influential targeted community
groups, other community based communications events can serve as entry point to
spark conversations on different thematic issues. The following is a summary
description of common outreach events to engage men in Tanzania urban settings.

COMMUNITY HEALTH FAIR


Definition and Rationale
A community health fair is a community event aimed at provision of educational
information and services to promote health. A community health fair is usually held in
an open space which is surrounded by or is near a residential area. There should be
sections/desks/tents or bandas allocated to varied partners for health services (e.g. VCT,
Family Planning options, condom distribution etc) and for conducting one-on-one or
small-group discussions. Participants are usually dwellers of the nearby homes.
A community health fair can differ in terms of methods used to mobilize people in the
community and bring them to the event; some may use sports, theater performance,
music, or a combination of the three. Prior to this, some may conduct activations or
send out invitations through community leaders, use of the media, posters and so on –
all done on the days prior to the event. A community health fair is important as an
avenue for community members to access health information and services at their local
environment.

STREET OUTREACH (BODA BODA)


Definition and rationale
Boda Boda is an outreach activity whereby Community Action Teams travels or moves
along a defined route plan making multiple stops where locals congregate to facilitate
dialogue on a specific theme. the mode of travel could be on foot (marching with
music), bicycles or motorbikes, or motorized (van or lorry). At the ‘pit-stops’, the
discussions can be stimulated in various ways, such as through provocative drama or the
introduction of a short topic followed by a Question and Answer session/competition.

38
To spice up the event, community members can vote for the best speaker who could
receive a prize – usually some kind of IEC material.
This activity enables community members to participate in a discussion and reflection of
current gender norms while at their resting/working stations.

MARCHES/RALLIES LINKED TO GENDER AND HIV


Definition and rationale
Marches and rallies are events whereby people are organized to portray a message by
demonstrating as people moving together along a route. Rallies or marches work best
when planned for a particular day (e.g., Father’s Day, World AIDS Day) or when
campaigning for an inevitable change in policy/law. In this case, they are very powerful
when you intend to show support or to lobby for a particular position e.g. marching
against gender based violence, marching in support of greater accountability and
transparency in the management of health care funds etc
They are also effective as an appeal to a public towards an event to be held at a fixed
venue.

CONCERT
Definition and rationale
A concert is an event where an individual musician or a group of musicians, e.g. a choir,
band, or orchestra, performs live in front of an audience.5 Concerts are held in a wide
variety of settings or venues, including dedicated concert halls, entertainment centers,
large multipurpose buildings, and even sports stadia. Regardless of the venue, musicians
usually perform on a stage. The concert is important for project advocacy and provision
of intended health information and services at once to the wider audience while
offering individual services and counseling. In this case, the performances could be used
to convey particular messages or could be used to draw people to an event such as a

5
Encarta Dictionary

39
health fair, where information and services can be accessed concurrently. Concerts can
also be used to mobilize funds for a particular public health issue.

REACHING MEN THROUGH SPORTS


Definition and rationale
Popularity of sports among men makes this a powerful medium for engaging men. They
could be an opportunity to conduct activities and disseminate messages related to
gender equity and HIV/AIDS prevention. Messages could be easily weaved into the
positive aspects of the sport – physical fitness, leadership, teamwork, accountability and
prompt action. During any sports related activity, the targets could be the players
themselves and their coaches/support staff, the onlookers/supporters or
both.Remember too that in most instances, sports stars are looked at as role models;
they can thus be useful media in promoting HIV/AIDS prevention and care messages in
the community.

COMMUNITY HEALTH TALKS /PEER OUTREACH


Definition and rationale
A Health Talk is an outreach activity whereby a facilitator visits formal and informal
groups of people to facilitate a variety of interesting and informative talks on health
issues. Health talk speakers can be volunteers like community action team members, or
health professionals. Programs are usually 1-3 hours long, and may include videos,
picture codes, gender fishbowl etc. Facilitators are able to respond to questions
emerging during the talk. Health talks are one of the potentially powerful
communication channels for facilitate behavior change given their interpersonal and
interactive nature

40
DOOR-TO-DOOR VISITS
Definition and rationale
This refers to conducting door-to-door visits to meet men and their family members in
their homes.

MOBILE VIDEO SHOWS


Definition and rationale
Mobile video shows can facilitate discussion on gender and HIV among men and
women. Video drama with a strong story line and powerful messages can be recorded
and used to elicit discussion on important aspects of gender-based violence,
reproductive health and HIV prevention.

ONE-ON-ONE DISCUSSIONS
Definition and rationale
One-on-one discussions are discussions between peers, friends or family members.
Male gender norm transformation involves deep cultural changes, focusing on
questioning current, harmful gender norms. Indeed, such transformation takes time.
However, one-on-one discussions among friends and relatives are often part of the most
successful intervention in reaching men. For example, talking to individual men at
community health fair, weddings, funerals, and sports fields has been a very effective
strategy and is gaining momentum for a community movement6.

PAINTING MURALS
Definition and rationale
A mural is a painting completed on a wall, that is usually designed to inform, stimulate
reflection or discussion or pass on specific messages. They have also proved to be an
effective tool in initiating dialogue among people

6
Engaging men at community level manual: 2008 The ACQUIRE Project/EngenderHealth and
Promundo

41
REFERENCES
1. CHAMPION –SASA MAP Guide
2. Community mobilization and AIDS; UNAIDS Best Practice Collection technical
update April 1997
3. Community Engagement Facilitators manual, The 2011 CHAMPION
Project/EngenderHealth
4. Engaging men at community level manual: 2008 The ACQUIRE
Project/EngenderHealth and Promundo
5. The Enneagram and Ken Wilber’s Integral Kosmolog
6. Howard-Grabman, L., and Snetro, G. 2003. How to mobilize communities for
health and social change. Baltimore, MD: Health Communication Partnership
7. http://www.pactworld.org/cs/botswana/publications: Outreach guide
8. http://www.smallbusinessnotes.com/operating/marketing/mediainterviews.htm
9. Minister of Public Works and Government Services Canada, 2001; Community
Dialogue Toolkit, Supporting Local Solutions to Local Challenges; Canada's Rural
Partnership/www.rural.gc.ca
10. Youth Advisory group Manual: UJANA-ISHI/Tanzania Family Health International

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