1. Booklet III & IV Antonia Tsirigoti

2. Booklet III & IV  Some activities that were incomplete have been integrated into the manual, e.g.  Activity: To address a problem matter-of-factly  Activity: Step Forward  Choose Respect handouts  Activity: “Imagine that…” (change of sex)  Problems: no step-by-step process was given  Threre are some explanations for activities pending:  Website: Spielwiese zu Spaß oder Gewalt/ Playground of fun or violence  Activities from Austrian partner

3. Booklet III & IV  Permissions to use copyrighted activities have been obtained for almost all activities  Request was send but pending permissions are:  How it is being a girl... how it is being a boy... (Attawell et al. 2001)  Social Gender Roles (Attawell et al. 2001)  No information received by Austria regarding rights of  Picture (Leeb et al, 2008)  Role Play (Stachl-Astleithner & Henschl, 2006)

4. Booklet III & IV  Do we need to ask for permission from  Rothe, A., Bönold, F. (2006). Geschlecht bewusst gemacht: Ein Training für Jugendliche. Germany: Frauenakademie München e.V.  Högger, D., Weber, H., Haberthür, R. (2005). Harmo-nie?: Zeigen unsere Schäfchen plötzlich Zähne? - Beziehungsgestaltung im schulischen Alltag. Switzerland: Fachhochschule Nordschweiz.  Step Forward (Schad, 2006)

5. Booklet III Activities  Module 1: Introduction & Setting Goals  Opening & pre-questionnaire  The name game: the meaning of our names  Expectations and objectives  Ground Rules  Module 2: Gender Stereotypes & Gender Equality  Unit 1: Gender Stereotypes - Masculinities vs Femininities  22 activities  Unit 2: Patriarchal Societies  4 activities  4 Working Group Exercises Activity 2.1.1. How it is being a girl... how it is being a boy... Activity 2.1.2. Social Gender Roles Activity 2.1.3. What I like – What I don’t like Activity 2.1.4. "Men, Women and Society" Activity 2.1.5. Sex and Gender Activity 2.1.6. Quiz: Professions, Roles & activities of men and women Activity 2.1.7. Agree and disagree Activity 2.1.8. "At the end it says…" Activity 2.1.9. “Gender not Sex” Activity 2.1.10. Gender Box Activity 2.1.11. “Step Forward” Activity 2.1.12. “Real Man and Real Woman” Activity 2.1.13. “Myths about Women and Men and their Consequences" Activity 2.1.14. Life Path Activity 2.1.15. “Proverbs and Sayings” Activity 2.1.16. Self Discovery Activity 2.1.17. Sex Stereotyping Activity 2.1.18. "XXX" Activity 2.1.19. That’s my Music Activity 2.1.20. "Gender Performance" Activity 2.1.21. "Role Play" Activity 2.1.22. "Imagine that…" Activity 2.2.1. The Benefits of Being Male Activity 2.2.2. Power Chart Activity 2.2.3. Continuum of Harmful behaviors to Girls and Boys Activity 2.2.4. "XXX" 1. “Gender through the eyes of the Press” 2. “Gender through the eyes of the School” 3. “Gender through the eyes of the Mass Media” 4. “Playing roles... about equality and...inequality”

6. Booklet III Activities  Module 3: Healthy and Unhealthy Relationships  5 activities  Module 4: Intimate Partner Violence  Unit 1: Raising Awareness  7 activities  Unit 2: What we can do to stop relationship/dating/intimate partner violence – ways of intervening in IPV  5 activities  Booklet III consists a toolbox of activities  some of them overlap with others  one can select activities having the same aim Activity 3.1. "What is Love?" Activity 3.2. "Adolescent Relationships" Activity 3.3. Healthy and unhealthy relationships – Recognizing warning signs Activity 3.4. Persons and Things Activity 3.5. To address a problem matter-of-factly Activity 4.1.1. Definition and Types of Relationship/Dating/Intimate Partner Violence Activity 4.1.2. Anna and Dimitris Activity 4.1.3. What is Relationship Violence Activity 4.1.4. “Cases of Violence” Activity 4.1.5. Myth or Reality? Activity 4.1.6. Myths about Violence Activity 4.1.7. The Power and Control Wheel & Equality Wheel Activity 4.2.1. Raise young peoples’ awareness on recognizing warning signs indicating IPV and on ways to offer help Activity 4.2.2. What we can do to stop Intimate Partner Violence: a toolbox of intervention strategies Activity 4.2.3. Taking a Stand Activity 4.2.4. From Violence to Respect in an Intimate Relationship Activity 4.2.5. Look, Listen and Learn – the path to enhance good communication

7. Booklet III - Other Contents  INTRODUCTION  Information about the GEAR against IPV project  Short description of the Master GEAR against IPV Package  Booklet III and How to use it  PART A.: OVERVIEW OF THE GEAR against IPV WORKSHOP  A1. Aim and Objectives  A2. Target Group  A3. Why schools and teachers should be involved?

8. Booklet III - Other Contents  PART B. HOW TO ORGANIZE YOUR WORKSHOP IN THE CLASSROOM  B.1. Workshop’s design & preparation  B2. How to document your “GEAR against IPV” workshop  PART C. HOW TO EVALUATE YOUR WORKSHOP  PART D. HOW TO MONITOR AND REPORT  PART E. “GEAR against IPV” ACTIVITIES  REFERENCES OF ACTIVITIES USED IN THIS MANUAL

9. Booklet III - Other Contents  ANNEX A. BACKGROUND THEORETICAL INFORMATION  A.1. Gender equality and healthy relationships  A.1.1. Gender roles and gender stereotypes  A.1.2. Patriarchal Societies and gender inequality  A.1.3. Healthy and unhealthy relationships  A.2. Intimate Partner Violence  A.2.1. What is Intimate Partner Violence (IPV)?  A.2.2. Extent of the problem of IPV/dating violence  A.2.3. The dynamics of IPV  A.2.4. How to recognize abuse  A.2.5. How to react in detected or revealed abuse  A.2.6. Primary prevention of IPV

10. Booklet III - Other Contents  ANNEX B. EVALUATION TOOLS  Pre-questionnaire  Post- & follow-up questionnaire  ANNEX C. REPORTING TOOLS  Reporting Form  Workshop(s) schedule  activities selected and implemented  adaptations needed  problems faced & lessons learned  evaluation report  ANNEX D. FURTHER READING  List of bibliography in English  Country national bibliography

11. Booklet III – Cultural Adaptation  What needs to be added  Annex A.2.2. Extent of the problem of IPV/dating violence  Annex A.2.5. How to react in detected or revealed abuse  Annex D: Bibliography in English + Country national bibliography Which activities may need cultural adaptation  Activity 2.1.15. “Proverbs and Sayings”  Examples like: “same-sex marriages are not recognized by law”  Gathering culturally relevant songs  Activity 2.2.2: The Power Chart Other adaptations in the Manual  Target group

12. Booklet IV – Worksheets & Handouts  Introduction  How to use this booklet  Worksheets – Module 2  Unit 1  7 Worksheets  1 Picture  1 Results table  Unit 2  3 Worksheets  Worksheets – Module 3  2 Worksheets Activity 2.1.1. Sample of worksheet Worksheet 1a (for boys) Worksheet 1b (for girls) Activity 2.1.2. - Worksheet 2 Activity 2.1.3. - Worksheet 3a (for girls) Worksheet 3b (for boys) Activity 2.1.5. - Worksheet 4 Activity 2.1.6. - Worksheet 5 (for the student): Worksheet 5 (for the teacher): Activity 2.1.7. - Results table Activity 2.1.8. - Worksheet 6: At the end it says… Activity 2.1.15. – Worksheet 7: Proverbs and sayings Activity 2.1.19. - Picture Activity 2.2.1. - Worksheet 8: The Benefits of Being Male Activity 2.2.3. - Worksheet 9: Cards for the Continuum of Harmful behaviors Activity 2.2.4. - Worksheet 10: Examples of behaviors Activity 3.3. - Worksheet 11: Healthy & unhealthy relationships Activity 3.6. - Worksheet 12a: To address a problem matter-of-factly Worksheet 12b: To address a problem matter-of-factly

13. Booklet IV – Worksheets & Handouts  Worksheets – Module 4  Unit 1  6 Worksheets  Unit 2  2 Worksheets  Handouts – Module 3  2 Handouts  Handouts – Module 4  Unit 1  4 handouts  Unit 2  8 handouts Activity 4.1.2. - Worksheet 13: Anna and Dimitris Activity 4.1.3. - Worksheet 14 (for teacher): What is relationship violence Worksheet 14 (for student): What is relationship violence Activity 4.1.4. - Worksheet 15: Cases of Violence Activity 4.1.5. - Worksheet 16: Myth or reality Activity 4.1.6. - Worksheet 17: Beliefs about violence Activity 4.1.7. - Worksheet 18a: Examples of Violent Behaviours Worksheet 18b: Examples of Behaviours of Equality Activity 4.2.2. - Worksheet 19: Scenarios Activity 4.2.3. - Worksheet 20: Taking a stand Activity 3.3. - Handout 1: Is your relationship equal and healthy or not? Activity 3.3. - Handout 2a (for girls): What would you do? Handout 2a (for girls): What would you do? Activity 4.1.4. - Handout 3: Signs of Violence in a Relationship Handout 4: What if you have noticed that your friend acts violently in a relationship? Activity 4.1.6. - Handout 5: Facts about Violence Activity 4.1.7. - Handout 6a: Dating Violence Power & Control Wheel Handout 6b: Teen Equality Wheel Activity 4.2.1. - Handout 7: How to be helpful to a friend… Handout 8: List of support services Handout 9: Intimate Partner Violence Quiz Handout 10: Your Dating Rights... Activity 4.2.2. - Handout 11: : “Getting into the mix” Activity 4.2.3. - Handout 12: Quiz: How do you know if you're being treated right? Handout 13: Healthy Relationships Activity 4.2.4. - Handout 14a: For the Facilitator Handout 14b: For the Students

14. Booklet IV – Cultural Adaptation  What needs to be added  Handout 2 (add a helpline number)  List of supporting services  What needs cultural adaptation  Wherever you see the word “Greece” (e.g. Worksheet 4: “in ancient Greece…)  Worksheet 7 (The benefits of being male)  Worksheet 8 (Continuum of Harmful Behaviours)  you can add culturally appropriate behaviours or delete the inappropriate ones  Names of persons in activities: e.g. “Anna and Dimitris” + Scenarios in Activity 4.2.2.

15. Open issues - Decisions  Is it needed:  To add a part dealing with IPV in same sex relationships? or  Adopt a neutral approach and use formulations like s/he or she/he)?  What do you think?  Reminder!!! Our project targets to (see the GA)  “unequal power relationships between the sexes”, “femininity and masculinity”, “deconstruction of stereotypical views of the opposite gender”  Long term objective: “decrease of the number of women living in abusive relationships”  Topic: violence against women & “IPV”  Low rate of IPV in homosexual couples

16. Open issues  Partiarchal Societies  societal norms  power relations in society  culture of dominance  Justification ???

17. Open issues  Reminder!!! Our project targets to (see the GA)  “The specific problem to be addressed is the harmful effects of patriarchal societies”  “This project aims to achieve these goals by properly educating teachers on subjects related to patriarchal societies and their negative effects on the population, gender stereotypes…”  Our hypothesis is: “the more patriarchal the society’s structure is, the more gender inequality & exposure to violence will be recorded”

18. Discussion  Patriarchal Socities - Justification  Same sex relationships???  Website: Spielwiese zu Spaß oder Gewalt/ Playground of fun or violence (TBD with German partner)  National abreviations for GEAR against IPV Workshops ??? – common name  Any other issues regarding Booklets III & IV