Focus. Initiative. Tenacity.

It takes a great deal of bravery to stand up to our enemies, but just as much to stand up to our friends
-- J.K. Rowlings.
In This Issue
Letter from the Editor
Whats New at FIT Camp
Feature Articles:
- About a Boy: Gender
Identity Formation in Adolescent
Males
- Rock Climbing Towards
Positive Masculinity
- Muscle and Fitness: The
Effect of Plyometric Exercise on
Bone Mass Accrual and Body
Composition among Adolescent
Males
- Lower Body Plyometric
Exercises
- The Adolescent Itch to be
Protein-Rich: Tips for Healthy
Muscle Growth
- Supplementing Nutrients
- Youth-Friendly Nutritious
Recipe
FIT Camp Training Manual
Activity
Community Resources

Find us on the web!

FIT Camp website:
www.fitcampusa.org

From the Editor

Masculinity is a set of qualities, characteristics, and roles considered typical
of or appropriate for boys and men. Much of what we teach boys about being men,
either directly or incidentally, are based on traditional masculine norms including:
restricted emotions, sex disconnected from love and intimacy, pursuit of achievement
and status, self-reliance, physical strength, aggression, bravery, and homophobia.
Furthermore, many of the conventional lessons encourage avoidance of feminine
qualities; namely, gentleness, empathy, compassion, deference, sensitivity, and
nurturance.
There are special challenges in positive masculine identity development for
poor, ethnic minority youth who often lack prosocial means for doing gender.
Consequently, these juveniles are more likely than their White and/or more
economically and socially advantaged counterparts to display alpha male attitudes and
behaviors.

Generally, this brings about additional strain at the intrapersonal,

interpersonal, community, and larger societal levels.

In this edition of the F.I.T. Camp Newsletter, the focus is on gender identity
development in adolescent males.

The construct of masculinity is examined and

related to self-concept as well as potential internalizing and externalizing behaviors in

adolescent boys in general and disadvantaged youth in particular.

Additionally,

dietary, physical, mental health, and social solutions aimed at promoting positive
masculine identity among adolescents are offered. We share this information in the
hopes that it will assist you in your efforts to develop physically, emotionally, and

facebook.com/fitcamp

socially healthy youth.

Sincerely,

@fitcampusa

Raquel Warley, Ph.D., LCSW

Editor-in-Chief
Founder, F.I.T. Camp
twitter.com/FITCamp_USA

Whats New at

F.I.T. Camp has had an exciting summer! In June, F.I.T. Camp was designated as a 501(c)(3) charity by the
IRS. This tax-exempt status will allow F.I.T. Camp to apply for grants to fund programs and services and to take
advantage of resources available only to nonprofits. As a 501(c)(3) charity, all donations made to F.I.T. Camp by
corporations or individuals are tax deductible, allowing the charity to raise more funds. This new status positions F.I.T.
Camp for a long and successful future helping adolescents and their families.
In that vein, the organization continues efforts to establish a pilot program with the Partnership for Los Angeles
Schools and Carver Middle School in South Los Angeles. The program is slated to begin in January 2015 as an
afterschool program on Mondays, Wednesdays, and Fridays. Current fundraising efforts are aimed at purchasing the
necessary liability insurance required by the Los Angeles Unified School District (LAUSD). If you are interested in
helping support the pilot program, please contact info@fitcampusa.org to make a financial donation.

By Raquel Warley, Ph.D., LCSW

Hormonal and emotional changes, physical growth and development, acne, self-image, identity, independence,
romantic love, peer pressure, and school responsibility. These matters represent the good, the bad, and the ugly
circumstances associated with adolescence and the pubertal process. Thankfully, pubescence and the teenage years
only have a span of about five years in the human life course. Notwithstanding, youth undergo profound transformations
and transitions during the circumpubertal and pubertal phases of maturation. In company with rapid biopsychosocial
changes, adolescents can easily develop negative self-perceptions, which may lead to depression, anxiety, delinquency,
etcetera.
Some scholars postulate that identity development begins in infancy and span the life course; it is well known,
however, that identity formation is a major task during adolescence. During this time, individuals usually struggle with
formulating and defining a sense of self. The process of developing an identity customarily involves worries about who
one wants to be as well as who one is expected to be. Sometimes these elements of identity are disharmonious, even
unsuitable. This is likely the case in the formation of gender identity.
Masculine Strain: The Intersection of Sex, Race, and Socioeconomic Status
Gender identity refers to cultural concepts and social expectations regarding masculinity and femininity. That is
to say, physical and behavioral attributes as associated with and assigned according to ones biological sex. Gender
identity concerns in adolescence transcend sex, race/ethnicity, religion, and socioeconomic status; yet, it is often a more
critical matter for ethnic minority males who reside in socially and economically disadvantaged communities inasmuch
as they are seriously denied resources that would allow them to do gender.
The masculine role intrinsically carries elements of strain. Money, power, success, and bravado constitute the
social construction of masculinity in the United States; yet, opportunities to fulfill prototypes and idealized examples of
manhood are largely ascribed on the basis of socioeconomic status.
CONTINUED ON PAGE 3

For this reason, life situations related to class and race/ethnicity can generate problems in masculine identity
development for poor, ethnic minority males. Alpha-male alternatives, including delinquency and serial baby-making,
may become a resource for these juveniles who lack other means for accomplishing gender.
Gendering: Implications for Physical Appearance and Body Image
Masculinity entails characteristics and roles considered typical for a boy or man.
Physical competency, muscularity, and strength are associated with masculinity. It is
well-known that adolescent girls are prone to wrestling with body image and body
dissatisfaction.

Although it is given less attention, body-related concerns are also

prevalent among teenage boys. A 2007 report indicates that almost 30% of teenage boys
are distressed by their body size and/or shape. Whereas girls generally have a desire to
be thinner, adolescent boys tend to have concerns about their weight and muscularity.
They feel pressure to conform to the aforementioned highly-valued masculine body ideals.
Intervention in Positive Masculine Identity Development
Altogether this information has implications for helping youthful males affirm their masculinity and develop a
positive sense of identity. Herein, two main strategies are offered for enhancing self-concept in teenage males. One set
of interventions involve the biophysical domain of adolescence. The featured articles on nutrition and exercise present
plans for helping juveniles create and maintain a strong healthy body which is most important that will satisfy the
cultural values of masculinity; namely, muscularity, physical strength, and activeness. The other intervention involves
the psychosocial dimension of adolescence and regards expressive and recreation-based interventions that are intended
to recreate norms of gender identity, particularly with respect to exaggerated and negative masculine behaviors.

By Aiko Yep
As rock climbing has increased in popularity over the past 10-15 years,
climbing enthusiasts have enjoyed the physical and mental challenges of
this engaging sport. Picturesque outdoor locations as well as quality indoor
gyms are available throughout Los Angeles County and gyms, non-profits,
and researchers alike are recognizing the sports effect on building
leadership skills, confidence, and community among adults and youth.
Fresno Countys Climbing to Wellness, Youth Odyssey in Texas, and
Escalando Fronteras of Mexico are just a few organizations that use climbing as a therapeutic intervention for at-risk
youth to increase self-confidence, achieve feelings of accomplishment, overcome fears, and develop a better sense of
self including a better sense of ones masculinity.
So hit the walls and check out the following local resources that use rock climbing as a means to improve the physical
and mental fitness of those they serve.
C5LA w 1334 South Central Avenue, Los Angeles CA 90021 w (213) 863-8444 w www.c5la.org
C5LA engages middle and high school students from under resourced communities in summer backcountry adventure
trips to promote positive relationships, sharpen leadership skills, and connect trip related challenges to skills needed for
success in college, work, and life.
th

LA Boulders w 1375 E 6 St #8, Los Angeles CA 90021 w (323) 406-9119 w www.touchstoneclimbing.com/la-boulders

LA Boulders is a bouldering gym located in Downtown Los Angeles. This facility recently hosted a group from Breathe
Life Health Center which works with adults overcoming addictions. Rock climbing was used as a means to help
participants face uncomfortable emotions, such as fear, and to provide them with an opportunity to create and work
toward small, achievable goals.

Generally, youth do not fully understand the health

benefits of exercise. Moreover, many do not like
structured exercise programs. Therefore, adults
must be creative.
Explaining and connecting
exercise to what youth value is critical. For males
that is likely to be the development of physicality,
athleticism, strength, and/or muscle mass. For
youth who do not like structured exercise, just make
it fun and not like exercise. Plyometrics are suited
for that purpose inasmuch as they involve playful
moves like skipping, hoping, jumping, and climbing.
Here are four suggestions to get you started.
Tuck Jumps
1. Stand with feet shoulder-width
apart, knees slightly bent, with
arms at sides.
2. Jump up bringing knees up to
chest.
3. Land on balls of feet and
repeat immediately.
4. Remember to reduce ground contact time by
landing soft on feet and springing into air.
Lateral Box Push Offs
1. Stand to side of box and place
the left foot on top of box.
2. Push off the box using the left
leg only and explode vertically as
high as possible. Drive the arms
forward and up for maximum
height.
3. Land with right foot on the box and left foot on
the ground to the other side of the box.
4. Repeat from this side.

By Raquel Warley, Ph.D., LCSW

Masculinity

is

an

important

construct

for

understanding the unfolding of identity and personality.

Biologically,

the

postpubertal

phase

of

growth

and

development establishes a young males sexual maturity.

However, psychosocially, the period following puberty signifies
a males transition from boyhood into manhood.

At the top of

the list of qualities expected in a youthful man is physical

robustness.

By

these

facts, biophysical growth

and

development during prepubertal and pubertal maturation have

likely consequences for both physical and psychological health
from adolescence into adulthood.
Musculoskeletal fitness concerns all of the elements
housed within the musculoskeletal system. This mechanism
which includes bones, muscles, joints, tendons, nerves,
etcetera is responsible for all body movement.

During

infancy, childhood, and adolescence, growth in large and

small muscles contribute to changes in motor skills. Motor
skills,

which

are

generally

goal-oriented

movement,

successively increase muscle mass and results in the

enlargement of constituent muscles. From the viewpoint of
gender-identity, this is useful information.
The body is central to how young males define

Bounding with Rings

1. Jog into the start of the
drill for forward
momentum.
2. After a few feet,
forcefully push off with the
left foot and bring the right
leg forward. At same time
swing left arm forward and land into the first ring,
which is 3-4 feet out and to the left, with the right
foot.
3. Continue and repeat with other leg and arm into
the second ring, which is now 3-4 feet up and to the
right.
4. This exercise is an exaggerated running motion
focusing on foot push-off and air time.

themselves.

Moreover, their relationship to their bodies

provide a way to apprehend the world and their place within it

that is, how they do gender.

The body allows them to

demonstrate the socially valuable characteristics of strength,

activeness, and stamina.

Hence, a weak (appearing) or

degenerating body is likely to threaten a young mans selfesteem and self-concept since it incompatible with ideals
related to masculinity.
Bones, Muscles, & Joints: Propelling Agents of Physical
Activity
Bones, muscles, and joints are the major structures
in the musculoskeletal system that enable body movement.

Source: www.sport-fitness-advisor.com/plyometricexercises.html

Along with the brain, these components allow us to sit, to

CONTINUED ON PAGE 5

stand, to walk, to run, and to do all of the activities of daily living. Each of these
parts has its own function; however, they work interdependently.
Bones provide support for the physical structure. In total, there are 206
bones in the human skeleton, which support body weight and partially form the
physique. Muscles allow the body to perform all physiological functions. There
are over 650 muscles in the human skeleton.
approximately one-half of body weight.

Muscle accounts for

More important, muscle allows for

physical activity. In addition, muscle permits the human body to perform vital
functions such as regulate blood pressure and the flow of blood throughout the
body and enable the heart to beat! Joints are found where two bones meet.
They make the skeleton flexible. For movement to occur, the brain must send
electric impulses to the central nervous system. The signal passes from the central nervous system to skeletal muscle.
Subsequently, the muscles pull on the bones to initiate goal-oriented movement; however, it is the joints that make the
skeletal frame flexible so that motion is actually possible.
Any impairment from the brain to the joints, interferes with effective movement. Therefore, brain development
is as important as muscular development with respect to biophysical strengths, hazards, and risks in infancy, childhood,
and adolescence. Nevertheless, the remainder of this article focuses on adolescents and the effects of bone mineral
accrual, muscular functioning, physical ability, and body composition.

More specifically, it examines the effects of

exercise on these corporeal features and the implications for enhancing physical and psychological health in adolescent
males.
Physical Activity and Corporeal Growth & Development
Physical activity is necessary for bone mass development in adolescent males. It is not only important from a
pediatric health standpoint, but also because, presumably, greater bone mass accumulation during the early years of
growth decrease the risk of osteoporotic fractures in later life. Certain forms of physical activity have been associated
with an increase in bone mass as well as bone mineral density, which translate into muscle size and strength. This has
implications for osteopathic health in middle and late adulthood; however, it is of immediate importance to positive
identity development in boys inasmuch as body mass and physical strength are masculine traits. This is not to say that
females are weak or not concerned with physical strength and body composition. Suffice it to say, that by virtue of
biochemical and biophysical processes and social expectations, comparatively, males are expected to be muscular and
strong.
Several studies have assessed the relationship between the amount of bone accrued during the pubescent and
postpubscent phases of growth and osteoporosis-related fractures in adulthood.

Several other studies have

investigated the role of exercise in musculoskeletal health. In summary, what is known from the current state of
knowledge is:
v

The years of growth during late childhood and adolescence are the most opportune time for
structured physical activity (i.e. exercise) to increase bone mineral density.

The maximum amount of bone that a person obtains during the first 20 years of life is an important
determinant of bone mass in later life.

Increase in peak bone mass is associated with decrease risk of stress-limit fractures in youth and
osteoporosis in middle and late adulthood.
CONTINUED ON PAGE 6

Until the time of puberty, bone mass increases at the same rate in boys and in girls. During adolescence,
sexual dimorphism occurs and bone mass generally increases faster in boys than in girls. This sex difference is
attributed to hormonal changes that take place during puberty. With puberty, there is an increase in estrogen levels for
girls; estrogen has been implicated in the decline and sterilization of muscle. Meanwhile, there is an increase in
testosterone levels for boys, which improves muscle growth and strength. This results in greater bone mass in boys,
particularly between the ages of 13 and 17. By the late 20s, maximal bone mass has reached its peak and gradually
declines thereafter for both males and females. It is by this process that the risk of osteoporosis-related factures and
atrophy occurs.
Exercise increases bone density and muscle mass; subsequently, it reduces the risk of osteoporosis-related
injuries during the aging process. Research indicates that the earlier youth are engaged in structured exercise prior to
the age of peak bone accrual (i.e. age 20), the lower the risk of osteoporotic fractures in later life. In addition to having
implications for the condition of their bodies as it relates to aging, structured physical activity is also one strategy for
creating and maintaining healthy gender identity in pre-teen and teenage males. This is on account of bone mass
accrual being correlated with muscular functioning and physical strength, which are key masculine traits.
The Effects of Plyometric Exercise on Bone Mineral
Density in Adolescence
Investigations of exercise interventions show that
plyometric training is a safe and effective means of building and
maintaining bone and muscle in youth.

Plyometrics involve

explosive movements such as skipping, jumping, and hoping,

which are suited to the playful and sportive nature of children
and adolescents.

These explosive movements exert force

upon the bones. The strain derived from this kind of activity
result in microtrauma. The bones adapt and thicken; ultimately, there is an increase in bone mass, muscle size, and
physical strength.
Fuchs, Bauer, and Snow (2001) used a quasi-experimental research design to study the effects of plyometric
exercise on hip and lumbar spine mass in children between the ages of 6- and 10-years-old. The intervention for the
experimental group involved a series of two-foot jumps with and without objects (i.e. a box) while the control group
participated in non-impact stretching exercise. At the conclusion of the study, it was revealed that both groups had
similar increases in height, weight, and body fat; however, the experimental group had significantly greater changes in
the hip, thigh, and lumbar spine than the control group of children.
Likewise, a group of researchers in the Department of Human Kinetics at the University of British Columbia
examined the effect of an eight month school-based jumping program on the change of areal bone mineral density for a
group of prepubescent and early pubescent boys and girls from 10 different school sites. This evaluation, which
involved the control group in regular physical education curricula, also showed significant group differences. Youth who
participated in the plyometric training showed greater increase in areal bone mineral density than those who
participated in the usual physical education activities.
A comparable 2011 investigation that sampled 380 adolescents revealed similar findings. On the whole, these
studies confirm that plyometric training is a simple, safe, and effective way of improving bone mass in children in
adolescents, particularly in the legs and lumbar spine. This knowledge also indicates that physical training programs
that include high-intensity plyometric exercise is critical for bone health in rapidly developing youth.

Plyometric

exercises can be easily carried out at home as well as in school or recreational settings. See the article on lower body
plyometric exercises for helpful ideas.

By Angela Scardina, M.S.W.

Negative body image and low self-esteem due to dissatisfaction with appearance does not solely manifest in
females. Society and the media also put pressure on males when it comes to weight and body shape. The media
increasingly places emphasis on the muscular male body, which affects adolescent boys and young men. During the
pubertal phase of development, teenage boys may already be experiencing uncertainty, confusion, and low self-esteem
regarding their changing bodies. In addition to the difficulties caused by the maturation process and peer influences,
adolescents have to contend with the gender experience and the medias portrayal of the muscular, manly body image.
Mind you, this is also the period during which they are reaching sexual maturity and likely experiencing angst about being
physically attractive to potential mates.
This pressure can lead adolescent boys to engage in excessive or risky behaviors to attain a desired muscular
body, especially if they are overweight or thin. Smolak, Murnen, and Thompson (2005) conducted a research study on
383 adolescent boys to determine if the media, their parents, or their peers had an influence on their muscle-building
techniques. The muscle-building techniques studied included general exercise, weightlifting, high food intake, natural
supplementation, and use of steroids or other illegal drugs that promote growth of muscle. All three factors that is,
images seen in the media that held up the muscular physique as the ideal for the male body as well as pressure or
teasing from parents and/or peers regarding their body were found to be significantly correlated with boys risky musclebuilding efforts, including use of anabolic steroids.
The desire to fit into this ideal muscular body image can also lead to eating disorders. Including, but not limited
to, very high intake of protein in ones diet, with a restricted intake of other necessary nutrients such as fiber,
carbohydrates, healthy fats, vitamins and minerals. Eisenberg, Wall, and Neumark-Sztainer (2012) conducted a study of
2,793 adolescent boys to assess their muscle-enhancing behaviors.

Specifically, the variables of study were, diet,

including protein powder intake; exercise regimen; and steroid use or consumption of other substances to promote muscle
growth. The study revealed that more than two-thirds of the youth who participated in the study reported changes in their
eating habits to build muscle; almost 12% reportedly did this often. Over one-third of the boys said they used protein
powders or shakes regularly, 6% stated that they had used steroids, and 11% reportedly used other muscle-enhancing
substances.
Steroids and unregulated muscle-enhancing substances are known to harm the body. The intake of protein is a
healthier way to build muscle; however, education regarding the possible negative side effects of excessive protein
consumption is important. Moreover, parents should monitor protein intake, especially for adolescent males who are
preoccupied with gaining muscle.
Protein and Muscle Growth
Protein is a primary macronutrient. It is made of amino acids which are responsible for building, repairing, and
preserving muscle so that we can have strong, healthy bodies. The human body makes some of the necessary amino
acids; however, there are nine essential amino acids that can only be received from protein-rich food sources. Owing to
the fact that amino acid availability stimulates muscle protein synthesis (i.e. muscle growth), it makes sense that one
would increase his protein (amino acid) intake in order to build muscle. However, other metabolic conditions must take
place in order for muscle hypertrophy to occur. While the interaction of metabolic processes is beyond the scope of this
article, suffice it to say that too much protein or too little intake of the other primary macronutrients (i.e. carbohydrates and
fats) over an extended period of time can be counterproductive and even have adverse effects on ones health.
CONTINUED ON PAGE 8

With that said, the question is: What is a healthy amount of protein to consume? According to the United States
Dietary Association (USDA), the daily recommended intake of protein for males between the ages of nine and 13 years is
34 grams. For males between the ages of 14 and 18, the daily recommended amount jumps to 52 grams. Generally,
protein should account for 10% to 30% of ones daily calorie intake; notwithstanding, activity level plays a role in the
amount of protein needed to build and maintain muscle as well as to attain general good health.

Refer to

www.dietaryguidelines.gov for more personalized information regarding the recommended dietary intake of protein and
other macronutrients.
Speaking of other macronutrients, the remaining 70% to 90% of daily calories should be allotted to unrefined,
slow-burning carbohydrates, including fiber, and mono- or polyunsaturated fats. Note that fat intake should only account
for about 18% to 20% of the total for the average adolescent. Furthermore, saturated fats which are contained in meat,
bacon, eggs, and full fat dairy should be consumed sparingly inasmuch as these foods increase the risk of high
cholesterol, cardiovascular disease, and obesity. This information has particular utility for adolescent boys who are
preoccupied with obtaining a muscular physique for the reason that one misconception about muscle building among
youthful males is that consuming a larger amount
SU PPLEM ENT IN G NU TRIENT S

of fat, especially saturated fat, results in muscle

mass.

O NE TABLESPOON OF C HIA SEEDS PROVIDES 5

GRAMS OF FIBER AND 3 GRAMS OF PROTEIN.

All-important muscle-building amino acids

can be found in many food items such as chicken

A DD

CHIA SEEDS TO FRUIT SMOOTHIES OR

YOGURT.

breast, lean beef (at least 90% lean), turkey breast,

ground turkey as an alternative to ground beef,

U SE CHIA SEEDS TO MAKE AN EGG SUBSTITUTE.

TO SUBSTITUTE FOR AN EGG: USE 1

tilapia, and salmon. Other healthy food sources for

TABLESPOON FINELY GROUND CHIA SEEDS

(GRIND THEM DRY IN A BLENDER OR FOOD
PROCESSOR ) AND 3 TABLESPOONS OF WATER
PER EGG.

amino acids are beans, namely kidney, pinto, and

black beans. Nuts (i.e. almonds and walnuts) and
seeds (i.e. pumpkin, chia, and flax), in moderation
due to high calorie content, are also a good source

O R TO MAKE A SWEET, HEALTHY TREAT, TRY THIS PUDDING

RECIPE:

of amino acids. Low fat dairy products including

cheeses, milk and Greek yogurt is another option.

2 CUPS OF COCONUT MILK

OR OTHER MILK

Adolescent boys who are striving for a

1/2 CUP CHIA SEEDS

2-3 TABLESPOONS COCOA
POWDER (OPTIONAL- TO
TASTE)
1 TEASPOON VANILLA
EXTRACT (OR TO TASTE)
1 TABLESPOON OR MORE
OF HONEY (OPTIONAL)

muscular body should eat a balanced diet that

includes lean proteins, grains, vegetables, fruits,
and healthy fats. Supervision of an adolescents
muscle-building behaviors is important for ensuring
healthy, natural development in this muscularidealized society that we live in. Proper diet and
regular weight-bearing exercise is the healthier and
most effective way to achieve both muscle mass
and nice muscle tone. From this vantage point,
educate adolescent males about the benefits of
eating a balanced diet.

Check out the recipe

PUT

IN A BLENDER AND BLEND UNTIL SMOOTH.

ABOUT 10 MINUTES IN THE FRIDGE.

WILL

THICKEN IN

THERE

ARE ENDLESS FLAVOR VARIATIONS. YOU CAN OMIT THE

COCOA POWDER AND VANILLA AND ADD A CUP OF STRAWBERRIES
FOR A STRAWBERRY VERSION , OR ADD CINNAMON AND NUTMEG
FOR A CHAI CHIA PUDDING.

suggestion herein for a balanced meal that

Sources: www.bobsredmill.com, http://wellnessmama.com

includes lean proteins for healthy muscle growth.

Suggested by Angela Scardina

Serve this lean meat with a serving of your child's favorite

vegetable and fruit for a well-balanced, healthy meal. To
make it more kid-friendly, cut tilapia into strips first before
cooking and serve with dipping sauce to create a healthy
alternative to fish sticks.

Makes: 4 Servings | Prep Time: 10 Minutes

Cook Time: 10 Minutes

4 fresh (or thawed) tilapia filets

4 tbsp olive oil
1 cup whole wheat Italian seasoned breadcrumbs
1/3 cup grated parmesan cheese
Cooking spray

1. Pour olive oil in shallow dish and lightly coat tilapia filets in olive oil.
2. Mix breadcrumbs and parmesan cheese together in separate shallow dish. After tilapia has been
coated in olive oil, place tilapia in breadcrumb mixture and coat as desired.
3. Spray top and bottom of tilapia filets with cooking spray and place on cookie sheet lined with
aluminum foil.
4. Set oven to high broil. Place tilapia in oven and broil for five minutes. Flip tilapia filets over and
broil for another four to five minutes.
5. Serve with or without your favorite dipping sauce and enjoy with your favorite vegetables.

Whos the Man?

Goal:

Eliminate or reduce exaggerated and negative masculine behavior ideals

Objective:

Explore the masculine roles enacted around campers and, if necessary, recreate norms of
gender identity with respect to exaggerated and negative masculine behaviors

Treatment Modality:

Group

Treatment Framework: Expressive Therapy Sociodrama

A sociodrama is a form of pschodramatic enactment that aims to clarify group themes rather than focus on
individual issues. In a sociodrama, the group spontaneously (or with some preparation) enacts a specific social
situation common to their experience. This type of intervention is effective for clarifying values, developing social
skills, fostering problem-solving, developing deeper understanding, making decisions, and learning new roles.
Moreover, it allows youth to explore and rehearse social roles and behaviors; test their ability to explain ideas;
practice the regulation of emotions such as anger, fear, and bravery; and build on social interests. The camp
counselor should incorporate psychodrama techniques (i.e. the aside, doubling, soliloquy, role reversal, and
mirroring) as necessary to make the intervention effective.
Materials:

Pen & paper

CONTINUED ON PAGE 10

Advance Preparation
Research and prepare notes on positive and prosocial masculine traits (including physical, functional, intellectual,
emotional, sexual, and interpersonal characteristics). As necessary, this will be the basis for educating campers
about positive masculine traits and assisting them in recreating norms of gender identity.
Description/Instructions
This exercise will assist campers in exploring what it means to be a man. As with all sociodramatic play, begin with
a warm-up. A warm-up is an activity used to develop group cohesion; to focus the group on the task at-hand; or to
create a special atmosphere, orientation, or theme for the group. When appropriate, it can also be used to choose a
protagonist for the drama.
For the warm-up, have the campers walk around in a circle or scattered formation. Tell them that while they are
walking around to think about what it means to be a man. When you say, STOP (within a period of 60
seconds), they are to freeze in a position that shows what they believe it is that makes a man a man.
At this time, the campers will take turns introducing themselves to the group in that male persona. For instance:
My name is John. I am a man because I work hard to feed and to provide for my family. They should be
encouraged to express what they truly believe and to do so in any (appropriate) manner that they want.
Following the warm-up, assign the campers to six small groups to create a skit of a social situation depicting a
functional, physical, intellectual, interpersonal, emotional, or sexual man. The campers should be advised to
discuss their individual ideas before finalizing their skits, which should include various players, perhaps even
female characters. For this reason, they should be given at least 20 minutes for this part of the exercise.
Afterwards, regroup. Have the campers take turns enacting their dramas.
Discussion

Have campers process the experience.

o Facilitate discussion of their:
reactions to the dramas as both spectators and players,
general thoughts regarding masculinity, and
motivations for their dramas.
The intervention agent should educate the campers as necessary regarding positive and prosocial
masculine traits.

Variations/Additions to the Exercise

Have campers enact more positive and prosocial masculine traits.

Have campers enact masculine and feminine traits. This could be done in a group of all males or a mixed
group of males and females.
Have female campers enact masculine traits.

African American Cultural Center of Los Angeles w 3018 West 48th Street, Los Angeles CA 90043 w (323) 299-6124
The African American Cultural Centers Rites of Passage Program provides African American boys and girls as well as young men and
women with knowledge, values, and skills to increase their capacity to act responsibly and successfully in home, school, community
and society, and to build a good and healthy life.
http://africanamericanculturalcenter-la.org/programs/rites-of-passage-programs/

Big Brothers Big Sisters of Greater Los Angeles w 800 S Figueroa St - Suite 620, Los Angeles CA 90017 w (213) 481-3611
Big Brothers Big Sisters of Greater Los Angeles seeks to develop lasting positive relationships by matching adult volunteers with
children ages 6 through 18.
http://www.bbbsla.org/

Youth Moving On Peer Resource Center w 456 East Orange Grove Blvd - Suite 140, Pasadena CA 91104 w (626) 765-6010
Youth Moving On is a safe, welcoming environment serving transitional-age youth (ages 16 to 25). The center uses a peer-led, peerdriven approach to highlight each persons right to self-determination while offering workshops, resources, and access to basic needs
supplies.
http://www.youthmovingon.org/resource-center

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Kathleen Coatta,
President, Director of Fiscal Management

Angela Scardina,
Public Relations

Jeffrey Warley,
Vice President, Director of Public Relations

Estella Barrios,
Public Relations

Aiko Yep,
Secretary, Director of Knowledge Development

Martha Melendrez,
Program Development

Raquel Warley,
Founder, Treasurer, Director of Youth and Family
Development

Michelle Katz,
Nutrition

Tahese Warley,
Director of Fundraising & Resource Development

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Ashford, J.B. & LeCroy, C.W. (2013). Human behavior in the social environment: A multidimensional perspective
(5th edition). Belmont, CA: Brooks/Cole, Cengage Learning.
Annigan, J. (2014). What does excess protein in the diet do? Retrieved from http://healthyeating.sfgate.com/excessprotein-diet-do-6196.html
Eisenberg, M. E., Wall, M., & Neumark-Sztainer, D. (2012). Muscle-enhancing behaviors among adolescent girls
and boys. Pediatrics, 1019-1026.
Farndon, J. (2006). Human body: The ultimate guide to how the body works. Essex, United Kingdom: Miles Kelly
Publishing.
Foods rich in amino acids for every meal. (2013). Retrieved from http://www.fitday.com/fitnessarticles/nutrition/vitamins-minerals/foods-rich-in-amino-acids-for-every-meal.html
Fuchs, R. K., Bauer, J. J., & Snow, C. M. (2001). Jumping improves hip and lumbar spine bone mass in
prepubescent children: A randomized controlled trail. Journal of Bone & Mineral Research, 16(1), pp. 148-156.
Garcia-Marco, L., Moreno, L. A., Ortega, F. B., Leon, F., et al. (2011). Levels of physical activity that predicts
optimal bone mass in adolescents: The HELENA Study. American Journal of Preventive Medicine 40(6), 599-607.
Griffiths, S., Murrary, S. B., & Touyz, S. (2013). Disordered eating and the muscular ideal. Journal of Eating
Disorders.
MacKelvie, K. J., Petit, M. A., Khan, K. M., Beck, T. J., & McKay, H. A. (2004). Bone mass and structure are
enhanced following a 2-year randomized controlled trial of exercise in prepubertal boys. Bones 34(1), 755-764.
McKay, H. A., Petit, M. A., Schultz, R. W., Prior, J. C., Barr, S. I., & Khan, K. M. (2000). Augmented trochariteric
bone mineral density after modified physical education classes: A randomized school-based exercise intervention
study in prepubescent and early pubescent children. Journal of Pediatrics, 136(2), 156-162.
Presnell, K., Bearman, S. K., & Madeley, M. C. (2007). Body dissatisfaction in adolescent females and males: Risk
& resilience. Prevention Researcher 14(3).
Sabo, D. & Gordon, D. F. (1995). Men's health and illness: Gender, power, and the body. Sherman Oaks, CA:
SAGE Publications.
Smolak, L., Murnen, S. K., & Thompson, J. K. (2005). Sociocultural influences and muscle building in adolescent
boys. Psychology of Men & Masculinity, 227-239.
USDA. (2010). Dietary Guidelines for Americans, 2010. Retrieved from www.dietaryguidelines.gov
Warley, R. (2011). Juvenile homicide: Fatal assault or lethal intent? El Paso, TX: LFB Publishing.
http://www.everydayhealth.com/kids-health/0925/should-pipsqueaks-pump-iron.aspx
http://gettingunstuckllc.com/what-do-you-do/
http://www.anatomium.com/3dmuscle.html
http://www.touchstoneclimbing.com/outreach

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