Masidama Training Curriculum For Women

Masidama Women’s Group Curriculum
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Contents
Introduction ............................................................................................................................................ 3
1.1 Overview of women’s curriculum sessions:.................................................................................. 4
1.2 Complementary strategies............................................................................................................ 7
1.3 Supporting a Women only Space .................................................................................................. 7
Session 1: Coming Together.................................................................................................................. 15
Session 2: Being Together and listening to eachother ......................................................................... 22
Session 3: Being Together and understanding power .......................................................................... 27
Session 4: Being Together and undertanding power in our lives ......................................................... 32
Session 5: Reflecting together: understanding our context ................................................................. 36
Session 6: Reflecting together: understanding our context ................................................................. 42
Session 7: Reflecting together: understanding our community ........................................................... 47
Session 8 - Reflecting together: understanding our community .......................................................... 51
Session 9: Finding our way together: finding power ............................................................................ 55
Session 10: Finding our way together: establishing our values ........................................................... 58
Session 11: Supporting eachother: Transformational leadership ........................................................ 61
Session 12: Supporting eachother: visioning our future ...................................................................... 64
Session 13: Supporting eachother and staying together ...................................................................... 71
Annex 1 Checklist for operating women only spaces During COVID 19 ............................................... 74
Annex 2: Chick Pic Drawings ................................................................................................................. 78
Annex 3 Poem: Could you Just Listen? ................................................................................................. 85
Annex 4: Wake up and wind down exercises ....................................................................................... 86
Annex 5: Chores and decision cards ..................................................................................................... 94
Annex 6: Household decision cards ...................................................................................................... 96
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Introduction
Masidama means “Thinking Differently” in Limba. The Limba people are the third largest ethnic
group in Sierra Leone, and the name “Masidama” was suggested by Trócaire’s partners during a
workshop on social norms change. This women’s curriculum is a core component of a series of
resources developed for Masidama.
Overall, Masidama aims to:
 Support partner field officers and community facilitators to analyse the gendered social
norms in their own contexts, reflect on their own personal beliefs
 Support partner field officers and community facilitators to learn strategies to support
communities to effect change so that both women and men have equal rights and
opportunities throughout their lives
The Masidama pack includes 2 Phases:
 Phase 1:
o Training for field officers and community facilitators on participatory and
transformative facilitation
o Reflective support for field officers and community facilitators on their own
attitudes and beliefs towards gender equality
o Mentoring and Support guidance for Managers and field officers
 Phase 2:
o Women’s Curriculum to support women’s voice and agency
o Training material for field officers and community facilitators to use the Women’s
Curriculum effectively in communities
o Guidance on complementary strategies for working with male allies on gender
equality
This curriculum is intended to support women to develop voice and agency and a sense of power to
take action and power to join with others for change. It involves 13 sessions which can be facilitated
weekly in a community. It should only be facilitated by facilitators who have been trained on Phase 1
of Masidama, which includes a detailed training on participatory facilitation skills and a detailed
reflection workshop on exploring our own attitudes and beliefs towards gender equality. Facilitators
should also be aware of the mentoring and support available to them within Masidama as outlined
through the Mentoring and Support guidance in Phase 1.
The objectives of this women’s curriculum are outlined in Box 1 below:
Box 1: Masidama Women’s Curriculum Objectives:

1. To support women to analyse their context, particularly in relation to the power dynamics in their
community and in their individual homes
2. To support women to build networks and bonds with each other
3. To support women to realise their individual and group potential
4. To support women to develop voice and agency in their homes and community
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1.1 Overview of women’s curriculum sessions:
To achieve the objectives, the Masidama Women’s Curriculum has been designed in a phased
manner so that each session is built upon the previous session. There are 5 overarching phases to
the 13 week curriculum as outlined in table 1 below:
Table 1: Phases of Masidama Women’s Curriculum:
Phase Objective Session

Coming  Participants get to know eachother Week 1: Coming Together
Together  Group dynamics established
 Logistical issues addressed (eg confirming
timing of meetings etc)
 Expectations of the group managed
Being  Feeling listened to Week 2: Being Together

Together  Understanding oppression in our lives Week 3: Being Together –
 Reflecting on moments we have questioned understanding power
our oppression Week 4: Being Together
 Develop a group song
 Understanding power and the power we
have in our lives
Reflecting  Understanding gender, and harmful gender Week 5: Reflecting together –
Together stereotypes in our context Understanding our context
 Understand factors which enable and inhibit Week 6: Reflecting together –
participation in decision making for a understanding our context
woman Week 7: Reflecting together –
 Understanding how power is dispersed in understanding our community
the community Week 8: Reflecting together –
 Understand factors which enable and inhibit understanding our community
participation in decision making fora
 Understanding how power is dispersed in
the community
 Understanding the decision making spaces
which are of value to us
 Understanding which spaces we would like
to participate in
 Understanding how we want to participate
in these spaces
Finding Our  Understanding some of the barriers we face Week 9: Finding our way
way in meaningful participation together – finding power
Together  Understanding what inner strength we have Week 10: Finding our way
to overcome some of those barriers together- establishing our
 Understand what values are important to us values
as individuals and to the group
Supporting  Understanding the qualities of leadership Week 11: Supporting each
each other  Defining transformational leadership other: transformational
 Develop a shared vision for a different leadership
future Week 12: Supporting each
other: visioning our future
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 Develop an action plan to move towards an Week 13: Supporting each
ideal community other and staying together
 Celebrate time together
There is some consistency in the design of each of the sessions Masidama Women’s Group
curriculum which includes:
1. Each session should be between 90 minutes – 2 hours

2. All sessions should be facilitated by two female facilitators. Ideally these should be the same
facilitators each session for the group so that bonds of trust are developed.
3. All sessions start in a positive framing
4. All sessions end with a summary/key messages
5. All sessions have an inbuilt “safety check” component which includes a strong feedback loop
to managers/supervisors of facilitators
6. Sessions include reflection and discussion, but also some movement, some relaxation time
and some enjoyment time.
7. The sessions are designed to meet the objectives as outlined above. There is scope for the
group to continue meeting on their own after completing the 13 week curriculum and this
should be encouraged if there is interest within the group.
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Additional Note on Safety Check Component
This brief check in should be done every week. This is to support two elements:
1. Reflective journeys of change can challenge individuals themselves as they explore new ideas and
imagine new ways of being in what remains an unchanged world.
2. Women may experience backlash or problems from others in the community due to their
involvement in the group. Activities that seek to change norms and support women’s empowerment
can be threatening to men and the wider family and community system.
It is essential that facilitators are aware of how participants are feeling about their involvement in the
group, and how others are reacting to it. If any participant reports that a threat has been made against them
regarding their involvement in the group, or that any other potential safety issue that has come up, the
facilitator should find out more information from the participant and then speak with her supervisor
immediately to determine next steps.
If a participant reports a safety issue, one of the facilitators of the group should invite the participant for a
private discussion to determine the following information:
»What happened? What was said or done? Who was involved?
»How is the participant feeling?
»Has she told anyone about what happened?
»What kind of help would she like in addressing this issue?
»Is she safe to (go home, leave the session today, etc.)?
The facilitator should ask the participant if she is able to stay after the group session to talk about the
situation. If she is not able to stay, or if staying later may pose an additional safety risk (in terms of leaving
by herself as opposed to with the other women, or her husband expecting her home), then one of the
facilitators should prioritise the discussion during the group session, while the other facilitator facilitates the
session.
In addition to safety check ins, it is also important that the facilitator support women in identifying any risks
that may arise as women begin to make changes in their lives. For example, it may not be safe for women in
the group to talk with men in their lives about the ways that they would like men to change. Facilitators
should review any safety risks and help women determine how they can work towards the changes that
they want to see in the safest way possible. Providing support on referral systems and clear information on
how to seek support should any concerns/ threat arise is important.
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1.2 Complementary strategies
The Masidama women’s group curriculum is linked to multiple other complementary strategies.
These strategies help to create safe communities in which women can live more empowered lives. It
is important for facilitators to be aware of, and proficient in, the use of these complementary
strategies so that the work they do is both safe and effective.
Complementary strategies include:
a. Survivor centred referral mechanisms in place for women who disclose violence in
their lives and wish to receive support for this
b. Strategies to engage key positive stakeholders in an effort to create change in the
community
c. Key campaign messages and advocacy messages
1.3 Supporting a Women only Space

This Masidama Women’s group curriculum supports detailed discussion and reflection in a women
only space.
Women only spaces are areas where only women are allowed. They are spaces where women do not
have to interact with men and where they feel both physically and emotionally safe. They are
sometimes referred to as “women safe spaces”. The goal of these spaces is to provide an area where:
 Women can express themselves without the fear of judgement or harm

 Women can learn about their rights and access information
 Women’s leadership can be encouraged
 Women can share their experiences and knowledge
 Women can socialise with each other, enjoy some leisure time together and enhance their
social networks.
Through this process, women may find both individual and collective power to support transformative
change.
Note: A Women only space does not replace a specific, tailored SGBV response. If women in the
community come to trust the women-only space, it may become a point for supporting disclosures
and supporting referrals to more specialised services, but the broad aim of a women’s only space is to
support women’s empowerment. The facilitators, who have been trained, are the most appropriate
to support disclosures and appropriate referrals.
1.3.1 Targeting within a Women only Space

As the name suggests, only women should be included in women-only spaces. These spaces should
be open to all women to come together to discuss issues they are facing in their lives and
community and are inclusive of women already in existing women’s groups supported by Trocaire
and partners. Different groups of women and girls (different ages, marital status, cultural
background, etc.) may want to have different activities and times, or they may prefer to meet
together. This should be discussed and decided with the women and girls themselves. Depending on
the context you might want to consider the following:
 Polygamous relations: In some cases, it may not be appropriate for women who are part of
the same polygamous node to be part of the same women’s group, as some wives may feel
controlled by other wives within the node and therefore may not be able to talk freely
within the space. In other circumstances, having women from the same polygamous node in
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the group together could help foster greater bonds of trust. The best way around this is to
ask the women, individually, what they think would work best
 Adolescents: Adolescent girls may feel more comfortable talking among their peers than
those who are much older. This dynamic should be considered when supporting women only
spaces
 Women of different religious/ cultural/ economic backgrounds: In some cases, women

and/or girls may feel more comfortable with others who are similar to them in whatever
criteria they judge to be important. In others, women and girls enjoy learning from and
sharing with others who may be different. When in doubt, ask women and girls about their
preferences.
 Group size: For regular meetings, having no more than 20 women in the space at the one
time will allow for detailed discussion and experience sharing in a safe way.
o NB: During the COVID pandemic, this group size may need to change. This will
depend on the context. Facilitators should seek guidance from Trocaire and partner
organisations on this and amend group size and schedule accordingly.
2. Further considerations when establishing and supporting women only spaces

When establishing women only spaces, there are a number of considerations that need to be taken
into account. These include the following:
2.1 A women-led space: Women and girls in the community should be included in planning,
implementing, monitoring and evaluation of the women only space to ensure relevance and
ownership. There should be regular exchanges with them about how the space should be run and
managed. Women and girls should decide the meeting times as well as the activities. Within the
Masidama Women’s Curriculum, there is a frame for the first 13 weeks but after that, there is
ample scope for the group themselves to continue as they see fit. There is also ample scope
within the curriculum for participants to share their views and reflections on the curriculum
through the “weekly check in” questions at the beginning of each session. The answers
participants give to these questions allows the facilitator to subsequently alter subsequent
sessions, with the support of their line manager, so that they are specifically tailored for the
particular women’s group. Participants in the group should also feel able to have individual
discussions with facilitators when they feel the need to do so. Facilitators could similarly do so if
they sense any change including of woman detaching, disconnecting or not participating as usual.
2.2 Community buy-in: If the concept of a “women only space” is new to the community, it can
cause some resistance amongst family members and male community members. This may be
because there is a fear from some about what will be discussed in the women-only spaces and how
it might impact on power relations within the community. It is extremely important for project staff
to gain the trust of community leaders and other family members in advance of establishing
women-only spaces, and to explain to them the importance of these spaces, and when and where
the meetings will take place. Engaging men and boys to ensure they understand the purpose,
location and benefits of the spaces will enable the participation of a larger number of women and
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girls. Consider the community and their perception of the women only space in deciding what you
will call it and how you will talk about it.
In many cases, it can be helpful to use a more generic name such as a ‘women’s community centre’
or ‘women’s well-being centre’ to promote community acceptance and ownership. This can also
allow non-stigmatising access to GBV services if these are provided within the centre. However,
community education around the importance and value of the women’s only space is essential,
and acceptance will often grow with time. Engage key stakeholders early and often, and ask their
advice on how to proceed.
2.3 Supporting women’s participation: Women and girls’ only spaces take time to develop. It is
important to invest time and energy in community awareness-raising, and where possible, small-
group outreach to women and girls. Remember that women and girls very often have little to no
experience or expectation that dedicated activities and services will be developed for them, and
they may initially be suspicious or dismissive. It can take time to build relationships of trust and for
women to tell other women that the services and activities are genuine and useful. If women and
girls do not come, or suddenly stop coming to the space, it is important to analyse why – are you
sharing the right messages, with the right people, to ensure the information gets to women and
girls? Are they being prevented from attending for some reason (i.e. are your activities at the right
time and place, is it safe for women and girls to attend, etc.)? Has the security context changed?
Again, when in doubt, ask women and girls – as long as it is safe to do so.
2.4 Location: Finding an appropriate location within the community to conduct women only
discussions is crucial. Ideally, the location should be chosen by the women and girls in the
community themselves, as they will know best what works for them. When discussing and finding
a location with women and girls in the community consider the following:
a. Privacy: the location needs to be as private as possible. Women may not feel
comfortable talking if they think men in the community might be listening to what is
discussed. If the space is outside, it needs to have enough shade to provide comfort.
b. Comfort: the physical location should be as comfortable as possible for the women,
allowing them to relax and therefore to talk more freely. Women should be able to
sit in a circle together, without any desks or tables in front of them, with the
facilitator seated in the same circle. This allows for deeper connection amongst
participants.
c. Accessibility: finding a location that is both private and easily accessible is ideal. This
might be somewhere at the edge of the community, where there are not too many
passers by, or it might be somewhere close to a market area but in an enclosed
space where others cannot overhear the discussion. It should not be close to an area
where groups of men tend to congregate. It should be somewhere not too far for
the women who will be attending to walk to. Accessibility should also consider
timings and days that work best for the women and girls in the community, as well
as the specific access needs of particular women in the group (eg disabled access).
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d. Child friendly: Many women may need to bring their children with them to the
women-only spaces. If this is the case, then ideally a location is required which is
either child friendly or where there is a separate child-friendly space that can offer
supervised and safe care. At a minimum, provide space and toys for children to play
with, and be mindful of women’s child-care responsibilities when planning activities.
e. Multiple separate spaces in the one area: Ideally, a women-only space should
include a number of separate areas within the space in order to: facilitate
discussions with groups of women, provide one-to-one support if required and
provide a child friendly area.
f. Measures to prevent spread of COVID 19: In light of the COVID 19 pandemic,

additional measures and considerations for women only spaces need to be taken
into account. These include: the provision of hand washing facilities and provisions
at the entrance to the space. Ensure participants use this appropriately on entering
the space. Ensure cleaning provisions are supplied and used in the space. Ensure
sufficient physical distancing within the space (women should be seated/ positioned
1 – 2 metres apart). Ensure there is no sharing of items/ resources within the space.
Specific guidance can be found in Annex 1:
Table 1 provides some advantages and disadvantages for potential locations worth considering.
Table 1 Possible locations
Location Pros Cons

New Can be chosen with the consent of May be less sustainable
Structure women and girls Requires more resources to set up
Space can be designed according to May take time for the community and women
specific needs to get to know it and trust it
New systems can be implemented
Community Formalise access of women and Could be uninspiring
Centres girls May not be set up for women and girls
May not be appropriately located (near a
football field or an area traditionally only
frequented by men and boys)
May need community negotiation to make
women and girl-only times
Mosques Respected place for women and May reinforce traditional gender norms
and churches girls to meet
Open-air Available Girl groups are very visible
spaces Free May require back-up for bad/very hot weather
Doesn’t ensure access to community
entitlements and therefore could reinforce
girls’ exclusion
Homes of Respected place for women and May reinforce traditional gender norms/
respected girls to meet power dynamics
community May be restrictive for certain community
members members
School/ Respected place for women and Will only be accessible outside of school hours
Education girls to meet. Facilities such as which may not suit the participants availability
centres
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chairs, black board available for
use
2.5 Keeping women only spaces safe: Men can feel threatened by women only spaces and
want to be involved. To address this, projects could:
 Include community level sensitisation about the space in the weeks leading up to its
set up, to reduce some of the barriers before they emerge. This should include
understanding who the supporters and opponents are of the women’s only spaces
and finding ways to engage opponents in different ways (e.g. one-to-one meetings,
asking supporters to talk to opponents etc).
 Have weekly women’s meetings and monthly mixed space meetings to support
others in the community to feel engaged. However, these monthly meetings should
not break the trust or confidentiality of women and should not lead to women’s
groups being tasked with taking on community level ‘work’ and being accountable to
men for their time.
 Engage spouses to ensure they are supportive before the activity starts.
 If men start to observe/ listen into women only spaces, field officers/ community
workers should politely ask men to leave. If they refuse to, Partner Project Officers
should have one-to-one discussions with these men to explain why it is important to
have women only spaces. It is important for community workers/ field officers to
seek support from their supervisors in this case, and to work with community
leaders. If community leaders prohibit men from attending the space, it is more
likely to be adhered to.
 If a male community leader wants to participate in the space, it is very important for
project staff to explain the rationale as to why women only spaces are important
and to actively discourage his attendance in the session in order to maintain the
confidentiality and levels of trust within the session itself.
 In order to create buy in, it may be necessary for external visitors/ community
members to visit the space on rare occasions. If this happens, it is important for the
facilitators to maintain the safety and sanctity of the session itself. Therefore,
external visitors should only visit AFTER the actual session is completed. Women and
girls participating in the group should have the opportunity to leave to attend to
their other responsibilities and activities before the invited guest arrives.
 If monitoring of the space is required, this should only be done by a female staff
member, and should be discussed with the group facilitators in advance. The female
M and E staff should only attend either the first 15 minutes or last 15 minutes of the
session. There are many other ways the session can be monitored and evaluated –
for example, gaining individual feedback from group members outside of the group
space, or holding specific focus groups with the group members at a suitable time
for them.
2.6 Facilitators of women only spaces: Only female facilitators should support women-
only spaces. It is not appropriate for male staff or male community facilitators to be involved
in these spaces. As well as having female facilitators, the following should also be
considered:
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a. Number of female facilitators: Ideally, there should be two female facilitators
per women’s group, especially during start up. The female facilitators can support
each other in creating a safe environment for women to be able to talk freely. For
example, one facilitator can help to ensure that the physical space remains private
while the other facilitator supports the discussion within the group. If any woman
is particularly distressed within the group, one of the facilitators can support her
in a meaningful way. This would be very difficult to do if there is only one
facilitator in the group. Ideally the same facilitators should work with the same
group for the duration of the curriculum in order to build bonds of trust. When
planning the establishment of women-only spaces in communities, it is very
important to take into account the number of female facilitators that partner
organisations can recruit, train and support – this will help to determine the
number of women-only spaces that can be established.
b. Required experience and skills of female facilitators: Female community

facilitators who are selected to support women only spaces should ideally have
the skills and experience which are outlined below. If some of these skills are
missing, it is important to support female facilitators to enhance their skills prior
to establishing a women only space.
 Previous experience in working with women, particularly in the areas of
social work, counselling or related fields
 Previous experience in working on life-skills activities/ social
empowerment programmes with women and girls
 Ability to speak the local language fluently
 Ability to listen actively, deeply, read body language and adapt facilitation
style accordingly
 Ability to engage women of different backgrounds in a supportive and
encouraging manner
 Ability to guide discussion, enable everyone to participate and summarise
key points or learnings from the discussion
 Ability to make others feel safe and comfortable while discussing
sensitive topics. For specific contexts this may also require professional
counselling skills
 Belief in women’s rights
 Deep understanding of cultural context
 Commitment to inviting feedback and ongoing reflection on own practice
 Lobbying and Advocacy skills are also desirable for some contexts
c. Training required for female facilitators: Female facilitators who are supporting
women only spaces need to be trained in the following:
i. How to support disclosures: As facilitators conduct activities with women

and girls, spend time with them and begin to build relationships of trust
and support, they can expect experiences of GBV to be disclosed.
Facilitators therefore need to be extremely well trained on how to
support a disclosure in a meaningful way.
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ii. Referrals: female facilitators need to be aware of, and be up to date on,
the service providers who can provide professional support to women
who are in need of this form of support. Each women only space should
have a clear referral mechanism in place.
iii. Key concepts: female facilitators need to understand and be able to put
into practice the concept of confidentiality and principle of non-
discrimination, respect and safety. They also need to understand key
concepts in relation to power, gender equality, women’s empowerment
and women’s rights.
iv. Methodologies: female facilitators need to have a strong understanding
of various methods to organise group activities, including participative
and reflective methodologies and to be comfortable facilitating activities
to support relaxation
v. Phase 1 of Masidama: All facilitators who are involved in this curriculum
must have completed the trainings in Phase 1 of Masidama prior to
starting this curriculum.
d. Inviting male guests: While women only spaces are specifically for women, at
times, it might be appropriate to invite male guests to the space. This should only
be done with the consent of the women within the space, and for a specific
purpose. For example: inviting a visiting male partner staff member who wants to
discuss the project with the women and girls, or a visiting speaker invited to
provide training or some other intervention that the women have specifically
requested. As outlined above, invited guests should not be part of the women’s
curriculum session, but can be invited to a separate session/ participate after the
one of the women’s curriculum sessions has been completed.
2.7 Referral mechanisms: Detailed referral pathways need to be established so that facilitators are
aware how and to whom to refer women in need to more professional services. These
mechanisms need to be updated regularly.
3. How to ensure sustainability of women only spaces
To ensure sustainability, women-only spaces could be established within pre-existing structures.

For example: a reproductive health clinic, local government buildings. Other considerations to
support sustainability include:
 Clear management plan: Having a clear plan of who will manage and maintain the space,
during and after the project, can help with supporting its sustainability.
 Engagement and ownership: Working with community groups, women’s groups or local
NGOs early in the process with a clear plan for the next phase can be helpful. Key
stakeholders should be involved in discussions about what should happen with women only
spaces.
 Allowing sufficient time: Women’s only spaces are not an instant creation - they take time
to establish and even more time for women and girls to start feeling comfortable interacting
in a space and making it their own. Plan for sufficient time for this to happen, as well as
adequate time for a handover of activities to another organisation or group - including
capacity building of those who will take over running the women only space.
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 Strengthen social cohesion: Support the networking and leisure time for women within the
space from the beginning to strengthen natural bonds of friendship and support. This can be
enhanced by supporting women to have common resources that they can borrow for
different festivities and ceremonies.
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Session 1: Coming Together
Objectives:
 Participants get to know eachother

 Group dynamics established
 Logistical issues addressed (eg confirming timing of meetings etc)
 Expectations of the group managed
Time: 2 hours
Advanced preparation required:
 Read through the session outline in advance and ensure you are familiar with it
 Print out resources and ensure you have all the materials required
Materials Required:
 Print out of Chick Pic images from Annex 2

 Print out of Could you just listen poem from Annex 3
 Flipchart
 Art materials (crayons, markers, leaves/ magazine cuttings/ other natural resources that
could be used for art work, glue, sellotape)
 A colourful item to be placed in the middle of the space. This could be something like a nice
little bunch of flowers/ a pretty bowl. This should be something pretty that participants can
direct their gaze at if they do not feel comfortable closing their eyes.
Session Outline:
Activity A: Introductions
Time: 15 minutes
1. Welcome participants to the first discussion group. Tell each participant how happy and
excited you are to see them. Thank the group members for their interest in participating in
these meetings.
2. Introduce and give a little background information about yourself.
3. Explain to the group that you work with _______ (organization name) and are here to
support the women in creating a safe space where they can share and learn from each
other. Specifically, you will be talking with them about what it means to be a woman in their
community.
4. Explain a little about Masidama: Explain that it means “Thinking differently” in Limba, and
that the purpose of this curriculum is to help us all to reflect on our situation, as women, in
our homes and in our community. It is also to support us to build bonds with eachother and
to help us to find solutions to some challenges we might be faced with in our home and
community life.
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5. Explain to the women that this is their space. While your role as facilitator is to guide the
discussion, the space is ultimately for them to reflect and connect with eachother. Explain
that as we go through the curriculum, you are very open to any feedback on how elements
of it should be changed so that it is suitable to their specific needs. Explain that as a
facilitator, you don’t have all the answers, and that often in these group spaces, the answers
to our questions come from within ourselves, or from others in the group. Your role as
facilitator is to support women’s participation in this space so that we can explore shared
problems and challenges together, but also to build bonds of trust and support for
eachother.
6. Ask the women to introduce themselves and share:

a. One reason that they chose to participate in the group meetings
b. Something that they hope to learn during the group meetings
7. Begin the exercise by responding to the question yourself and then ask for the women to
respond, one at a time.
HELPFUL TIPS: Record any expectations you hear from the women that are not going to be met
during the 13 weeks or any topics that will not be covered. For example, the group will not be
providing jobs to women or teaching skills like cooking, childcare, etc. Any expectations that will
not be met during this group should be addressed during the expectations discussion below.
ACTIVITY B: Listening to ourselves and to eachother
Time: 10 minutes
1. Explain that we’re going to start today’s session by sitting comfortably and listening to a
short poem
2. Invite participants to close their eyes if they would like to, or to fix their gaze on the
colourful item you have placed in the middle of the space if they are not comfortable closing
their eyes
3. Explain that you will read the poem, and invite them to listen to it
4. Read the poem from Annex 3
5. After reading, invite any one who wants to share what they thought of the poem. Use the
opportunity to explain that in the coming weeks we will learn more about listening both to
ourselves about what our real needs and desires are, and to eachother.
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Activity C: Getting to know eachother — You’re a work of Art
Time: 50 minutes
Materials:
 At least one sheet of drawing paper per participant *(It is useful to have some extras)
 Enough markers, crayons, or pencils of different colours to share among participants
*(Beads, leaves, seeds, glitter, glue, old gift-wrappings, scraps of cloth, discarded magazines
paper, and other art materials can spark creativity and make this exercise more fun.)
o During COVID: these will need to be individual packs of resources so that they are
not sharing the resourced
Preparation:
 Arrange seats in a circle and place flip chart paper where it will be seen by everyone in the
circle
 Arrange a table or basket with all art supplies. During COVID: Arrange individualised packs/
pencil cases of art resources for each participant.
Instructions for facilitator:
1. Randomly divide group into pairs.
2. Give a sheet of drawing paper to each woman.
3. Explain that each participant has five minutes to learn as much as they can about their
partner, and then 15 minutes to create a work of art based on what they have learnt. Let
participants know that you will signal when it is time to move on from each step.
4. Encourage participants to be creative in both the questions they ask their partners, and in
their artwork. Explain that the artwork does not have to be an exact replica of their partner’s
face, but can even be abstract and show their partners personality through shapes and
colours.
5. Point out the art table, or basket, with materials for creating their artwork.
6. Ask if anyone needs clarification before starting the activity.
7. Time each section: five minutes per partner, and 15 minutes for artwork.
8. At the end of the 25 minutes provide scotch tape, thumbtacks or another way for
participants to display their work. Remind participants to label who the art piece depicts.
9. Give each participant a chance to describe her artwork and what it says about her partner.
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ACTIVITY D — Group Agreements and Expectations
Time: 30 minutes
Objective: To establish group agreements and expectations with the participants.
1. Display the picture story (See Annex 2: ‘CHICK PICS DRAWINGS’) on a board or wall and give
people a few moments to look at it. Then ask – what do you see in the pictures? Continue
questioning until it is clear that everyone sees that the chicken is coming out, looking around
and then going back into the shell. (Some people may begin to interpret, or relate what their
see to real life experience. Stay with what people physically see until that is clearly named.)
2. Then ask either or both of the following questions depending on how the discussion is
going–
a. What is the chick feeling?

b. Why do you think the chicken might have decided to go back into the shell?
Continue with questioning and with the discussion until ideas like the following emerge –
the chick might be afraid, it doesn’t like the look of the place, it doesn’t like what it sees etc.
3. The next step is to move from the picture story to real life. Ask people to join with one or
two people sitting near them, and to discuss if the chick story reminds them of anything in
people’s lives. After a few minutes bring the group back together, and ask them for any
examples they may have come up with. Often there will be many examples of feelings of
shyness / inadequacy / fear when people join groups for the first time, or when people find
themselves in new situations.
4. Again explore why that might be so. Then if it is appropriate and safe ask if anyone in this
group has ever had similar feelings.
5. Invite people to work in groups of 4-5, asking them to come up with suggestions of what
might be done in this learning group, to make sure that anyone who is feeling uncertain,
might feel safe and at ease
6. Ask each small group to present their suggestions to the large group and give time for any
clarification that might be needed. After discussing the suggestions check if all agree that
these should guide the work of this group.
7. Tell the group that over the next 13 weeks, you will be discussing many different topics,
including their experiences, concerns, and hopes related to being a woman. You will also be
talking with them about power in their community and what they think both women and
men could do differently to help improve women’s lives.
8. Next, ask the group:

a. » Is talking about these topics easy or hard?
b. » Why might it be hard to talk about some of these things?
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9. Summarize participants’ responses about what might be difficult in talking about these
topics.
10. Explain that because these can be emotional conversations, it is important that we agree on
ways of talking and interacting as a group that help us all to feel safe, respected, and
trusting. Look again at what the group suggested as “group guidelines”. Emphasize to
participants that as it is their group, it is important that the women set these agreements
themselves.
11. Ask the group:

» What could make it easier to discuss these types of topics?
a. What would you need to do?
b. What would you need from one another?
c. What would you need from the facilitator?
12. Draw symbols to represent different responses on flip chart. If working with a group that has
higher literacy, list responses on flip chart and write “Group Guidelines” above the list.
HELPFUL TIPS: If the term “group guidelines” does not make sense in your setting, use another
term that will be with participants, such as “commitments”, “ways of being” “group rules”, etc.
13. Review the guidelines and ask for brief explanations of what some of the key agreements
mean. For example:
a. What does it mean to show “respect” in this group? What will that look like?
b. What does it mean to feel “safe” in this group? What does that feel like?
c. How do you want to manage disagreements that may arise within the group?
14. See examples of agreements below, and remember to discuss issues around confidentiality,
safety checks and referrals as outlined in the note below. Discuss these at the relevant time
when they come up in “agreements”.
15. After reviewing any questions, ask the participants if they can commit to these behaviours. If
so, explain that they will be our agreements as a group about how we are going to act and
contribute when we come together each week.
16. Remember to address any unrealistic expectations up front (stipends, t-shirts, etc.)
17. Ask the women to remember these agreements and help hold each other to the rules,
expectations, and commitments they just set. Another idea is to have each woman
remember a different agreement and to begin every week reminding each other of each
agreement.
Examples of GROUP GUIDELINES
» Respect each other’s ideas and experiences
» Confidentiality—keep information private
» Participation
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» Reflect on your attitudes and beliefs, especially about what it means to be a woman and a man
» Be open to new ways of thinking
Note on Confidentiality and Disclosures of Violence Confidentiality: It is important to take time and
explain what confidentiality means and what the limits are. Let the group know that confidentiality
means keeping what is said in the group in the room as private information. It requires each group
member to commit to respecting what each other shares and not talking about anything that is said
during the group time outside of the group.
Explain that the story/ words belong to the person who shares it – the speaker and not the listener
and it is important for us to respect that within this space.
Explain that there may be occasions where we are experiencing something that is difficult – there
may be problems at home, maybe we are afraid of some one. If there is something that is worrying
you, and you are wondering what to do about a situation you are experiencing, you can talk to one
of the facilitators (make sure to set parameters around the facilitator’s availability). Explain that it
can sometimes be better to talk about such things with one person rather than a whole group.
Explain that there are exceptions to confidentiality for the facilitator. These involve: anything that is
said during the group that indicates there is a safety issue for either a group member or someone
else outside of the group. Provide the group with examples of what may constitute a safety issue
that might require follow up or reporting.
Safety check: Explain that every week there will be time allotted to check-in about safety issues in
terms of how the community is reacting to women being in this group. Safety checks will allow the
women an opportunity to become comfortable with speaking out about their experiences, and will
hopefully strengthen the group process, inviting participants to support each other—a theme
present and encouraged throughout the curriculum.
Referral services: Make sure to discuss how to get in touch with response services in the community
and find out if the women have any questions about who or where they can go if they need to talk.
Also make sure to let the women know how to contact the facilitator if they need to, and what the
availability of the facilitator is to support them individually if required.
Activity E: CLOSING
Time: 10 minutes
1. Conclude the first session by explaining that the discussions we will have in this group will
help us to learn more about ourselves and each other and help us to understand what it is
we need as individuals and as a group. Things will not change immediately, however, people
and communities can change and grow—and by starting these discussions, we can hopefully
begin to build new ways of thinking and acting.
2. Review the information below and then conclude the session.
CONFIRMING MEETING TIMES:
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» Explain that you will be meeting with the group for 13 more weeks and after that the group can
decide how they would like to proceed and what if any additional supports could be offered. The
discussions will last two hours.
» Ask participants to confirm that the meeting dates, time and venue for these sessions are
convenient for all. If they are not, facilitate a discussion to arrive to an agreeable consensus on
meeting times, dates and venue.
» Ask participants if they have any questions about the process. Answer all questions and move on
to talk about the importance of regular attendance.
» Explain that if a participant is unable to attend a session, they should let the facilitator know if
advance if possible.
» Explain that if a person misses multiple/ key sessions, it may be helpful for them to be briefed on
the session by the facilitator ahead of the next session. This will help support group trust and
cohesion.
» Thank participants for all of their questions. Tell them that you are looking forward to working with
them over the next several weeks.
» Tell participants that you have now come to the end of your time together. Remind them of the
next meeting day and time.
KEY MESSAGES: It is the responsibility of the facilitator to summarize the ideas shared throughout
the session and to pull out some key messages. However, below are additional key messages you
can share with the group.
1. A goal of these groups is to allow women the space to think more about their context and
the power relations in their community and homes. This group will also help women to build
networks and bonds with eachother and support women to find and use their voice in
support of any change they feel they need.
2. Safety is our main priority. Specific details, names, or other private information will never be
shared with people outside of the group. Weekly safety checks will invite participants to
share any resistance they are experiencing for being part of the group, and if there are any
concerns about safety, the facilitator will support the women in connecting to response
services in the community.
3. As a group we have established agreements about what the expectations will and will not be
for each week. It is the responsibility of everyone in the group to remember these
agreements. Group agreements can be challenged or changed at any time throughout the
group meetings.
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Session 2: Being Together and listening to each other – Ella
Objectives:
 Feeling listened to
 Understanding oppression in our lives
 Reflecting on moments we have questioned our oppression
 Develop a group song
Time: 2 hours
 Read through the session outline and ensure you are very familiar with it.
 If you plan to use the relaxation and meditation exercises from Annex 4 ensure you have
practiced reading it in a gentle and calm voice
Materials Required:
 A colourful item to be placed in the middle of the space. This could be something like a nice
little bunch of flowers/ a pretty bowl. This should be something pretty that participants can
direct their gaze at if they do not feel comfortable closing their eyes.
 One copy of the Loving Kindness meditation for you to read out if you are using it
Session outline:
Activity A: (15 minutes)
1. Welcome participants to the second discussion group meeting. Be sure to show a lot of
enthusiasm for being there!
2. Review of Session 1
a. Review the key messages from Session 1.

b. Ask participants:
i. What questions or thoughts do you have about what we discussed last
time?
ii. Did anything come up for you this week?
3. Safety check: This brief check in should be done every week to find out if women are
experiencing any back-lash or problems from others in the community due to their
involvement in the group. If any participant reports that a threat has been made against
them regarding their involvement in the group, or that any other potential safety issue has
come up, the facilitator should find out more information from the participant and then
speak with her supervisor immediately to determine next steps. For additional guidance, see
the Safety Note in the Introductory Section above
Ask the participants:

a. How are you feeling about being part of the group?
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b. Are there new concerns that have come up for you since our first meeting?
c. What kinds of responses have you been getting from others about your involvement
in the group?
Activity B: Relaxation/ Meditation exercise (10 minutes)
1. Invite participants to do a relaxation/meditation exercise similar to the Loving Kindness

meditation in Annex 4
2. Alternatively, if you think your group is not yet receptive to these exercises, you could ask
“what does relation mean for you?”
3. “What makes you smile/ feel good?” This will be a good way to gauge what works for this
particular group. You could then do some nice movement exercise, followed by a short
breathing exercise from Annex 4. After the breathing exercise, you could ask the women
how they felt about the exercise – did any enjoy it/ any find it difficult? Again, this will help
you gauge what works for this particular group.
Activity C: Active Listening (20 minutes)
1. Invite participants to think of a time when they confided with some one about something
and felt really listened to. There will be no need to share this in the group, it is just a time for
them to reflect themselves. Ask the following questions:
a. What helped you feel that you were being listened to?
b. Was it something to do with the external environment? (For example, was it in a
situation where you felt safe? What helped you to feel safe?)
c. Was it something to do with the person you were confiding in? What was it about
that person – what was it about their behaviour that helped you feel listened to?
d. How did you feel after you shared what had been on your mind?
2. Invite the group to share any of the elements they thought was important to feel really
listened to.
3. Summarise and reiterate some of the key elements which the group has highlighted and talk
about how the act of being able to talk through our feelings can help us better understand
what we really want/ need. Listening to our feelings can help us connect with our own inner
wisdom and power. You can refer back to the “Could you just listen” poem from Week 1 and
remind people of this.
Activity D: Story telling and Sculpture: how women experience oppression (1 hour)
The aim of this exercise is to help women remember, tell their stories and find common ground
about the universal experience of women’s oppression.
1. Invite the group to move into groups of 5
2. Invite each person to take a few minutes individually to think of an occasion when you felt
undermined, made to feel bad as a woman, an occasion where you might have felt not
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respected, felt exploited, oppressed or discriminated against, and not listened to. Explain
that this does not need to be an experience that is so upsetting that you become
overwhelmed when you think about it.
3. Each woman is asked to share as much of this experience as she feels comfortable doing
with her small group. It is important to make it clear that no one needs to share things that
they do not want to talk about.
4. Each small group is then asked to choose one of the stories. The person who told the story
arranges the members of the group to present a ‘human sculpture’ showing the key moment
in their story. NB: During COVID this will need to be done with physical distancing in mind, so
ensure that the participants are at least 1 metre apart while depicting their sculpture.
Alternatively, the group could collect stones/ branches/ leaves and depict an
image/sculpture using these materials.
5. Each group presents their sculpture to the whole group. Each presentation is followed by a
discussion of the different ways in which women experience discrimination, exploitation, or
other form of oppression
6. After all of the presentations, summarise the various forms of discrimination, domination,
exploitation and oppression that have been shared. Refer to the definitions in the text box
below if required.
Definitions: Discrimination, Exploitation, Domination, Oppression
Discrimination is depriving a particular group of fair opportunities (eg of education, jobs,

promotion, use of resources)
Exploitation is taking unfair advantage of people because they are not in a position to fight for
their rights (eg paying very low wages to people who are desperate for a job, insisting on sexual
favours before offering a person a job/ promotion, expecting an unreasonable amount of work)
Domination is control by those with the greatest power. Domination is always a denial of the
others right to freedom of choice and participation in decision making.
Oppression is the widest term, covering all of the above and any other form of unjust pressure
put on a relatively powerless person by some one with more power. This power may be due to
physical strength, the use of weapons, rank, class, money, privilege, laws, education,
knowledge.
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7. Explain how each of us is born into a section of society, with its own values, beliefs and
expectations. “Each of us breathes in these values, beliefs and expectations as we grow”.
Often, we can be accepting of these values, beliefs and expectations, and we develop our
own self-identity which is often informed by these societal values, beliefs and expectations.
Many of these values are positive and support us to have a collective identity as a family/
community. However, some of these values may be harmful for some people.
8. Explain how in reality, we are all unique. As we grow up, we may at first be accepting of the
place in society we are given, but as we mature we may start to realise that we don’t
conform to all the expectations of our environment, and maybe our personal values are
different to the broader community values. It is often in moments of oppression,
domination, exploitation and discrimination that we can see this face on. With this increased
realisation, there is a constant negotiation and questioning of our individual identity and the
society to which we belong.
9. Introduce the idea that we begin life in what might be described as a cocoon, which protects
and forms us, but usually we break out of, or we break through the limitations of the
cocoon.
10. Give an example by telling a story of one or more breakthroughs in your own life (you will
have thought about this during your facilitator training). These could be any events or
relationships which awakened in you a questioning of ‘the given and the accepted’. In telling
your story, make connections between your own ‘cocoon’ and wider systems.
11. After your own story, invite participants to take ten to fifteen minutes alone to recall their
own breakthrough times/events in life, and the questions it raised for them about wider
issues. You can support through the following:
a. Invite participants to sit comfortably and close their eyes or gaze at the object in the
centre of the space
b. Say “I would like you to take a few moments to reflect back on your life and identify
key events and experiences, which brought you to an awareness of the “ideological
cocoon” in which you were living.
c. What events or relationships in your life have awakened in you a questioning of ‘the
given and the accepted’?
d. Locate yourself at these times in terms of family, socio-economic class, education,
religion, peer group and other formative influences.
e. Think about the moments where you felt a small ‘breaking through the cocoon’.
f. What was the energy behind the breakthrough? Where did the energy come from?
What energy was opposed to it? (Energetic forces might include global, national,
historical events, family, schooling, religion, social group, work, meeting individuals,
reading, workshops, media.)
12. Invite participants to move back into groups of 4 or 5. They can go to the same group, or a
different group, whichever you feel is more appropriate for the particular group you are
working with.
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13. Invite participants to share their stories of breaking from their cocoon and to actively listen
to eachother in the process. While listening to each other’s stories, the group is asked to
note the elements that supported or opposed breakthrough.
14. All return to the large group and each small group reports back on the elements that
facilitate or oppose breakthrough. Lead a discussion about, on the one hand, the energetic
forces, systems, institutions, etc that maintain the status quo and on the other hand, the
forces, systems, and institutions that facilitate breakthrough.
Activity D: Closing (10 minutes)
1. Explain that we have discussed a lot today and shared a lot of experiences with eachother.
We have been able to reflect on how we feel listened to, and moments where we did not
feel listened to and how this impacted on us
2. We have also discussed moments where we have started to question our situations in life,
and started to think about what it means and feels like to be a woman in our community.
3. In closing, it would be nice to start to develop a group song about being a woman in our
community. Support participants to develop a song from some of the elements they
discussed today, perhaps focusing on the positive components of what they discussed.
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Session 3: Being Together and understanding power
Objectives:
 Understanding power and the power we have in our lives
Time: 2 hours
 Read through the session outline and ensure you are very familiar with it
 If you are using the Mountain Meditation make sure you have practiced reading it in a calm and
gentle voice in advance of the session
Materials Required:
 A colourful item to be placed in the middle of the space. This could be something like a nice little
bunch of flowers/ a pretty bowl. This should be something pretty that participants can direct
their gaze at if they do not feel comfortable closing their eyes.
 One copy of the Mountain Meditation for you to read out
 Green and red paper cut into squares. Have one red and one green paper ready at each
individuals place
Session outline:
1. Welcome participants to the third discussion group meeting. Be sure to show a lot of
2. Sing the group song and discuss if anyone wants to change any component to it

i. What questions or thoughts do you have about what we discussed last
time?
4. Safety Check: This brief check in should be done every week to find out if women are
27
in the group?
Activity B: (10 minutes)
1. Meditation: invite participants to listen to the a meditation, similar to the Mountain

Meditation in Annex 4
2. Alternatively, use a different “warm up” exercise that you know will work for the particular
group to help them relax and feel at ease.
Activity C: Understanding power (30 minutes)
1. Ask participants: What is power?
2. Explain that power is the ability to influence or control people, opportunities, or resources.
3. Ask participants: What kinds of power are there?
4. Explain that power can be used in different ways—it can be used for good, but it can also be
abused.
5. Tell participants that you will be reading scenarios to them and you want them to tell you
whether they think the examples demonstrate good uses of power or abuses of power.
6. Give each participant green and red paper.
7. Ask participants to hold up the green paper if the type of power described is good and the
red paper if the type of power is bad.
8. After each scenario, discuss why the type of power is good or bad.
Good/Bad Power Scenarios:
 A woman needs to feed her children but does not have enough money. A merchant says
that he will forgive her credit at the store, if she gives him a sexual favour in the back room.
 A young man stands up in the bus and allows an elderly woman to take his seat.
 Men march with women to demand an end to domestic violence.
 After a flood, families from the dominant ethnic group help rebuild the school that is
primarily used by children from the minority group.
 A wealthy man builds a public library and playground for the community to use.
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 A young woman is told to go home from the community meeting because it is no place for a
young women, especially one that is not married.
 After the young woman leaves, she feels hurt and angry, but decided to speak to some of
the older women in her village and ask them to advocate for her to be allowed to
participate
9. After discussing the scenarios, talk about the different types of power, linking the definitions of
power below to the statements that have been discussed. Try to elicit a conversation about the
types of power before sharing the definitions.
a. Power Within is the positive feeling we experience when we love and accept ourselves,
believe we are valuable, and feel deserving of all our human rights. Power within is the
foundation for all other positive forms of power
b. Power To is when we take action to positively influence our own and others’ lives.
c. Power With is when we join others without bias or discrimination to positively improve
our own and others’ lives.
d. Power Over is when our words or actions make it difficult, frightening or even dangerous
for others to use their own power. The resulting imbalance of power often leads to violence
in its many forms – physical, sexual, emotional or economic.
10. Explain everyone has some type of power. While there may be people or groups that tend to
have more control and opportunities, there may be situations in which they have less power
compared to someone else. The same can be said for people who are in groups that tend to have
less power in society. In certain circumstances, they may have more power than another group.
11. Conclude the activity by asking participants the following questions

 Do all people in this community have the same amount of power?
 How do you know if someone has power?
Activity D: Talking about power and status in the home (45 minutes)
1. Ask participants: Who holds the high status/high power in the family, men or women?
2. Emphasise that as a community we generally tend to assign women a lower status than
men—and this results in women being treated differently than men and having different day
to day lives than men.
3. Read the case study about Mary to the group:
» Mary’s father says he has some very important matters to discuss with her and her mother.
He tells Mary that because she is now 18 years old he has arranged her marriage to a rich
man. This man is the son of a good friend of the family and has a good reputation. Mary’s
mother tries to ask questions about the man, but Mary’s father simply says the marriage is
arranged and it will be a good one. Mary has never met the man she is now engaged to marry.
She feels afraid because he is much older than she is and she has heard horrible stories about
men beating their wives. She says nothing to her father about her fears. She listens to him
speak and then thanks him quietly.
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4. Lead a discussion with the following questions below:
» Does this kind of situation happen here?
» Who has power in this scenario?
» What kind of power does the father have? Does Mary have any power? Does the mother
have any power?
» How does power relate to having choices?
5. Invite participants to move into small groups to have a discussion on supporting women
» You are a friend of Mary’s mother and she tells you about the situation. She is upset that
her husband won’t even talk with her about who will be marrying her daughter.
• How would you support Mary’s mother?

• What have you done to support women when they have wanted to change things
or do things differently?
• What would you want to do so that your daughter was better supported if you
were Mary’s mother?
• What do you need your friends to do to help you do that?
6. After 20 minutes, ask for volunteers to share their discussion with the larger group.
7. Explain that one of the benefits of having more power is that you are able to do more of the
things that you like, and decide what you want to do. Those with more power in the home
and community are usually the ones who decide how things run and what people do.
8. In order for things to become more equal, we have to re-think the ideas that we have about
women and men and develop new kinds of power that is shared–“power with” rather than
“power over”.
9. Summarise the key messages below and ask participants if they have any questions.
Key messages:
1. Power is about being able to have access to and control over decision-making and
resources.
2. Different groups of people have different power in the community. This leads to people
being treated differently.
3. Power differences are not based on individual characteristics, they are based on race,
sex, age, job, etc..
4. The way we are taught to think about women and men, plus the unequal power of
women and men in the home and community lead to different roles and opportunities
5. How we are treated has an impact on how we feel about ourselves. In order for change
to occur, we may need to re-think ideas that have seemed “natural” or “normal”
because they also are limiting or harmful.
30
6. There are different types of power and power can be used in good ways or can be
abused.
7. Everyone has some kind of power, even if they are not able to express it externally—for
example, someone in prison has the power to disbelieve what is said about them and
think their own thoughts
1. Explain that we have discussed a lot about different forms of power, and the types of power
we have.
2. Explain we will continue these conversation over the coming weeks together, so that we get
a greater understanding of how we can have more balanced power relations in our homes
and in our communities.
3. Finish with a relaxation exercise and the group song
4. Confirm the next meeting date
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Session 4: Being Together and understanding power in our lives
Objectives:
 Understanding power and the power we have in our lives
Time: 2 hours
Materials Required:
1. Multiple copies of Household Duty and Decision Cards (Annex 5 & 6). You will need 4 copies
of these cards if you are doing it with polygamous nodes. You will need 2 copies of these
cards if you are doing an analysis of monogamous couples.
2. Sheets of paper with “husband”, “wife” and “jointly between husband and wife” written on
them in the local language with an accompanying picture to represent the word
Session outline:
Activity A (15 minutes):
1. Welcome participants to the third discussion group meeting. Be sure to show a lot of
2. Sing the group song
 Review the key messages from Session 3.

 Ask participants:
i. What questions or thoughts do you have about what we discussed last time?
experiencing any back-lash or problems from others in the community due to their involvement
in the group. If any participant reports that a threat has been made against them regarding their
involvement in the group, or that any other potential safety issue has come up, the facilitator
should find out more information from the participant and then speak with her supervisor
immediately to determine next steps. For additional guidance, see the Safety Note in the
Introductory Section above

32
c. What kinds of responses have you been getting from others about your involvement in
the group?
Activity B: Positive Power (10 minutes)
1. Remind participants of the “good” and “bad” examples of power that we discussed during
the last session
2. In small groups, invite participants to talk about ways they have used power positively in
their lives
3. Ask each group to share one example of positive power
Activity C: The Power we have in our lives (1 hour)
Purpose: to allow women to reflect on the way that household chores and decisions are divided up to
better understand the role that power plays in their relationships and how it affects both parties.
This tool is adapted from Care International (2013, p58)
Method:
1. Explain that today we are going to explore who does what in the community.
2. Explain there are two sets of cards: one for household duties and the other for decisions.
3. If working with women from both monogamous households and polygamous nodes, have 2
separate groups – one for those in monogamous relationships and one for those in
polygamous relationships
4. Give the group the cards for household duties and ask them to place them under the piece
of paper that represents the person/s who is primarily carrying out responsibility for that
item in the household. The options are husband, wife or joint decisions taken by husband
and wife. Note: if there are women from polygamous nodes in the group, you can also you
the following categories: “first wife, second wife, jointly between wives”.
5. Ask the participants to add any significant household duties that have been forgotten to the
blank cards provided.
6. When the groups have finished, ask them to stand up and look at each other’s work.
7. Then pick a couple of the cards and ask why they have been placed in that pile.
8. Looking at the piles the participants have created, ask them who does it look like has the
most work to do in a household? Why does this person have the most work?
9. Now ask the participants to look at these cards again, and ask them to try and put the cards
in order from most important to least important activity in the household.
33
10. Now that the participants have them ordered, look at the cards. Ask them who has the most
important jobs – man or woman (first/second/third wife)? Why?
11. (Gather up the cards with duties on them). Now, tell them that you have another set of
cards that have decisions on them. Just like before, ask them to put these in the different
piles.
12. Ask the women from monogamous couples to place them under the image that represents
the person (men, women or jointly between men and women) who is/are primarily carrying
out responsibility for that item in the household.
a. Ask the women in polygamous nodes to place them under the image that
represents the person (man, first wife, second wife, jointly between men and
wives, jointly between wives)
b. When the groups have finished, ask them to stand up and look at each other’s
work.
c. Looking again at these piles, ask them who makes the most decisions? How do
they feel about that?
d. Ask them to now take the pile of cards for all of the decisions, ask them to try to
put the cards in order. Which decisions are most important for the well-being of
the family? Why? Which decisions are least important for the well-being of the
family? Why?
Facilitator’s note: In a large group it might be difficult to have everyone agree on the order. One
variation that you can try is giving everyone 20 small stones (or leaves or any object near the area).
You call out the name of the decision then place the card on the floor, and they have to place stones
under it. They give more stones if they think it is a more important decision and fewer stones or
none at all if they think it is less important. For example, if they thought that decisions about school
fees were the most important and decisions about what type of vegetable to buy as least important
they would place 5 stones under the card for school fees and 0 stones under the vegetable card.
13. Lead a group discussion about the power that men and women have in the household based
on the exercise. Ask:
a. “Who decides whether an activity is a men’s or women’s activity? Do culture and
tradition affect who performs the activities?
b. How does the control over different household decisions affect both men and women
in the household?
c. If household decisions were made jointly, how would this benefit the relationship
between the man and the woman? How would it negatively affect this relationship?
d. If jobs were distributed more equally, what changes would this allow in the
household?
e. How is it within your power to change the current way that tasks and decisions are
distributed?
f. How can we know if women or men are unhappy about decisions being made?”
Facilitator’s note: Be aware that in polygamous households there are more complicated dynamics
over resource allocation and be sensitive to this. If tensions between co-wives wives emerge, try
34
to steer the conversation toward thinking about the household wellbeing and what they would
like to work towards in terms of supporting a harmonious household. If tensions persist stop the
activity and insert an energiser (examples in the annex 4).
Activity C: Closing (10 minutes)
1. Explain that we have continued our discussion on power, and how it reflects on who does
what activities and who decides what. Highlight how all households are different, but we
have seen some similarities in how decisions are made and who does what chores. This is
often how power plays out in practice within the household. It is when we are aware of this
that we can think of ways, together, to find more balanced power in our lives
2. Finish with a relaxation exercise and the group song
3. Confirm the next meeting date
35
Session 5: Reflecting together: understanding our context
Objectives:
 Understanding gender, and harmful gender stereotypes in our context
Time: 2 hours
Materials Required:
 Box/ Basket
 Rocks/ stones/ other items that could be used to represent elements for the Act like a Woman/
Act like a Man activity
 Flipchart and pens for groups with literacy
Session outline:
1. Welcome participants to the fifth discussion group meeting. Be sure to show a lot of enthusiasm
for being there!
 Review the key messages from Session 4.
 Ask participants:
o What questions or thoughts do you have about what we discussed last time?
o Did anything come up for you this week?

in the group?
36
Activity B: What I like about being a woman (10 minutes)
1. Ask the women to form a circle.
2. Ask them to think of one thing that they enjoy about being a woman. Give them a couple of
minutes to think.
3. Then ask for a volunteer to introduce herself and act out what she likes about being a woman. For
example: “My name is Mary and I like that as a woman, I am strong” and she acts out being strong.
4. Then for a few seconds, the women join her in acting out what she likes about being a woman.
5. After all of the women have had a chance to participate, thank them for sharing and encourage
them to continue to volunteer, participate, and enjoy their time together.
6. Let the women know that today, you will be talking more with them about what it means to be a
woman or a man.
Activity C: “ACT LIKE A WOMAN” (45 mins)

Responses in the “Act like a
1. Place or draw a box or basket on the ground. Woman/be a lady” box may include
the following:
2. Place rocks or other items in the middle of the room. Make sure that
you have enough items so that the participants can have enough » Be passive—a woman cannot be a
symbols for many different responses. leader or chief
3. Tell the group that you want to know what they have been taught » Give birth to many children
about being a woman and a girl in their community.
» Support their family (if a woman is
4. Explain that you will be asking them to share characteristics and a widow or has been abandoned)
expectations for women and men. The rocks symbolize these
» Be the caretaker for children and
expectations, so when they want to share their opinions, they should
elders
take a rock/symbol, explain what it means and place it in the box or
basket. » Be beautiful, but not too sexy
5. Ask the participants to share their ideas about what they have been » Be smart, but not too smart » Be
taught about being a woman or girl and what the expectations are for quiet
how women and girls are supposed to behave.
» Obey
6. The following questions may help to fill in the box:
» Listen to others
» What kind of toys do little girls play with?
» Be the homemaker
» What are women and girls supposed to wear?
» Be faithful
» How are women supposed to act in terms of sex?
» Be submissive
» How are women supposed to act in relationships/marriage?
» What kinds of tasks do women and girls do in the home?
» What kinds of tasks do women and girls do in the community?
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7. If working with a group with higher literacy, write responses on the flipchart inside the “Act Like a
Woman/Lady” box.
8. After generating a number of responses, review some of the ideas in the box and ask the group:
» Do you do these things or know other women who do these things?
» How did you learn to do these things? Who taught you when you were younger?
9. Explain that these are society’s expectations of who women should be, how women should act,
and what women should feel and say. They are taught to us from the moment we are born from
many different people and experiences.
10. Once the group has brainstormed a list, facilitate a discussion based around the following
questions:
» Are the ideas about what it means to be a woman that are listed in this box helpful or
harmful to women and girls? Emphasize that women and girls may enjoy or take pride in
some of the characteristics of the box (cooking, caretaking, etc.) and be limited and harmed
by others (submissive, passive, etc.)
» What happens to women and girls who step outside of the box? What actions can happen
to these girls? (i.e. raped, beaten, shunned from community).
» What are women who step outside the box sometimes called by others in the
community? Use examples that the group has generated to demonstrate what this means
(i.e. women who have sex with more than one man, women who assume leadership
positions, etc.)
11. If working with a group with higher literacy, write responses outside of the box. Examples may
include:
» Called sluts, whores, and prostitutes.
» May be threatened with rape, harassment, and assault.
» May be raped, harassed, assaulted.
12. Ask the participants:
» How does this make women feel?
» What do women do to try and not be called those things or be physically harmed?
» What do the ideas both inside and outside of the box teach people about what it means to
be female?
» Is it only men who think this way? Are women also conditioned to think this way about
their peers?
13. Explain to the group that:
» We are taught to think that there is a right and a wrong way to be a woman. Women are
taught to think about themselves in these ways by their families and communities. These
messages begin the day we are born and continue throughout our lives.
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» These ideas control and restrict the lives of women—they set rules for women to follow
and there are dangerous consequences for being seen as not following the rules. Make sure
to emphasize here that women are often punished or harmed even if they do follow these
rules.
» These ideas about women teach both boys and girls that women and girls are inferior to
men and boys. They teach us that men are the leaders and the rulers, and that women are
to be subservient and obey. We are taught that men should have more power and control
than women and girls in relationships, the home, and society in general.
14. The names and violent behaviours listed outside of the box are ways that men reinforce this
power and control over women and their bodies. Violence is a way of expressing male power or
men’s right to do what they want with women’s bodies.
Activity D: “ACT LIKE A MAN” (45 mins)

Responses in the “Act like a Man”
1. Now place or draw a box on the floor—or if working with a
box may include the following:
group with higher literacy, draw a box and write “Act Like a
Man” above it. » Be seen as tough and aggressive
2. Ask the participants to share their ideas about what they » Do not cry
have been taught about how men are supposed to behave.
» Be a leader
3. Again, ask participants to take a symbol and place it in the
» Be the protector
box, explaining what it represents.
» Be a good advisor
4. The following questions may help to fill in the box:
» Have lots of sex
» What kind of toys do little boys play with?
» Have more than one
» What are men and boys supposed to wear?
girlfriend/wife
» How are men supposed to act in terms of sex?
» Never ask for help
» How are men supposed to act in
» Make a lot of money
relationships/marriage?
» Travel to find work
» What kinds of tasks do men and boys do in the
home? » Make decisions in the home
» What kinds of tasks do men and boys do in the » Control the finances
community?
» Know how to fight
After each question, pause and allow participants time to place
rocks and symbols in the box to represent the responses. If working with a group with higher literacy
levels, write responses in the box on chart paper.
6. After the group has come up with many responses, review some of the ideas in the box and ask
participants:
» Do you know men who do these things or act in these ways?
» How did they learn to do these things? Who taught them when they were younger?
39
7. Explain that these are society’s expectations of who men should be, how men should act, and
what men should feel and say.
8. Once the group has brainstormed responses, facilitate a discussion based around the following
questions:
» Is the box helpful or harmful to men? How? Emphasise that the box both privileges men
(they are leaders, decision makers, etc..) and limits men (they can’t cry, they must appear in
control and tough, etc.)
» What happens to men who step outside of the box?
» What are men who step outside the box called? Use examples that the group has
generated to demonstrate what this means (i.e., men who express fear, men who don’t
objectify women, men who cook, etc.)
9. If working with a group with higher literacy, write responses outside of the box. Examples may
include: » Teased » Beat up » Ignored » Called “gay”, “woman”, etc.
10. Ask the participants:
» What messages does this send? What does this teach us?
Activity E: Closing (10 minutes)
Explain to the group that:
» The ideas in the box teach all of us that men are superior to women—that they are the
rulers, leaders, and decision makers.
» The box also teaches us that there is a right and a wrong way to be a man or a boy.
» The names and violent behaviours listed outside of the box are punishments for breaking
these rules. They are ways of policing behaviour and making sure that men “act like real
men”. These ways of acting may directly harm women and girls.
» Point out that the names on the outside of the box are mostly derogatory terms for
women or gay men—note that this teaches men and boys that women/girls/non-straight
men are “less than”, and therefore that it is ok to treat them in disrespectful, dehumanizing
or violent ways.
» Note that the consequences for women of stepping out of the box are generally much
more severe than for men
» Emphasize the key point that these types of violent behaviours can and do happen to
women REGARDLESS of their behaviour or actions, and that violence is NEVER the fault of
the victim. However, we are taught to focus on what the victim of violence did. This sends
the message that a victim may have brought violence onto herself or “asked for it”. This is
not true and these ideas are very harmful for all of us.
Explain we have discussed a lot today, and some of the content that we have spoken about may
weigh heavily on our minds. Explain that we are likely to all feel similar about what we have
discussed, and that we are a support to eachother. We’re not alone.
40
Invite participants to stand in a circle, sing the group song, and shake off any negative emotions they
may be feeling as a result of the discussion today by using one of the exercises from Annex 4.
41
Session 6: Reflecting together: understanding our context
Objectives:
 Understanding gender and harmful gender stereotypes in our context
Time: 2 hours
Materials Required:
 Flipchart and pens
Session outline:
1. Welcome participants to the sixth discussion group meeting. Be sure to show a lot of enthusiasm
for being there!

i. What questions or thoughts do you have about what we discussed last time?

c. What kinds of responses have you been getting from others about your involvement in
the group?
Activity B: Our community (10 minutes)
1. Invite participants to stand in a circle and think about one tradition/custom that they have in
their community that they enjoy
42
2. Invite participants to state what the tradition is, and what they enjoy about it. If some
participants state the same tradition/custom, try to probe something else that they might
enjoy about it that has not already been previously shared
Activity C: Using Gendered traditional sayings and proverbs (20 mins)
1. Explain that we are now going to think of community traditions that include specific roles for
women and for men in the community.
2. Invite participants to move into small groups and to brainstorm any stories, songs, sayings,
or proverbs from their childhood that are about women’s and men’s roles.
3. After a few minutes invite each group to share a story/ saying or proverb. Encourage each
group to share something that has not already been shared by others.
4. If the groups are struggling to think of some, you could provide some examples such as:
a. Big boys don’t cry
b. Having a daughter is like watering a neighbour’s garden (I.E she won’t look after you
in your old age as she will be taking care of her in-laws)
c. Boys will be boys
d. The hardworking woman brings forth food; the lazy one, weed.
e. A lazy woman resents the falling rain
f. When the daughter proves that she is well behaved, she steps into the shoes of her
mother
g. A boy who is a coward should wear bangles on his hands
h. Strong winds and ugly women only break twigs
i. Men are gold, women are cloth
j. A woman’s place is in the kitchen
k. It is believed that women are governed by a weak star so they are susceptible to evil
spirits
l. In the hands of women rests the dignity of the house
m. Hens do not crow
n. The first wife is the trash can
o. A girl child means riches to the family
5. Lead a discussion on these statements in plenary using the following questions:

a. Have you heard of these statements/proverbs before? Have some of these
statements been told directly to you?
b. What do these statements tell us about the roles of women and men in the
community?
c. What do these statements reinforce, and how are they harmful?
6. Explain that we are now going to continue our discussion on the Woman Box and Man Box
from the previous session.
43
Activity D: Thinking outside of the Box (1 hour)
1. Invite participants to break into 3 smaller groups
2. Review gender boxes and ways that we are limited—and limit ourselves.
3. Ask participants to reflect on the following questions:

a. What have you noticed about the ways that you stay in the box?
b. What have you noticed about the ways you may pressure others to stay in the
box?
c. What have you noticed about the ways that you step out of the box?
d. What have you noticed about the ways that you might encourage others to step
out of the box?
4. Explain that we are going to look at different situations that involve people wanting to do
things differently
5. Give each sub group one of the following scenarios and ask them to develop a short 3 min
role play:
a. Scenario 1: Daughter or son wanting to do something outside of the box and

mother demonstrating support.
b. Scenario 2: Husband wants to be involved in domestic tasks and chores. Wife

feels embarrassed and tells him it is not appropriate for a man to help.
c. Scenario 3: Woman wants to do something different and decides to ask her

husband for help and support with household chores.
6. Ask each group to perform their role plays and after each one, lead a brief discussion using
the following questions as a guide:
a. What was going on in the scenario?

b. What affect did the response have on the main character?
c. Why did the woman respond in this way?
d. Would you have responded this way in this situation? Why?
e. Is it safe for the person in this situation to do things differently? Why or why not?
7. In the same sub-groups, give each group a topic for discussion:
a. Topic 1: ask participants to share stories of a time they themselves might have defied social
pressures and rigid stereotypes and acted outside of the “box”.
i. What allowed them to do this?

ii. How did they feel about it?
iii. What were the reactions of others?
b. Topic 2: Think about a time that they may have pressured someone to stay in the box.
i. What made them do this?
44
ii. How did they feel about it?
c. Topic 3: Think about key moments when they learned how they were expected to behave as
women/ men.
i. What happened? What did you learn that you were supposed to do/ not supposed to
do?
ii. Who taught this to you?
iii. How did you feel about it?
8. After 10 minutes, ask participants to share the key points of their discussions with the larger
group.
9. Highlight the following aspects from what participants share. If working with a group with higher
literacy, note these on chart paper.
a. What messages were they given about how they should behave as women/men?
b. What allowed them to step out of the box; what it was like to be outside of the box?
c. Ways that they might pressure someone to stay in the box or reinforce the teachings inside
the box?
10. Ask the group: “Is it better to stay inside the box or step outside of the box?”
11. Emphasise that there are many benefits for men inside of the box. They are the rulers, leaders,
and decision makers. However, the box limits men because it denies them access to the full range of
human emotions and experiences. Instead, it pressures men to focus on getting, maintaining, and
demonstrating their power and value. It also sets men up to think of women as “less than” and inferior.
12. Summarise the key points:
 The different roles men and women play in the family and community are mainly based
on society’s beliefs about what women and men can and should do. Beliefs about how
men or women are may appear to be natural as we grow up. However, they are in fact,
cultural. They are expressed daily in stories, attitudes, assumptions and ideas that we
learn and act on.
 The roles of men and women are not “natural”, although they may appear to be. Socially
defined differences between men and women are gender differences. The different
roles that women and men play because of these differences are gender roles.
 We are taught that there is a right and a wrong way to be a male or a female. This puts
us in boxes. If you act “outside of the box” society punishes you for not being “normal.”
Boys learn early on that men have more privileges and status than women. This is why it
is an insult to a boy to be told he is “acting like a girl” and why boys will not want to
carry out tasks that are seen as “girl’s duties.”
 Violence is never the fault of the victim. It is a choice made by the person who commits
the act of violence. Even if someone acts “out of the box” they do not deserve people to
be violent towards them.
 This work is challenging. There are many benefits for men inside of the box however
these benefits are at a disadvantage to men because it denies them access to the full
range of human emotions and experiences.
After this discussion, Explain: We started today by looking at proverbs and statements, which we have
heard in the community and which we know are harmful to women. In small groups, we would like
45
you to think about alternative statements/ messages that could be used whenever you hear these
harmful proverbs in the community
a. Split the group into smaller groups and ask each group to develop 2 statements which
portray a message that is positive and promotes women’s freedom/ choice/
empowerment, and which helps men to “act outside the box”.
b. Ask each group to present their new statements to the group and record them on a
flipchart. If there are any statements which you feel may not fully portray “acting outside
the box”, ask others within the group what they think of this message, and see if it can be
altered in any way.
c. Thank participants for their participation during the session
Activity E: Closing (15 minutes)
1. Invite participants to take a moment and think about what life outside of the expectations and
rules in the box would be like. Invite volunteers to share one word that comes to their mind when
they think of the world outside of the boxes.
2. Summarize the key messages below and ask participants if they have any questions.
Key Messages for Session 6:
It is the responsibility of the facilitator to summarise the ideas shared throughout the session and
to pull out some key messages. However, below are additional key messages you can share with
the group.
1. The different roles men and women play in the family and community are mainly based on
society’s beliefs about what women and men can and should do. Beliefs about how men or
women are may appear to be natural as we grow up. But they are in fact, cultural. They are
expressed daily in stories, attitudes, assumptions and ideas that we learn and act on.
2. These socially defined differences between men and women are gender differences. The
different roles that women and men play because of these differences are gender roles.
3. There might be parts of the gender box that you enjoy doing or that you find positive. This
activity is not intended to make you feel shameful of the things you enjoy about being a woman,
but to build an awareness of where these messages and expectations stem from.
3. Do a short relaxation exercise from Annex 4, thank the participants for their time and remind
them of the next meeting day and time.
46
Session 7: Reflecting together: understanding our community
Objectives:
 Understand factors which enable and inhibit participation in decision making fora
 Understanding how power is dispersed in the community
Time: 2 hours
Materials Required:
 Flipchart , A3 paper
 Photos/ pictures that might represent community
 Pens of different colours
Session outline:
1. Welcome participants to the seventh discussion group meeting. Be sure to show a lot of
3. Review the key messages from Session 6. Ask participants:


in the group?
Activity B – Participating in our community (45 minutes)
1. Explain that during today’s session we’re going to look at “participation” within our
community
47
2. First, talk about what is “our community” – is it the local area where we live, how far does it
reach? Is it our immediate family, or much broader than that?
3. Spread a range of photos on the floor/ tables/ other surfaces and invite participants
to choose a photo which says something about ‘what community means to you now’.
4. Now invite participants to think about what is good about our community – what do we
enjoy about our community?
5. After discussing these positive points, invite participants to move into groups of 3 and
explain we’re now going to look at how we participate in our community.
6. Divide the group into groups of 3.
7. Explain that each group will do a short role play. To prepare they should each agree three
conversation topics which would interest all of them. These can be about anything, as long
as they are something of interest to the 3 people in the group
8. Once topics are chosen, have each small group begin the conversation, but have 2
people do everything they can to keep the third person out of the chat. The third person is
instructed to try to break into it while the two conversing try to ignore and/or keep them
out.
9. Repeat this role play using different topics until each person has experience of being
“outsider”.
10. Then ask the small group to discuss and share their feelings about their experience.
11. Next, ask people to take time alone to think of what enables them and what
prevents them from participating in groups. In doing this, they should consider
internal factors (e.g. shyness, lack of confidence etc) and external factors (e.g. bullying,
closed group etc).
12. Facilitate the large group to discuss any insights people have gained from the experience of
being excluded and not having their voices heard, or of finding themselves excluding
others.
13. SOME RELEVANT QUESTIONS MAY BE:

✦Why do such things happen?
✦What are the consequences for those involved?
✦How can such situations be avoided or addressed?
Activity C: mapping power holders (45 minutes)
1. Explain that we are now going to look at the different decision making spaces in our
community.
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2. Invite participants to move into groups of 3, and provide each group with a large sheet of
paper.
3. Ask people to draw a circle that represents their local area.
4. Specify the area that is being considered and ask each group to list the major power
holders in this area, representing them in some relevant way on the map. (These could
be individuals, groups, organisations, government bodies, etc.) For those with limited
literacy, ensure the facilitators help them and take notes while they map out the different
stakeholders
5. Invite each group to share the power holders they thought of, and compile a full list.
6. From this list, support the group to shortlist about 8 – 10 major power holders in the area.
7. Write the name of each power holder on a separate sheet of paper, with an associated
symbol or drawing to represent them, for those who are illiterate. Invite volunteers to hold
each of the pieces of paper in a line in front of the circle of women.
8. Explain that we want to prioritise these powerholders into those with most power and those
with least power. Invite a volunteer to come forward and to rank the 10 powerholders, from
the most to the least powerful, and they are invited to explain why they have made their
particular choice. Others are asked if they agree with the ranking and anyone who
disagrees is asked to rearrange them. Repeat this several times.
9. Ask participants to consider why people are making different choices, and invite them to
share their opinions. An open discussion follows, during which, if necessary, you might
raise issues such as the difficulty of comparing different types of power, and that
individuals often perceive power differently based on the standpoint of their own life
experience. (The exercise could end here, but the next step could also be useful.)
10. People stand again with the A3 sheets, and the others are asked to move the
‘powerholders’ around, placing those whose powers are connected together. For
example - Who stands together? Who props up whom? Who is a power behind the
scenes? etc. Quite often this leads to very intricate connections being explored. On-
going discussion happens as the configurations change. Before ending, it is important to
ask those who were holding the posters and were being moved around, to say how it was
for them, and if they want to share any insights from their experience.
11. From this, outline the key decision making spaces in the community and represent these on
a large sheet of paper in the form of a map. You could use different colours to represent
those decision making spaces who have more power and those who have less power.
1. Explain that we have discussed a lot today, firstly about how we might participate in
different spaces, and what enables us or inhibits us to participate
49
2. We have also looked at who has power in our community and we’re starting to understand
the network or web of power in the community. We will continue this discussion in the next
session so that we can better understand the spaces that we value to participate in
3. Close with the group song/ relaxation exercise from Annex 4
4. Confirm time and date of next meeting
Following this session, make multiple copies of the village map so that you can use them in session 8
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Session 8 - Reflecting together: understanding our community
Objectives:
 Understanding the decision making spaces which are of value to us

 Understanding which spaces we would like to participate in
 Understanding how we want to participate in these spaces
Time: 2 hours
 Make multiple copies of the village map from session 7.

Materials Required:
 Copies of the village map from session 7

 Post it notes
 Pens
 Packs of stickers of 4 different colours/ packs of 4 different types symbols (eg stones, leaves,
fruits, vegetables)
Session outline:
1. Welcome participants to the eighth discussion group meeting. Be sure to show a lot of


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in the group?
Activity B: Being part of this group (10 minutes)
1. Invite participants to stand in a circle, facing eachother
2. Thank participants for taking the time to be here today, and to be with eachother.
Express your gratitude for journeying with this group of women over the last number of
weeks, and how thankful you are for being able to spend time with and learn from them
3. In the circle, invite participants to think of one positive element about being part of this
group – Is there anything about being in this group that helps them to feel good? If so,
what is it?
4. Invite any participants who would like to, to share any positive thoughts they have about
this space
Activity C: Understanding our place in our community (1 hour 15 minutes)
1. Invite participants to move into groups of 4 and provide each group with a copy of the map
that was created in session 7.
2. Invite participants to look again at the map. Is there anything they want to add or amend?
Are there any decision making spaces they forgot to mention that they think are important?
3. Give each participant a small post-it note and invite them to draw a symbol that represents
who they are on the post it note.
4. Invite each participant to place their post-it note on the map in a place where they see
themselves in the community. This might be right at the centre, it could be close to one of
the power holders/ decision making spaces, or it might be at the edge of the community
either on their way out or on their way in (this could be represented by an arrow).
5. Following this, invite participants to quietly think about:

a. How did you get to this position in the community? Was it by choice, election,
through the intervention of others or by some other means?
b. How do you feel about where you are in the community? Is this the position you
really want to be in?
c. If not, and if you could change, where would you want to be?
6. When the questions have been answered, encourage participants to share in their small
groups. Following this, in these same groups, encourage participants to look at the map and
reflect on the following questions:
a. Are any of these spaces ones where women are purposely excluded from?
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b. Are there any spaces where any of the participants would like to be part of/ think it
would be important to be part of? Why?
c. Are there any spaces where women are included that they feel are not particularly
powerful spaces
d. Are there spaces where women are included but they have no real influence?
7. Provide participants with different coloured stickers/symbols to represent different

elements for example:
a. Colour 1/symbol 1: A powerful space where no women are present
b. Colour 2/symbol 2: A powerful space where women are present but they have no
real influence
c. Colour 3/ symbol 3: A powerful space where women are present and have influence
d. Colour 4/ symbol 4: A powerful space where at least some women in the group think
it would be important to be represented in
Encourage participants to place the relevant colour sticker/ symbol on the map
8. Bring everyone back to the large group and analyse the different maps. Discuss what we
have learned during this exercise. Questions which may be useful to raise in the discussion
are:
a. How do you feel about where you are in your community?
b. Would anyone like to change that position?
c. How might a person go about changing their position in their community?
9. Some of the answers to the questions above may involve having discussions with men in the
community. If this is the case, specify with the women:
a. From the power analysis we have just done, which men in the community would it
be useful to talk to about these issues?
b. How should we talk to these men? (Ie should we meeting them as a group/ such a
couple of women talk to the one or two of the men/ are there other supportive men
who we could ask to talk to some of the men?) If appropriate, you could also include
these strategies visually on the maps, or develop a separate paper with these
strategies.
c. When discussing these issues, ensure to build in a discussion on any potential
backlash the women may face, and what they might be able to do to prevent it or
mitigate it.
Activity C: Close session (15 minutes)
1. Explain that we have discussed a lot today, and everything we have discussed is building
upon what has come up for us in our previous sessions together.
2. We are started to build a strong analysis of the decision making spaces in our community
and starting to think about which spaces are valuable to be involved in, and how some of us
might get more involved in them.
3. We will continue this discussion again in the next session so that we can better understand
the spaces that we value to participate in
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4. Close with the group song/ relaxation exercise from Annex 4
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Session 9: Finding our way together: finding power
Objectives:
 Understanding some of the barriers we face in meaningful participation

 Understanding what inner strength we have to overcome some of those barriers
Time: 2 hours
Advance preparation required:
 You will need a space where you can stick the “block wall” and the “graffiti wall”, so think
about your location and what might work to make this particular session work in practice
 Ask 6 participants to develop a short 3 minute role play in advance of the session (Activity C)
Materials Required:
 Flipchart paper
 Pens
Session outline:
1. Welcome participants to the ninth discussion group meeting. Be sure to show a lot of


in the group?
Activity B (10 minutes): Relaxation/ Focus
Do one of the relaxation exercises from Annex 4
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Activity C: - Reclaiming power (1 hour 30 minutes)
1. In advance, ask 6 group members to develop a short 3 minute role play. This could be a setting
where 3 of the women are pretending to be men, in a meeting. The other 3 women are standing at
the sidelines. One woman gains the courage to go a join the meeting and she is welcomed by the
men. Then another woman joins, and another. They start engaging in the discussion and making
contributions.
2. After the role play, ask participants to chat with a neighbour about what they saw.
3. Ask the performers to repeat the short role play again.
4. After this, support the group to explore what was going on in the role play:
✦ What was going on in the meeting?
✦ What were the women doing, thinking, feeling, at different stages?
✦ Why was this so?
(Note: These are just a few suggested questions. The facilitator needs to follow the flow of the
group, using the steps for discussing a code as outlined in Masidama Phase 1 Facilitator training)
5.Then move the exploration from the code to real life, with a question such as
✦ Does what you are saying about the role play resonate in any way in your own life?
✦ Are there things you would like to do, or have wanted to do that ‘voices’ (blocks) inside or outside
you, have prevented you from doing?
Ask people to reflect on this alone for a few minutes, and then to chat about it in groups of three or
four.
6. Take feedback in the large group and note the blocks that people name. (These could be things
such as fear, powerlessness, lack of confidence, shame, family expectations, an unfair system and so
on.)
7. Next share a story of an occasion when you found the courage to overcome a block in your life.
(E.g. overcame a fear to stand up to someone, applied for a job you really wanted, etc.)
8. Having shared your own example, ask everyone to take time alone to think about an occasion in
their life when they overcame a block. The following may be useful as a guideline:
✦ Can you recall a time when you trusted your gut/intuition and took a risk, perhaps going against
ingrained ways of behaving or speaking?
✦ Describe it in as much detail as possible, and then ask yourself - what was it that enabled me to do
what I did?
9. In the same small groups of three or four as before, invite people to share their stories. (While
the groups are working, the facilitators construct a “block wall”. This is on flipchart sheets taped
together, and should be about six feet long and three/four foot high. Then on each of the
blocks/bricks in the wall, the facilitators write the items which participants named as blocks that
prevent them from living life as they wish.)
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10. When all return to the large group, ask people to name what it is that has enabled and energised
them to overcome blocks and barriers in their lives. These could be things like anger, growing
confidence etc. Invite the group to write or draw these on a graffiti wall (sheets of paper taped
together and stuck to the wall, on which participants can write and draw with marker pens).
11. At this point ask the group to stand by this graffiti wall and to acknowledge that all of these
things are already present in their lives. It is important to give enough time for people to experience
the strength of the steps they have already taken.
12. Present the block wall, with all the blocks named on it, perhaps at the other end of the room and
state: “These are the blocks that you have named and these are the steps you have already taken, so
what do you want to do with these blocks?” (What follows will obviously depend on the group
present, but often a group will want to tear or destroy the wall of blocks.)
Activity D: Closing (10 mins)
1. Highlight the inner strength we all have to overcome many of the barriers we might
sometimes face.
2. Highlight how when we are together, it can help to make our problems feel a little easier to
deal with (refer back to some of the points some group members may have made in last
week’s session on the positive elements of being part of this group)
3. Explain that we will continue this journey together and find our inner strength together
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Session 10: Finding our way together: establishing our values
Objectives:
Understand what values are important to us as individuals and to the group
Time: 2 hours
Materials Required:
 Flipchart
 Pens/Markers
Session outline:
1. Welcome participants to the tenth discussion group meeting. Be sure to show a lot of


in the group?
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Activity B: (25 minutes)
This activity is adapted from “Empowering Young Women” by UNFPA
1. Explain to participants that they have 5 minutes to search the surrounding area, both
outside and inside if appropriate, for an object they feel represents some of their
characteristics or who they are.
2. After the 5 minutes are over, call participants back together.
3. Invite each participant a turn to say her name, show the object she selected and explain
what it represents. For example, “My name is Susan, I picked this rock because it is strong
but smooth, like me.”
Activity C: Values of this group (45 minutes)
This activity is adapted from Training for Transformation
1. Explain: Values are what are important to us in our lives. For most of us, we have many
values, but some are more important to us than others. For example, we may value “having
fun,”, but “having friends” may be more important. Having money may be very valuable, but
having our health may be more so. This is what we call a system of values. Our values are
not all of the same importance. We hold some things more dearly than others. The choices
you make are determined by what you value: your system of values.
2. Ethics are how we practice our values every day. We may say we value friends over fun, but
if we constantly make jokes that put our friends down, that suggests something different.
We know what we really value by what we actually do.
3. Invite participants to sit comfortably and to listen carefully to the question you are about to
put.
4. Then say: Take a moment to think about a child you know. It may be your own child, a niece
or nephew, the child of a friend or neighbour, a grandchild.
5. You can give this child one gift or quality which you consider important. What will it be?
6. After a few moments ask people to share with their neighbour first and then to share in the
large group.
7. Invite each participant to think of three or four values which are important for them as
members of the group
8. In the larger group ask people to share what they have thought
9. Invite the group to choose five values which they want to see reflected in the work of the
group. Record these on flipchart by writing and using symbols for those who are illiterate.
(Note: What is important here is that there is a good discussion about the values people
hold dear rather than the exact number they can agree on.)
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10. Having chosen the values and recorded them on a flipchart sheet, ask them to think of one
or two examples of a time when each value was seen in practice in what they have done or
in the way they worked. Invite them to share these examples with the person next to them.
Hear back some examples in the whole group.
11. Invite participants to look at the values again and consider if there are some values that they
have struggled with. For each value you can ask, “Is this an aspiration, something you
believe in but is not yet reflected in what you do, or is it a reality?” And “Are you facing any
challenges to your values at the moment?”
12. By way of conclusion ask each person in the group the following question, “At this stage in
the life of this group what one value do you think should be given priority and what is your
reason for saying so?”
1. Explain we have looked in depth at some of our group values this week. This will help us as
we work together as a group, because when it comes to times where we have to make
decisions as a group, we can go back to our values and use them to help us to decide what
best to do
2.
Explain that we will continue this journey together and find our inner strength together
3. Do one of the exercises from Annex 4
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Session 11: Supporting eachother: Transformational leadership
Objectives:
Understanding the qualities of leadership
Defining transformational leadership
Time: 2 hours
Materials Required:
Session outline:
Activity A: Warm up
1. Welcome participants to the eleventh discussion group meeting. Be sure to show a lot of


in the group?
Activity B (15 minutes):
1. Invite participants to stand in a circle, and reflect on how we have gotten to know each
other better since the start of this group
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2. Invite participants to think about the person who is standing to their right, and to think
about 2 things they like about that person.
3. Go around the circle and invite each participant to share the two things they like about the
person who is standing to their right
4. Close the activity by encouraging participants to remember the complements they have
received today!
Activity C: The Leader in me (40 minutes)
PURPOSE: This exercise helps a group recognise the leadership gifts they have already exercised.
1. Without using the word leadership, invite each person in the group to reflect silently, for
about five minutes, on a time in their lives when, through an intervention they made, they
helped move a situation forward. It could be a family situation, in a relationship, at work, or
in the community. It need not be a major incident. It need only be that something they said
or did improved a difficult situation.
2. Invite participants to recall their experiences, using guideline questions such as –
o ✦ What happened?
o ✦ Who was involved?
o ✦ How did it feel to take an initiative?
o ✦ What reaction did you get?
3. Form groups of three, and invite each person in the group to tell their story. After one
person has told their story, they remain quiet, and the two people who heard the story
name the skills and/or qualities, which they believe were evident in the person, in that
incident.
4. Each person gets a turn in telling his or her story and receiving feedback.
5. Back in the large group, invite participants to list the qualities/skills that were named for
them. Write these up, and suggest that the qualities and skills listed represent a part of the
leadership potential within the group.
Activity D: Transformational leadership (20 minutes)
1. Invite participants to close their eyes and think back to the content they discussed during
session 7
2. Remind the participants of the community maps they drew and where they would like to be
in those community maps
3. Invite participants to imagine themselves in leadership roles in the community. What

changes would they like to make in the community, what would they like to do? What would
they like to transform?
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4. Invite participants to also think about the discussions they had in session 9 when we talked
about power. What ways would they like to see power transform in the community?
5. Invite participants to open their eyes. Explain that you would like to discuss the term
“transformational leadership”. Ask participants what that term might mean to them? In
small groups, invite participants to discuss what they reflected on, and how they understand
transformational leadership.
6. In plenary, pull out the key issues that they discussed, and start to develop a definition of
transformational leadership. Explain that Transformational leadership is defined as
a leadership approach that causes change in individuals and social systems. In its ideal form,
it creates valuable and positive change in the followers with the end goal of developing
followers into leaders.
7. As homework, invite participants to think about what “transformational leadership” means

to them, in their community, and explain that we will continue to look at this next week.
Activity E: Closing
1. Explain we have looked in depth at some qualities of leadership this week, and have
recognised that we all have some of these elements within us, and some elements we can
further nurture together.
2. Explain that next week will discuss transformational leadership further when we do some
visioning exercises of what change we would like to see in our lives. Encourage participants
to think about this in advance of our next session
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Session 12: Supporting eachother: visioning our future
Objectives:
 Develop a shared vision for a different future
Time: 2 hours
Materials Required:
 Flipchart
 Marker
 A 4 paper for each participant
 Pencils/ crayons/ arts and crafts box/ natural resources (eg leaves/ feathers etc that they
could make symbols/ images with). NB during COVID make up individual packs of these for
participants
Session outline:
1. Welcome participants to the twelfth discussion group meeting. Be sure to show a lot of


in the group?
64
Activity B: Visioning an ideal community (1.5 hours)
Purpose: To create an imaginary situation in which people can experience the way that beliefs about
women and limitations on women’s roles can affect their lives.
This activity is adapted from Williams, Seed, & Mwau (1994, p109-111) and IRC (2014, p165-173,
p137-142)
Method:
1. Ask participants to get comfortable. Tell them you are going to read them a story about an
imaginary world, and that they may like to close their eyes or look downwards and focus on
the story. You may wish to have two readers alternating sections of the story
2. Read the following story in a clear, soothing voice.
Have you ever been bothered by the way the word ‘man’ is used to include all people? Does it
bother you, for instance, that when people refer to ‘the rights of all men’ they really mean
the rights of men and women, or the rights of all people?
Imagine a world that is similar to our own, but slightly different. In this imaginary world,
‘woman’ is the term that refers to all people. That is, when we use the word ‘woman’, we
mean everyone.
Close your eyes and imagine that when you read the daily newspaper or listen to the radio,
what you see or hear about are women politicians, women trade union leaders, women
directors of large companies. Imagine a world in which most books, plays, films, poems and
songs have women as their heroes. Imagine that women are the people you learn about
when you study the great scientists, historians, journalists, revolutionaries. Imagine that it is
women who will be making major decisions about the future in this different world.
Recall that everything you have ever read in your life uses only female pronouns – ‘she’, ‘her’
– meaning both boys and girls, both women and men. Recall that you have no men
representing you in government. All decisions are made by women.
Men, whose natural roles are as husband and father, find fulfilment in nurturing children and
making the home a refuge for the family. This is only natural to balance the role of the
woman, who devotes her entire body to the human race during pregnancy, and who devotes
her emotional and intellectual powers to ensuring the progress and survival of the planet
throughout her life.
Imagine further now, about the biological explanations for women as the leader and power-
centre. A women’s body, after all, represents perfection in design. Even female genitals, for
instance, are compact and internal, protected by our bodies. Male genitals are exposed, so
that he must be protected from outside attack to assure the perpetuation of the human race.
His vulnerability clearly requires sheltering. Thus, by nature, males are more passive and
timid, and have a desire to be protectively engulfed by the compact, powerful bodies of
women.
In the world that we are imagining, girls are raised as free and self-confident beings. They
play, they run, climb trees, take risks with the encouragement of all adults around them. The
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family puts a priority on the physical and intellectual development of girls, since they are the
ones who will ultimately be responsible for the future of our society.
Boys, on the other hand, are raised to be timid and obedient. They are encouraged to play
quiet games in the home, which will prepare them for their life as caretakers of the family.
From an early age, they are expected to help their fathers. They learn to look up to women,
to try to please and care for them. They are taught to become the mirror in which the
strength of women can be reflected.
Now imagine you are awaiting the birth of your first child. Your first child is a boy. While you
are filled with joy, you both look forward to having another child, hoping for the birth of a
girl that will carry on the family name.
3. Small group discussion: ask participants to move into groups of 4 people to talk about the
feelings they had as they listened to the story. Were they angry, amused, or confused? Did
any part of the story make them laugh?
4. Large group discussion:

a. Ask them how the imaginary world compares to the world in which we live. Is it a
complete role reversal? If you put the word ‘man’ in each place that ‘woman’ was
mentioned, would you have an accurate description of the world in which we live?
Why or why not?
b. Would people like to live in the world described in the story? What would be wrong
in this world? What would be right with it?
c. Would you like to have the type of power that men currently have? If you did, would
you use it in similar ways?
5. Lead the group in a visioning exercise on “an ideal community”. It is very important that this
activity is done slowly so participants can have time to relax and envision their life in this
community. Make sure to pause for at least 10-15 seconds between each set of questions.
a. Say “Please close your eyes or look downward. For the next few minutes, I’m going
to describe a community to you that may be very different from the one that we are
in now. It is a community where there is no violence against women. We didn’t talk
about this in a discusison with the men, because we wanted you to be more at ease
with your thoughts on what this community would look like. I’m going to ask you
questions about what your life would be like if you lived in that community. Please
reflect on the questions silently and notice what you feel when you imagine your life
in this community. After reflecting on life in this community, we will share what we
envisioned and felt with each other.”
b. “Imagine you are living in a community in which there is no violence against women
and girls. This is a community where women and girls are safe and respected. They
have no worries about violence happening to them or to their mothers, sisters, or
daughters. Violence against women and girls – in their homes, in their bedrooms,
and in the community - has ended.”
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i. (Pause for 10—15 seconds) What activities are you, as women, doing in this
community? Where do you go? What do you wear?
ii. (Pause for 10—15 seconds) How are you treated in this community? What is
your relationship with your husband/ boyfriend like? Your children?
iii. (Pause for 10—15 seconds) How do men act in this community? What kinds
of qualities do they have? How do they treat you?
iv. (Pause for 10—15 seconds) What does the life of your daughter or another
little girl look like in this community? What opportunities does she have?
What kind of job will she have when she grows up? How do you feel in this
community? Embrace that feeling – breathe it in.
v. Ask participants to slowly open their eyes or look up. Proceed to the
discussion questions.
c. After reading the script, ask the following questions:

i. What is one word that represents how you feel about life in this
community?
ii. Are there other times where you have this feeling?
iii. What are you doing or thinking when you feel this way
iv. Now ask the women to describe their visions of life in this community: What
did being a woman look like for them in this community?
v. Encourage them to be as specific as possible and encourage everyone to
share.
6. Read the following poem about a “Brave Space”
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7. Ask the group: What if the world we wanted to live in were real, and people who created it
were living in it today? What are the things we could do to help make this group a “brave
space” and effect positive and transformational change in the community?
8. Depending on what has come in step 5 above, you could invite participants to move into
groups to discuss specific elements on how as a group we could work together. For example,
this might be in relation to looking at:
a. Relationships, bodies and sexualities: our physical and spiritual selves

b. Labour: the productive and reproductive labour which keeps our social and
economic systems going
c. Land and natural resources: the earth from which we draw the resources that
sustain us.
d. Governance and Justice: how our village is ruled and how we administer and
understand justice there.
e. Additional areas/groups may be added as desired by participants.
How do we ensure women’s voices and needs are listened to and valued in each of these domains
within the community and how can we support eachother to amplify our voices?
These will be used to create the map of a fictional village. Participants may draw in architecture and
nature - temples, mosques, schools, universities, libraries, village councils, market, etc. You may
have already drawn village images on the paper or you can leave them for groups to design.
9. Invite participants to imagine more detail in terms of of how village will operate and look like
in terms of
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a. Relationship, bodies and sexualities: It takes a village to love
b. Labour: It takes a village to work
c. Land and natural resources: It takes a village to thrive
d. Governance and Justice: It takes a village to be fair
10. As the groups discuss the different elements of the village, you can support them with some
guiding questions such as: “In our Village…”:
a. How do we connect with our bodies?
b. How are bodies perceived, represented or valued?
c. How do bodies shape our access, opportunities, protections, etc.?
d. Describe how pleasure is talked about?
e. How do we talk about, value and represent sex?
f. What is family?
g. What are the impacts of re-imagining family?
h. How do relationships begin and how do they end?
i. How are labour and work standards created and regulated?
j. What defines work?
k. Who do we work for?
l. How are we compensated?
m. How are natural resources used and distributed?
n. What defines our relationship to earth - extraction, feeding, respect,
interdependence?
o. How do we regulate our local economy to share and sustain resources, support
people, and live within our means?
p. How are decisions made in our village?
q. How do we make agreements about the rules that will regulate our relationships
with each other?
r. And what do we do if/when those agreements are broken?
11. Bring the group back together and ask each group to outline one or two key aspects of a
change they would like to see in the community and ways in which the group might be able
to support that change
Activity C: Closing (10 minutes)
1. Explain we have imagined in depth what change could look like in our communities, and we
are starting to imagine a different world for us all.
2. Explain that during our final week next week, we will look at how we can start to imagine
supporting this new world to become a reality. As a group, we have a lot of shared
experiences and visions, and this group together can start to work towards a changed reality
for everyone in the community.
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Session 13: Supporting eachother and staying together
Objectives:
 Develop an action plan to move towards an ideal community

 Celebrate time together
Time: 2 hours
Materials Required:
 Ball of wool
 Scissors
 Flipchart
 Packs of pens/ crafts
Session outline:
1. Welcome participants to the thirteenth discussion group meeting. Be sure to show a lot of


in the group?
Activity B: (15 minutes): How well are you today?
1. Invite participants to sit in a circle and ask each participant “On a scale of 1 – 10, how well
are you today”? After each answer, ask “what is it that helps you be at X number?”
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2. Continue asking each participant, noting that even if we’re facing some difficulties, we all
have something that we can be thankful for. If appropriate, perhaps note that as a
facilitator you are thankful for the group and having the opportunity to be with and learn
from these wonderful women.
Activity C (1 hour): Action Planning
1. Invite participants to look again at the “ideal community” they were discussing last week
2. In small groups ask them:

o Now that you have had time to think a little more about the “ideal community”,
what are the steps you as individuals and you as a group could do to effect change
towards this ideal?
o Give the groups time to discuss together
3. Invite participants to come back into a larger group and share the key elements they
discussed
4. As a large group, decide on some of the key actions that could be done as a group to effect
change
5. Explain, that as a facilitator, your role has been to support this process, but that the
outcome of what the group wants to achieve has come from them. Explain that while the
weekly sessions have come to an end, the group can continue to meet without you and
continue to find ways to effect change in the community.
6. Ask the group what support they might want from you in the months ahead. In this way,
there may be opportunity for you to continue to meet with the group, just not on a weekly
basis. Ensure that any support you offer is within the boundaries of your own role and is in
line with the learning over the last 13 weeks.
7. Support the group to develop an action plan. Depending on the literacy level of the group,
this could be in written form, or a series of pictures/ images to depict the actions. This could
include:
o A safety plan for women as they continue their journey, as it is likely they will face
backlash
o Supportive ways to build and strengthen solidarity within the group
Activity D: Closing and Celebration (15 minutes)
1. Close the session by standing in a circle again and explaining we are all now part of a
growing team who are starting to reflect on our own beliefs and attitudes. This is the start of
a journey and we are all connected in this. The next phase of this is to continue this
conversation amongst ourselves, and with our community
2. Using a ball of wool, one person takes it and wraps some of it around their wrist while saying
something they are proud of from the training.
3. The person throws the ball of wool to some one else in the circle and they do the same until
everyone has a piece around their wrist and has shared their thoughts.
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4. Explain we have created in our time together a network that connects each of us – the wool
represents this. We then cut the wool leaving each persons in the group with a thread from
the group
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Annex 1 Checklist for operating women only spaces During COVID 19
Purpose and background: This document is a checklist for operating women’s and girls’ safe spaces
or women-only spaces in the context of Covid. It is based on the Trócaire Template for adapting
Protection of women and girls services in the context of Covid (March, 2020). This document also
includes additional checklists on operating remote services and delivering health responses to GBV
in the context of Covid. In addition, Trócaire guidance and protocols for implementing remote case
management services and helplines (9th April, 2020) is available for programme teams and partners
implementing these services.
Who is this for? Programme staff and partners who are operating women’s and girls’ safe spaces,
women’s centres, women-only spaces or other facilities where group activities take place during
Covid 19. These facilities may be classified as essential services or Covid related restrictions may
have eased to the point where it is possible to reopen.
When should I use this checklist? When planning for, or operating, women’s and girls’ safe spaces
or women-only spaces in the context of Covid 19.
How can I get further support on this? Please reach out to Fiona (Fiona.shanahan@trocaire.org) for
protection and GBV programme support and Carol (carol.wrenn@trocaire.org) for Women’s
Empowerment programme support.
Checklist for operating Women’s and Girls’ Safe Space and Women-only spaces Check/Remark
during Covid
Operating WGSS and women-only spaces during Covid
Procure and install handwashing stations, cleaning supplies and print IEC materials. ☐
Practice rigorous infection prevention and control measures in WGSS and women- ☐
only spaces in line with WHO and national guidance. This usually includes;
 Social distancing: maintaining a distance of 2 metres between people significantly ☐
reduces the risk of infection, a distance of 1 metre is less safe and is the minimum
recommended distance between people who are not in the same household at all
times.
 Handwashing before and after sessions, before and after eating, after coughing or
☐
sneezing, after using the toilet/ latrine, before and after touching your face.
 Cough etiquette – asking people to cover their mouth and nose with a tissue or their ☐
elbow when coughing or sneezing.
 No physical contact between people, including not passing objects to each other. ☐
 Asking symptomatic people and their close contacts to self-isolate at home for 14 ☐
days.
 Sharing key messages on Covid prevention and support available, including GBV ☐
services.
 Regular cleaning and disinfecting of surfaces, materials, supplies before and after use. ☐
Ensure that all regularly touched surfaces (e.g. door handles) are cleaned before and
after each session.
Consider redesigning the WGSS or women-only spaces to avoid congestion (using one ☐
door as entrance and other as exit, marking spaces on the floor with tape to show
distance that should be maintained e.g. 2 metres apart).
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Even during early phases or low-risk recovery phases of the COVID-19 response ☐
amend the schedule of group activities and reduce the number of participants per
group to allow for enough space for recommended social distancing measures.
Share information on COVID-19, including information on prevention, mitigation, ☐
actions to take when sick, and available health services.
Women and girls who are not well should be asked not to visit WGSS or women-only ☐
spaces and given information on how to access remote support and/or healthcare.
Ensure WGSS are accessible to all women and girls, particularly women and girls with ☐
disabilities and those who may be discriminated against, even though restrictions may
be placed on the number of people who enter WGSS at any one time.
Assess and possibly increase staffing in line with increased workload (as facilitators ☐
will facilitate extra sessions to reach the same number of people)
Adapt group PSS activities according to level of risk, and to ensure that all PSS ☐
activities or exercises allow participants to maintain social distancing. A Trócaire
template is available to help to do this.
Facilitate discussions on how to prepare for further restrictions or lockdown and how ☐
women in the group might be able to continue to keep in touch with services.
Facilitate discussions with women and girls about protection risks that might
increase/emerge during the COVID-19 response and accompanying restrictions on
movement and how they can access support. Include discussion of how women and
girls can seek help during lockdown;
 Over the phone (what’s needed – Freephone number, airtime, access to
phones from supportive family members?)
 Low tech alert systems (e.g. if women or girls wear a piece of green material
while in public or at a health facility, it is a signal that she needs help to
ensure her safety – this material could be included in dignity kits or
distributed at the WGSS)
 Advocate with local authorities to ensure people seeking help are exempted
from any movement restrictions
 Arrange with private taxis/ motorbikes to provide transport to health facilities
in emergencies for women and girls (could these be accessed through contact
with case managers?)
 Access to basic needs assistance (emergency cash provided through mobile
money, community volunteers etc.?)
 Other ideas that women and girls have about how they could safely access
support if lockdown or other restrictions are brought in
Implement action plans based on discussions with women and girls by reallocating ☐
funding
Distribute dignity kits, including IEC on COVID-19 and available GBV services. ☐
Involve women and girls in preparedness and response planning. Consult with women ☐
and girls about their concerns and needs and elevate their views to humanitarian and
government decision makers.
Where possible, offer one-on-one GBV case management and psychosocial support ☐
services through WGSS, maintaining appropriate precautions for staff and clients (link
to Model 1b)
Extra considerations when reopening WGSS or women’s only spaces after a period of closure (in addition to
those above)
75
If you have posted information on the reason for closure outside the space, ☐
update this with more detailed information on plans to re-open.
Communicate with staff, community animators, focal points and women and ☐
girl participants about plans to re-open and safety measures that will be in
place.
Clean and disinfect the space prior to reopening, ensure that cleaning staff ☐
have appropriate information, cleaning supplies and equipment (e.g. gloves) to
ensure their comfort and safety.
Update protocols for staff and member safety and orient teams, this should ☐
include updated protocols for rigorous infection prevention and control
measures and all necessary supplies.
Update service mapping and referral pathways. ☐
Update IEC materials on infection prevention and control measures, Covid key ☐
messages and access to GBV services.
Transfer WGSS materials and files from safe storage to the WGSS, in line with ☐
safe information management and data protection protocols.
Revise work-plans and session outlines and train teams. ☐
Re-institute WGSS services and activities, based on a risk assessment and ☐
revised work plan.
Extra considerations when implementing individual PSS and Case management through WGSS or women-
only spaces (in addition to those above)
Practice rigorous infection prevention and control measures in line with WHO ☐
guidance (2m distance between all people at all times, handwashing before and
after sessions, frequent cleaning of surfaces, cough etiquette, no physical contact
and symptomatic people or contacts to self-isolate at home).
Translate and use Poster for WGSS to explain IPC measures, this can be edited ☐
using the following link: is.gd/trocaireipc and video explainer.
Ensure all staff and participants understand and practice these measures ☐
PSS/GBV staff discuss the changing climate and contingency plans with women and ☐
girl participants, including survivors.
Review individual safety plans with current individual case management ☐
participants and update in preparation for further restrictions including lockdown
or freedom of movement restrictions. Particularly relevant for those living with
their abusers. Including agreed plans for safe contact if possible, risks of phone
contact, plans to mitigate risks.
Put in place practical support to facilitate safe contact (e.g. participant arranges ☐
with trusted person to use their phone if they don’t have one, saves PSS staff/case
managers’ number in phone under a code/safe name, agreed time for contact,
provide airtime/ phone card)
Provide cash assistance to implement safety plans where available in your ☐
programme, using the cash assistance request form and tracking sheet.
Discuss safe storage for existing paper files in the static women’s center in case of ☐
lockdown and data storage protocols for remote GBV Case Management or remote
individual PSS
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Discuss with participants options for potentially shifting to phone-based case ☐
management, if they wish to do so obtain informed consent. Collect phone numbers
of participants and store them with the consent form, separately from the case files.
Update referral pathway (GBV sub-cluster) with a focus on health facilities and ☐
medical service providers as these are most likely to remain open even during
mitigation or lockdown. Include COVID-19 services and reflect changes to existing
services as a result of COVID-19. Inform key communities and service providers
about the updated pathways.
Maintain access to health responses to GBV, including Clinical Management of Rape ☐
and IPV survivors (ensure classified as essential, increase referral costs, provide
emergency cash through mobile money or focal points with continued access to
communities including Covid response teams, camp management committees etc.).
Expand service access (plan for low-tech alert systems, remote PSS and case ☐
management services, helplines)
All: Ensure staff care and support
Ensure all pre-existing staff support and supervision measures are continued ☐
remotely and that any disruptions are minimised. Discuss with teams whether
increasing the frequency of support sessions would be helpful.
Discuss with programme teams (e.g. facilitators, community animators, GBV case ☐
managers) what kind of additional support would be helpful to them to ensure
they feel safe and secure at work during this time. This might include practical
support with working hours, childcare, transport, communications, healthcare etc.
Managers supervising frontline staff should check in on a daily basis and at least ☐
once a week have a 30 minute phone conversation individually with all staff to
check on their wellbeing, share accurate information updates and assess any
support needs.
Ensure accurate, clear information is regularly communicated to staff regarding ☐
the crisis, organisational responses, security and wider staff safety and care
measures (link to wider Trócaire and partner staff care actions)
77
Annex 2: Chick Pic Drawings
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Annex 3 Poem: Could you Just Listen?
When I ask you to listen to me And you start giving me advice, You have not done
what I asked.
When I ask you to listen to me

And you begin to tell me ‘why’ I shouldn’t feel that way, You are trampling on my
feelings.
When I ask you to listen to me

And you feel you have to do something to solve my problems,
You have failed me, strange as that may seem.
Listen! All I ask is that you listen; Not talk, nor do – just hear me.
And I can do for myself – I’m not helpless

Maybe discouraged and faltering, but not helpless.
When you do something for me, that I can and need to do for myself,
You contribute to my fear and weakness.
But when you accept as a simple fact that I do feel what I feel, No matter how
irrational
Then I quit trying to convince you
And can get about the business of understanding what’s behind this irrational
feeling.
When that’s clear,

The answers are obvious and I don’t need advice. Irrational feelings make sense
when we Understand what’s behind them.
Perhaps that’s why prayer works sometimes for some people; because God is
mute, and doesn’t give advice to try to ‘fix’ things
He/She just listens, and lets you work it out for yourself.
So please listen, and just hear me, and if you want to talk,
Wait a minute for your turn,
And I’ll listen to you.
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Annex 4: Wake up and wind down exercises
This Annex include a series of suggested exercises which can be used to help participants relax and
feel calm or to feel more energised.
The Bus of Emotions
Time: 10-15 minutes
Objective: This game helps the participants interpret or express different emotions, and help each
other to do the same.
Description: Ask four participants to “role play” people getting on a "bus." Each person should
approach the bus while expressing a different emotion. When the driver and passengers see this
emotion, they are infected by it, and begin to express it as well. Follow this pattern for each
additional volunteer.
At the end, to process this game, ask the participants what they observed, and then ask them how
they felt during this exercise.
The Postman NB Not for use if there is a risk of COVID
Time: 15-20 minutes
Objective: The objective of this game is for participants to get to know each other a little more in a
fun way.
Description: The participants are placed sitting in their chairs in a circle. Only the facilitator stands.
The facilitator explains that he/she is going to start playing the role of "the postman" and that the
postman will bring a letter to various people. Those people called by the postman have to change
seats. For example, if the postman says: “Bring letters to all the people who like ice cream,” all
people who love the ice cream will change places. When people get up and go to change seats, the
postman will take out a seat so another person will be left standing. The person left standing
becomes the postman, and the game continues.
Spaghetti. (In groups of 5-10 people) NB Not for use if there is a risk of COVID
The group forms a tight circle. Everyone sticks their hands into the centre. With one hand, everyone
grabs the hand of another person. Then, using the other hand, grab a hand of someone different.
The object of the game is to get untangled without letting go. By climbing, crawling, and wriggling
around, participants can create one large open circle or, sometimes, two unconnected ones.
If they are totally stuck, you can tell them they can choose to undo one link, and then reconnect
once that person has turned around, and see if that works.
This energizer is fun and creates a nice physical bond between participants. It also subtly
communicates ideas of working together to accomplish a task.
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Shrinking iceberg. (In groups of 5-8 people) NB Not for use if there is a risk of COVID
Put a blanket or several sheets of newspaper on the floor. Ask the group to stand on it. Then explain
this is an iceberg that is melting away, reducing its size by half every month. Their object is to see
how long they can all stay on it. You ask them to get off it and fold the blanket in half or remove half
the paper. Each time, reduce the area by half and see how they can find ways to support each other
to allow everyone to stay on.
The Scream. (Good to let off tension – only use where others won't be disturbed!)
Ask group members to stand. Tell them to close their eyes. Breathe slowly and deeply. Ask everyone
to breathe in unison. Ask them to keep breathing together while they stretch their arms as high as
possible. Ask them to jump up and down together and, finally, to scream as loudly as they can.
Exercising.
More basic than all the rest. Ask someone to lead the group in some simple stretching
Dancing
Ask someone to lead the group in dancing NB remember to keep social distant if there is a rosk of
COVID
Simple Breathing Exercises
Bringing our attention to our breath, deepening and slowing it down can be supportive and calming.
Breathing in this way supports our bodies and minds to relax and quiet and this can feel very calming
for most of us.
If you are interested in exploring how breathing can support you at times of increased stress or worry,
or even in preparing for a challenging situation, you could practice some of the following simple
exercises.
For some people practicing deep breathing can have the opposite effect, as their mind and body
relaxes other sensations may become heightened, for example body sensations, images, thoughts or
unwanted memories may arise. If you notice this, pause and try a different type of practice that
supports you to feel relaxed, talk to a friend, move around etc.
It can be helpful when you start to practice deeper breathing to close your eyes, so that things you
see do not distract you. Sometimes we are not comfortable closing our eyes, so if not, you can simply
soften your eyes gaze, by looking downwards so that you are less distracted. For example if sitting at
your desk look downwards so that you cannot see your computer screen, or maybe turn the screen
off while you are practicing breathing exercises.
Equal Breathing
This practice is a simple breathing exercise that support us to breathe evenly on our in breath and our
out breath. At times some of us breathe in a lot longer than we breathe out, and at other times we
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might breath out a lot longer than we breath in. Breathing equally supports our nervous system to
relax in an even way!
To support the breath to be even you can count silently as you breathe in and out. Start with a count
of three and then you can build up to 4 or 5, both don’t try to breathe for longer than feels comfortable
for you. It will sound a little something like this as you count it quietly in your mind.
Breathing in 2 3; Breathing out 2 3
Try it for 5 breaths and see how it feels, over time you can build to doing this in cycles of 10 breaths,
taking a break after 10 breaths to let your breath return to its normal rhythm for a few breaths before
starting another cycle of 10 breaths.
Finger Hold 10 Breath practice
This practice is a simple breathing exercise that combines holding each finger and breathing. This
practice can help to manage emotions and stress. It is a great practice for adults, and also useful and
very easy for children to follow to.
Start by sitting quietly and take hold of the thumb on one hand with the opposite hand and take a
deep breath in and a deep breath out
Then move to the second finger and take a deep breath in and a deep breath out
Move to the third finger and take a deep breath in and a deep breath out
Move to the fourth finger for a deep breath in and a deep breath out
Move to the fifth (little) finger for a deep breath in and a deep breath out.
Repeat on each finger of the second hand.
When you start to practice this you can take just one breath in and out at each finger hold, but over
time you can try with more breaths for each finger hold, maybe three or five per finger.
Hand tracing breathing (great for children and grown-ups too!)
This practice is just like tracing your hand on to paper when you were a child!
Start by placing one hand in front of you with the palm facing away from you. It can be in the air or
resting on your leg or desk.
Take the index finger of your other hand and start at the base of your thumb, as you breath in slowly
trace your finger along the side of your thumb to the top and then as you breath out trace your finger
down the inside of your thumb; As you take your next breath in trace your index finger along the side
of your second finger to the top, as you breath out move down the inside of this finger; taking a breath
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in trace your index finger up the side of your middle finger and as you breath out trace your index
finger down the inside of your middle finger; breathing in move up the side of your fourth finger and
breathing out move down the side of your fourth finger; breathing in move up the side of your little
finger and breathing out move down along the outside of your little finger.
Tracing one had supports you to take 5 breaths, you can repeat a second time if helpful.
Square Breathing
In this practice, we match our breath to a square and combine breathing in and out with pauses in the
breath. You can start by drawing a square on a sheet of paper or you can just trace an imaginary square
on the palm of your hand or your leg.
You start at the upper left corner of the square and as you trace your finger to the right you breath
in, then as you trace your finger down the right side you pause/hold your breath, you breathe out as
you trace your finger to the left and then pause/hold your breath as you trace your finger up the left
side.
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Meditation
Below are a number of meditations that might be useful to use at either the beginning or end of
sessions before the main activity starts.
Prior to starting any meditation exercise, invite participants to sit or lie comfortably in a relaxed
position. You can invite them to close their eyes if they would like to, or to divert their gaze
downwards if they are not comfortable closing their eyes. It is often helpful to have something in the
centre of the room which people can gaze it – something like some pretty flowers/ colourful fabric
nicely displayed/ a candle if it is safe to have one. Allowing people to gaze at something like this can
help free their minds of other possibly distressing throughts.
It can also be nice to have some quiet, relaxing music playing in the background, this can also help
participants to relax more into the exercise.
As you read the meditation script, ensure you have practiced it in advance, and that you read it in a
soft and gentle voice. Read it slowly and pause frequently between sentences, to allow participants
to relax further.
Invite participants to relax and listen to you
1. Loving Kindness meditation

(adapted from Niall Breslin’s “Where is my mind podcast)
Sensing into the chair/floor/mat. Finding a comfortable position, supported and cradled, bringing
your awareness to the points of contact with the floor/ cushion
Moving from the acting of doing simply to the act of being – no effort, nowhere to get to, nothing to
achieve.
If it feels comfortable for you, close your eyes, or feel free to keep them open and direct your gaze
to the floor.
Shift your spotlight of attention to your breath. Notice how your body receives your breath and
escorts it back out. Your chest rising on the inhale and falling on the exhale
Perhaps placing your hand on your chest/ belly to feel the movement
Focus on the quality of the breath – it is deep/fast/slow warm. Not trying to change it, but just
noticing it
When it feels right for you, bring into your mind to some one in your life that is easy to offer love
and compassion towards. A partner, friend, family member – whoever. Some one who you are
completely at ease with, imagining that person in front of you and saying these words towards them:
“may you have peace, may you experience love, may you be healthy”. “may you have peace, may
you experience love, may you be healthy”. Just sensing into saying this in your own time and your
own space. Picturing how these words make that person feel. How the words are received: “may
you have peace, may you experience love, may you be healthy”.
90
Sensing the reaction from the person receiving these words, sensing how you feel, saying these
words. Perhaps now seeing what it feels like, for this person to say these words to you, directed
towards you, and how it feels to receive them : “may you have peace, may you experience love, may
you be healthy”.
Sensing how that feels to hear those words, from the person who you hold compassion towards :
“may you have peace, may you experience love, may you be healthy”. How does it feel to hear these
words?
Perhaps sensing where in the body you are feeling these words. : “may you have peace, may you
experience love, may you be healthy”.
And now seeing what it feels like saying these words to a friend or some one who you may not be
very close to. You may know them, you may speak to them every now and again: “may you have
peace, may you experience love, may you be healthy”.
Sensing how these words are received by this person, how it may make them feel and how it makes
you feel to offer these words to some body else : “may you have peace, may you experience love,
may you be healthy”.
Perhaps you can imagine extending these words to everybody within your community, wherever you
live, extend it further around the world. : “may you have peace, may you experience love, may you
be healthy”.
“may you have peace, may you experience love, may you be healthy”.
Now as this loving kindness mediation comes to an end, taking time to appreciate and feel what has
been generated through this practice. This practice has the potential to increase your sense of
aliveness, of connection and of belonging and when you are ready, letting yourself feel again your
physical presence. The sensations of your body, feet, the seat, upper torso, neck and back. Beginning
to notice the movement of your breath, bringing aliveness and nourishment to the body as a whole.
Just as your wishes of goodwill bring aliveness and nourishment to those around you.
2. Mountain meditation
(adapted from Niall Breslin’s “Where is my mind podcast)
This meditation is normally done in the sitting position either on the floor or on a chair. It begins by
sensing into the support you have from the chair or the cushion. Paying attention to the actual
sensations of contact.
Finding a position of stability with your body balanced over your hips in a comfortable but alert
posture. Hands on your lap, arms hanging by their own weight, like heavy curtains and relaxed.
Actually sensing into your body, inhabiting the body. Feeling your feet on the floor, legs, hips. Lower
and upper body, arms, shoulders, neck and head. When you are ready, allowing your eyes to close or
gaze downwards and bringing your awareness to the physical sensations of the breath. Perhaps the
air passing through your nostrils on the inhale and out on the exhale. Maybe you feel a little more in
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your chest, rising on the inhale, falling on exhale, and maybe a little bit lower in the belly, rising with
the inhale and falling with the exhale.
Not trying to change the breath – the body knows how to breathe. Allowing the body to be still and
sitting with a sense of dignity, a sense of resolve, a sense of being complete, whole in this moment
with your posture reflecting this sense of wholeness.
As you sit here, letting an image form in your minds eye of the most incredible mountain you know,
or have seen or can imagine. Letting it gradually come into greater focus, noticing how massive, solid
and unmoving it is, whether from afar or up close.
Perhaps your mountain has snow blanketing its top and trees reaching down to the base. There may
be streams and waterfalls cascading down the slopes. There may be one peak, or multiple peaks,
with meadows and high lakes. Observing it, noting its qualities and when you feel ready, seeing if
you can bring the mountain into your own body sitting here
So that your body and the mountain in your minds eye become one. So that as you sit here, you
share in the massiveness, stillness and majesty of the mountain, and become the mountain
Grounded in the sitting posture, your head becomes the lofty peak, supported by the rest of the
body and affording a panoramic view. Your shoulders and arms the side of the mountain. Your legs
the solid base, rooted in the cushion or on the chair.
Experiencing in your body a sense of uplift, coming deep from your pelvis and spine. And with each
breath as you continue sitting, become a little more a breathing mountain, alive and vital, yet
unwavering in your inner stillness, completely what you are, beyond words and thought, a centred
grounded unmoving presence
As you sit here, become aware of the fact that as the sun travels across the sky, the light and
shadows are changing virtually moment by moment in the mountain’s stillness. And the surface
teams with life and activity – streams, melting snow, waterfalls, plants and wildlife and through it all,
the mountain just sits. Experiencing change in each moment, constantly changing, yet always just
being itself and remaining still as the seasons flow into one another and as the weather changes
moment by moment and day by day.
In summer there is no snow on the mountain except for the very peaks. In the autumn, the leaves of
the mountain turn a vibrant red. In winter, a blanket of snow and ice. In any season, it may find itself
shrouded in fog and pelted by wind and rain. People may come to the mountain and comment on
how beautiful it is or how it is not a good day to see the mountain – how it is too rainy or foggy or
dark. None of this matters to the mountain, which remains at all times its essential self. Clouds may
come and clouds may go, people may like it or not. The beauty of the mountain is not changed one
bit by whether people see it or not. Seen or unseen, in sun or clouds, hot or cold, day or night. It just
sits being itself
At times visited by storms of unthinkable magnitude, but through it all, the mountain sits. Spring
comes, trees leaf out, flowers bloom, birds sing and water cascades through the mountain. Through
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it all, the mountain continues to sit, unmoved by the weather, by what happens on its surface, by
the world of appearances, remaining its essential self.
And in the same way as we sit in meditation, we can learn to experience the mountain. We can
embody the same sense of stillness and groundedness in the face that everything that changes in
our own lives, over seconds, over hours, over years.
And during these times of uncertainty we can use this visualisation of the mountain to remain
grounded. In our lives and in our meditation practice we experience constantly changing nature of
mind of body and of the outer world. We have our own periods of light and darkness, activity and
inactivity, moments of colour and moments of darkness.
By becoming the mountain in our medication practice, we can link up with its strength and stability
and adopt them for our own, and use its energies to support our energy to encounter each moment
with mindfulness and clarity. Mountains have this to teach us and so much more if we can let them
and as this meditation comes to an end, taking this time to congratulate yourself for nourishing
yourself in this way.
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Annex 5: Chores and decision cards
Childcare pounding rice Buying school supplies
Collecting firewood Washing clothes Mending things in the house
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Washing children Cooking Sweeping
Tending for livestock Buying food stuff Collecting water
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Annex 6: Household decision cards
Children’s schooling What to grow Large household purchases
If/when to have children Taking loans Use of household savings
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Selling livestock Distribution of harvest Attending community meetings
Bringing a co-wife Small household Starting a business

into the household purchases
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Masidama Training Curriculum For Women

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Masidama Women’s Group Curriculum

Overall, Masidama aims to:

The Masidama pack includes 2 Phases:

The objectives of this women’s curriculum are outlined in Box 1 below:

Box 1: Masidama Women’s Curriculum Objectives:

Table 1: Phases of Masidama Women’s Curriculum:

Phase Objective Session

Being  Feeling listened to Week 2: Being Together

1. Each session should be between 90 minutes – 2 hours

»What happened? What was said or done? Who was involved?

»How is the participant feeling?

»Has she told anyone about what happened?

»What kind of help would she like in addressing this issue?

1.3 Supporting a Women only Space

 Women can express themselves without the fear of judgement or harm

1.3.1 Targeting within a Women only Space

 Women of different religious/ cultural/ economic backgrounds: In some cases, women

2. Further considerations when establishing and supporting women only spaces

f. Measures to prevent spread of COVID 19: In light of the COVID 19 pandemic,

Table 1 Possible locations

Location Pros Cons

b. Required experience and skills of female facilitators: Female community

i. How to support disclosures: As facilitators conduct activities with women

3. How to ensure sustainability of women only spaces

To ensure sustainability, women-only spaces could be established within pre-existing structures.

 Participants get to know eachother

Advanced preparation required:

 Print out of Chick Pic images from Annex 2

2. Introduce and give a little background information about yourself.

6. Ask the women to introduce themselves and share:

ACTIVITY B: Listening to ourselves and to eachother

4. Read the poem from Annex 3

Instructions for facilitator:

1. Randomly divide group into pairs.

2. Give a sheet of drawing paper to each woman.

6. Ask if anyone needs clarification before starting the activity.

Objective: To establish group agreements and expectations with the participants.

a. What is the chick feeling?

8. Next, ask the group:

11. Ask the group:

Examples of GROUP GUIDELINES

» Respect each other’s ideas and experiences

» Confidentiality—keep information private

» Be open to new ways of thinking

2. Review the information below and then conclude the session.

CONFIRMING MEETING TIMES:

Advanced preparation required:

Activity A: (15 minutes)

a. Review the key messages from Session 1.

Ask the participants:

Activity B: Relaxation/ Meditation exercise (10 minutes)

1. Invite participants to do a relaxation/meditation exercise similar to the Loving Kindness

Activity C: Active Listening (20 minutes)

1. Invite the group to move into groups of 5

Definitions: Discrimination, Exploitation, Domination, Oppression

Discrimination is depriving a particular group of fair opportunities (eg of education, jobs,

Activity D: Closing (10 minutes)

 Understanding power and the power we have in our lives

Advanced preparation required:

Activity A: (20 minutes)

a. Review the key messages from Session 2.

Ask the participants:

Activity B: (10 minutes)