Maboinor Rosom, Mothers' & Sister'S Ways: A Rohingya Led & Designed Approach To Learning and Consultations

MaBoinor Rosom, Mothers’ & Sister’s
Ways
A Rohingya led & designed approach to learning and
consultations
FIRST DRAFT – OCTOBER 2021
Edition 3. Building strong, supportive, and safe

relationships
Table of Contents
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Introduction
Ma Bohinor Rosom (MBR) means “Mothers’ and Sisters’ Way” or “Mothers’ and Sisters’ Traditions”
in Rohingya and was developed as a series of workshops where Rohingya women and girls can learn
more about issues that affect them but also share their thoughts, experiences, and ideas about these
issues.
Edition 3 focuses on taking women and girls through 9 sessions, 1 per week, on understanding
gender, safety, relationships, conflict resolution and leadership in the context of the Rohingya
refugee camps in Bangladesh.
The overall objective is for the participants to discuss openly and gain knowledge regarding these
culturally sensitive topics in a safe and culturally appropriate way. For facilitators and their
organizations, the aim is to not only educate participants, but also to learn more about different
cultural practices, perceptions, and experiences of the Rohingya women and girls regarding safety,
relationships and governance.
Core Principles of MBR curriculum:

Principle 1: promote two-way communication and information sharing.
Principle 2: provide a safe and accessible environment for women and girls to share their
thoughts, feelings and learn about sensitive topics in a culturally and context appropriate way.
Principle 3: content of curriculum and discussions are driven by Rohingya women and girls.
Principle 4: Build Rohingya women and girls’ skills and knowledge base.
Principle 5: communicate and apply learnings from the program to humanitarian programs to
better support Rohingya women and girls.
Tips for setting up MBR sessions:

The topics in this curriculum are very sensitive and should be approached with proper planning. The
use of female Rohingya facilitators that have extensive training is highly recommended and the
curriculum should be facilitated in Rohingya.
Before implementing this curriculum, it is recommended that the preparations for program set up
such as community sensitization, and training of facilitators outlined in Edition 1 should be
undertaken (see page X of MBR Edition 1).
The selection and grouping of the participants are very important to ensure those participating feel
comfortable fully engaging with the content covered in the curriculum. Generally, groups are divided
by age group as within Rohingya communities women and girls of different ages would have a hard
time sharing and speaking openly because of cultural norms around showing respect. For this
reason, it is recommended that groups are at a minimum divided into one group comprised of
younger unmarried women & girls and a second of married & elderly women.
It was also noted by the Rohingya facilitators that participants that were in a group with a relative,
such as a cousin, did not feel overly comfortable fully engaging with the content as they were
concerned that that their answers could be reported back to their family. These sorts of dynamics
must be considered when creating the groups to participate in the program.
Background of MBR: The workshops started after lengthy reflections about the way in which women
and girls are often uncomfortable to participate in consultations and activities in the camps for
different reasons:
- Location of activities and consultations. Many women and girls are not permitted to travel
far away from their sub-block or shelter because of purdah, are afraid to travel far, or have
many work responsibilities, safety concerns or mobility restrictions that make this difficult
for them.
- Desire for two-way exchange and learning. In consultations, IOM’s Communicating with
Communities (CwC) unit noticed that many women and girls did not like to be asked
questions and would often request information and training to be included in any
discussions with them. They would share that they rarely got opportunity to speak to NGO
workers and would appreciate not just sharing their own thoughts but also hearing
information and receiving training from IOM CwC’s researchers and IOM Protection staff.
- Cultural acceptability of activities and trainings. Many men and women feel that some of
the things that are part of living in the camp are not culturally acceptable or appropriate.
Many behaviors have changed as a part of the displacement and many Rohingya men and
women feel that the values of humanitarian organizations do not necessarily align with their
own cultural values.
In hearing women’s and girls’ concerns, IOM CwC & Protection partnered to develop a series of
workshops to provide space for two-way exchange of information about issues that affect women
and girls in the camps in a culturally acceptable, gender-sensitive and accessible way.
Each edition of the curriculum is published with a research brief documenting what the IOM
facilitators learnt from the women and girls over the course of piloting and developing the
workshops. These briefs intend to help inform and support organizations working with Rohingya
women and girls in the camps and in similar humanitarian settings.
Previous editions and supporting documents:

Edition 1: Menstrual Hygiene Management (see Curriculum & Summary report)
Edition 2: Sexual Reproductive Health (see Curriculum & Summary report)
For more information about how social norms affect Rohingya women and girls within the response
consult:
IOM & UN Women, 04/2020, “Honour in Transition: Changing Gender Norms among the Rohingya”,
https://reliefweb.int/report/bangladesh/honour-transition-changing-gender-norms-among-
rohingya-april-2020-0
The curriculum was developed by adapting existing curricula from various contexts:
Baird, et al., 2013, Health and life skills curriculum, Population Council,
https://www.popcouncil.org/uploads/pdfs/2013PGY_HealthLifeSkills_AGEP.pdf
Davey. C, 2014, Girl Safety Toolkit, Girl Hub, https://resourcecentre.savethechildren.net/library/girl-safety-
toolkit-resource-practitioners
Foulds et al., 2019, Girls Shine Curriculum: Part 2, IRC , https://gbvaor.net/sites/default/files/2019-07/Girl
%20Shine%20Life%20Skills%20Curriculum%20IRC%202018.pdf
Hachonda, et al., 2018, GirlsRead! Girls’ Rights: An Empowerment Curriculum, Population Council,
https://www.popcouncil.org/uploads/pdfs/2018PGY_GirlsRead_RightsCurriculum.pdf
Haberland, et al., 2009, It’s All One Curriculum: Guidelines and Activities for a Unified Approach to Sexuality,
Gender, HIV, and Human Rights Education, Population Council,
https://www.popcouncil.org/uploads/pdfs/2011PGY_ItsAllOneActivities_en.pdf
Perczynska. A, 2019, Her Turn – Girls Education and Empowerment Program Curriculum, Kathmandu, Hamro
Palo https://hamropalo.org.np/
Ruma et al., 2021, ‘Life skills Curriculum for Rohingya Adolescents’, UNICEF.
For more information regarding anything in this report, please contact IOM CwC or Protection for
additional information.
Session 1: Getting to know each other & creating a safe space
Time required: 1-hour 40 minutes
Materials needed: Ribbon, Magic stone/bead, beads for bracelets/necklaces, chart
paper/A3 sized paper, markers
Overall objective: introducing the program and create a safe space for participants to get to
know each other and the facilitators.
Topics covered:
1. Explain the project
2. Self-introduction
3. Create Safe Space
4. Group values
5. Group identity
6. Creating a “sisters only” zone
ACTIVITY 1.0: EXPLAINING THE PROJECT & ASKING CONSENT (FACILITATOR MESSAGE – 10 minutes)
1. Introduce yourself from the group and explain that you work with IOM.
2. Explain:
“These are a set of trainings that were developed to help women and girls learn more about
issues and problems related to them. We have spoken with community elomdar and let them
know about the project and gotten permission to conduct these activities.
We would like to meet with you once a week at the same time to conduct some activities.
Nobody has to share or attend the activities if they don’t want to. We do not report any names
about who attends these activities to anyone. What you share with us in these sessions will be
kept private.
We do take notes about what you tell us so IOM and other agencies can learn more about
women and girls’ thoughts, feelings, and problems. If you don’t want something to be shared,
you can let us know and we won’t record it.”
ACTIVITY 1.1: SELF INTRODUCTIONS (10 MINUTES)

1. Introduce yourself according to the format: “My name is ….............. I am from ………… (Address of
Myanmar) Now I live at #block, #camp. I have …. brothers and sisters. My favorite color is
…...............I love to do …………… at my leisure time. (such as painting hanna, making hand fans,
reciting Quran)”
2. Ask all the participants to introduce themselves according to the same format. When speaking,
each participant holds on to a speaking stone (matoni shilor dola) which means she is talking,
listened to and not interrupted.
ACTIVITY 1.2: CREATING A SAFE SPACE (GROUP DISCUSSION – 20 MINUTES)

1. What does it mean to feel safe? (Prompt: being able to say what you really think without being
judged or laughed at).
2. If we asked you to participate in a meeting with a group of people, what kind of rules and
behaviours do you expect from the group to make you feel safe during the meeting?
3. What rules can we make for our group so that everyone feels safe? (Prompts: what is said in the
room stays in the room. We trust each other. We don’t interrupt each other.) You can suggest
including the right to “pass” if someone does not want to respond to a question. Make notes of
what women say.
4. Ask the group: Why did we pick those rules for the group? What does it say about our values?
(for example, if the group said “no talking when someone else is speaking” it means we respect
what each other have to say.)
1. Ask the participants about the things that they value and want to have in the group. If no one
suggests anything, suggest the following: confidentiality (nijor vhutore rahon / chupai rahon),
respect (kodor), tolerance (bordas goron / shoon), patience (sobor), participation (shamil
thakon / oon), fun (kushi).
2. When everyone agrees on the values, go over them one time with everyone in the group.
ACTIVITY 1.4: CREATING A “SISTERS ONLY” ZONE (10 MINUTES – PHYSICAL ACTIVITY)
1. Ask everyone to stand up and hold onto a long ribbon.
2. Ask the participants repeat the following vow: “I vow to be respectful, tolerant, participate in all
the sessions with enthusiasm, and to listen to others” (More values that the participants came
up with can be added.).
3. Cut the ribbon into smaller pieces and give each participant a piece to tie around her wrist.
4. Explain that the ribbon is a symbol of membership in our group and commitment to make the
most of the experience. Ask the participants not to take off their “girls & women only
membership” ribbon until the end of the program but are assured not to worry if something
happens to the ribbon, as the ribbon can be easily replaced.
CLOSING THE SESSION

Inform the participants: “Next week we will be learning about how to support each other as sisters
and what ways we can work together to help each other be happy and safe. Before we meet next
week, think of some ways we can support each other and bring your ideas to the group.”
Session 2: Supporting each other as Sisters
Time required: 1-hour 20 minutes

Materials needed: Ball of yarn, balloons, a pillow or folder paper ball
Overall objective: increase the confidence of the participants and focusing create strong bonds
between the group members.
Topics covered:
1. Empowered sense of self

2. Sister power
3. Believing in your self
4. Building your own circle of strength
ACTIVITY 2.1: BUILDING AN EMPOWERED SENSE OF SELF (20 MINUTES - PRESENTATIONS)

1. Ask the participants to make pairs and give them five minutes to discuss the following questions:
a. What are the three things that make them most happy in their lives? When were these
time for them? How did they feel then? (For example, when their child was born, when
they got married, etc.)
2. For non-Murrobi: Then ask the participants to sit down in a circle and pass a pillow with music.
When the music stops the participant holding the pillow will then share the answer for the
person she is paired with.
3. For Murrobi: They will take turns sharing their answer of their pair without music.
4. Make sure each participant is paired with someone – if you have an odd number of participants
in the group, you can pair with one participant.
ACTIVITY 2.2: SISTER POWER (20 MINUTES – TEAM BUILDING)

1. Ask the participants to stand up in a circle. Hold a ball of yarn and ask the participants to tell the
group one reason they value being part of this group. Starts yourself by saying e.g. “I like being a
part of this group because I get to know you better”. Give the ball of yarn to one participant and
ask her to tell the group her answer and then toss the ball of yarn to another participant across
the circle while holding onto the end of the yarn. They continue until all participants in the circle
have responded and the yarn creates a web between them.
2. Toss a balloon onto the web and list many reasons why participation in this group is important:
we learn that others also go through similar problems as ourselves, we make new friends, we
create a support group for each other, we learn from each other, our voice as a group is
stronger.
3. Ask the group to tighten the web to provide better support (everyone is needed to make it
work).
4. Ask the group to move the balloon around the web in a circle, passing it to each person in the
group. Ask: do we value this group for same reasons? (Support, knowledge sharing, friendships,
fun, etc.)
5. The rest of the group supports and encourages by clapping and cheering.
ACTIVITY 2.4: BELIEVING IN YOURSELF (20 MINUTES – THINK, PAIR, SHARE)

1. Ask the group to first think (3 minutes), then discuss in pairs (10 minutes) and then share with
the group answers to following questions:
a. Facilitator to ask people to share: What is something you love about yourself?
Facilitator to explain: Self-Respect (nijore nije ijjot goron) is when we value ourselves and
the things we do. Not everyone has self-respect even though we all can do things well.
b. Facilitator to ask: What things can you do well?
Facilitator to explain: Confidence (bissash/ekin) is when we know that we are good at
something and are not shy or nervous when we try to do these things.
2. As the participants at the end how they can have more self-respect and confidence in the
things they do.
ACTIVITY 2.5: BUILDING ON OUR CIRCLE OF STRENGTH (20 MINUTES – GROUP ACTIVITY)
1. Ask the participants to sit in a circle and remind them of the circle of strength they created
during the past week when each of them said what they could do to keep themselves safe and
strong.
2. Explain that today they will build on that circle of strength by helping each other to develop the
confidence and self-esteem needed to feel like an empowered girl or woman.
3. Ask each participant to describe a strength of a participant to her left – not something about her
body, but something about her skill, confidence, etc. They say one capability of the participant
next to them. The participant on the left thanks her and turns to participant to her left and does
the same.
4. Start the activity – say something accurate and nice about a participant to your left (e.g. “I think
you are very good at public speaking.” “I think you are very good at singing.” “I think you are
good at group work, I think you are a great friend.”).
5. This continues until every participant has heard her strength and has given a strength to
someone else.
6. Ask participants how it felt to hear people say nice things about them. Was it hard to believe the
compliment? Why? Part of being confident is being able to hear and humbly accept the nice
things others say about you. This helps us to feel good about ourselves.
CLOSING THE SESSION: Introducing the next program

Explain to the participants: Next session and over the next 6 weeks, we are going to learn many
different things about relationships, safety, and conflict resolution for us to build strong and
supportive relationships, contribute to our community, and support women’s and girls’ safety. As
part of these discussions, we will share our thoughts with each other and learn about different
customs and culture. Does anyone have any questions about the program before we begin next
week?
For Homework: “Next week we will be talking about rights and what it is like to be female. Before
next week’s session try and discuss with your female friends and family how roles of women and
girls have changed over time, has there been any changes when comparing their roles in Myanmar
to in the camps. We will then discuss this in our session next week.”
Session 3: Being female
Time required: 2 hours

Materials needed: no specific materials needed
Overall objective: discuss and learn about gender and rights
Topics covered:
1. Being Female
2. Body or Shomaz?
3. Changing roles and responsibilities
Introduction
Explain that today, we will talk about the Maya fua edde Morot fua. We will discuss and learn about
being a female and the difference between men and women.
Remind the participants that this is a “Sisters only” zone and that all opinions are welcome – we all
vowed to be respectful and tolerant. Encourage the participants to express their opinions and
participate actively.
Ajja añré onére loi mayafuwain edé morotfuwain dor babute hota hoiyum. Has gori añra
mochora goriyum de ALLahr torfotto mayafuwain edé morotfuwain dor babute hondilla forok
ase r somajor manchor hondilla forok ase.
R oshamil oya okkol ore hoiyum de, añre boin áin doilla gori takiyum, añra onorar bafone
okkol funium. Begunne foti ek Jon nore ízot goriyum. Hono ek Kan hota hoileyo dhorjo dhori
funium. Fotti ek Jonor bafone gin kuli hoifare fan Añra akjonore arekjon modot goriyum.
Activity 3.1 BEING FEMALE – [20 minutes - discussion]

Ask the following discussion questions:
1. There are different kinds of people living in your shomaz, who do call a girl or woman?
onorar somaz or maje doilla bodoilla manush okkol thake, hede butortu mayafuwain
yato bedian hon tara ore hoo?
2. What are common behaviours and traits that woman or girls have in your community?
hede butore bedian dolloi hondilla mata Bula gore r mayafuwain dolloi hondilla mata
Bula okkol gore onorar shomaj or maje.
3. What do you like about being a woman or girl in your community? Why? onorar somaj ot
ase de hede bitore onora ki mayafuwain dore foson goron naki bedian dore foson
goron?kiolla
4. What do you dislike about being a woman or girl in your community? Why? onorar somaj
or maince bedian onnan kiolla foson nogore de,r mayafuwain onnan kiolla foson
nogore de?kiolla?
5. What are some challenges that women and girls face those men and boy do not face?
Mayafuwain ón or zoriya mayafuwain okkol ottu hondilla mockil okkol odde ase zin Niki
morot fuwain dortun no.
Explain that we will go around the circle and each participant need to finish the following sentences.
Facilitators read the following unfinished sentences aloud for each participant and let them answer
by finishing both sentences before moving to the next participant. Before each participant answers
the question read the sentences aloud again.
Participant okkol ore hoidon Gul oi boi bollà ,uggà bol takibo bol wa ekjon ekjon hate hate
dibo di bassot maje uggà mobile ot gan dibo gan wa jeton ot bondo oibo bol wa jar hàtot take
te fotom suwal gan or juwab dibo,saadde oita kile ekkan mesal did oh hoi faribo yarbade bol
hiba loi yore , bura maincolloi gori takede oile tarattu ajajot luwa foribo r uggà Suwal nogoribar
age fotti ekjon ottu fotom suwal lor juwab difela foribo participant biaggun ottu suwal or juwab
diya foribo , Kela war babute faciliter ottu mul hota gan ore baitta gori bujai diya foribo hitara
dibode suwal or juwab in loi añra r uggà mochora goijjum.
The unfinished sentence below:
- A woman is womanly when she does….

- A man is a man when he does…
Onor tojurobaloioire ogga inshane ki ki gorerde oile morot fuaboli hoibo?

Onor tojurobaloi oire ogga inshane ki ki gorerde oile miafua boli hoibo?
Q6.Onor tojruba loi yore agga insana kiki goredde oila morot fuwa bloi hoibo?
The things that only males or females can do are related to their sex (breastfeeding, giving birth,
growing a beard etc.) while the things that males and females can both physically and mentally do
but there are different roles given to males and others to females is related to gender.
Read out the information in the information box below.
Information Box: gender vs the body

“Our body” and this refers to the physical body and the biological differences between females and
males. Each of us is a female because we were born with female body parts and functions—we have
breasts, a vagina, uterus, we go through menstruation, etc. Males are biologically males because of
their specific male body parts and functions— they can grow long beards, have a penis, and they have
sperm, etc.
“Gender” refer to family, social, or community expectations of boys and girls. Most of the time it has
nothing to do with having a female or a male body. It refers to the social status, the opportunities, and
the restrictions that are faced by girls/women and boys/men, as well as certain activities that
girls/women and boys/men are each supposed to do within a community.
Activity 3.2 BODY OR SHOMAZ ? [15 minutes – Game]

Explain to the participants we are going to play a game test our understanding of sex and gender.
The facilitator will read out a statement and the participants need to say whether they think the role
is assigned to female or males because of body or because it is what the community expects.
There are 13 statements below, read them out one-by-one and let the participants answer after
each statement.
Statements Answer
Girls are gentle; boys are harsh Somaz or mainsor diya
Maiya fuain tanda morot fuain ozorja.
Women give birth to babies Allahr diya
Maiya fuain de fuabeia fare.
Girls have long hair; boys have short hair Somaz or mainsor diya
Maia fuain dor ton sol lamba Morot fuain dor ton sol baita.
Men have beards Allahr diya
Morot fuain de dari rake.
Women and girls fetch water and cook Somaz or mainsor diya
Maia fuain de fani bore rada bara gore.
Men earn money and provide for their family Somaz or mainsor diya
Morot fuain de Tia hama.
Women can breastfeed babies; men can not Allahr diya
Maiya de fuain dore dut habi fare. Morot fuain de nofare.
Women and girls beautify themselves; men and boys do not Somaz or mainsor diya
Maia fuain morot fuain dor ton aró sundor.
Women and girls menstruate Allahr diya
Maia fuain de gosol oi.
Men and boys build shelters Somaz or mainsor diya
Morot fuain de gor bade.
Women and girls take care of children Somaz or mainsor diya
Maia fuain de fuain sole.
Male roles to protect the family’s honour and keep the household Somaz or mainsor diya
safe
Morot fuain de gor soli fare goror zinma loi fare.
Men and boys play football Somaz or mainsor diya
Morot fuain de football keli fare.
Activity 3.3 Changing roles and responsibilities [45 minutes – discussion]
Before discussing the following questions, explain that gender roles and norms are different for
different cultures, and they change over time. Remember last week we asked you to talk to other
female members of your family and friends how the roles and norms for women and girls might
have changed over the years and since their time in Myanmar.
- Why do you think women and girls role is to take care of children, cook, and fetch water?
onorar shomaj or mayafuwain dor babute hondilla niyom kanun okkol ase,onorar
shomaj or maje morotfuwain dor babote hondilla niyom kanun okkol ase.
- Why do think it is the men’s role to earn money for the family, protect the household and
build shelters? Onorar kiolla Bafana gorode mayafuwain dor ham shudu fuwain sòla
randa bara fani anaa boli.
- What does the Quran say about the different gender roles between men and women?
Onorar kiolla bafona gorode morotfuwain dor ham shudu tiñ hama gòr bana gòr solon
boli.
- Have you notice a change in these roles in the camps since arriving in Bangladesh? What has
changed? Why? Bangladesh ot ayore onorar hono doilla niyom kanun okkol bodoille de
ase ne?hondilla bodoille de.
- Why do you think these roles have change since living in the camps? A bodola in kiyolla
oiye boli bojor
E forók iin kiyólla boli ór boli buzoor? hade butor tu hondilla bodola gin vala oiya r
hondilla bodola gin horaf oiye.kiyolla?
- Which changes do you think are for the better ? Why? (Hon bodolat gin vala oye? Kiya?)
Andilla bodolat in or zoriya onorar ore hondilla asor okkol foijje de ase?onor goror ore
hondilla asor okkol foijje?onorar somaz ot Hondilla asor foijje.eanor zoriya onor oware
onor goror manse onor somazot hondilla asor okkol fore hondilla mockil okkol or?
- Which changes do you think are for the worse? Why? Mayafuwan dolla da bereindor dolla
hondilla neam kanun okkol take la gom oibo?
- How does this affect to you, your family and your somaz? What problems are you facing?
(endilla bodolat onor joriya onor owore hondilla asor foijje? Onor ghor or owore hondilla
asor foijje? Onor somaz ot hondilla asor foijje?
- What roles do you think are appropriate for women and girls? Maya fuaindotto
- Do you think izzot of a woman has changed after coming to Bangladesh and living the
camps? What is different about izzot in the camps?
Bangladeshót aai baade beçaíndor izzotot mazé beeckom óiye boli buzoor ne? Kempot
maze híyanot mazé hondhoilla beeckom ókkol dahá zar?
- Do you think izzot of a man has changed after coming to Bangladesh and living the camps?
What is different about izzot in the camps?
Bangladeshót aai baade beçaíndor izzotot mazé beeckom óiye boli buzoor ne? Kempot
maze híyanot mazé hondhoilla beeckom ókkol dahá zar?
- Some people say it is difficult to be izzotdar in the camps? Do you agree? Why?
y
Closing the session

Thank the participants for active participation. Ask the participants: “Next week we will talk and
learn about stress. Before next week session try and think about what makes you feel stressed and
what happens to your mind and body when you feel stressed. You can also asked others in your
family or your friends and see if their answers are similar or different to your own ”
Session 4: Learning about Stress
Time required: 1.5 hours

Materials needed: Sheets of paper
Overall objective: increase the participants understanding of stress and share strategies to
manage the impact of stress on the body.
Topics covered:
- Learning about stress

- What happens to your body when stressed
- Strategies when dealing with stress
- Helping a friend in need
Activity 4.1 Learning about stress (10 minutes – group activity)

Give all participants two pieces of paper and instruct them to crumple the pieces of paper into two
separate balls. Then instruct them to hold those pieces of paper in their hands (one in each hand)
and hold them out front of them until they feel their arms beginning to get sore.
Añra oggwa aijja kela kelaiyom kelai baishot mazé ekjonore duiyan duiyan hagos diyom hagos
ginore hoshoçi yore ball banaiyum éyar badé hagos Innore añrar hatot mazé motmari hoshoçi yore
doijum ek hatot mazé ekkan ekkan motmari yore loiyom 2.3 minutes faan hagos ginore dori
taikom zetukon faizonti donwa sisi yani shoru nóo.
Then ask the how does carrying something in the same position for a long time feel? Was the object
heavy? Did you feel any pressure?
R Iyanor dore takonor zoriya onortu hono bor foizelne. éyar badé añra fosar goriyomde iyan akku
niyomor gore dore takonor zoriya hondilla laige. Hagos dore takoyore onorattú bor laigelne
Then explain: although the balls of paper were not heavy everyone’s arms were getting progressively
sorer the longer, we held them regardless of their weight? This is the same as what happens to our
minds when we are dealing with a lot of stuff for long time. We feel pressured, tired and unhappy.
When our minds feel like they have faced more than it can bear it is known as stress.
Añra ziyan hagos doizilam iyan honu bor noashil tarporiyo Arar dere time faan hagos dori takonor
zoriya Arar donwa sisiya ye hagos iyan bor ook iyanore dil mon de dore taikelame ne. Ara hagos
iyan lamba time foijjonti dore takonor zoriya Arar gar r dil or halot hondilla oyye. Beyagunor halot
ki ekdilla oye naki farok farok arartu ki hagos iyan bor laige naki bol foize naki fereshan laige
zindilla Niki arar shonço shonço hagos gin lamba time foijjonti dore takonor zoriya Arar dil edde
gaat oshanti laige endilla sinta fereshani fotti ekjonottú take einore zodi Ara endilla hagos or doil
shonço shonço sinta fereshani enore sibi dore raki déde oile Ara sinta fereshani bare zaboi
Ask the group:

- What are some things that cause you stress? onoráre hon shish gane oshanti maze fele
- What are some things that cause people in your family stress? onorár goror maincori hon
shish gane oshanti fele?
Activity 4.2: what happens to your body when stressed (20 minutes – explanation)
Explain: Learning about stress and managing stress is important because it is difficult to help others
and your community if your mind and your body experience high levels of stress. Stress is normal
reaction to some events in our life. Everyone can feel stress in their life, that is why it is important
we understand it so we can cope with it better.
Onra zetukun or moze oshanti o jetukon ott maze onorar gar halot hondilla o aijja Ara mocwara
goijjom de oggwa manuc oshantit foile e manuc hiba re ken gore modod gora za hiyan or babute.
kiyólla boli hoile ek zon re r ekzone modod garon nan beshe mockil or ham yar bade zodi onorar
shomazor ook gar edde dil or halot oshanti bare zargoi maincor zindegit maze kissu mamela onor
zoriya maincottu doilla bodoilla sinta fereshani okkol o yar bade fotti zonor zindegit maze oshanti
okkol ase hetolla boli hiyan bozo ne arattu beshe zoruri de zin gorile añrar sinta gan zaiboi.
Ask the group:

- What are somethings that happen to your body and your mind when you are stressed? zette
onee fereshanit talon hette onor gar edde demak or halot ken o?
- Does everyone in your family have the same reactions to stress? Or do some people’s bodies
and minds react differently? onottu zé halot gin o e halot hin loi onor goror mainc loi ek
doilla ne? Naki kissu maincor gar edde demak or halot forok forok o?
Explain: when we are stressed, we can feel tension or pressure, usually because of the challenges we
face.
When faced with situations where we feel pressure, our bodies sometimes behave in a way that is
different from how it normally behaves. People might feel, think or behaved differently from how
they normally do.
Añrarttu zette sinta fereshani goro ette añrar tu oshanti lage r jobor o. Kiyalla boli hoile doilla
bodoilla mockil ókkol ónor zoriya zette niki añra a halot ot fori ette añrar dil ot maze jobor o
maincolla dure taki agee zindilla gori maincoloi talukat gori hendill mata uta nogore a tukonut
maze maincor hota battara r bafana okkol bodoli zagoi hendilla oshanti okkol ónor zoriya maincor
dil or r gar halot hondilla farok ode hin or babute añrar mocwara goizom
Read out the different physical and mental impacts on the body caused by stress.
Information Box: Impacts of stress on the body

Physical effects: Mental effects:
- Pounding heart hoilla dodofa - Difficulty concentrating hotar owore
- Breathing fast gonu gonu neyaish fela diyan dete mockil oibo
- Dry mouth muk fuai zagoi - Forgetfulness monot raki nofaribo
- Heartache hoilla siaiya - Blurred judgement R ek jonor owore
hosuri debo
- Cold or sweaty hands duno haat beshe
- Embarrassment beshe shorom lagebo
tanda oijagoi r beshe gami zagoi
- Crying handi bo
- Stomach aches fet hora
- Difficulty speaking
- Tight muscles donwa doru oijagoi - Fear and feeling threatened
- Increase in sweat gam beshe oibo - Yelling at friends and family
- Increased desire to use the bathroom - Feeling out of control, overwhelmed,
bathroom gam beshe oibo and confused.
- Change in appetite hana haitu moni - Low levels of confidence
hoibo
-
Explain that there are also different types of stress.
- Stress is not always bad. Sometimes the pressure we feel can help us work hard or motivate
us or keep us safe. For example, if an elephant appeared, we would feel stressed and we
would act! Helpful types of stress last a short amount of time and can help us when we need
to get things done quickly.
Fereshani hode hin doilla bodoilla ase kissu time ot maze oshanti a saf felaide he time ot maze
nizore nize himot rakide oile ara hefazot takiyom bole mesalot maze oggwa hanti a zodi arare cook
dele ara oshantit fore jaigoi bade ara koshish goritde hanti hibare dorai bolla endilla jetukonut
maze ara oshantit fore jaigoi he time ot maze ara koshish goritde oshanti hiyanottu nile aaibolla
- But stress that lasts for a long time or that creates lots of strong feelings in someone and is
making it more difficult to do more activities is the type of stress we want to learn to
manage.
lekin lamba time fan jodi ara oshanti okkol sibi dore rakit de oile a oshanti hibaye arare himot
araifela a oshanti iyan a arare ham horos goittu node hetolla boli doilla bodoilla oshantir mocwara
goriyom r iyanore ken gore hol goraja iyan loiyoreyo mocwara goriyom
Activity 4.3: Strategies for dealing with stress (20 minutes – group activity)
Explain there are many techniques that people can do to help them manage their stress levels. Some
techniques work well for some people and not for others, it depends on the person. Fereshani inn
ken gore dur goraja iyan loi mocwara goriyom fereshani dure gorede hindilla doilla bodoilla torika
okkol ase a torika inne kissu maincore ham gore r kissu maincore ham nogore in manuc loi saing
gore
- What do you normally do when you are feeling stressed? onora jette oshantit foru hette
onora keén goron?
- What do you do when you can see others are feeling stressed? How do you help them?
onora oshantit ase de hidillat maze dekodde oile keengori ba r hondilla gore modod
goriba?
Exercise
Let’s conduct a small breathing exercise that helps manage stress.

Explain: this exercise is called “belly breathing” because we are going to practice breathing slowly
and deeply into our belly. Ara oggwa kela kelaiyom je kelawaye kissu maincore kela wa goronor
joriya kissu maincor oshanti takedde oile shanti faibode ase hondilla bole hoile niayaish lowa
niayaish fela loi goriyumde iyanot babute
Instruct all participants to do the following:

1. Sit with back straight. dara uzu gori boishom
2.Place one hand on your chest and another hand on the belly. ekkan haat feet ot diyum r ekkan
haat sinat diyum
3. Breathe in deeply and slowly through you nose until your belly expands (You can check whether
your belly expands or not by comparing the level of your hand on the chest and stomach). aste aste
nakortu niayaish loiyum
4. Breathe out slowly through your mouth until your belly contracts. aste aste niayaish galottu
felaiyum
Repeat breathing in and out 5-10 times before ending the exercise.
Then ask: how did that feel? Do you feel more relaxed and calmer?
Explain that practicing this exercise regularly can help with stress.
Explain that there are other things that can help:

- Talk about it with trusted friends or family or people in your life. Keeping your feelings inside
can make you even more stressed and discussing with others may help you see the problem
in a new way that is helpful.
- Take a minute break. Take a moment to close your eyes and imagine a place where you feel
relaxed and comfortable. Notice all the details of your chosen place, including the sounds,
feel and smell. Let’s try that now.
- Laugh. It’s important to be able to laugh. Share jokes and funny stories with your friends.
Laughter is good for you.
- Look after your health by trying to get more sleep, and drink lots of water.
- Do the work or an activity you like.
- Look for the good things around you. It is easy to only see bad things when are stressed. So,
try and think about the enjoyable things around you or the people who make you happy.
Ask: What are some other things that you could do to reduce stress?
Activity 4.3: Helping a friend in need
Closing the session

learn about different types of safety and violence. During the week see if you can practice some of
techniques, we discussed today to relieve stress. Maybe try teaching others in your family or your
friends.”
Session 5: Safety and Violence

Overall objective: Discuss and learn about different types of safety, and where you do or do not
feel safe.
Topics covered:
1. Types of safety and violence

2. Izzot & psychosocial safety
3. (Another activity: eve teasing? Or bullying? Phone safety?)
Introduction
Explain that today we are going to talk about safety. We will discuss what safety means to you,
different types of safety, and where you do or do not feel safe.
Aijja añra onoráre loi hota hoyum de hefazotor babute hefazot hode ki. Hefazot hode in doilla
bodoilla ase. Onarà hon zaga ganot hefazot mone goro/ no goro. Hiyan or babute añra mocwara
goriyom.
Understanding safety and discussing what make you feel safe and unsafe in a safe space can help
you protect yourself and ask for help when you feel unsafe.
Añra nezore nezee boziyore mocwara difaizom de. Añra nezore neze hon zaga gan ot hefazot
mone nogori.
Remind the participants that they do not have to answers the questions if they do not feel
comfortable and we can stop the session at any time – this is a safe and confidential space.
Participates okkol ore hoidiyum de. Añra onorare loi zé sowal How gin gozzom. Hin zawab gin
onorattú zodi hefazot nolarde oile onora nodi fariba. R añra sowal in nogori faizom. Iyan ekkan
eddilla hefazot zaga añra zé hota gin hoyum in honu din baire nozoibo.
Activity 5.1: What is Safety and what are the different types of violence? (60 minutes – group
discussion)
Ask the following discussion questions:

Añra ahon mocwara goriyom de hefazot hare ho doilla bodoilla zai zulum hare ho:
- When you think about safety what does it mean to you?
onora hefazot mani ki buzon? Hondilla oile hefazot mone goro?
- What helps you feel safe? Where are you and who are you with when you feel safe? Why
does this make you feel safe?
onora hon modod gin or duwara hefazot mone goro? Onora fuati honwa takedde oito gele one
hon zaga gan ot hefazot mone goron? Kiyalla onoto heton ot maze hefazot lage mone goro de?
- What makes you feel unsafe? Where are you and who are you with when you feel unsafe?
Why does this make you feel unsafe?
onora hon modod gin or duwara hefazot mone nogoro de? Onor fuati honwa takede oile
onee hon zaga gan ot. Hefazot mone nogoro de? Kiyalla onottú hetunot hefazot mone
nogoro de?
- In your shomaz, which group of people do you think is the most unsafe? Why?
onorar somaz or maze hondilla dai wa besaisaa hefazot nai boli mone goro? Kiyólla?
Explain “Safety is the state of being "safe", the condition of being protected from harm or other
danger. It can be helpful to think about safety in two broad categories: physical safety and
psychological safety. “
Hefazot hode iyan shoru oiyede hefazot loiyore. zindilla niki beshe hotara mosibot okkol ottu
soliyore basi takon. endilla basitokon or duwara onora hefazot tski bolla modod oit fare . zendilla
niki gar hefazot. R dil or hefazot.
Explain that “just like there are different types of safety both physical and emotional, there are also
different forms of violence that are physical and emotional.”
Dil ore edde gar hefazot doilla bodoilla ase. Aro hede doilla bodoilla zai zulum okkol oi aiye. Dil or
edde gar.
Explain: “At its most basic level, violence is a way to control or have power over another person.
When people talk about violence, they think mainly of physical aggression. It is important, however,
to also think of other forms of violence as well as the different settings and circumstances in which
violence happens.”
Explain “let’s first talk about physical safety and physical violence”
Physical safety: is the absence of harm or injury that can be experienced by any person. Risks or
threats to physical safety are things that could cause a person physical harm.
Physical violence includes hitting, pushing, using force to hurt or hold someone, or using any type of
material or item to hit someone with such as a stick. Sexual violence includes rape, sexual assault,
sexual favours in exchange for assistance, and unwanted kissing or touching.
Ask the following questions:

- What are some things or events that could harm you and impact your physical safety in the
camps? Prompt if needed: weather events, another human being, health risks.
Dil ore edde gar hefazot doilla bodoilla ase. Aro hede doilla bodoilla zai zulum okkol oi aiye.
Dil or edde gar.
- What are biggest threats to women’s physical safety in the camps? Does this change for day
and night-time?
campot maze maya fuain dor gar hefazotor babute honu doilla dor ase ne. A dor honu doilla
solder de din not adde raita one?
- Do women and men face different risks? What are those differences and why?
moseyot gajoronor maze maya fua r morot fuain dor dormiyanot maze honu doilla farok odde
ase ne. Honu doilla farok odde. Kiyalla forok ode?
- What about children, what are parents most worried about for children’s physical safety?
maa baf okkol le fuwain dor gar hefazot or babute Besaisaa hon jinish gan loi forok one?
- Who do you think is the most physically unsafe in your community?
onora somaz maze besaisaa hom manuc gin gaar hefazot sara boli mone goron?
Explain “Now let’s talk about Psychosocial safety and Psychosocial violence”
Psychosocial safety: Refers to emotional and mental safety. In Rohingya, closest would be “demaki”
or “demaki aramiyot” for “mental health”.
Añra ahon hota hoyum de dil demak or hefazot or babute r zai zulum or babute. Dil edde demak or
hefazot or maze. bodula sodula ode ase.
Psychosocial harm refers to things that could harm a person’s mental and emotional health, social
status and honour, and social relationships.
Emotional violence: when someone makes another person feel fear to gain control over them. For
example, threatening to harm them, yelling and shouting, calling someone worthless and humiliating
them in front of other people, making hurtful comments about a person and denying someone
opportunities such as access to education, or water.

- What are some things or events that could harm you and impact your Psychosocial safety in
the camps?
camp ot maze onora to hon jinish gan or duwara onorar dil edde demak ore hotara o?
- What are biggest threats to women’s Psychosocial safety in the camps?
campot maze maya fuain dor dil or edde demak or babute honu doilla dor lage de ase ne?
- Do women and men face different risks? What are those differences and why?
mosibot gin gozoronor zoriya maya fuain marot fuain dor dormiyanot maze honu doilla
farok oiyede ase ne?
- What about children, what are parents most worried about for children’s Psychosocial safety?
maa baf okkol or ott fuwain do dil demak or hefazot or babute besaisaa hon jinish gan loi
fereshani o?
- Who do you think is the most at risk or is more likely to experience emotional violence in your
community?
onorar somaz ot maze besaisaa hon manuc gin dil or hefazot sara boli mone goron?
*Recommend conducting an icebreaker here before moving on to the next session. See Annex 1.
Activity 5.2: Psychosocial Safety versus Physical Safety (20 minutes – group discussion)
Statements Answer
onorar somaz maze maya fuain dor edde bedeyain dor izot kodor hondilla? Burma loi ede loi maya
fuain dor izot shoman bodula sodula oye ne?
Question 2.campot maze maya fuain de honudoilla orainna hobor or duwara Dora de ase ne?
Kissu mainshe kiyólla orainna hobor or duwara izot harai giyo de ase ne?
Question 3.onorar somaz maze honu uggwa maya fuain dortu izot giyoi de oile maya fua ibar hotat
ken o? R ibar hefazot or babute hondilla o? Hebar gor or mainchor ore honudoilla asor fore?
Question 4. Maya fuain okkol tarar izot ore shonle bolla hoi yore ki ki gore? hin goronor duwara
hotara hefazot ot maze honu doilla luksan ode ase ne?
Question 5.uggwa izot gioy de maya fua a izot hiyan ore wafez ane bolla ki ki gore? Hin goron nor
duwara hibar izot ore honu doilla luksan oiye ne?
Activity 5.3:
This activity could change depending on the demographic group?
Eve teasing?
Discussion on rumours here???
Talk about allies versus bystanders here?
Online a safety and bullying – adolescents?
Closing the session

Thank the participants for active participation. It is important to remember violence is never
justified, conflicts can be resolved peacefully, no one should suffer from violence at home or outside.
Ask the participants: “Next week we will talk and learn about safety and relationships. Before next
week sessions try and think about the different people in your life and what type of relationships you
have that make you feel safe or unsafe. For example, you have relationships with members in your
family, but you also have relationship with neighbours, humanitarians and others in the community
etc.”
Session 6: Relationships and safety

Materials needed: Risk scenarios index cards, flip chart and markers
Overall objective: Discuss and learn about different relationships we have in our lives and how
they impact our feelings of safety
Topics covered:
1. Mapping our relationships

2. Relationships support our feelings of safety
3. Taking actions of risks
Introduction:
Explain that today we are going to discuss the different relationships we have in our lives and how
they impact our feelings of safety, and as a group we will then come up with different ideas to help
keep each other safe.
Ajiya añra onoralli mocora goriyom de añrattu doilla bodoilla aganoti okkol ase hede
bitore has gori hontarar duwara añrar hefajot or ore faida oh añra ugga dai hisafe
doilla bodoilla idea okkol mocora gori faijjum jin orjoriya onno jon olla oh moddot r
hefajot oh de andilla.
Activity 6.1: Mapping our relationships (20 minutes – group discussion)
The following activity will help identify different types of relationships they have with people.
Ugga maincor jindeganir maje doilla bodoilla aganaoti okkol take toile ajiya añra
shomaj or maje hondilla hondilla manuc okkol ase hin neliyom.
Ask the participants to tell you the different type of people in their life and in your community.
Participate okkol ottu fusar giriyum de onorar jindegir maje r onorar shomaj or maje
hondilla hondilla manuc okkol ase.
Prompt for the participants to think about the following types of people and groups and where they:
Mesal ot maje jendilla nike onorar shomaj or maje doilla bodoilla manuc okkol ase r
doilla bodoilla dai okkol ase hin hontare:
- Immediate family (Mother, Father, Sister, - Shopkeepers / businesspeople

Brother, daughter, son etc.) (duwainna/shodor)
(Maa, baap, boin, bai, jerfuwa, - Teachers (mactor)
morotfuwa) - Murrobi
- Family in laws (Horo gussi) - Madrassa leader (Modorosar jimmadar)
- Grandparents (dada-dadi) - Friends (fuwaijja)
- Uncles (Mamu) - Humanitarians (NGO’r manuc)
- Aunties (Mami) - Host community (Deshitta manuc)
- Teachers (Mactor)
- Elders (dormanuc)
- Neighbours (dakormanuc)
- Boiddo
Now, once you have come up with a big list together. Facilitator is to draw a diagram of four
concentric circles on a flip chart. Use your whole sheet for the largest circle.
Ahon serang gan loiyore facilitore akkan doisai habos loiyore uggar botore ugga dor
soro gori sairgua gol gol gori dak deyom.
In the smallest circle, facilitator is draw or write the ‘groups name that are selected by the
participants in session 1’ in the centre to show that the participants are the centre of the circle.
Then get the participants to think about the different types of people and groups in their life. Just
outside that small circle, write the types of people that they are closest to them. In the two outer
circles, put the types of people and groups that they are not as close to.
etarar serang or leka gin ore hede jiba gurasai gol ase hibar buture dai or nam gan
lekiyum nam hiyan loiyore eyan dahai bolla tarayo ugga dai or manuc jetara nike
butore ettefak ot ase añra ahon je manuc gin lekki hede je manuc gin ore añra has
gori beshe bissas gori hin ore 1 no gul ot lekiyum 2 no gul ot maje jin nike añralloi
beshi hñse noi unn lekeyum.
After, all the people are in the circle, ask about the people and groups that contribute to their
feelings of safety and mark those in green. Then move on to the people and groups that do not
contribute to their feelings or safety mark them in red.
yarbade participat beggin gul gul oi boi yore taratu fusar giriyum de hita rattu
hontarare bashe hefajot lage r hontarare hefajot nolage hefajot lage de hetarar hede
ekkan hail dak diyom hefajot nolagede hetarar hede lal dak diyom.
During this activity make sure the participants are explaining why and how for each of their answers.
Activity 6.2: How do relationships support feelings of safety? (20 minutes – group discussion)
Ask the following questions to the group and have an open discussion on safety and relationships.
Onorar aganaoti okkol loi yore hondilla gori moddot goredde oile onora hefajot táro hiyan or
babote añra mocora goriyom.
- What actions do women and girls do to protect themselves and each other?
Mayafuwn de edde bediain de nijore soli bolla r basai bolla kiki gore r onnojon
ore basai bolla edde soli bolla kiki gore?
- What actions does your family and community take which makes your feeling safe?
Onorar shanti edde hefajot olla boli hoiyore Onorar goror maince ki gore r
Onorar shanti edde hefajot olla boli hoiyore Onorar shomaj or maince ki gore?
- What actions does your family and community take which makes you feel unsafe? Why?
Onorar goror maince hondilla goredde oile onorattu hefajot nolage kiyolla
Onorar shomaj or maince hondilla goredde oile onorattu hefajot nolage
kiyolla?
- What actions do humanitarians take which makes you feel safe? Why?
NGO r maince hondilla goredde oile onorattu hefajot lage kiyolla?
- What actions do humanitarians take which makes you feel unsafe? Why?
NGO r maince hondilla goredde oile onorattu hefajot nolage kiyolla?
Activity 6.3: Taking actions on risks (45 minutes – group activity)

Explain to the participant group that we are now going to do a group activity together to think about
the things we as women can do to protect ourselves and what the community and humanitarians
could do to support us.
Participant group oré buzái do: ehón añára beggúne ekkufuañti uggwá group activity
goijjum, zibat mazé añára báfiyum maiyafuain hísafe añára nizore hefazot goríbolla
hondhilla ki ki gori faijjum. Ar cómaz adde NGO ye añáraré support/ modot goribolla ki ki gori
faribo. Oñora ehón hora hoiyom de hondilla goredde oile hotora oye de hiyan or
babute.
Hitarare hoi diyum de añra ugga beggun hoiyore mocora gojjom de akkan hojjar
babute añra Maya fuwan de bafeyom de hojja hiyan ottu añra ken gori basi fajjom r
shomaj or main ottu adde NGO r mainc ottu ken gori añrare moddot gore forebo.
Read out one of risk scenarios index cards at a time, and as the participants to speak to the person
next to them for 2 minutes and decide what the woman or girl in the story should do next.
añrattu hodin kissa lakka habos ase hin añra hitarare fori funaiyom yar bade hitarare 2 min
bafi bolla time diyom yar bade hitarttu fusar gojjum de muntu bediyain dolla edde Mayafuwn
dolla kisso eyan or babote onora ki gori fariban.
Risk scenarios index cards:

Below are the 5 risk scenario index cards. The facilitators can also choose to develop some of their
own scenarios based on their participants answers and examples discussed in previous sessions –
the more contextually appropriate to the participants the better.
Hotorar kissar habos 5 san añra hitarare hoturar kissa hoiyom kissa hin hoi boshot añrattun
basi howaforebo kiyolla boli hoilla haraf kissa hiyanor juwab tara defareban mesalot maje
foilla barot mocora goijjede hetori ka loiyore hondilla gori behetor r gorki gori faijjum eyanor
babote gojjom de.
Scenario 1:
Ayesha is a married woman having two children. At 10 am when she was cooking food, a
male humanitarian went to her door and asked to join in a meeting on menstrual higiene.
She is shy to attend meeting with a male humanitarian on menstrual issues, and at the same
she is afraid that, if she doesn’t attend the meeting she will miss MHM distribution.
Scenario 2:
Humanitarians decided to install a bathing station for the women at your sub-block. They
invited majhi, elderly murobbi and two women from your subblock for making decision. Most
of the people in the meeting selected a place to install the bathing station in a place where
block women would have to pass a shop to reach there. The two women understood the
matter but they are afraid to speak up because they are minority in that meeting.
Scenario 3:
Nur banu is a widow and have two daughters of 12 & 16 years old. As she has no source of
income she decided to sell different piça in the marketplace. People from her block know
about her and use abusive language while she goes to sell her items.
Scenario 4:
Somira is a 17 years old girl. For few days a guy has been teasing her and offering her to
marry him while she goes out of her shelter to fetch the water and wash cloths. Yesterday the
guy found her and threatened her to marry him, and if she doesn’t do so, the guy will kidnap
her. She is very frustrated but she doesn’t want to tell about that to her family, fearing that her
family might stop her to go out of shelter and the community could blame her for that.
Scenario 5:
Closing the session

learn about difficult relationships, and violence in close relationships. This will be a difficult session
to discuss but it is important to be aware of what difficult relationships look like and know how to
support women and girls in our communities if they need help.”
Session 7: Navigating complicated relationships

Overall objective: create a safe space to discuss and learn about violence in relationships, and
learning how to refer sexual violence cases.
Topics covered:
1. Mapping our relationships

2. Relationships support our feelings of safety
3. Taking actions of risks
Warn the participants that today the group will be talking about something difficult: violence in
intimate relationship often called domestic violence. Tell the participants that domestic violence
happens in all countries, to girls and boys and women and sometimes to men.
It is a hard thing to talk about, but it is important to discuss so we can help prevent it.
Aijja añára hota hoyum de kissu mockil or babute zenniki zaizolum loi yore talukat ase
r zeyan re niki ho. Egana boturttu o de julom
Participate okkol re hoyum de zai zulum hode hin fotti akan desh ott maze o. Hetolla
hin maya fua r morot fua loi yore o. R bedeyain r bedayain loi ore o. Iyan ekkan doro
jinish. Lekin arattu mocwara goronan zoruri de. Kiyólla boli hoitu gele añra zate iyan
to nezori nize sonle ai fare.
Facilitators: please approach this topic with care. It is possible that some of the women and girls in
your groups have or are currently experiencing domestic violence or reside in households in which
domestic violence may be occurring. Remind the participants that they do not have share or discuss
anything that they are not conformable with, and the session can stop at any time. This is a safe
space and what is shared in this room is confidential.
añrattu a hota gin hoibaishot maze kiyalla raka foribo de kiyólla boli hoitu gele endilla
oit fare a de kissu bedeyain r maya fuain añrar dai ott takit fare. Zetara tu niki endilla
zolum or tuzurba oiye. R hetarare añra hoideyom de oñratu zodi e hota gin hoibaishot
hefazot nolagedde oile onora añra re hoi fariba. Añra eddurot bon gori felai faizom e
zagagan hefazot or zaga zé hota gin onora añra re hoiba. Hin añra chufai rakiyum.
Hono mikka baire nohoiyom.
**DO NOT RECORD THIS SESSION FOR RESEARCH PURPOSES – NOTE TAKING ONLY
Reminder: It is not the facilitators’ role to encourage or prompt participants to share personal
stories, all questions are indirect questions, so no one needs to share personal stories. If someone
would like to share a very personal story of domestic violence and would like you to make a referral
to a protection agency, please do this in private after the session.
Monot gorai diyomde añrattu hono kanun ot nai de hetarar nizor babute honu ekkan
hota fusar goribar añra hetarar loi zé suwal gin babute honu kissu howa noforibo zodi
hono kiye nezor babute kissu hoit sadde oile añra participate ott maze fatai de fazzum.
R mocwara shish oi bade hota iyan chufai rakiyum.
Activity 7.1: Confidence and relationships (20 minutes – group discussion)
Give all participants a small piece of blank paper.

Explain that you are going to read a fictional story about Asmat Ullah and Formin, and while I read
the story, I want you to tear a piece off the paper and put it on the floor in front of you every time
you hear something that you think would hurt Formin’s confidence and reduce her feelings of safety.
“So, Asmat Ullah and Formin have been married for about a year.
Asmat Ullah is working, and Formin is at home cooking and taking care of the house.
Formin mentions to her husband that she wants to attend some trainings offered by the
humanitarians in her sub-block so she can contribute to the household and her community.
Asmat Ullah often says to Formin that she is not very smart, and the trainings would be wasted
on her, it is best that she stays in the house.
Asmat Ullah sometimes gets mad at Formin and said to her “you are no good for anyone, but
do not worry, I love you”.
Sometimes Formin needs to go to collect assistance from distributions and visit family in
neighbouring sub-blocks. This can cause arguments; Asmat Ullah often says he must know
where Formin is always as he does not trust her.
When Formin tries to tell Asmat Ullah when he does something that upsets her, he sometimes
gets very angry and shouts at her. He says she should be more grateful that she has a husband
that can provide for her and that loves her.
Sometimes he tries to get close to her when she does not want him to, and she feels
uncomfortable. When she asks him to stop, he ignores her and laughs.”
Ask the participants to look and see how much paper they have left in their hands and how much
paper is on the floor.
- What do you think about the relationship that Asmat Ullah and Formin have? How does it
impact Formin’s feelings of safety and her confidence?
- How does this story make you feel? What can Formin do to increase her confidence and
improve her relationship with Asmat Ullah?
- Can a woman say no to her husband if she does not feel comfortable and does not want to
do something? Are there some things she can say no to and other things that she cannot?
- What should Formin do? Who can Formin ask for advice from? Is there anyone in the
community that she could talk to?
- What characteristics make a relationship healthy? What is necessary to achieve a
relationship based on respect?
- Do you think it is possible to form an intimate relationship based on respect? What can we
do individually to construct healthy intimate relationships?
Activity 7.2: Domestic violence (30minutes - Group Discussion)
Explain that this next activity is about violence in the home and is
Facilitate a discussion based on the following questions:

- What are the different forms of violence in intimate relationships? [Probe for: control,
coercion, shouting, and threatening, as well as physical violence.]
- hansor egana zin ase hin or boture hondilla hondilla zolum okkol oit fare?
- What do you think are the causes of violence in a relationship? When you see this type of
violence? Are there types of relationships that you think are more likely that domestic
violence may occur?
- one e doronor zulom hin hotte dekon de? Onorar bafana ki fotti egana maze ki
endilla zulom okkol onee?
- Do you think domestic violence in relationships is becoming more or less common in the
camps? Do you think it is more or less common now than it was in Myanmar? Why?
- onorar bafana ki. Camp ot maze endilla egana otit maze. E zulom hin ki besaisaa
or naki hom essa or? Burmat maze or naki ede beshi or? Kiyólla?
- Do you think the restrictions that were put in place because of COVID-19 change how often
it happens? Why? How?
- onorar bafana ki. Zette niki corona virus oil ette manuc neli nofanor zoriya
hetarar gorot maze ken ken oil? Kiyólla? Hondilla?
- Is domestic violence commonly discussed in your community? How is it discussed?
- somaz ot maze e zulom inor babute besaisaa mocwara gorede ase ne? Hondilla
mocwara gore de?
Read the definition from the information box below .
Information Box: Domestic violence

Domestic violence is violence that happens in the home. Physical violence is a part of it, but it can
also take other forms. For example, threats of violence, emotional violence – humiliation,
belittling; sexual abuse, economic deprivation. Domestic violence can happen to anyone,
regardless of their social status, education level, economic situation, gender, age. Women, girls,
boys, and men can all experience domestic violence.
Domestic violence is never the fault of the victim even though the victim often thinks it is her fault
because she has caused displeasure. The victim may believe she deserves to be harmed but this is
not true and is only a reflection of the victim’s sense of disempowerment and hopelessness. Some
people and many perpetrators of violence believe some victims “deserve” the violence, but
nobody deserves to be treated with no respect and dignity.
Research shows that a girl is more likely to become a victim of domestic violence if she marries
early. This can be because in many cases the young bride has less power in marriage, because of
her traditional role in her in-law’s family, or because she doesn’t know where to turn for help if it
happens to her.
Goror zaizulom hode hiba uggwa zulom zin niki goror but or o.gar oware zulom ode
hiba uggwa zulom. Hiba o goror buture o. Lekin e zulom hiba onno maicor loi o oit
fare. Mesalot maze. Domkhi zulom. Dil or zulom. Bezzot or zulom. Hinshar zulom
mburai zulom. Amodunir tiya foishar zulom. Goror zulom hode hin fotti ekzon or
zulom oit fare. Zulom hode hin maincor somaz or dam nosa fonna halot ore.
Bedayain nosa. Bedeyain hin beggunor fuwat oi goror zai zulum oit fare. Zulom hode
hin zulom zalloi o tar hosuri no. Lekin hibaye bafede añi kissu bol ham goronor
duwara añr ore a zulom gan oyyede. Añr ore ansa. Lekin Endilla bafanan soyi no.
Iyan oiyede ekkan zulom or alamot zulom ein onor duwara nezor nize nerosh mone
gore besaisaa harai fele himmot harai fele asha harai fele zulom hin onor zoriya kissu
maince besaisaa nizor nize bishaish nogore. Lekin hono kiya zulom haiye de manuc
walloi ore izot kodor gori ore hota battara noho. Mata bula nogore. Dor ore elom dar
okkole taliash gore ore faiyede bole hom boich or maya fuain dore biya dedde oile
hitara loi yore besaisaa zai zulum oit fare kiyólla boli hoile hendilla gora hale biya
dedde oile besaisaa himmot r bol hom take kiyólla hoito gele hibar sola fira loi horo
gustin sola fira loi ek doilla no o de hetolla. Horo gor ot maze hibar bolla wala ham
hin notakedde hetolla hibatu bol notake. Hetolla boli hibar oree hendilla zaizulom
okkol o de.
Now, ask the following questions:
- What do you think of this definition?
- onorare gorot maze zulom ode hibar babute zehata gin hoye hinor babute
onorar bafana ki?
-
- Are there any situations where the community might think that violence was necessary in
the relationship?
- honu egana otit maze endilla honu zulom oiyede ase ne. Ze zulom nannor zoriya
somazor maince bafede zulom ziyan oiye hiyan onsa?
- Is physical violence used primarily by men against women, or are women equally violent
toward men?
- ziba niki gar ore zulom o. Hiba ki shodu morot fua a maya fua re gorede naki
maya fua a morot fua re gorede?
- Do you think a husband sometimes has a right to be violent towards his wife if he is angry?
- onorar bafana ki kissu time ot maze zodi zamaittu guisha udéde oile bou ore
zulom gori bar hok ase naki nai?
- Do you think a wife sometimes has a right to be violent towards her husband if she is angry?
- onor bafana ki kissu time ot maze zodi bou tu guisha udéde oile zamai re ki
zulom goribar hok ase naki nai?
*Recommend conducting an icebreaker here before moving on to the next activity.
Activity 7.3: Discussing troubled relationships (20minutes - Group Discussion)
Explain we are now going to talk about what is done by different people in the community to
support a troubled relationship.

- What are some signs that can warn of trouble in a relationship?
- ekkan egana otit maze hondilla alamot gin dekon or zoriya hetara oshantit ase
boli buzor?
- Where can a person who is at risk of violence in a relationship turn for help? Where can a
person turn for help to get support and counselling about a troubled relationship?
- ekkan egana otit maze honu uggwa mainshotu zulom or hotara maze oitakede
oile hode zaiyore modod fariba boli bozo? ekkan oshanti egana otit babute hode
zailé shanti faibo r mocwara faibo?
- What is the role of other women in the community in supporting a troubled relationship?
- ekkan oshantir egana otit maze oinno somazor bediyandottu hondilla gori
modod goronsa?
- What is the extended family’s role?
- goror butoror maincottu hondilla gori sola fira goronsa?
- When does the community get involved? When that occurs who from the community helps
resolve the issue?
- onorar somaz maze honu uggwa maince zulom haiyede oile he zulom hiyan or
babute faisala gori bolla hoi hoiyore somazor mainc hotte aiye? Hon aaiye?
-
- Sometimes people end relationships, including marriages. Are divorces common in your
community? Do people treat divorced men and divorced women in the same way? [If there
are differences, ask: Why are they viewed differently? How do you feel about that?]
- kissu manuc biyat maze Egana oti siri fela. onorar somaz maze sara sari beshe or
naki hom or? Sara sari oiyede endilla maya fuar loi r morot fua loi maince k
akdoilla gori mata by gore naki farok farok? kiyolla.? Hiyan or babute onara
hondilla bafo?
- If a woman wants to leave her husband because of violence does the community support,
her? Is this different for men, if a man wanted to leave his wife would the community
support him?
- Zodi uggwa zulom haiye maya fua zamai to aizaitu sadde oile somazor maince
hibare modod gorene? hindolla zodi morot fua a maya fua re sari felaldde oile
somazor main hitare modod gore ne? Maya fua re edde marot guard somazor
maince ekdilla g naki forok gore?
- What circumstances might keep someone in a relationship that was troubled or violent? (For
example, children, economic need, shame about divorce.)
- ekkan egana otir maze hon hon halot gin onor duwara hitar oshanti tit take r
zulom ha?
- What circumstances or behaviour would cause you to end a relationship?
hon halot r hota botara gin onor zoriya ekkan egana oti siri jagoi?
Activity 7.4: Supporting Sexual Violence and Harassment Victims (30 minutes – explanation)
Explain that we will now as a group discuss some basic rules to support victims of sexual
violence and harassment with dignity and respect their needs. This is especially important
for people who might be told stories by the victims.
- What would you do if someone came to share a personal story with you about when a male
in the community that they knew touched them sexually without their consent and she was
scared and upset? Think about how you would behave, what you would say, and what you
would do next?
- onarar somaz or uggwa motot fua a jodi uggwa maya fua re ezazot sara horaf
nozor re foijjede oile hetunot maze maya fua a dorai tazuf oiyore onore hota gin
bujar de oile one kigoriban onara uggwa bafison sai hiballoi onara hondilla mata
bula goriban hibare ki hoiba r hibolloi muntun jai ki goriban.
- Where can you go if you or someone you know is a victim of sexual harassment in the camp?
- onorar cempot mazé one yatoba onno honu uggwa maince doro moru zulom
haiye hode jaiban r oinno zonore oile hode jaito hoi ban?
- What are available resources that help in these situations?
- Andilla mamela in odde oile hondilla hondilla modod okkol faa?
- What kind of services might people affected by violence need? (Psycho-social counselling,
medical, legal, others?)
- Uggwa maince jodi zulom haiye de oile manuc hibattu hondilla modod gin or
jorurat dil demak or mocwara dabair modod kanun or modod oro doilla
bodoilla modod?.
- What is the role of Majhis, Community leaders, health workers and psychologists, NGO staff,
Camp-in-Charge?
- Andilla honu mamela odde oile maji, somaz or dai, dor dabai hanar volunteer,
dil demak or doctor, ngo or maince, cempor cic hitara beyagun ottu mamela gan
hol oi bolla hitara beyagin ottu hondilla hondilla jimma dari gin ase?
- What are some of the barriers that prevent victims from seeking help?
- hondilla hondilla mockil ot okkol or duwara uggwa zulom haiye maince modod
saitu noja?/ kior zoriya uggwa zulom haiye maince zulom honor bade oh modod
olla noja?
- What sort of programs do thing should be available to help sexual violence and harassment
victims?
uggwa zulom haiya r horaf ham gori felaiye de maince hondilla niyum kanun gin
loiyore modod goron sa?
Information box: Basic rules to help sexual violence and harassment victims
- During the act of violence or harassment, the victim’s control and power was taken away
from her. When we deal with her, it is important that we don’t further this
disempowerment and let the victim make decisions about what to do, according to her
needs and wishes and personal circumstances.
uggwa manuc hotte zulom ot fore boli hoile je niki nijore nije sonli nofare r bol shotti noho takot
notake he time ot maze zulom r horaf ham ot fori jagoi bol shotti takot naide. hendilla Ugga
manuc zulom ot r horaf ham ot fori gioyde oile manuc hibare bol diyum r hibaye hoitu sadde
hota gin funi bade hibar Sammor Zendagilla hondilla gorile betur oibo de hiyan jar faisela gan
hibare gori bolla hoiyum.
- If a friend approaches us with a story of harassment, it is important to consider where we
speak with her or him, how we speak, and what we say. We should have a private space
where others can’t hear the conversation.
uggwa zulom haiya r horaf ham ot fori gioy de fuwaijja ye jodi hota gin bujaito sadde oile hota
gin funi maze arattu o Endilla niyum kanun gin mani ore funa foribo hondilla gori hiba loi hota
hoyum r añra hibare ki hoiyum hota gin funi baishot ekkan honikha re nofuni de r notake de
hendilla jagat jaiyore hota gin funa foribo r nijor hefazot ohne safore bo.
- We should not pass judgements and especially not blame the victim for the attack.
zulom haiya r horaf ham ot fori gioyde uggwa maincore añra zulom hiyan tar zoriya oiye de
endilla hoino faijjum r hibar honu hosuri nodiyum . añratu diyan ot raka foribo de añra hitarare
hoidiya foribo.
- We should ensure privacy and confidentiality of the information. If the victim asks us to
pass the information to others, such as service providers, we should do it. But we should
never pass the information on what happened to her without her consent. She may feel it
is not safe for her to share the information further.
One añarare je hotha gin hoiban shupai rakeyom r onor dukkor shukor hotha gin añra r akjon
ore nohoiyom r añra hitarare doilla bodoilla modod gin dahai doyum jen dilla nike shanti hana
doctor hana r un women hin ot jai bolla mocora diyom kintu añra hitarare bola jure jaibolla
nihoiyom hibar ajajot sara hibattu je mamebi gin oiye r añrare bujaiye hin añra r ekjon ore no
hoiyom hibar ajajot sara hibar hotha hin añra r ekjon ore hoiyi de oile hibar mumor zindegir
maze hefazot mone nogorit fare hettula añra hibar hotha hin honikkare no hoyom.
- We should inform her of available services in the camp – with case workers and
counsellors ready to help and refer, psycho-social counselling, medical assistance, legal
assistance.
Camp or bitore julum hoiye r horaf ham ot maje fore giagoi de hendilla maincolla doilla bodoilla
modod okkol ase de hiyan añra janai diyom jendilla neke hothar ekjagottu r ekjagat loijai diyon,
dil demak or mocwara, dabai adde kanun’or modod modod ase boli hoi janai diyum.
Service provider information here
Read out and explain the information in the information box below.
*Recommend conducting an ice breaker here to close the session.
Closing the session

Thank the participants for active participation. Reassure and remind the participants that “this is a
safe and supportive space, and we know that these are difficult topics to discuss, but it is important
to be aware of these issues and know how to support women and girls in our communities. Violence
is never the fault of the victim and violence is never an appropriate way to resolve conflict.”
Explain to the participants: “Next week we will talk and learn about how to resolve different conflicts
and have difficult conversations. During the week think about the different conversation you have
with people and the common disagreements you might have, even the small ones, and how you
resolve them. Also, think about the people in your life is there anybody that is good at resolving
disagreements between others? What makes them good at it? How does the community resolve
disagreements?”
Session 8: Conflict resolution and negotiation
Overall objective: introduce ways to communicate needs, preferences and opinions during difficult
conversations.
Topics covered:
1. Common disagreements
2. Personal conflict
3. Learning about negotiation
Introduction:
Explain that today we are going to discuss communication, conflict resolution and negotiation.
Understanding and discussing these topics help to express our needs, preferences, and opinion.
Activity 8.1 Common Disagreements (45 minute – group activity)
Explain that you are going to read some scenarios detailing common disagreements that occur in the
camps and ask a series of questions to the group for participants to answer.
For each scenario ask the following questions:

- How are these disagreements normally resolved? Who are the main people involved in the
resolution of these types of disagreements?
Hojja fojjat oi bade milai dibilla boli hoiyore hondilla goron sa. Hojja fojjat oi bade faisela
gori bolla boli hoi hon hon manus gin takon sa?
- How are women and girls involved?
Hondilla bediayan gin edde r Mayafuwn gin shamil takon sa?
- How do you think this should be resolved? And who should be involved?
Hondilla goredde oile hojja hiyan hol oibo? hiyan or babote Onorar bafena ki? R hon hon
shamil takon say?
- Is there any role for humanitarian services in this process?
hojja fojjat oijai loi hondilla niyom kanun gin mani ore NGO r torfottu moddot goron sa?
Select 5 scenarios from the list below that fit with the participants demographic group:
Older woman and married women:

 Adolescent mood swings causing tensions in the household
- Majhi problems
- Fight with a vendor
- Angry neighbours
- Disagreement with Mother - in – law
- Family dispute over marriage proposal
- Shomaz Committee
- Disagreement with Humanitarian
- Disagreement with other women in the community
Unmarried women and adolescents:

1. Fight with parents
2. Fight with a friend
3. Disagreement with Humanitarian
4. Family dispute over marriage proposal
Activity 8.2: Personal Conflict

Explain that we will now discuss and learn about tips for communicating clearly when having a
disagreement with those that are close to us. The aim is to be able to clearly communicate your
feelings respectfully without causing offence.
Explain: When many of us are upset with someone close to us we can use mean words and use
general examples to express our frustrations and communicate that we are upset for example, “You
are mean and you never listen to me”.
It is very hard to communicate our feelings. Rather than using words like “you”, try using “I”
statements and use clear examples when someone’s behaviour upset. For example, “I felt very upset
and sad yesterday when I was talking to you, and I felt like you were not listening to me”.
To help us express our feelings during a stressful time when we are feeling many emotions, it can
help to use the following sentence structure:
1. “I feel ...” The emotion that she is experiencing, e.g. “I feel sad and useless.”
2. “When you...” What the other person did that caused her to feel the emotion, e.g. “When you
say I am not smart and cannot help you with important tasks.”
3. “Because...” Why the action caused her to feel the emotion, e.g. “Because I know our family
needs help and that with the right instructions I could help.”
4. “And I would like/want/need...” What she would like to have happen to feel better, e.g. “And I
would like for you to please give me a chance to contribute to the family and for you to
understand that when you say things like am not smart that it hurts my feelings”.
Let’s practice:
Put the participants in pairs and explain that that they need to think of a common personal conflict
that people might have and that might be difficult to handle. This does not have to be a conflict that
the participant has experienced themselves, it could be a situation that a close friend has
experienced.
In pairs, one person first shares the example conflict and then together they come up with a
response which follows the four sentences outlined above.
Each pair discusses two stories.
If no one can think of a situation to use, you can suggest one of the following imaginary scenarios:
Your friend’s father gets very sick, and her best friend doesn’t express much sympathy.
Your cousin told their family a personal the truth about your father, that he is in prison.
Your daughter/friend is always late when you are supposed to do something together.
Your husband has not been communicating with you and you do not feel like he is
supporting you and the children enough.
Your mother wants you to stop seeing your friends
Activity 8.3 Learning to Negotiate
Explain that we are now going to discuss and learn about negotiation (insert Rohingya word for
negotiation here).
Negotiation is a very common and regular part of everyone’s life. Talking and working with other
people to find solutions to problems together is negotiation
Negotiation is a way that you can get what you want by also helping the other person to get what
they want. Working together can be better than working competitively.
Ask: what experience do you have with negotiation? Can you think of exchanges you have with
family members or friends that are negotiation?
For example, have you ever had to negotiate with your parents to be able to leave the shelter
or have you ever had to negotiate with your neighbour about the usage of a water tap near
your shelter?
Explain you are going to read a short story about two sisters arguing and then ask some questions.
This will help us negotiation.
Story: The Case of the Lemon

Two sisters are arguing over a lemon from their neighbour’s tree. One says, “I should get the
lemon because I’m older and bigger.” The other says, “I should get the lemon because I saw it
first.” They argue back and forth, each one trying to get the lemon. Finally, they decide to split the
lemon in half. They get out a knife and cut the lemon in half. The younger sister takes her half of
the lemon, peels it, throws away the peel, and eats the inside with salt. The older sister takes her
half of the lemon, peels it, throws away the inside, and boils the peel to make cough syrup.
Ask: What do you think about the story? What do you think they came the best possible outcome?
Explain: When the sisters were arguing, they were only talking about what they wanted, “I want the
lemon.” Since there was only one lemon, it seemed that there was no way for to get what they
wanted. However, if they had talked about their interests – what they really cared about and why –
they would have realized there was a way for them both to be happy. One could have taken the
inside of the lemon and the other could have taken the outside of the lemon.
Explain: Negotiation can help both people to win. If the sisters had talked about their interests – why
they wanted the lemon in the first place – they could have both won.
Compromises are what you get if you only talk about positions, not interests – and because positions
are often opposing, both people have to give something up and are a bit unhappy as a result.
Sometimes this might be the best solution.
Let’s do some practice with the following scenarios.

Allocate one scenario per pair and get the pair to answer the following questions.
- Who are the people involved in this negotiation?

Hendilla hoijja oiye de oile milai dibilla hoi mocora maje hon hon manuc gin shamil takon sa?
- What do they seem to want that is different?
Hetara kiki saiyore hojja faisela gore naki tarar monsa mojin gore?
- What is the reason behind each person’s desired outcome?
Hendilla hojja fojjat oijai loi hon halot loiyore hitarare milai din sa?
- What do you think would be a good solution that would meet both their needs?
Zetorika loiyóre besargán faisala gojje hiyan vala gori gori diye boli bujorne hiyan or babute
Onorar bafena ki?
Closing the session
Thank the participants for active participation. Ask the participants: “Next week is our last week
together and we will discuss and learn about raising our voices and lifting our confidence. At the end
of next week’s session we are going to create individual plans to improve specific relationships in our
lives, so have a think about what relationship/s you might want to improve and how you might want
to improve them.”
Session 9: Raising women and girls’ voices
Time required: 1 hour

Overall objective: create an action plan to continue working on increase your confidence and
strengthening relationships.
Topics covered:
1. Confidence building exercise

2. Decision making in the community
3. Sister Power
4. Making a plan to strengthen a relationship
Introduction:
Today is our last session, we are going to discuss and focus on helping our sisters raise their voices
and strengthening our relationships.
Aijja onorare shisher hafta maze egana oti baraibolla hoiyore ekboinore r ekboinore hondilla gori
modod gora jaibo iyanot babute mocwara goijjom de.
Activity 9.1: Confidence building exercise (10 minutes – activity)

Before we start do a quick confidence building exercise.
Explain: All of us have a voice inside that tells us things about ourselves. Sometimes that voice tells
us that we are not good enough, pretty enough, smart enough, that our parents don’t believe in us,
or our friends don’t accept us. That voice can be our greatest friend or our greatest enemy.
añra beyagunor babute uggwa abas ase ze abas guwa Niki añrare ho añra nizor babute. Kissu
timeot maze abas gwaye añrare hode añra fura furi bolla no o, furafuri shondor no oi, furafuri
kabel noi ho etolla boli añrar maa baaf e r fuwaijja e onorare beshaish nogore r moni nolo. He
abas hiba aintte añrar dor fuwaijja aro dor dushman o.
Ask: How many of you have this voice inside your head?
onorar babute hotte hotte abas iba matar buture ase?
Explain: You can all make this voice your friend through recognizing it and thinking positively. For
example, if your voice is telling you “I am not clever,” change the statement around and add an
affirmation, “I am not stupid. I am good at sewing.”
añra zodi bala bala sinta bafana goridde oitu gele he abas iba añrar fuwaijja aitfare mesalot maze
zodi anor abas gwa e onore hodde oito gele añi salak o no.ette one bala ekkan hota diyore bodoli
felai fariban zen niki añi anzu noi añi uggwa bala holiba ham gori faride manuc.
Ask: Close your eyes and think of a negative thought you often have about yourself (such as I am
stupid, I am ugly, I am slow, I think some people in my community do not like me, etc.).
onora suk kin bondo goriyore bafon de kissu horaf or babute zen dilla niki añi anzu añi fedara añre
somazor maince foson nogore boli hoy aro hendilla doilla bodoilla bafo sinta goro.
After 1 minute, ask participants to open their eyes. Have them pretend/imagine write down / project
the negative thought on the floor of the shelter. Then have everyone in the circle will erase their
imaginary message they have written on the floor in front of them.
Ek minutes bade bafon suk kin kulo hoiyum onora ahon bafe bande zeba ahon onara nizor babute
horaf baifon in onora meçedit felaidon r añra ahon bafiyum de felai deyede hota in añra fusi
felaiyum.
Ask participants to think of a positive thought that they will remember if the negative one returns.
Remind them that next time they catch themselves having negative thoughts, remember and repeat
the positive one instead.
Participate ore hoiyum de bafebolla bala hotar babute itara monot goribo de bafana boijje de inor
babute bala hotar babute monot goribolla huwa foribo zodio horaf hota ekkan r ekbar ayerde oile
itare monot goraidiyum de onora horaf bafana goijila in toh onora nizor buture rakideyun boli
hoiyore itare r kbar monot gorai doyum .
Activity 9.2: Decision making in the community (20 minutes – group discussion)
Explain that we are now going to have a group discussion on governance in your community.
Ahon añra mocwara goijjom de somazor hokumotor babute.
Ask the following questions to the group:

1. How are women your age involved in decision making in the household? What sort of decisions
do women your age in your household make? What decisions are they consulted on, but
they do not get to make the final decision? uggwa maya fuain dor tu huddor boish oile
goror zehonu faisala maze hebar nizor bafana okkol hoi fare? Onorara boisha maince gorot
maze honu faisala lowa foredde oile hondilla faisala loi fare? Onorattú hon chiz or r
mamela babute gorot maze faisala okkol lo? Lekin onora zé mocwara gan dow. Hiyan
hamekha mani lo ne?
2. How are women your age involved in decision making in the community? What sort of decision
making are they involved in? onorar somaz maze uggwa maya fua ottu hoddur boish oile zé
honu faisala loit fare boishot hibar mocwara low? Onara somaz ot maze hon boisha maya
fuainde faisala gori baishot mazé eba nizor mocwara dit fare?
3. Are some women more involved than others? Why are they more involved? endilla honu
bedeyain ase ne zetara niki oinno bedeyain dortun bare beshi mocwara maze camil takit
fare? Etara kiyólla boli beshi camil oit fare?
4. Do humanitarians discuss different programs with women your age in your community? onorar
somaz ot maze ngo or torportu doilla bodoilla mocwara okkol gorede eçe hon boisha maya
fuaindore camil gore?
5. Are there decisions where women your age have influence, and their opinions are taken into
consideration? Is this different for different women in your community? What makes them
more influential? endilla honu mocwara ase ne, has gori onorar boisha maya fuainde dit
fare, r mocwara ein mani lo ne? onorar somaz ot maze besaisaa hon boisha maya fuainde
mocwara dit fare, boish loiyore forok forok ase ne? Kiyólla tarar mocwara besaisaa lo de?
6. How do women and girls in your community want to be involved in decision making processes?
Are there types of decisions that women your age want to be involved in? Onorar somaz ot
maze bedeyain r maya fuainde je honu faisala maze hondilla gori camil takito sade?
Hondilla faisala okkol ot maze onorar boisha bedeyain okkol ot camil oito sa?
7. What happens when women and girls do try and speak up or participate in the community
decisions? Are there some decisions that women can be a part of? or are there some women
that can be a part of those discussion and not others? zette niki bedeyain r maya fuainde
somaz or hono faisala maze hota batara hoitu sa de oile ette ki o? Endilla honu faisala ase
ne je faisala gin maya fuaindor torportú dit fare? R bedeyain camil oit no fare?
8. What the main reasons why women your age do not play major role in community decision
making in those areas? Onorar somaz ot maze r hodun bedeyain dore kiyólla boli mocwara
maze nolo de?
9. What are the commons issues in the community that women and girls are concerned about but
they are not involved in discussion and decision-making processes relating to those issues?
Somaz ott maze endilla honu mamela ase ne ze mamela gin or zoriya bedeyain edde maya
fuain oshantit take lekin e mamela einot maze honu faisala lodde oile e maya fuain enore
mocwara maze camil nogore?
10. What are some changes that could be made to allow women the space to be in decision making
positions? What could humanitarians do? hondilla bodola sodala gorerde oile bedeyain
dore honu ekkan mocwara maze camil goriba? Ngor maincottu Ken goron sa?
11. Are there skills that you think women and girls need to be part of community decisions making?
somaz maze honu ekkan faisala loibaishot bedeyain r maya fuain camil oito sadde oile
hitaratun hiyanor babute jana una taka fore ne?
Activity 9.3: SISTER POWER (20minutes – activity)

Explain to the group, you will discuss with them different types of power. The goal is to help girls
identify different types of power, so they can feel powerful in diverse circumstances. Explain: we will
be looking at three kinds of power: Inner Power, Power with Others, and Power Over Others.
Añra group ot maze hoiyum de:A mocwara ibar moksud oiyede onra jate doilla bodoilla takot
okkol sinbo faron kiyólla boli hoile onora doilla bodoilla jagat jaiyore onor fuwati bol take himot
take fan. Explain :buturor takot, oinno zonor loiyore takot, r ekzonor bol.
1. Inner power means a power that comes from within ourselves. zenwa bautoror takot ase hiba
nizor gin nizor tu boni ayede.
2. Power with others means that a group of people, such as our group has a power to do
something, because they are together. oinno zon loiyore takot hode hiba uggwa maincor dai
yorttu boni ayede zendilla niki añrar daiyore maze kissu gori bolla boli hoiyore takot ase
kiyólla hoile añra beyagun fuwati ase de hetolla .
3. Power over others means a power of authority, and it can be used to rule but also to protect
people more vulnerable. r ekjonor oror bol hode hiba goribolla hoiyore o estemal goritf are r
komzur maince o basai bolla boli hoi gore estemal gorit fare.
Make sure the participants understand these different types of power, provide examples if needed.
diyan rakiyumde participate a zate doilla bodoilla takot okkol babute zate buze.
Then read out some examples and asks the whole group which type of power these are:
- A woman prays, connecting with Allah. (inner) uggwa Maya fua e allahr tu dua mager.
- A brother works on house chores together with his sister. (with) uggwa baiye gorot maze
ham gorer zimma hisaipa boinor fuwati.
- A mother prevents her little son to go too far away from the house. (over) gororttun dure
jade inorlla boli maa ye gura fua gware sonli rake.
- A girl realizes that she is capable and strong enough to communicate her needs to her
parents (inner) uggwa Maya fua e ehesas goijjede iba furupsaf doro oigioyy boli hoiyore
baap maa balair babute.
- A group of women in the community together help support a single mother to send her child
to school (with) uggwa somazor maya fuaindor dai ye uggwa ekela maa ar fuware maya
fua ok morot fua ok school ot defelai boli hoi modod foribo.
- A humanitarian agency decides which camps they will deliver assistance to (over) uggwa ngo
a faisala lode hom campot maze modod goribo.
Now break up into pairs and think of some more examples of everyday actions in the community
and what type of power is being displayed.
participate okkol re dui jon dui jon zur bandi diyum yer bade hoyumde doilla bodoilla takot or
babute bafon, yar baade onora ze takot gin bafeban hin ki somazor maincolla hade bo naki
nohade bo.
After each pair gives their answer, ask the participants to think about a question:
fotti fuwaijjar juwab ókkol debo, participate ore hoiyum de, onora ekkan sulwal or babute bafi
bolla hoiyum.
- Can you think of some times when you have felt powerful in your own life? one bujifaron ne
jette niki one nizor zindegir takotur babute bafo.
Activity 9.4: Planning to build strong, supportive, and safe relationships (30 minutes – group activity)
Explain that as our last session of Ma Boinor Rosom, we are going to discuss and create individuals
plans to improve specific relationships in our lives.
aijja añra maa boinor akhiri hafta hetolla boli hoi ore añra mocwara goijom de.
Remind the participants the discussions they have had on how important relationships are for safety
and confident building.
añra fotti zonor zindegit ze egana oti gin ase, hin nore aro ken gori turki goraja hiyanor babute,
participate okkol ore monot gorai doyum de, zinor hefazot nizor ore ekin olla egana oti gan
hoddun zurorat.
Let’s try and use the information that we have learnt and the relationships that we have developed
with each other to support ourselves, our families, women and girls in our community and our
community as a whole.
ahon añra goror manucore r bedeyain dore maya fuain dore r kom ore modod gori bolla hoi ore
estemal goijjom.
Ask the group the following questions, then give the participants 2 minutes to think and discuss with
each other before sharing their answers. When everyone is ready to begin, a facilitator who is
holding the speaking object starts by sharing their commitments first before passing the speaking
object to the participant sitting next to them.
participate okkol re hoyum de nisor suwal okkol ore babute, yar baade participate okkol ore, dui
minutes diyum de bafi bolla boli hoi yore, r ekzon loi ekzonor mocwara gori bolla hoi ore zuwab
dibar agorttu, zette naki fotti zon shuro gori bolla hoi toyar oi bo, facilitator gwaye motoni pattur
gwa hiba suwal or zuwab faila beyagunore hoibo, eyar bade participate ekzon ekzon hoibo.
- What are some relationships that are important to you that you would like to strengthen?
And why? onorattu doilla bodoilla egana otit okkol ase hede one hon? Egana oti gin oro
talukat agortu nare talukat baraitu sa? Kiyólla?
- How are you going to strengthen these relationships? kengori yore egana otit gin bare ja?
- Is there anyone that you will ask for support to achieve this goal? endilla honu mainc ase ne,
ze manuc gwatun onor moksut fura oibolla boli hoiyore one modod fode hendill?
Closing the session

Thank the participants for active participation in all nine sessions. Ask if they would like to propose
any topics for future discussions or if they have any questions that were not answered on the topics
covered over the last 9 weeks.
ANNEX 1: ICE BREAKERS
The following list of ice breakers have been grouped by recommended demographic group.
All Ages Groups:
Public speaking practice: Facilitator the day before, prepare a collection of at least 10-word cards,
each with a familiar noun on it. For example: bird, hammer, cow, moon, grass, hat, elephant,
computer, book, vase, picture, mountain, candlestick, shoe, painting, mug, plane, cloud, mobile
phone, halo, knife, eye, storm, girl, pillow, lid, jungle, medicine, barn, wheel, steam, mud, cooking
pot, etc.
Place the cards face down so no one can see what's written on them. Ask for a volunteer. The
volunteering participant picks two cards and then must tell a 30 second story to the group
connecting both words together convincingly. The story does not have to be long, complicated, or
true. After that participant, ask another participant until everyone told their story.
Telephone: Everyone stands in a line. The person at the front of the line whispers something into
the ear of the next person, and so on and so on, until the last person hears the whisper from the
person in front of them. The last person then says what the sentence was to the whole group and
checks to see if it’s the same thing the first person started with. Most often, it isn’t!
Adolescent Girls / Unmarried Girls:
Human Knot: Girls stand shoulder-to-shoulder in a circle, placing both hands in the centre. When the
leader says “Go” everyone grabs the hands of someone else, being careful not to grab both hands of
same girl or the hands of someone right next to them. Once everyone is connected, the objective is
to untangle the knot, without releasing the grip, except for permissible pivoting, as long as girls’
hands continue to touch.
Act How You Feel Today: Ask the girls to stand in a circle. Each girl will take a turn to act out how
they are feeling today. For example, if they are feeling tired, they can do a big yawn. If they are
excited, they can jump up and down. If they are happy, they can laugh. The only rule is that they
cannot use words to say how they feel. The mentor/facilitator can start off first so that the girls can
see how the game works.
Exchanging Faces: Ask girls to stand in a circle. One girl will start. This first girl will make a face or
action to her neighbour on her right. The neighbour will make the same face and action back to the
first girl. Then she will turn to her neighbour on her right and make a different face/action. That
neighbour will make the same face and action back to the second girl and then turn to her neighbour
on her right and make a different face/action The game will continue until all girls make the faces or
actions.

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MaBoinor Rosom, Mothers’ & Sister’s

Edition 3. Building strong, supportive, and safe

Core Principles of MBR curriculum:

Tips for setting up MBR sessions:

Previous editions and supporting documents:

ACTIVITY 1.1: SELF INTRODUCTIONS (10 MINUTES)

ACTIVITY 1.2: CREATING A SAFE SPACE (GROUP DISCUSSION – 20 MINUTES)

CLOSING THE SESSION

Time required: 1-hour 20 minutes

1. Empowered sense of self

ACTIVITY 2.1: BUILDING AN EMPOWERED SENSE OF SELF (20 MINUTES - PRESENTATIONS)

ACTIVITY 2.2: SISTER POWER (20 MINUTES – TEAM BUILDING)

ACTIVITY 2.4: BELIEVING IN YOURSELF (20 MINUTES – THINK, PAIR, SHARE)

CLOSING THE SESSION: Introducing the next program

Time required: 2 hours

Activity 3.1 BEING FEMALE – [20 minutes - discussion]

The unfinished sentence below:

- A woman is womanly when she does….

Onor tojurobaloioire ogga inshane ki ki gorerde oile morot fuaboli hoibo?

Read out the information in the information box below.

Information Box: gender vs the body

Activity 3.2 BODY OR SHOMAZ ? [15 minutes – Game]

Activity 3.3 Changing roles and responsibilities [45 minutes – discussion]

Closing the session

Time required: 1.5 hours

- Learning about stress

Activity 4.1 Learning about stress (10 minutes – group activity)

Ask the group:

Ask the group:

Information Box: Impacts of stress on the body

Let’s conduct a small breathing exercise that helps manage stress.

Instruct all participants to do the following:

Explain that there are other things that can help:

Activity 4.3: Helping a friend in need

Closing the session

Time required: 1.5 hours

1. Types of safety and violence

Ask the following discussion questions:

Ask the following questions:

Ask the following questions:

Talk about allies versus bystanders here?

Online a safety and bullying – adolescents?

Closing the session

Time required: 1.5 hours

1. Mapping our relationships

Activity 6.1: Mapping our relationships (20 minutes – group discussion)

- Immediate family (Mother, Father, Sister, - Shopkeepers / businesspeople

Activity 6.3: Taking actions on risks (45 minutes – group activity)

Risk scenarios index cards:

Closing the session

Time required: 1.5 hours

1. Mapping our relationships

Give all participants a small piece of blank paper.

Activity 7.2: Domestic violence (30minutes - Group Discussion)

Facilitate a discussion based on the following questions:

Read the definition from the information box below .

Information Box: Domestic violence

*Recommend conducting an icebreaker here before moving on to the next activity.

Activity 7.3: Discussing troubled relationships (20minutes - Group Discussion)

Ask the following questions:

*Recommend conducting an ice breaker here to close the session.

Closing the session