SACR-3500. Practical Strategies for Social Change: Intervening to Prevent Sexual Violence
This course introduces students to sexual violence as a social problem; why it matters, the forms it takes, and how it can be changed. The importance of personal and community responsibility for social change is emphasized. This course also provides students with the background knowledge that is needed to successfully teach sexual violence prevention workshops for their peers. Restricted to students who have attained a cumulative GPA of 66% or higher at the time of application. (Prerequisite: Semester 4 standing or above and permission of the instructor by online application at bystander initiative.ca) (Also offered as SOSC-3500, PSYC-3500, SWRK-3500, and WGST-3500.)
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CLICK HERE TO MAKE YOUR ORDER SACR-3500. Practical Strategies for Social Change: Intervening to Prevent Sexual Violence
Men have a vital role to play in ending men’s violence against women.
The feld of efforts to engage men and boys in violence prevention is
growing rapidly, across policy and programming, scholarship, and advocacy and activism. This is embodied in the growth of national and global
interventions and campaigns, initiatives by international agencies, and
scholarly assessments of their impact and signifcance. Across the globe,
a wide variety of violence prevention initiatives in schools and elsewhere
now address boys and young men, sporting codes have adopted measures to involve male players in building respectful cultures, and institutions such as the military are moving towards similar initiatives.
This book provides a comprehensive guide to engaging men and boys
in the prevention of violence against women and girls and other forms of
violence and abuse. It provides an informed and accessible framework for
understanding, supporting, and critically assessing men’s roles in violence
prevention.
There are three elements to the book’s background. First, violence
against women (including physical and sexual assaults and other behaviours which result in physical, sexual, or psychological harm or suffering to women) has been identifed as a widespread social problem.
Second, there is an increasing emphasis on the primary prevention of
violence against women in government and community efforts—on not
just responding to victims and perpetrators, but also in preventing this
violence from occurring in the frst place. Third, a signifcant trend in
violence prevention is the growing focus on engaging men and boys in
CHAPTER 1
Introduction
© The Author(s) 2019
M. Flood, Engaging Men and Boys in Violence Prevention, Global
Masculinities, https://doi.org/10.1057/978-1-137-44208-6_1
2 M. FLOOD
prevention. Around the world there are growing efforts to involve boys
and men in various capacities: as participants in education programs,
as targets of social marketing campaigns, as policy-makers and gatekeepers, and as activists and advocates. There is a groundswell of community-based prevention activity directed at men and boys. There is
signifcant policy support for male involvement in violence prevention,
evident in recent plans of action by national governments and affrmed
by international agencies. In short, violence prevention efforts aimed at
men and boys are on the public agenda, are being adopted and funded
increasingly widely, and have a powerful rationale.
The book Engaging Men and Boys in Violence Prevention provides a
critical assessment of efforts to engage men and boys in violence prevention. It offers a distinctive and timely discussion of an area of work and
scholarship which is receiving growing national and international attention. The book highlights innovative, creative, and compelling examples
of work engaging men and boys, both among particular groups (such as
sports players, faith leaders, corporate men, blue collar men, young men
in schools, and men in uniform) and in particular settings (such as workplaces and social movements).
This book provides robust, practical guidance regarding effective
strategies to reduce and prevent violence against women. The book is
oriented towards the production of practical guidance for educators,
advocates, and policy-makers: a conceptual framework for understanding and supporting men’s and boys’ roles in violence prevention, robust
assessment of particular interventions, and guidance regarding the effective use of key strategies. In short, the book identifes what works and
what does not.
Engaging Men and Boys in Violence Prevention has an international
focus. Some of the most well-developed or innovative efforts to involve
men and boys in violence prevention take place outside North America
and the UK, with notable efforts visible in Brazil, India, and elsewhere.
The book includes case studies from a wide variety of countries and
regions. It offers a framework for engaging men which is applicable in a
wide variety of settings, national and international. At the same time, the
book highlights the challenges of violence prevention with men and boys
in particular cultures and contexts.
The book avoids two extremes regarding men’s and boys’ involvement in violence prevention. On the one hand, there is a naïve optimism
that short-term, simple interventions will shift lifelong habits of behaviour and entrenched inequalities. On the other, there is a paralysing
1 INTRODUCTION 3
pessimism about the prospects of change among males. In its discussions of existing efforts, the book highlights both positive and negative
impacts: interventions and strategies which have made a positive difference, and those which have had neutral or negative impacts.
The book also explores controversies regarding efforts to engage
men and boys in violence prevention. Are they at the expense of efforts
focused on women and girls? Are they complicit with dominant constructions of masculinity? To what extent has ‘work with men’ come
to be seen as an end in itself rather than as a means to gender equality?
And so on. At the same time, the book is guided by a determination to
make a positive and signifcant contribution to the prevention of violence
against women.
Outline of the Book
The book is organised into three parts: Part I: The problem and its prevention; Part II: Strategies and settings; and Part III: Challenges.
Part I: The Problem and Its Prevention
Part I of the book introduces the problem it addresses, the arguments
for engaging men and boys in prevention, and the principles which
should guide this work.
Chapter 2 provides an overview of men’s violence against women,
noting its character, typical dynamics, impacts, and causes. It begins by
noting debates over how to defne violence and particular forms of violence. The chapter summarises what is known about the causes of men’s
violence against women, highlighting that this violence is grounded
above all in the meanings, practices, and relations associated with gender. The chapter highlights contemporary debates in scholarship and
advocacy over men’s violence against women. These include debates over
how to defne violence and particular forms of violence, and the chapter argues for an understanding of domestic violence for example which
moves beyond discrete physically aggressive acts to a broader conceptualisation which includes a range of strategies of coercive control enacted
by one person against another. The chapter highlights further trends
including growing recognition of diverse forms of interpersonal violence,
examination of the social and structural foundations of men’s violence
against women, debates over measurement and evaluation, and shifts in
violence against women itself.
4 M. FLOOD
Chapter 3 introduces the reader to the primary prevention of violence
against women. It explains how primary prevention differs from other
forms of prevention and intervention activity. It describes the public
health and ecological models of prevention which dominate the feld and
notes debates about their utility and insight.
Are existing interventions with men and boys effective? Chapter 3
then explores the effectiveness of efforts among men and boys to change
the attitudes and behaviours associated with violence against women.
Although there are important limitations to the existing evidence, this
does show that well-designed interventions can make change. The chapter then works through a spectrum of strategies of prevention, discussing
the evidence for the effectiveness of strategies at each level. Moving from
micro to macro, these levels are: (1) strengthening individual knowledge
and skills; (2) promoting community education; (3) educating providers;
(4) engaging, strengthening, and mobilising communities; (5) changing
organisational practices; and (6) infuencing policies and legislation. The
chapter provides examples of efforts at each level, drawn from around
the globe. The chapter concludes by noting the consensus in the feld
that violence prevention should be informed, comprehensive, engaging,
and relevant.
Chapter 4 argues that engaging men and boys is part of the solution
to men’s violence against women. It identifes a compelling, threefold
rationale for addressing men in ending violence against women. First
and most importantly, efforts to prevent violence against women must
address men because largely it is men who perpetrate this violence.
Second, constructions of masculinity—the social norms associated with
manhood, and the social organisation of men’s lives and relations—play
a crucial role in shaping violence against women. Third, and more hopefully, men and boys have a positive role to play in helping to stop violence against women, and they will beneft personally and relationally
from this.
There are also tensions and critiques regarding this rationale. This
chapter examines four questions:
• While there is widespread agreement that men’s anti-violence work
should be accountable, what does this mean in practice?
• Although there is a powerful rationale for engaging men, does this
mean that there is a universal imperative of male inclusion?
1 INTRODUCTION 5
• Does the claim often made in this feld that ‘most men do not use
violence’ excuse men from collective responsibility for violence
against women and neglect many men’s use of various strategies of
coercion and control against women?
• Does an appeal to the ways in which men will ‘beneft’ from progress towards non-violence and gender equality downplay what
men also have to lose if patriarchal privileges are challenged?
Part II: Strategies and Settings
The book then moves to the practicalities of making change among men.
Part II explores the strategies and settings which can be used to engage
men and boys in preventing and reducing violence against women. It
begins with the general challenge of making the project of preventing
and reducing violence against women relevant and meaningful for men,
before exploring particular strategies for change.
To involve men and boys in making change, we must frst know something about where they stand. If we are to reach men and boys—to spark
their initial interest, secure their participation, and inspire their ongoing
involvement—we must know about their existing attitudes towards violence against women, their existing involvements in gender relations, and
so on. Chapter 5 begins with where men and boys stand: the extent to
which men actually perpetrate violence against women, men’s attitudes
towards this violence, and men’s beliefs and practices when it comes to
speaking up or acting in opposition to this violence.
Why do many men show disinterest in, or active resistance to, involvement in efforts to end men’s violence against women? Chapter 5 then
explores what prevents men from supporting and contributing to violence prevention campaigns. Barriers range from men’s sexist and violence-supportive attitudes, to their overestimation of other men’s
comfort with violence, to lack of knowledge or skills in intervention or opportunities for participation. The chapter then explores, on
the other hand, what inspires men’s involvement. How is it that some
men become passionate advocates for ending violence against women?
There are common paths for men into anti-violence advocacy. For
many men, initial sensitisation to the issue of violence against women
comes from hearing from women about the violence they have suffered. These and other experiences raise men’s awareness of violence or
6 M. FLOOD
gender inequalities. However, a tangible opportunity to participate in
anti-violence work also is infuential, as is then making sense of this experience in ways which inspire further involvement.
How do we make the case to men that violence against women is an
issue of direct relevance to them? Chapter 5 explores proven ways to
inspire men that violence against women is a ‘men’s issue’. It shows how
to personalise the issue, appeal to values and principles, show that men
will beneft, build on strengths, and start small and build from there.
Making the case to men also involves popularising feminism, diminishing
fears of others’ reactions, building knowledge and skills in intervention,
and fostering communities of support.
Chapter 6 focuses on one of the most common forms of violence prevention strategy among men and boys, face-to-face education. Around
the world, interactive workshops and training sessions are used with men
and boys to build their gender-equitable understandings, teach skills in
non-violence and sexual consent, inspire collective advocacy, and so on.
This chapter identifes what makes for effective practice in education
for violence prevention: what to cover, how to teach, and whom should
teach. As it discusses in detail, some forms of face-to-face education simply do not work. They are too short to make change, they do not engage
participants in discussion and refection, or they are poorly taught.
Whether working face-to-face with men and boys or reaching them
through media and communications strategies, one must inspire men’s
and boys’ interest and engagement and work well to shift the attitudes and behaviours associated with violence against women and girls.
Chapter 7 focuses on communications and social marketing, a second
common strategy of violence prevention education. Like the previous
chapter, it describes both effective and ineffective campaigns and highlights the principles on which more successful efforts are based. For
example, more effective communications campaigns involve greater levels
of exposure to the prevention messaging, are based on understanding of
their audience, and use positive messages and infuential, relevant messengers. Chapter 7 then explores two communications approaches which
are increasingly prominent, social norms and bystander intervention.
A third set of strategies for violence prevention among men and boys
is focused on mobilising them as advocates and activists. Chapter 8
explores efforts in which men and boys themselves mobilise to prevent
and reduce violence against women. It examines the use of campaigns,
networks, and events by men and boys, including efforts undertaken
1 INTRODUCTION 7
in partnership with women and women’s groups, in what is a rich and
inspiring history of men’s anti-violence advocacy. The chapter goes on
to identify the elements of effective practice in community mobilisation
among men and boys.
Chapter 9, the last chapter in this section of the book on strategies
and settings, examines violence prevention efforts among men and boys
which take place in workplaces and other institutions. It works across
two overlapping forms of prevention activity: educating men at work
and/or as professionals, on the one hand, and changing organisations,
on the other. The former includes interventions with particular groups
of providers or professionals, often in male-dominated occupations such
as police, faith leader, sports coaches, and the military. The latter comprise efforts at whole-of-institution change, at a more macro-level than
mere face-to-face education. The chapter identifes the key elements of
whole-of-institution prevention, including a comprehensive approach,
senior leadership and participation, dedicated resources, education and
training, communication for culture change, victim assistance and support, reporting processes, and assessment and accountability