92657 Living Peace Groups Implementation Manual and Final Project Report GBV Prevention and Social Restoration in the DRC and Burundi Prepared by Promundo-US for LOGiCA SEPTEMBER 2014 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 All rights reserved First published September 2014 www.logica-wb.net This Study Series disseminates the findings of work in progress to encourage discussion and exchange of ideas on gender and conflict related issues in Sub- Saharan Africa. Papers in this series are not formal publications of the World Bank. The papers carry the names of the authors and should be cited accordingly. The series is edited by the Learning on Gender and Conflict in Africa (LOGiCA) Program of the World Bank within the Social, Urban Rural and Resilience Global Practice. This paper has not undergone the review accorded to official World Bank publications. The findings, interpretations and conclusions herein are those of the author and do not necessarily reflect the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, its Executive Directors, or the governments they represent. To request further information on the series, please contact vphipps@worldbank.org LOGiCA. Papers are also available on the LOGiCA website: www.logica-wb.net. Cover and layout design: Duina Reyes Photos provided by World Bank photo library and United Nations photo library TABLE OF CONTENTS I. Overview and Purpose of the Manual 5 II. Introduction 7 III. Objectives of this Manual 10 IV. Results of Formative Research and Baseline: 12 Fundamentals of the Curriculum V. The Male Group Therapy Approach 22 VI. The Living Peace Curriculum 28 VII. Implementation Case Studies 52 VIII. Endline Results and Lessons Learned 57 IX. Final Recommendations and Lessons Learned Report 65 ACKNOWLEDGEMENTS Development of this manual was and Patrick Njakani-Okoko (Women generously funded by the World for Women International). Bank’s Learning on Gender and Conflict in Africa (LOGiCA) program, We would also like to thank the with support and direction from Pia teachers and students of the Insti- Peeters and Verena Phipps. Hen- tut Superieur du Lac, in Goma; the ny Slegh, Joseph Vess, Augustin members of the Abatangamuco Kimonyo, and Benoit Ruratotoye in Burundi; and the facilitators in of Promundo developed the train- Luvungi for their dedication in facil- ing manuals and coordinated the itating the Living Peace groups. implementation and evaluation in Burundi and the Democratic Re- At Promundo-US, we would like to public of Congo. thank Gary Barker, Giovanna Lau- ro, Alexa Hassink, Richard Boriskin, We are grateful to many people Terri Merz, Zena Wubneh, Michele at the three implementing orga- Frome and Beth Kenyon for their nizations, especially the project support. coordinators: Jean Nimubona at CARE Burundi, Francine Nabintu Finally, we extend our gratitude at HEAL Africa, and Su Chuen Foo to all the women and men who and Celestin Pataule at Women for participated in the program and Women International. We are also the research, as well as to their grateful to all of their many, many families. colleagues who contributed to the success of this project and who are too numerous to list completely, but who include Bena Musembi, Laurent Uwumuremyi, Gaston Karabaza and Elie Niyongabo (CARE Burundi); Desiree Lwambo, William Bonane and Pascale Mwisa (HEAL Africa); Benoit Ruratotoye, Theophile Ntezirizaza and Augustin Musafiri (Institut Superieur du Lac, Goma); and Gertrude Mudekereza 4 I. OVERVIEW AND PURPOSE OF THE MANUAL This manual provides the resourc- This manual provides detailed es and tools for organizations information on why a male and practitioners in post-conflict group-therapy model was devel- - settings to sustainably engage oped and how to implement such men in gender-based violence a program, as well as the key prevention through Living Peace activities that we believe form the groups. The methodology is based core of a successful male, social on best practices with male social group-therapy program. It also group-therapy programs and gen- summarizes the results of the 2013 der transformative group educa- evaluation which, although pilot tional programs developed by Pro- in nature, affirmed strong positive mundo, which have been assessed changes in men’s attitudes, be- in numerous impact evaluation haviors, and reduced use of sexual studies around the world. and gender-based violence. While developed in the specific context This particular manual is based on of Burundi and the DRC, the part- formative research and baseline ners believe the activities and the studies that Promundo conducted approach are relevant for other with local partners in Burundi and settings and other SGBV preven- the Democratic Republic of Congo tion initiatives. beginning in 2012. Three curricula were developed, implemented and tested in Goma, DRC (with HEAL Africa and the Institut Superieur du Lac for Mental Health Profes- sionals), in Burundi (with CARE Burundi) and in Luvungi, DRC (with Women for Women International). In total, 27 Living Peace groups were implemented over 10 to 15 weeks, with 324 men, and in some cases, their female partners. 6 II. INTRODUCTION The Democratic Republic of Congo Global South and the Global North. and Burundi occupy opposite ends In post-conflict environments, it is of the discussion about sexual and magnified and exacerbated by the gender-based violence. The prev- problems that conflict leaves in its alence of SGBV during and result- wake: physical and psychological ing from conflict in the eastern trauma, economic stress, displace- Democratic Republic of Congo is ment, social upheaval, and chang- known and remarked upon around es and disruptions to identities, the world, by everyone from the norms and social roles. There are UN Secretary-General and various many programs that seek to pre- presidents and prime ministers vent SGBV in non-conflict settings, to celebrities and documentary far fewer in conflict or post-conflict filmmakers. It is called the “rape ones. capital of the world” and the “most dangerous place on earth to be a In conflict and post-conflict set- woman.” tings, the suffering is shared, if not always equally distributed, among Burundi, immediately to the DRC’s men and women. The stark reality east, suffers not from overexpo- of men’s and women’s multiple sure but rather the reverse. A identities in post-conflict settings— 12-year civil war in which as many as perpetrators of violence, and as as 300,000 were killed1 and many victims and witnesses of violence— thousands were displaced ended in was reflected in the International 2005, but violence has resurfaced Men and Gender Equality Survey as recently as 2008. NGOs and or- (IMAGES) conducted by Promundo ganizations that serve survivors of among more than 1400 men and SGBV report that it is widespread, women in North Kivu province in and though attention to the prob- DRC in 2012 (Slegh et al, 2012). lem is increasing, there is still little data available on the prevalence of The findings included histories of SGBV. Perpetrating Violence: Sexual and gender-based violence • 43 percent of men and 18 per- is endemic in both conflict and cent of women had some form of non-conflict settings, in both the direct involvement with armed groups or armed forces. 1 http://www.bbc.com/news/world-africa-13085064 and http://www.genocidewatch.org/burundi.html 8 • 58 percent of men reported car- “The day my daughter was raped rying GBV (including physical or by someone in my village, I had no psychological violence) against power to kill that man. I cannot stop an intimate partner, and 26 thinking about this. How can I live percent of men reported having with this?” (Man, IDP camp) carried out some form of sexual violence/ These data are consistent with re- search conducted in other post-con- Surviving violence before and flict settings around the world. The during conflict: inescapable conclusion is that to • 22.2 percent of women and 9.6 conduct effective post-conflict SGBV percent of men were raped as a prevention, programming must ad- result of the conflict. dress the factors that lead to SGBV • 65 percent of women reported in non-conflict circumstances, as well experiencing GBV by a male as the additional issues created by partner. conflict. Men’s varied experiences of • 29.7 percent of women and 35.4 conflict and post-conflict, as combat- percent of men experienced ants, perpetrators, survivors and wit- sexual violence at home during nesses of violence, compounded by childhood. social and economic turmoil, must be Witnessing violence due to considered carefully and addressed conflict: appropriately. • 27 percent of women and 16.5 percent of men were forced to This becomes doubly important con- witness rape. sidering the evidence showing that • 66 percent of women and 50.3 men who have been exposed to mul- percent of men had a family tiple traumas tend to become violent member killed. more often against their partners And experiencing negative psy- and other members of their family. chological consequences as a Acknowledging the reality of men result of conflict: and boys in post-conflict settings • 77.2 percent of women and is essential to creating appropriate 75.5 percent of men never have interventions that meet the diverse enough means to sustain their and fluctuating needs of the individu- families, and 76 percent of al and the community. men are frequently stressed or depressed because they do not have work. • Women who were raped reported rejection by their families and partners, and loss of reputation within their family. • Men reported a sense of help- lessness and “losing face” from not being able to defend their families and property. 9 III. OBJECTIVES OF THIS MANUAL This manual is designed for use by relations within couples, families practitioners in the engagement of and communities. men to end violence against wom- en and children. Men are guided to The male therapy groups provide change their violent conceptions space for men to share and ex- of manhood to become men who change their problems and to learn act as agents of peace and gender new strategies for dealing with equality, at home and in the com- individual stress and conflict with munity. partners, family and community. The new coping strategies promote The approach described in the shared decision-making, respect manual aims to help men to cope between men and women, and with their traumatic experiences conflict resolution, by developing and perceived loss of manhood in a individual, couple, family and com- constructive, non-violent and gen- munity coping strategies that are der-transformative way. The meth- constructive, gender-transforma- odology is based on two sub-ob- tive and culturally appropriate. jectives: (1) to heal men’s trauma, and (2) to promote gender equality. Finally, this training manual was The methodology includes group designed primarily for and tested therapeutic and psycho-education- in Burundi and the eastern DRC, al tools to address the disturbing and the background information as effects of trauma on men and to well as the research cited is from assist them in coping differently. those countries. We have left the Group educational exercises pro- examples and activities as they vide men with alternative perspec- were developed and tested—to be tives and experiences around equal culturally relevant for those con- and peaceful gender relations, texts. Nonetheless, many of the manhood and sexuality. activities were developed in other regions and adapted for Burundi The goal is to deconstruct violent and the DRC, and we believe the versions of masculinity and the ef- activities and themes included here fects of crisis and trauma on man- are relevant beyond those coun- hood, and to reconstruct broken tries and the Great Lakes region. 11 IV. RESULTS OF FORMATIVE RESEARCH AND BASELINE Background Women for Women The objective of this project was to International: Men’s Leader- strengthen and support the men’s ship Program is a training program engagement programs developed for men who occupy leadership by Women for Women Internation- positions in law enforcement, al, CARE Burundi and HEAL Africa. ac- military, political, religious, ac Promundo’s role was to support ademic and traditional spheres. their efforts to end SGBV with ad- The program includes a three-day ditional research, training, testing, training in basic concepts about and standardization of programs SGBV, offered at two levels: Level 1 in order to make broadly-applica- is for men in the highest leadership ble, evidence-based approaches to positions, and Level 2 is for men in the engagement of men in ending lower-level leadership roles, often SGBV against women. The three working under the Level 1 leaders. exper- partners brought their own exper tise, experience and programs, as HEAL Africa: An NGO in Goma, described below. DRC, HEAL Africa primarily offers medical and health care services, The Partners and their Pilot especially to women who have Programs been raped and need gynecolog- CARE Burundi: Abatangamuco ical surgery, medication or other is a community-based program, a forms of medical care. In addition, group of men who have changed they offer legal support, support for their own violent behavior and women’s economic empowerment, attitudes to be more non-violent and social support, including family and gender-equitable. They are mediation between couples in using theater, songs, presentations which the woman was raped. HEAL and personal testimonies to create Africa had not yet developed an awareness in communities about intervention that focused on men, different forms of GBV used against but were eager to have such a pro- women by men. They invite other gram due to the growing insights men and their wives to stop SGBV that men were not only perpetra- and join their movement. tors of SGBV but also victims of 13 various forms of violence, and that, research shared examples of how in many cases, that trauma was the changes they experienced contributing to their use of violence through the program had affected against others. them both personally and in their professional roles. THE FORMATIVE RESEARCH Between October 2012 and January Although some change was evi- 2013 Promundo conducted forma- dent, most couples, both the men tive research with men and women and women, still espoused some who were beneficiaries of the men’s gender-inequitable attitudes: wom- engagement programs that were en need to behave well to avoid vi- developed by the three partners: olence; women need to respect the HEAL Africa, CARE Burundi and rights of men and give them sex Women for Women International. whenever they want it; men make The aim of the formative research the final decisions in the household was to assess the impact of the and in the community; and men existing programs on men’s behav- need to be the providers and the ior change, gender relations, and boss in the home. However, there attitudes toward masculinity and were clear changes in the men in gender equality. The project team that they had realized they had to also used the research to identify stop using violence at home, stop possible entry points for strengthen- abusing their wives, and not force ing the programs. other women to have sex. Men and women alike perceived Research findings war, poverty and trauma to be The findings suggested that the the main causes of men’s use of existing programs had a clear violence. Men tended to cope with impact on ending partner violence. traumatic loss and loss of their Men in the Abatangamuco program reputation as a man by abusing gave their testimonies to commu- alcohol and using violence against nity gatherings and collaborated their wives. The men said they with women to produce commu- found it difficult to stop their use nity theater pieces illustrating the of violence completely, even when importance of gender equality, they wanted to. non-violent partner relations, family planning and other topics. These Based on these findings, Promun- presentations were a key tool in do and the three partners began mobilizing and motivating men and developing more intensive, com- women to change and are widely munity-based men’s programs that used by the Abatangamuco. WFW’s would focus on addressing men’s Men’s Leadership Program had trauma as a driver of violence in clearly motivated men to change the home. The aim is to create a their attitude toward their wives space for men to rethink their at- and to respect women’s rights. The titudes and behaviors, their prob- men interviewed in the formative lems, and their partner relations. 14 Building on that, the interventions THE BASELINE STUDY will provide a deeper understand- Methodology ing of gender equality, as well as The baseline study was carried support for more equitable rela- out before the pilot programs tionships. began. The partner organizations each selected a sample of approx- The pilot program was built on imately 30 men and 20 women group-therapeutic principles and among those who would be will group-educational methods that participating in the pilot groups. enable behavior change through Two Promundo researchers, a man a process of self-reflection, com- and a woman, visited the field and munication, and the exchange of conducted qualitative research in personal experiences, as well as focus group discussions (FGD) and through learning to adopt new individual interviews. Male and concepts about gender equality in female groups were interviewed personal life. separately. SAMPLES Organization Participants Selection process Men and women in the Kirundo District who had recently attend- 25 men ed an Abatangamuco perfor- CARE Burundi mance. CARE asked a community 21 women leader to select a group of men and women for the baseline. 28 men Women for Women staff invited Women for men and women in the Luvungi Women Luvungi 20 women community. Three groups of men were invited: • Men whose wives sought medical treatment at HEAL Africa after being raped. HEAL Africa 28 men • Men who were known in the Goma local village or community 18 women (also in churches) as having severe problems with SGBV at home. • Men who were chosen at random. 15 Several previous studies, including become “irresponsible” because the International Men and Gen- they are unemployed and have der Equality Study (IMAGES) in nothing to do. the DRC, indicated the impact of Men (and women) in DRC live a life personal trauma and victimization of insecurity and absolute poverty. on men’s perceptions of mascu- In Burundi, men describe a similar linity and use of partner violence. process by which they feel that The aim of this baseline was to poverty has made them powerless explore the factors that contribute and unable to fulfill their tradition- to feelings of disempowerment al role as provider for the family. in men, particularly as husbands Many years of war, loss of land and andfathers and how those factors changing climate (droughts) are link to attitudes and practices of mentioned as causes of their deep SGBV at home and in society. The poverty and as reasons that they insights gained from the study have lost the capacity to be a man were subsequently integrated into and provider for the family. the sessions in the manuals. Baseline Study Findings Loss of authority The findings have been analyzed The men in the DRC groups think for all partners separately, how- that they no longer deserve to be ever this report summarizes the called “a man” because they don’t findings for the three intervention have work and cannot support sites. their family. Most men say that their wife is financially supporting The Research Questions: the family by conducting small • What disempowered the men? business in the street and bringing • How does this disempower- home money. This is a very pain- ment affect partner relations? ful reality for men. They feel that • What do men and women the loss of financial autonomy is consider to be SGBV? reducing their authority and sense • How do men and women cope of masculinity in their families. with problems at home? • Is change possible and what The men think that they are no is needed to create peace at longer “head of the family” or re- home? sponsible persons in their families. It is the women who are leading the families now, and women now 1. Disempowerment of men have the power that traditional- Poverty ly belonged to men. One man in With the different wars in DRC over Goma said, “The hand that gives the past 20 years, many men are is the hand that leads.” In Burundi, without work and have been for similar responses are described: some time. They have no money women become income providers or means to support their families. and men feel powerless, useless In the FGD, men said they have and disrespected. 16 Loss of respect more indirectly to the wars in the Many men are frustrated because recent past: We have seen killings, they have nothing to do and no we have the ability to kill, a wife money to support their families. will not be the first one that a man Many think that they are less has killed. (Men in FGD) respected by women; one man in Luvungi (DRC) said, “A man with- In the DRC, many men spoke about out money (a poor man) becomes torture, sexual abuse and the a dog of his wife.” rape of their wives and children. Some men were forced to watch In Burundi, men perceive this situ- while their wife or daughter was ation as an attack on their self-es- raped. They have been extremely teem, pride and masculinity. Men affected by these experiences. and women both describe how this The war has profoundly damaged frustration leads to “bad behavior” their life and family and most by men and the use, at times, of men feel very pessimistic about very aggressive forms of violence the possibility of any change in against women. In Burundi, men the future. Many men say they and women spoke about the use feel traumatized psychologically of knives and machetes, and even and describe severe symptoms of two cases of homicide of women mental health problems, including by their husbands in the previous insomnia, depression, malaise, month. In the DRC, various forms and suicide ideation or attempts. of violence against women were Women in the DRC confirm that reported, and the most aggressive many husbands suffer from one or forms, like the use of knives and more mental health problems. Men anal rape by a husband, were re- in Burundi referred less to mental lated to an “explosion” of the hus- health problems but their stories band’s frustration and anger. Wom- revealed extremely aggressive en and men also link the increase behavior toward women and a high and use of the most aggressive prevalence of alcohol abuse. forms of violence to war-related traumas: when men are not able 2.Partner relations to cope with the suffering, their Violence against women tension and frustration explode Almost all of the men reported toward women and children. partner conflict as a consequence of the extreme suffering. The Trauma conflicts include physical, psycho- The war plays a major role in the logical and economic violence. lives of men and women. Most Men say they have to use violence men were the victims of violence when their wife is not obeying their committed by rebels and the mili- orders or is refusing sex. Most men tary in the DRC and Burundi: they say that women provoke the vio- were injured, psychologically and lence by not sharing their money physically. Men in Burundi refer or by not respecting them. They 17 think that women should change reveal that women sometimes al- and be taught how to be good low their husband to feel weak and wives. worthless. However, most women will try to keep him calm him by The men added that using violence giving him the feeling that he is is a way to show a wife that, de- still the boss, because he likes to spite the fact that a man is not able think that. (FGD, DRC) Women who to provide income and food, he is have been raped have less power; always the boss at home. Women they accept their husbands’ viola- relate the use of violence to men’s tions in silence because they fear frustration and loss of self-esteem rejection. and pride in being a man, but also feel that alcohol abuse contrib- Gender equality utes to violence against women. In Burundi, the concept of gender Another factor mentioned by both equality is virtually unknown and men and women is that women are is not even discussed by men or more often the providers for the women. There is a clear lack of family, bringing funds and food into knowledge among the men in the the household. baseline, probably in part because education levels in Burundi are Changes in gender roles significantly lower than in the DRC. War and poverty have contributed, For men, gender equality is an in a way, to the empowerment of unacceptable idea and against the women within partner relation- “plan of God”. ships. Women are driven by their responsibility to feed their children In the DRC, because of public edu- and are more willing than men to cation campaigns, men and women accept work that is considered “too are more aware of the concept, low” for men, including cultivating but the resistance among men is land for others, selling peanuts or strong. As in Burundi, to most men other things in the street, or work- in the DRC, gender equality is a ing as a transporter to the markets. culturally foreign concept. They The women earn some money cannot imagine men and women while their husbands come home having equal power; they want with nothing. This creates power their status back: as a man, as the struggles when a husband wants to provider, as the boss and responsi- control the money, or wants money ble authority in the family. Women for beer, and his wife is not willing in both countries like to see the to share. Men try to regain their husband as the boss and provider, “lost authority” with force and use supporting the children and family, violence to show that they are the but they want men to stop using boss in the house. violence against them, to change their behavior and collaborate Clearly, some women feel stronger with women in income-generating and empowered, and their stories activities. 18 3.Sexual and gender- However, although the men say based violence this, many of them rejected their Sexual violence in marriage wives after they were raped and Women in Burundi think that sexual treated them very badly. The men relations with a husband always in- think that a raped woman has no volve force. They were astonished value and that she dishonors her to learn that forced sexual rela- husband. She is no longer “a wom- tions are a form of sexual violence: an to keep but a woman to reject”. “If that means forced sex, then we are raped every night.” (FGD, The majority of the men who re- Burundi) Men in Burundi know that jected their wives took them back forced sex is sexual violence, but after mediation with pastors or they see this as a “normal” part of family members and “pardoned” manhood: men have sexual needs, them. However, this has rarely led when they are drunk they cannot to peace and acceptance of the control them, and sex is a right for wife, and most of these couples’ men in the context of marriage. relationships are violent and full of conflict. The reason these hus- Men in the DRC also consider sex bands “forgive” is based on finan- to be a man’s right, and believe cial interest: they have no money that a wife cannot refuse sex. to provide for their children so they Therefore, they say, sexual vio- take their wives back to provide lence within marriage is impossi- childcare and income. ble. Some men state that forcing a wife to have sex gives men a feel- Most men have no idea that rape ing of power and superiority. Other causes women psychological trau- men argue that negotiating sex is ma; they see it more as a physical better, but if the wife refuses he problem. They just fear HIV/AIDS will still have to take her by force. and pregnancy after the rape. Men and women in Burundi say War-related rape that rape happened during the cri- Almost all of the men in FGD in sis and conflict, but that it does not the DRC think that sexual violence happen anymore. was imported from abroad during the war, by the Rwandans and the rebels. According to them, before Rape against men 1997, there was no sexual vio- SGBV against men in Burundi is un- lence, and when a girl or woman known to participants. In the DRC, was raped, they said, she “was some men and women know cases deflowered.” The men accuse reb- of men raped by men, always in els and the military of raping their the context of war. All of the men women, and say that the women and women think that rape is are not to blame for being raped, worse when it happens to a man. and that the raped women are victims. 19 4. Coping with problems cope with trauma: they drink, they Most men prefer to resolve their blame their wives, they don’t talk problems alone, not talking to and they cannot forget as long as their wife. It is seen as shameful they hang around, controlling their for a man to seek support from his wives and thinking too much. Men wife, because a man is supposed acknowledge they need help and to be strong and in charge of the that they must learn to communi- family. Some men talk with friends cate about their problems, to pre- or pastors. Most men prefer ways vent “their tears inside becoming to escape: drinking and alcohol sour and exploding into violence.” abuse, or leaving the house for a while, a few days or a few months 5. Motivations for change at a time. Some try to find another and cultural obstacles wife who has more money. Men and women interviewed men- tioned several cultural practices Men whose wives were raped as obstacles to change. They see sometimes talk with friends. the prescribed superiority of men Despite advice and mediation over women as a cultural fact that strategies for a man to “pardon” cannot be changed. This is also the his wife, most men and women reason that a man should reject his in such situations said that their wife after she is raped. The culture partner relationships have been says that a husband is the chief very violent and difficult since the and his wife is his under-chief. Ref- wife was raped. Women keep silent erences to the Bible also return to about the partner violence, and, if the idea that men and women have possible, also about the rape. They different powers, and men are seen tend to focus on providing for their as the natural leaders of the family. children, and suffer in silence. Other traditions that encourage Medical assistance is largely un- SGBV are the practices of levirate available in the region of Luvun- and sororate marriage. These are gi, and many women suffer from the practices in which, after a hus- serious gynecological problems, band has died, his brother takes including STIs and probably HIV/ the wife; and when a wife has died, AIDS infections. They prefer not her sister is given to the husband. to be tested as no medicines are Some men think that these tradi- available and they have no money tions should be changed because for treatment in any case. they fuel SGBV. Men and women alike highlight the All of the men say that they are need for men’s trauma counsel- ready to change because they ing, saying men need to learn to want to stop violence and cre- accept their problems and become ate peace at home. Some of the supportive of women. Women men want to end the violence by think that men are less able to changing their own behavior. Some 20 want to educate women to be less family, the rape of their wives has provocative. All of the men want hit men in the heart of their male some form of trauma counseling, identity. It has damaged them and to be able to control themselves their families. The high prevalence and “empty the heart”. The men of intimate-partner violence and and women who participated in the severe forms of the violence the FGDs were very happy with the that men use against women are group discussions, and several cou- trauma related. Frustration, despair ples came back the next day to tell and an inability to adapt and cope us that they had continued discuss- are leading to violent behavior, ing their problems the previous and sometimes in very aggressive evening. Some men apologized to forms. their wives for their bad behavior, and some women disclosed their Gender equality secret to their husbands: that they,Gender equality—the notion that too, had been raped, but never power between men and women dared to tell him. should be shared—is considered to be a culturally inappropriate and foreign concept, and empowerment CONCLUSIONS of women is felt as a final attack on Male identity crisis manhood. While women are trying Men are extremely disempowered to find means to support their by the effects of war and poverty. children, men are losing even the Their domestic domain, their family role of main provider. This, added and partner relationships, has be- to the traumatic stress in the lives come a battlefield where they try of both men and women, leads to to regain male power and control high levels of violence. Resistance over women, as well as their role to gender equality is high, but the as a respected man: all things that motivation to end violence and they have lost elsewhere in life. to create peace in both mind and Traumatic loss, the rape of a wife, home is evident. and many experiences with war-re- lated violence have affected their self-esteem and their capacity to deal with frustration and despair. Trauma Rape as a strategy of war, as a weapon of war, has achieved its goal. In a context where male identity is strongly connected to the perception that a man is   “owner of the wife”, controller, protector and procreator for his 21 V. THE MALE GROUP-THERAPY APPROACH Promundo’s research findings high- and lost reputation from the out- light that many men in the DRC, side world in different ways: drink- and some in Burundi, have already ing, having sex with other women received education about women’s and dominating and abusing their rights and gender equality from a wife. The IMAGES DRC study found variety of sources, and that these that, in general, men in the Goma have created a clear awareness area “tend to cope with extreme among them that violence against stress and trauma using strate- women is bad. However, the forma- gies that seek to avoid and reduce tive research and baseline study feelings of vulnerability, including also suggest a gap between these alcohol and substance abuse, while insights and men’s daily reality, in women more frequently seek some which stress and frustration lead form of help or turn to religion.” them to use violence against their (Slegh et al, 2012) partners and other women. In order to address and counteract The disempowerment of men these self-destructive trends, men through the trauma of war and need to reconnect to their social poverty has contributed to a male groups and to their own state of identity crisis. Men are asking mind. Rather than avoiding their themselves, “How can I be called a problems, they need to reflect and man when I am not able to provide for question how they can live with or protect my family? When I am no and begin to heal from the trau- longer seen as the respected head of matic losses they have suffered my family?” and the various problems at home. They need to learn healthier, con- A man’s frustration and sense of structive ways of coping with the powerlessness, the loss of respect challenges of life, and in doing so, from his former privileged position, improve the quality of life for them- often result in violent outbursts selves and for their families. towards women, as well as rape, alco- often under the influence of alco The group therapeutic approach hol. Many men live an emotionally aims to guide this process of isolated life, hiding their shame change so that it comes from 23 within the participants themselves. sense of self that was lost as a The groups create space for men to result of trauma. share stories and experiences that 3. Group therapy provides a have affected them, and to listen forum for education. People to other men and learn from each learn about themselves (in- other positive and better ways of cluding skills such as regula- coping with stress. This approach tion of emotion and expression provides a very promising oppor- of problems) and they also tunity for effective, sustainable learn through others (includ- change, especially when it is com- ing social cognitive skills like bined with new information about problem resolution, listening gender equality, and guidance to and communication). The help participants apply this new group provides space to share information to their daily lives. new knowledge and informa- tion about topics such as the What is group therapy? consequences of trauma, sex- Group therapy is a methodology uality and gender equality. for treatment of a variety of psy- chosocial and psychiatric disorders. The group-therapy model was Several clinical practitioners have developed and tested in Western indicated the therapeutic factors countries and applied in clinical that contribute to the recovery and settings for psychosocial and psy- healing of people suffering from chiatric assistance. Several adapta- PTSD (post-traumatic stress disor- tions of group-therapy models have der) (Yalom 1995; Courtois 1988; been implemented in non-Western Mendelsohn, Zachary & Harvey countries and non-clinical settings, 2007). as well. Therapeutic factors of group Adaptations of group therapy therapy for people suffer- in African contexts ing from trauma (Ford et al In many African contexts, health and well-being are strongly con- 2009): nected with the well-being of the 1. Group therapy provides a group, the family and the com- direct antidote to isolation and munity. Being well connected and social disengagement. The maintaining good social relations group provides safety, respect are key to preventing misfortune. and honesty: people listen to However, war, crisis and conflicts and are heard by others and in the last decades in the DRC, Bu- recognize each other’s prob- rundi and Rwanda have destroyed lems. many social relationships and peo- 2. In group therapy participants ple’s ability to connect to others. discover a supportive peer group. The group may help One form of group therapy, called them reclaim memories and a sociotherapy, was developed and 24 implemented beginning in 2005 2. The groups are accessible and in Rwanda by the Diocese of the implemented in places close Anglican Church in Byumba, as a to where the people live. community-based psychosocial 3. The methodology has been support intervention for psycho- adapted and simplified for use social problems among the pop- in non-clinical settings in the ulation, related to the genocide Great Lakes region. against Tutsis in 1994. The male group-therapy model also One of the main adaptations is that added some new elements: the model has been made applica- 1. Gender specific treatment of ble for non-professionals in psycho- men. The module is focused therapy. The groups are guided by on the specific problems that facilitators who have a moderate men encounter as men and level of education (such school being exposed to war, loss teachers, pastors, nurses and and the experience of emas- social workers). The facilitators are culation. trained in a short course on group 2. Treatment and recovery mod- facilitation. els take a gender perspective, Another important adaptation is supporting and promoting that the group therapy is imple- principles of gender equality. mented in the community, with 3. The manual sessions are men and women who are each structured by topic, goals and other’s friends, neighbors or fellow guiding questions. The order churchgoers. The positive impact of topics is built on group of the groups reaches the neigh- dynamics and trauma treat- bors, churches and extended fami- ment models. Each session lies of the participants. starts with personal and group exploration of the topic, and Evidence has shown that adapta- new knowledge is added by tions of group therapy in commu- the facilitators. nities can be very successful and 4. The group-therapy model is have many advantages: The costs applicable in communities, but are low, the intervention is more also in health centers, hospi- culturally appropriate, and there tals and centers with services is a positive impact on the entire for victims and perpetrators of community. SGBV. Male group therapy Meetings The male group-therapy model, The group-therapy meetings take in turn, adopted some of the best place weekly for 10-15 weeks. practices of community based soci- Participants are supposed to attend otherapy, including: every week, and each session 1. The groups are guided by lasts about three hours. Sessions trained facilitators. are held close to where the par- 25 ticipants live, such as in churches, gender-specific group education schools and even the houses of and psychosocial support. The fa- participants. cilitators had moderate education levels combined with additional experience and training in coun- Participants seling techniques, such as through The Living Peace groups consist of secondary school, teacher educa- 10 to 15 men each. The men agree tion, nursing, counseling, social to participate in the groups in or- work or as pastors. Facilitators der to discuss with other men the were supervised during the inter- problems they face in their lives at vention by a trained supervisor and home due to conflict and its after- a senior psychologist, and after math, and poverty. The effects of six weeks they received additional these problems at home, with their supervision and training to refresh partners and families, are the main their skills. Facilitators are strongly topics of discussion. encouraged to prepare for each session by reading through the cur- In general, men are asked to share riculum at least a few days before their problems related to their the scheduled meeting time, and, desire to be a good man, husband, if possible, to discuss it with their father and partner, and the strug- co-facilitator. gles they face in doing so. Among these struggles are their experi- ences of trauma and loss, such as Group Education Principles of a wife after she was raped, as Living Peace groups are the first happened to the wives of many intervention engaging men to stop participants in Goma. Some men SGBV which focuses on men and continue to live with their wives trauma and addressing men’s spe- who were raped, but others reject- cific psychosocial needs. However, ed their wives. in addition to the male group ther- apy approach, Living Peace groups also incorporate elements of Pro- Facilitators mundo’s group education program- Two facilitators guided each Living ming which has been implemented Peace group after receiving a five- and evaluated in countries around day training. In the intervention the world. with HEAL Africa in Goma, three groups were facilitated by two The model shown below illustrates male facilitators and three groups Promundo’s “theory of change.” by one male and one female fa- The overall goal is for men and cilitator. The facilitators in Goma women to (1) learn through ques- also received a two-day training in tioning and critical reflection about recruitment methodology prior to gender norms, (2) rehearse equita- their five-day curriculum training. ble and non-violent attitudes and Both were conducted by senior behaviors in a comfortable space, trainers in group sociotherapy, and (3) internalize these new gen- 26 der attitudes and norms, applying transformed gender norms them in their own relationships within specific objectives. and lives. Supporting institutions and structures, when accompany- In Living Peace groups, this process ing this integral group education is combined with the male group process, encourage individuals therapy approach to create an and organizations to develop and intervention which heals trauma, use the tools to become agents contributes to restoration of social of change for gender justice and relations and bonds, and supports social justice. gender-equitable attitude and behavior changes. The groups also Ultimately, this process contributes incorporate elements of and build to achieving two sets of objectives: off learning from other Promundo • gender equity, by which we programming in the Great Lakes mean fairness and justice in region and beyond including Jour- the distribution of opportu- neys of Transformation (a program nities, responsibilities, and piloted in Rwanda to engage men benefits available to men and in supporting women’s economic women, and the strategies empowerment activities) and Men- and processes used to achieve Care (a global campaign promoting gender equality (Greene and men’s involvement as equitable, Levack, 2009); and non-violent fathers and caregivers • attitude and behavior changes in order to achieve family well-be- at the individual and commu- ing and gender equality). nity level that lead toward REHEARSE LIVE LEARN Gender-equitable, non-vio- Attitude and behavior changes, and new skills in safe environments of lent and healthy attitudes Through question- group educational sessions and behavior in everyday life ing and critically in a sustained way. This con- reflecting about tributes to positive outcomes gender norms, to such as increased condom develop new atti- use and improved SRH, and tudes and skills INTERNALIZE reduced STIs and HIV/AIDS, gender-based violence and New gender attitudes and norms gender equity itself SUPPORTING INFLUENCES AND STRUCTURES Peer groups questioning and transforming gender norms together; role modeling of gender-equitable lifestyles, and takingaction through advocacy in one’s community and broader levels; Institutions, structures, services, and policies support these changes 27 VI. THE LIVING PEACE CURRICULUM Curriculum development between men and women in a Three curriculum manuals for changing society. Living Peace groups were devel devel- • Traumatic events, war and loss oped in collaboration with the have devastated many men’s three partners. The core of each sense of self, family connec- curriculum is the same: addressing tions and social relations in men’s traumas and making con con- the community, as well as his cepts of gender equality applicable ability to cope in a non-violent at home. Each partner included and positive way. different elements to make the cur- riculum more appropriate for their CARE Burundi curriculum: context. Each curriculum includes 10 sessions, with couples. In some homework exercises that encour- sessions, the men and women en- age men to experiment with new gaged in activities and discussions behaviors at home and to continue together, and in other sessions discussion about the topics with they were divided into separate their spouse as well as with friends groups. All sessions incorporated and other family members. activities and discussion, and some also featured a presentation by an Each curriculum was developed expert on a particular topic related assump- with the following core assump to gender equality. tions, defined by the formative research: Women for Women • Some of the problems men curriculum: cop face are related to their cop- 11 sessions, only men. Partners ing responses to traumatic were invited to participate in two of events. the sessions. All sessions incorpo- • Coping responses are usually rated activities and discussion, and gender-specific and linked to some also featured a presentation perceptions about masculinity by an expert on a particular topic or femininity. related to gender equality. • Violence against women orig-orig per inates in deeply-rooted per- ceptions of power inequality 29 HEAL Africa curriculum: The group discussions are the core 15 sessions, only men. Partners of the methodology. Where appro- were invited to participate in two priate, facilitators provide addition- of the sessions. The focus was on al information and resources on the group therapeutic process, and different themes, such as sexual information about gender equality and reproductive health and rights, was integrated into all of the ses- gender equality, the consequenc- sions, as well. es of violence, and other topics. In instances where the group has Structure of the sessions a question that the facilitator is The curriculum is divided into four unable to answer, the group can main topics: decide to invite an expert on a 1. Getting to Know Each Other specific topic to speak to a group and Identify Your Problems session. 2. Addressing the Problems and Healing the Wounds The times indicated in the cur- 3. Integration of New Insights riculum should be considered and Building New Relation- estimates and do not need to be ships followed exactly. The “knowledge” 4. Consolidation and Dissemina- sections are meant for the facilita- tion in the Community tor, to provide sufficient additional Each session begins with partici- information about certain subjects. pants sharing one by one any news If more time is needed for certain about their life or other informa- topics, the facilitator, in collabo- tion. They are particularly asked ration with the group, can decide to speak about their feelings, both to skip individual exercises. The good and bad, and to discuss the overall sequence of the sessions results and experiences from the should be followed but the way homework and any conversations the topics are addressed should be they had with their wife or others flexible. Sometimes men prefer to about group topics. share more with the group through their stories instead of through The sessions described in the structured exercises. manual focus on a therapeutic pro- cess of change through exchange Each session concludes with home- and discussion among the groups work, exercises or assignments members. The facilitators guide the they will apply at home during the sessions in a way that enables the week. The aim of the homework is participants to share, feel safe and to encourage men to share what respect the rules. The facilitators they learned with their partner or do not stand and lecture to the other family and friends, and to participants, but instead sit among practice new skills or behaviors. them in the circle, as equals. 30 Note on open sessions able participants to participate fully The curricula include one or two and to feel safe. A number of ideas “open” sessions where no exercises are introduced, including new con- or topics of discussion are sched- cepts about equality, freedom and uled. The goal of these sessions is democracy that will help to create to provide time for participants to a safe place for each participant, talk about their reflections and ex- irrespective of age, sex and ethnic- periences based on the curriculum ity. The male group-therapy envi- so far. The topics of conversation ronment is presented as a place are determined by the particular where participants can exchange concerns and desires of the group opinions and experiences and ex- members. They can share personal periment with new behavior within problems, ask for advice from oth- the structure of the given rules and ers or discuss new topics. agreements. This session could also include training exercises on Curriculum activities gender differences and gender The key exercises presented below roles at home. In the homework, are core Living Peace curriculum participants are asked to discuss activities specifically related to the new rules at home with their the therapeutic approach. Most of partner, and discuss how rules and these activities were present in all agreements may be used at home of the curricula used by the differ- to increase safety and trust. ent partners, however, this struc- ture is most similar to the curricu- Key Exercise: “Making the Rules” lum implemented by HEAL Africa. – Setting Ground Rules Following these exercises you will also find three additional activities, Time: 30 minutes which were used in the other inter- ventions. Materials: Markers and flip-chart Steps: I. Getting to Know Each • At the beginning of the first session the facilitator takes Other and Identify Your some time to explain to the Problems participants the importance of respect and confidentiality Session 1: Who Are You and (please refer to the “Setting What Brings You Here? the Rules” section below.) The purpose of the session is to • The facilitator asks the group lay the foundation for a successful what agreements and rules intervention. It begins with intro- are needed to create a safe ductions of the facilitators and and productive group environ- participants, but the key content ment. is discussion and establishment of ᵒ What rules would you rules and a group structure that en- like to create/have in the 31 training to help provide • Privacy: The personal experi- a good learning environ- ences that group participants ment? share should be handled with ᵒ What agreements can we respect and care by all group make together that are members, including facilitators. important to participants The privacy of personal experi- in order to protect their ences must be secured. That is safety and trust? why participants are asked not to talk outside the group about NOTE: After participants provide the personal information they rules, the facilitator checks that all hear during the training ses- important agreements have been sions (for example, they are not mentioned, and if some topics to share what they have heard were not mentioned the facilitator from other group members may then add them. with neighbors, friends, family members, coworkers, etc.). Setting the Rules: Participants are encouraged to It is important to create ground talk outside the group about rules within which the group their own personal experiences agrees to work. Ensure that rules in the group, but they should are established, explained, and not talk about things they hear implemented regarding respect, from others. listening, confidentiality and partic- ipation. The most basic condition is • Trust: The facilitator should the creation of a learning environ- ask group members to contrib- ment where participants feel safe ute to the rules that will govern and trust each other. The role of the group, basing their input the facilitator is crucial in ensuring on what they feel is important safety, confidentiality, and sensi- in order to feel safe and trust- tivity in the group. Therefore, the ing. The facilitator writes down group sessions start with setting three to five rules based on rules. group input. At the beginning of the first ses- The facilitator thanks the par- sion, the facilitators must take ticipants for their input and some time to explain the impor- finalizes this part by setting tance of respect and confidentiality seven principles, core values to the participants. People need to that will be applied during feel safe in a group before sharing the course. These principles personal information. It is crucial should be considered pillars to create an environment in which of the training that function in participants feel they can share addition to the rules to create their experiences and opinions a safe space where all voices without fear of backlash or ridicule. have a place. Among other things, these rules should address: 32 The principles have two main connect the principles to dynamics goals: that may occur in the group, or 1. To let you know what we expect with certain members. Make sure of you in terms of participation that you use them in positive ways, in this group. such as in these examples: 2. To provide you with a model • If a participant hardly speaks that shows how to create an in the group, ask him: “I am in- environment where people can terested in your opinion, would learn and feel free and safe. you like to share it?” • If there is a conflict between Facilitator’s Note: group members based on past During each session, you can experiences (whether from Principles and pillars that help to guarantee a safe learning environment: Principle Meaning and examples Being interested in the other person helps us reduce the Interest distance between people and improve relations. E.g. How are you?, What happened to you?, Why did it happen? All members are equal, irrespective of age, gender, ethnic background or position in society. Equality E.g. Sitting in a circle and giving all people space to talk and participate in the group. All members have the right to express, share and contribute Freedom voluntarily in the group, the exercises and the debates. Nobody is obliged or forced to do anything against his will. All members are accountable and responsible for their own Responsibility acts and behavior. Every member accepts his responsibility to contribute in a positive and accountable way to the group. Every group member actively participates in the sessions and Participation contributes to creating a positive learning environment. The focus of learning will be in the present. We will reflect on what happened in the past, but we approach the memories in Here and Now the here and now, in order to enable each other to change and develop new behaviors that support the future. Learning by Practice is the best way to learn. All members will be asked to Doing practice and experiment in the group and in their lives outside. (Adapted from Sociotherapy Rwanda) 33 years before or the previous The facilitator presents the pillars week), you can say: “As we on a flip-chart (prepared before work with the principles to the session). Present them in an remain present in the here and interactive way by asking the now, I invite you both to think group members what they think together to find a solution for the meaning is of each principle, your problems in this group, before you explain the meaning with the advice and support of and how it is manifested in the the other group members.” group as written in the box. Ask if • If a man is always arriving late, all members understand and can you can ask: “What is affecting agree upon the pillars. your responsibility for arriving on time so that we can all start together?” 34 Session 2. How Do You Feel • “What can help and support you?” and What Have You Experi- • “What do men need in order enced? to manage their problems and In this session, participants begin experiences?” to address the particular problems related to war, conflict and violence Part 2: The Perfect Chair that have affected them (as men, as partners and as fathers) and their Time: 15 minutes family members. Space is given to talk about problems, trauma and Facilitator’s Note: wounds. An aim is to make the In this activity one man plays the participants aware of the connec- central role. Ask for a volunteer, or tion between personal trauma and select a participant, and ask him to conflicts at home. The importance of imagine the perfect chair and think men and women supporting and car- about what kind of support he would ing for each other is discussed and like, as if he were sitting in that chair; emphasized. The session could also have him explain it to the group. The include training on power and gender group members will then follow those inequality as root causes of violence instructions to provide the kind of against women. support he is requesting. Key Exercise: How Conflict Affects For instance, if he says “I like sup- You As a Man, a Father, and a Hus- port for my back”, then others in the band, and How It Affects Your Family group sit behind him and support him in the back. If he wants his arms Time: 1 hour and 45 minutes supported, others form, with their bodies, an armchair, so he can rest Part 1: Facilitator asks participants: his arms on them. If he would like “How has conflict affected you as a support for his head, others support man, a father, and a husband?” his head with their hands, etc. This exercise leads directly into the fol- Time: 60 minutes lowing questions. Facilitator’s Note: Part 3: Reflections on Support Take care that all men who want to share will have time to. There will be Time: 30 minutes no judgments, please highlight con- fidentiality, and encourage participa- Questions for discussion: tion by showing support and care, by • What is perceived as support? asking more questions to encourage • Do men need support? participants, and by sharing what • How difficult is it for men to ask you recognize from them. for emotional or moral support? • How difficult is it for men to tell others when they feel ill or In the last ten minutes of the discus- weak? sion, ask them the following ques- tions: 35 Session 3: How Do You Deal • What do you do when you feel powerless? with the Consequences of • What do you do when you feel Disempowerment? anger, hate or aggression? Participants in this session explore • What do you do when you feel how to cope with their problems injured, shame or guilt? and the effects of trauma, and especially the strong emotions When all seem to understand, and these can create, which sometimes the discussion of the questions lead men to use violence against above is finished, name and show others. They discuss some of the them three boxes: harmful and destructive coping 1. Powerless Box mechanisms that men use, as 2. Anger Box well as the effects of those coping 3. Fear and Guilt Box mechanisms, so that they recog- nize the negative patterns in the Facilitator’s Note: way they deal with problems. After The men can take as many colored this, participants focus on learning papers they want. On each one alternative ways of controlling and they should write one word answer- managing negative emotions and ing the questions above. If they developing positive, constructive cannot write, they can put a sign and healing coping mechanisms. or drawing on the paper. They put Facilitators can also add a training each paper in the appropriate box. exercise on different forms and causes of gender-based violence. Alternative: Men are divided into groups of two and complete the Key Exercise: Dealing with Power- activity together. lessness, Anger, Shame/Guilt After 15 minutes or when everyone Time: 60 minutes has finished, the facilitator stops the exercise and asks the following Materials: Three boxes of different questions: colors and many small papers, also • How are you doing? What were in different colors your thoughts and feelings while doing this exercise? • Was it easy or difficult to find Facilitator introduces the topic examples? by asking: • Do you sometimes feel power- lessness, shame or guilt? Ask for volunteers to share an • What makes you feel like that? example. How do you deal with those feelings? Group Discussion: How to cope with problems in our lives Start to explore in the group (for 15 minutes) these Time: 60 minutes questions: 36 “Now we will continue with our Facilitator’s Note: earlier exercise. Nobody can avoid Explore their examples by taking having problems during life. The the papers out of the box and main challenge is how to deal with discussing. The following strategies the problems we do have, and you can be mentioned, and you can ask can do that in different ways. All if they recognize these. of us have developed strategies to survive and to deal, as well as we can, with the problems in our lives. Session 4: Open Session: “However, sometimes people de- What the Men Would Like to velop negative strategies, strat- Share egies that create new problems. As noted above, group members We will now look at all papers and will decide what to discuss in this examples given by you and decide session. if it is negative and why, or if it is positive and why.” Strategies for Coping: (Explore) Positive Negative Praying Drinking alcohol to forget Sport, physical exercise Driving too fast in a car, taking risks Watching football and cheering Forcing others to have sex for your favorite team Singing in a choir Aggression, fighting with others Working in the field, or physical Taking drugs and mental rest Negative thoughts; or thinking too Reading books much about sad things Walking or running Beating your wife Talking with friends Seeking out conflicts with others Beating your children to relieve Playing with your children your tension Seeking help (such as from a doctor or nurse, a traditional Isolation, avoiding people healer,or a pastor) 37 II. Addressing the Prob- norms surrounding sexuality, lems and Healing the and about male sexual prob- Wounds lems, in order to establish new ways of approaching sexuality and sexual problems between Session 5: What Do Sexuality partners. and Intimacy Mean to You? The core of the session is talk Part 1: Group warm-up discussion about perceptions of and prob- lems with intimacy, sexuality and Time: 15 minutes partner relations. The focus is on • The facilitator asks the fol- sharing opinions about the mean- lowing questions to spark the ing of sexuality, breaking taboos discussion2: in communication about sex, and ᵒ Is sex important for “being discussing the negotiation of sex a man”? between men and women. The ᵒ What is the purpose of facilitator (and an invited expert sex: reproduction or plea- in sexual health, where possible) sure? shares information and resources ᵒ What is the meaning of about family planning methods and sex for women? Is it differ- sexual health. A training exercise ent from the meaning for could be added with additional men? information and fuller discussions about consent, rape and sexual Part 2: Stay in separate groups and gender-based violence. and discuss the subject of sexuality Key Exercise: Talking about Time: 30 minutes Sexuality • The facilitator continues with Time: Up to 1 hour the following questions for discussion3: Materials: Chart, markers ᵒ What are the cultural norms surrounding sexu- Note: The men and women are ality that define the roles split into two subgroups here: men of men and women (for only and women only. instance, “women are not allowed to initiate sex”)? Objectives: ᵒ What do you consider • To discuss and share percep- important in your sexual tions, beliefs, and practices relationship and what con- about sexuality. tributes to more pleasur- • To identify and exchange ideas able sex with your part- about the different meanings ner? Is what men get from of sexuality for men and wom- sex different from what en, about the different cultural women get from sex? 2 As facilitator, you should feel free to either use the suggested questions, or formulate your own in order to warm up the group for this session’s discussion. 383 Please use the suggested questions. ᵒ What are the most com- violence they have perpetrated. mon problems in sexual Participants learn to take responsi- relations between part- bility for their acts and build on the ners? (Probing by facilita-previous session, developing more tor: What about problems skills to regulate their feelings of that have cultural expla- aggression and to control emotions nations?) that could lead to violence. They learn that blame for their behav- Part 3: At the end of this exercise, ior cannot be placed on the other the men and women come togeth- person, that women in general er again for 15 minutes to share and their wives specifically do not their conclusions. The facilitator deserve to be abused or subjected makes notes on a flip-chart. He/she to violence for any reason, and that should encourage group members problems can be resolved through to come up with possible solutions non-violent communication. to the sexual problems they’ve identified. Key Exercise: Being a Responsi- ble Partner/Father/Man Session 6: Family Violence Group Discussion and Ending Cycles of Time: 30 minutes Violence. The core of the session is educa- Ask participants the following tion and discussion about the dy- questions and let the group discuss namics of sexual and gender-based different answers: violence and the cycle of violence • How would you describe a between partners. Men are en- positive and responsible per- couraged to examine the kind of son, man, husband, or father? violence they may be using and to • What hinders or has hindered explore what steps they could take you in the past from taking re- to stop their violent behavior by sponsibility in a positive way? addressing root causes. The ses- sion combines discussion and ex- Facilitator’s Note: changing experiences and opinions You should explore with the group with information for participants how perceptions about responsibili- about SGBV laws and women’s ty can fuel family violence. You can rights. use the following statements about perceptions of responsibility that fuel violence and conflict, and then Session 7: What Does explore alternative perceptions in Responsibility Mean for a the group. Ask the men to respond and suggest alternatives: Man? The focus of this session is men’s acceptance of responsibility for their own behavior and for acts of 39 Perceptions that fuel violence Perceptions that create peace Responsibility is a right for men. Responsibility is an achievement that Men’s responsibility justifies all men or women earn because of their actions that enable him to control positive actions and contributions. others. A responsible man actively con- A responsible man has the final say tributes in his family by sharing his and ultimate power in his family. It is opinions and listening to the opinions his right to dominate his wife. of others. Decisions are the result of negotiations. A responsible man will focus on A responsible man needs to control being in control of himself and he will his wife. It is his right to do whatever help to create trust and a positive is needed to control her. relationship with his partner. A responsible man needs to be re- A responsible man shows respect to spected by his wife. She has to accept his wife and considers her equal to anything he wants from her. himself. A responsible man is never abusive A responsible man has the right to and never uses any form of violence punish his wife when she is not be- against anyone. He will communicate having the way he thinks she should. with his wife respectfully if he is not happy. A responsible man loves and cares for his wife no matter what. He will A responsible man must abandon his give her support and comfort to wife if she was raped. overcome the traumatic event that happened to her. He will never blame her for what happened. A responsible man will make a family A responsible man will reproduce and plan together with his wife. Both will have many children to create a huge have an equal voice in when they family. have sex and how many children they will have. A responsible man respects the equality and freedom of any human A responsible man sees his wife as his being, including his wife. He knows property and will treat her as property. that love, care and mutual respect will keep them together. 40 Role-play: Scenarios and debate Key Exercise: “Trust Me” Time: 60 minutes Objective: To explore trust, care and responsibility as well as power. Facilitator’s Note: Time: 45 minutes Divide participants into three groups, and have each create two Steps: role-plays based on the percep- Divide participants in pairs. tions above. They should choose • One person leads another, one positive and one negative ver- whose eyes are closed, around sion of responsibility and prepare the room. The leading partner one role-play showing the negative asks the follower how he likes consequences of the perceptions to be guided and supported: that fuel violence, and, in the other hand in hand, arms around the scenario, show the positive con- shoulders, standing behind, sequences. After each role-play, etc. The follower is also invited discuss with the group what they to indicate what he needs in saw and their thoughts. order to feel supported and guided, what builds his trust. • The leader should ensure that III. Integration of New the other person both is safe Insights and Building New and feels safe (no jokes, no clashes with others). After a Relationships few minutes roles change. • To make the exercise more Session 8: Basic Elements of challenging, the facilitator can Non-violent Relationships be- place some obstacles around tween Men and Women the room. The leaders have to Participants in this session begin to guide their partners around redesign and rebuild their relation- these obstacles, guide them to ships so they are based on trust, sit, to step over, etc. care and equality. The core of the • Pairs discuss their impressions session is learning how to build between themselves. trust and confidence and practice equality with their partner as well Back in the large group, ask as with others in the community. participants4: Participants discuss and exper- • How did it feel to be led? How iment with non-violent commu- did it feel to lead? (Explore the nication and conflict resolution, sense of responsibility as the including listening to each other, guide, and the trust and sense so that they can begin practicing of safety the guided person these new skills with their partner, experienced.) children, and others. • How did you take responsi- bility in this exercise? What 4 These are the suggested discussion questions, however facilitators are encouraged to formulate their own related to the discussed subject, considering any particular group dynamic, unforeseen circumstances, or other situational components specific to this particular group. 41 is the feedback of the “blind” Discussion: person? Divide the group back into pairs. • How did it feel to be guided? Read and explain the chart to par- What is important to you when ticipants and ask them to explore another person is guiding you? how safety, support and trust are What makes you feel more obtained in their families with the safe, trusting and confident in following questions: the other person? • Who gives you the feeling of being important, welcome and Facilitator’s Note: cared for? Write down the key words from • Who supports and shows you above that contributed to trust and that you are not alone? feelings of safety. • Who protects you? • What do you do to make your Then draw the following table on wife and children feel welcome a flip-chart and fill it in (or draw and cared for? a cartoon showing this chain of • What do you do to show her/ actions). them that they are supported and not alone? • What do you do to provide protection and safety? Basic needs Message of the Results for for safety provider the receiver and trust You are welcome, you I am a worthwhile PLACE and CARE have the right to be person. I feel re- here, you are important. spected and loved. I help you, I support you I am not alone, I am SUPPORT in overcoming problems. supported. I feel safe, I have protection against PROTECTION I protect you. dangers that may come. 42 Session 9: New Rules at Home IV. Consolidation and Dis- and Tackling Challenges semination in the Participants continue to explore Community. how to apply their new knowledge, skills and behaviors at home, Session 11: Obstacles and Op- based on principles of gender portunities for Change in the equality and non-violence. These include new ways of relating to Community their children and creating a house- The aim of the session is to ensure hold environment that is caring, that men feel encouraged and sup- supportive and structured. Men ported to apply their new coping are strongly encouraged to share mechanisms and gender-equitable and communicate with their wife behaviors in the broader commu- about these ideas and new prac- nity as well as in the home. Partic- tices and to discuss with her how ipants discuss possible challenges to implement them equitably and and cultural obstacles and how to effectively. overcome them, as well as oppor- tunities to engage other men and create more peaceful communities. Session 10: Family Sharing: Key Exercise: Obstacles and Op- How Does Your Partner Re- portunities in the Community spond to Your Change? For this session the men should Time: 60 minutes invite their wife or another fe- male family member to attend the Facilitator’s Note: group. The aim is to ensure that • Lead a discussion with par- changes at home are well imple- ticipants using the following mented and to identify any chal- questions: lenges or negative side effects of • How do other people in the community react to your par- the male group-therapy program ticipation in the group? that may be appearing at home. • What opportunities and needs Both the men and women will have do you see in your community a chance to share and reflect in to address the dynamics that the group setting on the positive create inequality and violence changes resulting from the men’s against women, children and participation in the group, as well others? • What obstacles do you see in as the challenges they still face. the community? • What is stigma and how does it fuel violence? • How could other men become involved to stop violence? Ask participants follow-up ques- tions and ask them to elaborate on 43 their answers. In particular, explore women? If so, how do they the following topics: rejection of contribute? women who have been raped, rape • How could some of these and sexual violence, family vio- negative traditions be adapted lence, and illegal marriages (those or turned into more positive which were not legally registered, traditions? and in which the wife has no legal rights if the husband leaves). At the end, the subgroups should present the results of their discus- Key Exercise: Cultural Traditions sion and their thoughts and get feedback from the large group. Time: 60 minutes Ask participants to identify and list traditions that are important in Session 12: Safety Networks your community regarding mar- and Neighbor Groups riage and gender. This session continues the process of connecting group learning with Examples may include dowry, ar- the community. Men are encour- ranged marriages, mourning cere- aged to actively engage others in monies, rejecting a raped wife, etc. ending violence against women Make a list and divide the group and all forms of SGBV. A viable into two subgroups, each discuss- method that was tested in Mo- ing half of the traditions that are on zambique is explained, in which the list. The main points and ques- neighbors intervene and provide tions of discussion in each group assistance when someone is using should be: violence. Men then discuss and • Do any of these traditions develop plans for community safe- contribute to violence against ty networks for the prevention of violence, for protection from men Basic Individual Community Public Needs /victim members services Interest and con- Medical Place A place to go cern from others treatment To be connected, Help and not alone, and to Social services, Support advice, moral receive help and schools, churches support advice To be sheltered Safety networks Police and justice Protection against abuse and neighbor- system and rejection hood networks 44 who use violence, and for support Ask participants: for women who are victimized. • Could this be a model in your community? Key Exercise: Developing an • Could you make an action plan Action Plan for your community? Time: 30 minutes Key Exercise: Making Action Plans Draw the following table on a flip- Time: 60 minutes chart and discuss the ideas with the group, filling in each box as Action teams: Teams of 4 men appropriate. Include the answers in the boxes below if the group does Each team should create a plan for not suggest them. community interventions and safe- ty networks to protect individuals Ask participants: and families from family violence • What can community mem- and to create a safe environment bers do or provide? where people help each other. • What services are in place to give specialized help? Session 13: Open Session: The facilitator presents a plan for What Else Would We Like to safety networks at community levels: Share? As in the first open session, group The intervention creates networks members will decide what to dis- that will help protect the person cuss based on their interests and in danger and support community concerns at the time. The second solidarity. For example: part of the session is set aside to • The woman comes to her prepare a presentation for session neighbor’s house after her 15, the celebration in the commu- husband threatens her. nity. • The neighbors go to the wom- an’s house if they hear or see anything that indicates prob- Session 14: What Have We lems and violence. • The neighbors do not resolve Learned? the problems, but they will This session is used to evaluate the provide a safe place, support results of the process of change for and protection to women, men each participant in the group. Each and children who are threat- participant has 15 minutes to share ened or isolated. his own process of change and his • Friends and neighbors call challenges and successes, and the for help for others who are in rest of the group gives him con- need, or refer the person to a structive feedback and support. public service that is in place and can help. 45 Session 15: Celebration and ᵒ Are the consequences for Ceremony with Family and the men who are victims of SGBV different from those Community for women who are victims? The final session is different from ᵒ If so, why? What are the the others, consisting of a celebra- differences? Please give tion and ceremony, organized by examples. group participants. The men are ᵒ What are the consequenc- all asked to invite their partners, es of GBV (such as rape) family members, neighbors and against women? And friends, as well as community rep- against men? resentatives, to attend this meet- ᵒ What are the consequences ing. The aim is that the men and of stigmatization and social their partners publically share their isolation and rejection? process of change so that they can motivate and serve as positive ex- Facilitator’s Note: Below are de- amples and role models to others scriptions of two scenes. First read to change and participate in Living one to the participants and go Peace groups. through the role-play. Then read the second and go through the ⁜ ⁜ ⁜ ⁜ ⁜  role-play. After both role-plays have been completed, ask questions and In addition to the group-therapy discuss in detail. sessions, there were also sessions in the CARE Burundi and Women Scene 1: for Women curricula addressing “A married woman, the mother of topics such as supporting survivors three children, was raped on her of SGBV and challenging stigma way to the market. She was raped against them; safely intervening by a group of men. The youngest with other men to prevent their use child was on her back and saw of violence; men’s participation in everything. When she comes back care-giving and household chores; to the village, she is in tears. She and other topics. Three of those meets several people before she activities are included below. reaches her house.” Key Exercise: Ending Rejection of Role-play Activity: SGBV Victims Ask one participant to take the role of the person who was raped. He Time: 60 minutes walks around and one participant after another, playing the roles list- Before beginning the activity, ask ed below, comes into the activity participants to discuss the follow- and gives their reaction, according ing questions in groups of 3 or 4 to how the participant thinks that people: person would react in reality. Time: 15 minutes How do you think the following 46 people are most likely to react?: response look like from some 1. The victim’s mother of those people? 2. The victim’s husband • Do you think stigma against 3. The victim’s father-in-law survivors is good or bad for 4. The traditional leader (guardien the victim? Why? de coutume) • Are women survivors stigma- 5. The neighbor tized differently from men survivors? How did the two 6. The priest scenarios differ based on the 7. The police gender of the victim? Why? 8. The health worker • What are some of the ways stigmatizing a victim might Observe: be harmful to him or her, or • Who supports the victim? might be harmful for others • Who rejects, isolates or dis- in the community and cause criminates against the victim? social conflict? • Who did not reject the victim, and why not? Facilitator’s Note: Facilitator’s Note: If no positive Possible answers to this last ques- response was shown, ask a partic- tion include: ipant to invent one and play that ᵒ It may prevent the victim scene again. from getting the help she needs because she does Scene 2: not want to be rejected. “A young man was raped by rebels. ᵒ It may prevent the vic- A group of them held him down tim from doing activities and penetrated him, and they outside the house such tortured him with a gun. They said, as farming or going to the ‘We will make you feel less than a market. woman.’ It happened in the village ᵒ It may send a message to and other people saw it.” other men and women that if something like this hap- After reading scene 2, return to the pens to them they should not tell anyone or seek help above instructions for the second because they will be reject- role-play. ed as well. ᵒ It may cause the victim to Discussion Questions: feel shame and embarrass- • Ask each participant: Why did ment, even though what the person you were portray- ing respond that way? What was done to her was not were their reasons for doing her fault. so? ᵒ Though it is cultural habit to • How have you responded in reject, can you imagine the real life when you were in such positive impact when you a situation, encountering a support instead of isolate victim of rape? How have you a victim? seen others in the community respond to survivors of vio- lence? What would a positive 47 ᵒ Is this consent/sexual vio- ⁜⁜⁜⁜⁜ lence/sexual exploitation/ rape? Key Exercise: Panel of Judges 2. A man, Jean, was forced by Time: 60 minutes rebels to have sex with the daughter of a neighbor. The The objective of this exercise is rebels watched and made fun to explore and exchange opinions of him. Jean did it because on what force and consent are in he had no choice, as they sexual relations. threatened to kill him if he did not. Now the relatives of the Divide the participants into two daughter have condemned groups of five men. Set the scene Jean for having raped the with the following details: daughter. ᵒ How is power involved? Dispute groups in Bazra ᵒ Is this consent/sexual vio- We have a selected a group of five lence/sexual exploitation/ wise men who will handle the cas- rape? es before the Bazra. The other five men will observe, and at the end 3. A girl, Maria, is 17 years old give their opinion, whether they and became pregnant after agree or disagree with the deci- she had sex with a boy who is sion of the Bazra. The facilitator 18 years old. They were lovers will read the following cases to the and they liked each other. The group. The wise men will debate parents of the girl accuse the them, and discuss in each case if boy of sexual abuse. and how any form of sexual abuse, ᵒ How is power involved? rape, consent or sexual violence ᵒ Is this consent/sexual was involved. violence/sexual exploita- tion/rape? The Cases: 1. A woman, Helena, complains 4. A male secondary school that her husband is too de- teacher who is 30 years old manding about sex. Some- asked a girl, Olivia, who is 16 times he even comes to the years old, to stay longer at field during the day because the school after the lessons he wants to have sex. She is finished. He promised her not happy with this; she does good marks if she would have not want to have sex all the sex with him. The girl wants time. The husband says that it to continue her studies and is his right to have sex when- she is afraid that the teacher ever he wants because he will punish her or give her bad paid the dowry. marks if she does not agree. ᵒ How is power involved? She does not want to have sex 48 with him, but she feels that to have sex and that he could she has no choice, so she lets not have sex with his wife him do what he wants. because he was at war. ᵒ How is power involved? ᵒ How is power involved? ᵒ Is this consent/sexual vio- ᵒ Is this consent/sexual vio- lence/sexual exploitation/ lence/sexual exploitation/ rape? rape? 5. A mother with three small chil- Each case will be discussed for five dren lost her husband in the minutes. After each case, the group war. She is very poor and has of five men switches roles between no food for the children to eat. the men of the Bazra and the men One of the neighbors comes who are observers. to her house and says he will give her food and clothes if Wrap up: she agrees to have sex with him. She feels she has no Time: 15 minutes choice, so she accepts. She feels bad and sad every time Ask the participants, “What did he is there. these cases have in common?” ᵒ How is power involved? (The answer is abuse of power and ᵒ Is this consent/sexual vio- sex, or sexual violence.) lence/sexual exploitation/ rape? The facilitators conclude with the following points: 6. A husband comes home in the • Consensual sex: Sex based on middle of the night after he mutual agreement, without has been drinking in the bar force or coercion. • Sexual violence: This includes with friends. His wife is sleep- all sex-related acts (such as ing but he orders her to wake touching, being touched, pen- up and have sex with him. She etration, sexual intercourse) is tired and does not want to, that are committed without but he becomes very angry consent, using power and and she feels she has to obey. force. Force can be physical, ᵒ How is power involved? psychological, economic or emotional. ᵒ Is this consent/sexual vio- • Sexual exploitation: One or lence/sexual exploitation/ more persons using their pow- rape? er and position to trade in sex. This includes recruiting and 7. A soldier was far away from using children/women/girls/ his family, defending his boys for sex work. country. He wanted sex and he • Rape: Forcing someone to forced a girl who was wash- have sex, or any sexual in- ing clothes in the river. He tercourse or penetration with defends and justifies his act other objects that occurs with- by saying that it is his right out consent. 49 Part 2: Stop a Violent Man ⁜⁜⁜⁜⁜ Time: 45 minutes Key Exercise: How Do You Challenge a Person Who Is Violent? Facilitator’s Note: Divide participants into two groups Time: 60 minutes and ask each to prepare a scene featuring a couple with a violent Part 1: husband and demonstrating suc- cessful interventions to stop the Time: 15 minutes violence. Groups can play scenes multiple times so different inter- Ask participants the following ques- ventions can be tested. tion and encourage them to think about the answers as they prepare Roles: the next exercise. • A violent husband, screaming • “When you have done some- and threatening his wife thing wrong or made a mis- • His wife take, how do you prefer that • A neighbor people let you know?”(Possi- • A community peace activist • A police officer ble answers include the follow- • A health worker ing. If some of these are not Give the groups about 5 minutes mentioned, feel free to bring to develop their performance, and them up for discussion.) ask one group to present first. ᵒ “I would prefer that some- After each performance, discuss one takes me aside after with that group why they chose it happens and speaks to the intervention they did and why me privately instead of they thought it would be effective. embarrassing me in front As participants perform their skits, of the whole community.” keep a list of the ways they inter- ᵒ “I would prefer construc- vened and the strategies that seem tive criticism telling me most effective. Include the four what I can do better, rath- examples from Part 1 on the list. er than just attacking me Other possible strategies include: for what I did wrong.” • Show understanding: Talk with ᵒ “I think it is more effec- the man who is being violent, tive when the criticism is share your own experiences focused on the behavior, and explain why you changed and is not a personal at- and how it benefited you and tack on my character.” your family. ᵒ “I like it when someone • Ask the violent person to explain his actions and why explains why the behavior he is engaging in the negative is wrong so I understand behavior. it, rather than just saying • Suggest alternative actions it is wrong.” that can accomplish the same 50 goal but that will provide bet- Keep a list of all of the different ter outcomes. ways to stop a man who is using vi- • Speak from a perspective of olence. By the end you should have friendship and begin with your a list of several ways to challenge concern for the person. For instance, say that you do not violent behavior. Highlight for the want him to get in trouble with group that, no matter what the the police, or that you would situation, there are ALWAYS many like to see him have a better ways one might intervene. relationship with his wife.   • If you do not know the person well, if you think he may re- spond with violence or hostil- ity, or if you think he will not be convinced by just one per- son, recruit other Living Peace group members or others from the community to speak with him. Perhaps include someone whose opinion the man val- ues, such as a friend, relative, elder or community leader. • Compliment or highlight some- thing the person has done well or that you admire before bringing up what he has done wrong. THINGS NOT TO DO: • Never react with violence or too much force or with screaming and anger. This fuels the anger and creates a more dangerous situation. • If you fear that the attack- er will use physical violence against you, as well, then do not intervene alone but imme- diately alert the police or ask others in the community to help also. • Your first concern is the health and safety of the person who has been attacked. If it is necessary in order to keep the victim safe, then let the man escape and leave the scene. After each group presents their role-play, discuss the interventions. 51 VII. IMPLEMENTATION CASE STUDIES CARE HEAL Africa Women for Women Burundi (DRC) International (DRC) Neighborhoods Four provinces in Goma, North in northern Bu- Kivu, and one Location rundi: Kirundo, Luvungi, South Kivu on a military Muyinga, Ngozi base in North and Kayanza Kivu Number of 120 in 10 84 in 7 groups 120 in 10 groups of 12 participants groups of 12 All men; their All men; their wives were Participant Half men and wives were inin- invited to attend three gender half women vited to attend sessions two sessions 2 per group; 4 groups were 2 per group; both men, Facilitators one man and 2 per group, both men 3 were one one woman man and one woman Duration 10 sessions 15 sessions 11 sessions Combination of thera- Group thera Combination of group group therapy py with group Curriculum therapy and group edu edu- and group edu- education cation cation elements 53 Implementer: CARE Burundi in training or group facilitation is a national organization that is groups. Six substitute facilitators part of CARE International. CARE were also selected in case one of Burundi supports civil society and the original facilitators left, and all women in particular in taking a received five days of training from more active role in moving Burundi Promundo staff. Programmatic and towards peace and economic secu- logistical supervision was provided rity. This project was implemented by CARE Burundi national and re- as part of CARE’s partnership with gional staff, who also participated Abatangamuco, a national grass- in the training. roots network in Burundi of men and women working to end gen- Challenges: Overall, there was der-based violence and promote consistent participation and very women’s empowerment through few challenges. There was one personal change, testimonies and couple who stopped participating community education and outreach after the second training session activities. in Kirundo, and another case of a man in Muyinga who left and swore Participants: Some of the partic- he would not return. His wife con- ipants were men and women who tinued to participate, however, and had expressed an interest in joining he returned for the fifth session the Abatangamuco, and many had following a visit from other mem- seen some of the Abatangamuco’s bers of the group; however, the community outreach presentations facilitators reported that he was but were not yet members of the not very active for the remainder group. Other participants were of the intervention. invited by facilitators or Abatan- gamuco members who thought ⁜⁜⁜⁜⁜ that they would benefit from partic- ipation based on known violence or Implementer: HEAL Africa is an conflict in their households. Ses- NGO running a hospital and com- sions were all conducted in Kirundi, munity development organization the native language of the partici- based in Goma, North Kivu prov- pants and facilitators. ince, in the Democratic Republic of the Congo. HEAL Africa supports 31 Facilitators and supervisors: safe houses throughout the prov- Each group had two facilitators, inces of North Kivu and Maniema, one man and one woman, select- and partners with more than 90 ed by CARE Burundi. These men remote clinics and hospitals. Its and women included CARE Burun- programs address gender-based di staff and staff from four other violence, public health and health partner organizations in Burundi. education, law and justice train- The criteria were completion of ing, community development and secondary school as the minimum rebuilding, spiritual development, level of education, and experience and personal finance through 54 micro-loans. The main implementa- two trainings: the first covered tion partner was the Institut Su- the participants’ identification and perieur du Lac (Institute for Higher selection process, and the second Education in Mental Health, ISL), a training was on the curriculum higher learning institution in Goma itself, conducted by Promundo and that offers five-year bachelor’s de- ISL. The criteria for facilitators were gree programs in clinical psychol- completion of a bachelors/license ogy, counseling and psychiatrics level in education, and experience for students throughout the Great training or group facilitation. Pro- Lakes region. grammatic and logistical supervi- sion was provided by the Promundo Participants: Participants were and ISL staff who conducted the selected in one of three ways: training. 1) Women who received medical treatment in HEAL Africa’s hospi- Challenges: The most serious tal were asked if the facilitators challenge that the intervention could visit their husband and offer in North Kivu faced was from the him the chance to participate; 2) M23 rebel movement. The project local community leaders and NGOs was interrupted twice, once during were asked for referrals of families the curriculum implementation, by where SGBV was present; 3) men armed conflict. This forced post- chosen at random from the com- ponement of some of the sessions munity were asked to participate. for a week or two, however they Sessions were conducted in Swa- were completed later and some hili, the language that the largest of the groups continued to meet number of participants were most informally even during the conflict. comfortable speaking. The second The interruption also prevented the part of the intervention consisted supervisors from visiting all of the of one group of 10 soldiers, and groups during the implementation, participants were selected at ran- and forced the supervision meet- dom. This group was also conduct- ing to be postponed until almost ed in Swahili. the end of the intervention. One additional challenge for the military Facilitators and supervisors: group was that many of the partici- Each group had two facilitators; pants were more comfortable using four of the groups, including the Lingala rather than Swahili, and military group, had two male they requested printed materials in facilitators, and the other three Lingala, which were not available. groups had one male and one female facilitator. Of 15 facilitators ⁜⁜⁜⁜⁜ (including three substitutes), eight were selected by ISL and seven by Implementer: Women for HEAL Africa. The facilitators and Women International was the im- two supervisors, selected by HEAL plementing organization in South Africa, ISL and Promundo, received Kivu province in the DRC. WFW 55 works with socially excluded wom- taincy or religious leadership. The en in eight countries where war facilitators included school princi- and conflict have devastated lives pals, teachers, a representative of and communities. Women enroll the mwami (local chieftaincy), and in a one-year program where they pastors from a Protestant church. learn job skills and receive busi- Programmatic and logistical super- ness training so they can earn a liv- vision was provided by WFW staff, ing. They also receive education to who also attended the five-day better understand their rights and facilitator training in Uvira, South how to fight for those rights in their Kivu. Sessions were conducted in homes, their communities and Swahili, the language that the larg- their nations. The project was im- est number of participants were plemented in the context of WFW’s most comfortable speaking. Men’s Leadership Program (MLP), which educates male community Challenges: Insecurity due to leaders about crucial women’s activity by armed groups was a rights issues and prepares them torecurring concern in Luvungi and leverage their community influenceforced WFW to move the facilitator on behalf of women. The MLP is training from Luvungi to Uvira, re- currently implemented in the DRC, sulting in slight training delays and Afghanistan, Iraq and Nigeria. increased costs. Further insecurity and communication difficulties in Participants: In each group, 10 Luvungi resulted in a suspension men were husbands of women who of the groups during part of August had experienced sexual violence and September 2013, formally and who were at that time partic- resuming in October. Some of the ipating in WFW’s core program- groups did continue to meet infor- ming. The other two men in each mally during that time, however. group were selected by community   leaders. Facilitators and supervisors: WFW selected 20 facilitators from among the more than 500 commu- nity leaders who had received prior Men’s Leadership Program training from WFW. The chosen facilitators were men who had completed at least secondary school; had dis- played high levels of interest and participation during the prior work- shops; and who belonged to one of the five pre-determined influential sectors: public administration, civil society, security, traditional chief- 56 VIII. ENDLINE RESULTS AND LESSONS LEARNED Methodology: Sampling for positive change during the imple- endline mentation, and the other half were Fifty percent of the couples who those who experienced only some participated in the intervention or no change. were selected for the endline evaluation. Based on reports of Not all of the men and women in- the group facilitators, half of those terviewed in the baseline were also selected were couples in whom interviewed in the endline evalua- the facilitators had observed very tion. The samples of the baseline in Table 1. Reported Change in the Following Domains : % Reporting Positive Change Areas of Change BURUNDI GOMA LUVUNGI Understanding the problems men experience 99.0% 100.0% 99.0% Coping with problems 100.0% 100.0% 96.0% Fewer problems and conflicts at home 100.0% 100.0% 97.0% Relationship with partner 100.0% 98.2% 99.0% Sexual relations with partner 100.0% 98.2% 89.9% Controlling my aggression and frustration 100.0% 100.0% 87.9% Equality between men and women 99.0% 100.0% 88.9% Relationships with my children 98.9% 96.4% 97.0% Social relations with other men and women 99.0% 98.2% 98.0% Sexual violence at home 94.8% 98.2% 97.0% 58 Table 2. Activities and Topics that Contributed to Change % Reporting Positive Change Activities and Topics BURUNDI GOMA LUVUNGI Learning knew information from the facilitators 100.0% 100.0% 99.0% Sharing with other men in the group 100.0% 96.4% 97.0% Practical exercises to do at home 95.8% 100.0% 96.0% Respecting the six core principles of the group 100.0% 100.0% 94.9% Engaging other men in the process of change 100.0% 100.0% 97.0% Activities to help know myself better 100.0% 98.2% 93.9% Techniques of effective stress management 100.0% 98.2% 92.9% Learning about the consequences of SGBV 100.0% 100.0% 98.0% Becoming awaren of the consequences of my 100.0% 100.0% 97.0% behavior on others Learning techniques to take responsibility to 92.7% 98.2% 98.0% end violence against women Luvungi and Burundi were taken at prehension of and reactions to random at the time of the baseline, the topics of each session and before the implementing partners the changes that they and the had fully identified the partici- facilitators observed. pants. However, the samples of the The qualitative data were manually baseline are representative for the analyzed, and the quantitative data prevailing attitudes and problems were analyzed with SPSS. of men and women in the different intervention sites. Results of the quantitative data Research methodology At the end of the 10 sessions in Bu- The findings were determined rundi and Luvungi and 15 sessions through two types of data collec- in Goma, men were asked to com- tion: plete a form asking them whether 1. Qualitative research from they had experienced positive or focus group discussions (FGD) negative change in any of the and individual interviews (IDI). indicated domains (see Table 1). 2. Evaluation forms complet- They were also asked about which ed after each session, which activities and topics contributed to measured participants’ com- their change, as shown in Table 2. 59 Implementation Research Women Men Sites 6 FGD 18 18 Burundi Ngozi, Kayanza, 4 IDI couples 4 4 6 FGD 18 18 Kirundo 4 IDI couples 4 4 4 FGD 21 23 North Kivu, DRC Goma 3 IDI 3 3 3 FGD South Kivu, DRC Luvungi 29 25 4 IDI Qualitative research ing to collaborate and she also The qualitative research was based needs to change. around the following five questions: • It is difficult to change old • What did you like or dislike in habits. this program? • Poverty creates stress and • What did you appreciate about conflict. the methodology? • Alcohol abuse. • Have you observed changes in yourself, your family and Topics seen as most helpful your community due to the Respondents in the FGD and IDI program? said that the topics they appre- • What made you change? What obstacles to change still ciated most were those related remain? to the causes and dynamics of • What are your suggestions for violence at home. The discussions the future? helped them understand what they could do to avoid using vio- Impact of the male therapeu- lence, and also opened their eyes tic groups that some acts they thought were All of the men and women inter- normal and not harmful are in fact viewed reported positive change, violence. though some men and women said that the change was not yet Men said that they learned how to complete. Among the men and take responsibility in a non-violent women who said they did not yet and non-abusive way, and that see enough change, the following they learned how to control their factors were mentioned as signifi- own emotions and avoid escala- cant obstacles: tions of violence. Communication • The wife of the man is not will- about sexuality was also a very 60 important new topic; the men felt “To exchange among us is very it helped them to improve their easy and it is this simplicity that relationships with their partner. has a magic power that made us change.” (FGD, Luvungi,) There were slight differences among the suggestions for addi- Equality in the group tional sessions between the three “We have no difference in back- implementation sites: ground, age, or social positions. Now I made friends even in other Goma: The participants requested parts of Goma. The approach is more open sessions to discuss and neutral, no political or religious resolve their individual problems differences: it brought reconcil- in the group setting. iation among us.” (Goma and Luvungi) Luvungi: The men asked for more information about the dy- Value of cultural namics of the cycle of violence. appropriateness They also wanted more sessions Many men said they felt at home about sexuality and more open in the group and noted that solv- sessions. ing problems together is part of their culture. Burundi: The participants wanted “It reminds us of our Bazra, tradi- more information about the laws tional groups in our villages that protecting women’s rights. encourage solidarity, social co- hesion and social justice.” (Goma Factors that contributed and Luvungi) to change 1. Working in Process-orient- ed Groups 2. Knowing Yourself through Exchange of experiences in the Others group were considered important Self-reflection and because it helped men restore accountability social relations that were de- stroyed by conflict, war and crisis. “The other men helped me to The following quotes show what discover the errors I made at men learned through working in a home in making my wife a slave. process-oriented group: It opened my eyes.” (Burundi) Solidarity and social “We Congolese men suffer from a connectedness chronic disease and this program “The spirit of the group, knowing helped us start to reconstruct our you are not alone, respect, love internal life.” (Goma) and care for each other helped me to change.” (FGD, Goma) “I was a difficult man, I drank too “Now we use our phones when we much and used a lot of sexual vio- have problems.” (FGD, Burundi) lence. I stopped it all.” (Luvungi) 61 3. Homework and Practical stopped drinking, which was Exercises at Home confirmed by women in FGD. Men and women learned by doing. • Improved control of frustration The homework created opportu- and aggression nities to actually communicate • Many men said they are now with their partners, to experiment able to manage and control with new insights, and to dis- their anger, and they commu- cuss the challenges in the next nicate instead of fight. This session with the other men. Men was also confirmed by women. and women reported “miracles of • Greater sharing of income change” and some compared the with wife and family process to traditional medicines. • Almost all of the couples The new information and new adopted income and money experiences connected to partici- management techniques; now pants’ personal lives and encour- the men share their income aged change from within. with their wife and the couple makes decisions together. “These trainings were • More peace at home and hap- touching our hearts.” pier children • Men now spend more time “The training touched my heart with their wife and children, and I realized that I need to give and several children were able up drinking.” (Goma) to return to school, or go for the first time, because there “I regret all the years I was like a was now enough money to lion, drinking and beating my wife pay for school fees. and not taking care of our family.” • Improved health (Luvungi) Many men and women reported “Clearing the heart that was full of that they gained weight and feel bad things.” (Burundi) better mentally and physically. Why the changes ended the violence at home The impacts of change According to participants, the on daily life changes in the household that Economic improvement and contributed to a reduction in vio- increased trust lence included: Through the intervention, men • Better management of prob- realized the costs of GBV. They re- lems and conflicts ported doing better economically • Communication and dialogues since they began to share income with wife instead of fights. and make decisions jointly with • Reduced alcohol abuse and their wife, and also because they drinking stopped drinking. • Many men reported that they 62 “I have made mud bricks and Gender relations and sexuality bought iron sheets for roofing, Even though, because men are and I am currently preparing the seen as the natural head of the ground for me to build a new family, gender equality was still house. This would not happen if considered “culturally inappropri- the intervention was not there.” ate” by most men, most of them (Man in Burundi) reported changes that included more gender-equal attitudes. They “I think that I would have ten cows shared income with their partner now if I had stopped drinking long because they saw the benefits, ago.” (Man in Burundi) they communicated with her as a more equal partner, and they The increased trust and improved reported less conflict. There were social cohesion also had a positive additional positive side effects: impact on men’s economic activ- children responded very positively ities. Some groups of men start- to the more peaceful home envi- ed income generation activities ronments, and all family members together. reported better health. Improved sexual relationships were often Peace at home: Improved part- mentioned as positive changes as ner relations and reconciliation well. between partners All of the respondents (women Most women also reported im- and men alike) said that violence provements in sexual relation- has ended and that the children ships, respect and equality: and women are happier Several men and women reported that “I was raped by the M23 and my many men had gone back to their husband rejected me. We lived in wives and ceased conducting separated rooms. After the fourth extramarital relationships. Others session, on a Saturday, he came said that communication between to my room and asked me to spouses had resulted in a stop come back to him. We are a cou- to partner violence and a better ple again and I felt like the day of sexual relationship. my marriage.” (Woman in Goma “My husband used to jump on me “My husband made me pregnant like a cow on a female cow, but every year (eight children). I deliv- now he talks nicely to me.” (Wom- ered babies yearly like an animal. an in Burundi) Now he completely changed: he works in the field with me, he is “In my house there is peace now, nice and we are like lovers, like actually the amount of peace in when we were young, and he is my house can fill ten baskets.” accepting of doing family plan- (Man in Burundi) ning.” (Woman in Luvungi) 63 “My husband can negotiate sex the development of social three times a week, but the other networks that resulted from days he still does what he wants the groups. Many participants so he needs more change.” (Wom- collabo reported increased collabo- an in Burundi) ration between husband and wife on economic activity Obstacles to change which resulted in increased Women and men alike feared family income. that, when the groups ended, the • Many participants reported men would fall back into their old improved health conditions, bad habits. Men and women also including better access to wanted women to be included food and reductions in men’s in the process of change; some alcohol use. men reported that their wife can be an obstacle to change when she doesn’t understand the lessons learned. Poverty and lack of means to sustain a family remained major concerns for men and women. Full acceptance of gender equality was most difficult in Burundi. Men felt that women cannot be equal to men, and should not have inheritance rights. Some women felt they could say no to sex, but many felt they could not. Additional positive side effects: • Children profit from the posi- tive changes in partner re- lations. There were several accounts of children saying that they are so happy with having a father who is better now, and with having peace at home. • Children—including girls—get better access to school when their father is willing to pay the school fees. • A small number of men began income-generation activities with other men in the groups based on increased trust and 64 IX. FINAL RECOMMENDATIONS AND LESSONS LEARNED REPORT A. Lessons Learned and sources. Men’s reports of Promising Practices—DRC and witnessing (or being forced to Burundi commit) violence against fam- ily members during conflict At the individual level: are widespread as are reports Understanding violence and of displacement and poverty, trauma and the effects on men are significant. These experiences • Violence against women build on each other and all is strongly linked to men’s contribute to men’s sense of traumatic experiences and loss as they have been (and limited coping strategies. This are often still) unable to fill phenomenon has been ob- their socially-prescribed mas- served to a limited degree in culine roles as protectors of other programs in post-conflict and providers for their fami- settings but came through lies. very strongly in the formative research and baseline appli- • Beyond understanding men’s cation in the development of experiences of trauma, in- the Living Peace groups. The terventions must also better extent to which men’s trauma understand how men respond and often destructive coping to trauma. Rather than speak- strategies are driving men’s ing with friends or praying and use of violence against their going to church, as women partners and children is unex- often do, many men respond pected; these findings provid- to trauma with silence and ed the background necessary withdrawal, alcohol abuse, and to comprehensively address use of violence against their the roots of men’s violence partners and children. These through the intervention. harmful actions, however, may be masked by seemingly pos- • Men’s traumatic experiences itive behaviors. For instance, in conflict must be understood during early research for this as inclusive of secondary project, Promundo learned and vicarious trauma as well that while many men whose as trauma from unexpected wives had been raped in con- 66 flict responded by rejecting honest with themselves in them and ending their rela- acknowledging their problems tionships, a large number had and struggles; then to openly allowed their wives to return discuss them with other men home, which initially seemed in the group, in a non-judg- very positive. However, upon mental and supportive envi- further exploration, many ronment; and finally to begin of those men were regularly to talk more openly with their perpetrating violence against partners. These new commu- their wives, or had invited nication skills were developed their wives back solely to work gradually but were seen as and provide income; because very beneficial, and practicing the men needed someone communication in the group to care for their children and (including in the sessions their households; or because where the participants’ part- they simply had no money to ners were present) was linked remarry. to improved communication at home. The participants began Motivation and New Skills to see it as necessary and de- • Participants in the groups sirable, and as one participant were very motivated to end said, “the lack of communica- their use of violence and to tion is enemy number one in learn new, more positive be- married life.” haviors. By and large the men • Information about sexual were not using violence be- and reproductive health and cause they felt it was healthy rights, including about con- and effective, but because of sent, contraception and family a perceived lack of alterna- planning was essential in the tives or understanding of the interventions. For almost all consequences. When conse- participants, knowledge on quences were discussed and these topics was extremely positive coping mechanisms low, and reimagining their were presented, the men sexual interactions in health- were overwhelmingly eager to ier, non-violent ways was not embrace them. Even the most possible without them being basic anger and emotional much better informed. management tools were new • The concept of “positive and beneficial to participants, masculinity” resonated very and in many cases, the impact strongly with many partic- of applying these was felt very ipants. Reframing positive, quickly. non-violent behavior and • Among the new coping mech- coping mechanisms as part anisms and behaviors, positive of a different, healthier form and open communication was of masculinity and of being a particularly important. Men man, seemed to make those were encouraged first to be concepts both more accessible 67 and more socially acceptable, also worked well both with two and thus easier to embrace. men as facilitators, and with a The term required very little man and a woman facilitating explanation, participants often together. The flexibility of this connected to it quickly, and intervention opens many new they were able to speak about avenues for adaptation. it in contrast to “negative • The success of the interven- masculinity” which was how tion was also consistent across they had behaved in the past. the different types of content. • As part of the intervention The model can be used for an many men also changed their almost exclusively therapeutic relationships with their chil- group, with a focus on prob- dren. This topic was addressed lem solving for the men, or as much less in the groups than a training group with greater partner relations were, but emphasis on education and it was something that many behavior change. Further re- men were proud of and em- search is needed to determine braced. the differences in impact and • Many of the couples said the sustainability in the long-term experience of participating in for each focus area. the Living Peace groups led to • The inclusion of open sessions improvements in their eco- in which men were given nomic situations. This seemed space to discuss issues on to be through a combination their mind without structured of men no longer using mon- activities planned proved very ey for purposes that did not popular with participants and benefit the family (such as in the evaluation many re- alcohol abuse or prostitution) quested more of them as part and the couple collaboratively of the intervention. making household budgeting • The group-oriented and decisions. process-oriented nature of the approach is essential for supporting and encouraging At the intervention group change in men’s lives. The level: participants were encouraged Adaptation and Flexibility of the to control the process and Group to tailor it to their specific needs with the support of • The intervention proved suc- the facilitators. As a result, cessful in a few different mod- their change was ultimately els: both as men-only groups based on intrinsic motivations and as an intervention for cou- linked to personal and family ples, in which women and men needs rather than on external sometimes worked separately prompts. In Promundo’s expe- but were together for part of rience the changes resulting each session. The intervention from this kind of process are 68 more sustainable and compre- entire intervention. Husbands hensive than those resulting and wives attend all sessions from other motivations. in the CARE Burundi groups, and two or three in the other Content and Activities groups (Women for Women • Many activities and exercises International and HEAL Africa), focused on supporting men’s but participants are strongly problem-solving abilities and encouraged to discuss each encouraging them to take session and their thoughts and responsibility for their actions. reflections about it with their The groups are structured partners every week. There is so that members hold each often specific homework that other accountable, supporting provides additional structure positive steps and offering for this, but participants are constructive criticism when also encouraged to have infor- appropriate. The participants mal discussions. The goal of are encouraged to try and rep- this is synchronized transfor- licate this dynamic with their mation, so that both partners partners, family members are growing and learning new and friends who are not part skills together, which allows of the group. In this way, the the new skills to be modified approach is both expanded appropriately by the couple and sustained outside of the and increases the chances of group and does not rely on the success and sustainability. group, the facilitator or others. • Practicing and applying dia- • Women are included, either logue and better communi- directly or indirectly, in the cation skills in the group, at 69 home and in the community as their closing activity to: was also a goal of the inter- share the positive impacts of vention and is facilitated by the program, build trust and exercises in every session. restore relationships between These new skills were strong- community members, encour- ly valued by participants and age community members to their positive impact was support men in their change, recognized. and hold them accountable. • One unintended but positive Women for Women also con- effect of the intervention was ducted education campaigns that some facilitators reported before and concurrent with the experiencing the same kinds groups to reinforce the mes- of positive change and person- sages and connect to more al growth that the participants people. did. “The project helped me very much,” said one facili- Engagement of existing power tator in Goma, “I used to use structures was a key part of many of the kinds of violence Women for Women’s interven- we discussed in the group. I tion (the facilitators were men was a dictator in my house, identified as community lead- but thanks to the discussions ers), and was also part of HEAL in the group I have changed in Africa’s through their Living positive ways.” Peace group conducted with soldiers in the Congolese army. • The specific impact of engag- At the community level: ing leaders was not evaluat- Implementing the project locally ed in this study, however it is the best approach. warrants further research and • Participants, and ideally facil- experiences from these inter- itators, should be drawn from ventions are promising. The the community and meet in a leaders were able to commu- location that is easily accessi- nicate intervention messages ble to all. This keeps costs low, from a perspective of authori- makes participation easier, ty and as role models, helping and connects the individual others to see the benefits of process of change to the com- new behaviors. munity. • Some of the men built on the Living Peace groups in new or Connecting the Living Peace unexpected ways, or connect- groups to the community ed them to existing positive through planned activities also structures. In Burundi, the par- proved quite successful. ticipants were directly linked • Each group conducted a into the national Abatangamu- ceremony and celebration co network, which provided of change in the community reinforcement for the messag- 70 es and a conduit for sustain- thers and caregivers who are ability for the participants. non-violent, support women’s In Goma, some men in the economic empowerment, do HEAL Africa groups continued not abuse alcohol, are equi- to meet and hold discussions tably involved in family plan- after the intervention ended ning, and are involved and and the facilitators left, and nonviolent caregivers for their others decided based on their children. new bonds to pursue income 2. At the community level, com- generating projects together. munity norms change to en- And in Luvungi, some partici- able greater prevention of and pants in the Women for Wom- positive responses to SGBV en groups created a theater and greater acceptance of and group to prepare and present support for gender equality. small theater pieces sup- 3. At the societal level, commu- porting positive masculinity, nities heal, restore and create non-violent relations between social bonds, and engage in partners and the other themes gender equitable peacebuild- of the curriculum. ing. • Some of the community groups served broader peace- 1. Recommendations to support building goals as well. Some men becoming more equitable, of the Women for Women non-violent and responsible groups in particular noted that partners, fathers and caregivers in a place like Luvungi, where who support women’s economic conflicts between commu- empowerment, do not abuse nities remain common, the alcohol, are equitably involved relationship building between in family planning, and are in- men helped to create more volved and non-violent caregiv- peaceful relationships as well ers for their children. as build new channels for • One of the strongest recom- peaceful conflict prevention mendations is to effectively and resolution. connect the approaches and tools of Living Peace groups to economic empowerment pro- B. Recommendations—DRC grams so that men and wom- and Burundi en are equitably engaged. Through their participation in Promundo’s recommenda- the Living Peace groups, men tions for Living Peace groups began collaborating more are organized according to with their wives on income three desired outcomes: generating activities, and 1. At the individual level, men some also began working with become more equitable and other men. However there is responsible partners, fa- much more that can be done 71 actively and in more sustain- and if implementing organiza- able ways to encourage this tions are able to provide long change. Integrating Living term support without inducing Peace groups into microcredit, financial reliance that would microloan, conditional cash be ideal. transfer, village savings and • Implementing organizations loan association, job skills and facilitators must be training or other programs is a patient and take a long-term particularly promising strategy approach to the intervention. based on the successes of Pro- Although many participants mundo’s Journeys of Transfor- embrace the opportunity to mation program in Rwanda. learn and change in posi- • Future implementations tive ways, others resist. It is should include even great- important to allow the partic- er education and discussion ipants time to change at their about sexuality and sexual own pace and through their and reproductive health and own volition rather than at- rights. In all interventions this tempting to force the issue, or need was either observed by expelling members who do not the Promundo team and facili- change quickly enough. tators or identified by the par- • Engaging men as fathers as an ticipants themselves. Levels entry point for violence pre- of education about technical vention, among other gender elements of family planning equality goals, is proving to be techniques and contraception an extremely effective strat- are very low, and discussions egy in countries around the about consent and what con- world including in the Great stitutes healthy and pleasur- Lakes region. Living Peace able sexual relationships are groups will be implemented very rare. Greater awareness soon in Rwanda as part of and understanding of how to the MenCare+ campaign and apply this knowledge would be warrant exploration as an in- extremely beneficial. tegrated intervention in other • Participants, especially men, settings as well. should be supported and given assistance in determining how 2. Recommendations to support to sustain the relationships community norms change to and structures established in enable greater prevention of the Living Peace groups. The and positive responses to SGBV Abatangamuco network in Bu- rundi is a very good model, as and greater acceptance of and are the solidarity groups that support for gender equality. they have established. Initial • Scale up Living Peace groups. guidance for sustainability, This intervention reached in the context of the groups, only 324 men and women would likely be very helpful, and, while the effects of this 72 on their lives and the lives of of community accountabil- their families were profound, ity structures, and enables they are a tiny fraction of recruiting for new Living Peace the number of people who group participants. need this kind of support. The • As much as possible, involve groups should be scaled up authority figures and other and expanded widely as well stakeholders in the group as adapted for local owner- processes and associated ship. campaigns. If developing • As noted earlier, one unex- positive coping mechanisms pected benefit of the interven- for trauma and being non-vio- tion was that some facilitators lent toward one’s partner and experienced the same person- children are seen as behaviors al change as the participants. for the poor or those without Future interventions should social status, interventions will plan for and incorporate mea- not be fully successful. What is sures to support this learning necessary is an understanding process for group facilitators that both the problems and including more extensive the solutions are applicable training, regular support and to all men in society, and it is supervision through the pro- also important to have prom- cess, and a process to monitor inent men model positive and evaluate the changes behaviors to set an example the facilitators experience. for others. Furthermore, implementing organizations should think 3. Recommendations to support pro-actively about how to communities healing, restore keep facilitators involved in and create social bonds, and their activities in the long- engage in gender equitable term, including by facilitating peacebuilding. additional groups in the future • Principles of conflict pre- or building on their expertise vention and resolution and and applying it to other areas peacebuilding should be in- of the organization’s work. corporated more deeply into • Community campaign resourc- the groups and associated es should be developed and integrated into future Living campaigns. There are many ways this could happen includ- Peace group interventions, ing adding sessions, partner- and where possible integrated ing with other organizations, into larger structures such as and incorporating Living Peace the Abatangamuco network. groups into programs that This encourages wide dissem- focus more on peacebuilding ination of the messages, and such as Search for Common opportunities for participants Ground. The foundation to to apply their learnings with support this type of collabo- other men, the development 73 ration is already part of the women’s participation into Living Peace groups method- Living Peace groups and ology, and more developed community campaigns, links between the two types ensuring a gender synchro- of approaches will likely make nized approach. The three both of them stronger. The pilot interventions offer three benefits of this could include different models, but there building networks that can be are likely to be additional used to de-escalate and antic- models for inclusion. Women’s ipate violence between groups involvement in some form is and communities, holding essential to the program. One authority figures and leaders possibility suggested by HEAL accountable for violence they Africa is to have a parallel but are responsible for, working adapted curriculum for wom- to prevent men from joining en, addressing some of the armed groups, and support- same issues as men, while ing men who have left armed also incorporating joint ses- groups to peacefully transition sions and activities for both back into society. women and men. • Learnings and experiences • Many post-conflict societies from the groups should be are not really post-conflict, shared as much as possible and instead experience occa- within communities to keep sional moments of violence the knowledge local and to and conflict of varying du- continue building support ration and intensity. There for community healing and should be plans and strategies social restoration. These can in place to not only continue be shared through formal or Living Peace groups during informal meetings; community moments of conflict, but presentations including tes- also to mobilize them, where timonies and theater; shar- possible and appropriate, to ing of community campaign help end conflict. materials and resources; and • Many promising or successful peer-to-peer trainings, among SGBV prevention interven- other techniques. Sharing the tions have arisen, and some skills and experiences local- have lasted many years and ly, among men and women been replicated in numerous with similar backgrounds and settings. One key element problems, is likely to be the supporting their success is the most accessible and sustain- creation of a linked learn- able strategy to retain the ing mechanism among the program’s benefits. partners implementing this • Implementing organizations should continue to explore approach. A network that enables organizations to share how to best incorporate new information, advances 74 and adaptation, best practices vention. Within governments and more, will support growth, there are numerous entry sustainability, and improve- points including ministries of ment of the intervention. health, gender, education, • Further impact evalua- justice and defense, as well tions of factors that create as country-specific entities change are necessary for such as, for example Burundi’s the intervention’s continued Ministry of National Solidarity. growth and success. Evalua- Within civil society, churches tions must ask questions such and religious communities are as, ‘Why is the intervention promising potential partners is so successful? Is it sustain- and, in Rwanda, some of these able?’ among others, and organizations have already must be conducted in other done similar work. Medical settings to ensure consistency. services and development and • Support is needed to en- women’s economic empow- sure long-term sustainabil- erment NGOs are also natural ity, including continuation partners for expanding such of the pilot programs and interventions. future expansion. Funding is • Living Peace groups have so a necessary element, but also far only been implemented important is developing and with adult men and women, implementing a structure that but in the future they must allows for the organic continu- connect with young men and ation and expansion of pro- women. There are many pos- grams. sibilities for this through com- • The pilot Living Peace groups munity campaigns and other were implemented by organi- programs which already exist, zations but for further expan- however youth would greatly sion in communities future benefit from the therapeutic models should explore how approach as well. Adaptation to differentiate the model. In of Living Peace groups and addition to community-based other programs which would implementations, how could provide the same benefits Living Peace groups be a part to youth in conflict-affected of health centers? Of one-stop areas would ensure a more violence centers? Of schools comprehensive intervention. or churches? There are many options which can be ex- plored. • State and civil society orga- nizations must be engaged more broadly to support interventions like these which engage men in SGBV pre- 75 THE WORLD BANK 1818 H, Street N.W. Washington, D.C. 20433 www.logica-wb.org