Education Authority Y Box Doc

OVERVIEW OF THEMATIC AREAS:

OBJECTIVES OF THE PRACTICAL RESOURCE: This resource has been intentionally designed to facilitate purposeful and critical conversation. Therefore, the intended outcomes are specific to that model. Despite some flexibility in the type of activities that could be delivered, the core

components allow us to make assumptions about the outcomes that we might expect. A list of the Anticipated outcomes are included in the Evaluation section page no 25 and 26

In order to enhance the likelihood of attaining these outcomes, it is expected that practitioners use this resource to increase young men’s knowledge around the nature and impact of violence; challenge their values and beliefs around what is means to be male in their local context; and begin to develop new, non-violent skills (see table 2).

Table 2

During the delivery of core component 1, the aims are to leverage relationships to create safe spaces; to engage young men in critical conversations; and to challenge the norms that contribute to harmful and often violent behaviour between young men and other young men, as well as between young men and young women. The thematic areas presented here are suggestions for how those critical conversations can be facilitated. The thematic areas are based upon the best available research evidence as well as experience of delivering gender conscious work in practice. The thematic areas include a specific focus on masculinities, violence and healthy relationships. As suggested previously, it is the hope and expectation that practitioners adapt and add to these with their own tools. The important thing is that the space is created, and critical conversations are had. Those using the entire Y-Box framework will then be expected to progress onto skills development (core component 2) and Leadership (core competency 3) TOPIC 1: MASCULINITIES We believe that gendered beliefs are relevant to young men, but also permeate across society to guide, inform and police behaviours. While we encourage practitioners to create safe spaces for young men to critically engage with considerations such as what it means to be a man in their community, we also recognise that issues of gender and masculinity are likely to be a cross-cutting. That is, the issue of gender and masculinity is likely to extend across the themes presented here, and for those facilitating the entire Y-Box model, are likely to ensure throughout that programme. Issues surrounding masculinity and what it means to be a man are increasingly complex, contradictory and confusing. Most recently we have seen through the Andrew Tate story how appealing the promise of traditional and often toxic masculinity is for some young men. This form of masculinity elevates the importance of material gain through the mechanism of the exploitation of others-particularly girls and young women. Exploitation and others forms of violence become legitimized because the most important goal is the attainment of perverted hegemonic, masculine ideals. From a criminological perspective, this process involves something that is known as ‘neutralisation’ (Sykes and Matza, 1957). This neutralization enables a person to endorse violence inducing beliefs because they can (at least psychologically) ignore the harm that is caused to others. Victims are often blamed for the harm that they experience or that harm that they experiences is minimised. Given our evidence that gender constructions are the lens through which many boys and young men take decisions in their everyday lives, appreciating how gender, and in particularly, masculinities affect male development and behaviour is central to any work with boys and young men, not least issues of violence. Practitioners should therefore be very mindful of their own behaviour (verbal and non-verbal) that may inadvertently reinforce stereotypical and restrictive expressions of masculinity. It is recommended that practitioners interested in facilitating the Y-Box model, engage in training. (scan QR code at back for more info) Traditional and hegemonic perspectives on masculinity (or what it means to be a man) are widely held by men and by women. Whilst presentations are culturally nuanced, key aspects of what it means to be a man cut across cultures and contexts. Some widely accepted masculine norms/ideals include:

KNOWLEDGE

1: Increased understanding of

2: Increased understanding of the impact of harmful gender and social norms on violent behaviour

3: Increased understanding of the impact of exposure to violence on mental health and wellbeing

general, specific and personal male gender and behavioural norms

VALUES AND BELIEFS

1: Reduced adherence to and endorsement of traditional masculine norms

2: Reduced acceptance of the values that endorse violence and aggression

3: Increased endorsement of pro-social values

SKILLS AND BEHAVIOURS

1 : Increased capacity to critically reflect

2: Reduction in exposure to violence

3 : Reduction in risk taking and potentially criminal behaviours

thoughts/feeling and behaviours

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