3. Workshop One

4. Five workshops Workshop One – The Man Code
Workshop Two – Unmasking Masculinity
Workshop Three – Friends Matter
Workshop Four – Boy’s Don’t Cry
Workshop Five – My Networks of Supports

5. Learning outcomes Understand what a stereotypes is
Understand how gender stereotypes can shape our feelings and behaviour
Understand the negative consequences of gender stereotypes

6. Group agreement Respect what others say Be open and honest
Keep it confidential
Keep judgmental comments to yourself
Join in
It’s okay to disagree with each other
It’s okay to leave the room

7. Paired discussion
What’s good about being a man?
What’s not so good about being a man?

8. Paired discussion
What is a stereotype?

9. Thinking about stereotypes
An overly simplified way of thinking about groups of people or individuals
An assumption based on inaccurate, preconceived ideas and misinformation

10. “girls are good listeners”
Gender stereotypes can be both positive…
“girls are good listeners”
…and negative
“boys are not to supposed to show their emotions’

11. Film: A Man Like You! https://www.youtube.com/watch?v=jIDLa5zhO8A

12. Group discussion What were the messages in the film?
Did you agree with the messages in the film?

13. Activity

14. What does it mean to be a man in our society?
The Man Code
What does it mean to be a man in our society?
Ask students: What does it mean to be male in our society? After asking the question aloud, have students write all the words, thoughts, feelings and phrases that come to mind when reflecting on what it means to be male in our society.
Students can also include illustrations on their sheets. Explain to students that their concepts of what it means to be male can come from a variety of sources—their own ideas, the media, their family, friends, books and stereotypes (if necessary, define and give example of stereotype). Also, explain that just because they write the word or concept doesn’t necessarily mean they agree or
After completing this task, have students talk in pairs about what they wrote. Students should take four minutes total to do this (two minutes each)—let them know when the halfway mark is.
After sharing with a partner, as a whole class, have students call out the words and phrases they have on their sheets. On the board/smartboard, capture as much as you can without interrupting the flow of their sharing.

15. Stands up for themselves
The Man Code
Tough
Doesn’t cry
Takes charge
Doesn't make mistakes
Shows no emotions
Stands up for themselves
Doesn’t ask for help
Knows about sex
Strong
In control

16. Paired discussion
What names or put-downs do boys get called if they step outside of the Man Code?
Respect is thinking and acting in a way that shows others you care about their feelings and their well-being

17. Activity

18. Art Based Activity: Emotions Revealed
What emotion(s) would you not show or talk about in front of your friends or family? Why?

21. These workshops were developed by Priority 1-54 as part of the Maps to Manhood project January – September 2018.
We would like to thank Hastings and Rother Clinical Commissioning Group for funding the project