Advocacy Toolkit for Engaging Men and Boys Against SGBV

An Advocacy Toolkit
for Engaging Men and Boys
against SGBV in
Nigeria.

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"This manual was developed through the help and support of several indi-
viduals and organizations namely; UN Women; Sprout Digital; Young Men's
Network against Sexual and Gender Based Violence; Segun Sangowawa
(The Consultant); Management and Staff of YouthHubAfrica . I would also
like to acknowledge the contribution of Tosin Akinbu and the UNwomen
staff who supported in the process of producing this manual."
Acknowledgement

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Acknowledgement
Introduction
How to use this Advocacy Guideline
1.0 Basic Concepts of Gender Based Violence
1.1 Concepts of Gender
1.1.1 Gender versus Sex
1.1.2 Gender roles
1.1.3 Gender stereotyping
1.1.4 Gender Equality versus equity
1.1.5 Gender discrimination
Activity 1- Gender identity roles and stereotyping
Activity 2- Gender roles
Activity 3 – Fishbowl
1.2 Concepts of Gender-based violence (GBV), violence against women
(VAW) and Sexual Violence
1.2.1 Why engage men as champions?
Activity 4: Differentiating types of sexual violence
Activity 5: A case study on Identification of GBV
1.3 Burden of gender-based violence
1.3.1 Global burden of gender-based violence
1.3.2 Gender-based violence in Nigeria
1.4 Factors driving gender-based violence
Activity 6: Factors driving GBV
1.5 After-effects of gender-based violence
C O N T E N T S
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3
2.0 Engaging Boys and Men in Gender-based Violence Programming
2.1 Deconstructing Masculinities, Socialisation, and Norms
Activity 7 -What does it mean to act like a man or a woman?
2.1.1 Perception of Manhood in the Nigerian Context (Research findings)
Activity 8 – Discussion Questions
Activity 9: What Do I Do When I am Angry?
2.2 Understanding Sexual Consent
2.2.1 Key messages
Activity 10: Understanding Sexual Consent and Coercion
Activity 11: Sexual Consent Quiz
3.0 Advocacy processes
3.1 Definition of Advocacy
3.2 Appreciating advocacy as a vital intervention to address SGBV
3.3 Different forms of advocacy
3.3.1 Group Advocacy
3.3.2 Peer Advocacy
3.3.3 Self-advocacy
3.3.4 Professional Advocacy
Activity 12: Exercise on advocacy, its forms, and its importance to
addressing SGBV
3.4 Platforms for advocacy
3.4.1 Mass media
3.4.2 Social Media
3.4.3 Meetings and workshop
3.4.4 Other platforms for advocacy
Activity 13: Exercise on advocacy platforms
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4.0 Advocacy strategy
4.1 Needs assessment
4.2 Setting goals and objectives
4.3 Stakeholder analysis
4.3.1 Primary stakeholders:
4.3.2 Secondary stakeholders:
4.3.3 Key stakeholders:
Activity 14: Exercise on stakeholder Analysis
4.4 Development of advocacy messages and products
Examples of advocacy messages
4.5 Coalition building
4.6 Implementation of advocacy action
4.7 Monitoring and Evaluation
Activity 14: Exercise on the advocacy cycle
Annexes
Annex I: Referral Pathway for GBV in Nigeria
Annex II: Sample of a press release, letter to the editor, and briefing
Press release
Letter to editor
Briefing
Annex III: Supporting Survivors- Do’s and Don’ts – If a survivor reaches you,
what should you do?
Annex IV: Sexual Assault and Rape Crisis Centers in Nigeria
Services Provided at the SARC
Resources
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List of Tables
Table 1 : Types/forms of gender-based violence with examples
(Adapted from Sexual and Gender-Based Violence against Refugees,
Returnees and Internally Displaced Persons; Prevention & Response
Guideline, UNHCR, 2003)
Table 2: Prevalence of physical and/or sexual intimate partner violence (IPV)
Table 3: After-effects of gender-based violence
Table 4: The Ecological Model: How gender norms can be changed
through male engagement.
Table 5: Example of flipcharts for act like a man/ act like a woman
Table 6: Position map of stakeholders

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List of Figures
Figure 1: Forms of spousal violence
Figure 2: Spousal violence by state
Figure 3: The Advocacy Cycle
Figure 4: Evaluation Steps

Table of Acronym
AEPB Abuja Environmental Protection Board
AIDS Acquired Immunodeficiency Syndrome
GBV Gender-Based Violence
CEDAW Convention on the Elimination of all Forms of Discrimination
Against Women
CSO Civil society organizations
CSW48 48th session of the United Nations Commission on the Status
of Women
DSVRT Domestic & Sexual Violence Response Team
ECOWAS Economic Community of West African States
FCTA Federal Capital Territory Administration
FGM Female Genital Mutilation
FMGC Female Genital Mutilation and Cutting
FMOH Federal Ministry of Health
HIV Human immunodeficiency virus
HP Harmful practices
IPV Intimate Partner Violence
LACVAW Legislative advocacy coalition on violence against women
MDAs Ministries, Departments and Agencies of Government
MDGs Millennium Development Goals
NDHS National Demographic Health Survey
NIMR Nigerian Institute of Medical Research
PIND Partnership Initiatives in the Niger Delta
PTSD Post-Traumatic Stress Disorder
RTS Rape Trauma Syndrome
SAR Sexual Assault and Rape Crisis Centers
SDS Social Development Secretariat
SGBV Sexual and Gender Based Violence
SMART Specific, Measurable, Achievable, Realistic and Time-bound.
STDs Sexually Transmitted Diseases
SMOH State Ministry of Health
SVR Sexual Violence Research Institute
UN United Nation
UNFPA United Nations Population Fund
UNHCR The United Nations High Commissioner for Refugees
UNICEF United Nations Children's Fund
VAPP Violence against person’s prohibition”bill
VAW Violence Against Women
VAWG Violence Against Women and Girls
WHO World Health Organization
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stakeholders in preventing gender-based violence (GBV) are becoming institution-
alised as part of the global response to GBV. Research has also reported how the
engagements of boys and men in GBV response have significantly improved health
and development outcomes. Even though male involvement in driving gender
equality was a key component of the Beijing Declaration, it came to the front burners
in 2004 as it was the key discussion and resolution of the 48th session of the United
Nations Commission on the Status of Women (CSW48) which made it an institutional
mandate in following through with the agenda set out in Convention on the Elimina-
tion of all Forms of Discrimination Against Women (CEDAW). The resolution specifi-
cally states;
Nigeria, being a signatory to CEDAW, and a critical stakeholder in Global GBV
response is expected to join in the campaign to end all forms of violence against
women through the positive engagement of boys and men. This will be done by
demystifying negative social and gender norms, shattering limiting gender stereo-
types and masculinities that make women the subject of violence. This is premised
on research evidence that men and boys with very rigid views on masculinity, or
what it means to be men are more likely to engage in violence against women and
girls . Similarly, an evaluation research by Sexual Violence Research Institute (SVRI)
showed that interventions that work with young men at reducing sexual and gen-
der-based violence have been very effective . This material is designed as a training
guide to foster learning, discussions and participation of men and boys as advocates
and champions against sexual and gender-based violence in Nigeria.
Introduction
“The Commission acknowledges and encourages men and boys to
continue to take positive initiatives to eliminate gender stereotypes
and promote gender equality, including combating violence against
women, through networks, peer programmes, information cam-
paigns, and training programmes”
GGender-Based Violence is becoming a global concern in the development
circle. Among many others, initiatives focused on engaging men and boys as
8

Other UN Institutional Mandates and agreements on the engagement of
Men and Boys in GBV response
United Nations
Agreement
Approach To Men and Gender
Equality
International Conference on
Population and Development,
Programme of Action (Septem-
ber 1994)
http://www.un.org/ecosocdev-
geninfo/populatin/icpd.htm
Expresses a holistic view of reproductive health as
a state of well-being and takes into account the
social and environmental conditions that shape
health. Notes that gender inequality undermines
health and identifies men as a group who needs
to be actively involved in overcoming gender
inequality and improving women’s and men’s
Beijing Platform for Action (Septem-
ber 1995)
http://www.unifem.org.au/Con
tent%20Pages/Resources/bei
jing-platform-action
Calls for a full commitment to international norms
and standards of equality between men and
women, to protect and promote the human rights
of women and girl-children as an integral part of
universal human rights
Windhoek Declaration and
Namibia
Plan of Action (May 2000)
www.un.org/womenwatch/os-
agi/
Calls for the equal inclusion of women in all
aspects of peace processes; the appointment of
Gender Advisors to peace operations; and the
mainstreaming of gender perspectives in all
mandates and in planning of peace operations.
Millennium Development
Goals (September 2000)
http://www.un.org/millenni-
umgoals
Creates a blueprint for all countries and leading
development institutions through the adoption of
eight Millennium Development Goals (MDGs), to
be achieved by the 2015 target date. Goals 3
(gender equality), 4 (child health), 5 (maternal
health) and 6 (combat HIV/AIDS) are interdepen-
dent and mutually reinforcing, and men are
central to achieving each
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Other UN Institutional Mandates and agreements on the engagement of
Men and Boys in GBV response
The 48th session of the Com-
mission on the Status of
Women (March 2004)
http://www.un.org/women-
watch/daw/csw/48sess.ht-
mand http://www.un.org/
womenwatch/daw/csw/
csw48/Thematic1.html
vv
Focuses on two thematic issues as outlined in the
Commission’s multi-year programme of work:
The role of men and boys in achieving gender
equality. Women’s equal participation in conflict
prevention, management and conflict resolution
and in post-conflict peacebuilding.
45th session of the Commission
on Population and Development
on“Adolescents & Youth”(April
2012) http://www.un.org/e-
sa/population/
cpd/cpd2012/cpd45.html
Strongly promotes gender equality in the Resolution
on“Adolescents & Youth”and calls upon govern-
ments“to take measures to encourage boys and
young men to participate fully in all actions towards
gender equality.”(paras.16, 17)
Approach To Men and Gender
Equality
United Nations
Agreement
How To Use This Advocacy Guideline
This guideline has been designed as an activity-driven manual that engenders
reflection, discussions and role-playing in a workshop or training setting. For this
reason, it is important to read the guidance notes or instructions preceding each
activity. In some instances, the instructions are directed to the facilitators, but activ-
ities are majorly tailored to participants.
Time allocation to each activity should be flexible depending on the timelines, con-
tact hours or duration of the workshop. It is advised that adequate time be given to
activities to allow for strong participation and engagement.
Who Is The Advocacy Guideline Designed For?
This material is designed to be delivered to men and boys who would promote
gender equality and the elimination of VAWG/SGBV/HP. This may also include com-
munity groups, social service providers, and local authorities such as law enforce-
ment officials.
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1.1 Concepts of Gender
1.1.1 Gender Versus Sex
This is a typical misrepresentation of what gender is. Gender describes a means of
social identity that transcends biological makeup whereas sex describes the categori-
sation of persons into male or female based on biological appearance and characteris-
tics. Sex is determined at birth, differentiated by reproductive organs, and constant
through life except a medical procedure is performed while gender is not.
The term 'gender' is used to describe a set of qualities and behaviours expected from
men and women by their societies. A person's social identity is formed by these expec-
tations . The expectations emerge from the idea that certain qualities and behavior are
naturally characteristic to men or women.
“Please, ensure you fill in your gender in the
form”, the secretary instructed the applicants.
Basic Concepts of Gender
Based Violence1
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1.1.2 Gender Roles
Gender roles can be described as social norms or rules and standards that dictate
different interests, responsibilities, opportunities, limitations, and behaviors for
men and women. These are socially constructed roles for men and women which
vary in different societies from time to time depending on their cultural beliefs, edu-
cation, religion, codes of behavior, power dynamics, expectation and norms.
Gender role is an evolving phenomenon in most societies as it can be constructed
or deconstructed from time to time. For instance, boys and girls are not born know-
ing how they should speak, dress, behave or think. These patterns of boys' or girls'
behavior are constructed and learned through socialisation, based on the roles they
are expected to play in society.
1.1.3 Gender Stereotyping
It refers to the art of categorising and labeling certain attributes and set of behavior
and expectations to men or women and generalising such. A gender stereotype is a
generalised view or preconception about attributes or characteristics that are or
ought to be possessed by women and men or the roles that are or should be per-
formed by men and women . Gender stereotypes can be both positive and negative
for example
“All Men are cheaters”
“All Women are weak”
“All women are empathetic”
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1.1.4 Gender Equality versus equity
The disparities that exist between men and women abound in power, resources,
opportunities, access, participation, etc. These disparities which may be structurally
instituted puts women at a disadvantage, placing men ahead of them. Gender
equality is a human right, dictating that men and women should be treated equally
with respect to rights, access to resources or opportunities in family and society at
large. On the other hand, gender equity refers to fairness and special considerations
targeted at women to compensate for the social disparities that deprive them of
equal opportunities with men. It requires different treatment of women as it is spe-
cific to their needs and situation in order to achieve the same outcome as men.
1.1.5 Gender Discrimination
The Convention on the Elimination of all forms of Discrimination Against Women
(CEDAW) which was adopted in 1979 by the UN General Assembly is an internation-
al bill on the rights of women consisting of 30 articles that describes discrimination
against women and puts forward an agenda for its eradication. The bill which was
ratified by about 100 countries, states that 'discrimination against women shall
mean distinction, exclusion, or restriction made on the basis of sex which has the
purpose of impairing or nullifying the recognition, enjoyment or exercise by
women, irrespective of their marital status, on a basis of equality of men and
women, of human rights and fundamental freedoms in the political, economic,
social, cultural, civil or any other field’
“Men and women are equal”.
No one is better than the other.
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Divide the participants into small groups and have them carry out the follow-
ing activity.
1. On one flip Chart, write boldly “10 Good things about Women”and on
another, write“10 Bad things about Women”
2. Each group presents their list to the plenary.
3. Which of the characteristics listed about men and women are stereo
types that are assumed but incorrect?
4. How do these stereotypes negatively impact how men relate to
women?
Activity 2- Gender roles
Activity 1 - Gender identity roles and stereotyping
1. Share pictures describing roles and responsibilities performed by
men and women at
• Home/Family (Daddy in the parlour watching films, children in
the field playing football, Mummy in the kitchen cooking
food)
• School
• Work
2. Highlight on the pictures (using a marker), which responsibilities are
outliers, i.e they are rarely performed by the gender but not impossi
ble.
3. Discuss with examples occasions where such exists. Describe the
context, circumstances, and outcomes of such outlier behavior?
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Activity 3 – Fishbowl
I. Divide the participants into two groups (A&B).
II. Ask the following questions and get them to speak for 30 minutes.
Group A
• What do you think is the most
difficult thing about being a
man in Nigeria?
• What do you think women
need to better understand
about men?
• What do you find diffi
cult to understand about
women?
• How can men support and
empower women?
Group B
• What do you remember about
growing up as a boy in Nigeria?
• What did you like about being a
boy? What did you not like? What
was difficult about being a teen
age boy?
• Who are some of the positive
male Influences in your life? Why
are they positive?
• Who are some of the positive
female influences in your life?
Why are they positive?
1.2 Concepts of Gender-based Violence (GBV), Violence Against Women
(VAW) and Sexual Violence
Sexual violence, gender-based violence, and violence against women are terms
used interchangeably. They all refer to a breach of fundamental human rights
and denial of dignity based on a person’s sex. Even though there are possibilities
of this violation been directed at men, they are almost always directed at
women.
In 1992, The Convention on Elimination of all Forms of Discrimination against
Women (CEDAW) Committee defined Gender-based violence (GBV) as violence
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that is directed at a person on the basis of gender or sex. It includes acts that
inflict physical, mental or sexual harm or suffering, the threat of such acts,
coercion and other deprivations of liberty
Violence against women (VAW) refers to any act of gender-based violence
that results in or is likely to result in, physical, sexual and psychological harm to
women and girls, whether occurring in private or in public. Violence against
women is a form of gender-based violence and includes sexual violence .
Sexual violence, including exploitation and abuse, refers to any act, attempt
or threat of a sexual nature that results, or is likely to result, in physical, psycho-
logical and emotional harm. Sexual violence is a form of gender-based
violence.
1.2.1 Why Engage Men As Champions?
Women are at risk of gender-based violence more than men. Social norms,
culture, patriarchy and gender roles in most societies empower the man to
perpetuate violence of varying degrees and forms on women, who are expect-
ed to tolerate violence by embracing the culture of silence. Over the years,
men are hardly found or reported to be victims of gender violence. In Nigeria,
the 2018 National Demographic Health Survey (NDHS) reports that the per-
centage of women who have ever initiated physical violence against their hus-
bands has not changed since 2008 (2%). This is very minimal compared with
Thirty-six percent (36%) of ever-married women who have experienced emo-
tional, sexual, or physical violence from their current or most recent husband.
There is an ongoing movement to change the pattern of men being perpetra
15

Table 1: Types/forms of gender-based violence with examples (Adapted from
Sexual and Gender-Based Violence against Refugees, Returnees and Internally Displaced
Persons; Prevention & Response Guideline, UNHCR, 2003; The Global status report on violence
prevention 2014, WHO; World report on Violence and Health 2002, WHO))
S/N Form of GBV Description
Sexual Violence
Rape An act of non-consensual sexual intercourse. The
invasion of any part of the body of the victim or of
the perpetrator with a sexual organ, or of the anal
or genital opening of the victim with any object or
any other part of the body by force, threat of force,
coercion, taking advantage of a coercive environ-
ment, or against a person incapable of giving gen-
uine consent (International Criminal Court
Child sexual
abuse, defile-
ment and incest
These includes all forms of violence against
people under 18 years old. For infants and young-
er children, violence mainly involves child mal-
treatment (i.e. physical, sexual and emotional
abuse and neglect) at the hands of parents and
other authority figures.
Sexual abuse The actual or threatened physical intrusion of a
sexual nature, including inappropriate touching,
by force or under unequal or coercive condition
Sexual
exploitation
Any actual or attempted abuse of a position of
vulnerability, differential power, or trust, for sexual
purposes, including, but not limited to, profiting
monetarily, socially, or politically from the sexual
exploitation of another.
1.
tors of violence to champions against SGBV, by gender-transformative pro-
graming intended at changing attitude, behaviours of men and shifting social
structures that promote gender inequalities.
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Sexual violence
as an instrument
of war and
torture
Any sexual act, attempt to obtain a sexual act,
unwanted sexual comments or advances, or acts
to traffic a person’s sexuality, using coercion,
threats of harm or physical force, by any person
regardless of relationship to the victim, in any
setting, including but not limited to home and
work
Sexual harass-
ment
Any unwelcome, usually repeated and unrecipro-
cated sexual advance, unsolicited sexual atten-
tion, demand for sexual access or favours, sexual
innuendo or other verbal or physical conduct of a
sexual nature, display of pornographic material,
when it interferes with work, is
made a condition of employment or creates an
intimidating, hostile or offensive work environ-
ment.
Physical Violence
Sexual Violence1.
2.
The intentional use of physical force or power,
threatened or actual, against oneself, another
person, or against a group or community, that
either results in or has a high likelihood of result-
ing in injury, death, psychological harm, malde-
velopment or deprivation.
Trafficking,
slavery
The recruitment, transportation, transfer, harbor-
ing or receipt of persons, by means of the threat
or use of force or other forms of coercion, of
abduction, of fraud, of deception, of the abuse of
power or of a position of vulnerability or of the
giving or receiving of payments or benefits to
achieve the consent of a person having control
over another person, for the purpose of exploita-
tion
Physical Assault
17

Isolating a person from friends/family, restricting
movements, deprivation of liberty or obstruc-
tion/restriction of the right to free movement
3. Emotional and Psychological Violence
Abuse &
Humiliation
Non-sexual verbal abuse is insulting, degrading,
demeaning; compelling the victim/survivor to
engage in humiliating acts, shouting at people
or putting them down, calling names, constant
criticisms, silent treatment, threats.
Confinement
Harmful Traditional Practices4.
Female Genital
Mutilation
Involves the partial or total removal of external
female genitalia or other injury to the female geni-
tal organs for non-medical reasons, with no health
benefits for girls and women and can cause severe
bleeding and problems urinating, and later cysts,
infections, as well as complications in childbirth and
increased risk of newborn deaths. FGM is mostly
carried out on young girls between infancy and age
15.
Early marriage Marriages in which one or both spouses are under
18 years old. Sometimes can be used to describe
marriages in which one or both spouses are 18 or
older, but with a compromised ability to grant con-
sent.
Forced Mar-
riage
Arranged marriage against the victim’s/survivor’s
wishes; often a dowry is paid to the family; when
refused, there are violent and/or abusive conse-
quences.
18

Others Asides from the first three described above, other
forms of harmful traditional practices include;
acid violence, breast flattening, cosmetic mutila-
tion, dowry and bride price, marriage by abduc-
tion/rape, ‘honour’ crimes, corrective rape, son
preference leading to sex-selective abortion and
female infanticide, ritual sexual slavery, virginity
testing, practices related to initiation or menstru-
ation, some widowhood rituals and accusations
of witchcraft levied at older women.
Socio-Economic Violence5.
Discrimination
and/or denial of
opportunities,
services
Harming someone’s rights simply because of
who they are or what they believe.
Exclusion, denial of access to education, health
assistance or remunerated employment; denial
of property rights.
Social Exclusion Consists of dynamic, multi-dimensional process-
es driven by unequal power relationships inter-
acting across four main dimensions - economic,
political, social and cultural - and at different
levels including individual, household, group,
community, country and global levels.
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Activity 4: Differentiating types of sexual violence
Distinguish between these types of sexual violence. What are the char-
acteristics of each, as well as its drivers?
1. Power Rape
2. Anger Rape
3. Sadistic Rape
4. Marital Rape
5. Dating violence
6. Revenge Porn
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Aisha is a 13-year-old girl from Aswani Secondary School, the last
child and only female of her parents -Alhaji and Mrs. Gaya. Every
morning, she fetches water for her parents and hawks on the highway
before going to school. For this reason, she leaves the house for
school late. Her 15-year-old male friend- Marcus- noticed this and
offered to always accompany her through the narrow path to school.
While he does so every day, he tells her he loves her and would like to
marry her. He also says several sweet things to her like…” She will
make a good wife with her beauty”. With time, Idris began to wrap his
hands around her waist on the way to school.
Questions
I. Do you think Marcus abused Aisha in any way?
II. What forms of abuse would you categorise this as?
a. Give other examples of this form and how often do they
happen?
b. Who are the perpetrators?
III. How should Aisha respond to Marcus wrapping his hands
around her waist?
a. If this were you, what would you do?
At this point, Aisha objects and tells him she is not comfortable with
him“touching her”. He shrugs it and tells her it is to protect her from
the boys in school. One day, a teacher saw Aisha coming late to school
in the company of Marcus. He questioned her but Marcus spoke up
for her- explaining the circumstances she was facing at home.
21

Because of her usual lateness, Aisha’s grades began to drop in school
which drew the attention of the teacher to her. The teacher- Mr. Bako
called her to his office, threatening she will be withdrawn from school
given her performance. He offered to help her pass her exams only if
he could have sex with her once in a month. According to him,
“nobody will know about it and you will be doing well”. Aisha, after so
much worry about this, and as a result of fear of dropping from
school, agreed to have sex with him, in his office. However, to her sur-
prise, she failed most of her subjects, including that of Mr. Bako when
the result came out. Aisha is disappointed and confused and she
doesn’t know who to talk to.
IV. Have incidents similar to this occurred in your environment
before? Without mentioning names, can you share the story?
V. Considering Aisha’s predicaments, was it possible for Aisha to
turn down her teacher’s request for sex? If yes, how? If no, how?
VI. Do you agree with Mr. Bako”s statement –“Nobody will know
1.3 Burden of Gender-based Violence
1.3.1 Global Burden of Gender-based Violence
Globally, 1 in 3 women has ever experienced gender-based violence in their
lifetime. It has been reported that 7% of women have been sexually assaulted and
38% of all murders of women are committed by intimate partners. Gender violence
can be with an intimate partner (otherwise called Intimate Partner Violence) or
non-partner.
According to the World Health Organisation, about 30% of women in the world
have experienced intimate partner violence while about 7% of them have experi-
enced non-partner violence. Overall, 35% of women worldwide have experienced
22

23
Table 2: Prevalence of physical and/or sexual intimate partner violence (IPV)
Africa
America
Eastern
Mediterranean
Europe
South East Asia
Western Pacific
37.7%
37.0%
36.6%
29.8%
25.4%
24.6%

24
1.3.2 Gender-based violence in Nigeria
About 31% of women have experienced physical violence while 9% have experi-
enced sexual violence. In terms of intimate partner violence, 36% of married women
have experienced spousal physical, sexual or emotional violence as of 2018.
Women who are divorced, separated or widowed are most likely to have experienced
physical violence (49%) than never-married women (36%) and married women
(28%). Women who have experienced both physical and sexual violence are more
likely to have sought help (40%) than women who have experienced only sexual
violence (26%) and those who have experienced only physical violence (30%)
Figure 1: Forms of spousal violence
Pushed her, shook her, or threw
something at her
Slapped her
Twisted her arm or pulled
her hair
Punched her with his fist or with
somethind that could hurt her
Kicked her, dragged her, or
beat her up
Tried to choke her or burn
her on purpose
Threatened her or attacked her with a
knife, gun, or other weapon
Physically forced her to have sexual intercourse
with him when she did not want to
Physically forced her to perform any
other sexual acted she did not want to
Forced her with threat or in any other
way to perform sexual acts she did not want to
Percentage of ever-married women 15-49 who have
ever experienced specfic acts of violence by
husband/partner
Ever Last 12 months
7
5
16
9
3
2
4
3
9
5
1
1
1
1
6
4
3
2
2
2

Figure 2: Spousal violence by state
1.4 Factors driving gender-based violence
Generally, gender-based violence is driven by unequal power relations between
men and women, social norms and patriarchy that puts women down, and
gender stereotypes.
Individual factors
• Childhood mal
treatment
• History of violence
• Alcohol abuse
• Personality/psy
chological disorder
Interpersonal factors Societal factors
• Poor parenting
• Marital discord
• Parental conflict
• Violent friends
• Poor socioeconomic
status
• Rapid social change
• Poverty
• Cultural norms
• Gender inequalities
• Poor safety nets
• Poor justice system
25

Activity 6: Factors driving GBV
Each group should select 1 factor each at individual, interpersonal and
societal levels and discuss how they drive or facilitate GBV.
1.5 After-effects of gender-based violence
There are two basic effects of GBV- psychological and physical
I. Psychological (Post-Traumatic Stress Disorder (PTSD) and Rape Trauma
Syndrome (RTS)
There is a gradual progression from PTSD to RTS. RTS is common in cases of sexual
assault and rape as an extreme progression of the trauma cycle.
Table 3: After-effects of gender-based violence
Traumatic Stress Disorder Rape Trauma Syndrome
• Psychological reactivity to trigger
ing cues
• Avoidance of triggering cues
• Intense psychological distress
• Dimming of responsiveness to
others
• Change in attentiveness level
• Intrusive, persistent re-experiencing
of trauma (i.e. dreams, flashbacks)
• Fear, anger, anxiety
• Sobbing, restlessness, smiling, ten
sion, distress, inability to concentrate
• Hidden or masked feelings
• Calm or subdued demeanor, with
drawal
• Lifestyle changes (residence, phone
number, workplace, habits)
• Nightmares (reliving the experience,
exchanging roles with the abuser)
• Fears and Phobias (i.e. being alone,
mistrust of men)
26

Traumatic Stress Disorder Rape Trauma Syndrome
II. Physical and other effects
• Serious injuries (i.e. broken bones, fractures, sprains, burns, cuts,
• concussions, lacerations, contusions, bites, perforated eardrums)
• Infections (anal, vaginal, pelvic)
• Dizziness, numbness
• Permanent disabilities (i.e. asthma, belly pain, muscle pain, irritable bowel
syndrome)
• Miscarriages, unwanted pregnancies
• STDs, HIV/AIDS
• Death
• Symptoms persisting for more than
1 month
• Symptoms cause significant
distress or impairment in daily
functioning
• Change in sexual activity (severe
increase or decrease, sex can trigger
flashbacks)
• Change in Relationships (decrease in
trust of others, decrease in contact
with friends and family, loss of confi
dence and self-esteem)
27

1.5.1 Case Note From A Survivor
Dear Editor,
I would like to offer a few comments on Molly Haskell's "Rape in the Movies: Update on an
Ancient War" [Voice, Oct. 8]. As a rape victim, it seems to me that most people, male and female,
even those who are sympathetic to the victim, do not fully understand the nature of forcible
rape.
I believe that most view this crime as forced sex or intercourse, in the sense that this intercourse
does not differ much in a physiological respect from that of consensual intercourse. Hence,
"men seem incapable of understanding what rape means to women." Forcible rape is not in any
normal sense intercourse. In most cases, the lubrication of the vagina required for normal inter-
course does not exist, since petting has, more often than not, not occurred. As a result of this
crucial aspect, as well as the fact that the victim is usually in a traumatised state immediately
preceding the rape, and, thus, the muscles at the entrance to the vagina are not relaxed, pene-
tration cannot either easily or immediately occur. What does happen is that the rapist repeated-
ly batters with his penis the very delicate and sensitive features lying outside the vagina, caus-
ing tissues to tear and bleed. When the force of the thrusting eventually results in the penis
entering the vagina, it enters usually no more than a few inches, and again the tissues (this time
the lining of the vagina) are repeatedly, with each thrust, ripped and torn.
As can be imagined, forcible rape is traumatically painful. I believe that it is the most physically
painful ordeal that an individual can undergo and still live afterward. When I was being raped, I
felt as though I were being repeatedly stabbed with a knife in one of the most sensitive areas of
my body. Near the end, I was in shock. I felt numb and could feel no pain, but I knew the rapist
was tearing me apart inside. Hours after the attack, the pain returned, and I felt as though I had
been set on fire. Although I bled for only a few days, the pain lasted for weeks
.
"What harm does it do?" Some of the flesh of my external genitalia has been battered away. It
simply does not exist anymore. Other areas are torn and snagged.
Some of my flesh can be pulled apart. Most of my hymen has been obliterated, with a ragged
circular edge of tissue left in its place. Inside my vagina, the muscles at the entrance are dam-
aged and I fear that this will adversely affect
28

any future sexual intercourse that I engage in. Polyps have developed immediately before
and at the entrance to my vagina. Also, the tissues of the lower part of my vaginal walls
remain ripped. Thus, not only do people fail to comprehend the severe pain involved in a
rape, or the length of time the victim must suffer, they also do not understand that the physi-
cal damage done on the genital organs does not repair itself with time and that rape is a
mutilating, disfiguring crime.
Haskell states that "the integratedness with which a woman experiences love and sex and
herself is what makes rape devastating," but this is not the whole truth, because there is no
"sex" in rape. There is only pain traumatic, physical pain and I believe that this is what makes
rape devastating.
Perhaps her theory best explains the rampant fear of rape as experienced by the majority of
women who have never been raped, and who, therefore, do not anticipate having their vagi-
nas ripped and torn for 15 minutes, but rather some sort of sex.
I have listened to many women say that it is probably better to submit to rape than to endan-
ger one's life by resisting, all the while knowing in my heart that they had no idea as to the
kind of hell they would be in for. I presumed they felt that they would be submitting to sex. I,
myself, could not have imagined what rape really was like until it happened. I think that this
confusion between sex and rape is largely responsible for the male fantasies of it as being
pleasurable for the victim, for its glorification in the movies as such, and for the relatively
light sentences imposed by judges on convicted rapists, as well as for Haskell's interpreta-
tion.
Anonymous.
29

Gender-transformative programming entails a coordinated approach to address
individual, interpersonal, socio-cultural, cultural and community factors that
drive gender-related attitudes and behaviours. In achieving this, programs and
activities are targeted at changing the attitude and behavior of men. This could
be workshops with men that facilitate deep reflections on gender and socialisa-
tion. It can also require embarking on a media campaign to change gendered
negative social norms. There are 3 types of program strategies to engage boys
namely;
I. Group education and workshops (which is the focus of this guideline)
II. Campaigns and community mobilisation
III. Health and social services
The ecological model provides a wider prism to engaging men and boys in
details.
Table 4: The Ecological Model: How gender norms can be changed through male
engagement .
Strengthening indi-
vidual knowledge
and skills
Helping men and boys to understand how
gender and social norms influence their partners
and families, and develop the skills necessary to
carry out healthier and more equitable
behaviours
Creating supportive
peer and family
structures
Educating peers and family members about the
benefits of more gender-equitable behaviours
and relationships and the ways they can support
each other to promote gender equality and
health among their families and peer groups.
Engaging Boys and Men in
Gender-based Violence
Programming
2
30

Strengthening social
institutions by educat-
ing health and social
service providers and
teachers
Educating health, education and other service
providers about the importance of addressing
gender norms with men and boys in clinics,
schools and other health service settings. In the
context of health services, providers should be
trained to address men's own healthcare needs
as well as to engage them in supporting their
partners' access to health information and
services. Likewise, teachers should be made
aware of how schools can shape and reinforce
gender norms and be offered access to gen-
der-sensitive curricular materials
Mobilizing commu-
nity members
structures
Educating peers and family members about the
benefits of more gender-equitable behaviours
and relationships and the ways they can support
each other to promote gender equality and
health among their families and peer groups.
Changing organiza-
tional practices
Adopting policies, procedures and organizational
practices that support efforts to increase male
engagement.
Influencing policy
legislation at the
Developing laws and policies that provide sanc-
tions for gender inequality and reinforcement for
positive male engagement.
2.1 Deconstructing Masculinities, Socialisation, and Norms
Masculinity - socially constructed definition for being a man that can change
over time and from place to place . The term relates to perceived notions and
ideas about how men should or are expected to behave in a given setting.
31

• What are some of the messages a boy is given when he is told to
“act like a man”?
• What messages does your local community send to this boy when
he is told to“be a man”?
o How does race/ethnicity or economic background play a
role in this?
• Write all of the words on the flip chart as they are spoken. Keep
repeating the phrase“act like a man”with different expressions in
your voice to encourage participants to think of more words.
• Discuss where these messages come from (“Who is the messen
ger?”).
o Do they come from your father? Your teacher? Your mother?
Images on television?
o Do the messages or delivery differ if they come from a man
or a woman (mother, father, teacher, sibling, or peer)?
• Draw a box around the list and say,“This is the‘Man Box.’”
• Ask the group if this seems familiar. Do they (or someone they
know) visit this box?
• Ask the group to share any experiences or feelings in relation to
the messages they have been given (or seen men close to them
given).
• Explain that the“Man Box”refers to gender roles and expectations
of how men, women, boys, and girls must behave; these expecta
tions come from family, peers, society, media, stories, and other
sources, with all of these actors and the messages they send influ
encing the construction of this“Man Box.”
Activity- Transformed ideology of Act like a Man, Act like a Woman
Discuss possible answers, reflect on them. Transformed ideology of male
and female gender could mean any of these captured in the following
table .
32
Activity 7 -What does it mean to act like a
man or a woman?

33
Table 5: Example of flipcharts for act like a man/ act like a woman
ACT LIKE A MAN ACT LIKE A WOMAN
Be tough Be passive and quiet
Do not cry Be the caretaker and homemaker
Be the breadwinner Act sexy, but not too sexy
Stay in control and do not Be smart, but not too smart
back down
Have sex when you want it Follow men’s lead
Have sex with many partners Keep your man, provide him with
sexual pleasure
Get sexual pleasure from women Don’t complain
Produce children Get married
Take risks Produce children
Drink, smoke and Ignore pain.
Be courageous, don’t ask for help

34
TRANSFORMED MAN TRANSFORMED WOMAN
Be loving and caring Be loving and caring
Be an assertive communicator Be an assertive communicator
Express emotions constructively Express emotions constructively
and when appropriate and when appropriate
Challenge other to recognize Challenge other to recognize
their harmful gender norms their harmful gender norms
and change themselves and change themselves
Speak in favour of gender Speak in favour of gender equality
equality
2.1.1 Perception of Manhood in the Nigerian Context (Research findings)
In Nigeria, masculinity is perceived differently by men and women. The meanings
and ideas for being a man are centered around toughness, being able to provide for
a family through work and good income and sexual performance. A research con-
ducted byVoices for Change in 2015 , reported that 69% of men and 53% of women
believe men ought to be tough. 59% of men believe a man without income has no
value, and 61% of men believe that a man should be embarrassed if he cannot per-
form sexually. Conversely, both men and women perceived women as largely emo-
tional, making them weaker and vulnerable than men. Women are also expected to
be modest, respectful while they defer to men as 84% of men and 83% of women
posited that women should obey their husbands on all matters. Other findings
from this study are as follows
• 43% of men but only 28% of women believe that there are times when a
woman deserves to be beaten, and women across all states are blamed for
the violence they suffer, due to their style of dress or careless talk, nagging
and arguing

35
• How does this relate to the prevalence of wife-beating and marital
rape in Nigeria?
• Do these findings place pressure on men in Nigeria? In what ways?
• How do you draw the line between being tough and being firm?
• How do you resolve conflicts with the female gender, married or
unmarried?
• Household chores; to what extent would you participate in this at
home as a man? Why?
• There also exists a strong belief that women should put up with violence in
order to keep the family together (66% of men and 71% of women).
• About 79% of men and 77% of women believe that a woman cannot refuse to
have sex with her husband. This indicates a widespread belief of men’s sexual
entitlement over women and denial of sexual violence within relationships
• Nearly all men and women (over 9 in 10 women and men) believe that a
woman’s most important role is to take care of her home and family, while
men provide for the family because of his perceived physical strength, resil
ience and intelligence.
Activity 8 – Discussion Questions

36
Introduction
This activity seeks to enable young men to recognise when they are angry and
how to express their anger.
Purpose: To help the participants to think about how to identify when they
are angry and how to express their anger in a constructive and non-destruc-
tive way.
Materials required: Flip-chart. A4 paper. Felt-tip pens. Tape. Copies of the
Resource Sheet for each participant.
Recommended Time: One hour.
Planning tips/notes: In general, boys and men are socialised not to talk
about what they feel. When we feel frustrated or sad, we are encouraged not
to talk about it. Very often by not talking, the frustration or anger builds up
until it is expressed through physical aggression or shouting. This activity can
be useful and can be a reference for the rest of the process, since there will
always be conflicts in the group. In the event of conflicts, the facilitator should
remind them:“Use words, but don’t offend.”
Procedure
1. Begin the activity with a short introduction to the theme, as for example:
Many adolescents and men confuse anger and violence, thinking they are the
same things. It should be stressed that anger is an emotion, a natural and
normal emotion that every human being feels at some point in life. Violence is
a way of expressing anger, that is to say, it is a form of behavior that can
express anger. But there are many other ways of expressing anger—better and
more positive ways—than violence. If we learn to express our anger when we
feel it, it can be better than allowing it to bottle up inside us, as many times
when we allow our anger to build up, we tend to explode.
Activity 9: What Do I Do When I am Angry

37
2. Explain to the group that in this activity we are going to talk about how
we react to anger.
3. Hand out a Resource Sheet (which follows) to each participant. Readout
each question and ask the participants to answer the questions individu
ally, giving them 2 or 3 minutes for each question.
4. After filling in the sheet, divide the group into small groups of 4 or 5 par
ticipants at the most. Ask them to comment, giving a short time for each
one to say what he wrote to the others in the group. Allow 20 minutes for
this group work.
5. With the participants still in the small groups, hand out a flip-chart and
ask them to make a list of:
• Negative ways of reacting when we are angry
• Positive ways of reacting when we are angry
6. Allow the groups 15 minutes to write out their lists and then ask each
group to present their answers to the whole group.
7. It is very likely that on the list of“Positive Ways”one will find the tactics
of: (1) take a breath of fresh air or count to 10; and (2) use words to
express what we feel without offending. It is important to stress that to
“take a breath of fresh air”does not mean going out and jumping into the
car (if that is the case) and driving around at high speed exposing oneself
to risk or going to a bar and tanking up on alcohol. If these two tactics pro
posed here are not on any of the lists presented, explain them to the
group.
• To take a breath of fresh air is simply to get out of the situa
tion of conflict and anger, to get away from the person toward
whom one is feeling angry. One can count to 10, breathe
deeply, walk around a bit or do do some other kind of physical

activity, trying to cool down and keep calm. Generally, it is
important for the person who is angry to explain to the others
that he is going to take a breath of fresh air because he is feeli
ng angry, something like:“I’m really fed up with you and I
need to take a breath of fresh air. I need to do something like
go for a walk so as not to feel violent or start shouting. When
I’ve cooled down and I’m calmer, we can talk things over.”
• Use words without offending is to learn to express two
things: (1) To say to the other person why you are so upset,
and (2) to say what you want from the other person, without
offending or insulting.
For example: I am angry with you because: _____________________
I would like you to: ______________________________
Discuss the following questions
• Generally speaking, is it difficult for men to express their anger, with
out using violence? Why?
• Very often we know how to avoid a conflict or a fight, without using
violence, but we don’t do so. Why?
• Is it possible“to take a breath of fresh air”to reduce conflicts? Do we
have experience with this activity? How did it work out?
• Is it possible“to use words without offending?”
Resource sheet: What to do when I am angry?
1. Think of a recent situation when you were angry. What happened?
Write here a short description of the incident (one or two sentenc
es).
_____________________________________________________________
_____________________________________________________________
38

2. Now, thinking about this incident when you were angry, try to
remember what you were thinking and feeling. Try to list here one or
two feelings that you felt in your body when you were angry:
_____________________________________________________________
_____________________________________________________________
3. Very often after we feel angry, we begin to react with violence. This
can even happen before we realise that we are angry. Some men
react immediately, shouting, throwing something on the floor,
hitting something or someone. Sometimes, we can even become
depressed, silent and introspective. Thinking about the incident
when you felt angry, how did you demonstrate this anger? How did
you behave? (Write a sentence or a few words about how you react
ed, what you did or how you behaved when you were angry).
_____________________________________________________________
_____________________________________________________________
2.2 Understanding Sexual Consent
2.2.1 Key messages
• Asking and receiving enthusiastic sexual consent is an important aspect of
any healthy relationship.
• Both you and your partner should enjoy sex. Checking in to make sure that
your partner is also having fun is important and can make having sex more
fun.
• Harmful ideas about masculinity or what it is to be a man may lead some
men to pressure a partner for sex, not accept a person’s decision not to
have sex, or put their own sexual needs above their partners’.
39

Facilitator’s note
• Consent means checking in and making sure your partner is comfort
able.
• Everyone has a choice in what they do and do not do.
• Open communication is important in establishing consent.
• Look at body language – if you aren’t sure, just ask.
• Look to establish an enthusiastic yes – sex is more enjoyable when
both partners are excited about what they are doing and who they are
doing it with.
• Consent cannot be granted if your partner is unconscious or extremely
drunk
• Consent is not possible if one or both people are under the influence of
drugs or alcohol.
• Talk about it! Ongoing conversation is an important vehicle for consent.
40

Introduction
1. Say that two words that often come up when talking about sexual
relationships are“responsibility”and“respect.”Both individuals in a
relationship have a responsibility not only to set their own sexual
limits but also to respect the sexual limits of others .
2. Write the word“sexual consent”on flip chart paper, and ask the
group to explain what it means and why they think it is important.
3. Clarify that“sexual consent”simply means agreeing to participate in
a particular sexual behavior. Both individuals have to agree to do
something, and if one person does not want to, they are not giving
their consent. This is extremely important because any sexual act
without consent is considered sexual assault and is against the law.
4. If this has not been explicitly stated during the group discussion,
write on the flip chart: Sexual consent means that both partners
have agreed upon sex and that this agreement is stated either by
words or actions without pressure.
Sexual Coercion
5. Discuss the following:
a. When a person makes someone else feel obligated or forced to do
something that they don’t want to, they may be coercing them. Ask
participants for some examples of this when it comes to sex. Some
examples are:
41

• Make you feel like you owe them sex — for example because
you’re in a relationship, you’ve had sex before, they spent
money on you or bought you a gift, or you went home with
them.
• React negatively (with sadness, anger, or resentment) if you
say no or don’t agree to something.
• Play on the fact that you’re in a relationship, saying things
such as,“Sex is the way to prove your love for me”or,“If I don’t
get sex from you, I’ll get it somewhere else”
b. Sexual coercion is“the act of using pressure, alcohol or drugs, or
force to have sexual contact with someone against his or her will”
and includes“persistent attempts to have sexual contact with some
one who has already refused.”Ask the group if they can give some
examples OR ask if they have questions about what that means:
Think of sexual coercion as a spectrum. It can vary from someone
verbally pressuring or manipulating you to someone actually physi
cally forcing you to have contact with them. Think of sexual coercion
as a spectrum. It can vary from someone verbally pressuring or ma
nipulating you to someone actually physically forcing you to have
contact with them.
c. It can be verbal and emotional, in the form of statements that
make you feel pressure, guilt, or shame. A person can also be made
to feel forced through more subtle actions.
42

Asking for Consent and Checking In
6. Ask the group to explain how we make sure that our partner
wants to have sex and is enjoying it. If they aren’t, why not?
7. Say,“We’ve heard that‘no’means‘no,’but sometimes our partners
give us non-verbal signals that show that they may not be com
fortable or having fun.”
8. On a piece of flip chart paper, write“Signals to Check-In”at the top
of the left-hand column. Ask young men to provide examples of
signs that a person may be unsure about having sex and list them
on the left-hand side.
9. On the same flip chart, write“Checking In”on the right-hand side.
Ask participants to list things a person could say or do to check in
with their partner and determine if this is something that they still
want to do. After creating both lists, the flip chart should look
something like this:
Unresponsive body language “Are you okay with this?”
“I want you to enjoy this, too”
Being withdrawn “Is this still turning you on?”
Nervousness “You seem nervous. Are you
comfortable with this?”
Tears “How is this making you feel?”
Signals to Check In Checking In
43

10. Split the group into pairs. Hand each pair one of the sexual con
sent scenarios written on the index cards. Ask them to first see if
consent is possible (i.e., the partner is conscious and able to say
“yes”or“no”). If so, have them write up a skit that shows some
ways they can“check-in”on their partner to make sure that they
are giving enthusiastic consent. Have them take about five min
utes.
11. After five minutes, have each team role-play their skit. After each
team has gone, ask them if they have any additional questions or
thoughts about the skits. When they have finished, lead the
young men into a larger group discussion using the following
discussion questions.
Checking In Index Cards
I. Aisha and Bako have been married for two years. Sometimes Bako
gets home late and Aisha is already sleeping. Bako wakes Aisha up
to have sex. Sometimes Aisha does not want to, but Bako insists.
Has consent been established, and if so, what are some check-ins Taylor can
use?
II. Nneka and Godwin are planning to get married and have a family
together after they finish studying. Godwin tells Nneka that he
loves her and that they should have sex. Nneka has said in the
past that she wants to wait until they are married. Godwin is not
very happy, but he agrees to wait. One day, Nneka says to Godwin
that she wants to have sex. While they are hooking up, Godwin
notices that Nneka isn’t as enthusiastic as she has been in the past
and seems withdrawn.
44

Has consent been established, and if so, what are some check-ins Godwin
can use?
III. Fred asks his girlfriend, Angela, to come to his house to have sex,
saying his parents are not home. Angela agrees. They get to his
house and start kissing. However, when Fred starts taking off her
clothes, Angela realises that she is not ready to have sex and tells
Fred to stop. They keep making out. Angela says,“We shouldn’t do
this,”but continues to touch Fred in an intimate way. As they
continue to hook up, Angela says,“This is a bad idea.”
Has consent been established, and if so, what are some check-ins Fred can
use?
IV. Everyone says that Betty is very promiscuous. She goes around
saying that she has had sex with lots of guys. She goes to a party
at Simon’s and drinks a lot of beer. Betty and Simon go up to his r
oom and start making out. Simon wants to have sex, but Betty is
slurring her words and can’t hold herself up.
Has consent been established, and if so, what are some check-ins Simon can
use?
V. Ade and Tosin have been hooking up for about a year. They are
not in a dating relationship and don’t really hang out regularly,
but they have sex from time to time. It has been a little while since
their last hook-up, so Ade texts Tosin to see if Tosin is free to come
over this Friday and watch a movie. Tosin says sure and comes
over that Friday. sex.
45

Halfway through the movie, Ade starts kissing Tosin, but Tosin is
not receptive to it. Jordan keeps going, saying,“C’mon baby, you
know why I invited you here.”Tosin eventually gives in but isn’t
really participating and at one point just lies there. Ade is con
fused because Tosin is always down for sex.
Has consent been established, and if so, what are some check-ins Jordan
can use?
Group Discussions
12. How was it trying to think of ways to check in on your partner and
make sure they were comfortable with the situation?
13. What are some of the messages we receive or expectations about
sex that young men and women receive that affect the way they
vocalise their desires or needs?
14. What are some of the fears that young women may have in being
strongly vocal about what they do not want?
15. What are some fears that young men may have on being strongly
vocal about what they do not want?
16. Why is it important to ask for or confirm consent? How can con
firming or affirming consent from our partner makes sex more fun
or enjoyable?
17. Why is it important for people to accept“no”for an answer? Does t
his always happen? Why not? What can we do if their response is
unclear and negative to this?
46

47
Q1. What is sexual consent?
a. An agreement between all
participants that they defi
nitely want to do any sexual
act
b. Fully, clearly, and continuous
ly agreeing to engage in any
sexual act when sober
c. Something that must be
continuous for the duration
of any sexual act
d. All of the above
Q2. When is sexual consent
needed?
a. For vaginal and anal sex
b. For mutual masturbation
c. For sexual touching and
kissing
d. All of the above
Q3. How can sexual consent be
expressed?
a. Through the clothes that
someone is wearing
b. Both verbally and physically
c. By the way someone dances
d. By someone's friend telling
you that they want to have
sex
Q4. Consent cannot be given if...
a. The person has their period
b. The person is drunk or high
c. The person has only met you
recently
d. The person has previously
had sex with your friend

48
Q5. The legal age to consent to
engage in a sexual act in
Nigeria is...
a. 21
b. 16
c. 17
d. 18
Q6. You should stop having sex
with someone if...
a. They are not responding to
your touch
b. Their body stiffens and they
turn their face away from
you
c. They seem upset and turn
silent
d. All of the above
Q7. If you think someone wants
to have sex with you, you
should...
a. Ask them respectfully if
that is what they want
b. Kiss their neck and rub your
hands down their body
c. Ask them do they want to
go to your bedroom
d. Buy them a drink
Q8. If you are being intimate with
someone and they say they
want to stop you should...
a. Continue to kiss them and
try to change their mind
b. Stop and tell them it makes
you feel bad that they don't
want to continue

49
c. Respect what they want
and tell them you only want
to continue if they do too
d. Try a different position
Q9. When should you ask for
consent?
a. The first time you have sex.
b. Every time you have sex.
c. The first time you have sex
with someone new
d. At the end of the sexual activ
ity
Q10. When are you obligated to
say“yes”when someone
asks for your consent to
have sex?
a. If you and your partner are in
love.
b. If you’ve already said no
several times.
c. If you have done your
pre-marital rites
d. Never.

3.1 Definition of Advocacy
One of the various ways of addressing SGBV issues in the Nigerian context is
advocacy. Advocacy as a strategy has been used in tackling various developmen-
tal challenges with varying levels of success depending on the approach and
resources used.
Advocacy is defined as the process of building support for an issue or cause and
influencing others to take action and achieve policy change .This definition pres-
ents components that are centered on support and influence. It also shows that
these are the major ingredients necessary for advocacy to happen. We can trans-
late this into building support for addressing SGBV and influencing the neces-
sary stakeholders to take action. Building the needed support for SGBV advocacy
includes bringing together the major stakeholders on the issue such as men and
boys.
Advocacy ensures that
• key decision-makers are informed about existing SGBV related policies
and their responsibility for implementing those policies
• sufficient financial resources are allocated for SGBV related programmes
and services support is created among community members and to generate
demand for implementing SGBV related policies.
• the general public and opinion leaders are informed about SGBV and they
are mobilised to apply pressure on decision-makers to act.
Advocacy Processes3
50

3.2 Appreciating Advocacy As A Vital Intervention To Address SGBV
Advocacy is an approach necessary to address SGBV in a context like Nigeria for
different reasons. Different people need to be influenced as their support is
needed to ensure lasting interventions that will help stem the burden of SGBV in
the country. These interventions includes development or revision of policy and
its implementation, social norms change, and coordination of anti-SGBV efforts.
For example, for enactment/revision of policy, there is a need to get the support
of policy and decision-makers at all levels and also identify those who might
prove to be a barrier to the process. These could include government actors, par-
liamentarians, political leaders, community and traditional leaders among
others.
Beyond decision-makers, another group of people that should be involved are
men and boys. Engaging men and boys as partners in combating SGBV has been
recognised as a necessary component of SGBV.Their engagement in the advoca-
cy process is important to promote gender equality, prevent domestic violence,
sexual violence and other forms of harmful traditional practices, and mitigate
the health impact of SGBV. This is because of the social roles that men and boys
play as partners, providers, caregivers, peacemakers and protectors alongside
women and girls.
The advocacy process is also key to social norms change as forms of SGBV is
rooted in pervasive social norms and it is important to address SGBV from that
point. As a result, the different advocacy efforts could be designed to change
negative social norms. This also involves engaging men and boys and changing
their perspectives positively. Finally, the use of advocacy to address SGBV also
includes influencing all partners and groups implementing interventions on the
issue so that they can pull resources together and synergise for effective out-
comes.
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3.3 Different Forms Of Advocacy
Advocacy is a broad approach that has different forms depending on the cause,
advocates involved, identified stakeholders and resources. As a result of this,
there are different forms of advocacy and they are described below.
3.3.1 Group Advocacy
This is a form of advocacy where people with similar interest or goals come
together to advocate on an issue. group advocacy works by offering mutual sup-
port, skill development and a common call for change with the intention of
developing or changing services. An example of this is the coming together of
men who have a similar interest to advocate for stronger SGBV services
3.3.2 Peer Advocacy
In this form of advocacy, advocates are individuals who share significant life
experiences with the advocacy partner of the individual whose cause is being
advocated for. For example, the peer advocate and their advocacy partner may
share age, gender, ethnicity, diagnosis or issues. Generally, peer advocates draw
inspiration from their own experiences to understand with their advocacy part-
ner . An example of this is a survivor of SGBV championing the cause of women
on SGBV issues. Another example could be young men in a particular communi-
ty advocating on behalf of their female peers on SGBV issues.
3.3.3 Self-advocacy
This form of advocacy refers to a situation where a person who takes action to
champion his/her own interests. Additionally, it involves effectively communi-
cating, conveying, negotiating or asserting one’s interest and desires, making
decisions and taking responsibility for such decisions. This process implies
encouraging the development of self-advocacy skills such as assertiveness, con-
fidence and a good understanding of rights and entitlements that will enable
the person or group to take responsibility for their lives. An example of this is a
woman or girl advocating that government should implement anti-SGBV poli-
cies because of the spate of violence against women and girls
52

3.3.4 Professional Advocacy
This implies the representation by members of services involved in a person’s life,
for example, social workers or health workers. Whilst this is an important form of
advocacy, most independent advocacy agencies would stress the limitations of
this type of advocacy and recognise the potential conflict of interest that may
arise out of professionals advocating on their service user’s behalf.
Sexual and gender-based violence is one of the issues that civil societies and
other development stakeholders continue to find novel ways to address. SGBV
and its different forms are widespread and driven by different factors which
include erroneous beliefs and social norms. Contributing to the problem is
also the fact that it has not featured prominently among the priorities of gov-
ernment and other relevant stakeholders in the country. As a man, it is import-
ant to join the fight in addressing SGBV in Nigeria. Take a moment to reflect on
the following questions.
1. Why is it important to advocate for SGBV and its forms?
2. What are the possible benefits of advocacy in addressing the issue
of SGBV in Nigeria?
3. If you are to advocate for SGBV as a man, what form would you use
and why?
4. Explain how men can use peer advocacy to address SGBV
53
Activity 12: Exercise on advocacy, its forms, and its
importance to addressing SGBV

3.4 Platforms for advocacy
Advocacy involves different approaches and methods in passing related mes-
sages to policymakers or other relevant people involved in an issue. As a result,
different platforms are needed to convey necessary advocacy messages
depending on the persons targeted and the persons involved in the advocacy.
Additionally, choosing the right platform depends on a number of factors rang-
ing from effectiveness to cost and availability of other resources.
3.4.1 Mass media
Mass media remains one of the most effective ways of advocating for different
developmental issues such as SGBV. Mass media comprise an array of media
platforms that help reach a large audience and these include radio, television
and newspapers. Mass media as an advocacy platform has a huge potential for
reaching large numbers of people with information . It also has a huge potential
for turning members of the general public into pressure groups who can encour-
age officials to act on an issue. Inasmuch as mass media has this important
advantage, it is less effective for reaching a targeted audience unless messages
for these audiences are also intended for general audiences.
3.4.2 Social Media
Social media is a communication platform different from mass media.They often
make use of computer-related technologies to ensure the creation or sharing of
information through virtual communities and networks . Social media comprise
of blogs, social networks, forums, video sharing, photo sharing among others.
These platforms could be leveraged for SGBV advocacy if properly utilised. On
popular social media sites such as Facebook, Twitter, Instagram, and YouTube,
advocacy messages could be carefully crafted and shared to get the attention of
government, policymakers as well as the support and sympathy of the public.
The messages could come in written and audio-visual formats. Examples of
advocacy actions on social media are the use of Twitter during commemorative
days to educate on SGBV, live interactions between advocates and the members
of the social media community, sharing of videos explaining SGBV and solutions
to address it among others. Social media is effective and the progress on
54

platforms can be easily tracked. Social media often requires the use of influenc-
ers for the rapid dissemination of advocacy messages. Influencers are popular
users on social media platforms that shape opinions.
We have established that forms of social media such as Twitter are effective as
platform for sharing or disseminating advocacy messages depending on the
audience. In using Twitter or any other platform, it is important to first have a
draft of the advocacy message before sharing.This draft must have been careful-
ly put together and well edited. The key to using Twitter is understanding that
there are 180 characters per tweet, hashtags make tweets more visible, and
images make tweets more impactful
Draft advocacy messages should be organised into tweets preferably about 160
characters to allow for use of hashtags and easy understanding of messages.
Hashtags are the words or phrases that follow the # sign in a tweet. Hashtags are
designed to track trending topics and organize subject matter. For example, the
last International Day of Zero Tolerance Against Female Genital Mutilation was
marked on Twitter and the Hashtags used included #EndFGM #Unleash-
ingYouthPower #InternationalDayofZeroTolerance.
With these hashtags, your tweeted messages could be easily followed by people.
A hashtag allows your tweet the potential to reach more than just your own
followers, increasing its visibility. To make sure you are using hashtags properly,
research what your partners are using on their accounts. Use hashtags, but do
not, do not overuse or misuse a hashtag. Attaching an image to your tweet can
be helpful in grabbing your audience’s attention, however, do not force it. If your
logo or another applicable image does not apply, do not use it.
You can number your tweets so that your audience can easily follow your mes-
sage. This helps in providing some level of organisation just like MS Word docu-
ments where you have page numbers. It is also important to tag influencers or
major organisation working on the same issue your message is all about. An
example of an advocacy message shared using twitter is provided below;
3.4.2.1 Use of Twitter to share advocacy messages
55

3.4.3 Meetings and workshops
While mass or social media might be effective to pass messages to a large audi-
ence, sometimes stakeholders need to be targeted one-on-one. Small meetings
with local officials and opinion leaders or larger workshops with key representa-
tives of particular target audiences can also be effective channels for communi-
cating key advocacy messages and mobilising a particular group to act. Such
activities generally involve discussion and debate, it is particularly important for
advocates to be able to select participants strategically, present information and
messages clearly, and be adept at managing difficult group dynamics or com-
peting objectives or agendas that different participants may bring to the meet-
ing. It is also critical to have a clear objective for the meeting or workshop so that
56
Example of advocacy tweet shared on twitter

people know why they have been brought together and what they need to
accomplish. A major example of meetings is advocacy related lobbying to influ-
ence policymakers to act.
Another form of meeting engagement for advocacy is the elevator speech. An
elevator speech is a clear and most importantly brief description of an idea or
product that explains the concept in a way such that any listener can understand
it in a short period of time. The idea of this form is to intrigue the listener to want
to hear more of a more complete proposition in the near future. This form of
engagement is usually used when an advocate has a brief time to speak to a
stakeholder. Elevator speech could be formal or informal. Also, it is short, very
clear and memorable. Though most speeches last an average of 3 minutes,
length of engagement depends on the stakeholder and the setting is not limited
to the elevator. An elevator speech could serve as a powerful way creating
awareness on SGBV campaigns or interventions so as to get the needed buy-in
and support of stakeholders.
57

3.4.3.1 A short guide to lobbying
Lobbying is a crucial strategy used in advocacy. It could be very instrumental in
achieving the desired policy change or getting the needed support of a key
stakeholder and those who influence them, in to help address a pressing prob-
lem. One of the most persuasive forms of lobbying is a face-to-face meeting with
your elected officials or her/his staff about the issue at stake. Lobbying builds
relationships with elected officials and educates them, develops leaders and
their credibility within your organisation or network, and sets the stage for ongo-
ing advocacy.
To lobby, there is the need to first develop short and clear briefing packs that
present the issue and practical solutions for decision-makers. It is always import-
ant for these packs to also show compelling evidence or testimony showing the
need for change. Next is to have a clear agenda, priorities and expectations for
the meeting. Be prepared for different possibilities during this meeting. Deci-
sion-makers are often busy people, so they have a short attention span for such
discussions. As a result, it is important to be prepared for a conversation in less
time than what was afforded. During the meeting, try to relate what you are
advocating for to something the decision-maker has done, said or is concerned
about. State what the decision-maker can and should do to address the prob-
lems. Also, make it clear that you are willing to help with information and sup-
port.
Ensure that there are clear action points from the meeting which preferably
shows the commitment of the decisionmaker. Also, make sure you create ave-
nues for a follow-up to make the process easy. When the meeting is finished, be
sure to leave the briefing pack which could be one or more of brochures, fact
sheets or other printed information for future reference. An aide-memoire, sum-
marising the key points raised with the decision-maker, can be very helpful and
is usually also appreciated by the partner.
58

3.4.4 Other platforms for advocacy
Different events that can help pass advocacy messages could also be used.These
events include marches and rallies, performing arts (drama, dance, and song),
and sports competitions and other related tournaments. Depending on the
event earmarked for advocacy, it has the capacity to reach different groups of
people which could be large or small. Some of these events can be implemented
in line with other platforms such as the use of mass media. Also, these events are
sometimes implemented during commemorative days or periods. For example,
drama or sports competitions to raise awareness on SGBV could be implement-
ed during the 16 days of activism against SGBV.
A. As part of the 16 days of activism against SGBV every year, develop
ment organisations in Nigeria implement an array of activities to
stimulate conversations around SGBV and other forms of violence
against women. Planning towards the campaign for this year, a local
organisation focused on women and based in Abuja is looking to
implement advocacy-related activities using multiple advocacy
platforms to target different categories of people in Abuja and its
environs. Beyond this, the organisation is also looking to seek the
support of the Honourable Minister of the Federal Capital Territory
to make a position statement condemning SGBV.
1. For the first activity, list all possible categories of people you
will target?
59
Activity 13: Exercise On Advocacy Platforms

2. Mention at least two advocacy platforms that you can use to
convey your message for the first activity?
3. Which activity will you implement on these platforms?
4. What advocacy platform will you use to engage the honour
able minister?
5. What advocacy platform do you think the honourable
minister should use and what category of people should he
target?
6. Provide examples of events you can use to pass advocacy
messages and use with other platforms
B. As a key member of the aforementioned local organisation, you have
been saddled with the task of pitching the ideas on SGBV to the govern
ment. Fortunately, your organization was invited to a CSO meeting
with the leadership of the Senate. In trying to get to the venue of the
meeting in the Senate Building you are afforded the priceless opportu
nity to take the same elevator as the Senate President.
Develop an elevator speech you will use to convince the Senate President
about supporting your ideas.
60
Activity 13: Exercise On Advocacy Platforms

Advocacy is a complex task that involves a lot of moving parts and as a result, a
strategy is needed effective implementation. Developing an advocacy strategy
entails figuring out how to reach temporary outcomes while keeping the
long-term vision alive. A good strategy can be applied to a quick initiative or a
long-term programme, but it always creates opportunities to advance efforts
and protect gains . Developing a strategy is the most effective and efficient way
to work. Having a strategy for your advocacy efforts will help you to outline your
vision and goals, identify the stakeholders that will need to be involved and how
you will reach them. A strategy helps you map out how change can occur .
A simple way of developing an advocacy strategy is to visualise the necessary
tasks that lead up to the implementation of the advocacy activities as well as its
management. This could be summarised in the advocacy cycle. The advocacy
cycle represents the different stages that need to be completed during the advo-
cacy process. The advocacy cycle comprises of different components such as
needs assessment, the setting of goals and objectives, stakeholder analysis,
development of advocacy messages, the building of coalition or alliances, imple-
mentation of advocacy activities, as well as monitoring and evaluation.
Advocacy Srategy4
61

1
2
3
4
Figure 3: The Advocacy Cycle
62
5
6
7

4.1 Needs Assessment
Like any other developmental intervention, an advocacy effort should be based
on a clear understanding of the issue or problem and the overall context in
which it needs to be addressed. Advocacy begins by identifying and analysing
the problems you want to address. Needs assessment comprises various infor-
mation-gathering activities to define the scope of the problem and appropriate
solutions. This includes understanding government policies that relate to the
issue and identifying key partners who are also working to address the issue
and who might be allies in the advocacy effort. Major information gathering
efforts are centered on the following;
• Background research on the problem or issue
• A review or analysis of existing policies and who has the power over the
implementation of those policies
• Interviews with representatives from relevant institutions to help
describe and interpret the current situation and to identify what types of
interventions might be valuable from the perspective of those actively
involved in the field. A needs assessment can be achieved using different
means part of which are social research data collection methods. Sound
evidence is needed because getting this issue onto the agenda of deci
sion-makers will require presenting a suitably persuasive and comprehen
sive argument which details the causes, effects, and proposed solution
based on authoritative evidence and, if possible, a wide variety of sourc
es5.
At this stage, the following questions must be answered.
1. What is the Problem?
2. What is the Magnitude of the problem?
63

3. What evidence do you have of this problem?
4. How can the problem be solved?
5. When can it be solved?
6. Who can solve it?
4.2 Setting Goals and Objectives
The next thing to do after conducting a needs assessment is to set clear goals
and objectives. It is crucial to set clear and achievable goals and objectives that
will guide the advocacy process. Although some general goals and objectives
might have been formulated during the needs assessment, the results of that
stage should be used to refine advocacy goals and objectives to ensure that they
are specific and relevant.
4.2.1 Goal
A goal is generally a vision for the future, particularly what is intended in the
medium to long-term. In the context of advocacy, it is usually a broad statement
relating to expected outcomes sought by the advocacy process. For example, for
an advocacy campaign looking at SGBV, a defined goal could be that “to per-
suade policymakers to develop anti-SGBV policies in all states of the federation
in 5 years”. This is a broad goal that would only be achieved in 5 years and will be
a result of smaller, specific actions within a short period of time or achievement
of specific objectives.
4.2.2 Objective
On the other hand, an objective is a more specific statement that clearly
describes particular results or outcomes that will be pursued in a certain period
of time. To complement our goal on anti-SGBV policies, a specific objective
could be “to pay advocacy visits to state ministries of health on SGBV”.
64

This is an example of the various objectives that will be in place to meet the am-
bitious goal set earlier. It is important to note at this particular point that specific
objectives are like major drops of water that contribute to filling the bucket
(achieving the goal). A major characteristic of good objectives is that they are
“SMART”i.e. they are Specific, Measurable, Achievable, Realistic and Time-bound.
• Specific: They clearly spell out what needs to be done in order to achieve
the goal.
• Measurable: Progress or results can be measured, assessed or quantified.
• Achievable: They are possible to meet and likely to be accomplished suc
cessfully.
• Realistic: The desired results are feasible in light of the provided resources
• Time-bound. There is a clear timeframe for achieving the desired results.
With this in mind, let us reframe our specific objective.
Old specific objective
“to pay advocacy visits to state ministries of health on SGBV”.
New specific objective
“to pay 36 advocacy visits on state ministries of health on SGBV by September 31st,
2020”
4.3 Stakeholder Analysis
At this stage, the advocate or group of advocates should be able to identify the
stakeholders concerned in the advocacy process. This could be guided by the
cause as well as the set goals and objectives. For example, in this resource, the
focus has been SGBV and the goal and objective set revolves around influencing
policymakers across states to develop anti-SGBV policies. In this vein, we can
categorise the stakeholders involved in this process firstly into primary, second-
ary and key stakeholders .
65

4.3.1 Primary Stakeholders:
These are stakeholders that will directly benefit from the intervention and can be
referred to as the primary target audience. The primary people whose cause are
being championed are women and girls who disproportionately suffer SGBV in
Nigeria.
4.3.2 Secondary Stakeholders:
These are intermediaries used to reach the target audience e.g. friends, family
members and significant others. Since we have identified our primary stakehold-
ers to be women and girls, it means the secondary stakeholders could be their
friends, families and partners of women and girls who have suffered or are at risk
of SGBV. It is also important to note that an important category of people that fall
under this classification are men and boys in the lives of these women and girls
which is the point of this resource.
4.3.3 Key Stakeholders:
Finally, the key stakeholders are those people that can influence the success of
an intervention e.g. Parliamentarians, policymakers, traditional leaders/opinion
leaders, other government actors in relevant ministries, departments and agen-
cies. For the purpose of our goal and objective, the key stakeholders are policy-
makers at the state ministries of health that we are trying to influence so that
anti-SGBV policies can be developed. A helpful guide for stakeholder analysis is
66

the position map. This helps us understand the power relationships between
relevant stakeholders and the issue we are advocating for. This means we need
to understand the level of influence that relevant stakeholders wield and how it
can affect the advocacy process
4.3.3.1 Position map
The position map is a grid made up of variables relating to the power identified
stakeholders wield and the level of their support for the cause being advocated
for. The grid allows the advocate to visually determine stakeholders who are
either opposed or in support of the cause in varying degrees. Additionally, the
grid shows the level of influence in terms of high, medium, and low. For example,
if we are to look holistically at possible stakeholders whose support is needed to
address SGBV in Nigeria we could think of a ton such as government ministries,
department and agencies (MDAs), non-governmental organisation and civil
societies, religious leaders, community leaders, men and boys, women and girls.
Also, following a possible preliminary assessment of the SGBV in a community,
stakeholders could be represented as seen below
Table 6: Position map of stakeholders
High
opposition
High
power
Medium
power
Low
power
Medium
opposition
Low
opposition
Neutral Low
support
Medium
support
High
support
Men and
Boys
FMOH,
FMWA
SMOH,
CSOs
Other
govt.
MDAs
Religious,
opinion &
community
leaders
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4.4 Development of advocacy messages and products
The issue being advocated for the need to be developed into a concise and per-
suasive statement that captures what to achieve, how and why. This is often
done when the target audience has been decided which could include an array
of stakeholders. The decision on stakeholders helps in creating and delivering
strategic messages that resonate with them.This could mean creating more than
one message for more than one audience. The development of advocacy mes-
sages is also an important step in attracting attention and gaining public sup-
port for a cause. It is important to note that messages could be conveyed in
different forms and platforms.
Advocacy messages and materials are at the heart of an advocacy campaign, and
they must be carefully researched, prepared, and field-tested to ensure that they
convey information in a powerful and compelling manner that motivates the
Stakeholders are key to the success of any advocacy effort. Their support can
be very instrumental in addressing issues such as SGBV. It is also important to
understand their level of influence and support.With this in mind reflect on the
following questions.
1. As part of advocacy for SGBV, which stakeholders come to mind?
2. Categorise these stakeholders into primary, secondary and key
stakeholders
3. Organise these stakeholders using the position map
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Activity 14: Exercise on stakeholder Analysis

audience and resonates with people’s experience and concerns. In addition, it is
crucial to ensure that all advocacy messages and materials contain a clear and
specific call to action so that the intended audience knows what they can do to
support or help the cause1. An effective advocacy message helps informs and
persuades the audience about the advocacy issue. The advocacy message is also
helpful in moving the audience into action.
The second message is simpler and more comprehensive in that it provides a
brief understanding of SGBV, its consequences, the need for a policy and action
expected. All these components were not clearly spelled out in the first message.
The advocacy message can be conveyed in different forms such as the platforms
identified earlier in chapter 3. In view of this, it is important to have an under
Examples Of Advocacy Messages
1. A generic message
A policy of SGBV will go a long way to reduce the burden of this prob
lem in Nigeria. This will lead to many benefits including accelerated
development and prosperity. We hope that you make this a priority
for this dispensation and provide a policy that will address SGBV.
2. An advocacy message
Sexual and gender-based violence that includes rape, sexual harass
ment, and harmful traditional practices is widespread in Nigeria and
it is very detrimental to women and girls. This not only has huge con
sequences for their health but also their rights as human beings. One
of the ways this issue can be addressed is through sound policies with
provisions for deterrence, protection of women and girls as well as
equipping the right authorities to improve the prevention of SGBV. We
implore you to please recognise the seriousness of this issue as well as
develop a comprehensive policy that makes this issue a priority for
government and other relevant stakeholders.
69

standing of how to go about the packaging of advocacy messages. Advocacy
messages can be delivered through a letter to the editor, briefing, and press
release.
Writing a briefing
A briefing is one of the powerful forms through which an advocacy mes-
sage can be packaged for a relevant audience. A briefing is designed to
provide information quickly and effectively about an issue. It is often
used to influence decisions or offer solutions. Briefings can be delivered
as short written documents or presented in person.
In developing an advocacy briefing, the following should be considered;
the purpose of the briefing, points to be made which includes the con-
text of the problem and the solutions, and the audience the briefing is
intended for. The audience is crucial so as to better develop the briefing
that will address their information needs. A briefing should be short and
limited to two pages. It should be very clear, factual, and concise.
A typical structure for a briefing is in three components: the purpose, the
main body, and the conclusion/ recommendations. The purpose is a
clear explanation of the problem and the aim of the briefing in the first
few lines. The main body of the briefing consists of the necessary infor-
mation the context of the problem and possible solutions to address it.
The information here should be based on compelling evidence thor-
oughly substantiated and unbiased. The conclusion summaries what
has already been said and also highlights clear recommendations
Writing a letter to a newspaper (Editor)
Similar to an advocacy briefing, a letter is another form through which an
advocacy message can be passed. Writing to an editor is one of the
oldest ways of commenting on social problems. Newspapers publish
such letters and if they are well-targeted, it could get public support on
an issue and also influence the right authorities to act.
4.4.1 Writing a briefing, letter to the editor and press release
70

Using a few carefully placed letters, you can generate plenty of commu-
nity discussion. You can also keep an issue going by preventing it from
disappearing from the public eye. You can stimulate the interest of the
news media and create more coverage for the matters you're working
on.You can also send a "good news" letter to bring recognition to people
who deserve it or acknowledge the success of an effort. Letters are
accepted and published if they meet the criteria of the particular news-
paper. Each publication has guidelines for accepting letters to the editor.
In many cases, letters that do not adhere to these guidelines are discard-
ed.
To develop this type of letter, it is important to first understand the
guidelines and have a look at other published letters in the newspaper to
have an idea of how to write. The letter should be short at 300 – 500
words. A letter as shown in the annex should contain a clear statement of
the issue and opinion should be factual.The reason for the letter is stated
in the opening statement. This is followed by an explanation of the
importance of the issue which is supported by an evidence-based opin-
ion. The letter is ended by proffering relevant solutions to the problem.
Writing a press release
A press release is a bit different from the briefing or letter to the editor. It
is an official announcement that could either be written or recorded that
an organisation or a group issues to the news media and beyond. It is
also called a press statement, news release, and media release. Most
press releases are succinct at just 1-2 pages long and enough informa-
tion is provided on the particular issue to enable the media to have suffi-
cient material for publishing their own stories . A press release can be
shared through variety of platforms such as social media (e.g. Twitter,
Facebook, Instagram, YouTube, and Blogs). For example, a press release
can be shared through twitter threads or developed into a video and
shared on YouTube. It could be developed into an audio and shared
through podcasts. For the structure of a good press release, the headline
is followed by a lead paragraph containing one or two key sentences in
which the end of a news event or story is announced first.
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4.5 Coalition Building
The advocacy process would not be effective if done in isolation. Advocacy
requires the constant building, nurturing and expanding of relationships that
together achieve a cumulative effect. If planned and managed carefully, working
with allies adds enormous strength to advocacy efforts. It can also help to build
advocacy capacity among civil society organisations. In line with this, SGBV
advocates must co-operate with other SGBV actors, as well as those with a
broader development agenda. Building the necessary relationships among
interest groups and other individuals could be instrumental in increasing sup-
port for the advocacy cause. Increasing the number of people who support your
goal will make your efforts more powerful. One way to do this is by building and
strengthening platforms for advocacy with like-minded stakeholders; for exam-
ple, building a coalition or a network with others interested in addressing SGBV
through the strengthening of policies. Different forms of collaborations are net-
works, coalitions, alliances, and partnerships
A good press release is characterised by a good and catchy headline.
Examples are the following;
“Men against SGBV decries the widespread cases of violence against
women in Abuja”
“Men against SGBV calls on the Federal Ministry of Women Affairs to
develop policies on violence against women”
The succeeding paragraphs make up the body of the press release and
provide supporting information, followed by underlying background
information.
72

4.5.1 An Example Of A Coalition For SGBV Advocacy In Nigeria
March 2016,
Nigeria Takes A Stand Against Sexual and Gender-Based Violence
UNFPA, through its targeted interventions and years of advocacy with other
partners, successfully witnessed Nigeria pass into law, its first“Violence
against person’s prohibition”bill (VAPP). The VAPP law provides a legislative
and legal framework for the prevention of all forms of violence against
vulnerable persons, especially women and girls.
UNFPA provided technical and financial support toLACVAW (Legislative
advocacy coalition on violence against women), a coalition that
worked on and pushed for the passing of the VAPP bill. Undeniably,
women and girls are often disproportionately affected by sexual and gen-
der-based violence (SGBV). One such violence is the harmful practice of
female genital mutilation or cutting (FGM/C) done at various scales in
many communities in the country (NDHS, 2008).
UNFPA together with UNICEF is actively advocating for the abandonment
of this practice and the VAPP law is a bridge to achieve this.
73

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