Steps to Tackle Toxic Genders in Your School
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The document outlines steps for schools to tackle toxic genders. It recommends starting from principles of total inclusivity and self-love. Total inclusivity means recognizing and valuing all identities, while self-love means valuing oneself. Toxic masculinity and femininity are defined as having negative impacts. A 5-stage process is described: 1) recognize the problem, 2) understand its depth, 3) launch inclusive conversations, 4) establish an advocacy group, 5) sustain commitment. The strategy involves encouraging discussion, explaining inclusive values, ensuring safety, and providing training. Contact details are provided for more assistance.
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The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
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2.
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3.
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4.
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I think that knowledge of the diversity topic I chose which was behavioral problems within special education is something that is extremely topical right now. Children are being kicked out of school when teachers are unprepared to deal with their behaviors, and they are sent down a negative trajectory. In my area, this is something that happens so often I’ve literally made a practice out of it. Oftentimes, these children are in need of loving boundaries and socio-emotional scaffolding, and very often they have parents that are practicing negative parenting which leads to a lot of different pathologies across the lifespan.
If I was able to come up with a program to train teachers how to deal with kids that are acting up in class, I think it would have a positive effect on the entire class and the school climate in general. Teachers would feel better and they would be able to be the masters of their domain as opposed to exhausted. Teacher burnout is related to kids that have behaviors! Then we have the kids – who endure a lot of suffering when they are targeted by teachers, as kids that are presenting behaviors are also displaying the underlying dynamics – the behaviors are just the symptom of the problem. We need to be able to attend to them on both the behavioral and emotional levels in order to really attend to behaviors and help them stay on a positive life trajectory starting from an early age.
The family part of the intervention is also critical, because we know that negative parenting can account for a part of the behavioral issue. Either parents aren’t equipped to handle children that are able to push boundaries or they engage in negative parenting themselves, and either way an intervention needs to happen on that front as well in order to keep consistency across environments. The intervention is two-art and would contribute positively to social change because it would be helping families and especially children that may otherwise end up in worse institutions in their lives.
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Explain how knowledge of the diversity topic you chose could be used to enhance a social change initiative for children and adolescents.
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2.
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3.
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Response 1
I think that knowledge of the diversity topic I chose which was behavioral problems within special education is something that is extremely topical right now. Children are being kicked out of school when teachers are unprepared to deal with their behaviors, and they are sent down a negative trajectory. In my area, this is something that happens so often I’ve literally made a practice out of it. Oftentimes, these children are in need of loving boundaries and socio-emotional scaffolding, and very often they have parents that are practicing negative parenting which leads to a lot of different pathologies across the lifespan.
If I was able to come up with a program to train teachers how to deal with kids that are acting up in class, I think it would have a positive effect on the entire class and the school climate in general. Teachers would feel better and they would be able to be the masters of their domain as opposed to exhausted. Teacher burnout is related to kids that have behaviors! Then we have the kids – who endure a lot of suffering when they are targeted by teachers, as kids that are presenting behaviors are also displaying the underlying dynamics – the behaviors are just the symptom of the problem. We need to be able to attend to them on both the behavioral and emotional levels in order to really attend to behaviors and help them stay on a positive life trajectory starting from an early age.
The family part of the intervention is also critical, because we know that negative parenting can account for a part of the behavioral issue. Either parents aren’t equipped to handle children that are able to push boundaries or they engage in negative parenting themselves, and either way an intervention needs to happen on that front as well in order to keep consistency across environments. The intervention is two-art and would contribute positively to social change because it would be helping families and especially children that may otherwise end up in worse institutions in their lives.
Response 2
Explain how knowledge of the diversity topic you chose could be used to enhance a social change initiative for children and adolescents.
· The diversity topic of choice for me is gender identity. Children and adolescents that are faced with gender dysphoria encounter so much. Not only are they shut out by the community but some are even shut out by their parents and family members. The mesosystem includes the interrelations between the major settings in which the youths find themselves, and subsequently the impact of these interrelations upon the youth. Major settings in the mesosystem include local economy and work environments, government, religion, neighborhood, and mass media (Mustanski. 2014). When a child or adolescent is experiencing gender dysphoria, the number one thing the need is to be supported. There does not need to be any biased or judgment. They need to understand that they are not "different" from their peers. One way to.
Hu 500
David Beans presented on family counseling for children with attachment disorders. He has experience working with these children and currently 4 out of 6 clients in his program have attachment disorders. Attachment disorders stem from a failure to form healthy attachments with caregivers which can lead to problems with relationships, behavior, and mental health. Family counseling aims to enhance the child's attachment relationships, teach parenting skills, provide psychoeducation, and help reduce problematic behaviors through interventions like social skills training and play therapy. The goal is to involve both the child and caregivers in treatment to create lasting change.
Brave Spaces: Talking with Teachers About Race, Power and School Culture
Brave Spaces: Talking with Teachers About Race, Power and School CultureCalifornia School-Based Health Alliance
Structural racism in schools creates harm for students of color—especially black and brown young men. Their resistance is read as “behavior problems;” they are labeled “angry,” “defiant” or “under-achieving.” Efforts both to discipline and support these young people focus interventions on individuals (e.g. suspension, anger management classes). Scant attention is paid to the ways that adult school staff participate in structural racism and harm the young people we pledge to serve. This workshop highlights one effort to enlist teachers in the struggle to transform our schools to more effectively love, teach and reach our students of color.Family centered approaches in stigma reduction fair
Family centered approaches in stigma reduction fairNational Organization of Peer Educators (NOPE Kenya)
1. The document discusses HIV/AIDS stigma, what is known about it, and gaps and steps to address it. Stigma involves prejudice, blame, and discrediting of people with HIV/AIDS.
2. Stigma is prevalent and damaging, acting as a barrier to HIV/AIDS care, treatment, and prevention services. It is differentially experienced between women and men.
3. Interventions that have shown success in reducing stigma include involving those experiencing stigma, community discussions to increase awareness and understanding, and addressing stigma at the family level. However, stigma reduction requires long-term, sustained efforts.Family Life Education - Risk
The workshop agenda covered recognizing and managing risky behaviors among adolescents. Topics included the influence of alcohol and drug use on HIV and STD risks, effective prevention programs, abstinence, negotiation skills, and community challenges. The goal was to increase knowledge of adolescent risk behaviors and identify strategies for teaching refusal skills to reduce sexual risks.
Peace from within--Finding a treatment for bullying that works in your school
Module 6 (of 6) of the Learning to Get Along course for teachers and school staff. Bullying is a global phenomenon that is on the rise, including through weaponization of social media to harass and humiliate victims. Addressing bullying effectively within the culture of a school community involves stakeholders putting together informed solutions that target local issues. To help guide the process, this module offers a general overview of the causes, impacts and responses to bullying in all its forms.
Bullying and Violence Prevention Presentation
The document discusses bullying, violence, and strategies for prevention. It defines bullying as a relationship problem involving an imbalance of power, deliberate and repeated harmful actions. Violence is defined as the actual or threatened use of power to harm others physically, psychologically or socially. The document outlines types of bullying such as physical, verbal, relational and cyberbullying. It also discusses the consequences of bullying and provides a SMART approach for victims and bystanders to address bullying situations safely and effectively. Finally, it introduces the Safe and Caring Schools program which takes a comprehensive, whole-school approach to building respect, self-esteem and preventing bullying through curriculum, teaching, and community engagement.
Sex education
This document discusses different approaches to sex education, including abstinence-only education and comprehensive sex education. It notes that comprehensive sex education teaches abstinence as well as other topics like human development, relationships, contraception and disease prevention. The document also outlines some of the pros and cons of providing sex education in schools, such as helping students understand their changing bodies but some teachers lacking expertise. Overall, it argues that sex education is important because it can help delay sexual activity among youth and provide medically accurate information.
VALUE EDUCATION_Unit_IV.pptx
This document discusses value education and human values. It defines value education as the process by which a person develops abilities, attitudes and behaviors aligned with their society's positive values. Some key human values discussed include respect, acceptance and empathy toward other humans. The document also examines concepts like truthfulness, sacrifice, sincerity and character formation that contribute to developing a positive personality. It analyzes challenges faced by adolescents, including emotional and behavioral changes, and the need for gender sensitivity.
SECOTEC Life Skills Notes for Diploma.docx
1. The document defines life skills as abilities that enable individuals to effectively deal with everyday demands and challenges. It categorizes life skills into communication, decision making, and coping skills.
2. It discusses the benefits of life skills education, including health, education, social, cultural, economic, and political benefits. Life skills education can improve relationships, learning, and reduce dropout rates.
3. The document covers key topics in life skills, including self-awareness and self-esteem. Self-awareness involves understanding one's strengths, weaknesses, and identity. High self-esteem is displayed through confidence and independence, while low self-esteem involves difficulty speaking up and feeling guilty.
Programs to Treat and Prevent School Violence
This document discusses four main approaches to decreasing school violence: 1) increasing parent and community involvement, 2) implementing character education programs, 3) teaching violence prevention and conflict resolution curricula, and 4) establishing bullying prevention programs. It also addresses the relationship between family deterioration and school violence, noting that children who experience abuse and neglect are more likely to exhibit aggressive behaviors. The document emphasizes that rural schools face similar violence issues to urban schools and need programs and funding support to properly address these challenges.
Unwed mothers
1. The document discusses unwed mothers and issues they face, including social stigma, lack of family support, and health and economic problems.
2. Counseling is a key part of supporting unwed mothers and includes helping them deal with mental health issues, make decisions about their pregnancy, and establish a plan for their future.
3. Rehabilitating unwed mothers involves addressing mental, physical and emotional trauma as well as reuniting some with families or helping them start new lives on their own.
01-Artful-Anti-Oppression
This document provides guidance for hosting community gatherings to discuss anti-oppression principles and practices. It emphasizes that hosting involves creating space for respectful, inspiring, accountable and critical dialogue where people can share experiences and learn together. Key principles for hosting include: being encouraging, aware of power dynamics, and challenging prejudice, bias and discrimination when they arise. The goal is to prevent harm, build trust, center marginalized voices, and transform dynamics of oppression through collaborative discussion. Hosting responsibilities may include facilitating discussion, supporting decision making, providing arts activities, and ensuring childcare. Communities have a legacy of hosting such gatherings to strategize creative responses to issues of equity and social justice.
Character Education Introduction
The document introduces the Character Education Initiative of the Universal Peace Federation. It discusses that character education aims to instill virtues in people to help them understand, care about, and act upon core ethical values. It notes the need for character education due to rising moral problems in society like violence, crime, and drug abuse. The initiative teaches virtues like altruism within the framework of three life goals - a purposeful life, loving relationships, and positive contribution to society. It uses storytelling and discusses developing virtues through love in the family as the first school of relationships.
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Steps to Tackle Toxic Genders in Your School
- 1. Steps to Tackle Toxic Genders in Your School Dr Stephen Whitehead Ms Van Thanh Binh www.intelligencepartnership.com
- 2. Start from the Principle of Total Inclusivity and Self-Love
- 3. Total Inclusivity Total Inclusivity means recognising, valuing, protecting and nurturing diverse identities, including those of race, gender, sexual orientation, class, disability, age, religion and language. No one is isolated, no one is discriminated against, all belong, all matter equally
- 4. SELF-LOVE Self-love means recognizing oneself, valuing oneself, nurturing oneself, protecting oneself, empowering oneself, thereby ensuring you are able to grow in a self-aware and contented state. Self-Love is Healthy Selfishness, It is not narcissism nor egocentricism.
- 5. What is Toxic Masculinity? “Toxic Masculinity is a way of being a man which draws on gender traditional, patriarchal values and assumes the right of men/males to dominate and control women and LGBTQ+ people. Toxic masculinity is aggressive, violent, emotionally dysfunctional and fundamentally damaging to society and individuals, including those who perform it. Toxic masculinity feeds misogyny, racism, sexism, abuse, homophobia and institutionalized violence.” S.Whitehead, A. Talahite, and R. Moodley (2014) ‘Gender and Identity’, Oxford University Press
- 6. The Toxic Masculine Cave The Three Levels of the TM Cave: 1. Deep Level - Aggressiveness (violent, misogynistic, homophobic, angry towards authority and especially feminists, victimhood; e.g. incel, male fundamentalist.) 2. Mid Level - Anxiety (uncomfortable expressing emotions, defensive, distancing, withdrawn, isolated; feel threatened by female power, unreflective, identity crisis, depressed, awkward, resisting.) 3. Upper Level - Awareness (painful realization mixed with confusion and uncertainty, ready to change but fearful of doing so, starting to ask questions of themselves, dealing with emotional loss and insecurity.)
- 7. What is Toxic Femininity? “Toxic femininity is the internalization and expression of negative, painful feelings and emotions produced by shame, guilt, rejection, frustration, neglect, confusion, disenchantment, abuse, violence, and hopelessness. Toxic femininity is a mindset of helplessness, a belief that one is no longer worthy of love.” Toxic femininity is a consequence of toxic masculinity and results in a female assimilating a reduced sense of self-worth and value – this leaves her vulnerable to male abuse, control and emotional pain. Van Thanh Binh and Stephen Whitehead (2023-forthcoming) Toxic Femininity: Overcoming Suffering Through Self-Love.
- 8. Total Inclusivity RULES Stages (across the school): 1. Recognise there is a problem 2. Understand the depth of the problem 3. Launch conversations on Total Inclusivity and Self-Love 4. Establish a Total Inclusivity Advocacy Group 5. Sustain and embed commitment to TI and Self Love
- 9. 1.Recognise there is a problem Accept that different levels of toxic gender identities will be present and possibly growing in your student body so start by gathering informal evidence as to what is actually happening – ask relevant staff (e.g. teachers and counsellors) and older students what they are seeing, hearing, experiencing.
- 10. 2. Understand the depth of the problem Begin formal research across the school. This can be both qualitative and quantitative but gender-specific focus groups (four to six students plus one ’interviewer’ - e.g. school counsellor) work best. Gather the information (data) and collate it so that a fuller and more detailed picture emerges as to the issues in the school.
- 11. 3. Launch conversations on Total Inclusivity and Self-Love Based on the research undertaken in the school, these conversations can be introduced as agenda items within the school system of meetings and raised as topics for student discussion and research in particular school classes. Identify the areas of support and contention. Keep the focus on TI and Self-Love as key tools for staff and student safety and well-being
- 12. 4. Establish a TI Advocacy Group Include teachers, counsellors, older students and at least one representative from school management. Ideally, include a parent representative. Provide the TI Advocacy Group with authority, time and resources to introduce regular awareness-raising sessions across the school and recommend policy initiatives to the SMT. Their remit should extend to providing guidance on TI teaching and learning.
- 13. 5. Sustain and Embed Commitment to TI and Self-Love These values need time to be accepted across the school, normalized as the school’s culture and activated both in and outside classrooms. Every existing and new employee needs to ‘sign up’ to these values. Every Secondary and High School student needs to ‘sign up’ to these values. Every parent needs to ‘sign up’ to these values.
- 14. The Strategy 1. Encourage discussion of toxic gender identities in the classroom. Do not allow those boys orientating towards toxic masculinity to be ostracized. 2. Explain to all the students the values of Total Inclusivity and self-love – help them accept these principles in their daily lives. 3. Explain to all students the six stages of self-love and how to achieve them. 3. Start from the principle of safety for all – everyone is at risk if toxic genders are flourishing. TI and Self-Love protect everyone. 4. Use the TI Advocacy group to conduct identity-awareness raising sessions with students and provide the teachers with TI professional development.
- 15. For More Assistance: Contact Stephen or Binh at Intelligence Partnership. stephen@intelligencepartnership.com binh@intelligencepartnership.com Useful Resources: