TRAINERS’ MODULE Monitoring and responding to gender-related human rights violations - PowerPoint Presentation

1. TRAINERS’ MODULEMonitoring and responding to gender-related human rights violations

2. 2.1 WELCOME & INTRODUCTION TO GENDER REActWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

3. 2.1.1 WELCOME & INTRODUCTIONS

4. 2.1.1GROUNDRULES

5. 2.1.1 Workshop agenda

6. 2.1.1 Workshop aims and objectivesTo understand (knowledge)the individuals who are most affected by gender-based discrimination & violence in all their diversity.the different forms of gender-based discrimination & violence people face in the context of HIV & access to health & protection services.how Gender REAct can contribute to HIV responses in our country context & our role in implementing it.To demonstrate (skills)how to document gender inequalities that impede access to services.how to respond to gender-based inequality, stigma, discrimination & violence, & refer clients to appropriate services.

7. 2.1.1 Gender equality assessmentThink about how you feel about the following questions and write A for Agree P for Partially Agree or D for Disagree Men and women are equal and should be able to do the same things.Transgender women are women and transgender men are men.It is a woman’s responsibility to avoid getting pregnant. Men don’t have to take care of reproductive issues.A man should have the final word about decisions in his home.Whether someone is a man or a woman is determined by the sex they were assigned at birth.I would never have a gay or lesbian or transgender friend.When women, gender diverse or transgender people get rights they are taking rights away from men.When a woman, gender diverse or transgender person is sexually assaulted, they usually did something careless to put themself in that situation.Gender equality threatens cultures, traditions and identities. Things should remain as they are.

8. 2.1.2  What is Gender REAct & what are the benefits? Gender Rights – Evidence – ACTion (Gender REAct)is a supplement to the main REAct programme, adding resources that specifically focus on gender, gender-based discrimination & violence & diversity.was created in response to evidence that gender-related inequality perpetrated through stigma, discrimination & violence is a major human rights-related barrier that impedes access to HIV-related & other health services, especially for marginalised populations.

9. 2.1.2 The individual & programmatic benefits of Gender REActUltimately, to provide services, referrals, legal & other support tailored to an individual’s needs from a gender perspectiveTo understand the diverse but specific forms of gender-based discrimination & violence that individuals face & how these impede access to HIV-related & other health services & legal supportTo understand who the perpetrators of gender-related human rights violations areTo gather data to inform evidence-based programming & develop best practice to prevent & respond to gender-based violence using a human rights framework.

10. 2.1.2 We can use the data from Gender REAct to:focus specifically on gender-based violence & discrimination as critical human rights violations.identify & respond to harmful practices at all levels of society that perpetuate & condone gender-based inequality, stigma, discrimination & violence.identify community needs, gaps & challenges to inform evidence-based programming to prevent & respond to gender-based violence using a human rights framework.influence policy decision-making & advocate for law reform at national, regional & global levels.advocate for individual & programmatic responses & services that are not yet available in our context.assess the impact of state action, e.g. the effects of new legislation on reports of violence.influence donors & advocate for domestic financing.

11. 2.1.3  Understanding sex, gender & sexuality/sexual orientationThe word ‘sex’ is a label that refers to the body or anatomy, specifically reproductive organs & genetic differences (chromosomes) that a person is born with. 'Gender' refers to the socially constructed array of characteristics ascribed to people on the basis of the sex they were assigned at birth. This includes norms, behaviours, roles expectations and opportunities associated with being a woman, man, girl or boy, as well as relationships with each other. Sexual orientation’ Refers to each person’s capacity for profound emotional and sexual attraction to, and intimate and sexual relations with, individuals of a different gender, the same gender or more than one gender. 

12. 2.1.3 Key concepts and how they interact

13. Gender equality means that children, young people and adults of all ages, sexual orientations and gender identities have the same rights and opportunitiesWhat is gender equality?2.1.4 Defining gender equality and gender inequality

14. Reference: UNAIDS Gender Assessment Tool2.1.4 Defining gender equality and gender inequalityWhat is gender inequality?Gender inequality is defined as unequal opportunities based on gender, gender roles and expectations and gender expression, to obtain and control social, economic and political resources, including protection under the law (such as health services, education and voting rights)

15. 2.1.5 Advantages and disadvantages of adding a gender lens to REAct Activity:In pairs or small groups of three, discuss:What are the possible advantages & disadvantages of adding a gender lens to REAct & your REAct programmes?

16. 2.1.5 Advantages and disadvantages of adding a gender lens ADVANTAGESCan achieve better gender data collection & analysis to support development of effective action to tackle gender inequalitiesCan monitor & help to achieve gender balance in activitiesSupports the active & equal participation of all people, including women, adolescent girls, sex workers, LGBT+ & people living with HIV, at all levels of societyPromotes & protects the rights of all people in all their diversity. DISADVANTAGESTopics may be sensitive & difficult to talk aboutCommunities may not agree or understand why we are working to support gender equalityUnderstanding of & response to gender issues may remain superficial ‘sticking plasters’, without leading to meaningful changeDanger of backlash/reinforcement of inequitable gender norms from conservative factions.

17. Unit 2.1 Checklist: Welcome and Introduction to Gender REActWe know our trainers & fellow participantsWe understand the workshop agenda, aims & objectivesWe have an overview of Gender REAct, know why it has been developed, & its aims & objectivesWe understand the benefits of Gender REAct for implementing organisations, clients & the HIV response in our countryWe have an understanding of sex, gender, sexuality & gender equality/inequalityWe can explain the advantages & disadvantages of applying a gender lens to our REAct work & how we can use the data to participate in advancing gender equality in our country.

18. 2.2 UNDERSTANDING OUR CONTEXTWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

19. 2.2.1 What is gender-based violence?In small groups:On flip chart paper write a definition of gender-based violence. Below, add the following three columns:Who is at risk from gender-based violence?Who carries out gender-based violence?What are the impacts of gender-based violence?Activity: Gender-based violence – definitions and background

20. 2.2.1 What is gender-based violence? SEXUALPSYCHOLOGICAL OR EMOTIONALGBVECONOMICPHYSICAL

21. 2.2.1 Who is at risk of gender-based violence?Gender-based violence is one of the most common human rights violations in the worldWomen & girls are most at risk, but also: men & boys (at a lower rate)sexual & gender minoritiessex workers of all genderstransgender peoplechildren selling sex.

22. 2.2.1 Who are the main perpetrators of gender-based violence?

23. 2.2.1 What is the impact of gender-based violence?Gender-based violence can have a significant impact on survivors’ physical health, mental health, safety & quality of life 

24. 2.2.2 Gender-based discrimination and violence in our country: Context analysisIndividuals, groups and communities most affected: Who is most affected by gender-based violence & discrimination in this country? How old are they? Where are they from? What kind of work do they do?What are the main root causes & forms of gender-based discrimination & violence & who are the main perpetrators? Discuss this across all levels: family, societal & cultural, political sphere & institutional environment. Impacts of gender-based violence & discrimination on people’s lives & health: What impact does gender-based discrimination & violence have on people’s lives, particularly with respect to their ability to access HIV & sexual & reproductive health services & support?Community support: What are the health, psychosocial, legal, safety & security, housing & livelihood support services available in this country, community or district?

25. 2.2.3 Discussing gender-based discrimination and violence as experienced by marginalised populations Activity: Gender-based Violence TreeExamples of GBV that this group may experience (branches)Contributing factors that perpetuate or increase the risk of GBV for this group (trunk)Root causes of GBV (roots)Population group Consequences of GBV for survivors, their families & the community (leaves)

26. Activity: Discussion – perpetrators and impactIn groups, discuss the following, building on your answers from the previous activity:Who are the main perpetrators of gender-based discrimination & violence against this population group?What impact does this have on the ability of members of this group to access HIV-related health services & justice?2.2.3 Gender-based discrimination and violence as experienced by marginalised populations

27. In pairs or threesWhat factors do you think increase the risk of violence for members of the following different groups?Women (throughout their life)Women who use drugsWomen living with HIVSex workersAdolescent girlsWomen in prison or other closed settingsLGBT+Refugees & asylum seekers/ethnic & religious minoritiesPeople with disabilitiesMen & boys.2.2.3 Gender-based discrimination and violence as experienced by marginalised populations Activity: Factors of vulnerability

28. Factors that contribute to increased risk of gender-based violence Women (throughout their life)  Gender inequality and restricted social status due to social/cultural practices Dependence on exploitative relationships for basic needs  Early pregnancies and motherhood, and single motherhood Isolation, a lack of social support networks and unsafe living conditions  Widowhood Lack of political participationWomen who use drugs   Criminalisation and social sanction of drug use Gender norms relating to womanhood and motherhood Sex work and/or transactional sex (e.g. in exchange for drugs) Dependence on exploitative relationships for basic needs and drugs  Isolation and a lack of social support networks Lack of access to sexual and reproductive health information and servicesWomen living with HIV   Lack of access to sexual and reproductive health information and services Dependence on exploitative relationships for basic needs  Social stigma, isolation, blame and rejection by communities Criminalisation of HIV exposure and transmission Isolation and a lack of social support networks Widowhood

29. Sex workers (of all genders)  Dependence on exploitative or unhealthy relationships for basic needs (e.g. pimp/madam) Lack of access to sexual and reproductive health information and services Social stigma, isolation and rejection by communities  Harassment and abuse from law enforcement  Lack of protection under the law and/or laws that criminalise sex work Illicit drug use, alcohol dependency Harassment, abuse, extortion, etc from law enforcement and healthcare workers Exclusion from gendered spaces that align with people’s gender identities, including safe spaces, prisonsAdolescent girls  Age, gender and restricted social status due to social/cultural practices and gender norms Lack of bodily autonomy Dependence on exploitative/age-disparate relationships for basic needs  Early pregnancies and motherhood  Social stigma, isolation and rejection by communities as a result of rape Experimentation with drugs and alcohol Lack of access to safe/confidential sexual and reproductive health and rights information and services due to age/legal restrictions  Lack/denial of educational and employment opportunitiesWomen in prison or other closed settings ​ Lack of access to information, services and commodities Restricted freedom of movement, decision-making and personal agency High levels of bullying and harassment including sexual harassment; violence within prison/detention setting Mental health challenges Drug and alcohol use and/or withdrawal Social isolation, marginalisation, stigma and discrimination Barriers to economic opportunity

30. LGBT+ people (e.g. transgender people, lesbian and bisexual women, intersex people, men who have sex with men in their diversity, asexual people, queer people) Gender norms and restricted social status due to social/cultural practices Barriers to participating in communities and earning livelihoods Social stigma, isolation and rejection by communities and families Harassment and abuse from law enforcement and healthcare workers Lack of access to appropriately tailored sexual and reproductive health information and responsive, friendly services Criminalisation of same sex sexual behaviour, often reflecting homophobic attitudes, and of diverse gender expression and gender identities, with stigma and discrimination in the wider society Dependence on exploitative/age-disparate relationships for basic needs Harassment, abuse, extortion, etc from law enforcement and healthcare workersTransgender women and gender diverse people Criminalisation of diverse gender expression and gender identities through cross-dressing or vagrancy laws, with stigma and discrimination in the wider society Lack of legal gender recognition and legal protections from stigma and discrimination, and violence Secondary victimisation when reporting violence Harassment, abuse, extortion, etc from law enforcement and healthcare workers Lack of access to gender-affirming and non-stigmatising sexual and reproductive health information and services Exclusion from gendered spaces that align with people’s gender identities, and lack of transgender-friendly spaces Social stigma, isolation and rejection by communities and families

31. Refugees & asylum seekers ​​OR ​ethnic/religious minorities ​​Dependence on exploitative or unhealthy relationships for basic needs and protection​Barriers to participating in communities and earning livelihoods​Lack of access to medical care and social support ​High levels of impunity for crimes against them​Harassment and abuse from law enforcement ​Unsafe living conditions (camps, informal settlements etc.)​People with disabilities ​​Reliance on (sometimes exploitative) assistance and care from others and lack of agency​Isolation and a lack of social support networks​Exclusion from obtaining information and receiving guidance, due to physical, technological and communication barriers ​Barriers to earning livelihoods​Barriers to accessing and utilising medical care, including sexual and reproductive health services and rehabilitation services ​Lack of accurate sexual and reproductive health information​High levels of impunity for crimes against them ​Mental health challenges​Stigma and discrimination​Men & boys in their diversity ​​Social norms on masculinity that restrict men’s and boys’ choices and behaviours, including re: risk-taking and health-seeking behaviour​Being a member of a key population, including men and boys who use drugs, men and boys living with HIV, gay, bisexual and other men having sex with men​The invisibility of transmen, particularly with regard to their fertility desires.​

32. Unit 2.2 Checklist: Understanding our contextWe can describe gender-based violenceWe understand gender-based violence and discrimination in our country context: Who is affected; root causes; main perpetrators, impact and community support availableWe have agreed priority issues relating to gender and gender-based violence for our various community groups. 

33. 2.3 UNDERSTANDING HUMAN RIGHTS RELATED TO GENDER EQUALITYWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

34. 2.3.1 Why do human rights matter for HIV, gender and gender-based discrimination and violence?The relationship between gender & HIV is constantly evolving. Education, income, age, ethnicity, race, disability, migrant status, health, location & sexual orientation all influence the links between HIV & gender. It is therefore important to consider the many ways in which gender & HIV interact.  It is also widely recognised that people’s vulnerability to HIV & related violence increases based on sex, gender, age, sexual orientation, gender identity & expression &/or sex work. Multiple & overlapping forms of gendered stigma & discrimination related to these identities or behaviours severely limit the extent to which people are in a position to realise their fundamental human rights & freedoms, including their sexual & reproductive health & rights, & the right to access healthcare.

35. 2.3.1 Why do human rights matter for HIV, gender and gender-based discrimination and violence? * UNAIDS 2020 https://www.unaids.org/sites/default/files/media_asset/2020_aids-data-book_en.pdf

36. 2.3.1 Why do human rights matter for HIV, gender and gender-based discrimination and violence? Activity: Identifying how rights are affected by gender-based discrimination and violenceIn groupsYou will be assigned one or two of the rights: Health; Education; Identity and expression; Relationships and community; Resources; Participation in governance; Safety and security.Discuss your assigned right/sWhat do you think the right/s you have been assigned consists of?How could the right/s be affected by gender-based inequality or discrimination?

37. 2.3.1: Identifying how rights are affected by gender-based discrimination and violenceRightDescriptionExamples of gender discriminationHealthAll people should have access to information & services, including sexual & reproductive health servicesale (spouse or relative) or parental consent needed for a woman to access health servicesWomen unable to access appropriate services if the healthcare worker is maleLGBT+ individuals, sex workers of all genders and adolescent girls face stigmatising treatment by healthcare workers e.g. for family planning or treatment for STIsDiscriminatory treatment or refusal to treat LGBT+ people, unmarried women/girlsHealthcare workers disclosing person's identity to the community or authorities if suspected to be gay/man who has sex with menWomen living with HIV, women who use drugs and sex workers being subjected to coercive health procedures such as forced STI and HIV testing, sterilisation, abortionsEducationAll people should have access to education & trainingGirls forced to stay home instead of attending school; preference given to boy children/girls not seen as being ‘worth the investment’ of educationPregnant adolescent girls not allowed to attend schoolHarassment of LGBT+ students by teachers and students leading to missed school days, or youth suspected of being LGBT+ being dismissed from school

38. RightDescriptionExamples of gender discriminationIdentity & expressionAll people have the right to self-expression, self-identity, protection & dignity. They should be free to express themselves through behaviour, appearance, & social interactionsGender norms about how girls and women should dress being used as a barrier to justice in relation to rape and sexual violenceViolence, harassment and abuse against people with diverse gender identity/expressionBeatings, forced marriage, disinheritance and rejection from the home due to sexuality, sexual behaviour, gender expression or gender identitySexual violence (‘corrective rape’) targeting lesbian, bisexual and other women who have sex with women, and sexual violence against trans peopleRelationships & communityEach person should be able to establish & maintain positive intimate, family & social affiliations, as well as to become part of larger associations in the communityLGBT+ people fearing exposure due to discrimination, stigma and violence because of discriminatory laws against homosexuality or sexual behaviourUnmarried women facing discrimination and violent treatment by the family/community if found to have had sexual relations’Honour killings’Early and forced marriageExclusion from religious organisations, clubs and social networks due to sexuality, gender expression or gender identity

39. RightDescriptionExamples of gender discriminationResourcesAll people should have access to & control over resources to meet life’s basic needs, including being able to earn a livelihood Women being harassed at work, paid less or not allowed to workLGBT+ people being unfairly dismissed in the workplace, particularly if their identities or practices are discriminated against or are criminalisedFear of reporting and/or testifying against an assailant or rapist due to the criminalisation of one’s work, identity or behaviourParticipation in governanceEach person should  be able to participate effectively in political choices that governs their lifeUnder-representation of women and LGBT+ people in positions of decision-making power, or limited participation in the political systemSex workers not represented in community platforms, such as unions or community leadership systems, to ensure their rights are protected and promotedSafety & securityEach person should be able to be safe from physical violence & emotional abuse; to live in a state of peace & personal security; & to expect & receive protection by those in authorityLack of laws against all forms of gender-based violence (e.g. intimate partner violence, marital rape) or the legal system and laws silently condoning gender-based violenceLaws criminalising marginalised groups Punitive laws that criminalise sex work create opportunities for violence, as sex workers have to choose between safety and legalityFollowing arrest, holding transgender women in men’s cells/prison Adolescent girls lacking control of their sexual health, including when to engage in sexual relations or when to have childrenFailure to recognise and legislate to protect women from marital rapeFemale genital mutilation/cutting.

40. Unit 2.3 Checklist: Understanding rights related to gender equalityWe have an overview of different rightsWe understand how these rights could be affected by gender-based inequality or discrimination.

41. 2.4 IDENTIFYING INCIDENTS Welcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

42. 2.4.1 Introduction to the REAct templateTraceable information (Profile)Case details (multiple allowed)Type of incidentPerpetratorsResponsibility of the stateProgrammaticPolicy recommendationsResponses provided & updatesAttachments

43. 2.4.1 Introduction to the REAct templateRelevancyUse of languageCustomising listsType of incidentPerpetratorsResponsesThe REAct team at Frontline AIDS Global will work with organisations to finalise the template after the workshop and format it for use in Wanda.

44. 2.4.1 Introduction to the REAct Template Activity: Practise identifying incidents & perpetrators In pairs or threes, examine your assigned scenarioThinking about the template:Identify the incidentsWho are the perpetrators?

45. 2.4.2 Is this gender-based violence? ScenariosA young boy reports that his neighbour inappropriately touched his penis.A transgender sex worker reports that every day for the past week, the same man has been waiting for her on her way home, saying that at the end of the week he is going to rape her.A girl reports that her teacher told her that unless she had sex with him he would not let her sit her final exams. Afraid that she would not be able to continue her studies, she had sex with him & was allowed to finish her exams. A sex worker reports that his doctor told him that unless he had sex with him he would not give him his HIV medication. When the sex worker refused, the doctor barred him from entering the health facility.

46. 2.4.2 Discussion: Is this gender based violence?  Definition of gender-based violence: Any harmful act that is perpetrated against a person’s will & that is based on & upholds gender norms & unequal power relationships 

47. 2.4.2 Is this gender-based violence?Questions to help us to understand and apply the definition:Does the incident involve sexual violence by a partner or non-partner? (rape, sexual assault, sexual harassment, female genital mutilation/cutting, child marriage, etc.)Did the violation occur within a domestic setting, or between intimate partners? What is the relationship of power between the perpetrator & the survivor? What was the form of domestic or intimate partner violence?Do(es) the perpetrator(s) belong to a more powerful group than the person who has experienced the violation on the basis of their gender, gender identity or sexual orientation, e.g. husband/male partner to wife/female partner; client/pimp to sex worker; cisgender man to transgender man; police officer to gay man arrested for ‘loitering’; teacher to student?Does the survivor belong to a group that is criminalised because of non-conformity with sexual norms, e.g. sex worker, LGBT+?Was the incident motivated by a desire to punish perceived transgression of sexual norms, e.g. gang rape of a gay man, lesbian woman, transgender or gender diverse person; police brutality, arbitrary arrest, extortion targeting a sex worker of any gender; denial of education to a pregnant adolescent girl or adolescent mother?Does the incident involve denial of or coercion into sex/gender specific services or actions, or access to sex/gender specific spaces, e.g. coerced abortion/sterilisation of women; incarceration of transwoman in male prison?Does the incident involve maintaining or reasserting the unequal power of men over women, cisgender over transgender, gender diverse or intersex persons, straight over gay or queer, e.g. husband publicly humiliates his wife who earns more money than he does; woman has to ask permission from male relative to marry or access financial services?

48. Unit 2.4 Checklist: Using the REAct template to identify and document incidences of gender-based discrimination and violenceWe can describe each of the new gender-specific incidents & selection of perpetrators in the updated Gender REAct templateGiven a case scenario, we can identify gender-specific incidents & perpetrators.

49. 2.5 ASSESSING STATE COMMITMENTSWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

50. 2.5.1 Assessing state commitment to respecting, protecting and promoting rights Place holder for external expert presentation: The commitments that the state has made to advancing gender equality

51. 2.5.1 Assessing state commitment to respecting, protecting and promoting rightsIn what ways has your government demonstrated its commitment to gender equality & what impact has it had on HIV vulnerability, especially for marginalised populations? Where is the government falling short on its commitment to advance gender equality & what impact has this had on HIV vulnerability? What more can your government do to advance gender equality & eliminate all forms of gender-based discrimination & violence, thereby reducing HIV vulnerability? Activity: Plenary/small group discussion

52. 2.5.1 Has the state has fulfilled its responsibilities to respect, protect and promote the rights of individuals Activity: Scenario 1A young boy reports that his neighbour inappropriately touched his penis. He was brought in by his class teacher, the only person whom he had told about the incident. His class teacher taught sexual education to his class & so the boy trusted him & knew that the incident was not his fault. The neighbour is a man who has a close relationship with the boy's family, is an elder in their church & a well-respected member of the community.The boy says that it happened when he was sent to the man's house to get a parcel of meat from a cow that the man had slaughtered. After the incident, the man had told him to return to visit him the next day, threatening him if he did not. The boy had learnt from school that the man might try to rape him & so he had quickly told his teacher.The teacher reported the case to the police, but they are reluctant to act because the man is a community leader & the police suggest that the teacher talks to the family. The boy doesn't want to do this. He is afraid it will bring shame to his family.

53. 2.5.1 State Accountability?Respect: YES: Community member is the perpetratorProtect: NO: Police hesitance to investigate & inability to handle cases like these due to ignorancePromote: NO – more the state can do, for example:Sexual education in schools is a good start, but is inadequate and the state needs to do more to prevent child abuse altogetherEstablish a mechanism in schools for reporting child abuse Police training & policy development for handling cases like thisCommunity education & awareness raising – including working with community leaders (social, traditional, religious).

54. 2.5.1 Identifying whether the state has fulfilled its responsibilities to respect, protect and promote the rights of individuals Activity: Scenario 2A male sex worker reports that his doctor told him that unless he had sex with him he would not give him his HIV medication. The doctor used to be so kind to him & the man had told him all about his work, his clients & the brothel he worked for. When the sex worker refused to have sex with him, the doctor barred him from entering the health facility & threatened to tell the community police everything that the client had told him about his sex work.The man has tried & failed to get his medication at another clinic because he is not registered there. He is afraid to explain to them why he can't go back to the clinic where he is registered so they keep turning him away, saying “go back to your home clinic”. As a result, the man has defaulted on his ARVs.  

55. 2.5.1 State Accountability?Respect: NO: Doctor is perpetratorProtect: NO: No obvious mechanisms for reporting cases such as these. If they do exist, they are not working. Promote: NO –  more the state can do, for example:Explicitly forbidding sexual abuse of this kindPutting in place mechanisms for administrative justice so that client can easily & confidentially report cases such as this & action be taken, including most immediately restoring client's ability to access services free from discriminationEnacting policy & laws that explicitly forbid health service providers from denying criminalised populations access to servicesCommunity education & legal literacy around health rights.

56. Respect rights to gender equality by:putting in place legal & policy frameworks that advance gender equality, e.g. gender equality work-place policies, domestic violence legislation.repealing harmful laws & policies that undermine gender equality, e.g. decriminalising homosexuality & gender expression.not perpetrating forms of gender discrimination & violence through the actions of representatives of the state such as police, military, healthcare workers. Protect rights to gender equality by: remedying instances where individuals’ rights to gender equality are threatened or violated.establishing effective remedial mechanisms, e.g. Gender Equality Commissions, police protocols for protecting victims/survivors, domestic violence hotlines & domestic violence shelters. Promote rights to gender equality by: continually advancing gender equality in a responsive & adaptive way, e.g. through new legislation, new practices and new institutions that uphold gender equality.2.5.1 How can states respect, protect and promote rights?

57. 2.5.2: Protecting gender equality and human rights: International, regional and national commitments

58. 2.5.2 SDG 5: Achieve gender equality and empower all women and girls – 6 key targets for 2030 under this goal5.2 Eliminate all forms of violence against all women & girls in the public & private spheres, including trafficking & sexual & other types of exploitation5.3 Eliminate all harmful practices, such as child, early & forced marriage & female genital mutilation5.6 Ensure universal access to sexual & reproductive health & reproductive rights as agreed in the Programme of Action of the International Conference on Population & Development & Beijing Platform for Action5.5 Ensure women’s full & effective participation & equal opportunities for leadership at all levels of decision-making in political, economic & public life5.4 Recognise & value unpaid care & domestic work through provision of public services, infrastructure & social protection policies & promotion of shared responsibility within the household & family5.1 End all forms of discrimination against all women & girls everywhere

59. 2.5.2 Means of implementation for SDG 5

60. Unit 2.5 Checklist: Assessing state accountability for advancing gender equalityWe can briefly discuss the laws, policies & regulatory frameworks & enforcement mechanisms in place in our country that advance as well as inhibit gender equality, & the impact these have on HIV vulnerabilityGiven a scenario, we can assess whether the state has fulfilled its duty to respect, protect & promote gender-related rights, & provide reasons for our conclusionsWe have discussed how, & the extent to which we feel the state has advanced gender-related rights, & where improvements can be made to advance gender equality in law, policy & institutional practices in ways that reduce HIV vulnerability.

61. 2.6 IDENTIFYINGSERVICES Welcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

62. 2.6.1  How can we respond to gender-based discrimination & violence?Responding and supporting includes possible referral to the following services:  Health/Medical /Gender-based violence servicesPsychosocial support servicesSafe house/ShelterJustice & legal servicesPolice or other securityLivelihood services

63. 2.6.1 Assessing available services and support – do your researchAre service providers knowledgeable about how to go about helping clients who have experienced GBV & discrimination?Are service providers sensitive to the needs & rights of key & marginalised populations?Are services provided for rape survivors, e.g. Post-exposure prophylaxis (PEP) or emergency contraception?Is there any chance that referring your client might put them further in harm’s way?Are there service linkages that can be strengthened between different service providers, e.g. clinics & police and shelters?Are there services that aren’t available, but should be?

64. 2.6.1: Identifying services to respond to gender-based discrimination & violence Activity 1: Mapping Services and ResourcesIn small groups, draw six columns & label each column with the headings below.List services in your community that you can refer clients to in each of these categories.Remember – even though a service is available, it may not be a good place to refer all people.

65. Unit 2.6 Checklist: Identifying services to respond to gender-based discrimination and violenceWe can identify appropriate, rights-based responses to gender & gender-based discrimination & violence-related situations that our clients face.We understand the resources available to respond to the needs of individuals in our contextWe have identified similar systems already being implemented that could complement Gender REAct.

66. 2.7 MAKING GENDER-RELATED PROGRAMMATIC RECOMMENDATIONSWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

67. Eight key programmes to support gender equality and mitigation of gender-based discrimination and violence 

68. Eight key programmes to support gender equality and mitigation of gender-based discrimination and violence 

69. Activity: Identifying activities to reduce gender-based discrimination and violenceIn groups discuss:Examples of interventions and activities within your assigned programme that reduce gender-based discrimination or violenceWhat existing programmes are being implemented in your community that reduce gender-based violence and discrimination?What are the gaps and challenges?Activity: Participants practise making programmatic recommendations and identifying gapsIn the same groups, return to the scenarios and discuss:Which programmes you would recommend for your scenario – identify both existing responses and where there are gaps.2.7: Making gender-related programmatic recommendations

70. Unit 2.7 Checklist: Making gender-related programmatic recommendationsWe are able to make programmatic recommendations in line with the eight key human rights programming areas.We understand the existing programmes being implemented in our community, who is implementing them, & where the gaps/challenges are

71. 2.8  COLLECTING EVIDENCEWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceCustomising the templateNext steps

72. 2.8.1 Interviewing clients about gender-based discrimination and violence: Key principlesActivity 1: DiscussionIn pairs, discussWhat principles and practicalities are important when interviewing someone about gender-based discrimination and violence?

73. 2.8.1 Key principles of interviewing clients about gender-based discrimination and violence

74. Key points to remember2.8.1 Key principles of interviewing clients about gender-based discrimination and violence

75. 2.8.2 Data and securityConcerns a person may have about accessing services after an incident of gender-based discrimination or violenceWays we can protect the individual and help minimise fears/concerns. How can we ensure that we are not doing harm?How the individual might feel if details of the case file were shared or accessed by othersActivity:

76. 2.8.3 What does ‘Do No Harm’ mean in practice?SAFETY: It is important to ensure the safety of our clients at all times.CONFIDENTIALITY: Respect the confidentiality of our clients at all times by keeping their information private & not disclosing any information without the informed consent of the person concerned. RESPECT: It is important to respect our clients & ensure everything we do is guided by our clients’ choices, wishes, rights & dignity.NON-DISCRIMINATION: Clients should be treated fairly, regardless of their age, sex, gender, gender identity, marital status, sexual orientation, or any other characteristic.HONESTY: Clients should receive accurate & honest information about referrals for services & be aware of & understand all risks or implications of sharing information. They need to know they have the right to stop the interview at any time & can limit the information shared to what they feel comfortable discussing.

77. 2.8.3 Do No Harm – Interview techniques How to prepareEnsure at least 40 minutes are available for the interviewSetting should be private & comfortable with little chance of interruptionDo not keep the interviewee waiting2. Starting the interview – covering the basicsIntroduce yourself & allow the client to do the same & begin to build rapport Ensure informed consent & that client has the information they need before making informed decision to shareExplain confidentiality - clarify who will have access to their story; clarify the procedure for follow-up if needed and how the data will be used in futureMake sure the client knows that they do not have to do anything they don’t feel comfortable doing & they can stop the interview at any time

78. 2.8.3 Do No Harm – Interview techniques3. During the interviewDOShow interest in the client’s story & actively listenAllow the client to tell the story at their own paceBuild a rapport, express sensitivity, compassion & non-judgmentAsk open-ended questions & clarify informationRecognise & acknowledge difficultyEncourage emotional expression supportivelyAvoid assumptions – seek clarity where not clearBe aware of non-verbal signalsPractice self-control over shock & angerManage client expectationsObtain as much relevant detail as possibleMake notes for remindersRespect confidentiality.DON’TInterrupt the intervieweePush the interviewee or put words in their mouthDiscuss the case with non-relevant partiesJudge, criticise or condemnGet so caught up recording information that you forget about the person telling the story.

79. 2.8.3 Do No Harm – Interview techniques 4. After the interviewIt is important to take all necessary steps to provide and/or refer the client to the services needed (as agreed during the interview)Ensure the safety of the information collected as soon as possible i.e. by transferring the information into the data management tool and uploading onto the server as soon as possibleDestroy any notes and voice recordings of the interviewCarry out the action plan and follow up on referrals.

80. 2.8.3 Do No Harm – Compassion fatigueWorking day in & day out with individuals & communities affected by human rights violations can create stress, trauma & 'burn out' for you & your colleaguesRemember that self-care is important!Remember to look after yourself.

81. ABCD’s of Self Care

82. 2.8.3 Interview practiceActivity:In pairsOne person takes the role of the beneficiary or client & the other an implementing organisation representative or peer outreach worker. Think of a case that is relevant to your community. The case should be fictional (& not include names or other details that could identify real clients). You can include realistic details based on your knowledge of the kinds of incidents that have been experienced by this community. You have 30 minutes to take turns interviewing each other about the incident or case.

83. Unit 2.8 Checklist: Conducting gender-sensitive interviews – principles and practiceWe are confident that we know how to ensure our safety & security & that of our clients.We understand the key principles of interviewing & are confident that we can apply them when we meet our clients who have experienced gender-based discrimination or violence.

84. 2.9 CUSTOMISING THE TEMPLATEWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceConducting gender-sensitive interviewsCustomising the templateNext steps

85. Activity: Keep, remove or changeWhat would need to be changed in each of the standard sections to adapt the template to your context?2.9 Customising the Gender-REAct template

86. Unit 2.9 Checklist: Customising the Gender REAct templateWe can explain how focusing on gender REAct advances our existing programming & advocacy.We can explain the sections of the template & the steps needed to customise it to our context.We can identify key indicators to include, exclude or change based on our programmatic & advocacy needs.

87. 2.10 PLANNING THE NEXT STEPSWelcome & introduction to Gender REActUnderstanding our contextUnderstanding rightsIdentifying incidentsAssessing state commitments Identifying servicesProgrammatic recommendationsCollecting evidenceConducting gender-sensitive interviewsCustomising the templateNext steps

88. Unit 2.10 Checklist: Next stepsWe have agreed on how we will record the gender-based discrimination & violence violations that happen to our clientsWe have finalised the template to include gender indicators appropriate to our contextWe have finalised the mapping of referral services & ensured that they are appropriate & friendly to all people in all their diversityWe have finalised our programme implementation plan to include Gender REAct programmes.

89. Thank you