2nd MenEngage Global Symposium 2014 (November 10-13, New Delhi, India)

Engaging Youth as

Champions in Ending

Violence Against

Women & Girls

Ann DeMarle

demarle@champlain.edu

http://breakawaygame.champlain.edu

1. Awareness

2. Personal

accountability

3. Attitude & behavior

Change

4. Advocate for change

Goals:

Behavior Shift

Why a game?

Powerful Form of

Experiential Learning

• Identification with characters

• Role playing real life situations

• Active decision making = critical thinking

• Reflection & storytelling

Sabido

Methodology

• Entertainment Education for Social Change

• Role Modeling:

• Positive

• Negative

• Transitional

• Narrative 70/30 rule

• Player becomes the Transitional Character.

• Interactivity leads to decision-making.

• Player experiences cause and effect.

49% 18 years or under

31% female, 64% male

88% more positive choices

Facilitator’s Guide

The Camp Model:

Hebron, Palestine

The Camp Model:

Hebron, Palestine

Respect changes attitudes

Respect changes attitudes

Respect changes attitudes

“It has shown me that it is not about how good your soccer

skills are. It is about attitude, teamwork & determination.

What you do when you are not on the pitch is important as

well.”

—Foluso, age 13, England

“I told my friends about how great this

game is & I shared with them that

violence against women is negative &

how to make right decisions.”

—Haroun, age 12, Hebron

Sonsonate,

Facilitator

Training &

Youth Camps

Nov. 21-28, 2013

Facilitator Training &

Youth Camps in

Sonsonate, El Salvador

Game Play

Learning activities

Reflective dialogue

Research partner:

Dr. Hua (Helen) Wang

Event-based time diaries and

participatory sketching

Gamification strategies and

Facebook insights

Analytical sample AM camp group PM camp group

N (Sample Size) 83 38 45

Age

Range 7-18 7-15 8-18

Median & Mode 12 12 12

Mean 11.94 11.50 12.29

Standard Deviation 2.30 2.56 2.05

Sex

Boys 40 20 20

Girls 29 11 18

Unknown 14 7 7

Research participants

Character Identification

• bad

• selfish

• rude

• friendly

• kind

• nice

• Helpful

• happy

• enthusiastic

86.4%

88.3%

86.5%

Character Identification

30

86.8%

participants

demonstrated

considerable

empathy and

sympathy

toward Hanna

I’m hurt

Draw a

picture of

Hanna to

show how

she might

feel in this

situation.

Participant

Responses

I don’t know why they do not allow

girls play if we are all equal.

Oh! Tal is so rude! I want to play.

Change behavior

(n=100)

e.g., “Stop bullying!”

Negative personality

(n=25)

e.g., “You are rude!”

Harmful consequences

(n=8)

e.g., “You hurt people’s

feelings!”

Reasons to change

(n=6)

e.g., “It’s important to

respect girls!”

Write a letter to Tal

136 statements

Responsible members of society

Understand that we are all equal

Always together and strongly united

We always think before we act

We are tired of the lack of equity working together

Equity we will achieve

We are always proud of equality

(translated from Spanish)

Acrostic Poems

turned into Rap

respectful

kind

honest

generous

Participant

Word Art

87.7%

Completely agree1.8% Disagree

The GREAT

DEBATE:

Can a girl be on a

soccer team?

10.5%

Conditionally agree

Learning Practical Strategies

about VAWG

39

Get the hell out Raina!

What, no way!

Calm down, boy, everybody can play.

Draw an example

of bullying (verbal,

physical,

psychological) that

you have learned

from

BREAKAWAY and

how to deal with it.

Participant

Responses

“You are ugly !”

I will try to ignore her

“Why you say that ?”

we stop violence and leave discrimination in the past!!!!!

nobody likes me

because she looks nice.

what's more, quit bothering

her,

She doesn't even hang out

with

you or do anything to you.

yeah, she's such an ugly girl.

oooh, so gross. this girl –

don't talk to her

N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25

On average, campers chose more female player stickers

than male player stickers although the difference was not

statistically significant

MF = 8.11 vs. MM = 7.64; t(55) = .57, p = .57

Girls chose significantly more female player stickers

MF = 10.65 vs. MM = 5.70; t(22) = 4.81, p < .001

Boys chose significantly more male player stickers

MF = 6.64 vs. MM = 10.04; t(27) = -3.83, p = .001

These patterns were consistent between AM and PM camps

Empowerment

Open to change

Sticker Sheets

Camps: 4.90

Facilitators: 4.66

Other

participants: 4.66

• 60 posts regarding the El Salvador youth camps (51 of them during

the trip)

• These photos and short videos created a spike in the daily number

of page likes. Some of these posts reached not just hundreds but

thousands of Facebook users.

• Max = 2,333; M = 379.47

• The most popular video was played almost 100 times.

• Altogether in 3.5 months, the BREAKAWAY camp posts gained

• 1,308 likes, 177 shares, and 198 comments;

• Engaged 4,420 Facebook users

• On a daily basis, an average of 77 Facebook users (including

over 60 from

Latin America/El Salvador)

• Some trained local facilitators became the most enthusiastic fans on

BREAKAWAY Facebook page and started self-organization for

future training and youth camps

• Sabido Methodology can enhance the design of social impact games

through role modeling and narrative engagement

• Deep learning and positive change can occur in a friendly social environment

facilitated by trained group leaders and peer-to-peer discussions

In summary, BREAKAWAY game and youth camps in El Salvador

• showed great potential for effective early intervention about VAWG and

promoting gender equality among youth

• served as catalyst to stimulate social interactions and indigenous initiatives

in the local communities

For more information: http://breakawaygame.champlain.edu

To play the game & download the Facilitator Guide:

http://www.breakawaygame.com/

Conclusion:

Acknowledgements

2nd MenEngage Global Symposium 2014 (November 10-13, New Delhi, India)

Engaging Youth as

Champions in Ending

Violence Against

Women & Girls

Ann DeMarle

demarle@champlain.edu

http://breakawaygame.champlain.edu