"As young men we have a role to play in preventing sexual violence": Development and relevance of the men with conscience intervention to prevent sexual violence

Do Gender-Based Violence Interventions Consider the Impacts of Climate Change? A Systematic Review

Climate change and extreme weather events have been shown to increase incidences of gender-based violence (GBV). Numerous organizations have devoted significant time, resources, and effort to the design and implementation of interventions aimed at reducing GBV in Africa. Some interventions effectively reduce violence, but GBV persists and remains pervasive. The United Nations has called for GBV interventions that consider the impact of climate change on violence. This review aims to determine whether public health interventions intended to reduce GBV in Africa take into account the effects of climate change on the region and the population. PubMed, PsychArticles, and CINAHL databases were searched systematically in February 2023 for interventions conducted in Africa published between 2010 and 2023. There were a total of 86 articles in the final review that described 40 distinct interventions. The intervention designs included empowerment and participatory approaches (microfinance, microfinance plus, community education, and community engagement), changing social and cultural norms (community education, community engagement, and media), and school-based programs. None of the 40 interventions mentioned climate, weather, or climate change as a component of the intervention. There are several opportunities to improve existing, successful GBV interventions in order to increase their efficacy. GBV interventions could incorporate economic independence programs that do not rely on agriculture and include climate change education. These findings could facilitate the integration of two previously distinct research disciplines-climate change and GBV prevention-to inform future research and develop more effective and cost-efficient interventions.

"I Don't Want to Be Known as a Weak Man": Insights and Rationalizations by Male Students on Men's Sexual Violence Perpetration against Female Students on Campus

Understanding how men view rape is foundational for rape prevention, but it is not always possible to interview men who rape, especially in a college campus context. We explore male students' insights into and rationalizations for why men on campus perpetrate sexual violence (SV) against female students by analysing qualitative focus group discussion data with male students. Men contended that SV is a demonstration of men's power over women, yet they did not perceive sexual harassment of female students as serious enough to constitute SV and appeared to be tolerant of it. Men perceived "sex for grades" as exploitative and rooted in the power asymmetry between privileged male lecturers and vulnerable female students. They were disdainful of non-partner rape, describing it as acts exclusively perpetrated by men from outside campus. Most men felt entitled to have sex with their girlfriends, although an alternative discourse challenged both this entitlement and the dominant masculinity linked to it. Gender-transformative work with male students is needed to support them to think and do things differently while they are on campus.

Educating Teenage Boys About Consent: The Law and Affirmative Consent in Boys’ Socio-Sexual Cultures and Subjectivities

Educating boys about consent in schools in England is required as part of the now-statutory Relationships, Sex, and Health Education curriculum and, moreover, is considered important for addressing sexual violence, abuse, and harassment among young people. The present paper draws on qualitative data collected in three schools in southeast England to explore how boys are being taught about consent and how they relate to and interpret educational messages about consent in terms of their sociosexual subjectivities and peer sexual cultures. Data was collected during May–June 2022 through classroom observations, focus groups with boys, and discussions with teachers in a co-educational academy, a boys’ academy, and a boys’ independent school, all in southeast England. The data suggests that while typical consent education messages may rationalise or provide a ‘road map’ for consent, the boys felt uncertain and anxious about navigating the perceived, often anticipated, realities of youth sexual culture. The framing of sexual activity as only consensual, and thus legitimate, if there is a clear and direct yes, conflicted with these realities. As supposed initiators of sex, as masculine heterosexual subjects, the boys felt a responsibility for obtaining consent yet seemed to lack confidence regarding the socio-affective skills required for doing so. The paper calls for an integrated model of consent education that addresses knowledge, skills (including emotional literacy), and the normative contextual contingencies that constrain the operation of free choice.