ERM - Emotional Respectful Men - Intelligenza Emotiva contro la violenza di genere

<< Background >>The first need that ‘Emotional Respectful Men’ intended to address was that of adult educators who do not possess adequate tools to train their students on the relationship between emotions, toxic models of masculinity, and violence. The partnership recognised the urgent need to work on the prevention of gender-based violence, still dangerously high in all partner countries, particularly among men, since societal norms and expectations regarding masculinity and emotional expression have evolved. Adapting to these changes means promoting healthier and more respectful attitudes among men.In recent years, the conviction has become firmly established among psychologists that only a profound cultural change can consistently reduce gender-based violence, and that cultural change must come through emotional literacy: training in one's own emotions, emotional management and regulation, empathy and relationships. ‘ERM’ wanted to offer this kind of training to young adults in the partner countries, in order to overcome not only cultural deficiencies, but also educational deficiencies, since, with the exception of experimental projects, emotional education is not provided in high schools and universities in any of the countries involved.<< Objectives >>OB1 was to create a training course that combined education on soft skills and emotional intelligence with elements of emotional literacy. By creating a pathway with a holistic approach to social issues, affectivity education and soft skills, the consortium wanted to provide a recognised, high quality and at the same time highly customisable tool with which to educate adults on EQ.OB2 was to train adult educators on a different model of masculinity and femininity, understood as a freer and fairer model, in order to strengthen their role as guides and motivators in the adult learning community. Understanding the role of emotions in gender stereotypes, in fact, can help educators steer their students’ choices and learning paths in the direction of greater self-knowledge and freedom of expression.OB3 was to prevent gender-based violence through affectivity and relationship education that breaks down patriarchal stereotypes of relations between men and women.‘ERM’ showed the connection between gender stereotypes and the failure to manage emotions, and how the correct identification and acceptance of emotions can lead to the development of important Emotional Intelligence skills.<< Implementation >>Activity 1 “Emotional Education Pathway” was centred on the design of the Emotional Education Pathway, and encompassed two phases: a pars destruens (deconstruction) of emotion-related gender stereotypes and a pars construens (construction) showing healthy and free models of emotional regulation and application of emotional intelligence. It included tasks 1.1 Desk Research, task 1.2 national focus groups, task 1.3 creation of Modules, and task 1.4 translations. Activity 2 “LTTA for ADU teachers” consisted of a Learning Teaching Training Activity to train adult teachers on the Pathway modules and the relative evaluation.Activity 3 “Pilot Testing and final dissemination” consisted of two sub-activities: Pilot Testing with the secondary target group of young adults aged 18-25, with the relative evaluation, and Dissemination of the final ‘ERM’ products, both online and through national multiplier events.<< Results >>Results of A1:A1.1- 12 Good Practices.A1.2- 3 National Reports on the 3 National Focus Groups.A1.3- 20 educators involved in the national Focus Groups (6-8 per partner).A1.4- 1 Emotional Education Course consisting of 7 modules and 12 Tools (2 Tools for each module apart from the introductory module).A1.5-.5- 1 set of Guidelines.A1.6- KOM in Turkey.Results of A2: A2.1- LTTA in Spain, with 8 participants.A2.2- 1 training for trainers in Turkey with 4 participants.A2.3- 1 General Evaluation Report.A2.4- 1 TPM in Spain.Results of A3:A3.1- 56 young people trained during Pilot.A3.2- 3 National Reports.A3.3- n. 4 dissemination events with a total of 229 participants.A3.4- n. 100 posts on the project’s social media.A3.5- n. 22 articles published on the blog.A3.6- 4 Newsletters in English, also translated into Italian, Spanish and Turkish.A3.7- 287 followers on Social Media.A3.8- 1 Website containing all the project’s results.A3.9- Final meeting in Rome.In general:475 people directly reached by the project results (84 with Focus Group+LTTA+Pilot, 229 by events, 162 by direct mailing).40,000 views on the project's social media