The Women’s Center

Madison Bloodworth
Niki Winters
Sam Elliott
 GC Women’s Center Mission
The Women’s Center at Georgia College strives to create a dynamic campus community
that challenges gender-based oppression through education, support, and
community-building. Utilizing a feminist and intersectional lens, we work to achieve our
mission through:

★ Creating programming promoting healthy sexuality and relationships;

★ Providing opportunities for leadership development and personal empowerment;
★ Collaborating across campus and community for social change;
★ Driving power-based interpersonal violence prevention efforts at GC;
★ Supporting members of our campus community in times of crisis.
 GC Women’s Center Services
★ Lactation spaces

★ Resource library

★ Individual support

★ Community groups

★ Lounge and study areas

★ Trainings and presentations

GC Women’s Center Staff
 Goals & Objectives
1. To advertise and promote the services and resources that the
Women's/LGBTQ+/Cultural Center provides for the campus and local community.
a. Promote Women’s Center resources at freshman orientations and educate incoming
students on the availability of the resources offered.
b. Recruit new volunteers and advocates for the Women’s Center.

2. To build curriculum for community building programs and mentorship programs

beginning Fall 2019.
a. Revise and add lesson plans to the existing Girls Grow curriculum.
b. Build and develop curriculum for Guys Grow.
c. Build a female body image discussion group and conduct two pilot sessions.
Internship Tasks
 Promotion
● Target population: incoming and returning students
○ Stronger presence at orientation
○ Social media (instagram, facebook)
○ Promotion (flyers and handouts) around campus
 Media Design
● Created various promotional and informational graphics for programs
and events via Canva
● Designed button graphics
● Materials were made for...
○ Girls Grow
○ Guys Grow
○ Body Image Discussion Group
○ Women’s Leadership Academy
○ Survivors Circle
Graphics
 Canva Design Process
https://www.canva.com/create-a-design
Girls Grow
 Girls Grow
● What is Girls Grow?
○ A program for college women to
mentor middle school girls within
the community on various life skills
and empower the girls to be
productive members of society
 Girls Grow
● Goal: to mentor young girls of the community through a series of lessons,
discussions and activities
○ Educate and mentor young girls on how to empower themselves through various lessons
○ Mentor young girls on how to live authentically
○ Mentor young girls on how to live a healthy and positive life
● MY Goal: revive this program and ensure that the program is sustainable
○ Update and provide newer lesson plans for the program
○ Promote the program to incoming and returning students
○ Recruit mentors for the program to be implemented during upcoming school year
Girls Grow
 Girls Grow
● Added lessons:
○ Young Women’s Leadership (developing leadership)
■ Goal: to inspire young women to practice leadership skills in all areas of life in order
to prepare them for leadership roles in the future.
○ Being Fearless
■ Goal: to encourage participants to step out of their comfort zones and overcome the
fear of failure.
○ Violence Against Women
■ Goal: educate young women on the violence against women and how to prevent it.
 Girls Grow
Young Women’s Leadership

● Activity One: Car and Driver Activity!

○ To explore the emotional implications of leading and
following
○ Discussion:
■ How did it feel being a car/driver and what are
the challenges of each role?
■ Which did you prefer and why?
■ What did this exercise teach you about
leadership?
 Girls Grow
Young Women’s Leadership

● Activity Two: Good Leader/ Bad Leader

○ To explore the qualities of a good/bad leader
○ Discussion:
■ Compare and contrast group discussion of qualities of leaders that participants
admire and qualities of leaders that they dislike.
■ Compare these leaders to themselves
● How can we avoid becoming bad leaders?
● What can we do to be effective leaders?
 Girls Grow
Young Women’s Leadership

● Activity: I Have a Dream

○ Participants are asked to imagine a
future for their communities and
create a road map from their
community’s current reality to their
final vision.
○ This exercise helps participants
develop practical steps to move from
vision to reality by using SWOT
analysis and SMART goals.
 Girls Grow
Being Fearless

● Knowledge Sharing:
○ Mentors/Leaders will create a powerpoint filled with examples of inspirational/fearless
leaders
■ Express how without taking chances, we would never be able to the see the
outcome of these chances whether they are good/bad.
● Discussion:
○ participants and leaders will discuss ways they have learned from mistakes and share
examples of chances they did not take due to fear of failure but wish they had.
 Girls Grow
Violence Against Women

● Activity One: The Story of Violence

○ Objectives: To dramatise different forms of violence against women and stimulate
discussion on the issue.
○ Activity Overview: Some participants read or act out selected stories to the group, which
depict different forms of violence. Based on the stories, a group discussion on violence
against women is held.
 Girls Grow
Violence Against Women

● Activity Two: Examining Violence and Brainstorming How to Stop it

○ Objectives: To give participants an opportunity to discuss violence and think of ways to
prevent it.
○ Activity Overview: In small groups participants discuss violence, its impact, and ways to
prevent it.
■ How prevalent is violence against women in your community and in your country as
a whole?
■ Why does violence against women happen?
■ How can it be stopped?
 Girls Grow

Any Questions/Comments?
Guys Grow
 Guys Grow
What is Guys Grow?

A community building/mentorship program

aimed at educating eighth grade males in
Baldwin County on topics related to life
challenges and skill development.

- The program is seven weeks long with an

introduction section and seven units
covering topics that range from peer
relationships to bystander prevention and
consent.
- Aimed at providing students with the tools
they need to be respectful, advocating
members of society.
 Guys Grow
Guys Grow Purpose

GUYS GROW WAS CREATED TO PROVIDE YOUNG MEN OF MIDDLE SCHOOL AGE WITH
MENTORS FROM WITHIN THEIR COMMUNITY.

WE AIM TO MENTOR YOUNG MEN ON TOPICS RELATED TO GROWING UP, RESPECTING OTHERS
AND RESPECTING THEMSELVES.

WE STRIVE TO DEVOTE MENTORSHIP, FRIENDSHIP, TIME AND EDUCATION TO YOUNG MEN.

WE WORK TO HELP GUYS GROW.

 Guys Grow
Lesson Breakdown

Goals To Grow: Goals outlined for the lesson, the lesson is aimed at achieving these goals.

Supplies Needed: Supplies necessary to complete the games or activities in the lesson.

Weekly Check-in: Beginning of session, aimed at debriefing/setting the tone for the session.

Knowledge Sharing/Application: The lesson, assignments and activities.

Discuss and Review: Discussion of what was learned, reflection of lesson.

Closing: What was taught and what was learned, answer remaining questions.
 Guys Grow
Introduction to Guys Grow

- Goals: To get to know the

mentors and the mentees and
providing a better understanding
of what Guys Grow is and what
mentees should expect.
- Knowledge Sharing/Application:
Go over the guidelines for Guys
Grow and explain each section.
- Discuss and Review: Discuss the
topics and guidelines with the
students and answer any
questions they have.
 Guys Grow
Lesson One: Toxic Masculinity and the Man Box

- Goals: To educate students on toxic masculinity and the metaphorical “man box”.
- Man Box: The rules of “acting” like a man, mindsets and behaviors that men and boys are socialized to
conform to.
- Knowledge Sharing/Application: Conduct activities, show an educational video
and discuss common phrases that fuel toxic masculinity.
- Activity One: Word association game - students split into two teams and race, one at a time, to opposite
ends of the white board and write words they associate the word “man”. The winner is the team with the
most words. Repeat the activity with the word, “woman”.
- Video: The Man Box - The Men’s Project
- https://youtu.be/KdRrjCOqzZY
- Activity Two: The Man Box worksheet
- Discuss and Review: Ask students questions related to the content and discuss
the long term effects and methods of stepping out of the man box.
- What stuck out to you from the video?
- What are ways you or others have been inside the man box?
 Guys Grow
Lesson Two: Stereotyping

- Goals: To understand stereotypes and prejudice, one’s own stereotypical

tendencies and how to avoid making assumptions.
- Knowledge Sharing/Application: Define stereotypes and prejudice and break
down labels that society uses to define certain groups or individuals to assess the
impact they have on society. Conduct an activity at the end of the section.
- Stereotype: A widely held but fixed and oversimplified image or idea of a particular type of person, group
or thing.
- Prejudice: Preconceived opinion that is not based on reason or actual experience.
- Activity One: Students should brainstorm labels and categories that are used in school. Write down the
first five responses on the board as categories and allow the students ten minutes to write down words
that fall under each category.
- Discuss and Review: Review the activity and content learned throughout the
lesson. Ask students questions to start a discussion about the effects of
stereotyping.
- How do assumptions affect behavior towards a group?
- How can assumptions about a group be damaging?
 Guys Grow
Lesson Three: Consent

- Goals: To understand healthy relationships and boundaries, how to respect others

and how to identify consensual/non-consensual situations.
- Knowledge Sharing/Application: Begin lesson with disclaimer about topic. Define
and give examples of sexual violence and consent and the various components of
consent, then show an educational video.
- Sexual violence: A preventable, sexual act committed against someone without their freely given
consent.
- Consent: An ongoing conversation consisting of words or actions that show a knowing and voluntary
willingness to engage in mutually agreed upon sexual activity. (explain knowing willingness and
voluntary willingness.)
- Video: Understanding Consent
- https://youtu.be/raxPKklDF2k.
- Discuss and Review: Ask students various questions that review the material, act
out consensual scenarios
- What are some forms of body language that mean no?
- What kind of questions should you ask when trying to establish consent? (Are you sure you want to do this?,
Are you okay with this?)
 Guys Grow
Lesson Four: Bystander Intervention

- Goals: To understand what a bystander is, how to intervene as one and to be aware of the
resources offered for victims of non-consensual contact.
- Knowledge Sharing/Application: Define and explain bystander and bystander intervention
(the four d’s of bystander intervention), show an educational video and provide student
resources for reporting sexual violence.
- Bystander: Someone who is present when sexual violence takes place. (Can be passive or active)
- Bystander Intervention: When someone who is present when sexual violence takes place steps up and
prevents something harmful from taking place.
- The four D’s: Distract, Delegate, Direct and Delay
- Victim: Someone who has recently been affected by sexual violence.
- Survivor: Someone who has gone or is going through the recovery process.
- Video: Bystander Intervention - Brock Sexual Violence Support Centre
- https://youtu.be/QudhMhnxXho
- Discuss and Review: Ask students questions related to material and pair students up to
analyze sexual assault scenarios.
- Can you identify any connections that were made in this video between our lessons?
- What are some ways you could intervene?
- Activity One: Pair students up and analyze sexual assault scenarios.
 Guys Grow
Lesson Five: Sex Ed

- Goals: To understand sexual activity, how to know when one is ready for sex and
the risks involved with unsafe sex.
- Knowledge Sharing/Application: Begin the lesson with a disclaimer. Explain sex
and being sexually active. Conduct activities to assess student standpoint on how
old one must be to have sex and how to determine if someone is the right partner.
Discuss the risks involved with sex (STI’s, pregnancy, emotional trauma).
- Activity One: Students should write down on index cards how old they think they should be before
having sex and pass responses up. Facilitators will then explain how to tell if one is ready.
- Discuss and Review: Ask students questions regarding pressures that exist for
teens to be sexually active and discuss current statistics of sexually active teens
and abstinence.
- Why might this cause you to feel pressured to have sex?
- What are ways that you could reduce or eliminate the pressure?
 Guys Grow
Lesson Six: Self Confidence

- Goals: To understand the components of self confidence, methods of enhancing it

and factors that affect it.
- Knowledge Sharing/Application: Conduct activities to define and explain self
confidence and methods of improving one’s own self confidence and their friends’.
- Activity One: begin the lesson by asking the students if they know what self confidence is. Write down
every definition provided on the board, then write the definition outlined in the material.
- Self Confidence: a feeling of trust in one's abilities, qualities, and judgment.
- Activity Two: Students should write down five things that make them proud of themselves. Students
should then mention one thing they wrote down.
- Discuss and Review: Discuss and ask questions regarding how one can avoid
compromising self confidence.
- What does it mean to have high self esteem?
- Do you think you have to prove yourself in some way to deserve self esteem?
 Guys Grow
Lesson Seven: Relationships

- Goals: To identify unhealthy and healthy relationships and to understand peer

relationships and their significance.
- Knowledge Sharing/Application: Conduct activities to define and explain peers
and relationships and what characteristics we look for and do not look for in peer
relationships.
- Relationship: A connection between two people.
- Peer: Someone of your age, a classmate, a friend.
- Activity One: Begin by asking students to write down a few of their friends’ name on a sheet of paper and
why they consider them to be their friends. Pass the sheet to the mentors.
- Discuss and Review: Ask the students what it means to be a good friend, methods
we can use to be better friends and the benefits of being a good friend.
- Understanding each other
- Equality in the relationship
 Guys Grow
Materials Page

Introduction Section: Guys Grow Guidelines

These guidelines consist of...

- Speaking from the Heart

- Confidentiality
- Listening Actively
- Being Non-Judgmental
- Sharing Space
- Providing Support
 Guys Grow
Materials Page

- Toxic Masculinity and the Man Box

Section: The Man Box Worksheet
- Aimed at providing students with
common terms and actions that society
says a man should in order to make them
aware of social norms and ways to stand
out of the box.
 Guys Grow
Materials Page

- Bystander Intervention Section: Sexual Assault Scenarios

- Aimed at providing students with real life scenarios of sexual violence to test their
knowledge on how to handle similar situations.
- Example: Jacob and Christina are dating. Christina doesn’t know how she feels about sex just
yet, but Jacob is persuasive and finally gets her voluntary consent. As they have sex, Christina
says “wait – stop – that hurts.” Jacob continues for several more minutes, restraining Christina
to where she can’t move. Afterwards, Christina is upset. Jacob apologizes, but says there was
no point in stopping, they had already started.
How Will It be Implemented?

- Guys Grow will be utilized by Communities in Schools of Milledgeville and

the GCSU Women’s Center in the Fall of 2019 and hopefully for years to
come. There will be facilitator training for college men who volunteer for
this program provided by the Women’s Center as well as provided
materials for lessons.
 Guys Grow

Any Questions/Comments?
Body Image Discussion Group
 Body Image Goals & Objectives
Goal: To Influence college girls to not conform to appearance ideal
pressures and promote body positivity to not only themselves but to
others around them

1. Define the appearance ideal and explore its origin

2. Examine the costs of pursuing this ideal
3. Explore ways to resist pressures to conform to an appearance ideal
4. Discuss how to challenge our personal body-related concerns
5. Learn new ways to talk more positively about our bodies
6. Talk about how we can best respond to future pressures to conform to an
appearance ideal
 Body Image Discussion Group
Planning:

● Why we chose this topic and method

○ An issue with many college aged girls
○ Discussion group
● Picking a curriculum and target population
○ GC girls
○ 2 session group
○ Smaller attendance (6-8)
○ The Body Project
● Promoting and Recruiting
○ Facebook page
○ Sign up form and pre-test/post-test forms
○ Goodie bags
 Body Image Discussion Group
Implementation:

● Held at Blackbridge Hall

● Gave them the pre-test
● Welcome and introduction
 Group Outcomes
● Ideal attendance - 6 to 8 people
● Total attendance - 7 people
○ First session: 4 attendees
○ Second session: 5 attendees
● Overall excellent participation
○ Each girl had input
○ Introduced topics before we got to that section - provoked deeper thinking
● Participants felt comfortable sharing
○ Each one had detailed stories or examples to contribute to the discussion
○ Inspired emotional responses
○ Everyone could relate to what others shared
 What Was Covered - First Session
Definition and Origin of the appearance
ideal
● What are we told that the “perfect
woman” (appearance ideal) looks like?
● Where did the appearance ideal come
from and how is it promoted?
● Have you ever received a negative
comment about your body and how did it
make you feel?
● How do appearance ideal messages from
the media impact how you feel about
your body?
● Do those who come closest to the ideal,
such as celebrities, have perfect lives?
Decreased self-worth; expensive; Increased mental health care costs,
physically and mentally exhausting; can promotes a culture of discontent. Impairs
hurt themselves, health problems, often
negatively encourages unhealthy weight
women’s and girls’ ability to contribute to
our society as much as possible and
management techniques, depression, prevents them
anxiety.
● Share what you costs you came up with for
individuals and society.
● Who benefits from the appearance ideal?
● Given all the costs, does it make sense to
pursue the appearance ideal? Lets each
give a reason why.
 What Was Covered - First Session
Challenging body talk
● Can you think of some ways that
you or others may promote the
ideal without knowing it?
● How do these statements keep
the ideal going?
● If you stopped using these
statements, how would you and
others around you feel?

Behavioral challenge
Verbal challenge exercise
● Each state something that you avoid doing
● Share your example with the group
because of body image concerns. Share what
you’re going to challenge yourself to do this
week.
Take Home Exercises - First Session
 What Was Covered - Second Session
Debriefing
Letter to a younger girl
● Can each of you share your letter with the group?
Mirror exercise:
● How did you feel when doing this
exercise?
● Why do so many of us find it so
difficult to compliment ourselves?
● How can we teach young girls that
there’s a difference between being
confident and arrogant and that
being confident is good?
● Each person state one aspect of
their body that they’re satisfied with.
Behavioral challenge:
● Each share what you did that you normally wouldn’t do
because of body image concerns; did you find it useful
and what did you learn?
Role play to discourage pursuit of the
appearance ideal
● Each of us peer leaders will play a
person who is obsessed with the
appearance ideal and your job will
be to convince one of us that we
shouldn’t be. Each role play will
last several minutes. Feel free to
use any of the costs of pursuing
the appearance.
● How did it feel to play these roles?
● What might be the benefit of
challenging when they make
appearance ideal statements?
 What Was Covered - Second Session
Future pressures to conform to the appearance ideal
● Each of us is going to identify an example of a
future pressure to conform to an appearance ideal
that seem personally relevant, along with one way
to respond to the pressure.

Quick comeback to appearance ideal statements

role play
● I will say a statement of fat talk to each of you and
your job is to come up with a response to derail
the statement.
● How do you plan to challenge your friends and
● Each share 2 things from their list. family in the future if they make appearance ideal
● We would like each of you to do at least 2 acts of statements?
body activism over the next week. Share with the
group what you plan on doing.
 Take Home Exercises - Second Session
Self-affirmation exercise
● Choose one of these ideas, or one of your own, to do sometime in the next week. Share yours with the group.
○ Choose a friend or family member and discuss three things that you like about yourselves.
○ Keep a journal of all the good things your body allows you to do.
○ Pick a friend to make a pact with to avoid negative body talk. When you catch your friend talking negatively about their body,
remind them of the pact.
○ Make a pledge to end complaints about your body. When you catch yourself doing this, make a correction by saying something
positive about that body part
○ The next time someone gives you a compliment, rather than objecting , practice taking a deep breath and saying, “Thank you.”
○ Make a pledge to do the mirror exercise once per week.

Discussion of benefits of the group and closure

● Can you tell me some benefits of body acceptance?
● Did any activity stand out as helpful to you?
● How has this experience changed the way you think and feel about
your body?
● How has your participation in The Body Project changed what you
do, or will do in the future, to promote your own body acceptance?
● How has this group changed how you interact, or how you will
interact, with friends, romantic partners or any other people in your
life?
● What else have you gotten out of this program? Everyone state at
least one thing they have learned or liked in this group.
 Body Image Discussion Group Feedback
● All participants were asked to take a pre-test addressing:
○ Their attitudes towards their own body image (scale based questions)

● All participants were asked to take a post-test addressing:

○ The same attitude based questions to see if their responses changed (scale based)
○ What they learned/took away
○ How it made them feel
○ What improvements the facilitators could make
○ What they liked and what worked
 Pre-Test/Post-Test Feedback Comparison
How I feel about my body can change depending on what I wear, or what others say.
 Pre-Test/Post-Test Feedback Comparison
I wear clothes based more on how I think they make my body appear, rather than for comfort.
Pre-Test/Post-Test Feedback Comparison
It is difficult for me to look at my body, naked, in a full length mirror.
Pre-Test/Post-Test Feedback Comparison
Most of my inner comments to my body are negative or judgmental.
 Pre-Test/Post-Test Feedback Comparison
I think I shouldn't wear the clothes I like if they don't make me look as thin as possible.
Pre-Test/Post-Test Feedback Comparison
I look in mirrors throughout the day to see if I look "ok”.
 Pre-Test/Post-Test Feedback Comparison
I feel better or worse about myself on a given day depending on how I look physically.
Post-Test Open Ended Feedback
Post-Test Open Ended Feedback
Post-Test Open Ended Feedback
Post-Test Open Ended Feedback
Post-Test Open Ended Feedback
Post-Test Open Ended Feedback
Overall Feedback
 Body Image Discussion Group Improvements
● Initial sign up
○ Include names and contact information, as well as an attendance agreement and pre-test
● Session summary write ups for those absent
○ Send absent participants a summary of what was covered and the take home exercises
● Staying on track during discussion
○ Prevent thoughts and conversations from wandering
● More accurate feedback data
○ Make sure the data collected for both the pre and post-tests matches up in number of
responses
● Include helpful resources and activities
○ Research, present and discuss resources that they can utilize
○ Increase the amount of engagement activities, such as writing
 Body Image Discussion Group

Any Questions/comments?
 Internship Feedback
★ What we’ve liked
★ What we’ve learned
★ What we’re going to take with us
Questions/Comments?
Thanks for coming!