Running Head: GROUP PROPOSAL

Group Proposal: Navigating Masculinity in Higher Education

Jazz Allen Espiritu
Seattle University
COUN 5170: Group Counseling Theories and Practices
Dr. Mary Graham
August 3, 2015

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Abstract

This proposal is for a psychoeducational/counseling group for first year male-identified

students entering higher education. It proposes a six-week group focused on exploring
masculinity. Literature is reviewed of masculinity in counseling and higher education, and the
concept of adaptive and positive masculinity. The proposal goes in depth to the type of
membership of the group and the role of group leaders. Goals and objectives are present as well
as an overall plan for each session, including directions and specific goals and objectives for
activities. The group is proposed to occur during the first six weeks of the school year, acting as
an orientation program for better retention and involvement. This proposal is meant for the first
iteration of this group type at an institution, and should be considered a fluid and changing plan
as participants grow in numbers and in development. Practical considerations and evaluation of
the group are also present in this proposal.

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Literature Review

College is a time to discover oneself, but in many cases it is a time to reevaluate and
assess ones life and path. It is a great opportunity for male-identified students to explore how
their gender has affected their upbringing, how it continues to affect their decision making and
other life choices, and how it may play out in their future. There have been a number of studies
and research on masculinity and its effects on students during transitions, their interactions with
the world around them, and how they handle transitions and seeking for help.
In Lancaster University in the United Kingdom, Warin and Dempster held one-on-one
interviews with 24 male students between the ages of 18-20 as they were transitioning in their
educational career into higher education (2007). Their study was to determine how salient
gender identity becomes during a transitional phase. They spent particular attention to
masculinity and the transition into higher education. What they found is that gender is a salient
identity for young men to negotiate their transition (Warin et. al., 2007). An interesting piece
that came out of their interviews was that of portraying engagement so that social integration can
occur. One of the students interviewed was quoted: I mean, some people may take, you know,
if theres women there, that theyve gotta show of and prove their masculinity. But theres no
need for it. Once youre settled in people take you for what you are (Warin et. al., 2007).
Students were taking on certain roles and personas until they felt settled in their cohorts.
An interesting concept that Pederson and Vogel researched was how male students
dealing with higher gender role conflict were least likely to seek psychological help such as
counseling (2007). The purpose of this study was to explore the relationship between gender
role conflicts and the willingness to seek counseling for psychological and interpersonal
concerns. Although the study shares research that has been done in this particular topic, this

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study focuses on the relationship between gender role conflict and willingness to seek
counseling for interpersonal and psychological problems is partially mediated by the tendency to
disclose distressing information and the self-stigma associated with seeking help and then by
attitudes toward seeking help (Pederson et. al., 2007). They used a survey and studied the
results of 575 male students from a university in the Midwest. A majority of these students were
of European American Descent and between the ages of 18-20. The results of their study
supported their hypothesis, and encouraged counselors to find alternate modes of counseling
such as classes, video series, and workshops.
Another study exploring the role of masculinity in mens academic motivation focused on
the struggles of higher education, including enrollment, performance, and having a higher risk of
academic probation and dismissal (Kahn et. al., 2011). This study was specifically focused on
conforming to masculine norms relates to academic motivation. It was done through a survey in
a small liberal arts college in northeastern United States. A total of 188 students participated in
the survey. Two significant functions were revealed: students who aspired to conform to
traditional dominant masculinity rejected femininity and any psychological traits that may relate
to it. The second function, however, revealed an adaptable masculinity that accepts femininity.
This form of masculinity is more accepting, and ultimately eases folks into a better
understanding of oneself. The researchers believe this type of masculinity is ideal for the college
atmosphere, stating helping students become aware of the problematic aspects of dominant
masculinities and assisting them in understanding what adaptive masculinity options exist can
create in-roads to addressing concerns in higher education (Kahn et. al., 2011).
With the concept of adaptive masculinity and recognizing the emerging area of positive
masculinity, a study examined this area with a focus on applying it to approaches on counseling

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men (Englar-Carlson et. al., 2013). Masculinity as it is talked about in counseling and other
social aspects, has focused on important challenges and identifying mens problems. It often
neglected male strengths, adaptive behavior, and positive aspects of being a man (Englar-Carlson
et. al., 2013). The approach that the researchers are encouraging is strengths-based. The study
discusses positive masculinity, and similar to the second function present in the previous study, it
emphasizes adaptive character strengths, emotions, and virtues. The researchers developed a
positive psychology/positive masculinity model that is a strengths-based approach to working
with men. It features the concepts of positive masculinity and is meant to assist participants in
discovering and embracing healthy and adaptive aspects of their own masculinity (EnglarCarlson et. al., 2013). The study also discusses the importance of emotional expression and
help-seeking behavior, similar to previous studies mentioned.
Based on established research, this group will act as an intervention for male-identified
students entering higher education. As they transition into a new stage in their lives, one
centered around learning and growth, this group will offer a change of perspective to an
established identity. The group will provide an opportunity to analyze critically through their
newly acquired higher education lens.
Group Participants
The group will consist of first year male-identified students. Participants are folks who
identify as male because sessions will be geared towards direct experiences of masculinity and
discovering ones authentic self through gender identity. This group proposal is meant for first
year students to serve as part of their orientation and transition into higher education and college
level though processes. According to Warin and Dempster, students entering a new transition
such as college or university will rely on familiar and comfortable roles, specifically their gender

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identity, to find and build community and acceptance (2007). As part of the orientation, an early
intermission in their college careers regarding their gender role identity can continue throughout
the rest of their higher education.
When gathering group participants, it is important to be careful with gender specifics.
Students will be entering under different gender roles that may want to participate in a group
discussing and critically analyzing masculinity. The group is meant for male-identified students,
and content presented will be geared towards this particular group. It is not meant to exclude
other genders, but instead to allow a space for this particular group to explore with one another.
A suggestion would be to create other sessions that allow for others to participate in the
conversation, and to intertwine these groups when possible.
It is also important to set community standards, addressed in the Group Rules section of
this proposal. Students will be entering the group in different levels of their knowledge and
awareness. Participants should feel comfortable sharing their experiences and questions,
knowing that the group is accepting and willing to engage in each others growth.
If possible, have group participants be a wide range of the student population. For
example, having an athlete participating in the group allows for a variety of experiences and
conversations to occur. This is especially due to the hyper-masculinity present in college sports.
It would be beneficial for male athletes to have conversations about masculinity to bring back to
the locker room.
Another important factor to consider for the group is to recognize early on the importance
of men having conversations of masculinity and gender equality. An effective group leader will
facilitate a discussion regarding respectable allyship as a gender role with privilege.

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Goals and Objectives

The overall goal for this group is to explore and discuss masculinity and gender role
identity in college institutions, including stereotypes, myths, expectations, and future
implications. The objectives are as follows: Students will be part of a group that is open to
discussing masculinity and gender role identity; Students will be advocates and allies for
feminism; Students will recognize the importance of group counseling; Students will work
towards a more gender inclusive campus. Because the group is happening at the beginning of
the school year for first year male-identified students, it essentially acts as an orientation group.
It is important for group leaders to keep in mind that what is taught here will be the foundation of
their early experience into higher education.
Membership
This group will be a closed, psychoeducational counseling group with an initial start of 57 people per group leader. Membership will be based on interest and commitment. It is
important that we allow all first year male-identified students to participate in this conversation
because of critical exploration taking place. The students interested will likely adhere to the
group rules and provide insight and respect. Students will likely be recruited through other
ventures of wellness programs on the campus, specifically for mental health and healthy
relationships. Recruitment for this group can also occur during orientation events such as
welcome week and involvement fair.
The reason for the group to be closed is because after the initial recruitment groups
should stay the same for the entire six weeks. This is to allow for effective group development.
Depending on the amount of interest and commitment to group will determine the amount of
groups and group leaders.

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A majority of participants will be in the 18-20 year old range, which places this group
between adolescents and adult. The group will be 5-7 to allow for intentional and deep dialogue,
and each weekly session will be two hours long to allow facilitated discussion and time for an
activity.
Leadership Role
This group will be a closed, psychoeducational counseling group with an initial start of 57 people per group leader. Membership will be based on interest and commitment. It is
important that we allow all first year male-identified students to participate in this conversation
because of critical exploration taking place. The students interested will likely adhere to the
group rules and provide insight and respect. Students will likely be recruited through other
ventures of wellness programs on the campus, specifically for mental health and healthy
relationships. Recruitment for this group can also occur during orientation events such as
welcome week and involvement fair.
The reason for the group to be closed is because after the initial recruitment groups
should stay the same for the entire six weeks. This is to allow for effective group development.
Depending on the amount of interest and commitment to group will determine the amount of
groups and group leaders.
A majority of participants will be in the 18-20 year old range, which places this group
between adolescents and adult. The group will be 5-7 to allow for intentional and deep dialogue,
and each weekly session will be two hours long to allow facilitated discussion and time for an
activity.

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Format

The group will meet for a length of six weeks, once a week for a total of six sessions.
Each session will be 2 hours, excluding one session (film screening) that may run longer
depending on discussion. The first hour of each session will be spent going over community
guidelines, check-ins, and lingering thoughts from past sessions and discussions. The second
hour will be spent on the assigned activity, including follow-up conversation.
Group Rules
The group leader and participants will establish the rules for the group. These rules will
be revisited at the start of each session, and will be added or revised as the group progresses.
Group leaders should emphasize the importance of respect in the group rules. As
mentioned, participants will enter the group in various levels of knowledge and awareness of
their own experiences as well as others. Many rules for the group will be about respecting
others time and experience. This should include allowing folks to talk without interruption, and
allowing others to speak completely and thoroughly. This also means that when participants are
confused of certain ideas or words, they can ask the group for clarification knowing that the
group respects everyones level of competency.
Another aspect in the group rules for leaders to seek out is how the group should handle
conflicting ideologies. There should be rules regarding how to respond to a participant in an
honest, authentic, and supportive way to allow for both parties to grow in their learning. This
rule could be calling in to the conversation, rather than calling out. It is important for
participants to know that they are being heard, and that they are all there to continue their
learning and growth. The group must be supportive while also willing to challenge one another
for the group and the individuals benefit.

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Group Session Plan

The plan is to begin group sessions close to the beginning of the fall quarter. The group
will last for six weeks for a total of six group sessions, one per week. Each session will be two
hours long. Plans for each session can be found in Appendix C. Each session will correspond
with a stage of group development, as presented by (Gladding, 2011).
The first session will revolve around the Forming stage, as the group gets to know each
other as well as the dynamics of the group (Gladding, 2011). This session will be the
development of the group rules and guidelines that will be addressed at each session. The group
leader will spend time explaining what the groups purpose and goals are, as well as format for
future sessions. A majority of the first session will be devoted to screening The Mask You Live
In. This will build the foundation of the groups intent and drive the discussion at the end of the
session.
Each session following the first one will follow the format provided. The first hour will
be spent in discussion of what the group wants to talk about. The group leader will use this first
hour to facilitate the discussion. It is recommended to use questions such as how is the group
feeling today or as we begin the session, where are folks today emotionally, allowing
participants to share how theyve been feeling since the last session. Because of the nature of the
group, leaders can also use this first hour to ask if participants experienced anything related to
their gender identity, considering that is the main theme of the group and as first year students
they are in the middle of a huge transition. This first hour allows the focus to be on the overall
goal of exploring their masculinity through personal and group reflection.
The second session will be an activity that faces the Storming stage (Gladding, 2011).
Communities of Practice is an activity for participants to explore the ideologies that they grew

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up with between their K-12 grade years. Posters with different statements will be posted along
the walls of the room, with a range of strongly agree to strongly disagree. Participants will use
different colored stickers to symbolize modes of upbringing (media, schooling,
parents/guardians, and peers) and where they fit in the spectrum of the statement. Once
everyone has placed stickers for each community onto each statement, the leader will go through
each statement and facilitate a discussion on similarities, differences, and other notable attributes
of the group and the statement. The goal of this activity will be introduce the group to the
differences in communities and practices amongst each other, and finding the value within it.
The third session will be focused on an activity seen in the documentary The Mask You
Live In screened in the first session. Each participant will receive an image of a blank mask,
front and back, and theyll be writing descriptions on the front and back, symbolizing whats
outwardly facing society and whats behind the mask. The goal of this activity is to depict the
differences between how participants present themselves and how they truly feel, and the
similarities between participants in those feelings. Participants will write on the Mask handout
the words and emotions that are depicted outwardly and inwardly, and then ball their papers and
throw them into the center of the group. They will each pick one up and read the words written
on their sheets. A discussion will follow.
The fourth sessions activity will be addressing their awareness and development from
the previous sessions. Participants will write a letter to their younger self, regarding anything
that they would like to tell them. It is important for the group leader to frame this as open-ended
and as authentic as possible. Participants will not be sharing their letters aloud, but there will be
a discussion on how the activity went where they are more than welcome to talk about what they

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have written. The goal of this activity is to face the awareness the participants have achieved of
their upbringing with the knowledge that they are developing through group.
The fifth session is when the group should be working in the Performing stage (Gladding,
2011). For this session the group leader will take a step back and facilitate discussion rather than
have a concrete activity. If the group is less prepared to hold a discussion, the group leader can
guide with a short free write activity before moving forward. However, the goal is for the group
to have the skills and the experience to work through conversations and conflict with the group
and the content provided. This session is also an opportunity to address anything in the past
sessions that the leader believes needs to be explored in depth.
The final session will follow the same format, but will prepare participants to close the
group. The same check-in questions can still be asked, but the group leader should also prepare
to ask questions about where participants see their learning moving forward past the group. The
final activity will be similar to the fourth session, but instead participants will be writing to their
future selves when they graduate from college. This is an opportunity for participants to write
about what they hope to accomplish during their time in higher education as well as their
personal hopes and growth as they move forward with their newly acquired knowledge and
awareness of their gender identity. These letters will be given to the group leader to be sent out
on their graduation. Because this is a long-term commitment, this activity can be altered to
reflect the end of that particular school year.
Appropriate Forms and Materials
There are a number of forms and materials to have prepared for this particular group.
These forms are described as follows and can be found in the Appendix of this proposal.

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The fourth session involves the Mask Activity as a follow-up to the first sessions
screening of the documentary. The handout has the instructions for the activity and an image of
a mask, both front and back, for participants to write what they portray and what hides behind
the mask.
The directions to Communities of Practice can also be found in the Appendix. The
directions include set-up, example statements, and example discussion questions after the
activity. For this activity, make sure you have poster paper, markers to write the statements, and
colored dot stickers that represent the four different communities.
The rest of the sessions will only require lined paper, stamped envelopes, pens, and
markers.
Practical Considerations
There are a number of decisions that were made in consideration of previous studies and
research. Many of these considerations are based on the type of membership for the group, the
need for an all male-identified group, and the promotion of positive masculinity.
The type of membership was based on Warin and Dempster and their study on the
salience of gender during the transition to higher education (2007). It is believed that the first six
weeks into higher education is the most effective time for students to be involved and to gain an
accurate depiction of their college or university. Creating and establishing a group centered on
positive masculinity fosters learning beyond traditional norms for both the students and the
institution.
The need for an all male-identified group is to provide conversations for men to have
with other men. Women and other genders are important in this conversation, and a space

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should be provided, but this particular group is about personal and shared experiences, leading
towards embracing positive masculinity.
Evaluation of the Group
This group will be revolved around personal growth and development. The effectiveness
of the group can be measured in a number of ways, including the progression of the activities and
the content of discussions.
Once the group ends, a good portion of their first quarter will be completed. It is
important to recognize that they will continue to have experiences that relate to their gender
identity. Group leaders may want to consider having quarterly sessions for the group to reunite
and discuss how they have progressed through their first year of college. These sessions can also
act as an assessment for the group.
The final activity in this particular group is a letter to the participants future selves.
There is an opportunity to hold an end of the year session, depending on the length of time
between the writing of the letter and receiving it, where the group leader can schedule a reunion
session. This would allow participants to read the letters they wrote for themselves, and have a
dialogue on their feelings after reading the letter. This is a great opportunity for the leader to
follow-up with their group and for the group to reflect back to their experience and where it con
progress.

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Appendix A Mask Activity
Write down the different faces you present to society on the front of the mask.
On the back, write down whats behind the mask.

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Back of Mask

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Appendix B Communities of Practice Activity Provided by the Office of Multicultural

Affairs at Seattle University, 2013. Adapted from Cris Clifford Cullinan (NCORE 2007)

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Appendx C Group Session Quick Look

Session 1: Film Screening - The Mask You Live In
Theme or Focus
- Introduction and building foundation for the topic and theme of group.
Goal and Objective
- Goal: Group will have a foundational knowledge of masculinity and its effects on men at
different ages
- Objective: Participants will each have one question and/or comment they will share with the
group in the first session.
Description
- A documentary following boys and young men as they struggle to stay true to themselves while
negotiating Americas narrow definition of masculinity, through the pressures of media, peer
groups, and adults.
Session 2: Communities of Practice
Theme or Focus
- Engaging with one another through differences, similarities, and community.
Goal and Objective
- Goal: Participants will recognize the diverse backgrounds that each participant brings to the
group.
- Objective: Participants will find one thing that connects them and one thing that makes them
unique.
Description
- Activity based on showing the vast amount of experiences and communities that participants
have. Adapted from the Office of Multicultural Affairs at Seattle University.
Session 3: Mask Activity
Theme or Focus
- Examining how masculinity has affected perspective of oneself.
Goal and Objective
- Goal: Participants will reflect on how masculinity has affected their actions and perceptions.
- Objective: Participants will find one perception that they will voice is a product of societys
expectations of them.
Description
- Activity based on The Mask You Live In documentary from first session. Participants will write
descriptions on the front and back of masks to describe their presentation in society and who they
are behind the mask.
Session 4: Letter to Younger Self
Theme or Focus
- Personal reflection of ones upbringing.
Goal and Objective
- Goal: Reflection of upbringing, expressing awareness.
- Objective: Participants will each state one piece of learning gained from writing.
Description
- Participants will write a letter to their younger self. It is to the group leaders discretion the time
period (elementary, middle, teens, etc.). This is a private free write and participants are not
required to share their letter. Leaders will facilitate a discussion on their reflection.

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Session 5: Group Reflection

Theme or Focus
- The group will foster conversation, reflecting on past sessions.
Goal and Objective
- Goal: Allow group to take the lead as theyre nearing the end of group.
- Objective: Participants will foster conversation and discuss at least one topic that they wanted to
address in previous sessions.
Description
- As group is nearing its end, this is ultimately to see how the group has changed and developed
around discussing their gender role identity. It is also an opportunity for the group leader to
express trust in the group.
Session 6: Letter to Future Self
Theme or Focus
- Closing group while looking towards the future.
Goal and Objective
- Goal: Participants will reflect on their own expectations and learning.
- Objective: Participants will return for a reunion session to discuss their letters.
Description
- The group leader will ask participants to write a letter to their future self, regarding what they
learned and what they hope to continue as they progress through their higher education. The
group leader is free to distribute these letters at a time they believe is most effective. As leader,
be sure to mention the amount of time that has passed for this letter (end of the year, graduation,
etc.).

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References
Anthony, J. & Congdon, J. (Producer) & Newsome, J. S. (Director). (2015). The mask you live in
[Motion picture]. United States. The Representation Project.
Englar-Carlson, M., & Kiselica, M. S. (2013). Affirming the Strengths in Men: A Positive
Masculinity Approach to Assisting Male Clients. Journal Of Counseling & Development,
91(4), 399-409. doi:10.1002/j.1556-6676.2013.00111.x
Gladding, S. T. (2011). Groups: a counseling specialty (6th ed.). Upper Saddle River, New
Jersey: Pearson.
Kahn, J. S., Brett, B. L., & Holmesch, J. R. (2011). Concerns with Men's Academic Motivation
in Higher Education: An Exploratory Investigation of the Role of Masculinity. Journal
Of Men's Studies, 19(1), 65-82.
Pederson, E. L., & Vogel, D. L. (2007). Male Gender Role Conflict and Willingness to Seek
Counseling: Testing a Mediation Model on College-Aged Men. Journal Of Counseling
Psychology, 54(4), 373-384. doi:10.1037/0022-0167.54.4.373
Warin, J., & Dempster, S. (2007). The salience of gender during the transition to higher
education: male students' accounts of performed and authentic identities. British
Educational Research Journal, 33(6), 887-903. doi:10.1080/01411920701657017