1. GROUND RULES Listen to each other No “put downs” It’s OK to pass. No personal questions Use correct words It’s OK to laugh “with” but not “at” other people.

2. Examine aspects of healthy sexuality, sexual wellness and responsible sexual behavior. Describe the ways in which personal values influence choices.. LEARNING OBJECTIVES

3. PERSONAL VALUES

4. DEFINE THE TERM VALUES Personal inventory of what they consider to be most important Values are the ideas, beliefs, and attitudes about what is important that help guide the way you live Consider how each option will reflect your values.

5. VALUES Taking the time to think of personal values can help when making important decisions Values are first taught by our caregivers. As we enter our teens we begin deciding for ourselves what our personal values are. Personal values cannot be influenced by many factors such as family, peers, culture, religion, the media, and personal experiences.

6. HOW TO KNOW YOUR VALUES 3/3/09 Here are some guidelines for identifying what you value: Is this something that’s important to you? Do you feel good about this being important to you? Would you feel good if people you respect knew that this was important to you?

7. HOW TO KNOW YOUR VALUES CONTINUED Have you ever done anything that indicates that this is important to you? Is this something you would stand by even if others made fun of you for it? Does this fit in with your vision of who you are?

8. ACTIVITY: LIST VALUES Directions: Form small groups Make a list of values to live by (no more than ten) in order of importance. After activity share each group’s values with the class Point out similarities and differences

9. CLASS ACTIVITY: “VALUES STATEMENTS” Directions: I will read a statement. Each time a statement is read you will decide whether to agree(Green)- stand by the window, disagree (Red)-back of the room, and unsure- (Yellow) stand by the door. This activity is about your values. It does not matter what your peers believe. It is about making a decision which can be tough and sometimes a bit uncomfortable. Afterwards we will have a class discussion.

10. VALUE STATEMENTS 1 3/3/09 Having sex before marriage/Life time commitment is wrong.

11. VALUE STATEMENTS 2 It is important for teenagers to know how to use birth control and practice safe sex (use of condoms).

12. VALUE STATEMENTS 3 My religion should play an important role in how I make decisions about sexual behavior.

13. VALUE STATEMENTS 4 The most important thing about sex is having fun.

14. VALUE STATEMENTS 5 It’s important to be in love with your partner before you have sex with him/her.

15. VALUE STATEMENTS 6 If two people are sexually attracted to each other, that’s all that is needed to have a good relationship.

16. VALUE STATEMENTS 7 People who are gay or lesbian deserve as much respect as anybody else.

17. VALUE STATEMENTS 8 There is too much pressure put on teenagers to have sex.

18. VALUE STATEMENTS 9 There is too much pressure put on teenagers NOT to have sex.

19. VALUE STATEMENTS 10 Most teenagers would be better off waiting until they are older before having sex.

20. VALUE STATEMENTS 11 It’s OK for teenagers to masturbate.

21. VALUE STATEMENTS 12 It’s OK for a pregnant teenager to get an abortion, if that’s what she decides is best for her.

22. REVIEWING CLASS ACTIVITY Answer the following questions : How easy was it to vote on these values? Which statements were hardest for you? If your parents voted on these statements, would their votes be similar to, or different from those of the group?

23. What did you learn about yourself? About others? Was it hard to express disagreement with another person's values? Why or why not? Were there times when you felt uncomfortable or unsafe? What helped you stand by your values at that time? Were there any times when you felt unable to stand for your values? Why do you think that was so? What would support people at times when they feel unable to stand up for a value they believe in? DISCUSSION QUESTIONS: