WP2.3

Aim The aim is to identify the emotions which can be perceived by different kinds of music and to positively absorb and learn how different reactions may lead to different outcomes. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To develop a deeper awareness of the range of human emotional expression To appreciate diversity To get to know each other To develop the skill of showing their emotional expression To understand your own and others’ feelings at different moments or situations n° participants Up to 15 Duration 30 minutes Materials A playlist with different kinds of songs (for instance a pre-created playlist on Spotify). Ten songs will do. Free space in the room Preparation Create a playlist with different kinds of songs and music (loud, soothing, boisterous, sad, angry, etc.) Implementation 1.      Have the participants place themselves around the room. Have them “fill all the empty spaces”. 2.     Play one song and let the group move around the room to the rhythm of the music. Have them “fill all the empty spaces”. Keep the song for 2 minutes at least. 3.      Stop the music and ask the group to identify how they feel or what emotion they associate with that kind of music. 4.     Repeat this with all songs (and music types) in the playlist. 5.      You may decide to play the last 3 songs uninterruptedly, so as to have participants switch from one emotion to another without having to describe it. Debriefing After the activity the group gather up and discuss the following questions: Can music influence the way we feel? Is it easy to define emotions and feelings? How did you feel showing these emotions? How did you feel seeing someone else showing these emotions? Did your emotions differ from others? If yes – why? What else affects your emotional state? What can you do to help others feel better? Safety measures The classroom/ space has to be empty with no obstacles Added value Relations to subjects Emotional Management, Social Sciences, Language Arts, Class Meeting, Career Education. Variances You could make a game of expressing and naming emotions by having one person at time or a smaller group act or dance different emotions to music, while the rest of the class guesses what emotion is.

Aim This activity aims to promote understanding of concepts such as short-term/long-term thinking, dreams, goals, plans, needs, desires, wishes, responsibilities, etc.. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To build self-awareness on your own core life values To Identify the differences between long-term and short-term thinking To develop planning skills and the ability to define goals To be aware of opportunities and risks (personal and external) when reaching goals n° participants Up to 20 people Duration 40 minutes Materials For each participant: A copy of the handout “Mountain peak” for each participant (see the Annexes) Sheets of paper 3. Pens Preparation The facilitator has to prints the handout “Mountain peak” for each participant. Implementation 1.      Start a discussion with the whole group on concepts such as aims, dreams, desires, needs, wishes, planning, acting, so as to raise awareness on the topic, to brainstorm together and to foster active listening. Give participants 5-10 minutes to discuss how these terms are perceived. You may write down some emotions or related sub-concepts on a flipchart, if there is one. 2.      Give the participants a blank sheet of paper. Ask them to think of a specific long-term goal they would like to achieve and to write it down. Ask them to be as specific as possible, so as to identify a real vision of the future. If they are not at ease with defining a long- term exact goal, let them choose a dream or a wish for the future. 3.      Once everybody is ready, ask the participants to think of realistic steps they need to take to accomplish the chosen goal/dream. Give them up to 5 minutes. 4.      Hand out to each participant the handout “Mountain Peak” in the Annex section below and ask them to write down those realistic steps they would have to undertake in order to achieve the goal/ dream. 5.      Once the participants have completed the task, ask everyone who is willing to present to the group their goal/wish and the steps to achieve it. Give them up to 3 minutes to allow all participants to partake and discuss on those proposed steps. 6.      Ask for a round of applause as o common expression of gratitude to yourself and to the whole group. You can ask them how they will proceed in case some of the steps present difficulties. You should encourage the students to think of a possible plan (B) actions/steps in order to assure the achievement of the goal. Debriefing Let students reflect on such questions as: Why do I need dreams/goals and planning to achieve them? Is it important to be aware of my goals now and plan to achieve them? If yes. Why? If not, why? When is the best time to plan? Which are my most important short-term or long-term goals? Why? How to make it easier for everyone to achieve their goals? What influences my dreams and life goals? If the group is not too big, you may ask all participants to brainstorm together to think of a possible Plan B for each of the identified goals/dreams, with adapted actions/steps in order to assure the achievement of the goal. Tips and hints In case of participants with special needs who cannot write down the values, ask a collaborator to help them out. Safety measures Not particular safety measures to take. Added value Thinking ahead and breakdown your pursuit in realistic smaller steps is a key approach to achieving your goals. Variances You might organize a one to one tutoring session with each of your participants in order to review their goals and the steps they have set up to reach them. You could ask them about the terms and details on how they plan to execute the foreseen steps.     Reaching the goal DREAM: written down with a date becomes GOAL: A goal broken down into steps becomes PLAN: A plan backed by ACTION makes your dreams a REALITY   Values, Characteristics, Skills   Values, attitudes, skills

Aim This activity contributes to the search for approaches and techniques for theatre and short writing as an art form, as a learning tool and as a social transformation. In general, fosters in the development of artistic nature. It serves some variety of human needs which are sociality, communication, support, acceptance, creative thinking/acting and respect. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To increase the levels of adaptability in any situation To enhance the social skills of participants To promote artistic thinking and point of view To demonstrate the value of the proper use of the language depending on the feeling/situation that is selected. n° participants At least 20 people Duration 55 minutes Materials A4 paper sheets, pencils Preparation Ask the participants to think and list together different situations or feelings people may experience in life (for example, loyalty, anger, separation, love, reliability, nerves, fraud, gratitude, faith in a person or religion, morning routine, a moment of panic, etc.). Implementation 1.      Split the group into pairs. 2.      Ask them to write with their material a short dialogue that is related to a situation/feeling they have experienced. It does not have to be necessarily connected to the feelings previously listed in group. If it is not possible to write it down, they can memorize it. Give them up to 20 minutes. 3.      When all pairs are ready, ask the pairs to act out, one by one, the created dialogue. Improvisation is accepted too. Give time (up to 25 min) to think what feeling/situation will be presented. 4.      Each pair, one by one, stands up and presents the result. 5.      Only after the performance, let other participants guess the subject/feeling represented. The pair may also reveal it at the end. Debriefing Ask for opinions from the participants after finding out what feeling/situation has been represented. For example: What is your opinion about the chosen subject we just saw? Safety measures People with disabilities might need proper assistance in acting out the dialogue if that implies big movements. Added value Man exists as a creator, not a creation, and must be in a constant search for his potentialities, proving to himself that he can produce ideas and establish new trends. All people can be creators, regardless of age, academic education, social status, and physical condition. The value of creativity lies in the conception of ideas, innovative approaches, the ability to think outside the box, analytical skills and self-assessment skills.  

Aim The aim of this activity is to inspire the participants to have courage expressing themselves and be aware of what they want in life and how this can be achieved. This activity enhances the value of expression, of our thoughts and feelings. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To develop their social skills To gain experience presenting to an audience To fearlessly express their personality To be inspired by other people and the opposite n° participants Best between 8-20 people Duration 50 minutes Materials n° 1 paper sheet (A4 size or similar), n° 1 pencil/participant and n° 1 chair (if possible) per each participant. Preparation Set one concentric circles of chairs. If it is not possible, due to the lack of space, you may create more small circles or two lines of chairs facing each other. If not possible, due to the lack of chairs, you may create room for the participants to sit on the ground. Implementation 1.      Have all participants sit down on a chair in the circle. If there are many participants, you may want to split the group and create two or more circles of chairs. 2.      Hand out paper and pen to all participants and ask them to think individually of an object or an animal that characterizes them as individuals. Give them from 3 to 5 minutes to figure it out. They need to have the WHY in mind as well. 3.      Ask the participants to write down, or better yet draw, the identified object or animal. 4.      When all have completed the task, ask one by one to stand up (one at a time in clockwise order) and analyses why they chose that object or that animal. Give them 5 to 10 minutes to express themselves. 5.      Once all participants have completed their analysis, ask for a round of applause as a shared gratitude to the whole group. Debriefing The leader of the team will ask the questions, as the following provided, to each participant and will allow the other participants to contribute by asking other questions. Why do you select that object/animal? What makes you feel? With what actions will you be one step closer to being that object/animal? Have you had an experience that made you behave like that object/animal? If you regret your decision, which other would you choose and why? What similarities do you have with that object/animal? Tips and hints If participants cannot write or draw the object/animal they have thought of, ask a partner to help them. Safety measures Keep the chairs at an appropriate distance. Keep other objects in the room at least 1 meter away from the outer circle of chairs. People with disabilities may have the proper assistance and need to get acquainted with the position of the chairs first. Added value Sometimes it is difficult to express what is happening to us. Our interaction with the world allows us to get more stimuli and understand our desires. The value of expressing feelings is a path to inner peace. It improves healthy human relationships, inspires trust and reliability. Deeper and more authentic emotions make us more vulnerable, for example sadness, fear, shame, and loneliness, but they bring us closer to the person we are or can become.  

Aim The aim of this activity is to calm the mind and create a sense of well-being. To provide a relaxed feeling by increasing both the confidence and efficiency of individuals. Finally, it aims to promote an optimistic approach to life. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To consciously relax and stop the chatter of the mind and negative thoughts To concentrate and focus To promote a positive body image, self-love and self esteem To detoxify phobias and develop his/her personality To build self-awareness and self-knowledge n° participants Up to 90 people, depending on the available space Duration 45 minutes Materials One chair per participant. If the chairs are not enough, the participants can sit on the ground. Preparation Place the chairs in a zig-zag line, to help all the participants move their hands up and down. Implementation 1.      Help a participant to sit on a chair. 2.      Having aligned the torso of our body, with our chin parallel to the ground, we gently place our hands on our knees. 3.      Take deep breaths of oxygen, filling our stomach with oxygen 7-10 times. 4.      We softly move our chin down and then up in the sky. 5.      First slowly and steadily rotate our shoulders in forward motion, along with our breaths. Then in a backwards motion. 6.      Slowly and steadily in conjunction with our breath we turn our head left and right. 7.      We Extent our arms forward to be parallel to the ground. Our hands create fists. We rotate our wrists in a circular, internal motion. Then switch to an external motion. 8.      We move our hands in a prayer position in front of our heart. Then we interlock our fingers and spread open our palms to touch the heart. Our elbows must be parallel to the ground, feeling a stretching on the back. Take deep and steady breaths. 9.      After a few minutes we are going to the prayer position. As we are, we put slowly our prayer hands above our head and then down to the chest. Repeat 10 times. 10.   We put our hands softly on our knees. 11.   In a gentle motion, we tilt our torso left and right. 12.   We stretch our arms forward again, bending our elbows, so the wrists are above our head and parallel with one another. As stationary as they are, we begin to open our arms to each side and put them back stationary to the center. 13.   We rest our hands back on our knees. 14.   Holding with both hands our left knee, we raised it to our chest. Breath. We continue with each other. 15.   Inhale, exhale. We cross our hands in our chest (like an X) trying to reach our knees. Trying our torso to be straight we go down and then up in the first-same position. 16.   Bend our torso and hold our feet tight. If it isn’t possible just bend your torso on your knees holding down your head between your feet. Stay there, breath. 17.   In the last step, we hug ourselves tight with our head down. Inhale-exhale. 18.   Ask for a round of applause as o common expression of gratitude to yourself and to the whole group. Tips and hints Every step is repeated 10 times except the last one. If disabled participants cannot coordinate or even follow the rhythm of the activity, ask a partner to help them. Safety measures The participants must have 1 meter distance between them. Added value This activity helps the participants to concentrate and drive away all the bad feelings they might have (stress, pain, anger). Cleaning their inner world, they learn to love themselves and appreciate their human being. Self-awareness is rare, so the knowledge to control your thoughts and emotions is a very powerful weapon in this world of information.  

Aim The purpose of the activity is for the players to communicate and cooperate collectively, not only verbally but also physically by putting equal strength of movement/speed. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To build trust and strengthen relationships between players for a common goal. To enhance the feeling of equality of the persons acting like one To embrace the collaboration of the body and the mind To develop a healthy competition that leads to the value of cooperation resulting in victory or a decent effort n° participants At least 6 people Duration 45 minutes Materials n°1 eco-friendly balloon between every 2 participants. For instance, if the participants are 10 in the number, the balloons needed will be 8. n°1 blindfold for each of the participants BUT the first one in line. n°1 chair. If participants are divided into teams, due to the high number, there should be one chair per team. Preparation Blow the balloons in advance and set the chair(s) at the far end of the room (at least 5 meters from the first person in the line). Implementation 1.      Ask the participants to form a line, all facing one direction, that is the chair placed at the far end of the room (at least 5 meters away from the first in line). If did correctly, each participant should therefore face someone else’s back. The first one in the line will lead the team. If there is more the one line, these lines will be parallel. 2.      Give out the balloons and have participants place one balloon between them, connecting someone’s chest with someone else’s shoulders. The balloons need to always stay up and participants cannot use their hands to hold them. 3.      When participants are comfortable with the balloons, blindfold all participants but the first one in line. Share with them that the goal is to reach the chair, go around it and go back to the other end of the room (or their initial line position) without any balloon to fall. 4.      Start the activity. If a balloon falls, the team must manage to pick it up again, reconnecting the line and keeping the other balloons from falling. The line cannot continue its walk until all balloons are up again. 5.      When the team reaches its destination, the game has successfully reached its end. Ask for a round of applause as a shared gratitude to the whole group. Tips and hints If a participant drops the balloon, you may ask a co-facilitator to place it back on their chest. In case disabled participants do not feel safe walking with the balloon between them, ask the group to implement the game without the help of the balloons, but by holding each other’s hand. Safety measures For safety reasons the game can be played by having participants touch/hold slightly the hands or shoulders of the person in front of them as to feel more secure. Added value All the participants will be equal, having the same movements and speed. In all the phases in our life we interact with people that have more experience or less in every subject. This activity makes us think that we all want the same things (to be better to ourselves and our goals, being respected by our individuals) and we must learn to collaborate to reach our goals. Variances You may also choose to run the activity without the blindfold.  

Aim The purpose of this activity is to promote self-confidence, positive self-perception, and a supportive environment. The activity is designed to uplift and empower individuals by providing them with genuine compliments from their peers. By engaging in this activity, participants could receive recognition for their positive qualities and achievements, which can contribute to a boost in self-esteem. Trainee profile Any. People with special needs can participate if they are able to express themselves. Learning Objectives To boost participants’ self-esteem by providing them with genuine compliments from their peers To create an atmosphere of positivity and support To enhance communication skills To foster positive and healthy relationships n° participants Between 8 – 10 people Duration 45 minutes Materials For each participant: n° 1 chair, n° 1 pencil, n° 1 piece of paper Preparation Set one concentric cycle of chairs in the room. If the participants with their assistants are more than 14, set two or more concentric circles with the same number of chairs. The chairs/participants in the circle must be an even number. If it is not possible, due to lack of space, you may create one or more separate circles on the ground. Implementation 1.      Have the group sit in the chairs. If there are two circles, due to lack of space, two groups are automatically created. 2.      Provide each participant with a small sheet of paper and a pen or pencil. 3.      Instruct each participant to write their name at the top of their sheet and then pass it to the person on their left. 4.      Encourage participants to take a moment to think about the person whose sheet they have received. 5.      Ask them to write a genuine and heartfelt compliment about that person. It can be related to their personality, skills, achievements, or any positive qualities they possess. 6.      Once everyone has finished writing a compliment, instruct them to pass the sheet to the person on their left again. 7.      Participants now receive a new sheet with different names on it and write again a compliment based the new person. 8.      Repeat the passing and complimenting process for a few rounds until each participant has received their original sheet back (with their name). 9.      The leader takes the whole papers and loudly reads each piece of paper with the name and the compliments. 10.   Give big applause for the try. Tips and hints In case a participant is not ready to share their opinions, draws a plus (+) into the papers. Safety measures The chairs of participants can be at least 30 centimeters apart from each other for safety and convenient reasons. Keep other objects in the room at least 1 meter away from the outer circle of chairs. Added value By engaging in this activity, we experience the power of genuine compliments and witness the impact of our positive words on others. It reminds us of the immense value we possess and reinforces the importance of uplifting and supporting one another. The activity serves as a reminder that in our true lives, the simple act of acknowledging and appreciating each other’s strengths and accomplishments can create a ripple effect of positivity, fostering a stronger sense of self and deepening our connections with those around us. Variances If some of the participants draw plus (+) in the papers this can be translated as a positive person. (When the leader reads the compliment of each participant)

Aim The aim of the activity is to enhance the comprehension that our way of communicating inevitably influences the achievement of results in our everyday life. Building positive communication skills is therefore key in our day-to-day activities. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To comprehend the challenges of communication when we interact To comprehend how our perception influences the outcomes in a group work To experience how words and people roles may hinder the pursuit of common results To experience the limitations of one-way communication n° participants Between 6-12 people Duration 45 minutes Materials Two identical sets of 15 interlocking blocks (ex. Lego, Duplo, etc.), paper, pens. Preparation Identify two rooms and collect the necessary material for the activity. Implementation 1.      Divide the participants into two groups. You may call them Team A and Team B, or you may have the participants decide their own team. 2.      Have the teams placed themselves far away from each other, ideally in two different rooms. 3.      Ask Team A to build a peculiar structure with the blocks. Specify there is no need to place all 15 of them. In the meantime, Team B has to wait, where they cannot hear or see Team A. While Team A builds the structure, they must write down step-by-step instructions on how to re-build the structure. Tell the team that once they have completed the task, the challenge for Team B will be to rebuild the structure by having only those instructions as a guide. Team A’s goal is therefore to help Team B complete an exact copy of the structure. 4.      After completing the structure, Team A goes to Team B with the instructions and the other set of blocks. Without further aid, Team B must rebuild the structure. 5.      Once Team B has completed their structure, Team A brings the original structure and the two are compared. 6.      Have the two teams discussed the following questions: a.      How accurate is the second structure? b.      How helpful were Team A’s instructions? c.      What worked? What did not? d.      How did the team’ members behave in their achievement of their respective goals? 7.      Ask the teams to go back to their initial locations. 8.      The process is repeated with opposite roles. Team B will be the builders and the writers of instructions, while Team A awaits to later rebuild the structure. 9.      The structures are compared again to see if the two teams were able to improve them communication skills the second time after the first round’s lesson learned. Debriefing Have all participants gathered up and discuss on the following questions: How well did the other team follow the instructions? How difficult was it to see how the other team struggle with your own instructions? Can you give similar situations to this one in your everyday life? How did your team’s perception differ from the other teams’ perception? How did your personal perception influence your team’s perception? What changed in round two? In what ways the understanding of the activity increased from round one to round two? What did you learn? Tips and hints Take notes on how team members behave, if they decide together to select roles or if those roles are shaped unconsciously through the interaction. During the reflection time, facilitate the participants’ conversation towards these points, yet let them realise them on their own. Safety measures In the case of participants with special needs, have them get acquainted with the rooms and the blocks before starting the activity. Added value The added value of this activity is the understanding of how our mindset, our perception, our words and our way of communicating does inevitably influence the group’s perception and the pursuit of common results.  

Aim The aim of this activity is to have participants reflect and share on how one concept, even though it is used daily and commonly recognised, can be perceived in many different ways. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives Reflecting on the core elements of an abstract concept To understand how different people may identify different core elements of the same concept To foster active listening To build critical thinking To train our flexibility in accepting and appreciating different perspectives n° participants At least 8. Ideally an even number up to 16. If the number is odd, you may adapt to the number of people in the groups. Duration 40 minutes Materials Flipchart or board, sheets of paper and pens for all participants, chairs. Preparation Place the flipchart so that all participants can see it. Implementation 1.      Give all participants a pen and a sheet of paper. 2.      Write down the word COMMUNITY, or the word TOLERANCE, on the top of the flipchart. 3.      Tell the participants they have 4-5 minutes to individually (and silently) identify and write down 5 words that belong to the selected concept. You may give examples: in relation to COMMUNITY, some examples are “active listening”, “collaboration”, “growth”, “inclusion”, and so forth. 4.      Ask the participants to pair up with somebody. When all pairs are formed, tell participants they must discuss with their peers to motivate the choice of their words and to select together 5 words out of those identified by each one of them. From 10 words, they need to choose 5. They have another 5 minutes so that they also motivate why they want to keep one word over another. 5.      Ask the pairs to join another pair, thus forming groups of four participants. When all the groups are formed, repeat step 4. 6.      If possible, ask the groups to join another group, thus forming bigger groups of eight people. When all the groups are formed, repeat step 4. 7.      Split the flipchart under the archetype concept in as many columns as the number of groups. Ask the groups to reveal the final 5 words selected and write them down in the respective column. 8.      Ask the groups to select all together the very final 5 words that belong to the selected concept out of all those written on the board. Facilitate the discussion and visually show on the flipchart what participants decide. Some words may be similar but may be perceived in different ways by the participants. Foster the active involvement of participants and have them motivate their ideas and decisions. This step should last up to 15 minutes 9.      In case of need, you may rewrite the very final 5 words on a blank flipchart paper or board. Debriefing Ask all participants to discuss their emotions and difficulties in selecting the 5 words. Facilitate the discussion by asking participants the following questions: How well did you think your group worked together? What kind of roles were there in the group? Who took the role of the leader? Who decided to step aside and let others take decisions? How does it feel to be in one or the other role? What could have been done differently? What are the lessons that we take with us in the future? Tips and hints During step 8, you need to be able to facilitate the discussion and to support participants in choosing the words, without choosing them. Safety measures Keep the chairs in a circle and have no objects inside the circle. Added value Appreciating different perspectives helps drive change. This activity allows us to not only understand the values of individuals, but also how their differences and unique circumstances drive those strengths. We must strive to foster the understanding of young people that the impact one’s social, emotional, physical and mental well-being has on their actions and reactions. It is our ability to see the whole person that truly enables us to recognize and appreciate unique perspectives and strengths. Variances You may choose other concepts like: Well-being Social Health Democracy Group cohesion Etc.  

Aim The aim of this activity is to have participants share and profoundly understand the core values in their life Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To build self-awareness on your own core life values To spark conversation and promote friendships within your team To understand the importance of keeping positive values alive To trigger the understanding of how difficult it is to make a selection in life n° participants Up to 20 people Duration 40 minutes Materials For each participant: n° 10 small paper sheets (A6 size or similar), n° 1 marker and n° 1 chair (if possible). For the facilitator: n° 1 hat or container where to collect the papers Preparation Set two concentric circles of chairs (an inner and an outer one) in the room, with the same number of chairs. Each chair of the inner circle should face a chair of the outer circle. If not possible, due to the lack of space, you may create two lines of chairs facing each other. If not possible, due to the lack of chairs, you may create room for the participants to sit on the ground. Implementation 1.      Divide your participants into two groups. Have the two groups sit on the chairs. The group in the outer circle will face inside, and the one in the inner circle will face outside. Each participant from one group must be paired with a participant from the other group. 2.      Hand each person 10 pieces of paper and ask them to write down, individually, one core life value on each paper. These values can be friendship, family, integrity, self-esteem, kindness, altruism, respect, active listening, freedom of thought, education, health, courage, and so forth. 3.      Explain that life values are the fundamental core beliefs that guide your behaviours and goals and help you measure your overall success in your life. You may help your participants by creating an extensive list of values before the exercise and having them choose from it. Let the participants choose by themselves. 4.      Once all participants have written down their 10 values, ask them to discuss with the person in front of them the values they wrote down and the reasons why they have chosen those values. Give them 5 to 10 minutes. 5.      Restore the silence, walk around the circles and ask all participants to remove one of their values from their “deck” and let it fall into the hat/container. Do not answer questions that may arise. 6.      Ask the participants in the outer circle to stand up and move from one place on the left. They will all then face another person from the outer circle. 7.      Ask the newly formed pairs to explain to each other what value they had to give away and how they would feel if that value was removed/denied from their life. Give them up to 2 minutes to share. 8.      Repeat steps 5, 6 and 7 until all participants are left with only one value. 9.      Call for applause as a common gratitude to the whole group for sharing their values and thoughts. Tips and hints In case of participants with special needs who cannot write down the values, ask a collaborator to help them out. Safety measures Keep the two circles of chairs at a proper distance for one row of people to stand up and move. Keep other objects in the room at least 1 meter away from the outer circle of chairs. Added value Every day, we make judgments based on our values. They inform our behaviours and understanding of right and wrong. They help shape how we think, act, and feel. And ultimately, our values help guide us to our purpose in life. What we do with our careers, our personal lives, and even our relationships rely on our values.