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‘Mary’ already had a strongly developed sense of family responsibility which Dipty used to begin dialoguing with her about other forms of responsibility (such as to the self), and to ask for her help in translating the Living Values materials into the local language. Over time she realized she could still care for and be responsible for her family without having to sell herself to generate an income.Through the Living Values Program, ‘Mary’ received the power to say no.Although he has since graduated from high school, ‘Jeff’ continues to help Dipty and is part of a group of peer educators who travel to other high schools to talk about the importance of values.Story Three: From Drugs to Feeling and Acting Valued!

By helping Dipty and hearing the stories about values, ‘Jeff’ was able to reflect on his own journey.

She gave him the LVEP Educator Training Guide and asked him to read it, to respond to it and share his thoughts in writing.

Initially, ‘Rick’ resisted, feeling he wasn’t worthy; since he was doing the wrong stuff (using drugs) how could he write about values?

The teacher approached this situation free of judgment, recognizing that this child had more to offer.

She began to change ‘Mary’s’ focus by giving her a new sense of responsibility.