VALUES, ATTITUDES, BELIEFS AND BEHAVIORS

INSTRUCTORS GUIDE
(SHOW PPT SLIDE #1)
CONDUCT PRACTICAL EXERCISE
(SHOW PPT SLIDE #2)
After this lecture and without reference the student will be able to complete the following with no less than 70% accuracy on a
written test.
LESSON OBJECTIVES LEVEL
A. Define the value system process Comprehension
B. Define Values Attitudes Beliefs and Behaviors Comprehension
C. !"plain the cyclic effects of Attitude and Behavior #nowledge
SUPPORT MATERIAL AND GUIDANCE
Less! F"#s
$ain an understanding of the values attitudes and beliefs process and its impact on human behavior. %nderstand the
influences on our sociali&ation and what role values and attitudes play in it. 'eali&e that an !(' must understand this process
in order to understand others and deal with diversity.
I!s$%#"$&!'( Me$)*
)ecture * +our
,ractical !"ercise- )ouisa !"ercise

1
LEAD IN+ .he /arine Corps is a diverse organi&ation in the %0A with an ethnic and racial ma1eup most reflective of American
society. !ach individual brings a set of values and attitudes that have been cultivated over many years. Additionally these
values and attitudes are still being shaped and refined with each new e"perience. /any of you have strong memories about
recent events in your lives such as promotion schooling a new baby or a transfer. .hese events and ones yet to come serve
to shape your values and attitudes for the future. +owever values and attitudes do not automatically change 2ust because
someone puts on a /arine Corps uniform. 0ome values and attitudes when coupled with a lac1 of awareness or insensitivity
about others who are different from ourselves can produce confrontations anger and even violence. 3t is imperative all
members recogni&e and manage their differences so they do not interfere with the /arine Corps4s mission effectiveness or
ability to fight and win on the battlefield.
(SHOW PPT SLIDE #,)
VALUE S-STEM
0et of values adopted by an individual or society that
influences behavior
5. V'(#e s.s$e/0 A value system is a set of values adopted by an individual or society influencing the behavior of the
individual or members of the society often without the conscious awareness of the members of that society. .hrough this
process we prioriti&e our 2udgments. !veryone has a value system. (ne of the problems people must learn to deal with is
when they perceive something that contradicts their own value system oftentimes it is re2ected is as having no importance.
PART I0 VALUES
(SHOW PPT SLIDE #1)
6. Values systems are normally comprised of-
(T)e 2((3&!4 55$ &s se$6#5 $ $%'!s&$&! 7#((e$s)
CATEGORIES OF VALUES
Pe%s!'(
S"&'(
E"!/&" 8'(#es
2
P(&$&"'(
Re(&4&#s
(Ne9$ B#((e$)
a. Pe%s!'( 8'(#es0 ,ersonal values are established traits that are representative of an individual7s moral character.
.hese may have an order of importance to us such as8 honesty responsibility loyalty moral courage and friendliness.
%niversal values held by most young people are an interest in others intellectual development and self9satisfaction. .he
values4 people have integrated into their character are made apparent by their attitudes beliefs and actions.
(Ne9$ B#((e$)
b. S"&'( 8'(#es0 .hese values are formed in the home schools peer groups neighborhoods communities. .hrough
these institutions a behavior code is given and people not only learn what is e"pected of them but they build their own value
system.
.o further e"plain social values can be divided into four classes and they are-
:*; <ol1ways 9 values people accept out of habit.
:=; /orals 9 morality that governs values.
:5; 3nstitutional 9 ways or practices set up under law.
:6; .aboos 9 the emphatic do7s and don7ts of a particular society.
(Ne9$ B#((e$)
c. E"!/&"0 .hese are identified through such mediums as e>ual employment stable economy balancing of supply and
demand of goods money private property pride of ownership and contrary to the beliefs of some people ta"es.
(Ne9$ B#((e$)
d. P(&$&"'(0 .hese include loyalty to country concern for national welfare democracy the ?American @ayA public service
voting election and civic responsibility.
(Ne9$ B#((e$)
e. Re(&4&#s0 .hese are characteri&ed by reverence for life human dignity and freedom to worship. 'eligious values are
indicated by the e"pressed belief in a supreme being or another force beyond the comprehension of people.
3
DISCUSSION POINT+ Discuss the connection between values students listed on their badges and the ?value systemA.
B. Values grow from a person7s e"periences. Different e"periences produce different values and a person7s values are
modified as those e"periences accumulate and change. .hese patterns create what is 1nown as process of valuing. 3t is a
lifelong process that incorporates an elaborate system of rewards and punishments from significant others and society in
general. According to )ouis 'ath this systematic process must meet certain criteria. +e brea1s it down into a rhythm- Choose
Act and Validate.
(SHOW PPT SLIDE #:) (T)e 2((3&!4 55$ &s se$6#5 $ $%'!s&$&! 7#((e$s)
LOUIS RATH;S VALUE CRITERIA
Choosing <reely
Choosing from alternatives
Choosing after the thoughtful consideration
,ri&ing
Affirming
Acted upon
'epeated
C. )ouis 'ath7s value criteria are-
(Ne9$ B#((e$)
a. C)s&!4 2%ee(.0 Do one can force you into a value. Eou choose it and act upon it even when you are not being
observed.
(Ne9$ B#((e$)
b. C)s&!4 2%/ '($e%!'$&8es0 Choosing from alternatives may in some situations be limited depending on your social
environment however most often there will be a rightFwrong or betterFworse factor involved.
(Ne9$ B#((e$)
c. C)s&!4 '2$e% $)#4)$2#( "!s&*e%'$&!0 Committed to choose even after thoughtful consideration of the
conse>uences of each alternative.
(Ne9$ B#((e$)
d. P%&<e $)e *e"&s&!0 Confident satisfied and happy with the influence of your decision.
4
(Ne9$ B#((e$)
e. A22&%/&!40 0atisfied and convinced enough to be willing to influence others with your choice.
f. A"$e* #5!0 Acting or doing something with the choice. Values are held mentally and emotionally and the actions they
produce really ?spea1 louder than words.A
(Ne9$ B#((e$)
g. Re5e'$e*0 Acting repeatedly in some pattern of life.

7. A value does not have to meet all criteria7s to be important or meaningful in our lives. 0ome values are more important or
can change with circumstances. +owever if your value meets all seven areas it7s considered a full value and most li1ely has
been and will continue to be a cornerstone in your life8 good and badG
(SHOW PPT SLIDE #=)
DISCUSSION POINT+ +ave students to e"plain how values may be different from other people7s values and that you are not
necessarily trying to change the other person7s values.
VALUES
A$$&$#*es '7#$ 3%$)
I!2(#e!"e 7e)'8&%
C%!e%s$!es 2 3) 3e '%e
*. V'(#es0 Values are attitudes about the worth or importance of people concepts or things. Values influence your behavior
because you use them to decide between alternatives. Values attitudes behaviors and beliefs are cornerstones of who we are
and how we do things. .hey form the basis of how we see ourselves as individuals how we see others and how we interpret
the world in general.
=. Values influence our priorities. 0trong values are what we put first defend most and want least to sacrifice. .his is why
there are occasions when our values conflict. As and e"ample8 )ets say you incorrectly report a patrol chec1point in the
process of hurrying through a timed land navigation test. Because of your reputation in land nav s1ills your self9interest might
conflict with moral courage as you attempt to rationali&e through the problem. 3n this situation your values on truth and self9
5
interest will collide. @hat you value the most will guide your actions. 3n this e"ample the proper course of action is obvious.
.here are times however when the right course of action is not so clear.
DISCUSSION POINT+ As1 the students to identify some values from their badges and how they correlate with the process of
their sociali&ation.
PART II0 ATTITUDE, BELIEFS AND BEHAVIORS
TRANSITION+ @e7ve learned that value programming is largely shaped and influenced by our sociali&ation process. 3n other
words sociali&ation begets our values so let7s e"amine how values influence the remainder of our thought process beginning
with attitude.
(SHOW PPT SLIDE #>)
ATTITUDE
Collection of one7s opinions pre2udices and sentiments
*. De2&!&$&! 2 A$$&$#*e+ A state of mind or feeling with regard to some matter8 a disposition. 3n other words an attitude is our
tendency to evaluate some symbol ob2ect or aspect of our world in a favorable or unfavorable manner. 3t also can be defined
as a state of mind or feeling with regard to some matter. .he word ?attitudeA is use rather loosely as a catchall term for the
whole collection of one7s opinions pre2udices and sentiments even though the basic meanings of these terms are different.
=. 'edefined it means that attitudes are something we learn. .his learning usually occurs gradually through many different
1inds of e"perience or as the result of a particularly powerful emotional e"perience. /ost attitudes are learned from those
e"periences can be favorable or unfavorable pleasant or unpleasant and the resulting attitude ends up as negative or positive.
0ocial environment plays an important part in shaping attitudes. @e may reflect attitudes from others such as8 parents friends
leaders or persons of prestige. @e may ac>uire them from the cultural influence of a certain geographical area such as8 a farm
small town or slum. Also attitudes may be affected by age position and education.
5. 3n the early stages of development attitudes can be changed by new e"periences. 3n later stages of development however
attitudes have a tendency to be fi"ed and difficult to change.
DISCUSSION POINT+ ,rovide and as1 for e"amples.
6
6. 0ome people develop attitudes simply because they thin1 it is a popular one among those with whom they associate. .his
can happen even when it does not agree with our value that people are created e>ual or is morally or legally correct.
TRANSITION+ As attitudes are solidified they become our beliefs but before we move on to discuss beliefs lets e"amine the
characteristics of attitudes.
(SHOW PPT SLIDE #?) (T)e 2((3&!4 55$ &s se$6#5 $ $%'!s&$&! 7#((e$s)
CHARACTERISTICS OF ATTITUDE
0omething we learn
<ormed from our sociali&ation
Can have positive or negative implications
(nce formed is not easily changed
B. T)e ")'%'"$e%&s$&"s 2 '$$&$#*es+
(Ne9$ B#((e$)
a. 0omething we learn
(Ne9$ B#((e$)
b. <ormed largely from the continuous process of sociali&ation
(Ne9$ B#((e$)
c. Can have positive or negative implications
(Ne9$ B#((e$)
d. (nce an attitude is formed it is not easily changed
TRANSITION+ 0o it was said that attitudes become and are a person7s beliefs toward something or someone as e"pressed
li1es and disli1e. )ets e"amine this a little further.
(SHOW PPT SLIDE #@)
BELIEFS
7
Be(&e2s '%e 'ss#/5$&!s % "!8&"$&!s .# )(* 's $%#e
'7#$ s/e $)&!4, "!"e5$ % 5e%s!0

C. Beliefs are in fact assumptions or convictions that you hold as true about some thing concept or person. Beliefs are li1e a
traffic control system8 they are signals giving direction meaning and purpose to our lives.
E9'/5(e+ Brave selfless actions such as bloc1ing e"ploding grenades personally ta1ing out enemy fighting positions and
ta1ing 1ey positions to protect a withdrawal are proven e"amples throughout /arine Corps history of individual belief. Beliefs
are what motivate this 1ind of heroic self9sacrifice. .he motivating force may be the member7s belief in the importance of
retaining personal honor of saving a buddy of helping the unit or serving a cause.
TRANSITION+ Beliefs become the base and bridge over to our behavior.
(SHOW PPT SLIDE #1A)
BEHAVIOR
Be)'8&% &s $)e /'!!e% 2 "!*#"$&!4 !ese(20 T)e
%es5!se 2 '! &!*&8&*#'( % 4%#5 $ &$s e!8&%!/e!$0
7. Behavior is the result of a person7s values attitudes and beliefs. Behavior is the action or reaction to a situation group or
person.
DISCUSSION POINT+ 0o based on our values which are derived primarily from the sociali&ation process and attitudes which
become the ?windowA to our beliefs that are in essence a bridge to our behavior8 what would it loo1 li1e if 3 grew up in an
environment that didn7t HHH.3nstructor adds any e"ample of discrimination.
TRANSITION+ Another e"ample of this cycle can be seen in the Betari /odel.
(SHOW PPT SLIDE #11)
8
BETARI BOX MODEL
/E A..3.%D!
A<<!C.0
/E B!+AV3('
A<<!C.0
E(%' A..3.%D!
A<<!C.0
E(%' B!+AV3('
A<<!C.0
I. .he overall relationship between values attitudes beliefs and behavior can also be e"plained by use of the Betari /odel-
a. /y attitude affects :influences impacts; my behavior.
b. /y behavior affects :influences impacts; your attitude.
c. Eour attitude affects :influences impacts; your behavior.
d. Eour behavior affects :influences impacts; my attitude.
DISCUSSION POINT+ .here is a continuous chain relationship between attitude and behavior.
DISCUSSION POINT+ T)&s &s ' 4* 5&!$ $ *&s"#ss 7e)'8&% &! *e5$) '!* 5%8&*e e9'/5(es0
O!e 7e)'8&% 3e see 2%eB#e!$(. &s C4!&$&8e D&ss!'!"e0 A s&/5(e e95('!'$&! of this theory is that when individuals
behave contrary to their attitudes and beliefs they feel an"ious and are motivated to change their attitudes to conform to their
actions.
E9'/5(e+ E8e! $)#4) $)e S4$M'C 'ss&4!s 3/e! 's *%&8e%s )e &s $$'((. *&ss'$&s2&e*0 Be"'#se 2 $)e&% ('"D 2
5).s&"'( 5%3ess )e &s "!8&!"e* $)e. 3&(( !$ s#""ee* (&De /e! *E )e /'Des s#%e 3/e! '%e s5(&$ #5 s $)e. * !$
9
3%D $4e$)e%0 O! ""'s&!s 3)e! 3/e! /ee$ #!e95e"$e* ")'((e!4es, S4$M'C %'$&!'(&<es $)e #$"/e 7. "%e*&$&!4
$)e%s % /&!&/&<&!4 $)e $%#e e9$e!$ 2 $)e s&$#'$&!0
CLOSING+ /ost of the concepts we discussed today are not new. +owever understanding the importance of how values
shape attitudes and beliefs that drive our behaviors can and will predict the results of individuals and groups. .o be effective
you must be willing and able to understand peoples value systems and the impact on human behavior.
(SHOW PPT SLIDE #@612) 0ummari&e lesson ob2ectives.

10
INSTRUCTOR;S GUIDE
FTHE LOUISA EXERCISEG
O7Ce"$&8e+ .o illustrate how values and attitudes affects one7s behavior which in turn affects another7s7 behavior.
P%"e*#%e+ 'ead the following instructions- ?!ach group needs to ran1 the five people involved one to five from the person
whom you feel the most sympathetic for to the one whom you feel the least sympathetic for. !ach group has appro"imately
*B9=0 minutes to reach a unanimous decision to the solution of the e"ercise. After you reach a decision you must choose a
spo1esperson for your group who will report to the rest of the class your group7s decision and 3). you reached that decision.A
During the e"ercise 1eep notes on the interactions of the students in the groups. 3f a group cannot come to a unanimous
decision after =0 minutes do not allow them to continue.
After all of the groups have finished have each group report to the rest of the class their decision. (n butcher paper
chal1board etc. record each group7s answers. During this period you should listen carefully. %sually students will refer to the
2udge and doctor with male pronouns. After the e"ercise is over you should point out that there are female 2udges and doctors.
After each group has reported their decision it is recommended you immediately inform them that it is not an e"ercise to
discover their views on abortion but to reinforce the previous bloc1 of instruction on how your values and attitudes affect your
behaviors which affects another7s attitude and behavior. Also point out that there are no wrong answers to the e"ercise.
D&s"#ss&! H#es$&!s+
*. @hat were some of the behaviors displayed during the e"erciseJ :voices raise ?chec1ing9outA of the discussion face
turning red pointing finger anger etc.;
=. @as anyone surprised at the views andFor behaviors of other members in your groupJ Did you find it difficult to get a group
member to agree with youJ :Eou should point out that it is very difficult to force a value change on another individual. ;
5. @hat were some of the values revealed from this e"erciseJ :0ome of the common values are- +onesty (bey the )aw
'eligion. Eou should reinforce that different e"periences give rise for different values and values can change.;
11
PRACTICAL EXERCISE #@61
THE LOUISA EXERCISE
I!s$%#"$&!s:
'ead the following scenario and as a group or on your own ran1 the five people involved one to five from the person whom
you feel the most sympathetic for to the one whom you feel the least sympathetic for.
S"e!'%&+
)ouisa was five months pregnant. 0he had delayed ma1ing a decision concerning her pregnancy because at seventeen she
did not thin1 she was capable of carrying out the responsibilities of motherhood alone and yet she was under pressure from her
friend Koe who was the father to have the child. )ouisa had absolutely no desire to marry Koe8 she was sure that they would
be unable to live together.
Koe had previously told her that he was sterile which proved to be untrue. @hen )ouisa became pregnant he offered to marry
her. Koe loves children and wants a child. @hen )ouisa finally decided to have an abortion Koe arranged for Kudge 'obbins to
sign a restraining order against her.
(n the advice of her best friend Anne )ouisa had the abortion anyway. Dr. ,resley who 1nowingly violated the restraining
order performed it. Koe filed charges against )ouisa and the doctor. Kudge 'obbins fined Dr. ,resley for contempt of court but
pardoned )ouisa because she was a minor.

LL )ouisa LL Koe LL Kudge 'obbins LL Anne LL Dr. ,resley
prolific
12