FORMING OF RESPONSIBILITY IN TEENS EDUCATED IN INSTITUTIONAL TUTELAGE

Abstract

The article presents results of theoretical analysis of the responsibility forming in teens educated in institutional tutelage. Actuality of studying the responsibility problem lies in the fact that this age period is critical to the development of responsibility. Grievous or negative attitudes towards social values and own duties, lack of conscience, cause personal problems in teenagers, are the cause and consequence of deviant and delinquent behavior, educational problems. Situation in the family and immediate environment make a great influence of a child’s responsibility forming. In this regard, the problem of forming responsibility in teens without parental care or who require special conditions of education because of their physical or mental characteristics is particularly relevant. The essence of the concept of "responsibility" has been analyzed. Responsibility is an integrative personal quality that reflects a personality's moral and psychological orientation, his or her active and creative attitude of life, ability for deeds and the willingness to be responsible for the consequences of own actions. The criteria of acceptance of responsibility by a person have been considered: consistency of necessity with desires and needs of a person (acquisition of the obligation of the personal sense); personal realization of the necessary by his or her own forces, independently and in accordance with the requirements imposed to himself or herself. Psychological features of the development of responsibility in adolescence have been determined. In adolescence, responsibility is manifested in behavior, co-operation of a pupil with a teacher and classmates. Responsibility is linked to the leading motives of adolescence – a sense of adulthood, the need to communicate with peers and trust in adults, the desire for self-discovery, self-change, experimentation, searching for the meaning of personal life, orientation to one's conscience, one's future and one's ideal. Promising directions of further researches concern the empirical study of the specific of the formation of responsibility in teens educated in institutional tutelage.