Abstract
Responsibility is used here to mean being in charge of one's own behaviour whether in self-regulation or in relationships with others, whether in action or by omission. It is described as a mixture of intellect and emotion which schools can positively develop, and is particularly pertinent to the gifted as potential opinion formers. It is related to the development of social cognition which starts from birth. The growth of children's responsibility is considered within the school social context, individual emotional development arid the effects of the teacher and style of teaching. Teaching for responsibility is encouraged, for which techniques of applied psychology are outlined.
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