Program Outcomes for Youth
		Social Competencies Social Responsibility Roselyn K. Polk Introduction Social responsibility has emerged over the last decade as an expansion of the field of study previously labeled citizenship or civic education. The concept of social responsibility is broader in that it encompasses the developing adolescents' social skills while enabling him or her to be active and responsible members of their larger social and political community (Berman, 1993, 1997). Social responsibility is multidimensional in that being responsible goes beyond just being respectful of others; it means experiencing, as well as appreciating our interdependence and connectedness with others and our environment (Berman, 1993). The ability of the adolescent to identify and define social responsibility is important in defining who they are, where they fit in the social world, and building confidence in their sense of agency. The current definition of social responsibility is marked by the adolescents' need for experiencing generativity, casting ones' mark as an individual, and clarifying one's role in an ever-widening social context (Berman, 1997). An important aspect of the acquisition of social responsibility relates to the adolescents' feelings of agency and control; the degree to which they perceive themselves as accountable for both personal achievements and failures. Adolescents learn social responsibility and social skills through interaction with their families, peers, mentors, and communities. At the social level, an adolescent develops self and social responsibility through after-school employment, extracurricular activities, school activities, and by participation within the community allowing the adolescent to acquire a sense of purpose and connectedness. The construct of social responsibility has been conceptualized in a variety of ways including volunteerism (Hamilton, 1988; Hanks, 1981; Youniss & Yates, 1997), community service (Middleton & Kelly, 1996; Youniss & Yates, 1997; Youniss, McLellan, & Yates, 1997), and human rights and civic activity (Avery, 1988; Fendrich, 1993; Greenberger, 1984). It has been argued that there is an impression of emptiness in the role of today's youth due to insufficient opportunities for self-discovery through action, societal contributions, and experimentation with various adult roles (Holloway, 1982). To ensure successful navigation of their social settings and to build a foundation for the successful transition from adolescence into adulthood, an adolescent must begin early in the developmental process to gain feelings of competency regarding their individual actions and social interactions. When we "offer adolescents' participatory experiences that are meaningful, we allow them to discover their potency, assess their responsibility, acquire a sense of political processes, and commit to a moral-ethical ideology" (Youniss, McLellan, & Yates, 1997). It is equally important that the adolescent knows their contribution is important. This can only occur when youth are allowed to make meaningful contributions to their communities and to other human beings. Component Elements of Social Responsibility: recognition and acceptance of the consequences of each action and decision one undertakes caring attitude towards self and others sense of control and competence recognition and acceptance of individual and cultural diversity recognition of basic human rights of self and others the ability to be open to new ideas, experiences, and people understanding of the importance of volunteering in social and community activities ability to engage in experimentation with various adult roles development of leadership, communication, and social skills Summary Social responsibility has implications for development well past the age of adolescence. For example, community service and childcare volunteers cited improved knowledge of themselves and others (Hamilton, 1988) and participation in volunteer organizations increased selective forms of political expression and voting rates years later (Fendrich, 1993; Hanks, 1981). Youth participation in 4-H, Scouts, and the YMCA increased the likelihood of membership and leadership positions as adults in community and civic organizations (Youniss, McLellan, & Yates, 1997). Developing social responsibility is a complex process encompassing not only issues of control and agency for adolescence, but the need for recognition of the contributions they make. In addition, there is a need for adolescents' to practice various adult roles without having to suffer the full consequences of their decisions or having to make lifetime commitments (Holloway, 1982). References Avery, P. (1988). Adolescents, civic tolerance, and human rights. Social Education, 534-537. Berman, S. (1997). Social Consciousness and the Development of Social Responsibility. Albany, NY: State University of New York Press. Berman, S., & La Farge, P. (1993). Promising Practices in Teaching Social Responsibility. New York: State University of New York Press. Fendrich, J. M. (1993). Ideal Citizens: The Legacy of the Civil Rights Movement. New York: State University of New York Press. Greenberger, E. (1984). Defining psychosocial maturity in adolescence. Advances in Child Behavioral Analysis and Therapy, 3, 1-37. Hamilton, S. F., & Fenzel, L. M. (1988). The impact of volunteer experience on adolescent social development: Evidence of program effects. Journal of Adolescent Research, 3(1), 65-80. Hanks, M. (1981). Youth, voluntary associations and political socialization. Social Forces, 60(1), 211-223. Holloway, W. B. (1982). Developing competence. Society, 19(6), 40-47. Middleton, E. B., & Kelly, K. R. (1996). Effects of community service on adolescent personality development. Counseling and Values, 40, 132-143. Youniss, J. & Yates, M. (1997). Community Service and Social Responsibility. University of Chicago Press: Chicago. Youniss, J., McLellan, J. A., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientist, 40(5), 620-631. 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