Divided into three sections, this paper briefly presents Kohlberg's theory of moral reasoning; surveys some key research relating childrearing practices to adolescents' social competence, including moral reasoning; and reports research findings concerning the value systems adolescents develop. The first section characterizes preconventional, conventional, and postconventional morality and explores ways of promoting the development of a mature concept of justice, which includes role taking and living in a "just community." The second section focuses on aspects of social learning, which include authoritative parenting, inductive discipline, argumentative discourse, and tradition-based upbringing. In addition, this section explores socialization practices that hinder the development of mature moral reasoning. Focusing initially on characteristics of alienated youth and parental influences on such youth, the third section describes studies investigating the values development of New York adolescents according to grade level (from fifth through twelfth grades) and sex. Also reported are English adolescents' attitudes toward the concept of an ideal, or model, person and their sense of the relative importance of values. Findings suggest that a cultural core of values held by adolescents exists and that the predominant concern of young people is for personal adjustment and good human relationships; these concerns are often linked with the desire to have an attractive appearance. (RH)