The empirical study on the value preferences of adolescents 12-17 years was undertaken in order to obtain an overview of the situation of children in rural areas with parents involved in the migration process and with present parents, to identify the hierarchy of important and accessible values, future guidelines and to highlight certain problematic areas by analyzing the ratio between preferred values and accessible values. The formation of the values system in adolescents is under the conditions of a situation of the adult uncertainty relating to the achievement of life prospects; reducing the confidence of the population in social institutions, in the situation of migration and guidelines to a future outside the country. The study of the value system in adolescents with parents abroad has highlighted the values: happy family life, health, self-confidence, the presence of good and loyal friends, love as important and priority. Both groups involved in research evaluated the values of creativity, interesting work, the beauty of nature and art and reduced level active life although are promoted by social institutions. The fact that certain values (health, material life assured, active life, interesting work) are less accessible can generate anxiety, may have a negative impact on intellectual potential, increase anxiety level. The non-formation of active professional life values, the beauty of nature and art, interesting activity can lead to social disinformation, characterized by stereotyped reactions and irresponsibility. The difference between priority and accessibility of value indicates an imbalance in emotional-personal relationships in the need of positive family practices. The family is basically the only support institution for adolescents with a sense of safety, protection and support. The values of the near circle – family, close friends, love – are basic resources for adolescents, and the temporary or long-lasting lack of parents can lead to intensified internal conflicts. In this context the social institutions should take particular attention to these groups of children by providing qualitative psychosocial support.