As discussed in the preceding chapters, adolescence has been stereotypi-cally viewed as a chaotic, “tumultuous”period. Although recent studies have tempered and modified this view (e.g., Douvan and Adelson, 1966; Offer and Offer, 1975; Garbarino and Kelley, Chapter 1 this volume), much more attention has been paid to the problems of adolescence—to destructive behavior or maladjusted individuals rather than to well-adjusted, fully functioning youth. Clearly, the majority of adolescents do well in social, academic, and peer-related endeavors, despite what may be “normative” mood variations and problems (Larson et al., 1980; Rutter et al., 1976).