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Mel Sabshin and I worked closely together during the 1950s, and his influence on me-as on so many others-has persisted ever since. I have never ceased to be deeply impressed by his intellectual curiosity, his strong sense of social responsibility, his integrative capacity across disciplines, and his constructive problem-solving orientation. One of his pioneering and enduring interests over several decades has been in the study of normality. Within that frame-work, he has devoted special attention to adolescent development. In this article I pick up on this strand of his interest. During much of my career, and especially during the past 14 years at the Carnegie Corporation, I have sought ways to build the knowledge base on adolescent development and put that knowledge to use in preventing lifelong casualties.