Until recently, boys and men provided the template by which problem behaviors in girls and women were measured. With the shift to studying female development and adjustment through female perspectives comes a need for knowledge of trajectories of at-risk girls' behavior as they mature. "Girls at Risk: Swedish Longitudinal Research on Adjustment" fills this gap accessibly and compassionately. Its lifespan approach relates the pathologies of adolescence to later outcomes as girls grow up to have relationships, raise families, and take on adult roles in society.

Coverage is balanced between internalizing behaviors, traditionally considered to be more common among females, and externalizing ones, more common among males. The book's detailed review of findings includes several major longitudinal studies of normative and clinical populations, and the possibility of early maturation as a risk factor for pathology is discussed in depth. Contributors not only emphasize "what works" in intervention and prevention but also identify emerging issues in assessment and treatment. An especially powerful concluding chapter raises serious questions about how individuals in the healing professions perceive their mission, and their clients. Although the studies are from one country-Sweden-the situations, and their potential for successful intervention, transcend national boundaries, including:

Adolescent and adult implications of pubertal timing.
Eating disorders and self-esteem.
Prevention of depressive symptoms.
Understanding violence in girls with substance problems.
Lifespan continuity in female aggression and violence.
A life-course perspective in girls' criminality.

With insights beyond the beaten path, "Girls at Risk" provides a wealth of information for researchers, clinicians and relatedprofessionals, and graduate studentsin child and school psychology; psychiatry; education; social work; psychotherapy and counseling; and public health."

At the start of every school day, ita (TM)s not an unfamiliar sight to see younger children bounding toward school, bright-eyed and bushy-tailed, ready to seize the day. In contrast, adolescents sometimes seem to sleepwalk toward their middle and high schools, often bleary-eyed, cantankerous, and less than enthusiastic to get down to work. Why the difference?

Recent developmental research has demonstrated a relationship between sleep/wake patterns and different kinds of problem behaviors, including social adjustment problems, family coercion, and disaffection from school. Adolescents who prefer staying up later in the evening and arising late in the morning (i.e., eveningness) have often been considered at greater risk of suffering from such problem behaviors as delinquency and negative relationships with parents and teachers. Those who tend to go to bed and arise earlier (i.e., morningness) have long been associated with more positive outcomes. In the majority of previous research, however, these concepts have never been adequately tested.

In Sync with Adolescence: The Role of Morningness-Eveningness in Development examines the possible effects of adolescent preferences on problem behavior in different contexts. This volume presents a new way of looking at morningness-eveningness in relation to adolescent development in general and on problem behavior in particular. The study has produced results, the implications of which necessitate a reinterpretation of the current thinking about morningness-eveningness and adolescent adjustment.

This volume should be of particular interest to developmental psychologists and researchers who are interested in examining therole of biological factors in psychological processes as well as to sleep researchers who are interested in both the clinical and behavioral aspects. In addition, it is a valuable resource for clinical child and school psychologists, medical staff, teachers, and anyone who works with adolescents.

At the start of every school day, it's not an unfamiliar sight to see younger children bounding toward school, bright-eyed and bushy-tailed, ready to seize the day. In contrast, adolescents sometimes seem to sleepwalk toward their middle and high schools, often bleary-eyed, cantankerous, and less than enthusiastic to get down to work. Why the difference? Recent developmental research has demonstrated a relationship between sleep/wake patterns and different kinds of problem behaviors, including social adjustment problems, family coercion, and disaffection from school. Adolescents who prefer staying up later in the evening and arising late in the morning (i.e., eveningness) have often been considered at greater risk of suffering from such problem behaviors as delinquency and negative relationships with parents and teachers. Those who tend to go to bed and arise earlier (i.e., morningness) have long been associated with more positive outcomes. In the majority of previous research, however, these concepts have never been adequately tested. In Sync with Adolescence: The Role of Morningness-Eveningness in Development examines the possible effects of adolescent preferences on problem behavior in different contexts. This volume presents a new way of looking at morningness-eveningness in relation to adolescent development in general and on problem behavior in particular. The study has produced results, the implications of which necessitate a reinterpretation of the current thinking about morningness-eveningness and adolescent adjustment. This volume should be of particular interest to developmental psychologists and researchers who are interested in examining the role of biological factors in psychological processes as well as to sleep researchers who are interested in both the clinical and behavioral aspects. In addition, it is a valuable resource for clinical child and school psychologists, medical staff, teachers, and anyone who works with adolescents.