Without these significant 'markers' of normal progress toward maturity, many children are showing the symptoms of short-term stress and long-term personality disturbance, which are the product of being psychologically 'unplaced' in our society. The disappearance of developmental markers for children and adolescents began in the 1960's and has progressed to the point that many activities once reserved for older children and adolescents are now pursued by younger children. Dressing in adult fashion, competitive sports for preschoolers, formal curricula for young children, and rotation from room to room in elementary students are some examples. The disappearance of markers has coincided with an increase in stress reactions for children at all age levels and with increases in deviant behavior in adolescence. The source of these changes is the introduction of the image of the 'competent child,' who is capable of many activities at earlier ages than for previous generations. Thus, adolescents no longer delay decisions about sexual activities, drug experimentation, or antisocial behavior until middle to late adolescence. However, the work of Piaget and others suggest that these delays make good developmental sense. Coordinated action by homes and communities are needed to restore some of the markers whose disappearance is contributing to the increase in adolescent deviant behavior. Youth clubs led by adult volunteers, community service, school dress codes in elementary schools, and other measures would help restore some of the needed developmental markers.