Such socialization is achieved through direct learning, identification based on love and admiration for superior competence, and adoption of social roles within meaningfully interdependent relationships with adults, older and younger children, and peers. Within such relationships, socialization develops into an overall balance of trust rather than distrust toward other people, the ability to view situations and problems from varied perspectives, a meaningful sense of direction and purpose in life, an awareness of mutual interdependence with others, and an integrated and coherent sense of personal identity. While adult-child relationships have long been emphasized, there is increasing evidence that constructive peer relationships are a necessity for successful socialization. Two major settings in which socialization occurs are the family and the school. Since children and adolescents most in need of constructive socializing experiences come from stressful, abusive, or indifferent families, the most promising avenue of intervention is within the school where constructive peer relationships can be maximized. Intervention should structure most learning experiences cooperatively so students will work jointly to achieve mutual goals and be meaningfully interdependent in task situations. Results of these experiences are feelings of belonging, acceptance, support, and caring; the acquisition of social skills, roles, and sensitivity; peer accountability for appropriate and constructive social behavior; and the autonomy necessary to resist social pressures to engage in socially dysfunctional behaviors such as drug abuse. Causes and correlates of drug abuse are noted. 30 references