As the basis for the theory presented, the author notes that the prolonged constancy of threats and debilitating fears, the brain-body interacting autonomic system is forced to turn itself off. The constant release of stress hormones, adrenalin, and noradenaline function well for occasional episodes of stress. Long-term stress and these bodily yields burn out the body. As this occurs, the autonomic system turns off memory, an obvious crucial element in learning, as well as for crucial social- psychic development. The immune system also appears to be permanently impaired. This process of reacting to violence explains how victims exposed to prolonged threats and violence often become the perpetrators of violence. The author suggests that an educational strategy be used to counter the reactive effects of violence and threats of violence. Educational programs would be designed to improve creativity and judgment, improve memory and literacy, and help to develop innate moral thinking. Such education would be required at all grade levels. Teaching techniques would include role playing, drama, and mental imagery.