NUMEROUS CASE STUDIES AND EXAMPLES FROM HISTORY ARE CITED TO SHOW THAT IN ALL CULTURES AND EVEN AMONG THE MOST PEACE-LOVING, THERE ARE CERTAIN ACCEPTED PATTERNS OF VIOLENCE. THESE PATTERNS GENERALLY REINFORCE WHAT IS CONSIDERED RIGHT AND GOOD. ABUSING PARENTS ARE OFTEN MOTIVATED BY A DESIRE TO TEACH THEIR CHILDREN 'TO RESPECT AUTHORITY AND DO WHAT IS RIGHT.' SEVERAL STUDIES OF CHILD ABUSE HAVE BEEN CARRIED BACK BEYOND THE PARENTS TO THE GRANDPARENTS, AND IN ONE CASE, TO THE GREAT-GRANDPARENTS. IN EACH GENERATION A PATTERN OF VIOLENT PHYSICAL DISCIPLINE WAS FOUND, ALWAYS WITH THE GOOD OF THE CHILD AS THE MOTIVE. CHILD ABUSERS HAVE SEVERAL FACTORS IN COMMON: (1) THEY ARE FIRM BELIEVERS IN AUTHORITY; (2) THEIR EXPECTATIONS FOR THEIR CHILDREN ARE UNREASONABLY HIGH; AND (3) THEY WERE OFTEN THEMSELVES VICTIMS OF CHILD ABUSE. THE PSYCHOLOGICAL FACTORS LEADING TO THE IDENTIFICATION OF THE CHILD WITH THE ABUSING PARENT ARE EXPLORED. THIS IDENTIFICATION IS SUBTLE, ACCOMPLISHED ENTIRELY WITHIN THE INDIVIDUAL'S OWN PSYCHE. THUS, ABUSERS JUSTIFY, BOTH CONSCIOUSLY AND UNCONSCIOUSLY, THE VALIDITY OF THEIR ERRANT CONDUCT. OFTEN THE GRANDPARENTS URGE SUCH DISCIPLINE 'TO TEACH THE CHILD A LESSON.' BECAUSE OF THIS TRADITIONAL REINFORCEMENT, THE VARIETY OF JUDICIAL DISPOSITIONS APPLIED IN ABUSE CASES HAVE LITTLE EFFECT. PATIENT, NONJUDGMENTAL TREATMENT AIMED AT BREAKING THE PATTERN SEEMS CALLED FOR. THOSE WHO STUDY VIOLENCE IN SOCIETY HAVE CONCENTRATED ON EDUCATION DURING YOUTH. IT IS SUGGESTED THAT THE MOST POTENT CONTROLS OF VIOLENCE AND AGGRSSION ARE THOSE LEARNED IN INFANCY AND EARLY CHILDHOOD BECAUSE THESE ARE THE PATTERNS THAT CARRY OVER INTO ADULT LIFE. (GLR)