THE DISCUSSION BEGINS WITH AN INVESTIGATION INTO PARENT-CHILD RELATIONSHIPS INVOLVING CHILDREN WITH MINIMAL BRAIN DAMAGE (MBD). THE MAJORITY OF PARENTS EXPERIENCE UNPLEASANT CONFRONTATIONS WITH MBD CHILDREN, AND SOME PARENTAL RESPONSES IN THESE CONFRONTATIONS COULD BE INTERPRETED BY THE CHILD AS LACK OF LOVE. THIS DISORDERED RELATIONSHIP MAY GO BEYOND THE PARENTS TO SIBLINGS AND DISRUPT THE FEELING OF SECURITY CHILDREN USUALLY EXPERIENCE IN HOME LIFE. THE CHILD'S EFFORT TO ESCAPE FROM FAMILIAL DISCORD WILL LEAVE THE CHILD MORE VULNERABLE TO ANTISOCIAL INFLUENCES; CHILDREN WITH SECURE, EMOTIONALLY SATISFYING FAMILY LIVES ARE NOT ATTRACTED BY DELINQUENT ACTIVITY. THE MBD CHILD IS LIKELY TO SUFFER REJECTION AT SCHOOL AS WELL AND BE STIGMATIZED FOR UNDERACHIEVING. MOST MBD CHILDREN ARE REASONABLY WELL MANNERED AND DISCIPLINED UNTIL THEY START SCHOOL, BUT THE DIFFICULT TASK OF FOCUSING ATTENTION FOR LONG PERIODS OF TIME CAN EXHAUST THE ENERGY OF A HIGHLY DISTRACTIBLE CHILD, RESULTING IN AGGRESSIVE AND UNDISCIPLINED BEHAVIOR AT SCHOOL AND AT HOME. SCHOOLS SHOULD DEVELOP SPECIAL PROGRAMS FOR MBD CHILDREN AND REMOVE THEM FROM CLASSROOMS, WHICH ARE NOT SUITED TO THEIR NEEDS AND IN WHICH TEACHERS LACK THE TRAINING TO DEAL WITH ATYPICAL CHILDREN. CHARACTERISTICALLY, MBD CHILDREN ARE IMMERSED IN CONCRETE THINKING, DO NOT COMPREHEND SUBTLE FORMS OF COMMUNICATION, DO NOT EASILY MAKE INFERENCES, AND DO NOT COMPREHEND THE NATURE OF THE RELATIONSHIP OF ONE HUMAN BEING TO ANOTHER. THEY MUST BE TAUGHT THE FUNDAMENTALS OF INTERPERSONAL RELATIONSHIPS. PREVENTION OF MBD OR ASSOCIATED BEHAVIOR DISORDERS COULD BEGIN WITH BETTER PRENATAL CARE PROVIDED BY PUBLIC HEALTH AGENCIES, REINFORCED BY IDENTIFICATION OF ALL HIGH-RISK BABIES AND ESTABLISHMENT OF INFANT NURSERIES STAFFED BY EARLY CHILDHOOD CARE SPECIALISTS. PARENT COUNSELING AND TEACHER TRAINING IN METHODS TO COPE WITH AND TEACH THE MBD CHILD ARE ALSO SUGGESTED. REFERENCES ARE PROVIDED. (DAG)