THE DIFFERENCES THAT EXIST IN THE FAMILY TYPES AND LIFE STYLES OF THE DISADVANTAGED HAVE IMPORTANT IMPLICATIONS FOR THE DEVELOPMENT OF POVERTY PROGRAMS. ORGANIZED COMMUNITY EFFORTS WILL REACH AND BE MEANINGFUL ONLY FOR THE STABLE POOR. POVERTY PROGRAMS WILL NOT BE SUCCESSFUL WITH THE DISORGANIZED POOR WHO ARE ONLY MARGINALLY ADAPTED TO SOCIETY. THE MIDDLE GROUP ON THE STABLE-UNSTABLE CONTINUUM OFFERS THE GREATEST POTENTIAL FOR SUCCESSFUL PROGRAMS, PROVIDED THAT THEY HAVE A QUALITY EDUCATIONAL EXPERIENCE. CURRENT COMPENSATORY EDUCATION PROGRAMS WHICH DO NOT PROVIDE A LONG TERM CONTINUITY OF SERVICE FROM BIRTH TO MATURITY ARE NOT ACCEPTABLE ANTIPOVERTY EFFORTS. EDUCATIONAL PLANNERS SHOULD SEARCH FOR WAYS TO SHIFT INNER CITY SCHOOLS FROM RIGID BUREAUCRACIES TO FLEXIBLE, ACCEPTING INSTITUTIONS. PUPIL-TEACHER RATIO MUST BE LOWERED, PERHAPS BY USING NONPROFESSIONALS IN THE CLASSROOMS. CHANGES IN THE CLIMATE AND STRUCTURE OF SLUM SCHOOLS, HOWEVER, MAY BE VIEWED BY PROFESSIONALS AS THREATENING AND MAY REQUIRE HONEST CONFRONTATIONS OF INGRAINED PREJUDICES. ANOTHER PROBLEM RELATED TO ANTIPOVERTY PROGRAMS IS A KIND OF "BATTLE FATIGUE" IN POVERTY WORKERS IN DEPRESSED AREAS. THIS DISCOURAGEMENT MUST BE VENTILATED AND WORKED OUT SO THAT PROFESSIONAL EFFORTS CAN BE EFFECTIVE. THIS PAPER WAS TO BE PRESENTED AT THE 1967 ANNUAL MEETING OF THE AMERICAN ORTHOPSYCHIATRIC ASSOCIATION, MARCH 22, 1967, AT THE SESSION ENTITLED "POVERTY IN EDUCATION." (NH)