THE DEFINITION OF "CULTURALLY ALIENATED" INCLUDED THOSE PEOPLE WHO WERE THE MORE RECENT IMMIGRANTS TO THE LARGE URBAN CENTERS, SPECIFICALLY REFERRED TO WERE THE AMERICAN NEGRO, THE PUERTO RICAN, THE MEXICAN AND THE SOUTHERN WHITE. THESE PEOPLE WERE LOWEST IN EMPLOYMENT INCOME, FORMAL EDUCATION AND EMPLOYMENT, THEY WERE ALSO LOWEST IN PARTICIPATION IN CIVIC AND SOCIAL ORGANIZATIONS AND IN MOST TESTS OF ACADEMIC ABILITY. ONE OF THE PROBLEMS THAT FACED INTERESTED PEOPLE WAS TO CONVINCE THE ALIENATED THAT ONE SEEKS TO ASSIST THEM IN THE ATTAINMENT OF RESPONSIBLE, PRODUCTIVE, CREATIVE AND DIGNIFIED ENDS. ANOTHER PROBLEM WAS THE BITTERNESS AND ISOLATION THAT THE ALIENATED FEEL ABOUT THE "GOOD LIFE." THE YOUNG PEOPLE FOUND IT DIFFICULT TO COMPETE WITH THEIR MORE AFFLUENT PEERS WITHIN THE SETTING OF MANY AMERICAN SCHOOLS. IT WAS NOT A LACK OF CONCERN ON THE PARTS OF THEIR PARENTS BUT RATHER A LACK OF KNOWLEDGE AND SOPHISTICATION ABOUT WHAT WAS BEING TAUGHT IN THE SCHOOLS. THUS IT WAS EVIDENT THAT THE ALIENATED CHILD WOULD BE THE FIRST TO BECOME DISENCHANTED WITH THE SCHOOLS. BY THE TIME THIS CHILD REACHED ADOLESCENCE THE PROBLEM HAD BECOME COMPOUNDED AND HE BEGAN TO MOVE AWAY THROUGH PERSONAL CONTACT AND IDENTIFICATION WITH ADULTS IN HIS OWN WORLD. THE ANSWER TO THIS PROBLEM CAME WITH REHABILITATION PROGRAMS FOR THE VERY, VERY YOUNG RATHER THAN THE DROPOUTS. SPECIAL EXTRACURRICULAR ACTIVITIES, ADDITIONAL STAFF MEMBERS AND TRAINED PERSONNEL COULD MAKE PROGRESS WITH THESE CHILDREN. ALSO THE PREPARATION OF PROFESSIONALS - TEACHERS, SOCIAL WORKERS, THERAPISTS, AND GUIDANCE COUNSELORS - SHOULD INCLUDE SPECIAL TRAINING IN THE SOCIOLOGY AND PSYCHOLOGY OF THIS GROUP.