Rational Emotive Education (REE), derived from Rational Emotive Therapy (RET), is a humanistic approach for helping children cope more objectively and effectively with the stress of modern living and personal problems. To investigate the efficacy of teaching REE, 38 acting-out and 42 socially withdrawn adolescents were randomly assigned to one of three groups: REE, Transactional Analysis (TA), or no-treatment control. During the 10-week treatment period, REE or TA sessions were conducted during four consecutive 45-minute sessions. Control students attended regular classes. Teachers completed Burks' Behavior Rating Scale (BBRS) on each student before and after treatment; students completed pre- and post-tests of the Childrens Survey of Rational Concepts-Form C (CSRC) and the Piers-Harris Children's Self-Concept Scale (PHSCS). In addition, 30 days after treatment all children were re-tested with the CSRC, BBRS, and the PHSCS, and Comprehensive Test of Basic Skills data were collected. Analysis of the data indicated significant differences between the REE, TA, and control groups on self-concept, classroom behaviors, and the ability of the acting-out and socially withdrawn adolescents to comprehend REE. The findings indicate that short-term, school-based REE treatment is effective for socially withdrawn adolescents, although a longer period of time may be needed for significant self-concept changes in acting-out adolescents. (LLL)