The purpose of this PDE was to test the effectiveness of an intervention program and to determine whether providing social and emotional learning (SEL) techniques to a group of Haitian immigrant adolescent children would increase their self-esteem and increase their satisfaction in relations with peers and family as well as improving their generalized contentment as measured by a battery of standardized tests. An orientation class was presented to fifteen Haitian children and their parents and the Hudson Scales were presented to the children as a pre-test before the intervention and as a post-test afterwards. Classes were held weekly after school. the hypothesis was that a 16-week program of Social and Emotional Learning would produce statistically significant increases in self esteem, relations with peers and families and generalized contentment in a group of Haitian adolescents who have exhibited behavior problems. Many of the students suffer from conduct disorders, attention deficit disorder and other problems frequently associated with the highly at-risk children who come to the United States from Haiti. Students came to the sessions and reported that they looked forward to the lessons with joy and anticipation. the results of this PDE were that without exception, scores on Hudson Scale pre-and post-tests administered four months apart showed significant positive change. Parents reported that the students' interactions with their peers, family and teachers are better since they were involved in the project, which has now become a regular activity at the center where it was carried out.