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We report findings from an initial empirical test of a hope-based, group therapy protocol. In this context, hope is defined as a cognitive process through which individuals pursue their goals [Snyder, C. R.: 1994, Free Press, New York]. As such, the eight-session group treatment emphasized building goal-pursuit skills. Findings from a randomized, wait-list control trial using a community sample (n=32 completers) are reported. Participants underwent structured diagnostic interviews (SCID-I) and completed assessment packets. Post-participation assessment results indicate the intervention was associated with statistically significant (p<0.05) improvements in the agency component of hope, life meaning, and self-esteem as well as reductions in symptoms of depression and anxiety. These results suggest that a brief hope intervention can increase some psychological strengths and reduce some symptoms of psychopathology.

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The tenets of a cognitive, motivational model called hope theory (Snyder et al., 1991) are reviewed, along with the two accompanying instruments for measuring hope in children and adolescents. More than a decade of research on hope theory as it relates to students, teachers, and schools is summarized. Likewise, the applications of hope theory for school psychologists are reviewed.School psychologists contribute greatly in helping students, teachers, and schools in general to become more hopeful. As such, we see school psychologists serving in the role of "caring coaches" (Snyder, 1994) who help parents, students, teachers, and staff members to reach their education-related goals. In this article, we provide information so as to expand the already positive influence of school psychologists. To this end, we describe the tenets of hope theory, along with two brief hope scales that can be used with young children and adolescents. Moreover, we summarize the hope research conducted mainly in our laboratory, along with its implications for use by school psychologists. HOPE THEORYSnyder and colleagues (Snyder et al., 1991) have introduced a new cognitive, motivational model called hope theory. Having undergone a series of reconceptualizations (Snyder

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