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An exploratory study of resiliency profiles of male and female juvenile offenders committed to a juvenile correctional facility was conducted. The goal of the present study was to examine juvenile offenders’ positive characteristics (e.g., adaptability, optimism, self-efficacy, tolerance of differences). To assess positive characteristics and vulnerabilities, 215 male and female juvenile offenders completed The Resiliency Scales for Children and Adolescents . K-means cluster analysis identified four resiliency profiles among the sample of juvenile offenders. The clusters were analyzed using ANOVA to determine how they differed on the Resiliency Scales for Children and Adolescents, as well as demographic factors (e.g., age, age when incarcerated, number of months incarcerated prior to survey completion, number of educational credits obtained) and behavioral indicators (number of major infractions and visits to segregation 30 days before survey completion). Differences in the four resiliency profiles are discussed in respect to these factors. Discussion of the four resiliency profiles illuminates the importance of identifying areas of strength to help mitigate against risk factors for juvenile offending and to prevent recidivism.

Eleven broad themes emerged from the 2002 multisite conference on the Future of School Psychology. After the conference, strategies developed by the participants were clustered into the following domains: (a) advocacy and public policy; (b) research and knowledge base; (c) collaboration and communication; (d) practice; (e) preservice training; and (f) in-service training. The eight sponsoring associations subsequently formed the School Psychology Leadership Roundtable in an effort to increase collaboration and to advance the agenda of school psychology to meet better the needs of children, families, and schools. Caveats and cautions are offered relative to strategic planning. The article concludes with a question of whether school psychology is at a tipping point.

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The preparations for and the implementation of the 2002 Multisite Conference on the Future of School Psychology are described. The conference goals were to (a) achieve consensus on current and future demands for school psychologists and our profession’s ability to meet those demands; (b) conceptualize the practice of school psychology in the face of diminishing numbers and increasing demand for services; and (c) develop an agenda to use the resources we have to maximize the benefits to the children and schools that we serve. A problem-solving model served as the conceptual foundation of the conference. School psychologists at the host site in Indianapolis and 30 remote sites collaborated to identify threats, opportunities, strategies, and action plans to respond better to the needs of children, families and schools. The conference not only generated excitement and hope for our future, but also provided a framework to propel the current and future practice of school psychology.

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