This report draws upon an extensive review of the international literature on resilience to describe effective strategies in health, education, and social work for helping children to cope with periods of transition through promoting resilience. The report takes a broad view of childrens transitions, meaning any episode where children have to cope with potentially challenging changes, including progressing from one developmental stage to another, changing schools, entering or leaving the care system, loss, bereavement, parental incapacity, or entry into adulthood. The concept of resilience is examined, and resilience factors at the child, family, and environment level are identified. The report summarizes findings of cohort studies providing evidence that the most important resilience-promoting factors are supportive families, positive peer relationships, external networks, and the opportunity to develop self-esteem and efficacy through valued social roles. Other issues discussed in the report include acuity and chronicity of adversities, compounding factors, the overestimation of children's recovery powers, positive stress, self-esteem, and the view that early experiences are more important than later ones. Key resilience-promoting interventions and their potential benefits are delineated. The report concludes with a list of key messages regarding current knowledge about resilience, problems with resilience theory, factors that promote resilience, and recommendations for promoting resilience through services to children. Among those key messages is that the most common sources of childhood anxiety are chronic and transitional events, with chronic problems having more lasting effects than acute adversities. Self-esteem is more likely to be sustained through developing valued skills in real life situations rather than through praise and positive affirmation. Resilience can develop only through gradual exposure to stressors at a manageable intensity level. (KB)