Review objective: The aim of this review is to examine the best available evidence in order to determine the effectiveness of interventions [Cognitive Behavioural Therapies (CBT) that share common ‘hopeful’ elements] to prevent mental disorders in children. Review Question: Compared with a control/alternative therapy group, do children who receive preventative interventions (CBT) score differently at follow up when tested on standardised psychological tests? For example, do children who receive CBT therapies that may impact on hopeful thinking in children score higher or lower on tests for common mental disorders (e.g. depression or anxiety or substance abuse) compared with a control/alternative therapy group. Inclusion criteria: Types of participants: The review will consider studies that deal with children (10 - 19 years) who are considered ‘at risk’ for Axis 1 clinical disorders and score below the clinical range for these on standardised psychological tests prior to the commencement of the research. The review will consider children ‘at risk’ to include, but not limited to, children who (1) score close to the clinical range for a mental disorder, (2) have experienced trauma, (3) have been victims of crime, (4) have divorced parents, or (5) have been diagnosed with a chronic illness. The Axis 1 disorders of interest to this review include, but are not limited to, depression, anxiety, substance-related disorders, and adjustment disorders. Research concerned with individuals who have a pre-existing Axis 1 disorders, or are considered ‘at risk’ or diagnosed with an Axis II - V disorder, or do not have an abstract in English will be excluded. Type of intervention of interest: The intervention of interest to this review is CBT. But as CBT is not a single therapy, but rather a heterogeneous array of psychotherapies grouped under a common rubric which all share elements of Snyder’s Hope Theory (Taylor, Feldman, Saunders, & Illardi, 2000). The authors will include studies that use CBT which (a) have between four (minimum) and fifteen (maximum) sessions, (b) a follow up period of between six months (minimum) and three years (maximum), and (c) include, but are not limited to, the following strategies: 1. The identification of negative TRUNCATED AT 350 WORDS