This study examined the effects of an expressive writing intervention on male, juvenile offenders' (n=25) psychological and emotional well-being. Using a quasi-experimental design, participants were assigned to one of three writing conditions and were instructed to write for 15 minutes for five consecutive days about one of the following topics: their future life goals, things in their life for which they wished to express gratitude, or their plans for the following day. Baseline and post- intervention measures of life satisfaction, optimism, and mood were completed by youth in all writing conditions. The results revealed that improvements in optimism and mood scores occurred in all writing groups, but no group exhibited significant change on the life satisfaction measure. A qualitative analysis of the youth's daily written entries (n=102) was conducted and revealed the presence of several dominant themes in the youth's writings. The themes, and their relevance for staff working with youth residing in a group home setting, are discussed. The findings from this study suggest that expressive writing techniques hold promise for correctional staff and educators seeking affordable means of improving adolescents' level of optimism and positive mood. Future research could examine whether improvements in hopefulness and mood might lead to positive changes on other psychological measures, and perhaps, even on behavioral outcomes, such as academic performance. (Published Abstract)