This paper explains that Grotberg (1995) has developed two measures of child resilience, one eliciting children's responses to vignettes depicting difficult situations and the second a checklist completed by an adult. Two studies examined the validity of these methods of assessing child resilience. Study 1 focused on the validity of vignettes and used measures of social support and parental bonding as predictors. Sixty-eight students (mean age 12 years) responded to vignettes describing adversities and completed questionnaires on parental bonding and sources of social support. Their teachers completed the resilience checklist. Findings indicated that the single most important predictor of resilience was support from informal sources. Study 2 examined the factor structure of the resilience checklist. Teachers completed the checklist for 40 students (mean age 13 years) and evaluated their school competencies. Students completed the vignette measure and questionnaires assessing their social skills and identifying social supports. Four factors were identified for the resilience checklist, labeled: (1) "I Can"--social/interpersonal resilience, surfacing in school settings; (2) "Facilitative Environment"--internal resilience, emerging within family supports; (3) "I Am"--internal resilience, emerging within nonfamily supports; and (4) "I Have," social skills. The findings of the two studies indicated that the two child resilience measures were significantly related to independent predictors of resilience. (KB)