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Transactional models of stress suggest that elementary teachers who appraise classroom demands as higher than classroom resources are more vulnerable to stress and likely to experience vocational concerns. Previous research using the Classroom Appraisal of Resources and Demands (CARD), a measure designed to assess teacher perceptions of classroom demands and resources, has supported transactional models with local samples. The current study replicated this previous research with two waves of large nationally representative data from the Schools and Staffing Survey (1999-2000 and 2007-2008). Theoretically-predicted differences were found, suggesting that an understanding of individual elementary teachers’ perceptions of demands and resources in the classroom could have important implications for policy and research aimed at addressing teachers’ vocational concerns.

Eight U.S.-based psychotherapists were interviewed regarding their personal and professional use of social media networks (SMNs), professional SMN policies, and experiences of navigating a significant Facebook (FB)-related discussion with a client. Discussions were stimulated by clients seeking FB contact with therapists, with the majority being attempts to "friend" therapists. Most discussions involved therapists explaining why they do not "friend" clients, largely because of concerns about boundaries and how the therapy relationship differs from relationships clients have with others. Positive consequences included the impact of the incident and discussion on strengthening SMN practices/policies and enhancing the therapy relationship. In contrast, negative consequences included evoking distressing emotions in clients and eliciting discomfort for practitioners. Participants offered a range of advice for avoiding problematic FB interactions with clients, with many suggesting strict and consistent policies regarding FB/SMN with clients. Implications for practice and research are discussed. Public Significance StatementGiven the ubiquity of social media networks, psychotherapists must be duly careful regarding any interactions with clients on such platforms. Findings from the current study suggest that therapists clearly articulate to clients their concerns regarding potential breaches of boundaries and confidentiality on such networks. Furthermore, if clients seek contact with therapists via social media platforms, therapists are encouraged to engage in open conversation regarding their policies about such interactions with clients.

Consensual Qualitative Research was used to develop a framework for understanding the demands faced by lesbian and gay (LG) teachers as a function of the interaction between sexual identity and professional context, including resources used in combatting those demands. Data sources included two interviews each with 11 teachers who each identified as lesbian or gay. Overall, the participants identified a far greater diversity of demands than resources/coping strategies. This speaks to the main finding, which indicates that neither remaining closeted nor being open about sexual orientation protected teachers from a variety of workplace demands explicitly tied to sexual orientation. Findings are discussed within the context of literature on minority stress, the transactional model of stress, and coping strategies. The present study adds to the literature on the types of demands and resources that are unique to LG individuals by highlighting specific interactions between sexual identity management and the v workplace. Additionally, the study contributes to the body of work on teacher stress by providing a framework for how elements of identity that do not directly relate to teaching can influence the demands experienced by teachers. Implications for supporting LG teachers and making their school environments less stressful are discussed.vi

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