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Anger and aggressive behaviors are concerns needing to be better understood to assist Veterans. Roughly 10% of active military personnel and veterans reported physically assaulting another individual, and 28% reported all types of physical aggression (e.g., fighting, threats). Physical abuse and sexual abuse during childhood and/or adulthood, combat exposure, and pre-deployment maltreatment are correlated with increased aggressive behaviors in veterans. Higher levels of anger and aggressive behaviors have been linked to a multitude of negative outcomes (e.g., medical concerns, occupational concerns, legal concerns, decreased social connectedness) for Veterans. Veterans with aggressive concerns often experience co-occurring mental health diagnoses, which can increase their experience of or difficulties coping with anger. Moreover, roughly 4.7 million veterans reside in rural areas. Rurality adds additional barriers to veteran wellbeing (e.g., lack of specialty services, provider lack of cultural sensitivity). Additionally, many social, environmental, and cultural factors intersect within military culture that can impact assessment and treatment of veterans. Specifically, with an increase in women serving in the military, more women are seeking Veterans Affairs services. However, women Veterans have reported lower satisfaction, escalated difficulties with VA staff, and perception of the VA being a male-oriented facility. While men seeking care are commonly stereotyped as weak, excessively emotional, or dependent; which can hinder Veterans seeking care. Therefore, clinicians and providers working with Veterans should continue to be mindful of unique ethical considerations and multicultural considerations while utilizing effective, evidence-based treatment protocols for individuals exhibiting aggressive concerns or comorbid mental health diagnoses to ensure overall Veteran wellbeing.

As elite, heterosexual women delay marriage, complete higher education, and pursue high-status careers, are they able to de-center the other-oriented roles of wife and mother in their lives? Using in-depth interviews with 33 single, college-educated women, the authors examine how elite women balance expectations for self-development and family formation. Participants constructed a timeline with three phases: the self-development phase, the readiness moment, and the push to partner. Women's initial focus on self-development ends with a shift toward feeling ready to search for a spouse. Classed norms for family formation and a perceived biological deadline for childbearing leave a narrow window to achieve family goals. The authors call this narrow window the condensed courtship clock. The clock results in self-scrutiny and third-party policing for women who are off schedule. The class advantages that allow elite women to engage in concerted self-development after college come with intense classed and gendered expectations for family formation.

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher.