This study examines the relationship between teacher perceived stress during the online period of schooling in the coronavirus disease 2019 pandemic, and their wellbeing, with job crafting as a mediator, The study also examines the role of problem‐focused coping as a moderator in the stress‐job crafting relationship. A sample of 360 teachers, 347 females, and 13 males, aged 21–63 years answered to an online survey from October to December 2020. Regression analyses were employed to the data. The results show that the conditional indirect effects of stress on wellbeing are statistically significant for low problem‐focused coping ( β = −.06, SE = 0.02, p < .001), whereas for high problem‐focused coping the effects are not statistically significant ( β = .01, SE = 0.01, p > .05). The effects of stress on wellbeing are mediated by job crafting for teachers who score low on problem‐focused coping.

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This paper critically describes a mixed methods study focused on the development of a measurement instrument and the effectiveness evaluation of an art-therapy intervention for children. The project combined an outcome research, conducted for the validation of a psychotherapy program for children with behavioral and emotional problems, with a mixed qualitative-quantitative study for the development and validation of an observation sheet for the analysis of video recordings in the assessment of children’s self-image. Even if the quantitative analysis showed that both the instrument and the program were adequate, the research program cannot be considered a success because of several shortcomings. We describe the strengths and the gaps of the qualitative study, as well as the likely motives for the failure of the entire project. We also include lessons learned and recommendations.

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