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A survey was conducted of Employee Assistance Programs (EAPs) in colleges and universities throughout the United States (N-115). Results demonstrated that these EAPs were similar to those in private industry on several dimensions, including referral source, types of problems handled by the EAP, and overall penetration rate. However, the perceived success of EAPs in higher education was associated with the frequency of peer-referrals, rather than self-referrals. Faculty use of the EAP was also associated with program effectiveness, although faculty used the EAP proportionally less than other staff or administrators. Other factors examined in the study include union involvement in the EAP, in-house counseling vs. outside referral, and mandatory EAP usage. The results are discussed in terms of methodological issues associated with survey research as well as directions for future research on EAPs in higher education.

Early in the pandemic, psychologists who engaged in HIV/AIDS research and practice or care relied more on their "general" psychological knowledge and training than on HIV/AIDS-specific information or training for combating the disease. In the past two decades much has been gained from the contributions of psychologists working in the areas of HIV/AIDS prevention and intervention. However, little is known regarding how the discipline prepares its students for a career in HIV/AIDS research and practice/care. One important venue for educating future psychologists is college-level textbooks because they are often the students' gateway to the scientific literature in psychology. Therefore, presentation of adequate and accurate information in these texts is critical. The present study involved a review and content analysis of introductory, clinical/counseling, health, human sexuality, and social/community psychology textbooks. It revealed that some level of information regarding HIV/AIDS was found in the majority of most college-level psychology texts that were reviewed. However, many books do not present a comprehensive overview or review of this problem, and do not adequately address the role psychology and behavior change can play in abating it. Implications for education, training, and practices are discussed.

The relationship between proxemic behavior and neuroticism was examined. 50 male and 43 female subjects individually self-selected seats in a classroom where they were administered the Eysenck Personality Inventory by one of four experimenters (two male, two female). A significant relationship was found between proxemic distance and both neuroticism and experimenter's sex.