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An article in two parts which considers: the level of counselling activity within specific UK organizations: and the functioning of an EAP in one company. Aims, overall, to offer some qualitative evidence of counselling services effectiveness. Part 1 used a questionnaire and postal survey to ascertain those organizations providing EAP or counselling services. Considers who performs the counselling service, access to the service, the scope of problems dealt with, and how closely the service matches the essential characteristics of an EAP. Found only one organization that fulfilled all the criteria. Part 2 used structured interviews with employees in one organization. Charts employees′ views on awareness of the EAP, the quality of service being offered, benefits and disadvantages, and involvement of EAP staff in organizational change. Results indicate some lack of awareness of the full role of EAPs; and some stigma associated with using the service. On the whole the EAP is well‐received. Advises against EAP staff becoming involved in organizational change in case the core function of the service is diluted.

Although many organizations are increasingly providing employee assistance programmes (EAPs), many fail to assess what they want to get from them and how they will monitor the quality of the service they are receiving. Suggests that EAPs can be monitored successfully through a system of benchmarking key EAP components. Once these objectives have been agreed jointly by the organization and the EAP provider, it is much easier for all parties to agree on the progress and effectiveness of the programme. Highlights the process and objectives of EAP monitoring.

The employee assistance programme (EAP) is designed to benefit every area in an organization where individual performance plays a part. Before an EAP is introduced, however, there needs to be a clear analysis of its aims and objectives, the way it should be designed in order to meet the objectives, and how the objectives will be monitored. Without this analysis there will be no mechanism in place to control the quality of the service. Outlines the ways in which mutual assessment of EAP quality can be carried out by both the provider and the customer. Examines the benchmarking process and identifies practical ways in which this can be carried out.

Employee Assistance Programmes cannot function without supervisor co‐operation. Personal experiences of an EAP consultant in Australia and the USA are drawn on to describe case studies of success in developing supervisor and management commitment to EAP. Some of the techniques used are outlined: custom designing of supervisory training; identifying employee problems on the basis of job performance issues; consultation with supervisors prior to employee referrals to EAP, ongoing consultation as follow‐up; monitoring of employee performance on the job.

International students, specifically students who study English for Academic Purposes (EAP), are an increasingly important and large part of the makeup of Canadian post-secondary institutions. As these students have diverse learning needs and goals, institutions need to properly support these learners to be successful in academic settings. A review of the literature explores the increasing need to support this particular student population; approaches to the teaching, learning, and programming of EAP courses and programs; and strategies in and beyond the classroom to support these learners. This chapter offers design considerations and suggests that EAP curricula be integrative in nature. This can be achieved through choosing relevant topics, incorporating experiential learning opportunities, designing collaborative learning tasks, discussing issues of culture, and planning purposeful community connections. Approaching the development of EAP curricula through an integrative lens will ensure learners who are ready for post-secondary studies in academic fields. Classroom examples from the author’s professional experience are offered. Discussion of how to achieve integrative EAP curricula in virtual learning environments is also included.

This study aims to explore the communicative features of teacher talk in English for General Purposes (EGP) vs. English for Academic Purposes (EAP) classes in Iranian contexts based on the Self-Evaluation Teacher Talk (SETT) framework.

For the purposes of this study, EAP and EGP classes run by three language instructors and three content instructors were observed and interviews with teacher participants were conducted. The data were analyzed by content analysis, and emerging overarching themes were recorded.

The findings of this study indicate that the translation of texts into Persian was the dominant theme in classes run by content instructors who were less aware of the communicative features of teacher talk. However, one of the content instructors who was familiar with the communicative features of teacher talk as well as general language instructors were found to be highly aware of the potential of their teacher talk to encourage communication in his classes. The innovative and communicative features in the language/content instructor suggest the importance of teacher agency in bringing change in education at the micro-level. This study has implications for various agencies involved in teaching EAP, EGAP and English for Specific Purposes (ESAP), raising awareness regarding the communicative features of teacher talk as a driving force leading learners and teachers to more communicative opportunities in language classrooms. The findings suggest that teacher talk is an essential component of classroom discourse, shaping students' linguistic and academic development, and that teacher agency is crucial in promoting communicative opportunities in language education. To boost communication, the authors recommend translanguaging with a focus on both communication and optimal use of the mother tongue in EAP classes.

There is little empirical evidence on the communicative aspects of teacher talk in higher education. This study can inspire more parallel research on EAP settings in higher education with a focus on communication and teacher talk features.

This study aims to investigate critical differences between police officer willingness to use and recommend an employee assistance program (EAP) to a peer, including the relationship between officer perceptions of macro-level organizational support and micro-level EAP support.

A survey of 213 police officers from a large, urban police department in the Northeast United States of America is used to evaluate the relationship between officer perceptions of the EAP and the officers' willingness to use and recommend the EAP to peers. Generalized linear regression models are used to evaluate the moderating effect of perceived organizational support (POS) on perceived EAP support.

The findings of this study suggest that POS strongly predicts willingness to use the EAP, but POS has no significant relationship with willingness to recommend the EAP. There is evidence that POS moderates the relationship of EAP support on willingness to recommend the EAP to a peer. When POS decreases, the relationship of EAP support with willingness to recommend the EAP to peers becomes stronger.

The current study is limited by the study's focus on only one police department and the department's use of cross-sectional data, which may limit the generalizability of the results to agencies that differ in size and type.

This research has practical implications for those who seek to improve officer receptivity to mental health support and improve the quality of police services provided to the public. The findings demonstrate that improving officer willingness to recommend the EAP to peers may be a more sustainable pathway to addressing officer mental health than willingness to use the EAP considering the current movement toward police reform.

The research unveils significant differences in police officer decision-making between using the EAP and recommending it to a peer. The research also adds empirical evidence to existing research on the role of POS in policing and the altruistic, peer-focused nature of the police subculture.

This article addresses the rationales employed for the introduction of employee assistance or advisory programmes (EAPs) in UK organisations. It examines typological conceptions of rationales for the introduction of EAPs which are appraised in relation to a study of the introduction of UK based EAP programmes and the literature on organisational interventions. The article concludes that more support is offered for organisational change as a rationale for EAP introduction than for more humanistic considerations, which appear to be better related to managers’ work roles. An extended discussion examines the residual role that welfare seems to play in modern HRM strategies and how current explanations of EAP programmes based on counselling models would benefit from input from models of consultancy processes.

This study investigates the relationship between police officer's willingness to use Employee Assistance Program (EAP) and their perceptions about stress and help-seeking in policing, considering the effect of gender and ethnicity in this association.

A survey of 431 Illinois police officers is used to measure officer's perceptions about help-seeking and organizational stressors. The conditional PROCESS modeling (Hayes, 2012) was employed to analyze the hypothesized mediation model. The ANOVA test was used to determent the effect of gender and ethnicity on organizational stressors in policing.

Findings suggest police officer's willingness to use EAP is shaped by the perceived negative effect of stress on promotion through the mediator, confidence in their departments to receive adequate assistance, with noticeable gender and ethnic differences. The analysis demonstrated that female police officers feel stressed because of unfair promotional opportunities and poor relationships with supervisors. Female police officers are less willing to apply for the EAP services to mitigate stress than male police officers. The findings reveal that ethnicity is a significant predictor of the police officers' willingness to apply for EAP services to mitigate stress.

The current study is limited by its focus on only one police department located in the Illinois, USA. This may limit the generalizability of the results. The cross-sectional nature of data used to draw conclusions and variation in departments' characteristics and compositions could influence results.

The research has practical implications for those who are interested to understand organizational stressors and perceptions on help-seeking in policing. This study provides suggestions for police administrators to make effort in creating more sensitive working environment to reduce stressors for female police officers and representatives of ethnic groups.

The research unveils the significance of officer's confidence in their departments in modifying their willingness to use EAP, revealing the effect of organizational stressors on confidence. The study adds empirical evidence to existing research on impact of gender and ethnicity on their willingness to use EAP.

The toll of the stresses of policing on officers’ physical and mental health and on their individual work and family functioning has been well documented in the literature. Given the well-established consequences of work-related stress on law enforcement, it becomes important to understand how officers are utilizing institutional support systems. Specifically, the purpose of this paper is to elucidate the relationship between officers and Employee Assistant Programs (EAPs).

Data were collected from surveys attached to an online officer training targeting domestic violence in law enforcement families in a large southern state.

A total of n=934 participants were retained for analyses. Few respondents (16.2 percent) reported accessing their EAPs. Totally, 56.4 percent reported knowing enough about their EAP and how to access it; 33 percent of participants would not use their EAPs for domestic violence concerns. No significant differences among officers who did and did not access their EAPs for workplace stress, posttraumatic stress, alcohol use, or domestic violence were identified. Significant differences in alcohol use, posttraumatic stress, and operational stress were identified in those who reported not knowing enough about how to access their EAP.

Concrete suggestions are offered to help increase officers’ knowledge and understanding of the importance of mental health and EAPs. Agencies should consider a more comprehensive approach to mental health to ensure that officers get the help they need.

Very little is known about the relationship that law enforcement officers have with EAP services. This study sheds light on some important differences in work-related stress, stress reactions, and knowledge and familiarity with EAP services.